Soccer Modified Games

Lesson Plan

Grade(s): 6 Unit: Soccer

Lesson: 6 of 6

H&PE Curriculum Expectations

2015 H&PE Curriculum Expectations: 1.5, A1.1, A2.1, A3.1, B1.3, B1.4, B2.3, B2.2

2019 H&PE Curriculum Expectations: B1.1, B2.1, B3.1, C1.3, C1.4, C2.3, C2.2

Learning Goals

By the end of this lesson, students will be able to:

actively participate in sustained moderate to vigorous soccer-based activities while demonstrating

behaviours and applying procedures that maximize their own and others’ safety

send, receive and retain soccer balls in a variety of situations while travelling in different pathways and
at different speeds

use critical and creative thinking skills to describe common features of territory games.

Safety Requirements

Refer to the Ontario Physical Activity Safety Standards in Education .

Equipment List
1 pencil or writing utensil per student

1 soccer ball or utility ball per student

Soccer goal or pylons

Chart paper and marker (optional)

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 Teacher Resource: Rubric

Student Resource 3: Exit Card Venn Diagram: Common Strategies in Territory Games

Student Resource 4: Exit and Assessment Card

Appendix: Stretches

Warm-Up

Students will gradually increase their heart rate by participating in the following activity.

Jog and Juggle

Distribute soccer balls to each student and direct them to dribble around a designated area, using the
inside and outside of their foot as well as both their dominant and non-dominant foot.

On a predetermined signal, have students stop the ball as quickly as possible, and balance the ball
between their ankles on the ground, or in the air using feet, thighs and chest as individual skill levels
permit.

When students hear the signal again, they return to dribbling the ball around the activity area. Repeat
until the Warm-Up is complete.

Minds On

Share and clarify the lesson Learning Goals with students.

Return Student Resource 3: Exit Card Venn Diagram: Common Strategies in Territory Games to students,
and direct students to review their answers with an elbow partner. Using a large-group discussion, review
student answers and safety behaviours and procedures associated with territory sports (see Notes to
Teacher as necessary). To accommodate various types of learners, consider recording student responses in
multiple T-chart format.

As Student Resource 3: Exit Card Venn Diagram: Common Strategies in Territory Games is collected again,
explain to students that later in the lesson, they will complete an Exit Card that will demonstrate their
knowledge of procedures that maximize their own and others’ safety as well as the most appropriate tactics
that can increase their chances of success in soccer.

A&E - Minds On

Teacher observation with verbal feedback of students’ ability to think critically to describe common features
of territory games and tactical solutions that apply to soccer, as well as procedures that maximize their own
and others’ safety using Teacher Resource: Rubric

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Action
Two Ball Soccer

Divide students into two teams and direct them to self-select their positions for this game. Note that
because two balls will be in play, each team may select two goalies.

Direct students to get into their chosen position, and distribute a soccer ball to each center forward
player. Using a predetermined signal, start the game by having each centre forward player pass the
ball to one of their team mates.

Note that both balls are in play and both teams may use either ball. If a ball goes out of bounds off the
sideline, it must be put back into play using a throw-in.

If the ball goes out of bounds off an end line, it belongs to the goalie (regardless of who kicked it out),
and they may throw or kick it back into play.

Ensure students understand no one is allowed in the goal crease except the goalies, and that the
crease is marked.

Goals are scored the same way as they are scored in regular soccer.

To accommodate various levels of learners, note that more than two balls may be put into play. The
number of balls may equal the number of goalies allowed.

A&E - Action

Teacher observation with verbal feedback of students’ active, safe participation in sustained moderate to
vigorous activities and students’ ability to apply a variety of tactical solutions to their sending, receiving and
retaining skills using Teacher Resource: Rubric

Cool-Down

Students gradually decrease their heart rate to a resting rate by participating in the activity below. Students
should also stretch the body parts that have been active throughout the lesson. See Appendix for stretches.

Mini Team Stretch

Working in their mini teams, students take turns leading stretches.

One student with a ball leads a stretch for the group, then makes a throw-in to another student.

Students take turns sending the ball by a throw-in and leading stretches for the group.

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Consolidation

Distribute Student Resource 4: Exit and Assessment Card to individual students. Using a large-group
discussion, clarify task instructions, then direct students to think critically as they complete Student Resource
4: Exit and Assessment Card independently prior to handing it in for teacher review.

A&E - Consolidation

Teacher observation with written feedback of students’ ability to think critically as they identify behaviours
and procedures that maximize their own and others’ safety as well as the tactical solutions that best apply to
soccer and can increase their chances of success using Teacher Resource: Rubric

Ideas for Extension

Play Two Ball Soccer in smaller teams on a half field each to increase individual student contact with the ball.

Notes to Teacher
Inspect the field area to ensure that it is free of sharp objects and potholes prior to lesson.

Potential Answers for Student Resource 3: Exit Card Venn Diagram: Common Strategies in Territory
Games

Tactical solutions effective for Basketball, Soccer and Football include:

Make eye contact before passing a ball.

Defend by marking a player when on defence.

Anticipate offensive strategies when playing defence.

Communicate with your team mates on both offense and defence.

Move and create open spaces to send and receive passes.

Make short and effective passes to keep possession of the ball.

Move in the direction of the goal.

Strategies specific to Soccer:

Use your head to advance the ball.

Trap the ball with your foot and leg to gain control.

Use both feet to dribble the ball, pass the ball and to score goals.

Strategies specific to Football:

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 Run a variety of patterns to get open.

Tuck the ball in and get ready to run after a catch.

Strategies specific to Basketball:

After a catch assume the triple threat position.

Keep the ball close to your body when dribbling with your hands.

Strategies specific to Basketball and Football:

Catch the ball with your hands, not the body.

Use your feet to get into defensive position and your hands to knock the ball down.

Strategies Specific to Soccer and Basketball:

Use a series of short passes to get into position to score.

Use a variety of shots to score goals/baskets

During Two Ball Soccer, encourage students to run to open spaces where they can receive a pass and
play their position to the best of their ability. Note that defence should not be in front of forwards, but
should move with the game and not stay planted on the endline. If the forwards are down at the other
end, the defence can come up to the centre line.

Depending on student skill level, it may be necessary to introduce rules individually. After students
have played for a few minutes, stop the activity and ask them to discuss in small groups how to adapt
the game to increase the challenge. Rules can also be introduced as the need arises. For example, if
one player is dominating the play, introduce a rule that three passes must be made before scoring. If
students are crowding the player with the ball, introduce a rule that defenders must be more than a
metre away from the person with the ball. Encourage individual groups to choose rules and adapt them
as required.

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