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Andy Norlien

KIN6596

Pillsbury Elementary

Soccer Unit Plan

1. Title of the Unit – “Soccer”

2. Student Characteristics and the Implications for these Characteristics for the Unit

a. Grade Level/Previous Experience:This unit is designed for kindergarten - fifth grade students who are required to participate in soccer for their fall curriculum. Most students at the K-2ND grade level are not expected to know the soccer skills of: dribbling, passing, or kicking. This grade level will learn stationary/manipulative soccer movements, dribbling, and trapping skills. At the 3rd – 5th grade level, students are expected to have experience in stationary kicking/passing, dribbling and trapping. This grade level will learn to run and kick, as well as proper movements during team play. Students in grades 3 and 4 will be assessed on stationary movements except for dribbling. Students in 5th grade will be assessed while moving. The duration of the unit and amount of time permitted will help students develop skills and knowledge in soccer. Students of all grade levels will benefit from demonstrations, visuals, and watching their peers.

b. Class Size/Type of Groupings Anticipated:Based on previous turnouts, the class sizes are expected to be in between 20 – 35 students. Grades K – 2 will work mostly individually, but on occasion work in pairs. Grades 3-5 will work individually, in pairs, and on teams. Partners and teams will be assigned by the teacher. The students are expected to demonstrate good sportsmanship to their peers. Students who are at a higher skill level will be asked to assist their peers who may be at a lower level. All students will be asked to give full effort each day as their individual grades will depend on it.

c. Level of Development – Physical, Social, Emotional, and Intellectual:- Physical: At the K-2 level, students have a high level of flexibility and are at

a steady growth in strength and muscular endurance. Heart and lungs are developing at a slow and steady rate. At this grade level, long periods of inactivity should be avoided. For the 3rd – 5th grade level, height and weight gain continues to be moderate and steady. By 5th grade, girls begin early signs of puberty. At this age there also begins to be early signs of poor posture. It is common to notice slight decreases in flexibility, particularly in boys.

Muscular strength starts to increase but there isn’t as much of a “gender gap” yet. However during team play genders will most likely be divided equally.

- Social: At the K – 2nd grade level, the students are individualistic but show a need for adult approval, positive pin-pointing will be conducted by the teacher throughout each lesson. At this age level, students have a general lack of fear and extremely high spirit of adventure. Because of this, if time permits there will be “free exploration” implemented at some point throughout the unit. At the 3rd – 5th grade level, there still is that high spirit of adventure but an increase in peer group identity. There is a general increase towards independence at this stage. It is important to not discipline (timeout) a whole group for the misbehavior of one child. Boys and girls alike show lack of sympathy and understanding toward each other.

- Emotional: At the K-2nd grade level, students are very sensitive. It is important to especially give this age group constant positive feedback. Students at this age are also very egocentric. It is very common for them to approach the teacher throughout the day with many “me” comments. At the 3rd – 5th grade level, the vast majority of the students still desire to be liked and encouraged by the teacher. They still have a high spirit of adventure. The teacher will start to experience defiant behavior from certain students. There begins to be gradual tendencies of mutual antagonism toward opposite genders. Encouraging others, recognizing good play, and assisting classmates are expected throughout the unit for all grade levels.

- Intellectual: At the K-2nd grade level, students have a shorter attention span but are very creative. Students at this age are curious and want to know how things work. Because of this there will be times of exploration during the soccer unit if time permits. At the 3rd -5th grade level the student’s attention span increases and students are still curious. Short term memory skills are improved. Many students at this age also begin a genuine interest in anatomy, physiology, and how to improve fitness. Team play is much easier to understand for this grade level.

3. Facilities and Equipmenta. Space Required (indoor/outdoor)

-There will be the standard half of a gymnasium available for the soccer unit. Students will not be going outside.

b. Surface Markings Required-Each activity will be organized by cones and the line markings available in the gym.

c. Equipment and Supplies Required-10-15 cones-35 foam soccer balls

-whistle-foam sticks -3 soft kickballs-laptop computer-music player-15 bowling pins

4. Safety Considerations-proper footwear is imperative for this unit-the students will only be allowed to kick the soccer balls when instructed-there will be soft foam soccer balls provided-the space of the gym will be utilized in order to avoid students getting kicked or hit with the soccer balls-drills and relays will be structured with a large emphasis on safety -if students receive a timeout they’ll sit off to the side away from activity

5. Subject Matter Content (not including warm-up activities)a. Psychomotor Skills in Order of Progression

-proper stretching -dribbling-stationary kick(k-2), running kick (3-5)-passing and trapping

b. Cognitive – Knowledge, Rules, Strategy

-field markings

-relay line rules

-score keeping

-correct cues performed

1. Soccer skills

-cues for dribbling: eyes up, tap, go

-cues for passing: eyes on ball, tap, follow through

-cues for trapping: eyes on ball, trap

-cues for stationary kicking (k-2): back, swing, kick, follow through.

-cues for running kick (3-5): ready, step and leap, kick, follow-through, land on non-dominant foot

2. Basic soccer etiquette

-don’t kick with your toes

-kick under control

-don’t kick the ball at a non-participant

3. Basic soccer strategy

-use the inside of the foot to pass

-make contact with the bottom portion of the shoelace when kicking

-when dribbling keep the soccer ball within two feet in front of you

-being under control in all areas of soccer is key

4. Skill related physical fitness concepts in soccer

-hand-eye coordination

-power

-control/placement

-timing

c. Affective – Attitudes, Values, Appreciations

-adherence to all class rules and directions

-respect safety of others

-setting up and putting away equipment in a timely manner

-positive attitude while participating

-encouraging classmates

-showing good sportsmanship

6. Learning Activities

a. Psychomotor – Demos, Drills, Lead-Up Games, Etc.

1. teacher and/or student demonstration of each skill taught

2. partner passing accuracy drills, passing with the inside of the foot

3. kicking drills; stationary for K-2, running and kicking for 3-5

4. Lead up games for the practice of particular skills

-partners passing to each other and trapping

-soccer dribble relays

-kicking drills

b. Cognitive – Explanations, Visual Aids, Tests, Etc.

1. Each skill learned will be broken down and explained.

2. Each skill will be broken down into cue words.

3. There will be repetitive visual demonstrations throughout the unit.

c. Affective – Activities, Strategies for Implementation

1. Many of the activities will be designed for the students to stay in their relay lines

2. All students will have the opportunity to partake in all duties for each activity.

3. With the number of students in the class there will be fast-paced rotations encouraged.

4. Because of the limited amount of time and space, students are expected to be on their best behavior.

d. Soccer Relay:

Explanation – The students have been in assigned relay lines when performing warm-ups at the beginning of class. For this activity, the students will remain in these relay lines and will practice their dribbling skills. There will be 5 total relay lines and 1 soccer ball per line. When the teacher says “go”, the students with the soccer ball will dribble around the cone at the other end of the gym. When the student comes back, they will give the ball to the next person in line. The task is repeated and students go to the back of the line and sit down after they’ve gone. The relay ends when all students have participated.

e. Passing and Trapping

Explanation – This activity is for students to utilize their passing and trapping skills. Students will be instructed to line up with a partner alongside the gym. Students will then perform 5 passes with their left and right foot, they will be told to pass by using the inside of their kicking foot. After 10 total passes (5 on each foot), students will be told to take 2 steps back. This will be repeated two times (30 total passes for each student).

f. Bacteria vs. White Blood Cells:

Explanation - This is a kicking game that involves the “bacteria” being the kicker and the “white blood cells” being the goalie. Grades K-2 will stationary kick, 3-5 will be able to practice their running and kicking. The classroom will be divided into 5 teams (relay teams). There will be 1 team kicking and the other four teams will spread out on each end of the gym. All of the four other teams are “white blood cell” goalies, working to keep the kicking team (bacteria) from making contact with their wall. Each kick that makes contact with the wall and passed the goalies is worth 1 point. The kicking team will keep track of their score. The kicking team will have 2 minutes to get as much bacteria (soccer balls that are kicked) to the wall as possible. The game will end when all teams have been bacteria (kicked).

g. Soccer Freeze Tag:

Explanation - In this game boundaries are set and there are three “taggers” and three “unfreezers”. The rest of the students are trying to avoid being tagged. The game will start when the teacher says “GO” and will stop when students hear the whistle. Once you get tagged 3 times you are out of the game and have to sit off in the designated area. The taggers will be carrying foam sticks and the unfreezers will be carrying a soccer ball with them. When a student is tagged and becomes “frozen”, he/she will spread their arms and legs and become unfrozen when the “unfreezers” pass back and forth to them 6 total times. The process will be pass and trap 6 total times. Then the frozen students will be unfrozen and will be able to re-enter the game. The game will not last more than 10 minutes or end when all students have been tagged 3 times, whichever comes first.

h. Soccer Bowling (3-5 th ):

Explanation – This game is played much like bowling. This game will only consist of three frames(rounds) per student. The first two frames will consist of the student kicking the soccer ball with the right, then left foot. In the third frame the students can choose which foot to kick (bowl) with. The bowler stands about 30 feet from three pins. The three pins are set up to form a triangle. The “bowler” kicks the ball towards the pins, trying to knock the pins down. Each pin that is knocked down is worth 10 points. A perfect game is 90 points. This is only possible if all the pins are knocked down in each frame. The player gets two kicks per frame if needed. Other students will be assigned to score keeping and “pin setters”. The game ends when all students have participated in 3 frames.

i. Musical Soccer Cones:

Explanation - Students are given partners. Four groups of two will participate in the game. The remaining groups will be off on the side until their group is called upon by the teacher. The game is based on control, not speed. The students will be assessed on their: dribbling, passing/trapping, and kicking. Students will have the chance to practice their soccer dribbling and additional soccer skills through movement and station work. Stations are set up along the perimeter of gym in a rectangular formation. There will be four large cones at each corner of the gym with posted notes on what skill will be performed. The game starts when the music starts playing. Students dribble their soccer ball around the gym until the music stops and they go to the nearest station. The four stations are: 1. Soccer juggling (cannot use your hands)2. Tick tock(moving the soccer ball between the inside part of their feet back and forth 3. Kicking (K-2 stationary, 3-5 run and kick). 4. Pass and trap(With your partner use one of your soccer balls to pass back and forth, and the same time trapping).This game will stop when the whistle blow.

7. Unit Calendar – Block Plan (classes that only meet for two days, Day 2 will be

skipped)

a. Day 1: Soccer Relay/Passing and Trapping/Bacteria vs. White Blood Cells1. Psychomotor – students will demonstrate how to properly: dribble, pass/trap, and kick during the drills/activities. 2. Cognitive – students will understand the importance of each skill.3. Affective – students will work effectively with other groups when rotating stations.

b. Day 2: Soccer Relay /Bacteria vs. White Blood Cells/Soccer Freeze Tag1. Psychomotor – Students will demonstrate how to properly dribble, kick, pass/trap.2. Cognitive – Students will understand the proper cues for each skill performed. 3. Affective – Students will demonstrate good sportsmanship during the drills/activities.

c. Day 3: 1. (grade K-2) – Musical Soccer Cones/Soccer Freeze Tag 2. (grade 3-5) – Musical Soccer Cones/Soccer Bowling1. Psychomotor – Students will be able to demonstrate while being assessed on: dribbling, passing/trapping, and running and kicking (stationary kicking for K – 2).

8. Lesson Plans

Day 1:

Name: Andrew NorlienLesson Name/Number: Drills Grade Level: K - 5 Unit: Soccer

Objectives:Psychomotor:

Students will perform dribbling, passing/trapping, and kicking skills (stationary for K-2).

Cognitive: Students will understand the proper techniques

when performing the skills.

Affective: Students will be presents sportsmanship and

sympathy during the drills/activities.

Standards:1,2,3,5,6

Previous Experience:Kindergarteners are not expected to have been shown any soccer skills. Grades 1st – 3rd are only expected to have been shown basic skills. Grades 3rd – 5th are expected to have learned the basic skills.

Equipment Needs/Safety:

15-18 soft soccer balls, 3 soft kickballs, 4 cones

Time:

0-1 min

7 min

Instructional Activities (include diagrams) & Assessments:

1. Introduction The students will be greeted in the hallway They will then be told to enter the gym and sit down

on their special spots that have already been assigned by the cooperative teacher.

Students will then be instructed to stand up and get ready for exercises.

The students already know that they start the exercises when they hear the word “go” and stop (freeze) what they’re doing when they hear the sound of the whistle.

2. Warm ups There will be music playing and students will be

listening to an audio recording. They know to follow directions of the voice on the audio recording.

Students will be instructed to perform: jumping jacks, ski-jumps, curl-ups, push-ups, burpies, and sit-down stretches.

The students learned all the exercise in pre-school. I will be walking around the gym during exercises and do positive pin-pointing.

Transition: When the music stops, the students are aware to line up in their relay-lines. The students will stand up after I’ve reviewed with them that relay runs are not a race, but for warm up purposes. The

Teaching hints and cues:

5 min

6 min

5 min

students are managed by points (up to 30) they accrue by the end of class. The points are organized by the red zone, yellow zone, and green zone. If they are in the green zone with 5-7 minutes to go in class, they are awarded a fun game. The students will be informed how many points they have accrued at this point thus far.

3. Relay Runs The students will be instructed to run for their first

relay. They know they have to sit down at the end of the line when finished.

Students will be told if they don’t touch the black line, they have to run back and touch it.

The students will then be instructed to skip down to the black line.

The third relay run will be galloopingTransition: The students will maintain in the relay line formation once completed with all three relays. They will then be told they must run around the four cones of the gym for five minutes. They will be pointed in the direction and will be told they can get up and start running once they hear “go”. The students will be updated with how many points they accrued thus far.

4. 6 minute run around the gym Students will be reminded that they must run around

the cones. There will be music playing while they run. The students will be advised to run at a pace, so they

don’t start walking right away. The students know they earn 6 points if they all run

for 6 minutes. Students that don’t walk for the entire 6 minutes will

receive an “R” at the end of the exercise. Five “R’s” and students get to sign their name in the “runners club”.

Transition: At the end of the 6 minute run, the whistle will be blown. Students will be told to return to their special spots when they hear the word “go”. When they get to their special spots, the students will be updated with their point total for the class. If they’ve been following directions, they should be close to the green zone.

5. Soccer Relay The students have been in assigned relay lines when

performing warm-ups at the beginning of class. For this activity, the students will remain in these

relay lines and will practice their dribbling skills. There will be 5 total relay lines and 1 soccer ball per

line. When the teacher says “go”, the students with the

soccer ball will dribble around the cone at the other end of the gym.

When the student comes back, they will give the ball to the next person in line.

The task is repeated and students go to the back of the line and sit down after they’ve gone.

The relay ends when all students have participated.

“Make sure to touch the black line”

“You can run, jog, skip, or gallop; as long as there’s no walking”

8 min

15 min

Transition: At the sound of the whistle, the students will freeze and be instructed to return to their special spots when they hear the word “go”.

Transition: The students will “freeze” when they hear the sound of the whistle. When I say “go” they will return to the special spots. “Ready, set, “GO!”. Bacteria vs. White Blood cells will now be set up.

6. Bacteria vs White Blood Cells This is a kicking game that involves the “bacteria”

being the kicker and the “white blood cells” being the goalie.

Grades K-2 will stationary kick, 3-5 will be able to practice their running and kicking.

The classroom will be divided into 5 teams (relay teams). There will be 1 team kicking and the other four teams will spread out on each end of the gym.

All of the four other teams are “white blood cell” goalies, working to keep the kicking team (bacteria) from making contact with their wall.

Each kick that makes contact with the wall and passed the goalies is worth 1 point.

The kicking team will keep track of their score. The kicking team will have 2 minutes to get as much

bacteria (soccer balls that are kicked) to the wall as possible.

The game will end when all teams have been bacteria (kicked).

Transition: At the sound of the whistle, the students will freeze and be instructed to return to their special spots when they hear the word “go”. “Soccer Freeze Tag” will now be introduced.

7. Soccer Freeze Tag In this game boundaries are set and there are three

“taggers” and three “unfreezers”. The rest of the students are trying to avoid being

tagged. The game will start when the teacher says “GO” and will stop when students hear the whistle.

Once you get tagged 3 times you are out of the game and have to sit off in the designated area.

The taggers will be carrying foam sticks and the unfreezers will be carrying a soccer ball with them.

When a student is tagged and becomes “frozen”, he/she will spread their arms and legs and become unfrozen when the “unfreezers” pass back and forth to them 6 total times.

The process will be pass and trap 6 total times. Then the frozen students will be unfrozen and will be able to re-enter the game.

The game will not last more than 10 minutes or end when all students have been tagged 3 times, whichever comes first.

Transition: The students will now freeze and be instructed to return to their special spots. If they’ve made it to the green zone, then will be told they’ll be playing the game “Mr. Yuk”.

“Make sure to keep the soccer ball within two feet in front of you”

“You want to be under control when dribbling your soccer ball”

10 min

1-2 min

8. Mr Yuk The teacher chooses three students to be “it”. These

students hold a soft kickball while being “it”. The boundaries are the entire gym, besides the

“hospital”. The teacher explains to the students that the soft

kickballs are full of poison, but not literally. If anyone that’s not it touches the poisoned balls, they

go to the designated area (“hospital”) and perform 25 jumping jacks. They will then be allowed to re-enter the game

After a couple minutes the teacher will assign new students to be “it”.

The game is continuous and stops when the teacher blows his whistle.

Transition: The students will “freeze” when they hear the sound of the whistle. When I say “go” they will return to the special spots. “Ready, set, “GO!”

9. Closure Students will be dismissed by row and be told to line

up on the red sideline while they wait for their teacher.

If some students put their sweater or jacket off to the side, they may grab it before they head over to the red line once their row is called.

Reflections:

Day 2:

Name: Andrew NorlienLesson Name/Number: Drills/Games Grade Level: Elementary Unit: Soccer

Objectives:

Psychomotor: Students will perform dribbling, passing/trapping, and kicking

skills (stationary for K-2).

Standards:1,2,3,5,6

Cognitive: Students will understand the proper techniques when

performing the skills.

Affective: Students will be presents sportsmanship and sympathy during

the drills/activities.

Previous Experience:Kindergarteners are not expected to have been shown any soccer skills. Grades 1st – 3rd are only expected to have been shown basic skills. Grades 3rd – 5th are expected to have learned the basic skills.


4 cones, 15-20 soft soccer balls, 3 soft kickballs

0-1 min

5 min


1. Introduction The students will be greeted in the hallway They will then be told to enter the gym and

sit down on their special spots that have already been assigned by the cooperative teacher.



2. Warm ups There will be music playing and students

will be listening to an audio recording. They know to follow directions of the voice on the audio recording.



Transition: When the music stops, the students are aware to line up in their relay-lines. The students will stand up after I’ve reviewed with them that relay runs are not a race, but for warm up purposes. The students are managed by points (up to 30) they accrue by the end of class. The points are organized by the red zone, yellow zone, and green zone. If they are in the green zone with 5-7 minutes to go in class, they are awarded a fun game. The students will be informed how many points they have accrued at this point thus far.


5 min.

6 min

5 min

3. Relay Runs The students will be instructed to run for

their first relay. They know they have to sit down at the end of the line when finished.



The third relay run will be galloopingTransition: The students will maintain in the relay line formation once completed with all three relays. They will then be told they must run around the four cones of the gym for five minutes. They will be pointed in the direction and will be told they can get up and start running once they hear “go”. The students will be updated with how many points they accrued thus far.

4. 6 minute run around the gym Students will be reminded that they must run

around the cones. There will be music playing while they run. The students will be advised to run at a pace,

so they don’t start walking right away. The students know they earn 6 points if they

all run for 6 minutes. Students that don’t walk for the entire 6

minutes will receive an “R” at the end of the exercise. Five “R’s” and students get to sign their name in the “runners club”.


5. Soccer Relay The students have been in assigned relay

lines when performing warm-ups at the beginning of class.

For this activity, the students will remain in these relay lines and will practice their dribbling skills.

There will be 5 total relay lines and 1 soccer ball per line.

When the teacher says “go”, the students with the soccer ball will dribble around the cone at the other end of the gym.

When the student comes back, they will give the ball to the next person in line.

The task is repeated and students go to the back of the line and sit down after they’ve gone.

The relay ends when all students have

“you want to dribble under control

12 min

12 min

participated.Transition: At the sound of the whistle, the students will freeze and be instructed to return to their special spots when they hear the word “go”.

6. Bacteria vs White Blood Cells This is a kicking game that involves the

“bacteria” being the kicker and the “white blood cells” being the goalie.

Grades K-2 will stationary kick, 3-5 will be able to practice their running and kicking.

The classroom will be divided into 5 teams (relay teams). There will be 1 team kicking and the other four teams will spread out on each end of the gym.

All of the four other teams are “white blood cell” goalies, working to keep the kicking team (bacteria) from making contact with their wall.

Each kick that makes contact with the wall and passed the goalies is worth 1 point.

The kicking team will keep track of their score.

The kicking team will have 2 minutes to get as much bacteria (soccer balls that are kicked) to the wall as possible.

The game will end when all teams have been bacteria (kicked).

Transition: At the sound of the whistle, the students will freeze and be instructed to return to their special spots when they hear the word “go”. “Soccer Freeze Tag” will now be introduced.

7. Soccer Freeze Tag In this game boundaries are set and there are

three “taggers” and three “unfreezers”. The rest of the students are trying to avoid

being tagged. The game will start when the teacher says “GO” and will stop when students hear the whistle.




The process will be pass and trap 6 total

10 min

1 min

times. Then the frozen students will be unfrozen and will be able to re-enter the game.

The game will not last more than 10 minutes or end when all students have been tagged 3 times, whichever comes first.

Transition: The students will now freeze and be instructed to return to their special spots. If they’ve made it to the green zone, then will be told they’ll be playing the game “Mr. Yuk”.

8. Mr Yuk The teacher chooses three students to be “it”.

These students hold a soft kickball while being “it”.

The boundaries are the entire gym, besides the “hospital”.

The teacher explains to the students that the soft kickballs are full of poison, but not literally.

If anyone that’s not it touches the poisoned balls, they go to the designated area (“hospital”) and perform 25 jumping jacks. They will then be allowed to re-enter the game

After a couple minutes the teacher will assign new students to be “it”.

The game is continuous and stops when the teacher blows his whistle.

Transition: The students will “freeze” when they hear the sound of the whistle. When I say “go” they will return to the special spots. “Ready, set, “GO!”

9. Closure Students will be dismissed by row and be

told to line up on the red sideline while they wait for their teacher.


Reflections:

Day 3:

Name: Andrew NorlienLesson Name/Number: Drills/Games Grade Level: Elementary Unit: Soccer

Objectives:

Psychomotor:

Students will perform dribbling, passing/trapping, and kicking skills (stationary for K-2).

Cognitive:

Students will understand the proper techniques when performing the skills.

Affective:

Students will be presents sportsmanship and sympathy during the drills/activities

Standards:

1,2,3,5,6

Previous Experience:

Kindergarteners are not expected to have been shown any soccer skills. Grades 1st – 3rd are only expected to have been shown basic skills. Grades 3rd – 5th are expected to have learned the basic skills.


4 cones, 15-20 soft soccer balls, 3 soft kickballs

1-2 min

5 min

5 min


1. Introduction The students will be greeted in the hallway

They will then be told to enter the gym and sit down on their special spots that have already been assigned by the cooperative teacher.



2. Warm ups There will be music playing and students will

be listening to an audio recording. They know to follow directions of the voice on the audio recording.



Transition: When the music stops, the students are aware to line up in their relay-lines. The students will stand up after I’ve reviewed with them that relay runs are not a race, but for warm up purposes. The students are managed by points (up to 30) they accrue by the end of class. The points are organized by the red zone, yellow zone, and green zone. If they are in the green zone with 5-7 minutes to go in class, they are awarded a fun game. The students will be informed how many points they have accrued at this point thus far.

3. Relay Runs The students will be instructed to run for

their first relay. They know they have to sit down at the end of the line when finished.



The third relay run will be galloping

Transition: The students will maintain in the relay line


“Remember to touch the black line”

“You can run, jog, skip, galoop, but CANNOT walk”

6 min

12 min

formation once completed with all three relays. They will then be told they must run around the four cones of the gym for five minutes. They will be pointed in the direction and will be told they can get up and start running once they hear “go”. The students will be updated with how many points they accrued thus far.

4. 6 minute run around the gym Students will be reminded that they must run

around the cones.

There will be music playing while they run.

The students will be advised to run at a pace, so they don’t start walking right away.

The students know they earn 6 points if they all run for 6 minutes.

Students that don’t walk for the entire 6 minutes will receive an “R” at the end of the exercise. Five “R’s” and students get to sign their name in the “runners club”.


5. Soccer Freeze Tag In this game boundaries are set and there are

three “taggers” and three “unfreezers”. The rest of the students are trying to avoid

being tagged. The game will start when the teacher says “GO” and will stop when students hear the whistle.




The process will be pass and trap 6 total times. Then the frozen students will be unfrozen and will be able to re-enter the game.

The game will not last more than 10 minutes or end when all students have been tagged 3

“Once frozen, you become unfrozen when you play “catch” with an unfreezer”

25 min

10 min

times, whichever comes first.Transition: At the sound of the whistle students will freeze. The will be told to return to their special spots. “Musical Soccer Cones” will now be introduced.

6. Musical Soccer Cones Students are given partners. Four groups of

two will participate in the game. The remaining groups will be off on the side

until their group is called upon by the teacher. The game is based on control, not speed.

The students will be assessed on their: dribbling, passing/trapping, and kicking. Students will have the chance to practice their soccer dribbling and additional soccer skills through movement and station work.

Stations are set up along the perimeter of gym in a rectangular formation. There will be four large cones at each corner of the gym with posted notes on what skill will be performed.

The game starts when the music starts playing. Students dribble their soccer ball around the gym until the music stops and they go to the nearest station.

The four stations are: 1. Soccer juggling (cannot use your hands)2. Tick tock(moving the soccer ball between the inside part of their feet back and forth 3. Kicking (K-2 stationary, 3-5 run and kick). 4. Pass and trap(With your partner use one of your soccer balls to pass back and forth, and the same time trapping).

This game will stop when the whistle blow.

Transition: The students will now freeze at the sound of the whistle and be instructed to return to their special spots. If they’ve made it to the green zone, then will be told they’ll be playing the game “Mr. Yuk”.

7. Mr Yuk The teacher chooses three students to be “it”.

These students hold a soft kickball while being “it”.

The boundaries are the entire gym, besides the “hospital”.

The teacher explains to the students that the soft kickballs are full of poison, but not literally.

If anyone that’s not it touches the poisoned balls, they go to the designated area (“hospital”) and perform 25 jumping jacks. They will then be allowed to re-enter the

1 min

game After a couple minutes the teacher will

assign new students to be “it”. The game is continuous and stops when the

teacher blows his whistle.Transition: The students will “freeze” when they hear the sound of the whistle. When I say “go” they will return to the special spots. “Ready, set, “GO!”

8. Closure Students will be dismissed by row and be

told to line up on the red sideline while they wait for their teacher.


Reflections:

9. Assessment and Evaluationa. Psychomotor – Skill Tests, Task Completion, Checklists

1. Skill Tests – students are able to perform proper cues.2. Checklist – correct mechanics and participation.3. Task Completion – students are able to perform the skills correctly and under

control. b. Cognitive – Comprehension, Verbal Response

1. The students understanding of how the skills are performed.2. Verbal responses when the teacher is formative assessing.

c. Affective - Cooperation and Respect1. Proper handling of equipment2. Return of equipment to designated area at the end of class.3. Respect and cooperation with others during class. Any lack of cooperation or

negative attitudes will result in a poor grade for participation points. d. Overall Grading Scheme (on a 1-4 scale)

Breakdown:

4 = Student far exceeds all requirements

3 = Student achieves above average requirements

2 = Student meets requirements

1 = Student is below recommended requirements.

1. Grading is based on: participation, dribbling, passing/trapping, and kicking. 2. A student who doesn’t bring shoes during any of the 2-3 days will automatically

not receive a high score of 4 for participation.3. Poor cooperation and respect for others will automatically result in a lower

numbered score for participation.4. Skill Tests : (Students also need to be able to verbally explain correct cue

sets)a. Dribbling

4 = student is always dribbling the soccer ball under control with the inside or outside of the feet (not the toes). As well as performing proper cues while keeping the ball at a good distance, within 2 feet in front. 3 = student is dribbling the soccer ball under control with the inside or outside part of the feet and performing proper cues while keeping the ball in front at a good distance most of the time. 2 = student is dribbling the soccer ball under control with the inside or outside part of the feet and performing proper cues while keeping the ball in front at a good distance some of the time.1= student rarely dribbles the soccer ball under control with the inside or outside part of the feet and rarely performs proper cues while keeping the soccer ball within 2 feet of him/her.

b. Passing/Trapping4 = student is always passing the soccer ball under control with the inside part of his/her feet and traps the soccer ball effectively at all times.3 = student passes the soccer ball under control with the inside part of his/her feet and traps the soccer ball effectively most of the time. 2 = student passes the soccer ball under control with the inside part of his/her feet and traps the soccer ball effectively some of the time.1 = student rarely passes the soccer ball under control with the inside part of his/her feet and traps the soccer ball.

c. Kicking (stationary)4 = student is always in a proper stance, performs proper cues, kicks the ball with the bottom of the shoe lace, and consistently kicks the ball at a good distance and accurately. 3 = student is in a proper stance, performs proper cues, kicks the ball with the bottom of the shoe lace, and consistently kicks the ball at a good distance and accurately most of the time. 2 = student is in proper stance, performs proper cues, kicks the ball with the bottom of the shoe lace, and consistently kicks the ball at a good distance and accurately some of the time.

1 = student rarely is in a proper stance, performs proper cues, kicks the ball with the bottom of the shoe lace, and consistently kicks the ball at a good distance and accurately.

10. Motivation techniquesA. Intrinsic - success, challenge, self-confidence.

Activities will be set up to challenge students and provide many opportunities for success. For example, line markings and soccer balls will be ready for the students upon arrival.

B. Extrinsic - competition, awards, unique drills / warm-ups.There will be many drills and activities that will be experienced by the students throughout the unit. Students will be assessed and graded based on performing proper mechanics and cues as well as effort. Students who excel will have their parents notified and receive a grade of 4.

11. Relationship to Standards Unit demonstrates all of the National Standards(NASPE Standards: 1,2,3,4,5,6)

12. ReferencesAmstrup, P (2103, October). Interview and files of Patti Amstrup. Physical Education teacher at Pillsbury Elementary.

Barker, B. (2011, December). Physical Education teacher at Churchill Elementary. http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10799#.UmA2I3Yo7wo

Williams, N. (2011, January). Physical Education teacher at Eastern Connecticut University. http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=752#.UmA3EXYo7wo

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10799#.UmA2I3Yo7wo

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