You are on page 1of 4

Taylor Mixen

+Unit Plan Overview

Unit: Soccer – 5th Grade
Stage 1- Desired Results
Connections to Context:
 Connection will be made to
previous games played in the
Physical Education class
 Basketball unit referenced with
type of zone defense, team work
and communication.
 Handball unit referenced with how
you can make contact with the ball
(thighs, feet, chest, head)

Transfer
Students will be able to independently use their learning to…
 Dribble a soccer ball at a moderate skill level.
 Kick a ball with proper form (for both long and short distance).
 Know the difference between kicking and shooting.
 Explain the basic rules of soccer pertaining boundaries, player/position, and penalties.
 Demonstrate good communication skills by using teamwork and sportsmanship.
 Participate in a soccer game with little to no interruption by the teacher.
(What kinds of long-term independent accomplishments are desired?)

(How does this fit with students’ experiences,
the school goals, and the larger societal issues?)

Established Goals
A physically educated person:
1. Demonstrates competency in motor
skills and movement patterns needed to
perform a variety of physical activities.
2. Demonstrates understanding of
movement concepts, principles,
strategies, and tactics as they apply to
the learning and performance of
physical activities.
3. Participates regularly in lifelong physical
activity.
4. Achieves and maintains a healthenhancing level of physical fitness.
5. Exhibits responsible personal and social
behavior that respects self and others in
physical activity settings.
6. Values physical activity for health,
enjoyment, challenge, self-expression,
and/or social interaction.
Moral Focus Curriculum at Excel:
We regularly hold a Moral Focus
Assembly—where students are recognized

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
Students will keep considering…
 Soccer is a game that requires both skill and
 What can I do to help make my team better as a whole?
communication to be played successfully.
 Is there any way I can communicate more?
 Skills needed to play soccer include dribbling, passing,  What is more important, winning or good sportsmanship
kicking, and shooting.
and fair play?
 To play soccer effectively you must know how to use
 How can I make myself a better player?
both offensive and defensive strategies.
 Am I always trying my hardest?
(What thought-provoking questions will foster inquiry, meaningmaking and transfer?)
(What specifically do you want students to understand?
What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Students will know…
Students will be skilled at…
Students will exhibit…
 How to dribble a soccer ball.
 Dribbling a soccer ball (80%?)
 All previously listed skills
collectively.
 Kick a soccer ball with proper
 Kicking a soccer ball with proper
form.
form (long and short distance)
 Use of communication and
teamwork.
 The difference between shooting
 Controlling ball with other parts
and passing.
of the body (head, chest, thigh,
 Good sportsmanship.
etc.)
 The basic rules of soccer.
(What values and commitments and
 Out of bounds throw ins
 How to communicate with
attitudes should students acquire or
teammates.
(What facts and basic concepts should
students know and be able to recall?)

(What discrete skills and processes should
students be able to use?)

wrestle with?)

as much for their character as they are for
their accomplishments—where a simple
display of gratitude, respect or
encouragement is cause for celebration.
(What content standards and program- or
mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Include source and identifying number)

Evaluative Criteria
 The teacher will have 2 stations set up for
the students to perform the skills they
have been taught over the 5-7 days of the
soccer union.
 Stations will cover ball control, kicking,
passing, and shielding
 Final written test
(What criteria will be used in each assessment to
evaluate attainment of the desired results?)
(Regardless of the format of the assessment,
what qualities are most important?)
 Basic understanding of all taught skills.
 High emphasis on respect, good
sportsmanship and communication.
 Students are putting forth good effort and
hopefully having fun.

Stage 2- Evidence
Students will show their learning by…
PERFORMANCE TASK(S):
 Cones will be set up in a zigzag pattern and a down and back pattern- and student will demonstrate dribbling the ball
around those designated cones. (Scores based on a 3.0 scale, if student makes small mistake like kicking the ball more
than 3 feet away from the body a 2.5 would be given, major mistake like total loss of control of the ball a lower mark.)
 Students will be paired and pass back and forth in a controlled manner. (Scores based on a 3.0 scale, if student makes
small mistake like kicking the ball more than 3 feet away from the body a 2.5 would be given, major mistake like total
loss of control of the ball a lower mark.)
 Short and long range kicking will be assessed by proper form and correct distance/placement. (Scores based on a 3.0
scale, if student makes small mistake a 2.5 would be given, major mistake will receive a lower mark.)
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

OTHER EVIDENCE:
 A final written test will be given that will cover the cognitive knowledge (history, rules, penalties, players, types of
kicks, etc.) [this will also be graded on a 3.0 scale]
 Using a check list for these skills they will be expected to know and go around and just check if they are doing the skill
correctly. This will allow students to not just be secluded and tested one by one.
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan
Pre-assessment- due ________
(What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
Learning Events
learning event build?)
Acquisition

Student success at transfer, meaning, and acquisition depends upon their participation in
these learning events…

Meaning
Transfer

Lesson 1: There is an open gym period for the first 5-10 minutes of class. Class
groups at the white board share “good news” and read the goals for the day. The
class will then begin with a short 5-10 minute warmup (some form of cardio or
core workout). An introduction about the history of soccer will be led by the
teacher. Then we will begin to cover some of the basics of soccer. An explanation of
the proper form for dribbling and passing (demo by the teacher). Drill with
partners (dribbling down and back- offer challenge of trying to not look at feet).

Lesson 2: There is an open gym period for the first 5-10 minutes of class. Class
groups at the white board share “good news” and read the goals for the day. The
class will then begin with a short 5-10 minute warmup (some form of cardio or
core workout). A review will be given about the previous class. A quick drill
working on passing and dribbling with a partner. Then we will go into long range
kicking and passing. Students will once again be put into partners about 30ft
across from one another, emphasizing kicking the ball harder and pointing the toe
down for greater distance.

Lesson 3: There is an open gym period for the first 5-10 minutes of class. Class
groups at the white board share “good news” and read the goals for the day. The
class will then begin with a short 5-10 minute warmup (some form of cardio or
core workout). Review of the past 2 days. Begin talking about controlling the ball
with other parts of the body. Explain how you can bounce the ball off the knee,
thigh, chest, the correct spot on the head. ( a connection will be mad to handball
here with the use of multiple body parts to gain control).
Lesson 4: There is an open gym period for the first 5-10 minutes of class. Class
groups at the white board share “good news” and read the goals for the day. The
class will then begin with a short 5-10 minute warmup (some form of cardio or
core workout). This day will begin talking about actual game play, such as
positions on the field, and what these positions are supposed/expected to do. Talk
about strategies, spacing between players, communication (who will take the ball),

Progress Monitoring
 (How will you monitor students’ progress
toward acquisition, meaning, and transfer
during lesson events?)
 Walking around the gym in a circular
motion, not having back to students.
Watch the students footwork and if they
are completing th given task the way they
were explained and told to do. Stopping
and helping students who are struggling
and re-explaining if they need more help.

(How will students monitor their
own progress toward acquisition,
meaning, and transfer?)

Students can monitor their own
progress by being prompted by the
teacher, asking if they are taking the
proper steps to complete the given
task. Ex- knee bent while kicking,
trying to llok up while dribbling.
Partner can also be responsible for
some peer feedback.

 (What are potential rough spots and
student misunderstandings?)
 Some student may neglect to listen
because they just don’t want to or they
think they know everything there is to
know about soccer. Students may also
just have trouble completing the task
because they don’t have the coordination.
To combat this, once again going around
to see if students are correctly performing

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

tasks.

defense (zone) and penalties (a connection about communication and spacing will
be made to the previous basketball unit.) Some game play will begin today.

Lesson 5: There is an open gym period for the first 5-10 minutes of class. Class
groups at the white board share “good news” and read the goals for the day. The
class will then begin with a short 5-10 minute warmup (some form of cardio or
core workout). This is the day that assessments will begin. 2 stations will be set up.
With a line of cones and another in the shape of a zigzag, students will
demonstrate ball control by dribbling around the cones. Another station for the
different types of passing (long and short range). Teacher will assess if task is done
correctly with a 3 being an “A”

Star the multiple means of representation; underline the multiple means of action and
expression; circle the multiple means of engagement
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)



 (How will students get the feedback they
need?)
 I will give students feedback directly by
wither stopping them and correcting
them or by encouragement when they are
completing the task and doing it well and
correctly.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum