Brydie Pye

Background Information
Date: 11/9/15

Teacher: Brydie
School: Cleveland Elementary

Grade Level: 2

Lesson Focus: Accuracy of kicking a soccer ball

# Of students: 18

Equipment and Facilities:

Red, green, and yellow poly spots
10 soccer balls
30 cones
Grass section

Safety Considerations:
Students could kick the ball in someones face or
body. If they do then I will check if there is any
serious harm. If there is then I will get Brittainy to
take them to the nurse.
Students might also fall over as they swing to hit the
ball. If they do Ill check if theyre okay. If theyre not
then I will get Brittainy to take them to the nurse.
Lesson Specifics
Behavioral Contingencies:
Previously Learned Skills:
If the students are misbehaving then I will warn them Skipping, hopping, leaping, underhand throwing and
that if they misbehave again then they will be sent to
catching, basketball shooting and dribbling, kicking
the cafeteria. If they misbehave again then theyre off a soccer ball.
to the cafeteria.
Teaching Strategy:
Academic Language:
Cooperative learning because the students will be
Kick, swing, follow through, inside of foot, goal,
working on the skill in groups/pairs.
accuracy

Student
Objectives:

Psychomotor (P): SWBAT kick a soccer ball to a person or to/at an object while using the
COTS.
Cognitive (C): SWBAT say the COTS of kicking a soccer ball to me when asked randomly.
H-R Fitness (H): SWBAT correctly perform the skill of kicking a soccer ball while enjoying
the activity.

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

I. Demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
II. Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and
performance of physical activities.
NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:
1

Brydie Pye

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
2. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement

Teacher: Standing in the grass area waiting for the students to arrive from class.
Students: Walking to the grass area from their class.
Equipment: Soccer balls are in the equipment bag closed. The poly spots are near me so I am ready to use
them for the instant activity. Cones are set up against the wall.

Diagram the pre-class arrangement

Block of classrooms

Grass
area

Students walking from

their class to the grass
area

Teacher
waiting

Time

Content Development

Management
(Illustration of formations)

6 minutes
(30
seconds
instruction
,5
minutes
and 30
seconds
activity)

Instant Activity:
Were going back to our
favorite activity Red light,
green light. Everyone line
up on the white line and get
ready for some fun

Diagram Instant Activity

Teacher

a) Goal Orientation for each

task
3. Values physical activity
for health, enjoyment,
challenge, selfexpression, and/or social
interaction.
The students enjoy this game
and they enjoy the physical
aspect of it too.

Brydie Pye

Time

Content Development

Management
(Illustration of formations)

a) Goal Orientation for each

task

Students lined up

2 minutes

1 minute

8 minutes
(1 minute
instruction
,7
minutes
activity)

Transition:
Once the instant activity is
over with I will give the
students a water break and
then tell them to sit down
on the white line and be
ready for instructions for
the main activities.
Set Induction:
Today were going to
practice kicking a soccer
ball like we learned last
week.
Purpose:
This is important because
soccer can be played as a
fun game or as a serious
sport so its useful to know
the skills.

N/A

N/A

Lesson Core - Task 1:

Does everyone remember
how to kick the soccer ball?
The main thing I hope you
all remembered is that we
kick it with the inside of our
foot! Today youre going to
be passing with a partner.

Diagram Task 1

Start/Stop Signals:
III.
Demonstrate the motor
To get the students attention I
skills and movement
patterns needed to
will clap my hands and say
perform a variety of
Tiger Pride listen up. Hopefully
physical activities.
the students will understand
this means for them to be quiet
And
as well as listening.
4. Demonstrates competency
in motor skills and
Grouping Strategies:
movement patterns needed
I will let the students pick their
to perform a variety of
own pairs. If that doesnt work
physical activities.
out well then Ill change them
appropriately.
There are several movement
patterns involved in the
concept of kicking a soccer
ball so its important the
students are able to do them
before they do the actual skill.

Psychomotor (P): SWBAT

kick a soccer ball to a person
or to/at an object while using
the COTS.
This activity reinforces the
psychomotor objective as the

Brydie Pye

Time

Content Development

Management
(Illustration of formations)

Youll start a certain

distance apart and then as
you feel like its getting too
easy youll take a step
backwards and increase the
distance between you two.

30
seconds

10 mins (2
minutes
and 30
seconds of
instruction
,7
minutes
and 30
seconds
od
activity)

Demonstration Plan:
I will get a student to come
up and demonstrate passing
and stepping back with me.
Questions to Check
Understanding
1. What does our foot
do at the end of the
kick? (Follow
through)
2. Where is our nonkicking foot? (To the
side of the ball)
Transition:
Get the students to keep the
ball out in the playing area
but come back to where Im
standing to get the
instructions for the next
activity.
Lesson Core - Task 2:
In this activity you will be
using your knowledge of
kicking the soccer ball and
trying to get it at the wall in
between the two cones. You
will take one turn and then
your partner will. Youre
staying with the same
partner you had for the
activity you just did. So
everyone head over to the
wall area and stand infront

a) Goal Orientation for each

task
students should be able to
complete this objective after
this activity.
Teaching Cues for Task 1:
Non-kicking foot to the side of
the ball, swing leg forward,
kick with the inside of your
foot, and follow through.
Common Errors Task 1:
1. No follow through.
2. Kicking with the front of
the foot.

N/A

N/A

Diagram Task 2

IV.

Demonstrate knowledge
of physical fitness
concepts, principles and
strategies to improve
health and performance.

To improve their overall game

the students need to be able to
shoot at the goal. This activity
helps develop the students
shooting skills.

Teaching Cues for Task 2:

4

Brydie Pye

Time

Content Development

Management
(Illustration of formations)

of an area that has two

cones in front of it. Start
close and then move further
away, just like the passing
exercise.

a) Goal Orientation for each

task
Same as task 1.

Common Errors Task 2:

1. Not concentrating on the
COTS because theyre trying
to score the goal.
2. Kicking with the front of
the foot.

Demonstration Plan:
I will go over to the wall
area really quickly and give
a demonstration of me
kicking the ball in between
the cones using the COTS.
Questions to Check
Understanding
1. Where are we
aiming for? (In
between the cones)
2. When do we start
moving further
away? (Once its too
easy)
Adaptations
For task 1: The students
can stay close if its too
hard. If its too easy then
the students can move
further apart.
For task 2: To make it
harder I can move the
cones closer together so the
target is smaller. The
students can also stand
further back from the wall
so the distance is further
apart. If its too hard the
students can either stand
closer to the wall, or I can
move the cones further
5

Brydie Pye

Time

Content Development

Management
(Illustration of formations)

a) Goal Orientation for each

task

apart so the goal is bigger.

1 minute
and 30
seconds

2 minutes

Transition:
Once the time is up for the
activity I will tell the
students to pick up all the
equipment and bring it over
to where I am. Once they
have done that I will tell
them to sit down for the
reflection.
CLOSURE:
Review:
To wrap up the lesson we
are going to go over the
COTS for kicking the ball.
So where on the foot do we
kick the ball with? And is it
more important to have
power or accuracy?
(Accuracy). Good job today
everyone! See you next
week

N/A

N/A

Diagram The Closure

N/A

Teacher

Students sitting
down

ASSESSMENT TECHNIQUES: I will observe the students and see how successful they are at kicking the ball to
their partner in the first activity, and kicking it in between the cones for the second activity.
References Used:
http://www.pecentral.com/lessonideas/ViewLesson.asp?ID=360#.VkAX-kvouP8