[Soccer] [Physical Education/ Grade 6] Throughout this unit all students will work on developing the skills of dribbling, passing, and shooting. Students will also be able to understand and follow the basic game rules. Finally, students will be able make the connections between strategies used in other invasion games. July 2, 2013 Page 1 of 22
Table of Contents Unit Plan Lesson # and Title List of Unit Resources Curriculum Embedded Performance Assessment (CEPA) July 2, 2013 Page 2 of 22
Unit Plan Stage 1 Desired Results ESTABLISHED GOALS MA Standards: 2.8: Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement seque3nces and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking Transfer Students will be able to independently use their learning to To effectively participate in soccer games. UNDERSTANDINGS U Students will understand that Game terminology Game Rules Basic strategies to use during invasion games Meaning Acquisition ESSENTIAL QUESTIONS Q Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? How can strategy be used to help your team succeed in an invasion game? T July 2, 2013 Page 3 of 22
proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed 2.16: Describe the purpose and benefits of sports, games, and dance in modern society MIDDLEBOROUGH PUBLIC SCHOOLS Students will know K Can verbally explain the proper execution of dribbling, trapping, passing, and shooting. Knows that lead passes are meant to get the ball to a moving teammate Demonstrates understanding of the basic rules of soccer Demonstrates the ability to identify and move to open spaces to support his/her teammates during game play. Can explain the connections soccer shares with other invasion games. Students will be skilled at S Using proper techniques when dribbling, passing and shooting Using strategies to attack their opponents goal during game play Being able to effectively participate in game play July 2, 2013 Page 4 of 22
Stage 2 - Evidence Evaluative Criteria Can properly dribble, pass, and shoot Can utilize simple plays and strategies to effectively attack their opponents goal during game play Is able to identify and get to open spaces during game play Plays offense and defense throughout each game Is able to participate in game play following the game rules Assessment Evidence CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) Participates in small-sided soccer games PT July 2, 2013 Page 5 of 22
OTHER EVIDENCE: OE Verbal questions throughout lessons related to both the essential questions, and specific skills/strategies/rules of soccer Teacher rubric on effort/participation Teacher observation/check list on skill execution Stage 3 Learning Plan July 2, 2013 Page 6 of 22
Summary of Key Learning Events and Instruction Learning Events: Warm-up by jogging one lap around the soccer field. Warm-up games = knockout, partner keep away, partner pass, & monkey in the middle. Drills = Dribble lines, shuttle defense, partner pass, give & go, triangle pass, 2v1 shuttle, split the defense, and run, shoot & defend. Small-Sided Games: Using cones as nets, plays a game of 6v6 soccer. Rock-Paper-Scissors to decide which team starts with the ball. Be sure to rotate goalies. Teaching: Skill specific corrective feedback Peer teaching opportunities Student/Teacher Demonstrations Discussion of strategies and where else they can be used Adapted from Understanding by Design 2.0 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012 July 2, 2013 Page 7 of 22
Lesson #6-1: Starting with the Basics MIDDLEBOROUGH PUBLIC SCHOOLS Brief Overview of Lesson (what this lesson is about): Developing the skills of Dribbling. Prior Knowledge Required: None Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling properly execute dribbling while playing the game of soccer Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? How can strategy be used to help your team succeed in an invasion game? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: 2.8: Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed 2.16: Describe the purpose and benefits of sports, games, and dance in modern society July 2, 2013 Page 8 of 22
Unit Goals: MIDDLEBOROUGH PUBLIC SCHOOLS Using proper techniques when dribbling, passing, and shooting Instructional Tips/ Strategies/Notes for Teacher: Review unit rubric with students Ask what they know about invasion games and soccer Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) Lesson Sequence Attendance warm-up lap around soccer field warm-up game- knockout class discussion on dribbling and why it s important dribble line drill shuttle defense drill 6v6 game cool down Formative assessment(s): Teacher observation of dribbling Verbal questions to end class on proper execution of skills practices Preview outcomes for the next lesson: Continue refining dribbling and work on passing July 2, 2013 Page 9 of 22
Lesson #6-2: Passing Success MIDDLEBOROUGH PUBLIC SCHOOLS Brief Overview of Lesson (what this lesson is about): Refining the skills of dribbling, and working on passing. Prior Knowledge Required: None Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling and passing Knows that passes are meant to get the ball to teammate Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? How can strategy be used to help your team succeed in an invasion game? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: 2.8: Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed 2.16: Describe the purpose and benefits of sports, games, and dance in modern society July 2, 2013 Page 10 of 22
Unit Goals: MIDDLEBOROUGH PUBLIC SCHOOLS Using proper techniques when dribbling and passing Instructional Tips/ Strategies/Notes for Teacher: Review skills worked on in lesson 1 Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) Lesson Sequence Attendance warm-up lap around soccer field warm-up game- partner keep away class discussion on passing and why it s important partner pass drill give and go drill 6v6 game cool down Formative assessment(s): Teacher observation of dribbling and passing Verbal questions to end class on proper execution of skills practiced Preview outcomes for the next lesson: lead passes July 2, 2013 Page 11 of 22
Lesson #6-3: Lead Passes MIDDLEBOROUGH PUBLIC SCHOOLS Brief Overview of Lesson (what this lesson is about): Refining the skills of dribbling, and passing Prior Knowledge Required: None Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling and passing Knows that lead passes are meant to get the ball to a moving teammate Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? How can strategy be used to help your team succeed in an invasion game? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: 2.8: Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed July 2, 2013 Page 12 of 22
2.16: Describe the purpose and benefits of sports, games, and dance in modern society Unit Goals: Using proper techniques when dribbling and passing Using strategies to attack their opponents goal during game play Being able to effectively participate in game play Instructional Tips/ Strategies/Notes for Teacher: Review skills worked on so far during the unit Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) Lesson Sequence Attendance warm-up lap around soccer field warm-up game- 2 partner pass class discussion on lead passes and why it s important triangle pass drill 2v1 shuttle drill 6v6 game cool down Formative assessment(s): Teacher observation of dribbling and passing Verbal questions to end class on proper execution of skills practiced and lead passes Preview outcomes for the next lesson: defense July 2, 2013 Page 13 of 22
Lesson #6-4: Defense MIDDLEBOROUGH PUBLIC SCHOOLS Brief Overview of Lesson (what this lesson is about): Refining skills of dribbling, passing and adding defense Prior Knowledge Required: None Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling and passing Knows that lead passes are meant to get the ball to a moving teammate Demonstrates understanding of the basic rules of soccer Demonstrates the ability to identify and move to open spaces to support his/her teammates during game play. Can explain the connections soccer shares with other invasion games. Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? How can strategy be used to help your team succeed in an invasion game? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: 2.8: Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension July 2, 2013 Page 14 of 22
2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed 2.16: Describe the purpose and benefits of sports, games, and dance in modern society Unit Goals: Using proper techniques when dribbling and passing Using strategies to attack their opponents goal during game play Using strategies to defend against their opponents during game play Being able to effectively participate in game play Instructional Tips/ Strategies/Notes for Teacher: Review skills worked on so far during the unit Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) Lesson Sequence Attendance warm-up lap around soccer field warm-up game- monkey in the middle class discussion on defense and why it s important split the defense drill pass and shoot drill 6v6 game cool down Formative assessment(s): Teacher observation of dribbling, passing and defensive skills Verbal questions to end class on proper execution of skills practiced and defense Preview outcomes for the next lesson: shooting skills July 2, 2013 Page 15 of 22
Lesson #6-5: Shooting Brief Overview of Lesson (what this lesson is about): Refining dribbling, passing and shooting skills Prior Knowledge Required: None Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling, passing and shooting Knows that lead passes are meant to get the ball to a moving teammate Demonstrates understanding of the basic rules of soccer Demonstrates the ability to identify and move to open spaces to support his/her teammates during game play. Can explain the connections soccer shares with other invasion games. Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? How can strategy be used to help your team succeed in an invasion game? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: July 2, 2013 Page 16 of 22
2.8: Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed 2.16: Describe the purpose and benefits of sports, games, and dance in modern society Unit Goals: Using proper techniques when dribbling, passing and shooting Using strategies to attack their opponents goal during game play Being able to effectively participate in game play Instructional Tips/ Strategies/Notes for Teacher: Review skills worked on so far during the unit Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) Lesson Sequence Attendance warm-up lap around soccer field warm-up game- monkey in the middle class discussion on shooting and why it s important run, shoot, & defend drill target player drill 6v6 game cool down Formative assessment(s): Teacher observation of skill execution and ability to participate in game play Verbal questions to end class on proper execution of skills practiced and lead passes Preview outcomes for the next lesson: July 2, 2013 Page 17 of 22
Games MIDDLEBOROUGH PUBLIC SCHOOLS Lesson #6-6: Games Brief Overview of Lesson (what this lesson is about): Participating in small-sided and large-sided game play Prior Knowledge Required: None Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling, passing, and shooting Knows that lead passes are meant to get the ball to a moving teammate Demonstrates understanding of the basic rules of soccer Demonstrates the ability to identify and move to open spaces to support his/her teammates during game play. Can explain the connections soccer shares with other invasion games. Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? How can strategy be used to help your team succeed in an invasion game? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: July 2, 2013 Page 18 of 22
2.8: Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed 2.16: Describe the purpose and benefits of sports, games, and dance in modern society Unit Goals: Using proper techniques when dribbling, passing and shooting Using strategies to attack their opponents goal during game play Being able to effectively participate in game play Instructional Tips/ Strategies/Notes for Teacher: Review skills worked on so far during the unit Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) Lesson Sequence Attendance warm-up lap around soccer field class discussion on small-sided games versus large-sided games 6v6 games 11v11 games cool down Formative assessment(s): Teacher observation of skill execution and ability to participate in game play Verbal questions to end class on proper execution of skills practiced and lead passes Preview outcomes for the next lesson: New Units July 2, 2013 Page 19 of 22
List of Unit Resources List and include resources by lesson sequence. Lesson Number Resources July 2, 2013 Page 20 of 22
Curriculum Embedded Performance Assessment (CEPA) Soccer Rubric 4- Above Grade Level Always uses proper technique when dribbling, passing and shooting during game play Is always moving to open space to help his/her teammates When he/she has the ball he/she is always looking for the best pass/shot, not looking for friends or the fastest option to get rid of the ball Actively plays both offense and defense throughout each game Takes turns in goal and can stop shots on net Fully understands and is able to play using basic game rules Regards all teammates as an equal and valuable member of the team, while displaying good sportsmanship to all involved 3- At Grade Level Mostly uses proper technique when dribbling, passing and shooting during game play Is always moving to open space to help his/her teammates When he/she has the ball he/she is often looking for the best pass/shot, not looking for friends or the fastest option to get rid of the ball Actively plays both offense and defense throughout each game Takes turns in goal and attempts to stop all shots on net Fully understands and is able to play using basic game rules Regards all teammates as an equal and valuable member of the team, while displaying good sportsmanship to all involved July 2, 2013 Page 21 of 22
2- Approaching Grade Level Sometimes to use proper technique when dribbling, passing and shooting during game play Is sometimes moving to open space to help his/her teammates When he/she has the ball he/she typically only looks for friends and/or the fastest option to get rid of the ball Plays mostly offense or defense for most each game, but still plays both sides Takes turns in goal and will attempt to stop some shots on net With help understands and is able to play using basic game rules Regards most of his/her teammates as an equal and valuable member of the team, while displaying good sportsmanship to all involved 1- Below Grade Level Struggles to use proper technique when dribbling, passing and shooting during game play Is rarely moving to open space to help his/her teammates When he/she has the ball he/she only looks for the fastest option to get rid of the ball Plays offense or defense for most each game Refuses to take turns in goal, or moves away from shots on the net With help he or she struggles understands and is able to play using basic game rules Only treats friends or higher skilled students as an equal and valuable member of the team, and struggles to display good sportsmanship July 2, 2013 Page 22 of 22