Cooperation

Developed by: Kristi Cantrell

Level: 9 - 12

Cooperation and Volleyball

Standards Learning Expectations	This activity will help students acquire competencies which relate to the following standards: 1. Skills for Academic Self-Confidence, Learning and Success 2. Improve Learning and Achieve Challenging Goals The student will: 1.5 demonstrate the ability to work independently and cooperatively. 2.2 practice self-directed and independent learning.
General Approach	The students will sharpen their independent thinking skills by designing a logo for the "balloon volleyball" team-building activity. They will also enhance their cooperative learning skills by participating in the "balloon volleyball" activity. This activity is ideal for small group participation (6-10 members).
Activity Steps	Step 1. The counselor will ask each student to develop a design or logo that best depicts their personal attributes. The students will sketch their logos on white copy paper. Step 2. The group will then be asked to view each sketch and to choose one logo by consensus to use for the volleyball game. The student whose logo is chosen will be given a balloon to inflate and then will copy his/her design onto the balloon with markers. Step 3. While the logo is being chosen, the counselor will stretch a piece of twine between two stationary points (the "net" must be high enough for the students to pass under). Step 4. All of the students will then be placed on one side of the "net. " A team captain will be chosen and the game will begin. The captain will serve first, dash under the net and return his/her own serve to the team. The first person to the balloon returns the volley to the captain and dashes under the net. The one who just passed under the net can return the volley or the captain can return the volley. As more players cross under the net, it does not matter who returns the volley. The game continues until all members have crossed under the net or until the balloon hits the floor. If the balloon touches the floor, a new captain must be chosen and the game starts over. The game can continue as long as time allows. Step 5. The counselor should record the comments of the students during the logo design phase as well as during the game. After the game has been called, the counselor should help the students process their thoughts regarding designing logos and playing the game. Sample questions may include: Was it difficult to design a logo for yourself? Was it difficult to choose only one logo for the game? or for your own logo not to be chosen? What are your thoughts about playing a one team volleyball game? What was it like when you had to start the game over? How did you feel when you were the one who caused the game to stop?
Time Required	Step 1 - 10 minutes Step 2 & 3 - 5 minutes Step 4 - 15 minutes Step 5 - 15 minutes
Resources Needed	Pencils White copy paper Party-size balloon(s) Markers Twine (6 feet in length)
Performance Indicators	The students' abstract thinking will be enhanced as they are asked to create a logo for themselves without any specific guidelines. They will learn from discussion that each person has different attributes and that he/she places different values on each. The game will allow the counselor to evaluate the students' cooperation skills and efforts as well as their self-confidence levels as logos and captains are chosen. The students' responses to the game and to the discussion will demonstrate their knowledge of interdependence.