Miniunitgood

Mini Unit Plan
Ciona Thompson
001166996
November 9th, 2015
Student Task Description
Student Task Rubric

See other attached document titled Demonstrate a Drill to the World.
Lesson Plan #1
Teacher Name
Subject Area
Miss. Thompson
Physical Education
Date
Grade
November 9th, 2015

Grade 2
Topic
Soccer
Time
45 minutes
General Learner
Outcome(s)
Taken from
Alberta Program
of Studies
Specific
Learner
Outcome(s)
Taken from
Alberta Program
of Studies
Learning
Objectives
What do you
want your
students to
learn?
Assessment
How will you
know your
students have
learned?
Materials
What resources
will you need?
Procedure
Introduction
8 Min
A-Students will acquire skills through a variety of developmentally appropriate

movement activities such as soccer
B- Students will understand, experience and appreciate the health benefits
that results from physical activity
C- Students will interact positively with others
A2-13: Students will select and perform basic skills of running and dribbling
with a soccer ball
B2-3: Students will experience movement involving the components of health
related fitness such as cardio
C2-1: Identify and demonstrate respectful communication skills while playing
games
Students will
-Be able to dribble using a soccer ball
-Use the inside of their foot by using the small indented space between their
heel and big toe
-Keep an eye on the ball while looking a head at cones or other students
Listen to their answer when they leave? Do they know what dribbling should
look like; do they know what a good teammate might look like, sound like, and
act like?
By observing each student and see if they are achieving the task at hand
-Can they run, dribble, how close are they to being proficient?
-Listen to students tone of voice to one another, see if cooperation is
occurring or not?
-Using clear instruction and seeing if the students will follow
-Use the class list, jot down assessment notes on students; are they listening?
Are they trying? Have they improved?
Class set of Soccer Balls
30-40 cones to mark boundaries (set up in 15mX15m square prior to
class starting)
6 pinnies
-Have students line up as they enter the room

-Have students gather around the teacher and sit cross legged
-Start the lesson by introducing that the next unit will be soccer, and ask if they
have noticed any particular soccer skills that would help them become better
players? (Some answers might be, passing, running, goal keeping, ball handling)
Body
20 Min
-Tell students that the goal of todays lesson will be to have them dribble a
soccer ball using the technique explained
-Explain what dribbling is and how it would be useful in the sport of soccer
-Tell students that if they just pick up the ball and run down the field with it (it
would look silly! And soccer is a hands off sport), thus dribbling would be the
best way to move the ball while running down the field
-This is how players move the ball around the field; it is an important skill
because if you cannot control the ball the other team will take possession of it.
Dribbling allows you to get around opponents so that you can shoot, dribble
closer towards the goal, or be able to make a better pass to a teammate.
Go over what it means to be a good teammate ask student what it looks like
(sharing equipment, not hurting each other), sounds like (positive comments,
cheering), feelings like (caring, kind, filling buckets)
-Number students off as Ones or Twos
After you say GO! Have Ones to line up at the door (with marshmallow feet and
hands to themselves) while Twos grab two soccer balls (Remind students to hold
the balls and not to play with them until asked)
-Once students are outside ask Twos to find a One and give them ball
-When students have a ball they will be asked to hold it over their heads and
face the teacher
-Once students have calmed down have them run to the furthest away cone
place there ball near it and run back and sit cross-legged in front of the teacher
after you say go!
Coordination Dribbling (20 min)
-Explain next warm up game, remind students it is important to keep the ball
close to them, kick it gently with the side of their foot between the laces and their
big toe, emphasize the importance of keeping your head up and looking for open
space all while dribbling within the square marked by cones
-Tell students you will yell a variety of commands (such as right foot only, left foot
only, inside or outside) or you might yell out various body parts and the students
must use it to stop the ball (knee, foot, elbow)
-Ask Ones to Line up on one side of the square and Twos to line up on the other,
remind students to carry their balls and not to play with them quite yet
-Once students are lined up, practice each of the moves but ask students just to
pretend to kick the ball. After 3 practice commands start the game
-Allow students to play for about 10 min and yell about 14 commands
Soccer Tag (10 min) Move cones about another 10m back to make the
square bigger
-Have students freeze and leave the balls exactly where they are
-Count to five and ask students to be seated in front of you by time you get to
five once you say go!
-Once students are seated explain the next game you will be playing is soccer
tag
-Students will have to dribble the ball around the space and cannot stop moving!
If the teacher sees them standing still for more than three second they will be
TAGGED however remind students this is done on a honor system and just to
Closure
13 Min
Resource:
worry about themselves when it comes to this rule

-Instruct all students to get up and find a ball remind them it does not matter
which ball you get after you say go
-Once all students are at their ball select three students to be IT (those students
will kick other students balls out of bounds) The IT players will also place their
soccer balls of the side
-Explain to students they can reenter the game by holding the ball above their
heads and forming a tunnel with their legs then a peer can dribble the ball
between their legs
-When you say GO! Have all students start dribbling after about 5 seconds allow
the IT players to enter the game
-Switch IT players about every two minutes and repeat four times
-Yell freeze! Have students pick up the ball and place it behind the teacher then
find a seat cross legging in front of teacher after you say go
Freeze!
Take four cones and make a giant rectangle, using about half the field, the cones
should be about 10-15Metres apart
Have student grab a ball and find a spot between two cones closes to them on
the field after you say go!
Remind students why dribbling is important (see introduction)
-Ask students to show you how much they have improved on their dribbling over
the past twenty minutes. When you say go! Remind Students to keep the ball
close but try to get to the other side as quickly as they can and then stop the ball
with their feet once they reach it.
If they lose the ball ask students to run pick it up and place it where they lost it
and continue down the field
-Once all students are at the other side, ask students to repeat the drill
-Next lap ask students to use their non dominate foot (the one that is the hardest
to use)
Sponge activity: if there is any left over time play red light, green light
Have students carry the ball inside and return the ball to where they belong
before lining up at the door. As students leave ask them to tell you why dribbling
is important in soccer or one thing they did which makes them a good teammate.
Kirby, B. and McCorquodale, A. (2006) Soccer Unit. Available at:
http://www.pelinks4u.org/naspeforum/discus/messages/1239/soccer2804.pdf (Accessed: 7 November 2015).
Lesson #1 (2010) Available at: https://flyingmuffin.wordpress.com/lesson-1/
(Accessed: 7 November 2015).
Physical Education (2000). In Program of Study. Retrieved October 3, 2015,
from https://education.alberta.ca/media/450871/phys2000.pdf
Lesson Plan #2
Teacher Name
Subject Area
Miss. Thompson
Physical Education
Date
Grade
November 9th, 2015

Grade 2
Topic
Soccer
Time
45 minutes
General Learner
Outcome(s)
Taken from
Alberta Program
of Studies
Specific
Learner
Outcome(s)
Taken from
Alberta Program
of Studies
Learning
Objectives
What do you
want your
students to
learn?
Assessment
How will you
know your
students have
learned?
Materials
What resources
will you need?
Procedure
Introduction
8 Min

with a soccer ball
games
B2-3: Experience movement involving the components of health-related
fitness
B2-4: identify personal physical attributes the contribute to physical activity
Students will
-Be able to demonstrate dribbling a soccer ball using both feet
-Use the inside of their foot between their heel and big toe
-Show sportsmanship while engaged in a competitive game
-Explain the personal physical attributes of soccer by using a pedometer to
judge effort throughout the lesson
-By observing each students and seeing if they are achieving the task at hand
-Can they run, dribble, how close are they to being proficient
-Listen to students tone of voice to one another, see if cooperation is
occurring or not.
-Use the class list and jot down assessment notes on students; are they
listening? Are they trying? Have they improved?
class starting)
3 pinnies

-Ask students if they remember any important aspects of dribbling such as
kicking with the inside of your foot, kicking between the laces and big toe,
keeping the ball in control
-Have students turn to a classmate closes to them (in groups of two), and give
one example of what it means to be a good teammate.

-Ask three groups to share
Explain to students that for this lesson and the next they will be wearing
pedometers; explain pedometers are battery-powered, small device that they will
wear on their waistband. Explain to students that a requirement of this unit is to
have them recognized their effort and explain how they moved in order to get to
the number on the pedometer. Tell students that the end number is a surprise!
And challenge them not to look until the end of class
Pass out the pedometers by calling one student up and tell them to take one for
themselves and one for their partner.
Once students have a pedometer they will be asked to grab a soccer ball and
line up at the door.
Afterwards head out to the field, and have students place the soccer ball in the
square and find a seat in front of the teacher
Body
30 Min
Soccer Tag (10 min) Move cones about another 10m back to make the
square bigger
tag
-Instruct all students to get up and find a ball remind them it does not matter
which ball you get after you say go
soccer balls of the side
between their legs
find a spot sitting cross legging in front of teacher after you say go
Drills
-Pair students off and create equal pairs by using the observation from the
previous class, after they are in partners students will choose to be an A or B.
Tell students they will need a ball between the two of them. Ask students to line
up across the field. Have partner A take ten step forward and then turn around
-Now have students pass back and forth between each other while the teacher
sets up cones for the next drill
Closure
5 Min
-Teacher: set up six stations, create a triangle at each station with the cones
starting at two meters apart and move to five meters a part
-Have partner B grab the ball and have all students find a spot in front of the
teacher
-Once students are seated number them off from 1-6
-Have students work clockwise through the stations, the first three stations is
dribbling around the cones while the last three are standing near a cone and
passing between the group. If there are more people than cones ask students to
make room and pass in a large group.
-Blow a whistle every two minutes to keep students moving do this six times.
Mini Game
While students are playing set up five mini fields have the cones about 2M apart
on each side and about 5M long.
Have students leave the ball where is it and gather around the teacher sitting
cross legged
-Explain the next activity will be mini games with special rules which might be
different than other soccer games they have played
-Pair students up into teams of four, create equal teams using the observation
from earlier ask yourself, who is a strong player, who would create a positive
team environment, who could use some peer advice or motivation. When
creating teams
-Once teams have been established ask students to come up with an animal
name for their team such as the lions, tigers etc.
-Each player will line up on his or her goal line. The play with the ball will pass to
the other team. Once the other team touch the ball its game on!
-In order to score a point students must stop the ball on the goal line
-If the ball goes out of play, the player that did not kick or dribble it out gains
possession and the game starts right back up.
-Games will last for 1minute before students will rotate fields (teams on the
onside of the field will always move left) Ties will be solved with a quick one
round of rock paper scissors. All opponents must high five and thank the other
teams players before moving on
Send teams to different mini fields and start the game, play 8-10 rounds
-Blow the whistle and yell freeze
-Have all students grab a ball and find a spot in front of you without letting their
ball roll away
-Have students stand up and do some easy footwork exercises in place, roll the
ball forwards, backwards, tap it with your heel, tap it with your toe
Finally have students find a partner (needs to be closest to them no more then
five step away)
-Once students have a partner, have them share what results of their pedometer,
do they think that number matches their effort (are they tired, breathing heavy,
warm?), Tell their partner one thing they did that made them a good teammate
today, while students are doing this walk around and ask each student to share
the results of their pedometer and rate their effort on a stop light scale (green- I
did my best, yellow I could of done better but I did try, redtoday was not my
best), records these results as they will be used for assessment and team
pairing
-Have all students grab a ball, line up in front of the teacher where they will head
inside put balls back where they belong and then return to the entrance door to
line up for next class
Sponge activity: if there is any left over time play red light, green light
Resource:

http://www.pelinks4u.org/naspeforum/discus/messages/1239/soccer2804.pdf (Accessed: 7 November 2015).
Lesson #1- 14 (2010) Available at: https://flyingmuffin.wordpress.com/lesson-1/
(Accessed: 7 November 2015).
Physical Education (2000). In Program of Study. Retrieved November 5, 2015,
from https://education.alberta.ca/media/450871/phys2000.pdf
Lesson Plan #3
Teacher Name
Subject Area
Miss. Thompson
Physical Education
Date
Grade
November 9th, 2015

Grade 2
Topic
Soccer
Time
45 minutes
General Learner
Outcome(s)
Taken from
Alberta Program
of Studies
Specific
Learner
Outcome(s)
Taken from
Alberta Program
of Studies

with a soccer ball
games
B2-3: Experience movement involving the components of health-related
fitness
B2-4: identify personal physical attributes the contribute to physical activity
Learning
Objectives
What do you
want your
students to
learn?
Assessment
How will you
know your
students have
learned?
Materials
What resources
will you need?
Students will
-Be able to demonstrate passing a soccer ball using both feet
-Use the inside of their foot between their heel and big toe to pass the ball
-Show sportsmanship while engaged in playing a competitive game
-Explain the personal physical attributes of soccer by using a pedometer to
judge effort throughout the lesson
-By observing each students to see if they are achieving the task at hand
-Can they run and or dribble? , how close are they to being proficient?
-Listen to students tone of voice to one another, and see if cooperation is
occurring or not.
-Using the class list, jot down assessment notes on students, Are they
listening? Are they trying? Have they improved?
class starting)
3 pinnies
Procedure
Introduction
8 Min
Body
30 Min

-Ask students if they can think of any reason why passing is important in the
sport of soccer (move ball down the field, teamwork will help you score goals)
-Have students turn to a classmate near them (in groups of two), and give one
example of how dribbling will help them pass well.
-Ask three groups to share
Why passing is important?
-helps your team score
-moves ball down the field
-Good teammates pass, it is an unselfish act in sports
Explain to students that for this lesson they will be wearing pedometers again;
explain pedometers are a small battery-powered device, which they will wear on
their waistband. Explain to students that a requirement of this unit is to have
them recognize their effort and explain how they moved in order to get to the
number on the pedometer. Tell students that the end number is a surprise! And
challenge them not to look until the end of class and also to beat their number
from last class.
Pass out the pedometers by calling one student up and tell them to take one for
themselves and one for their partner.
Once students have a pedometer they will be asked to grab a soccer ball and
return to their seat
Soccer Tag (10 min) 15M by 15M square back to make the square bigger
and have it inside the gym

tag
-Instruct all students to get up and find a ball.
Remind them it does not matter which ball you get after you say go
soccer balls to the side
between their legs
find a seat cross legging in front of teacher after you say go
Drills
-Go over what passing is and have students you demonstrate technique
-Swing to kick the ball with your non dominate foot
-When passing it is important to keep a firm foot as you make contact. Keep your
foot light and in line with the ground. You need a firm foot to make contact with
the ball
-Remind students to follow through, continue pass the ball and extend your leg.
-When you say go, have students take their ball and find themselves their own
space about 2M from the gym wall, challenge them to pass the ball between the
wall and themselves
Do this for about three minutes
Yell freeze and have students pick up ball
After you say go.
Have students find a partner and put one ball away.
Once they have one ball, have pairs find their own space and pass with about
3M of space between them
Practice passing for about three minutes
While students practice take 8 cones and make four goals, then a line down the
middle to divided the gym into two
Yell freeze and have students put away their soccer balls and find a spot to sit in
the center of the gym
Explain the next activity will be a soccer game; the class will be divided into four
teams chosen by the teacher (use observation from other lessons to make even
teams). Remind students that they must keep the ball inside the lines and if it go
out of bounds the team that did not kick it will start it again
-Teams must complete three passes before taking a shot and all goals must be
scored along the ground

-Teacher should move between both games to give feedback to the students
-Play games for roughly ten minutes
Closure
5 Min
Resource:
-Blow the whistle and yell freeze

-Have all students sit in a circle in the middle of the gym and assign two students
to put the balls away after you say go
Ask students to share with the person beside them one thing they did that made
them a good team player and two things they have learned about soccer so far.
And ask them to look at their pedometers and see how many steps they have
taken.
While students share, travel around the circle collecting the pedometers,
recording number of steps and asking students to rate their effort on a stop light
scale (green- I did my best, yellow I could of done better but I did try, redtoday was not my best), records these results as they will be used for
assessment.
Once all pedometers have been collected, grab a soccer ball and ask all
students to stand in a circle after you a say go.
Tell students that you will start by passing the ball to a student by saying their
names; once they have received and passed the ball they will go line up at the
door.
-Have students line up at the entrance
http://www.pelinks4u.org/naspeforum/discus/messages/1239/soccer-2804.pdf (Accessed: 7
November 2015).
Lesson #1- 14(2010) Available at: https://flyingmuffin.wordpress.com/lesson-1/ (Accessed: 7
November 2015).
Physical Education (2000). In Program of Study. Retrieved November 5, 2015, from
https://education.alberta.ca/media/450871/phys2000.pdf
Assessment Rationales
Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 1:
Description
Lesson
Overview:
See Lesson
Plan
Lesson
Outcome:
See Lesson
Plan
How does your lesson

scaffold to your
performance task?
This mini unit starts with the
basic skills of soccer. The
first lesson focuses on
dribbling, and then it builds
towards passing with the
finial lesson consisting of a
What core assessment

concepts inform your design
choice?
-Observation (Recording info
on charts)
-Questioning
-Self-assessment
Lesson
Description:
See Lesson
Plan
Instructional
Processes
Description of
what teacher is
doing:
See Lesson
Plan
game. An overarching
theme of all these lessons is
cooperation. And
recognizing the changing in
the body through physical
activity.
What formative assessment

techniques will you be
using? What information
will you be collecting? How
will you use that
information?
-Observation chart will be
used to gain information to
make fair teams and gain
an idea of what
differentiation will be
necessary during the
performance task.
Questions for dribbling
formative assessment:
-Do students dribble ball
with both feet?
-Do they use soft taps when
contacting the ball?
-Are they spastically aware?
-Do they keep the ball 3-4ft
within of their body
Cooperation:
Are they being respectful
towards teammate?
Are they being
encouraging?
Are they listening to
teachers and peers?
Self assessment:
What is something that you
learned today?
What did you do that makes
you a good teammate?
How does your use of

formative assessment reflect
key assessment concepts?
Observation will ensure

children are placed in groups
with students of same level
or a level that would push
them toward their potential.
Self-assessment will ensure
students begin to take
responsible for their learning
and start to recognize the
effects of physical activity.
Asking questions to the
whole class will hopefully
provided clarity for all
students. Asking students
question one on one will
quickly formative assess
where that students level on
understanding is on
dribbling, passing or
cooperation.
Description of
what students
are doing:
See Lesson
Plan
-Participation
-Games
-Listening
-Group Work
-Partner work
Sequence of
key questions:
See Lesson
Plan
-Why dribbling is important

in soccer?
-What is one thing you did
which makes you a good
team mate?
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
See Lesson
Plan
-Learning what dribbling is,

how does it help a team
become successful
-Freeze assessment drill
-Questions asked out the
door
Lesson 2:
Description
Lesson
Overview:
See
Lesson
Plan

scaffold to your
performance task?
Lesson
Outcome:
See Lesson Plan first lesson focuses on

choice?
on charts)
-Questioning
-Self-assessment
Lesson
Description:
See Lesson Plan theme of all these lessons is
cooperation. And
activity.
Instruction
al
Processes

will you use that
information?
Description of
what teacher is
doing:
See Lesson Plan an idea of what
performance task.
-Traffic light scale of effect
and amount of step taken
measured with pedometer
-Lets teacher know how
active students are
-Students begin to take
responsibility for their
learning well help create
teams and groups based on
ability
Questions for passing:
-Do students contact the
ball directly in the middle of
the ball to keep it low?
-Do students plant their
non-kicking foot close to the
ball prior to passing?
-Do they follow through with
their pass?


understanding is on
cooperation.
Description of
what students
are doing:
See Lesson Plan
-Participation
-Games
-Listening
-Group Work
-Partner work
Sequence of key
questions:
-are they improving?

-why is passing important in
the game of soccer?
-How will passing make you
a better teammate?
-What was the results of
your pedometer?
Learning what passing is,
how does it help a team
become successful
-Observation during game
-Questions asked in the
reflection
Evidence of
Lesson
Components
(opening,
closing, content,
timeline)
Lesson 3:
Description
Lesson
Overview:
See Lesson
Plan
Lesson
Outcome:
See Lesson
Plan

scaffold to your
performance task?
first lesson focuses on

choice?
on charts)
-Questioning
-Self-assessment
Lesson
Description:
See Lesson
Plan
Instructional
Processes
Description of
what teacher is
doing:
See Lesson
Plan

theme of all these lessons is
cooperation. And
activity.

will you use that
information?
an idea of what
performance task.
-Traffic light scale of effect
and amount of step taken
measured with pedometer
-Lets teacher know how
active students are
-Students begin to take
responsibility for their
learning well help create
teams and groups based on
ability
Questions to observe:
-Do students always
demonstrates team work in
soccer?
Do student always
demonstrates effective
strategies to encourage
teamwork in soccer?
Do students demonstrate
that they have knowledge of


understanding is on
cooperation.
the rules in soccer and the

activity done within this
unit?
Description of
what students
are doing:
See Lesson
Plan
-Participation
-Games
-Listening
-Group Work
-Partner work
Sequence of
key questions:
Rate your effort on a traffic

light scale?
-What is one thing they did
that made them a good
team mate?
What is one take away from
the pass three lessons?
Learning what passing and
dribbling is, how does it help
a team become successful
-Observation during game
-Questions asked in the
reflection
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Lesson Overview and Rationale

The overarching question of this mini unit is to apply basic skills and demonstrate
knowledge of the game of soccer by dribbling and passing. Students will learn they can
control a soccer ball, respect other players, apply skills to game situations and
demonstrate equipment safety. This unit will also aim to have students acknowledge,
develop and enhance the skills necessary to enjoy the benefits of soccer as a lifetime
physical activity. I have created this unit with the assumption that students have had
very minimal soccer experience. Therefore the lesson starts from the most basic level.
I decided to approach soccer in this manner to scaffold on basic skills, which will
be necessary within the sport. Soccer is a great sport and is played worldwide by men,
women and children. Since the sport is so prevalent within the international community,
it could connect with newly immigrated students. Sports are a great way to create
personal connections as well as ensure all students feel that they are important member
of the classroom community. I have a personal connection with soccer myself, as I
played competitive and recreation soccer all throughout grade school. Soccer has
become a sport that I have mastered and now partake in for personal enjoyment.
Soccer will help foster young students locomotors skills as well as spatial
awareness. It also helps foster cooperation and teamwork, which are essential in life. I
approached this unit with the idea to make movement a key component, which is why
there are no classroom instructional sessions. I want students to move as much as
possible. This will help students see the potential benefits of physical activity as a way
to relief stress and get fresh air. This unit also works towards Albertas vision for
education, which focuses on students individual potential, creating a positive future for
them-selves as well as enhancing their quality of life. Allowing students to work in small
groups created by the teacher will ensure a positive learning environment. Teaching
basic soccer skills provide students will more tools to take physical activity out of the
classroom and into their life. Making this unit inclusive by having students work in small
groups and pairs will allow students to learn at their own pace. Giving students an
opportunity to discuss the meaning of certain skills or what a good teammate is will
ensure students are given an opportunity to clarify any misunderstandings as well as

put concepts into their own words.
In conclusion, during this mini unit students will learn many skills that are not only
applicable within the sport of soccer but also outside the classroom. Students will learn
the basic skills of dribbling and passing and how to incorporate them into the game
situations. As stated above, learning the sport of soccer will provide students with
another tool for active living. I intent for students to learn basic skills related to teamwork
and what it means to cooperate with peers. The variety of drills and games in this unit
will provide students with the opportunities to explore leadership, teamwork and taking
responsibility for his or her actions. Through teamwork students will start to gain a
strong sense of self, as they will be paired with peers of the same level, this will set
students up for success. When student realize their potential they will become more
confident and independent members of the community. I plan to use pedometers to
begin to have students self assess, not only will this foster independence but I hope it
will provide students with the ground work for goal setting. Pedometers provide a
tangible number of steps that students can try to beat during the next lesson. Overall, I
plan to use soccer to open new doors for students and help them lead active lifestyles.
Resource:
Physical Education (2000). In Program of Study. Retrieved November 7, 2015, from
https://education.alberta.ca/media/450871/phys2000.pdf
Teaching strategies & Classroom Climate

Strategy
Lesson Used
Rational
Direct Instruction
1 ,2,3
-Delivery information about the sport of soccer,

provide students with a systematic explanation and
illustration of concepts.
-Ask students question to keep them engage
Demonstration
1,2,3
-Present dribbling, passing and what a good

Teammate is
-Ask students questions like why would passing
make you a good teammate
Learning Games
1,2,3
-Building basic skills which will help in the game of

soccer
-Provides variety and addresses different learning
styles
Movement Activities
1,2,3
-Movement activities to energize students and

enhance learning in the sport of soccer
Small Group Learning
1,2,3
-Students work together in temporary groups of 2-4

students on well-defined tasked
-Improve cooperation and efficient learning
-Students can speak in their language
-Allows for the teacher to create groups which
would foster a positive learning environment
Brainstorm
1,2,3
-Allowing student to share with a buddy

-Students generate as many creative ideas as
possible without no evaluation
-Giving students a question and asking them to
share their answer this will also students to clarify
any possible misunderstandings
Teaching Resources Rationale

Resource
Kirby, B. and McCorquodale,
A. (2006) Soccer Unit.
Available at:
http://www.pelinks4u.or
g/naspeforum/discus/m
essages/1239/soccer2804.pdf (Accessed: 7
November 2015).
Lesson #1-14 (2010) Available
at:
https://flyingmuffin.word
press.com/lesson-1/
(Accessed: 7 November
2015).
Physical Education (2000). In
Program of Study.
Retrieved November 5,
2015, from
https://education.alberta
.ca/media/450871/phys
2000.pdf
Gareis, C. R. and Grant, L. W.
(2015) Teacher-made
assessment how to
connect curriculum,
instruction, and student
learning. Second edn.
New York: Routledge.
Davies, A., Herbst-Luedtke, S.,
Rationale
-Online recourse
-Created by Central Washington University
-Reliable, in-depth
-Online recourse
-Created by Central Washington University
-Reliable, in-depth
-Created by the government of Alberta

-Reliable
-Curriculum based
-Applied to the KSAs of Pedagogy
-In class text

-Reliable
-Recently updated
-Provided knowledgeable incite into assessment
-In class text
Reynolds, B. P.,
McTighe, J. and HerbstLuedtke, ra (2008)
Leading the way to
making classroom
assessment work.
United States:
Connections Pub.
Woolfolk, A., Wienne, P. and
Perry, N. (2013)
Education Psychology.
Sixth edn. New Jersey:
Peason.
Roscoe, K. (2012) An
Introduction to
Curriculum &
Instruction first step
towards effective
teaching and learning.
First Choice Books.
-Reliable
-Recently updated
-Provided knowledgeable incite into assessment
-In class text

-Reliable
-Recently updated
-Provided knowledge incite into educational
psychology
-In class text
-Reliable
-Recently updated
-Provided knowledge incite into teaching strategies
Educational Psychology Rationale
Lesson
Overview:
Rationale: Ed Psychology Defense

Description
Connections to Learning Theories &
Demonstration of Attention to a Classroom
Structure and Climate
Lesson Outcome:
-Eriksons forth stage: Industry versus
To apply basic skills to be
inferiority
able to demonstrate
Students begin to question, How can I be
knowledge of the game by
good?
showing the ability to dribble, It is important to scaffold lesson so students
pass and work with others.
can work towards a goal and begin to view
Students will show they can
them-selves as competent. Teachers need to
control a soccer ball and
ensure students can reach the goals set for
respect other players by
them, it is important to set students up for
applying basis skills to a
success.
game situation while also
-Child development- independence and
demonstrating safety and
cooperation, students should be allowed
equipment care.
time to explore themselves within the
classroom setting. Allowing students to play
Lesson Description: Learning games with less supervision will allow
students to work together to solve problems.
how to dribble, pass, and
-Having students work in small teams or
play basic soccer games.
pairs and asking each other questions will

ensure students are clarifying concepts in
their own words.
-Motivation influence groups, observing
students to ensure the groups will work well
together. Creating expectation of students
and what it means to be a good teammate,
this will help create an inclusive
environment.
-Rules to help ensure a positive
environment, when I say go, I expect
this.
-Establish routines warm-up, activity and
then closure.
-Soccer is a sport played worldwide, doing a
soccer unit could help create connection with
students especially students from
multicultural background. This could help
motivate students to partake in soccer.
Instructiona
l
Processes:
Description of what teacher

is doing:
-Observation chart will be used to gather

information to make fair teams and gain an
idea of what differentiation will be necessary
during the performance task.
-Traffic light scale of effect and number of
steps taken measured with pedometer
-Lets teacher know how active students are
-Students begin to take responsibility for
their learning well help create teams and
groups based on ability
-Ask questions for each lesson
Description of what students

are doing:
-Participation
-Games
-Listening
-Group Work
-Partner work
Sequence of key questions:
-Are they improving?

-Why is passing important in the game of
soccer?
-Why is dribbling important?
-How will passing make you a better
teammate?
-What can you do to be a better teammate?
-What were the results of your pedometer?
Evidence of Lesson
Components: (opening,
closing, content, timeline)
-Learning what dribbling is, how does it help

a team become successful
-Freeze assessment drill
-Questions asked out the door
Communications Technology Rationale

Rationale: Communications Technology A
Lesson (at least one):
Description
Describe how communication technology
used in the lesson/s, will promote student
engagement toward the identified learner
outcome(s). This should provide a strong
rationale for using technology.
Lesson
Lesson Outcome:
-Using pedometers will help students
Overview:
To apply basic skills to be able to
assess their fitness level and effort
demonstrate knowledge of the game throughout class
by showing the ability to dribble,
-It is a great starting point to get students
pass and work with others. Students to take responsibility for their learning
will show they can control a soccer
and will eventually help the set goals for
ball and respect other players by
themselves in physical education
applying basis skills to a game
-Gives teacher an idea of how truly
situation while also demonstrating
active students are throughout class time
safety and equipment care.
Lesson Description:
Learning how to dribble, pass, and
play basic soccer games, use
pedometers
Instructional
Processes:
Describe any potential downsides to

using this technology:
Description of what teacher is doing:
Explain what is a pedometer
Explain to students that for this
lesson and the next they will be
wearing pedometers; explain
pedometers are battery-powered,
small device that they will wear on
their waistband. Explain to students
that a requirement of this unit is to
have them recognized their effort
and explain how they moved in order
to get to the number on the
pedometer. Tell students that the end
number is a surprise! And challenge
them not to look until the end of
class
-Make sure all pedometers have fresh

batteries and have extra batteries on
hand
-Find out if there is any extras in the
class set and who to contact if one
breaks
Description of what students are

doing:
-Wearing pedometers throughout the
class
-Read the amount of steps at the
end
-Rate themselves on a traffic light
scale at the end of class
Sequence of key questions:
-How much effect did you put in today on

a traffic light scale?
-How many steps did you take?
-Are there more or less steps then you
thought you did take?
Evidence of Lesson Components:

(opening, closing, content, timeline)
-Hand out pedometers

-Have students wear them
-Collect date from pedometers
-Have students self assess

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Mini Unit Plan

Student Task Description

Student Task Rubric

November 9th, 2015

A-Students will acquire skills through a variety of developmentally appropriate

-Have students line up as they enter the room

worry about themselves when it comes to this rule

November 9th, 2015

A-Students will acquire skills through a variety of developmentally appropriate

-Have students line up as they enter the room

one example of what it means to be a good teammate.

Kirby, B. and McCorquodale, A. (2006) Soccer Unit. Available at:

November 9th, 2015

A-Students will acquire skills through a variety of developmentally appropriate

-Have students line up as they enter the room

five once you say go!

scored along the ground

-Blow the whistle and yell freeze

How does your lesson

What core assessment

What formative assessment

How does your use of

Observation will ensure

-Why dribbling is important

-Learning what dribbling is,

How does your lesson

What core assessment

What formative assessment

How does your use of

Observation will ensure

-are they improving?

How does your lesson

What core assessment

finial lesson consisting of a

What formative assessment

How does your use of

Observation will ensure

the rules in soccer and the

Rate your effort on a traffic

Lesson Overview and Rationale

ensure students are given an opportunity to clarify any misunderstandings as well as

Teaching strategies & Classroom Climate

-Delivery information about the sport of soccer,

-Present dribbling, passing and what a good

-Building basic skills which will help in the game of

-Movement activities to energize students and

Small Group Learning

-Students work together in temporary groups of 2-4

-Allowing student to share with a buddy

Teaching Resources Rationale

-Created by the government of Alberta

-In class text

-In class text

-In class text

Educational Psychology Rationale

Rationale: Ed Psychology Defense

pairs and asking each other questions will

Description of what teacher

-Observation chart will be used to gather

Description of what students

Sequence of key questions:

-Are they improving?