Chelsea Ross

Unit: Soccer Unit

Grade: 5th
Model: Sport Education
Length: 6 lessons
Learning goals

A.

1-Student will be able to dribble a soccer ball in various pathways while remaining control of the ball.

2- Student will be able to pass the soccer ball to a partner with the correct form.

3- Student will be able to shoot a soccer ball in a goal with correct form.

4- Student will be able to know the cues for dribbling, passing, and shooting with little to no teacher mediation.

5- Student will be able to work with their partner/team with little to no teacher mediation.

C. Attached to lesson Plans

Assessments:

Pre Assessment

A. Goals 1, 2, 3
B. Psychomotor
C. I chose this assessment because it gives me a very good understanding of where all the students are at with their skill levels. Also, it allows for me
to see how I should form the teams for the sport education model.
Soccer Dribble Cue Assessment

A. Goal 4
B. Cognitive
C. I chose this assessment because a soccer dribbling is one of the most important skills in a soccer game. This being said it is very important that the
students are able to do this correctly. The first step towards this is the students knowing the correct form for the activity.
Passing Peer Assessment

A. Goals 2 and 5
B. Psychomotor and affective
C. I chose this assessment because it allows for me to not only work on getting a feel for how the students are learning by doing but also allows for
me to see what they are able to observe about their peer’s performances.
Scoring Self-Assessment

A. Goal 3
B. Psychomotor
C. I chose this assessment because having the students having to assess themselves they are more likely to retain the knowledge.
Soccer Post Assessment

A. Goals 1, 2, 3, 4, 5
B. Psychomotor
C. I chose this assessment for the post Assessment because it was able to assess all of my major learning goals.
Shooting Tournament

A. Goals 3, 5
B. Psychomotor
C. I chose this assessment for the Game Play because it allowed me to reassess the shooting skills and see all students perform the skill during a
game.
Contextual analysis

The teacher

1. What do I know about this content?

I know a decent amount about a soccer unit.
2. What experience do I have teaching this content to this grade level?
I have never taught this skill to this age group before.
3. Where can I go to gain content knowledge?
The Metzler book that I have from school.
The student

1. How many will be in this class each time?

45-50
2. How many and which students have special learning needs?
I have 4 students but they come with paras to class.
3. What are those needs, and what do I know about teaching those students?
More time to perform activities in class.
4. What is the typical developmental stage in this class?
Most of these students are advanced
5. What is the students’ motivation to learn this content?
They enjoy soccer a lot in this community.
The content

1. What is the expected range of ability in, and knowledge of, this content?
The students are Moderate to advanced.
2. What do students at this age/stage need to know about this content?
The students are at a Basic skill level.
3. What specific content should the content be learned? Does it matter?
No, it does not matter.
4. Will I need to modify the content be learned to meet student ability?
No, I do not need to modify.
5. How long should it take most students to learn each part of the unit?
1 day per task for learning.
6. What learning goals should students pursue?
The main goals of the students.
7. How can I assess that learning?
Propper assessments for each student.
8. In what order should the content be covered in this unit?
From the easiest skill to the hardest skill.
Available Resources

1. How many lessons will the unit include?

6
2. How many actual minutes are available for instruction in each class?
40
3. How much content can students reasonably learn in that amount of time?
Cues and skill
4. What is my teaching area for the unit?
gym
5. How many stations, courts, fields, ect. Can the area accommodate?
6 depending
6. What equipment do I have for this unit?
Everything
7. What is the ratio of equipment/implements/objects to students?
1 each
8. Do I have to modify equipment for safe and effective usage?
yes
9. Will I have any assistance?
Yes
Monday Tuesday Wednesday Thursday Friday

Lesson Plans: 6 January 25th January 26th

5: Pre- Assessment on 5: Pre-Assessment on

soccer skills soccer skills

January 29th January 30th January 31st February 1st February 2nd

5: Soccer dribbling 5: Soccer dribbling 5: Soccer passing 5: Soccer passing

(cues) (cues) (peer) (peer)

February 5th February 6th February 7th February 8th February 9th

5: Soccer Scoring 5: Soccer Scoring 5: Soccer Post assessment 5: Soccer Post

assessment
(Self) (Self)

February 12th February 13th February February 15th February 16th

14th
5: Shooting 5: Shooting OUT (Class Meeting)
tournament tournament
*Shooting tournament
Grade(s): 5 Date:1/ Number of students:45-50 Lesson # 1_of 6_
Central Focus: Soccer Pre-Assessment (dribbling, passing, shooting)
Standard(s) Addressed (State adopted or SHAPE America - # and text):
PE5.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. b. Demonstrates
foot striking skills in repetition with the foot in a controlled setting or during game play.
PE5.5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. a. Demonstrates the ability
to work together in a group setting. b. Performs activities safely and follows class rules of conduct.
Student Learning Objectives:
Domain Performance Condition Criteria
1 Psychomotor SWBAT shoot the At the shooting At least 5 times
ball into the goal station without a during their time at
goalie the station

SWBAT pass the At the passing At least 10 times

ball to a partner station without the
ball getting “out of
system”

SWBAT dribble the While staying in At least 2 times

ball through the control of the ball
cones
 2 Cognitive SWBAT show their By performing the 100 percent of the
prior knowledge of task with the form, time
soccer cues at each they know
station

SWBAT show their By cleaning their 100 percent of the

knowledge of how to station up and then time with no more
rotate rotating to the next than one correction
one when prompted
3 Affective/social SWBAT work with a During ALL stations 100 percent of the
partner/group. time with no more
than one correction

Equipment and other instructional materials needed:

Soccer Balls, Cones, Poly Spots, Music
Language function for this lesson:
Explain (what are the cues)
Assessment(s) (Type: Formative, Summative and what is being assessed):
Formative: The students’ prior knowledge of kicking, dribbling, and shooting a soccer ball
Instructional model or strategies for this lesson:
Sport education.
Planned support for diverse student needs:
This is the Pre-assessment so this is where I will find out what the students need.
Time Lesson Parts (add more if needed—start typing below the first line) Organizational Notes and Plans
Instant Activity or Informing Task:
Hula Hoop Plank Tag:
Each student will come in and find a partner. Each pair will read the instructions on the paper and perform the
game until All students are in the gym and playing the game.
Instructions:
1.Find a partner and a hula hoop.
2.Rock paper scissors to see who is the “chaser”
3.Then plank on both sided of the hula hoop.
4.Then the “chaser” tries to tag their partner without reaching through the hula
hoop.
5.Once you have both been the “chaser” find new partners.
Opening Management: Diagram:
Students will be split into their “cone colors” we will check to make sure all
students are in the correct group.

Set Induction:
Hello boys and girls. Today we are going to perform a pre-assessment on your
dribbling, passing, and shooting skills. This is just to get a feel for where we are
at as a class on our soccer skills. Today we are going to log the scores at each
station. Here is how the scoring and stations will work…
*Explains each station*
Task Presentation 1: Demonstration, Cues, and Checking For
Understanding (CFU):
Shooting a soccer ball:
There will be two cones forming a goal. 20 feet away from the wall there will be a
poly spot that the student will shoot from. There will be 2 of these set up at the
station. The group will split in half at each goal. (This is to maximize the time they
get to shoot) They will get two balls for each line. After they shoot they will go get
their ball and then give it to the next person in line without a ball.

Learning Task 1: Task Structure, plans for maximizing learning, and CFU: Diagram:

Transition to next Task:

FREEZE. Everyone put your equipment back where you found it. When every
station is clean we can rotate.
Task Presentation 2: Demonstration, Cues, and Checking For
Understanding (CFU):
Dribbling a soccer ball:
There will be 5 cones 5 feet apart each. There will be two lines and the students
will weave through the cones then pass the ball back to the next student waiting
in the line. When the person dribbling is half way done with weaving through the
cones the next person can start. They will be counting how many times they are
able to dribble all the way down without messing up. (Going from the start to the
end without missing up is one.)
Learning Task 2: Task Structure, plans for maximizing learning, and CFU: Diagram:
Transition to next Task:
FREEZE. Everyone put your equipment back where you found it. When every
station is clean we can rotate.
Task Presentation 3: Demonstration, Cues, and Checking For
Understanding (CFU):
Passing to a partner:
The students will be standing on poly spots 10-15 feet away from each other.
They will be Passing the soccer ball with a partner. They will be counting how
many times they are able to pass the ball with their partner without messing up.

Learning Task 3: Task Structure, plans for maximizing learning, and CFU: Diagram:

Transition to next Task:

FREEZE. Everyone put your equipment back where you found it. When every
station is clean we can rotate.
Task Presentation 4: Demonstration, Cues, and Checking For
Understanding (CFU):
Shooting a soccer ball:
There will be two cones forming a goal. 20 feet away from the wall there will be a
poly spot that the student will shoot from. There will be 2 of these set up at the
station. The group will split in half at each goal. (This is to maximize the time they
get to shoot) They will get two balls for each line. After they shoot they will go get
their ball and then give it to the next person in line without a ball.
Learning Task 4: Task Structure, plans for maximizing learning, and CFU: Diagram:
*SAME
Transition to next Task: FREEZE. Everyone put your equipment back where
you found it. When every station is clean we can rotate.
Task Presentation 5: Demonstration, Cues, and Checking for
Understanding (CFU):
Dribbling with a soccer ball:
There will be 5 cones 5 feet apart each. There will be two lines and the students
will weave through the cones then pass the ball back to the next student waiting
in the line. When the person dribbling is half way done with weaving through the
cones the next person can start. They will be counting how many times they are
able to dribble all the way down without messing up. (Going from the start to the
end without missing up is one.)
Learning Task 5: Task Structure, plans for maximizing learning, and CFU: Diagram:
*SAME
Transition to next Task:
FREEZE. Everyone put your equipment back where you found it. When every
station is clean we can rotate.
Task Presentation 6: Demonstration, Cues, and Checking For
Understanding (CFU):
Passing to a partner:
The students will be standing on poly spots 10-15 feet away from each other.
They will be Passing the soccer ball with a partner. They will be counting how
many times they are able to pass the ball with their partner without messing up.
Learning Task 6: Task Structure, plans for maximizing learning, and CFU: Diagram:
*SAME
Transition to next Task: FREEZE. Everyone put your equipment back where
you found it. When every station is clean we can rotate.
Assessment of student learning:
Pre-assessment: Students will be filling out a sheet with their scores from each
station as a starting point to see where they are at.
Closure:
 Great job everyone. I got some really good information for next class. Next time
we meet in here we are going to be in teams which are your fitness groups. You
will be competing against the other groups. Every person on the team will also
have a job. This is just a little information on our next class, I will just you more I
formation next week. Everyone please line up by the door.

Pre-Assessment Log Sheet

Name:_____________ Group Color:___________
At the following stations you will log your HIGHEST score at the station. Below there are instructions for each station.

Shooting (Kicking) a soccer ball into a goal:

___ (write your highest number of goals out of 5)

Dribbling with a soccer ball:

___ (Amount of times you were able to dribble through the cones without losing the ball)
Passing to a partner:

___ (Highest number of Continuous passes with your partner without messing up)
Grade(s): 4-5 Date: 1/29/18 Number of students: 45-50 Lesson # 2_of 7_
Central Focus: Dribbling a soccer ball
Standard(s) Addressed (State adopted or SHAPE America - # and text):
5:
PE5.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. b. Demonstrates
foot striking skills in repetition with the foot in a controlled setting or during game play.
PE5.5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. a. Demonstrates the ability
to work together in a group setting. b. Performs activities safely and follows class rules of conduct.
Student Learning Objectives:
Domain Performance Condition Criteria
1 Psychomotor SWBAT dribble a A. Around the A. 2 times
soccer ball circle of their without losing
teammates the ball
B. Through B. 2/3 times
various
patterns
2 Cognitive SWBAT show they On a exit slip 100 percent of the
know the cues for time.
dribbling a soccer
ball
3 Affective/social SWBAT work with During the class 100 percent of the
their teammates time

Equipment and other instructional materials needed:

Balls, poly spots, cones, and music
Language function for this lesson:
Explain (what are the cues)
Assessment(s) (Type: Formative, Summative and what is being assessed):
Formative: The students’ ability to dribble a soccer ball.
Instructional model or strategies for this lesson:
Sport education
Planned support for diverse student needs:
-Advanced: Give them a leadership role with their team.
-Struggling: Tell them its okay to take their time going through the cones.
Time Lesson Parts (add more if needed—start typing below the first line) Organizational Notes and Plans
Instant Activity or Informing Task:
The students will be split into their groups. They will choose ALL student roles for
the soccer unit. Once they have their roles the Trainer will choose a warm-up
activity to lead their group in.
Opening Management: Diagram:
Make sure groups are all set with their roles

Set Induction:
Pull the coaches aside while the other students continue to warm up. Explain
tasks 1-2 *Coaches sheet attached to the end of lesson plan
Task Presentation 1: Demonstration, Cues, and Checking For
Understanding (CFU):
Dribbling through different cones: (X3 each)
-Dribble down the court and back
-Weave through the cones
-Circle the cones
Learning Task 1: Task Structure, plans for maximizing learning, and CFU: Diagram:

Transition to next Task:

When the group is done they will move on to the next task
Task Presentation 2: Demonstration, Cues, and Checking For
Understanding (CFU):
Dribble Circles:
Everyone on the team will form a circle except one team member. That team
member will dribble around the circle of their teammates two times then switch
with another teammate. While they are dribbling around the other students will
be:
-dribbling in place (1st time)
-passing to a ball around in the group (2nd time).
Learning Task 2: Task Structure, plans for maximizing learning, and CFU: Diagram:

Transition to next Task:

Task Presentation 3: Demonstration, Cues, and Checking for

Understanding (CFU):
Competition Dribble Circles:
Everyone on the team will form a circle except one team member. That team
member will dribble around the circle of their teammates two times then switch
with another teammate. While they are dribbling around the other students will be
passing to a ball around in the group. The first team to have all team members
go wins. The groups will be competing against each other the winning team will
receive 10 points for their team
Learning Task 3: Task Structure, plans for maximizing learning, and CFU: Diagram:
**SAME
Transition to next Task:
 Managers please clean up your stations. After your station is clean meet me
back in the middle circle ready to listen.
Assessment of student learning:
Exit Slips:
Name 3 of the cues for dribbling
Closure:
Great job with our first day in our Soccer unit! Today we focused on dribbling a
soccer ball. Can anyone name the one of the three cues we learned for
dribbling? AWESOME. Next class we are going to work on our passing.
Reflection:
Did your students meet the learning outcomes for that lesson?
-
How do you know? Provide specific assessment data for at least one SLO.
-
If you were to teach this same content again, what would you do differently? Why?
-

Day #1
Talk about the cues for dribbling a soccer ball:
#1-Dribbling Eyes Up
#2-Quick Looks
#3-Push with Taps
#1 #2 #3
Task #1
Dribbling through different cones: (X3 each)
-Dribble down the court and back
-Weave through the cones
-Circle the cones

Task #2
Dribble Circles:
Everyone on the team will form a circle except one team member. That team member will dribble around the circle of their teammates two
times then switch with another teammate. While they are dribbling around the other students will be:
-dribbling in place (1st time)
-passing to a ball around in the group (2nd time).

x2
Competition
Dribble Circles Competition:
Everyone on the team will form a circle except one team member. That team member will dribble around the circle of their teammates two
times. While they are dribbling around the other students will be passing to a ball around in the group (2nd time). The first team to have all
members go will win the competition.

What are the cues for dribbling a soccer ball?

What are the cues for dribbling a soccer ball?

What are the cues for dribbling a soccer ball?

What are the cues for dribbling a soccer ball?

STRIKING UNIT

Team Members
1. 7.
2. 8.
3. 9.
Team Roster & Roles 4. 10.
5. 11.
6. 12
Team Name ____________________________
Team Color(s) __________________________
Team Mascot __________________________
Roles
________________________ Captain
________________________ Coach
________________________ Publicist
________________________ Head Official
________________________ Head Statistician
________________________ Manager (X2 if needed)
________________________ Trainer (X2 if needed)
________________________ Cheerleader
Team Chant, Cheer, Rap, or Song

Student Wearing On time to Fair Winning BONUS

Names team color group play/Behavior activity POINTS FOR
(2pts each) (2 pts each) (5 pts each) points THE DAY
(varies) (varies)
Job Responsibilities
Captain: Your responsibility is to assist the captain in their duties. You are also in charge of
making sure your group is managing their time correctly during the tasks.
Coach: Your responsibility is to take the lessons and teach it to the other members of your
group.
Publicist: Your responsibility is keep a journal of how your team is doing in the competition.
You will present this to the class.
Head Official: Your responsibility is make sure all the games are played by the rules and if
there is a controversy tell the teacher if it is something that needs their attention.
Head Statistician: Your responsibility is to log all the points awarded or taken away from
the team.
Manager: Your responsibility is to make sure all the equipment the team needs is ready to
be used. You also make sure it is all put away after the lesson.
Trainer: Your responsibility is to warm up the team for the day from the list of warm ups in
the folder.
Cheerleader: Your responsibility is make sure your team is being positive and encouraging.
 WARM UP OPTIONS

1.Dynamic Warmup:
-High knees -Karaoke
-Butt kicks -Etc..
-Lunges
-Jog

2. Hula Hoop Tag

-Find a partner and a hula hoop.
-Rock paper scissors to see who is the “chaser”
-Then plank on both sided of the hula hoop.
-Then the “chaser” try’s to tag their partner without reaching through the hula hoop.

3. TBA
Grade(s): 5 Date: 2/1-2 Number of students:45-50 Lesson # 3of 6
Central Focus: Passing to a partner
Standard(s) Addressed (State adopted or SHAPE America - # and text):
5:
PE5.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. b. Demonstrates
foot striking skills in repetition with the foot in a controlled setting or during game play.
PE5.5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. a. Demonstrates the ability
to work together in a group setting. b. Performs activities safely and follows class rules of conduct.

Student Learning Objectives:

Domain Performance Condition Criteria
1 Psychomotor SWBAT pass the A. Stationary A. 90 percent of
soccer ball partner the time
B. To a partner B. 70 percent of
while moving the time
2 Cognitive SWBAT identify a During the peer With no mistakes
peer performing the assessment
cues for dribbling a
soccer ball
3 Affective/social SWBAT work with During the 100 percent of the
their team competition time

Equipment and other instructional materials needed:

Poly spots, Music, Soccer balls, cones.
Language function for this lesson:
Explain (what are the cues)
Assessment(s) (Type: Formative, Summative and what is being assessed):
Formative: peer assessment, the child’s ability to identify the cues.
Instructional model or strategies for this lesson:
Sport education
Planned support for diverse student needs:
Struggling: These students can move closer to their partner and move slower with the passes.
Advanced: These students can move father from their partners and go faster with their passes.
Time Lesson Parts (add more if needed—start typing below the first line) Organizational Notes and Plans
Instant Activity or Informing Task:
Trainers warm the teams up with an activity off the activity sheet
Opening Management: Diagram:

Set Induction:
Talk to coaches and explain the Tasks for the day. Make sure to include the cues
for passing a soccer ball to a partner.
Task Presentation 1: Demonstration, Cues, and Checking for
Understanding (CFU):
Passing with a partner:
-You will get in groups of two and stand 10 feet apart from each other.
-You will then pass the ball to your partner 10 times with your right foot;
^^^This is what you are assessing. When finished hand in your assessment
sheet and move on to the next task.
-then 10 times with your left foot.
-Next you will speed it up and pass with one touch.
Learning Task 1: Task Structure, plans for maximizing learning, and CFU: Diagram:

Transition to next Task:

When your group is finished with task #1 move on to task #2
Task Presentation 2: Demonstration, Cues, and Checking For
Understanding (CFU):
Passing to a moving target:
-In a group of two from 10 feet away you are going to move the ball forward with
your partner.
-In a group of three you will pass then move to the other side; once you pass you
will switch sides again.
Learning Task 2: Task Structure, plans for maximizing learning, and CFU: Diagram:

Transition to next Task:

Wait here and continue when I prompt the groups
Task Presentation 3: Demonstration, Cues, and Checking for
Understanding (CFU):
Competition:
Passing relay
In a group of three you will pass then move to the other side; once you pass you
will switch sides again. Each group will go through 2x then sit down the winner
will get bonus points.
Learning Task 3: Task Structure, plans for maximizing learning, and CFU: Diagram:

Transition to next Task:

Meet in the center circle
Assessment of student learning:
Peer Assessment: Ability to perform the cues correctly.
Closure:
 Great job today. Congrats to our winning team. Make sure that you mark down
any points that your team earned today! Who can tell me the cues for passing a
soccer ball.
Reflection:
Did your students meet the learning outcomes for that lesson?
-
How do you know? Provide specific assessment data for at least one SLO.
-
If you were to teach this same content again, what would you do differently? Why?
-

Passing a soccer ball (Day 2)

Cues for passing

Passing:
Step up to the Target
Inside Foot to Center of Ball
Follow Through
Trapping:
Move to the Ball Right foot Left foot Fast
Soft Contact like a Pillow
#1 #2 #3
Task #1
Passing with a partner:
You will get in groups of two and stand 10 feet apart from each other.
1-You will then pass the ball to your partner 10 times with your right foot; (Assessment)
2-then 10 times with your left foot.
3-Next you will speed it up and pass with one touch.
 During Task #1 (1) your group will perform peer assessments on each other. The sheet is in your folder. Have half your group go while
other assess the students performing the task; Then switch and the other group will assess the other group.

Task #2
Passing to a moving target: #1
1-In a group of two from 10 feet away you are going to move the ball
forward with your partner a distance of 20 feet.
2-In a group of three you will pass then move to the other side; once you
pass you will switch sides again.

Competition
Passing relay
-In a group of three you will pass then move to the other side; once you #2
pass you will switch sides again. Each group will go through 2x then sit
down the winner will get bonus points.
Names: Step to target Inside foot to center of ball Follow Through
Yes No Yes No Yes No

Names: Step to target Inside foot to center of ball Follow Through

Yes No Yes No Yes No
EXAMPLE: X X X
Grade(s): 5 Date: 2/5-6 Number of students: 45-50 Lesson # 4of 6
Central Focus: Shooting a soccer ball
Standard(s) Addressed (State adopted or SHAPE America - # and text):
PE5.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. b. Demonstrates
foot striking skills in repetition with the foot in a controlled setting or during game play.
PE5.5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. a. Demonstrates the ability
to work together in a group setting. b. Performs activities safely and follows class rules of conduct.
Student Learning Objectives:
Domain Performance Condition Criteria
1 Psychomotor SWBAT kick the From 15 feet away 3 out of 5 times
soccer ball in the without a goalie
goal
2 Cognitive SWBAT name the During the closure 100 percent of the
cues used to kick a with little prompting time
soccer ball
3 Affective/social SWBAT work in their During the lesson Without teacher
team to solve mediation
problems
Equipment and other instructional materials needed:
Cones, Poly Spots, Soccer balls, goals, and music
Language function for this lesson:
Explain (what are the cues)
Assessment(s) (Type: Formative, Summative and what is being assessed):
Formative: Self assessment
Instructional model or strategies for this lesson:
Sport education
Planned support for diverse student needs:
Struggling: A bigger goal; or move closer to the goal.
Advanced: Have a smaller goal; or move farther away.
Time Lesson Parts (add more if needed—start typing below the first line) Organizational Notes and Plans
Instant Activity or Informing Task:
Trainers will warm their groups up. They will be doing one of the Warm up tasks
in their notebook.
Opening Management: Diagram:
Call coaches over to the center circle.

Set Induction:
Explain all the tasks and cues.
Kicking/Scoring
-Arms Extend and Step to Target
-Trunk Back
-Contact Below (or at) Center of the Ball with Shoelaces
-Follow Through Forward and Up to Target
Task Presentation 1: Demonstration, Cues, and Checking For
Understanding (CFU):
TASK #1
1. Create groups of 4-5 students (Split your team in half). Each group
with 3-4 soccer balls (one less soccer ball than people).
2. Create 1 large triangle per group, using
2 large cones and 1 small cone.
The large cones for all triangles are on a
single line. *(have the 2 big cones 5 feet apart and the small cone 15 ft away
from the 2 big cones) *
3. Each group to a triangle, forming a line
behind the small cone.
1. We’ll be working on shooting skills. The first person in line does not have a ball
and will take 3 large steps to the right of the kicking line. The second person in
line will take a shot on the goal. As soon as a shot is taken, the person waiting to
the right will act as a chaser, running to collect the ball. The chaser will then go
around the activity area to get to the back
of the line.
2. The person who just took a shot will become the next chaser and will collect
the next shot taken. Continue this rotation until you have all shot the ball 5 times.

TASK #2
1. Set the cones up the same way as in Task #1.
2. Instead of having a chaser you now have a goal keeper. After you shoot
your ball at the goal, you become the new goal keeper.
Learning Task 1: Task Structure, plans for maximizing learning, and CFU: Diagram:
#1 #2

Transition to next Task:

When your group is finished move on to the next task.
Task Presentation 2: Demonstration, Cues, and Checking For
Understanding (CFU):

TASK #1
1. You will have four cones (2 little cones and 2 big cones). You will
create a square. The small cones are little farther apart than the big
cones. (The big cones are your goal the small cones are your line
markers.)
2.
3. You will form a line at each small cone. You are working on scoring
from different angles on the soccer goal.
 4. After you shoot your ball you will go get your ball then get in the other
line.

TASK #2
1. Set the cones up the same way as in Task #1.
2. Instead of having a chaser you now have a goal keeper. After you shoot
your ball at the goal, you become the new goal keeper. After you are the
goal keeper you will go to a new line.

Learning Task 2: Task Structure, plans for maximizing learning, and CFU: Diagram:

#1 #2
Transition to next Task:
When the group will do this until it is time for the competition.
Task Presentation 3: Demonstration, Cues, and Checking For
Understanding (CFU):
Competition
Team v Team Scoring Game:
1. Each team will pick a goal keeper to goal keep against another team
while the rest of the team plays another teams goalie. The team who gets
the most goals winners the game. They will log the score and if they won
or lost. Then they will rotate and play the next team.
Learning Task 3: Task Structure, plans for maximizing learning, and CFU: Diagram:
 Transition to next Task:
Managers Clean up your stations and then come sit down in a line behind your
cone.
Assessment of student learning:
Self-Assessment: SWBAT kick the soccer ball in the goal from 15 feet away
without a goalie 3 out of 5 times.
Closure:
Great job Today! What were some of the team’s strategies for scoring on the
goalie from the other teams? What are the cues for Kicking/Scoring
Next class we will be working on putting all the skills we worked on together!
Reflection:
Did your students meet the learning outcomes for that lesson?
-
How do you know? Provide specific assessment data for at least one SLO.
-
If you were to teach this same content again, what would you do differently? Why?
-

Kicking/Scoring Cues
-Arms Extend and Step to Target
-Trunk Back
-Contact Below (or at) Center of the Ball with Shoelaces
-Follow Through Forward and Up to Target

TASK #1 A:
A. SETUP:
1. Create groups of 4-5 students (Split your team in half). Each group

with 3-4 soccer balls (one less soccer ball than people).
2. Create 1 large triangle per group, using

2 large cones and 1 small cone.

*(have the 2 big cones 5 feet apart and the small
cone 15 ft away from the 2 big cones) *
3. Each group to a triangle, forming a line

behind the small cone.

INSTRUCTIONS:
1. We’ll be working on shooting skills. The first person in line does not have a ball and will take 3 large steps to the right of the kicking
line. The second person in line will take a shot on the goal. As soon as a shot is taken, the person waiting to the right will act as a chaser,
running to collect the ball. The chaser will then go around the activity area to get to the back
of the line.
2. The person who just took a shot will become the next chaser and will collect the next shot taken. Continue this rotation until you
have all shot the ball 5 times.

B. B:
1. Set the cones up the same way as in Task #1.

2. Instead of having a chaser you now have a goal keeper.

After you shoot your ball at the goal, you become the new
goal keeper.

TASK #2
A:
1. You will have four cones (2 little cones and 2 big cones).
You will create a square. The small cones are little farther
apart than the big cones.
(The big cones are your goal the small cones are your line markers.)
2. You will form a line at each small cone. You are working
on scoring from different angles on the soccer goal.
3. After you shoot your ball you will go get your ball
then get in the other line.
** Log your goals on the sheet out of 5
B:
1. Set the cones up the same way as in Task #1.

2. Instead of having a chaser you now have a goal keeper.

After you shoot your ball at the goal, you become the new goal keeper.
After you are the goal keeper you will go to a new line.

Competition

Team v Team Scoring Game:

Each team will pick a goal keeper to goal keep against another team while the rest of the team plays another teams goalie. The team who
gets the most goals wins the game. Then you will log the score and if you won or lost. Then rotate and play the next team.

DOOR
 GROUP COLOR:_______________

NAME: Goals out of 5

Grade(s): 5 Date:2/8-9/16 Number of students:45-50 Lesson # 5_of 6_
Central Focus: Soccer Post Assessment (dribbling, passing, shooting)
Standard(s) Addressed (State adopted or SHAPE America - # and text):
5:
PE5.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. b. Demonstrates
foot striking skills in repetition with the foot in a controlled setting or during game play.
PE5.5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. a. Demonstrates the ability
to work together in a group setting. b. Performs activities safely and follows class rules of conduct.
Student Learning Objectives:
Domain Performance Condition Criteria
1 Psychomotor SWBAT shoot the At the shooting At least 3/5 times
ball into the goal station without a
goalie

SWBAT pass the At the passing More than 2 times

ball to a partner station without the
ball getting “out of
system”

SWBAT dribble the While staying in 3/5 times

ball through the control of the ball
cones
2 Cognitive SWBAT show their By performing the 100 percent of the
knowledge of soccer task with correct time with little
cues at each station form correction

SWBAT show their By cleaning their 100 percent of the

knowledge of how to station up and then time with no more
rotate rotating to the next than one correction
one when prompted
 3 Affective/social SWBAT work with a During ALL stations 100 percent of the
partner/group. time with no more
than one correction

Equipment and other instructional materials needed:

Soccer Balls, Cones, Poly Spots, Music
Language function for this lesson:
Explain (what are the cues)
Assessment(s) (Type: Formative, Summative and what is being assessed):
Formative: The students’ learned knowledge of kicking, dribbling, and shooting a soccer ball
Instructional model or strategies for this lesson:
Sport education
Planned support for diverse student needs:
This is the Post-assessment so this is where I will find out what the students have learned.
Time Lesson Parts (add more if needed—start typing below the first line) Organizational Notes and Plans
Instant Activity or Informing Task:
Hula Hoop Plank Tag:
Each student will come in and find a partner. Each pair will read the instructions on the paper and perform the
game until All students are in the gym and playing the game.
Instructions:
1.Find a partner and a hula hoop.
2.Rock paper scissors to see who is the “chaser”
3.Then plank on both sided of the hula hoop.
4.Then the “chaser” try’s to tag their partner without reaching through the hula
hoop.
5.Once you have both been the “chaser” find new partners.
Opening Management: Diagram:
Students will be split into their “cone colors” we will check to make sure all
students are in the correct group.
Set Induction:
Hello boys and girls. Today we are going to perform a post-assessment on your
kicking and dribbling skills. Who here remembers the pre-assessment we did?
The stations are going to looks just like that. We are doing this to see how far
you have come with your improvements in soccer! Today we are going to log the
scores just like we did before.
*Explains each station*
Task Presentation 1: Demonstration, Cues, and Checking For
Understanding (CFU):
Shooting (Kicking) a soccer ball into a goal.
*There will be two cones forming a goal. 15 feet away from the wall there will be
a poly spot that the student will shoot from. There will be __ of these set up at the
station.
Learning Task 1: Task Structure, plans for maximizing learning, and CFU: Diagram:
Transition to next Task:
FREEZE. Everyone put your equipment back where you found it. When
everyone is sitting down we can rotate.
Task Presentation 2: Demonstration, Cues, and Checking For
Understanding (CFU):
Dribbling a soccer ball:
There will be two cones 15 feet apart. There will be two lines and the students
will weave through the cones then pass the ball back to the next student waiting
in the line.
Learning Task 2: Task Structure, plans for maximizing learning, and CFU: Diagram:

Transition to next Task:

FREEZE. Everyone put your equipment back where you found it. When
everyone is sitting down we can rotate.
Task Presentation 3: Demonstration, Cues, and Checking For
Understanding (CFU):
Passing to a partner:
*Partners. The students will be standing on poly spots 10-15 feet away from each
other. They will be Passing the soccer ball with a partner.
Learning Task 3: Task Structure, plans for maximizing learning, and CFU: Diagram:
Transition to next Task:
FREEZE. Everyone put your equipment back where you found it. When
everyone is sitting down we can rotate.
Task Presentation 4: Demonstration, Cues, and Checking For
Understanding (CFU):
Shooting (Kicking) a soccer ball into a goal.
*There will be two cones forming a goal. 15 feet away from the wall there will be
a poly spot that the student will shoot from. There will be ___ of these set up at
the station.
Learning Task 4: Task Structure, plans for maximizing learning, and CFU: Diagram:
*SAME
Transition to next Task: FREEZE. Everyone put your equipment back where
you found it. When everyone is sitting down we can rotate.
Task Presentation 5: Demonstration, Cues, and Checking for
Understanding (CFU):
Dribbling with a soccer ball:
There will be two cones 15 feet apart. There will be two lines and the students
will weave through the cones then pass the ball back to the next student waiting
in the line.
Learning Task 5: Task Structure, plans for maximizing learning, and CFU: Diagram:
*SAME
Transition to next Task:
FREEZE. Everyone put your equipment back where you found it. When
everyone is sitting down we can rotate.
Task Presentation 6: Demonstration, Cues, and Checking For
Understanding (CFU):
Passing to a partner:
 *Partners. The students will be standing on poly spots 10-15 feet away from each
other. They will be Passing the soccer ball with a partner.
Learning Task 6: Task Structure, plans for maximizing learning, and CFU: Diagram:
*SAME
Transition to next Task:
FREEZE. Everyone put your equipment back where you found it. When
everything is up please g sit in the center circle quietly.
Assessment of student learning:
Post-assessment: Students will be filling out a sheet with their scores from each
station.
Closure:
Great job everyone. I got some really good information for next class. Next time
we meet in here we are going to be in teams which are your fitness groups. You
will be competing against the other groups. Every person on the team will also
have a job. This is just a little information on our next class, I will just you more I
formation next week. Everyone please line up by the door.
Reflection:
Did your students meet the learning outcomes for that lesson?
-
How do you know? Provide specific assessment data for at least one SLO.
-
If you were to teach this same content again, what would you do differently? Why?
-

Post-Assessment Log Sheet

Name:_____________ Group
Color:___________
At the following stations you will log your HIGHEST score at the station. Below there are instructions for each station.

Shooting (Kicking) a soccer ball into a goal:

___ (write your highest number of goals out of 5)

Dribbling with a soccer ball:

___ (Amount of times you were able to dribble through the cones without losing the ball)

Passing to a partner:

___ (Highest number of Continuous passes with your partner without messing up)

Post-Assessment Log Sheet

Name:_____________ Group
Color:___________
At the following stations you will log your HIGHEST score at the station. Below there are instructions for each station.

Shooting (Kicking) a soccer ball into a goal:

___ (write your highest number of goals out of 5)

Dribbling with a soccer ball:

___ (Amount of times you were able to dribble through the cones without losing the ball)

Passing to a partner:

___ (Highest number of Continuous passes with your partner without messing up)

Post-Assessment Log Sheet

Name:_____________ Group
Color:___________
At the following stations you will log your HIGHEST score at the station. Below there are instructions for each station.

Shooting (Kicking) a soccer ball into a goal:

___ (write your highest number of goals out of 5)

Dribbling with a soccer ball:

___ (Amount of times you were able to dribble through the cones without losing the ball)

Passing to a partner:

___ (Highest number of Continuous passes with your partner without messing up)
Grade(s): 5 Date: 2/12-13/18 Number of students: 45-50 Lesson # 6_of _6_
Central Focus: Soccer Tournament (Passing, dribbling)
Standard(s) Addressed (State adopted or SHAPE America - # and text):
5:
PE5.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. b.
Demonstrates foot striking skills in repetition with the foot in a controlled setting or during game play.
PE5.5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. a. Demonstrates
the ability to work together in a group setting. b. Performs activities safely and follows class rules of conduct.
Student Learning Objectives:
Domain Performance Condition Criteria
1 Psychomotor SWBAT perform 5 While being guarded At least 1 time
passes with their by the other team
team
2 Cognitive SWBAT answer the On the test Scoring a 80 percent
questions about the or higher
soccer skills we
have covered
3 Affective/social SWBAT work with While competing With no more than 1
their team against the other warning from the
teams teacher

Equipment and other instructional materials needed:

Test, Pencils, Cones, Soccer balls, and music.
Language function for this lesson:
Explain (what are the cues)
Assessment(s) (Type: Formative, Summative and what is being assessed):
Summative: SWBAT answer the questions on the test scoring a 80 or above.
Instructional model or strategies for this lesson:
Sport education
Planned support for diverse student needs:
Coach Beth will be sitting down at the testing station to help the students with any questions they might have.
Time Lesson Parts (add more if needed—start typing below the first line) Organizational Notes and Plans
Instant Activity or Informing Task:
Managers warm their teams up
Opening Management: Diagram:

Set Induction:
COACHES:
Here is what we are going to do….. Go back to your groups and pick your teams
you are going to have 2 minutes to decide.
Task Presentation 1: Demonstration, Cues, and Checking For
Understanding (CFU):
5v5 or 5v4:
We are going to have a tournament. We are going to pick teams of either 4 or 5.
Then both halves of your team is going to play the halves of the other team. To
score a point you have to pass the ball 5 times without anyone stealing your ball.
That would be one point. Then you give the other team the ball and they will
start. You are going to play for time. When time is up you will sit down with your
whole team at your cone until I say rotate. While with your team you will log
whether you won or you lost. You will add you points together for a team total
score.

**If a ball goes in the air it’s a minus 1 for your team
Learning Task 1: Task Structure, plans for maximizing learning, and CFU: Diagram:
Transition to next Task:

Task Presentation 2: Demonstration, Cues, and Checking For

Understanding (CFU):
Cue Test:
When you rotate to the test station you will grab a test sit in your own personal
space then you will take the test once you are done you will get with coach
pernstill and practice curl ups for our up coming fitness gram testing.

Learning Task 2: Task Structure, plans for maximizing learning, and CFU: Diagram:

Test
Station

Transition to next Task:

Assessment of student learning:

Summative: Cues test
Closure:
I had a ton of fun with you as a class and I hope that you enjoyed the Soccer
unit. This will be my last class teaching you all. I hope I get to see yall sometime
soon Maybe I will come back for field day!
 Reflection:
Did your students meet the learning outcomes for that lesson?
-
How do you know? Provide specific assessment data for at least one SLO.
-
If you were to teach this same content again, what would you do differently? Why?
-

Competition Day:

#1: Choose Two team out of your group (split it up evenly). Remember put strategy into
this. You might want to split up your players with high skill or you might want to put them all
on one team:
(EX:10=5/5, 9=4/5, 8=4/4)

*There will be a half time during the tournament This is when if everyone has not played
they will come into the game.

Tournament schedule: Rotate this

way
Stage/
Testing area

Rotate This way

 *DO NOT WRITE ON THIS PAPER*

Write down your name and group color on your sheet of paper

1. Where should your eyes be when dribbling?

2. What part of your foot should you contact the ball with when you are dribbling or

passing?

3. Name ALL The cues for passing.

4. Describe a strategy for scoring a goal.

5. How many points does your team have?

Bonus: What would you want as a prize for winning the competition as a team?