Andy Gross

Soccer Unit Plan

1. Title of Unit: Soccer
2. Student characteristics and the implications of these characteristics for the unit:
2.1 level/previous experience:
This unit is designed for 3rd and 4th grade students in general physical education class. The
unit will allow for individual, pair, and small group activities. The students will work on
common soccer skills that they learned from the previous school year. The ability level will
vary since this may be the first time students are exposed to soccer related activities. The
class will learn new terminology and general gameplay. Students will benefit from the
duration of this unit by the amount of repetitions and practice in the activities. By modeling,
using visual and auditory cues, and peer observation, this unit is set up to assist students from
various playing experience backgrounds. Students who are English Language Learners
(ELL), students with special education services, and regular education students will all have
the opportunity to experience high levels of physical activity.
2.2 Class size/type of groupings anticipated:
The number of students for each class will be between twenty and thirty students for both
3rd and 4th grade. The students will have an opportunity to develop their skills and
knowledge of soccer by working in pairs and in small groups. The activities will begin
with individual and pair practice and then scaffold into small group play. Strategies and
general gameplay rules will be introduced to the students to learn more about the game of
soccer. Sportsmanship, honesty, and teamwork will be expected of the students
throughout the entire unit. Students that demonstrate advanced soccer skills will be asked
to demonstrate with the instructor. It is an expectation that all students participate for
each activity.
2.3 Level of development-physical, social, emotional, and intellectual:
2.31 Physical
The physical development of students will vary. Factors such as age, height, and weight
will contribute to the skill development levels in the activities. An advantage will occur
in students that participate in extracurricular soccer activities. Those students will be
asked to assist their peers with correct form and knowledge. There will be differences in
motor skills and soccer related skills which may cause occasional awkwardness in the
movement of the students participation in activities. The duration of the unit will give
the students time to practice their skills. Students that demonstrate a lower progression of
skills will be given extra time assistance. One of the goals of this unit is for students to
find enjoyment and physical fitness benefits from soccer.
2.32 Social
Students will have an opportunity to work with others in pairs and small groups. The unit
is designed to encourage students from various soccer skill backgrounds to work
together. By diversifying the pairs and small groups, students will have ample
opportunities to work with students from different backgrounds. Many of the activities
call for students to rotate, which will enhance the students ability to accept one anothers
skill ability and cooperation.

Andy Gross

2.33 Emotional
Students will be asked to demonstrate good sportsmanship and teamwork in the unit.
Students will communicate with their partner and groups to be more effective in the
activities. Students will demonstrate acceptance and the ability to share to make the unit a
positive learning environment. Recognizing that students may want to stay with their
friends and people they feel comfortable with, it is important to split up these cliques to
create a more welcoming learning community. Students are responsible for helping others
and accept the skill level of their peers.
2.34 Intellectual
Students will be able to recall general classroom safety guidelines and rules. The class
will be reintroduced and introduced to new soccer terminology. Students will be asked to
demonstrate their soccer related knowledge verbally when participating in various
activities. Certain activities will call for higher-thinking especially for those who are
more advanced with soccer skills. Acknowledging the various learning styles in the
classes, presenting auditory, kinesthetic, and visual information will generate effective
understanding. Modeling with students and by the instructor will be essential for students
to gain a better understanding of what is being taught.
3. Facilities and Equipment:
3.1 Space Required (indoor/outdoor)
Indoor gymnasium will be used. All activities are made for both half and whole gymnasium
use.
3.2 Surface markings required:
Various gymnasium lines will be used to assist with activities and class management.
3.3 Equipment and supplies required:
Cones
Polyspots
Soccer balls
Foam balls
Pennies
Mats
CD player/iPod
Whistle
4. Safety considerations:
Previously established classroom safety rules and guidelines will apply.
Students must use spatial awareness when dribbling and shooting soccer balls.
No wild kicks- Inside rules when kicking ball.
Balls must stay on ground all the time.
No pushing/shoving during activities.
May be a Goal Keeper and use hands to pick up ball when appropriate.
When going for a soccer ball, do not go between other students legs to touch/win ball.
No sliding when attempting to touch/win ball.
No wild kicks.
Stay on feet all the time.

Andy Gross

5. Subject matter content:

5.1 Psychomotor skills in order of progression:
Foot skills:
Bean bags: toe touching: alternate feet, Double-time, pass bag between feet.
Rubber rings: toe-touching: alternate feet, Double-time, pass ring between feet.
Soccer balls: toe-touching: alternate feet, Double-time, pass ball between feet.
Passing:
Soccer balls: inside foot, outside foot, alternate feet,
Dribbling:
Soccer balls: alternate feet, dribble around partner, dribble and stop on polyspot, dribble and
shoot.
Shooting:
Foam balls: forward kicking, alternate feet, driving ball.
Guarding:
Bean bags: Guarding with back towards partner.
Rubber ring: Shielding with arms and body
Soccer balls: Shielding with entire body in modified games.
5.2 Cognitive- knowledge, rules, strategy:
Rules.
Safety guidelines.
No going between legs to win (touch) ball.
Goalie must begin two steps in front of mat.
Knowledge of where to begin activities.
Review ways to pass, dribble, shoot, and guard.
Difference between roles of positions.
5.22 Soccer Skills
Shooting
Dribbling with alternate feet
Trapping
Passing
Marking
Starting positions
Common footwork
5.23 Strategy
Find open space when dribbling and shooting.
Use footwork skills to beat defender.
Think on your feet.
Kicking and chasing.
Position body in goal to cutoff angle of shot.
Shield body to protect ball.
5.3 Affective- attitudes, values, appreciations:
Adhere to class directions and guidelines
Demonstrate safety
Respect peers and their different abilities
Support and encourage peers

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Sportsmanship keeps the spirit of activities at the highest

Have fun and enjoy yourself
6. Learning activities- teacher/student activities to be used in order to achieve the objectives
that is all activities should clearly reflect the requirements or purpose of the unit and or sport.
The following are sample categories. Very specific samples follow:
6.1 Psychomotor- demos, drills, lead-up games, stations, tournaments, etc.
6.11 Teacher and student demonstrations of each skill.
6.12 Individual footwork with rubber rings, bean bags, and soccer balls.
6.13 Partner passing
6.14 Partner dribbling and marking
6.15 Partner guarding
6.16 Partner shooting and goalie
6.14 Lead up activities for specific skills (passing, dribbling, guarding, shooting, goalie)
6.141 Partner dribble, pass, and trap drill
6.142 Partner guarding and marking with rubber rings, bean bags, and soccer
balls
6.143 Red Light, Green Light
6.144 Polyspot Trap
6.145 Knockout
6.146 Sharks and Minnows
6.15 1v1 drills
6.151 Goalie and Forward drill
6.152 Goalie, Defender, and Forward drill
6.153 Modified game of H-O-R-S-E
6.2 Cognitive- explanations, visual aids, study sheets, tests
6.21 Each game will be broken down into sub skills for students with cue words.
6.22 Instructor and students will model gameplay and skills.
6.23 Teacher will check for knowledge throughout the lessons.
6.24 Students will be assessed if they mastered the skill to move on.
6.3 Affective- activities, strategies for implementation:
6.31 Students will work individually, pairs, and groups.
6.32 When pairing and grouping students, they will be put together by ability.
6.33 Students will be held accountable for keeping the spirt of the activities high.
6.34 Final week will be 1v1 activities and modified games.
6.1 Passing with Partner
Citation: Kammerer, C. (October, 2014). In conversation during prep time during
student teaching meeting on soccer drills at Lyndale Community School with elementary
school physical education teacher: Minneapolis, MN.
Explanation: Students will be put into pairs. When pairs are ready they will begin to
practice passing with inside foot only. After several passes, blow whistle and have
students pass with outside foot. Rotate partners by the inside squads rotating clockwise.
Continue for several minutes.
Diagram:
X
X
X
X

Andy Gross

X
X
X
X
Related Objective:
Students will learn how to perform a pass with correct form. Students will be able to pass
using both feet from various distances.
Modifications:
Use a smaller ball to challenge students.
Have pairs count how many times they successfully passed and trapped the ball in a row.
6.2 Partner Dribble, Pass, Trap, Pass
Explanation: Have students begin on polyspots. One partner begins by dribbling ball
towards and then around partner. When first player gets down dribbling around partner,
he/she must dribble back to original polyspot, trap ball, and pass to partner. Make sure to
have students go at least a few times before rotating.
Diagram:

Related Objective:
Psychomotor- Students will learn to pass, dribble, trap, and use common footwork to
successfully perform activity.
Modification:
Use different size balls to emphasize ball control and balance.
Have partners keep points in their head to see how many times they successfully
completed the drill.
6.3 Sharks and Minnows
Citation: Kammerer, C. (October, 2014). In conversation during prep time during
student teaching meeting on soccer drills at Lyndale Community School with elementary
school physical education teacher: Minneapolis, MN.
Explanation: Students begin on one side of gymnasium. Pick one person to be the
Shark. Tell students that the Sharks job is to touch ball. If ball is touched then
student must pick up ball, walk to other end and trap it. As each round goes on, invite
more students to be sharks.
Diagram:

Related Objective:

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Psychomotor- Students will demonstrate ways to change direction and thinking skills to avoid
having ball touched.
Modification:
Have the Sharks only stay on specific line.
If student is out, have them become Sharks.
Have Sharks call out colors on soccer balls to avoid all students going at once
6.4 Dribble, Shoot, Score
Explanation: Put students into equal groups. Have first person in line be goalie. Rest of group
are now Forwards. The object is to dribble up and score a goal on the goal keeper. If student does
or does not make goal, they go to end of line and the rotation continues. Swap goal keepers when
the music stops (2-3 minutes).
Diagram:
Goalie

Shooter

Waiting line

Related Objective:
Psychomotor- Students will demonstrate ways to beat the goalie by changing direction. Goalie
will demonstrate how to cut the angle by moving around and standing in front of the goal (mats).
Modifications:
Have a student be a defender to assist the goal keeper.
Have groups compete against each other.
Use different size balls to allow for differentiation.
6.5 Dribble Tag
Citation: Kammerer, C. (October, 2014). In conversation during prep time during student
teaching meeting on soccer drills at Lyndale Community School with elementary school physical
education teacher: Minneapolis, MN.
Explanation: Each student will have a soccer ball. Explain to students that the goal of the game
is not to have soccer ball be touched. If ball is touched they go to end of line where they wait
until another student is out to come back to play. Begin activity by announcing that boys and
girls with a specific color soccer ball are now the Taggers. Students will dribble around using
common footwork to avoid being tagged.
Diagram:

Related Objective:
Psychomotor- Each student will use decision-making skills in regard to dodging being tagged.
Taggers will use soft kicks to get students out.
Modifications:
Have more Taggers throughout the activity.
Students who get tagged are not Taggers.

Andy Gross

7. Unit Calendar Block Plan- For each day of the unit list in detailed fashion:
7.1 Will design calendar using progressions based on psychomotor, cognitive, and affective
content
7.2 Will plan calendar with specific tasks and skills with appropriate psychomotor,
cognitive, and affective objectives.
7.3 Will integrate learning activities from #6 of unit plan and other activities and
demonstrations into calendar.
Day
Lesson Title
Day 1 4th Footwork
grade #1

Day
2 Footwork
3rd grade
#1
Day 3 4th Footwork
grade #2 Passing

Day
4
3rd grade
#2

Day 5 4th
grade #3

Day
6
3rd grade
#3
Day 7 4th
grade #4

Main Activities
Trapping
Footwork with rubber ring.
Footwork with Roll, Turn,
Go.
Introduce Passing.
Trapping
Footwork with rubber ring.
Footwork with Roll, Turn,
Go.
Introduce Passing.
and Passing with partner
Introduce dribbling
Dribble, Pass, and Go.
Polyspot Soccer

Explanation
Students will learn common
footwork in these activities
to assist them in this unit.

Students will learn common

footwork in these activities
to assist them in this unit.

Students will learn to pass

using alternate feet from
various distances.
Students will also understand
the importance of keeping
ball close when dribbling.
Footwork
and Passing with partner
Students will learn to pass
Passing
Introduce dribbling
using alternate feet from
Dribble, Pass, and Go.
various distances.
Red Light, Green Light.
Students will also understand
the importance of keeping
ball close when dribbling.
Passing
and Warmup by passing with Students will begin by
Dribbling
partner. (several activities)
familiarizing
themselves
Introduce Dribble Tag.
with soccer by passing and
dribbling.
Students will play Dribble
Tag.
Passing
and Warmup by passing with Students will warmup by
Dribbling
partner. (Several activities)
passing and dribbling in
Introduce Soccer Hands
various activities.
Introduce Soccer Hands
Guarding Ball
Warm up using footwork drills. Students will learn the
Introduce guarding.
importance of guarding and
Activities will use bean bags marking in activities.

Andy Gross

Day
8
3rd grade
#4

Day 9 4th
grade #5

Day 10
3rd
grade #5

Day 11
4th grade
#6

Day 12
3rd grade
#6

and rubber rings.

Will use bean bags and
End class by discussing kicking. rubber rings to allow for
better control.
Guarding Ball
Warm up using footwork drills. Students will learn the
Introduce guarding.
importance of guarding and
Activities will use bean bags marking in activities.
and rubber rings.
Will use bean bags and
End class by discussing kicking. rubber rings to allow for
better control.
Shooting
and Warmup by shooting into mats. Students will understand the
Goalie
Introduce goalies
role of being a forward.
1v1 activity
Students will demonstrate
decision-making skills in
regard to scoring a goal.
Goalies will learn to cut the
angle.
Shooting
and Warmup by shooting into mats. Students will understand the
Goalie
Introduce goalies
role of being a forward.
Dribble, Pass, Shoot activity. Students will demonstrate
decision-making skills in
regard to scoring a goal.
Goalies will learn to cut the
angle.
Final Day of Unit Warmup by shooting into mats. Students will continue to
1v1 Activity
work on shooting and goal
Introduce Soccer H-O-R-S-E keeping.
Will play modified version
of H-O-R-S-E.
Final Day of Unit Warmup by shooting into mats. Students will continue to
Introduce 1v1 activity.
work on shooting and goal
Introduce a Defender in activity keeping.
Students will identify ways
to beat opponent and goal
keeper to score.

8. Lesson Plans
All lesson plans with measurable objectives, diagram, description of transitions between
activities that can be clearly identified, a clear focus on progressions between activities

Andy Gross

linked to the lessons objectives, and both three pre and postreflective comments. [Fall
Semester only postreflective]

Lesson Name/Number: Footwork, Dribbling, Trapping Grade Level: 3rd-4th

Objectives:

Unit: Soccer

Standards:

A) Psychomotor:
Meets standards: 1, 2, 3, 4, 5, 6
a. Students will learn how to dribble
with control.
b. Students will learn how to alternate
foot when dribbling.
c. Students will move efficiently using
different speeds when dribbling.
B) Cognitive:
a. Students will be able to recite and
know the safety and rules of the
activities.
b. Students will be able to describe
strategies.
c. Students will understand words,
such as, trap and dribble.
C) Affective:
a. Students will participate with peers
regardless of diversity or ability.
b. Students will be able to
demonstrate sportsmanship.
c. Students will have an opportunity to
work in individually.
Previous Experience:
This is the first lesson of the soccer unit. Students will build upon
previous experience. Students will be reintroduced to basic skills of
soccer.

Equipment Needs/Safety:
25-30 soccer balls
Cones
Music

Andy Gross
Time: Instructional Activities (include diagrams) & Assessments:
Transition:
Have students sit on their squad numbers. Will discuss that this
is the first lesson of the soccer unit. Will discuss the significance
of learning how to control and stop a soccer ball. Will pick
squads to get a soccer ball based on if they are sitting quietly.
Will hand a ball to each student. Each student will walk back and
sit on their number.
Activity 1: Footwork
1. Will go over the importance of having good
footwork in soccer.
2. Will model the footwork I want to see.
i. Roll from heel to toe, slow/fast
ii. Tap between feet, slow/fast
3. Will ask squads to stand up and begin practicing
footwork on their number.
4. Variation: Different size balls
Transition: Will stop music and blow my whistle. Students will
sit down on the black line. Will discuss that dribbling is the most
important part of soccer. Will talk about that to be a good
dribbler one needs the ability to change direction and stop/trap
the ball.
Activity 2: Practice Dribbling and Trapping
1. Will model how to dribble and trap.
a. Discuss important to keep ball close to feet.
b. Take small steps when dribbling.
c. Keep head up to see gym and other students.
d. Move on balls of feet.
e. Practice contacting ball with inside and outside
of foot.
2. Will choose students who are sitting quietly to stand up
and find space in the gym and begin dribbling.

Transition: Will blow whistle. Have students sit down with ball
behind them. Will discuss that dribbling and trapping is
important, but equally important is the ability to control and
stop the ball on command. Will model or Mrs. Kammerer. Will

Teaching hints and cues:

Remember to alternate feet

when passing.
Stay on your number.
Do not kick ball.
Try changing speeds.
Positive pinpoint good
technique.

Emphasize safety.
Feedback on dribbling and
trapping.
Keep head up.
Practice using different parts of
feet.

Andy Gross
choose students that are sitting quietly to walk to the black line
(near chalkboard and sit down).
Activity 3: Red Light, Green Light
1. Will discuss that the goal is to dribble ball with complete
control to other side of gymnasium.
2. Will model with student.
3. Will choose students in stand up and hold ball in their
hands until whistle blows.
4. When whistle blows, students will trap ball with one
foot.
a. Move in line with path of ball.
b. Reach to meet ball and give with contact.
c. Stay on balls of feet.
d. Keep eyes on ball.
5. If a student is moving or ball is not under control,
he/she goes back to beginning line and restarts.
6. Game is over until everyone makes it across.
7. Variation: Size of balls, time between blowing whistle.

Move in line with ball.

Keep ball under control.
Listen to the words.
Do not go too fast.

Use different techniques of

stopping and dribbling.
Positive pinpoint good form and
strategy.
Remember if ball goes out, go
to the other game.
No pushing/shoving.

Transition: Will have students sit down with balls behind their
back. Will call on students that are sitting quietly to walk and sit
on the black line near the chalkboard.
Activity 4: Knockout Dribbling
1. Will discuss that dribbling allows a person to change
direction quickly and avoid opponents.
2. Instruct students to protect their own ball while trying
to knockout their peers balls out of bounds (cones).
3. If ball goes out of bounds, student picks up ball and
walks to other game and begins play. Will model.
4. Will go over goal of game.

Andy Gross
a. Be the last player out with ball.
5. Will go over rules of game.
a. Must stay with own ball at all times
i. Cannot leave ball to kick someones ball
out.
b. Do not kick ball hard
c. Do not push/shove
6. Game is over when music is off and whistle blows.
Game 1

Game 2

Transition:

Will ask students to sit down where they are. Will call on
students who are sitting quietly to put their ball back and find
their number.
Closure:
1. Ask students: What do we do when the music stops?
2. Ask students: What is one way to stop a ball?
3. Ask students: Can we play these activities outside of
class?
4. Ask students: What are some general rules?
Lesson Name/Number: Footwork, Dribbling, Trapping Grade Level: 3rd-4th
Objectives:
A) Psychomotor:
a. Students will learn how to dribble
with control.
b. Students will learn how to alternate
foot when dribbling.
c. Students will move efficiently using
different speeds when dribbling.
B) Cognitive:
a. Students will be able to recite and
know the safety and rules of the
activities.
b. Students will be able to describe

Unit: Soccer

Standards:
Meets standards: 1, 2, 3, 4, 5, 6

Andy Gross
strategies.
c. Students will understand words,
such as, trap and dribble.
C) Affective:
a. Students will participate with peers
regardless of diversity or ability.
b. Students will be able to
demonstrate sportsmanship.
c. Students will have an opportunity to
work in individually.
Previous Experience:
This is the first lesson of the soccer unit. Students will build upon
previous experience. Students will be reintroduced to basic skills of
soccer.
Time: Instructional Activities (include diagrams) & Assessments:
Transition:
Have students sit on their squad numbers. Will discuss that this
is the first lesson of the soccer unit. Will discuss the significance
of learning how to control and stop a soccer ball. Will model
Activity 1 before handing out balls. Will discuss Trap, and what
I want students to do with the ball. Will pick squads to get a
soccer ball based on if they are sitting quietly. Will hand a ball to
each student. Each student will walk back to their number and
begin.
Activity 1: Footwork/Self-Discovery
1. Will go over the importance of having good footwork in
soccer.
2. Will model the footwork I want to see.
a. Roll from heel to toe, slow/fast
b. Tap between feet, slow/fast
3. Will ask squads to stand up and begin practicing
footwork on their number.
4. Variation: Different size balls
Transition: Will blow my whistle and tell students to Trap ball
(put one foot on ball and the other foot on ground). Will call on
students who are standing still to carry their ball and go to the
black line near the blackboard and Trap ball. Discuss that
dribbling is the most important part of soccer. Will talk about
that to be a good dribbler one needs the ability to change
direction and stop/trap the ball. We use the inside and outside
part of our feet- will have class touch their inside and outside
foot.

Equipment Needs/Safety:
25-30 soccer balls
Cones
Music
Teaching hints and cues:

Remember to alternate feet.

Stay on your number.
Do not kick ball.
Try changing speeds.
Positive pinpoint good
technique.

Andy Gross

Activity 2: Practice Dribbling and Trapping

1. Will model how to dribble and trap.
a. Discuss important to keep ball close to feet.
b. Take small steps when dribbling.
c. Keep head up to see gym and other students.
d. Move on balls of feet.
e. Practice contacting ball with inside and outside
of foot.
2. Will discuss that the goal is to dribble ball with complete
control to other side of gymnasium.
3. Will model dribbling to the other end of the gym/end
line.
4. Once they reach the end line, students trap ball and
wait until all students are on same line.
5. Will begin by asking only students with a certain colored
ball to go first. Will repeat until everyone has gone
down once.
a. Will repeat this drill a few times.

Emphasize safety.
Feedback on dribbling and
trapping.
Keep head up.
Practice using different parts of
feet.

Transition: Blow whistle and say Trap. Meet students at one

of the end lines of the gym. Go over next activity.
Activity 3: Red Light, Green Light
1. Review gameplay.
2. When red light is call, if a student is moving or ball is not
under control they are out.
3. Game is over until last student.
4. Variation: Size of balls, time between red and green
light.

Move in line with ball.

Keep ball under control.
Listen to the words.
Do not go too fast.

Andy Gross
Transition:
Will ask students to sit down where they are and place ball in
lap. Introduce new activity.
Activity 4: Criss-Cross Dribbling Game
1. Will model with students the game.
a. Goal of game is to get entire team in their
opponents cones and to trap the ball.
b. Begin by calling 2 team colors to switch areas.
c. Only these two teams will be dribbling.
d. The first team to trap the ball will get one point.
2. Rules: No kicking and chasing, no pushing/shoving, no
kicking other teams balls.
3. Will group students (as even as I can) and send them to
their cones while carrying their balls.
4. Once at their cones, they will put on their pennies and
sit down with ball in lap.
5. When I say Go may begin play.

Transition: Blow whistle. Have students sit down near their

cones with balls in lap. Will call on teams that are sitting quietly
to put ball away and pennies away and find their number.
Repeat until all students are on their number.
Closure:
Ask students: What do we do when the whistle blows?
Ask students: What is one way to stop a ball?
Ask students: Can we play these activities outside of
class?
Ask students: What are some general rules?
Lesson Name/Number: Passing
Grade Level: 3rd-4th
Soccer

Use different techniques of

stopping and dribbling.
Positive pinpoint good form and
strategy.
Remember to keep head up
No pushing/shoving.

Unit:

Andy Gross
Objectives:

Standards:

A) Psychomotor:
Meets standards: 1, 2, 3, 4, 5, 6
a. Students will learn how to pass with
both feet.
b. Students will learn how to alternate
foot when trapping.
c. Students will use judgment on
power of passes.
B) Cognitive:
a. Students will be able to recite and
know the safety and rules of the
activities.
b. Students will be able to describe
strategies.
c. Students will understand words,
such as, trap and cues for passing.
C) Affective:
a. Students will participate with peers
regardless of diversity or ability.
b. Students will be able to
demonstrate sportsmanship.
c. Students will have an opportunity to
work in pairs and small groups.

Previous Experience:

Equipment Needs/Safety:

This is the first lesson of the soccer unit. Students will build upon
previous experience. Students will be introduced to passing.

25-30 soccer balls

Cones
Music

Andy Gross
Time: Instructional Activities (include diagrams) & Assessments:

Teaching hints and cues:

Transition:
Meet students in front of class. Students will be on squad
numbers. Will call on individual squads to meet me at the
blackboard. Students will sit on black line. Will write the word
Passing on the blackboard. Will ask students what they think
passing means in soccer. Discuss that passing is about
teamwork. Will ask a student to model passing with me. Will
show two main ways to pass: inside and outside foot. Discuss
the 3 Ps (Plant, Putter/Pigeon-toed, and Push). Check for
knowledge and ask if there are any questions. Will show where
students will do the first activity (one student black line, second
student blue line). Will put students in pairs. One student of the
pair will get a soccer ball and go on the black line. The other will
go on the blue line. They will sit down to let me know they are
ready.
Activity 1: Passing Inside/Outside Foot
1. Go over the two passes: inside and outside.
2. Discuss the 3 Ps of Passing: Plant,
Putter/Pigeon-toed, Push
3. Will discuss that when whistle is blown,
students with the ball will pass it to students on
black line. Students with the ball will put one
foot on ball. Students without ball will move
backwards to designated line.
4. Will begin with Putter position (inside foot),
slow/fast.
5. Switch to Pigeon-toed position (outside foot),
slow/fast.
6. Will blow whistle when done.
7. Variation: Different size balls.

Remember to alternate feet

when passing.

Stay on your line.

Do not kick ball.

Try changing speeds.

Positive pinpoint good

technique.

Cue words.

Andy Gross

Transition: Will stop music and blow my whistle. Will have

students place ball in lap. Students sitting quietly will put ball on
rack and meet me around the red circle and sit down.
Activity 2: Circle Passing Drill
1. Will ask four students to stand up around the circle to
model how to play.
a. One student begins with a ball and passes it to
someone else.
b. Student receives pass by trapping ball with one
foot.
c. Player who passes it has to say Inside or
Outside depending on which side of the foot
they passed.
2. Rules:
a. Do not pass to someone next to you.
b. Must pass to someone new every time.
c. Do not kick the ball; only pass.
3. Goal: To have everyone successfully pass and trap the
ball once.
4. Will divide class into two groups.
a. Will ask each group to sit down around red
circle to let me know they are ready.
5. Variation: Will add balls depending on how well
students pass.

Emphasize safety.
Feedback on passing and
trapping.
Practice using both inside and
outside.
Pass to new people.
Remember to say what side of
foot.

Andy Gross
Transition: Will blow whistle. Have students sit down. Have
students on other side of gym walk in order and sit around the
red circle behind the first circle of students. Will introduce the
third activity.
Activity 3: Circle Keep Away
1. Will ask four students to stand up and model with me.
2. Will introduce the game by having one student pass the
ball to another student.
a. I will be the Defender and try to steal the ball
by kicking it or trapping it.
3. Rules:
a. If Defender wins ball, they swap pennies with
that student (hand over penny).
b. If ball goes outside of circle, the player who
made the poor pass will have to run around the
circle once.
c. The player who did not trap the ball will run
around the circle once.
d. Players that run around the circle come back to
their spot and resume play.
4. There will be two Defenders who are in the middle of
the circle.
a. Defenders have to stay near the polyspots in the
middle.
b. Cannot move more than a few feet from
polyspots.
5. The rest of the students will stand around the circle.
6. Variation: add balls and add more defenders.

Use both feet when passing.

Remember cue words.
Be honest.
Defenders stay near
polyspots.
Students stay on circle.

Andy Gross
Transition:
Will ask students to sit down where they are. Will call on
students who are sitting quietly to find their number.
Closure:
1.
2.
3.
4.

Ask students: What are the two ways to pass?

Ask students: What is one way to stop a ball?
Ask students: What are the cues of passing?
Ask students: What are some general rules?

Lesson Name/Number: Passing

Soccer
Objectives:

Grade Level: 3rd-4th

Standards:

A) Psychomotor:
Meets standards: 1, 2, 3, 4, 5, 6
a. Students will learn how to pass with
both feet.
b. Students will learn how to alternate
foot when trapping.
c. Students will use judgment on
power of passes.
B) Cognitive:
a. Students will be able to recite and
know the safety and rules of the
activities.
b. Students will be able to describe
strategies.
c. Students will understand words,
such as, trap and cues for passing.
C) Affective:
a. Students will participate with peers
regardless of diversity or ability.
b. Students will be able to
demonstrate sportsmanship.
c. Students will have an opportunity to
work in pairs and small groups.

Unit:

Andy Gross

Previous Experience:
Students will build upon previous soccer skills. Continue to work on
dribbling, trapping, and passing.
Time: Instructional Activities (include diagrams) & Assessments:
Transition:
Meet students in front of class. Students will be on squad
numbers. Go over what whistle and Trap means. Discuss the 3
Ps (Plant, Putter/Pigeon-toed, Push). Call on student to model
passing. Check for knowledge and ask if there are any questions.
Call Squad 1 to walk quietly, pick up ball from rack, and follow
me in order to other side of gym and sit quietly on black line
with ball in lap. Call Squad 2 to walk quietly, follow me in order
to other side of gym and sit on blue line. Call Squad 3 to walk
quietly, pick up ball from rack, and follow me in order to Mrs.
Kammerers side of gym and sit quietly with ball in lap on black
line (near office). Call Squad 4 to walk quietly, follow me in
order to blue line on Mrs. Kammerers side of gym and sit down.
Activity 1: Passing Inside/Outside Foot
1. Whistle blows, students with ball pass it to students
on black line. Students on black line will trap ball.
Students without ball will move backwards to
designated line.
2. Blow whistle and say Trap to change distance,
speed, and inside/outside foot of passing.
3. Will blow whistle when done.
4. Variation: Different size balls.

Equipment Needs/Safety:
25-30 soccer balls
Cones
Whistle
Teaching hints and cues:

Transition: Blow whistle and tell students to sit down where

they are. Students with ball will place ball in lap. Call on students
sitting quietly to walk over to Mrs. Kammerers side of gym and
sit on blue/green dotted line. Students with ball will walk, place
ball on rack, and sit on blue/green dotted line.

Remember to alternate feet

when passing.
Stay on your line.
Do not kick ball.
Try changing speeds.
Positive pinpoint good
technique.
Cue words.

Andy Gross

Activity 2: Tag

1. Discuss dribbling allows a person to change

direction quickly and avoid opponents.
2. Model to students how to protect their own ball.
1. Discuss footwork and strategy.
3. Model gameplay with students. Pick volunteers.
1. Begin with several students against blue
wall. These students are in the waiting line.
2. Four students will have a colored ball and
they are Taggers.
3. The rest of the students have a soccer ball.
4. The goal of a Tagger is to knock the ball out
of the students possession who are playing.
5. If a student who is playing loses their ball
they must walk over to pick it up, hand it off
to the first person in the waiting line, and go
to the end of waiting line.
4. Rules: Balls must be on ground at all times.
5. Switch Taggers after each round.
6. Variation: Size of balls. Number of Taggers.
Boundary space (Whole/half gym).

Transition: Blow whistle and stay Trap. Call on students to

walk over, place ball on rack, and sit on green dotted and
blue line.
Activity 3: Circle Passing Drill
1. Ask four students to stand up around the circle to model

Emphasize safety.
Feedback on passing and
trapping.
Practice using both inside and
outside.
Work on protecting ball.
Be honest.
Sportsmanship.
Pinpoint good gameplay.

Andy Gross

2.

3.

4.

5.

how to play.
a. One student begins with a ball and passes it to
someone else.
b. Student receives pass by trapping ball with one
foot.
c. Discuss communication (Billy, I am going to
pass to you. Be ready to trap ball!).
Rules:
a. Do not pass to someone next to you.
b. Do not kick the ball.
Goal:
a. First goal: To get 10 consecutive passes.
b. Second goal: Everyone successfully passes and
traps ball.
c. Third goal: Competition between groups.
i. Once player receives ball and traps,
he/she sits down. Repeat until last
student traps ball and sits down.
Will divide class into two groups.
a. Will ask each group to sit down around red
circle to let me know they are ready.
Variation: Will add balls depending on how well
students pass.

Transition: Blow whistle and have students sit down around

Use both feet when passing.

Remember cue words.
Be honest.
Remind students of goal.
Pinpoint good behavior and
communication.
Students stay on circle at all
times.

Andy Gross
circle. Students with a ball will place ball in middle of circle and
walk over to green dotted line/blue line. Call on students sitting
quietly to walk over and sit on green dotted/blue line. Introduce
third activity.
Activity 4: Circle Keep Away
1. Pick four students to stand up and model with me.
2. Introduce game by having one student pass the ball to
another student.
a. I will be the Defender and try to steal the ball
by trapping it.
3. Rules:
a. If Defender wins ball, they swap pennies with
that student (hand over penny).
b. Model ways to win ball.
4. There will be one Defender to begin with in middle of
circle.
a. Defender has to stay near polyspots in the
middle.
b. Cannot move more than a few feet from
polyspots.
5. The rest of the students will stand around the circle.
6. Goal is to get 10 consecutive passes. Everyone
successfully passes and traps ball.
7. Will divide class into two groups.
8. New Defender after each round.
9. Variation: add balls and add more defenders.

Transition:
Blow whistle. Tell students to sit down where they are. Students

Defenders stay near

polyspots.
Students stay on circle.
Remind students of goal.
Remind students to swap
pennies when Defender wins
ball.

Andy Gross
with soccer ball walk, pick it up, walk over, place it on rack, and
find squad number. Call on students who are sitting quietly to
find their number.
Closure:
1. Ask students: What are the two ways to pass?
2. Ask students: What is one way to stop a ball?
3. Ask students: What are the cues of passing?
4. Ask students: What are some general rules?

Lesson Name/Number: Passing and Dribbling

Objectives:

Grade Level: 3rd-4th

Standards:

A) Psychomotor:
Meets standards: 1, 2, 3, 4, 5, 6
a. Students will learn how to pass with
both feet.
b. Students will learn how to alternate
foot when trapping.
c. Students will use judgment on
power of passes.
d. Students will practice dribbling
different speeds.
B) Cognitive:
a. Students will be able to recite and
know the safety and rules of the
activities.
b. Students will be able to describe
strategies.
c. Students will understand general
soccer terminology.
C) Affective:
a. Students will participate with peers
regardless of diversity or ability.
b. Students will be able to
demonstrate sportsmanship.
c. Students will have an opportunity to

Unit: Soccer

Andy Gross
work in pairs.
Previous Experience:
Students will build upon previous soccer skills. Continue to work on
dribbling, trapping, and passing.

Time: Instructional Activities (include diagrams) & Assessments:

Transition:
Meet students in front of class. Students will be on squad
numbers. Go over what whistle and Trap means. Check for
knowledge and ask if there are any questions. Call Squad 1 to
walk quietly, pick up ball from rack, and follow me in order to
other side of gym and sit on polyspot with ball in lap. Call Squad
2 to walk quietly, follow me in order to other side of gym and sit
in front of cones. Call Squad 3 to walk quietly, pick up ball from
rack, and follow me in order to Mrs. Kammerers side of gym
and sit on polyspot with ball in lap on black line (near office).
Call Squad 4 to walk quietly, follow me in order to sit on
polyspots on Mrs. Kammerers side of gym.
Activity 1: Passing with partner
1. Model with student.
2. Music is cue to begin passing.
3. Blow whistle. Students with ball pass ball to
students on polyspots and trap ball.
4. Students without ball rotate left.
5. After 1-2 minutes, turn music off and rotate
students.
6. Blow whistle, Trap, and count down when
done.

Equipment Needs/Safety:
25-30 soccer balls
Cones
Polyspots
Whistle
Teaching hints and cues:

Remember to alternate feet

when passing.
Stay on your line.
Do not kick ball.
Try changing speeds.
Positive pinpoint good
technique.
Cue words.

Andy Gross
Transition: Blow whistle. Trap. Count down. Students on
polyspots will have balls in lap. All students sit down. Introduce
next activity.

Activity 2: Dribbling and Passing with partner.

1. Discuss dribbling allows a person to change direction
quickly and avoid opponents.
a. Model dribble, turn, and go.
2. First student dribbles ball around partner, traps ball, and
passes ball to partner.
3. Model with student.
4. Music on is cue to begin dribbling.
5. Blow whistle. Students with ball pass ball to students on
polyspots and trap ball.
6. Students without ball rotate left.
7. After 1-2 minutes, turn music off and rotate students.
8. Blow whistle, Trap, and count down when done.

(Optional) Take down: Will need Mrs. Kammerer to help

remove cones/lay extra polyspots out on gym.
Transition: Blow whistle. Trap. Count down. Students on
polyspots will have balls in lap. All students sit down. Call
students sitting on cones/polyspots (divide students up when
picking up ball) to pick up ball and sit back down near cone/on
polyspot. Introduce next activity.

Activity 3: Polyspot Soccer

Emphasize safety.
Feedback on dribbling, passing
and trapping.
Practice using both inside and
outside.
Work on protecting ball.

Andy Gross
1. Begin by dribbling around gym.
a. Model.
2. Music turns off, trap ball on polyspot.
a. Model.
3. Repeat 2-3 times.
4. Blow whistle. Trap. Count Down.
5. Now specific colors are worth points.
a. Students keep track of points.
6. Repeat 2-3 times.
7. Blow whistle. Trap. Count down.
8. Now remove polyspots. Specific colors are still worth
points.
a. Students keep track of points.
9. Music on. Repeat 2-3 times.

Blue spots are from previous activity.

Orange spots

Set up: Will need Mrs. Kammerer to help place cones along
width of gym (will use of gym) for boundary of Sharks and
Minnows.
Transition: Blow whistle. Trap. Count down. All students sit
down with balls in lap. Model where to sit and place ball (sit on
sideline of gym with ball behind). Call students to find space on
line and sit down. Introduce next activity.

Activity 4: Sharks and Minnows

1. Explain there will be one shark to begin game.

Dont let ball go too far from

body.
Be honest.
Remind students of goal.
Pinpoint good behavior.
Remind students of gameplay
and rules.
Count down.

Andy Gross
2. Everyone else will be minnows.
3. Goal of minnows is to dribble to other line/cones
without losing possession.
4. Goal of sharks is to defend their line and touch
minnows ball.
a. If ball is touched, student picks up ball places it
between cones and joins the shark/s.
5. Model with student.
6. Pick a shark to begin.
7. Call students (divide by groups/numbered/color of ball)
to line up on end line of gym and trap ball.
8. Sharks yell, Shark attack to begin game.
9. Play several times.
10. Blow whistle. Have students take a knee/sit down. Call
students to find their number.

Sharks touch ball/do not kick

balls hard.
Minnows be honest.
Run in straight line.
Try changing direction with ball.
No pushing/shoving.
Positive pinpoint good
form/behavior.

Where balls
are placed.

Closure:
1. Ask students: What worked well in the activities?
2. Ask students: How can these activities improve physical
fitness/health?
3. Ask students: What are the safety rules?
4. Ask students: What are some general gameplay rules?
Lesson Name/Number: Guarding
Objectives:

Grade Level: 3rd-4th

Standards:

Unit: Soccer

Andy Gross

A) Psychomotor:
Meets standards: 1, 2, 3, 4, 5, 6
a. Students will learn how to position
body to defend.
b. Students will learn how to use body
to win ball.
c. Students will practice dribbling
different speeds.
B) Cognitive:
a. Students will be able to recite and
know the safety and rules of the
activities.
b. Students will be able to describe
strategies.
c. Students will understand general
soccer terminology.
C) Affective:
a. Students will participate with peers
regardless of diversity or ability.
b. Students will be able to
demonstrate sportsmanship.
c. Students will have an opportunity to
work in pairs.
Previous Experience:
Students will build upon previous soccer skills. Continue to work on
dribbling, trapping, and passing. Introduce guarding.

Equipment Needs/Safety:
25-30 soccer balls
Polyspots
Whistle
Music

Andy Gross
Time: Instructional Activities (include diagrams) & Assessments:

Teaching hints and cues:

Transition:
Meet students in front of class. Students will be on squad
numbers. Discuss warming up with passing and dribbling. Check
for knowledge and ask if there are any questions. Model Watch
me. Call Squad 1 to walk over and sit on 1st row of polyspots
(front of gym) with ball in lap. Call Squad 2 to walk, pick up ball
from rack, and sit on 2nd row of polyspots. Call Squad 3 to walk,
pick up ball from rack, and sit on 3rd row of polyspots with ball in
lap. Call Squad 4 to walk over and sit on last row of polyspots
(back of gym) with ball in lap.
Activity 1: Passing with partner
1. Model with student.
2. Music is cue to begin passing.
3. Blow whistle. Students with ball pass ball to
students on polyspots and trap ball.
4. Students without ball rotate left.
5. After 1-2 minutes, turn music off and rotate
students.
6. Blow whistle, Trap, and count down when
done.

Transition: Blow whistle. Trap. Count down. Students in middle

of gym will have balls in lap. All students sit down. Introduce
next activity.

Remember to alternate feet

when passing.
Stay on your line.
Do not kick ball.
Try changing speeds.
Positive pinpoint good
technique.
Cue words.

Andy Gross
Activity 2: Dribbling and Passing with partner.
1. Model with students dribbling, turning, and passing.
2. First student dribbles ball around partner, traps ball, and
passes ball to partner.
3. Music on is cue to begin dribbling.
4. Blow whistle. Students with ball pass ball to students on
polyspots and trap ball.
5. Students without ball rotate left.
6. After 1-2 minutes, turn music off and rotate students.
7. Blow whistle, Trap, and count down when done.

Emphasize safety.
Feedback on dribbling, passing
and trapping.
Practice using both inside and
outside.
Work on protecting ball.
Dont let ball go too far from
body.
Pinpoint good behavior.
Count down.
Address being a good Goal
keeper.

Transition: Blow whistle. Trap. Count down. Students on

polyspots will have ball in lap. All students sit down. Introduce
next activity.
Activity 3: Polyspot Soccer
1. Begin by dribbling around gym.
a. Model.
2. Music turns off, trap ball on polyspot.
a. Model.
3. Repeat 2-3 times.
4. Blow whistle. Trap. Count Down.
5. Repeat 2-3 times.
6. Blow whistle. Trap. Count down.
7. Now remove polyspots.
8. Music on. Repeat 2-3 times.

Dont let ball go too far from

body.
Be honest.
Remind students of goal.
Pinpoint good behavior.
Remind students of gameplay
and rules.
Count down.

Andy Gross
Transition: Blow whistle. Trap. Count down. Call students to pick
up polyspot, hand it to me, and find their number. Introduce
next activity on guarding.
Activity 4: Touch Guard- Rings
1. Discuss importance of protecting ring. Discuss jockeying
for ring.
a. Keep ring in front of body with back towards
defender. Use arms to assist.
2. Model with student.
3. Pick pairs.
a. To begin, Squads 1 and 2 are partners (facing
each other). Squads 3 and 4 are partners (facing
each other).
4. Call middle Squads (2 and 3) to come get ring (One
squad at a time) and place between partners.
5. Middle Squads begin protecting ring.
a. One student is defending the ring, other student
tries to touch ring.
b. Student gets one point for touching ring.
c. Student gets one point for defending ring before
music is off.
i. Keep points in head.
6. Music stops, switch roles.
7. Music stops again, students in middle bring ring with
and rotate clockwise.
8. May move ring around gym.
9. Do not kick and chase ring (far distance) or else out.

Transition: Blow whistle. Count down. Call students with ring to

bring to me and find number. Call rest of students to find their
number.
Closure:
1. Ask students: What worked well in the activities?

Use body to defend.

Offensive player, make sure ring
is in front.
No pushing/shoving.
Control of body movement.
Do not kick ring.

Andy Gross
2. Ask students: How can these activities improve physical
fitness/health?
3. Ask students: How can these activities be applied to real
soccer?
4. Ask students: What are some general gameplay rules?

Lesson Name/Number: Guarding

Grade Level: 3rd-4th

Objectives:
A) Psychomotor:
a. Students will learn how to position
body to defend.
b. Students will learn how to use body
to win ball.
c. Students will practice dribbling
different speeds.
B) Cognitive:
a. Students will be able to recite and
know the safety and rules of the
activities.
b. Students will be able to describe
strategies.
c. Students will understand general
soccer terminology.

Unit: Soccer

Standards:
Meets standards: 1, 2, 3, 4, 5, 6

Andy Gross
C) Affective:
a. Students will participate with peers
regardless of diversity or ability.
b. Students will be able to
demonstrate sportsmanship.
c. Students will have an opportunity to
work in pairs.
Previous Experience:
Students will build upon previous soccer skills. Continue to work on
dribbling, trapping, and passing. Introduce guarding.

Time: Instructional Activities (include diagrams) & Assessments:

Transition:
Meet students in front of class. Students on squad numbers.
Discuss warming up with passing and dribbling. Check for
knowledge and ask if there are any questions. Model Watch
me. Call Squad 1 to walk over and sit on 1st row of polyspots
(front of gym) with ball in lap. Call Squad 2 to walk, pick up ball
from rack, and sit on 2nd row of polyspots. Call Squad 3 to walk,
pick up ball from rack, and sit on 3rd row of polyspots with ball in
lap. Call Squad 4 to walk over and sit on last row of polyspots
(back of gym) with ball in lap.
Activity 1: Pass with partner
1. Model with students.
2. Music is cue to begin passing.
3. Blow whistle. Students with ball pass ball to
students in middle and trap ball.
4. Model with students.
5. Students in middle of gym pickup ball and rotate
left.
6. After 1-2 minutes, turn music off and rotate
students.
7. Blow whistle, Trap, and count down when
done.

Equipment Needs/Safety:
25-30 soccer balls
Polyspots
Whistle
Music
Teaching hints and cues:

Model to pick up ball and sit on

polyspot. Will call students to
model.

Remember to alternate feet

when passing.
Stay on your line.
Do not kick ball.
Try changing speeds.
Positive pinpoint good
technique.
Cue words.

Andy Gross

Transition: Blow whistle. Trap. Count down. Students in middle

of gym will have balls in lap. All students sit down. Introduce
next activity.
Activity 2: Dribbling and Passing with partner.
1. Model with students dribbling, turning, and passing.
2. First student dribbles ball around partner, traps ball, and
passes ball to partner.
3. Music on is cue to begin dribbling.
4. Blow whistle. Students with ball pass ball to students
sitting in the middle and trap ball.
5. Students without ball rotate left.
6. After 1-2 minutes, turn music off and rotate students.
7. Blow whistle, Trap, and count down when done.

Emphasize safety.
Feedback on dribbling, passing
and trapping.
Practice using both inside and
outside.
Work on protecting ball.
Dont let ball go too far from
body.
Pinpoint good behavior.
Count down.
Address being a good Goal
keeper.
I will make a good pass to my
partner.

Transition: Blow whistle. Trap. Count down. Students on

polyspots will have ball in lap. All students sit down. Introduce
next activity.
Activity 3: Polyspot Soccer
1. Begin by dribbling around gym.
a. Model.
2. Music turns off, trap ball on polyspot.
a. Model.
3. Repeat 2-3 times.
4. Blow whistle. Trap. Count Down.
5. Repeat 2-3 times.
6. Blow whistle. Trap. Count down.
7. Now remove polyspots.
8. Music on. Repeat 2-3 times.

Dont let ball go too far from

body.
Be honest.
Remind students of goal.
Pinpoint good behavior.
Remind students of gameplay
and rules.
Count down.

Andy Gross

Transition: Blow whistle. Trap. Count down. Call students to pick

up polyspot, hand it to me, and find their number. Introduce
next activity on guarding.
Activity 4: Touch Guard- Rings
1. Discuss importance of protecting ring. Discuss jockeying
for ring.
a. Keep ring in front of body with back towards
defender. Use arms to assist.
2. Model with students.
3. Pick pairs.
a. Call middle Squads (2 and 3) to come get ring
(One squad at a time) and place in lap.
b. Squads 1 and 2 are partners (facing each other).
Squads 3 and 4 are partners (facing each other).
4. Middle Squads begin protecting ring.
a. One student is defending the ring, other student
tries to touch ring.
b. Student gets one point for touching ring.
c. Student gets one point for defending ring before
music is off.
i. Keep points in head.
5. Music stops, switch roles.
6. Music stops again, students in middle bring ring with
and rotate clockwise.
7. May move ring around gym.
8. Do not kick and chase ring (far distance).

Use body to defend.

Offensive player, make sure ring
is in front.
No pushing/shoving.
Control of body movement.
Do not kick ring.

Andy Gross

Transition: Blow whistle. Count down. Call students with ring to

bring them to me, pickup ball, and sit back down next to
partner.
Activity 5: Touch Guard- Soccer
1. Introduce soccer ball. Explain it is similar to the previous
activity.
a. Keep ball in front of body with back towards
defender. Use arms to assist.
2. Model with students.
3. Students with ball begin protecting ball.
a. One student is defending the ball, other student
tries to touch ball.
b. Student gets one point for touching ball.
c. Student gets one point for defending ball before
music is off.
i. Keep points in head.
4. Music stops, hand ball to partner and switch roles.
5. May move ball around gym.
6. Do not kick and chase ball (far distance) or else out

Transition: Blow whistle. Count down. Call students with ring to

bring to me and find number. Call rest of students to find their
number.
Closure:
1. Ask students: What worked well in the activities?
2. Ask students: How can these activities be applied to real
soccer?
3. Ask students: What are some general gameplay rules?

Pinpoint good form- foot

position, use of arms, body
control, etc.
Emphasize keeping ball close.
Do not kick ball.
Change directions
I will learn to protect a soccer
ball.

Andy Gross
Lesson Name/Number: Shooting and Goal Keeping

Grade Level: 3rd-4th

Unit: Soccer

Objectives:
Standards:
A) Psychomotor:
Meets standards: 1, 2, 3, 4, 5, 6
a. Students will learn how to position
body to kick.
b. Students will learn how to use body
to win ball.
c. Students will practice shooting at
different distances.
B) Cognitive:
a. Students will be able to recite and
know the safety and rules of the
activities.
b. Students will be able to describe
strategies.
c. Students will understand general
soccer terminology.
C) Affective:
a. Students will participate with peers
regardless of diversity or ability.
b. Students will be able to
demonstrate sportsmanship.
c. Students will have an opportunity to
work in pairs.
Previous Experience:
Students will build upon previous soccer skills. Continue to work on
dribbling, trapping, passing, and guarding. Introduce shooting.

Equipment Needs/Safety:
25-30 soccer balls/6 hexagon
balls
Cones
Mats
Whistle
Music

Andy Gross
Time: Instructional Activities (include diagrams) & Assessments:
Transition:
Meet students in front of class. Students on squad numbers.
Discuss warming up with a game (Sharks and Minnows) that
works on skills used in previous lessons. Check for knowledge of
rules and gameplay and ask if there are any questions.
Activity 1: Sharks and Minnows
1. Model with students.
2. Explain there will be three sharks to begin game.
a. Call for volunteers.
3. Everyone else will be minnows.
4. Goal of minnows is to dribble to other side of gym (line
or signified by cones) without ball being touched.
a. If student makes it across without ball being
touched they get one point to keep in their
head.
5. Goal of sharks is to defend their zone and touch
minnows ball. (Model with students what a touch is).
a. Will discuss the three zones (designated by lines
in gym).
b. Sharks must not leave their zones.
c. If ball is touched, student picks up ball and traps
ball at back of gym (designated by cones).
6. Sharks yell, Shark attack to begin game.
7. Tell Sharks to find their zones (will give them a zone).
8. Invite individual squads to pick up ball and trap it to
begin play.
9. Play several rounds and rotate sharks.

Zone 3

Zone 2

Zone 1

Teaching hints and cues:

Model to pick up ball and sit on

polyspot. Will call students to
model.

Sharks touch ball/do not kick

balls hard.
Minnows be honest.
Run in straight line.
Try changing direction with ball.
No pushing/shoving.
Positive pinpoint good
form/behavior.
Emphasize touching not kicking.

Andy Gross

Transition: (All students should be on one end of gym). Blow

whistle. Trap. Count down. Call students to place ball on rack
and find their number. Introduce next activity.
Setup: Have Mrs. Kammerer or students help set up the six mats
near back of gym. If students set up, model how to set them up,
take them down, and place them when activity is over.

Activity 2: Mat Shooting

1. Discuss roles of shooters and goal keepers.
a. Shooters cannot go in front of line (will
designate line) to shoot.
b. Goalies should position themselves several feet
in front of mats. Explain goal position and
importance of coming out of mat. Explain
goalies can use their hands to catch and deflect
balls.
2. Model with students where to begin activity. Call on
volunteers.
a. Model rotation with volunteers. Shooter
becomes goalie, Goalie goes in back of line of
shooters behind cone. Explain there is only one
ball per group.
3. There will be 4-5 students per group. Group students
and pick one person from each group to get ball
(hexagon ball) from me and sit behind cone to begin.
Pick one student from each group to be goalie to begin
activity.
4. Variation: If activity seems to be going well then
introduce a defender. Model with students the role of
the defender (touch ball rotate positions). Model
rotating positions with students.

Emphasize safety.
Feedback on dribbling, passing,
and shooting.
Practice using alternate feet to
shoot.
Work on protecting goal by
using hands.
Pinpoint good behavior.
Count down.
Address being a good Goal
keeper.

Andy Gross
Take down: Have Mrs. Kammerer or students take down mats
(2 students per mat). If students take down mats, tell them to sit
on green-dotted line near front of gym around 4-Square court
(near gymnasium office). Model where to sit.
Transition: Blow whistle. Students sit behind cones. Ball should
be in front of cone. Count down. First student in line pick up
cone and place in middle of 4-Square court or circle of gym (3
circles) and sit on green-dotted line near front of gym (model).
Count down. Second student in line, pick up hexagon ball, bring
to me, get soccer ball from rack, place next to one of the cones
and sit on green-dotted line. Count down. Invite rest of students
to sit on green-dotted line around 4-Square court. Count down.
Introduce next activity.
Activity 3: Cooperative Guard Cone
1. Object of game is to pass ball around and to touch
cone with.
2. Model with students. Pick 4-5 students.
3. 3-4 offensive players will pass ball to each other and
try to touch cone. Everyone must touch ball once
before going for cone.
a. Goal is to touch cone.
4. 1 defender will guard cone by moving around cone.
a. Goal is to not let ball touch cone.
5. Emphasize no shooting. This is an activity focusing
on strategy to score.
6. Rotate defender position each time the cone is
touched.
a. Defender exchanges position with one
offensive player. Same defender cannot be
on defense twice.
b. Model with students.

Dont let ball go too far from

body.
Be honest if cone was touched.
Remind students of goal.
Pinpoint good behavior.
Remind students of gameplay
and rules.
Remind students to rotate.
No hard kicks.
Count down.

Andy Gross
Transition: Blow whistle. Count down. Call students with ball to
place on rack and find number. Call one student from groups to
pick up cone, place near me, and find number. Call rest of
students to find their number.
Closure:
1. Ask students: What worked well in the activities?
2. Ask students: How can these activities be applied to real
soccer?
3. Ask students: What are some general gameplay rules?

Lesson Name/Number: Shooting and Goal Keeping Day 2

Objectives:
A) Psychomotor:
a. Students will learn how to position
body to kick.
b. Students will learn how to use body
to win ball.
c. Students will practice shooting at
different distances.
d. Students will demonstrate basic
goal keeping skills.
e. Students will understand ways to
win ball as defender.
B) Cognitive:
a. Students will be able to recite and
know the safety and rules of the
activities.
b. Students will be able to describe
strategies.
c. Students will understand general
soccer terminology.
C) Affective:
a. Students will participate with peers
regardless of diversity or ability.
b. Students will be able to
demonstrate sportsmanship.

Grade Level: 3rd-4th

Standards:
Meets standards: 1, 2, 3, 4, 5, 6

Unit: Soccer

Andy Gross
c. Students will have an opportunity to
work in small groups.
Previous Experience:
Students will build upon previous soccer skills. Continue to work on
dribbling, trapping, passing, guarding, and shooting. Introducing gamelike scenarios.

Time: Instructional Activities (include diagrams) & Assessments:

Transition:
Meet students in front of class. Students on squad numbers.
Discuss warming up with shooting. Ask students what worked
well the last time as a goalie and shooter. Check for knowledge
of rules and gameplay and ask if there are any questions.

Equipment Needs/Safety:
25-30 soccer balls/6 hexagon
balls
Cones
Mats
Whistle
Music
Teaching hints and cues:

Setup (If mats are not already set up for 3rd grade class): Have
students help set up mats near back of gym. If students set up,
model how to set them up, take them down, and where to place
them when activity is over.
Activity 1: Mat Shooting
1. Discuss roles of shooters and goal keepers.
a. Shooters cannot go in front of line (will
designate line) to shoot.
b. Goalies should position themselves several feet
in front of mats. Explain goal position and
importance of coming out of mat. Explain
goalies can use their hands to catch and deflect
balls.
2. Model with students.
a. Model rotation with students. After shooter
kicks ball, goalie picks ball up, hands it to
shooter, shooter puts ball in front of cone, and
next person in line goes. Shooter goes to back of
line.
3. There will be 4-5 students per group. Group students
and pick one person from each group to get ball from
me, place ball in front of cone, and then sit behind cone.
Pick one student from each group to be goalie to begin
activity.
b. Goalies will rotate when music stops.

No wild kicks.
Feedback on dribbling, passing,
and shooting.
Practice using alternate feet to
shoot.
Work on protecting goal by
using hands.
Goalies should be several feet
in front of mat and in Ready
position.
Goalie must hand ball to
shooter.
Count down.

Andy Gross

Transition: Blow whistle. Everyone sit down behind cone. Ball in

front of cone. Count down. Introduce next activity.
Activity 2: 1v1
1. Discuss this activity works on attacking, dribbling, and
defending.
2. Call for volunteers. Will need 3.
a. One student is in goal.
b. One student is the defender.
c. One student is the attacker.
3. Discuss role and goal of each of the three positions.
a. Goalie- Begin a few feet in front of goal in ready
position. Do not leave goalie area. Can use any
part of body to defend. Try not to let ball get
into goal.
b. Defender- Begin a few feet in front of goalie.
Move with the ball and stay with opponent. Stay
on feet at all times. Guess opponents direction.
Touch ball to win. Provide support for goalie
and prevent opposition from scoring.
c. Offensive Player- Begin dribbling ball forward.
Keep ball close. Use turns and footwork skills to
beat defender. Use shielding skills. Aim towards
mat to shoot. Score a goal.
4. Have volunteers model activity.
5. Discuss rotation.
a. Goalie always picks up ball, places it in front of
cone, and goes to back of line.
b. Defender becomes goalie.
c. Offensive player becomes defender.
d. Next person in line is offensive player.
6. Rules:
a. If offensive player makes goal everyone rotates.
b. If defender wins ball (touch), everyone rotates.
c. If goalie blocks shot, everyone rotates.
d. No re-kicking.
e. Indoor rules still apply
f. Stay on feet all times.
7. Variation:
a. Introduce H-O-R-S-E.
b. Have students use smaller balls.

Dont let ball go too far from

body.
Remind students to rotate
when ball is touched by
defender, blocked/saved by
goalie, or makes a goal by
offensive player.
Stay on feet all times.
No hard kicks.
No re-kicking.
Count down.

Andy Gross
c. Have students keep points in head to compete
against other groups.

X (Goalie)

D (Defender)

O (Offense)

Wait line

Transition: Blow whistle. Everyone sit down. Ball in front of

cone. Count down. Call students with ball to place on rack and
find number. Students who are the goalie and defender fold
mat, put away, and find number. Count down. Player first in line
put foam ball in box and find number. Count down. Next person
in line put cones away and find number. Count Down. Everyone
else find their number.
Closure:
1. Ask students: What was one way to beat a defender?
2. Ask Students: What was one strategy to win ball
(touch)?
3. Ask students: Is re-kicking allowed in this previous
activity?
4. Ask students: In this soccer unit, what are a few
important rules? (Never sit, stay on feet, no wild kicks,
etc.)

9. Assessment and Evaluation- tools or procedures which will indicate when the behavior
specified in the unit objective has been achieved (give examples)
9.1 Psychomotor - skill tests, task completion, check lists
9.11 Skills tests- Ability to perform trapping, dribbling, passing, guarding,
shooting, and goal keeping with correct form.
9.12 Checklist- Reciting auditory cues.
9.13 Task completion- Able to demonstrate proper gameplay and understand
rules.
9.2 Cognitive- written tests, strategy implementation, verbal response
9.21 Verbal response of cues
9.22 Demonstrating strategies.
9.3 Affective
9.31 Proper handling and safety of equipment

Andy Gross

9.4

9.32 Sportsmanship and cooperation is maintained throughout the unit

9.33 Return equipment to designated area
Overall grading scheme/weighting for the specific unit and how the unit fits into
the overall quarter, trimester, or grading period evaluation plan
9.41 Soccer Knowledge
9.411 Students are assessed on their understanding of general soccer rules
and gameplay.
9.412 Students are given a chance to improve their score.
9.42 This is the second unit of the school year. This unit is the builds upon their
physical activity for the coming units.

10. Motivation techniques:

10.1 Intrinsic- success, challenge, self-confidence, etc.
The activities in this soccer unit are designed to offer students a chance to progress in
their skills and knowledge soccer. By remembering that this unit and course is all
about progress not perfection they will have a chance to participate in various
challenging activities as well as opportunities to work with others. Students will learn
from one another about communication, relationships, teamwork, and sportsmanship
through physical activity.
10.2 Extrinsic- competition, awards, unique drills/ warm-ups, etc.
When the unit begins actual gameplay, students will have a chance to demonstrate their
playing ability and knowledge by competing against their peers. Students will also be
motivated to use strategies to be successful.
11. Relationship to Standards at the appropriate level- either District or NASPE
11.1 Reproduce (write out) the age-appropriate Standard or benchmark, identify as District
or NASPE
NASPE Standards:
Standard 1: Students will demonstrate body and space awareness and use fundamental
motor skills by performing soccer skills.
Standard 2: Students will understand the value in practicing and refining their skills.
Incorporating strategies will help students learn the rules and gameplay.
Standard 3: Students will demonstrate a willingness to experiment with the variety of
soccer activities. Students will be able to apply these games outside of the
school environment.
Standard 4: Students will participate in a range of activities that promote strength,
endurance, and flexibility.
Standard 5: Students will participate with a variety of different students. Students will
model sportsmanship to avoid conflicts. Students will see the benefits of
cooperative learning.

Andy Gross

Standard 6: Students will understand that soccer has many benefits towards staying
physically active and healthy. Students will
understand the importance of safety in the activities.
11.2 Explain the relationship of the unit plan or performance package to the standard(s)
11.21 This unit relates to the standards by introducing many soccer activities for
students to explore by using various motor skills. The unit emphasizes
cooperative learning as well as mastering skills. Students will learn that being
physically active
can be done in their own environment without the need of
expensive equipment,
joining clubs, etc.
12. ReferencesKammerer, C. (October, 2014). In conversation during prep time during student teaching
meeting on soccer drills at Lyndale Community School with elementary school physical
education teacher: Minneapolis, MN.