Outdoor Soccer Unit Plan

Assessment Plan

Assessment Tool Brief Description Assessment FOR Assessment OF

Learning Learning

Pre-Assessment Class discussion/fist to five. Looking at what X

students’ previous knowledge and experience
with soccer. This allows for the teacher to see
what needs to be reviewed with the class.

Peer Assessment After going over the key elements of each, X

students will get into groups of three and
demonstrate the skills just introduced to them.
One group member will offer peer feedback on
how the student is doing

This assessment will happen when students

learn and practice the non-locomotor,
locomotor and passing skills. This gives
students quick feedback so they can make
corrections with regards to their skills.
Students peer assess multiple times during the
unit when new topics/skills are introduced.
Exit Slip As students get ready to go and get changed X
for their next class, they will demonstrate
something they learned with regards to a
passing, shooting, dribbling or defending skill.
This will be reinforced and checked
throughout the unit. This ensures the students
are practicing the proper technique.

Perceived Rate of Students will either use a pedometer to X

Exertion measure the steps they take while performing
various activities in class throughout the unit,
or they will use a heart rate monitor. Students
can use a scale of 1 to 10 to show the teacher
they perceive as their level of exertion (1 =
low; 10 = high). These methods will give the
students a way to measure their perceived rate
of exertion. This ensures that all students are
putting in a certain amount of effort.
 Observations(Do it Students will be observed on how well they X
daily/Cooperation) meet the Phys.Ed program of studies
objectives - Do it daily and cooperation.

Date Lesson GLO SLO’ Assessment Key Questions Learning Activities Safety Instructional Equipment/ Motivation
Planned Title ’s s related to this Strategies Resources/
to Teach Lesson Technology
Sept Outdoor A A10- Observations Previous -Proper Direct -Soccer balls - Competition
13th/14t Soccer 1 knowledge - Bandits - 3 students Clothing and Instruction,
C Pre- - Cones - Heart Rate
h Intro and are trying to take the Footwear
A10- Assessment TGFU
D experience ball away from the rest -Pinnies
5 - No contact
Exit Slip with soccer of the students. If they Cooperative
kick a ball out of the - Pool
C10- Learning
Proper noodles
3 zone made from the
technique for
cones, that ball is out
C10- passing,
of play. Continue until
5 shooting,
no balls are left.
dribbling and
- Soccer Ball tag - 2
D10- defending
students are it, trying
3
to pass the ball off
others feet to make
them it as well.
Students that are
tagged grab a ball and
join the “it” team.
- Knockout- Students
dribble a ball while
trying to knock out the
ball of others around
them. Students who
are out can be on the
outside trying to knock
the balls away of
students who are still
in. Last one left wins.
- Small sided games
with smaller nets

Sept Outdoor A A10- Observations Applying skills Proper DI , -Soccer balls - Games and
15th/16t Soccer 1 to a game - When arriving to class, Clothing and Cooperative Competition
h situation find a partner or two
 C A10- Help a Friend and practice passing. Footwear Learning -Cones -Useful Feedback
5 Have students give
D -No Contact -Pinnies
one or two tips to each
A10-
Exit Slip other on what they
10
can do differently to
C10- improve.
3
- Go briefly over the
C10- rules we will be using
5
- Games with different
D10-
variations (Ex: if a
3
player scores they
switch teams, each
player can only score
once, etc…)

Stage 2: Assessments
How hard are
Observations (Self
What do you you working?
Learning Help a friend (Do it daily Evaluation
Title know? (Perceived Rate
Outcome and Exit Slip)
of Exertion)
s Cooperation)
Type (Formative/Summative) Formative Formative Summative Formative Formative
Weighting N/A N/A N/A N/A N/A
A10–1 apply and refine locomotor skills and concepts—effort,
space and relationships—to perform and create a variety of
Yes Yes Yes Yes
activities to improve personal performance

A10–5 apply and refine manipulative skills and concepts—

effort, space and relationships—to perform and create a variety
Yes Yes Yes Yes
of activities to improve personal performance
 A10-10 - adapt and improve activity specific skills in a variety
of games Yes Yes

C10–3 demonstrate etiquette and fair play

Yes Yes

C10–5 - develop and apply practices that contribute to

Yes Yes Yes
teamwork

D10–3 - select and apply rules, routines and procedures of safety

Yes Yes
in a variety of activities

Students will be given a grade from 1-5 for the unit on their cooperation, do it daily and activity . Students will have a discussion with the teacher
at the end of the unit about their grade.