Phys Ed Unit Plan

Running head: UNIT PLAN 1
Soccer Unit Plan
Melissa Plug
0525510
EDUC 4245
Liz McKinnon
Unit Plan Outline
Unit Title: Soccer Grade: 9 Dates: 5 days
Subject: Phys Ed Location: Field
Unit Description
This is the soccer unit for grade 9 Phys Ed. Students will come into this unit with varying skills
levels. This unit will teach the rules, lines and positions for soccer as well as some basic skills
needed to play soccer. Day one will focus on dribbling the ball as well as the lines of the soccer
field and positions. Day 2 will focus on rules as well as passing and receiving the ball. Day 3 will
have a focus on shooting the ball. The goal on day 4 will be to have some success controlling
the ball when it is coming at you in the air. Day 5 will begin with a quick self-assessment and
move into a game of world cup where students will have the opportunity to showcase any new
skills they learned, or continue to practice a skill that they already had. Each day during this
unit, students will change in their regular change room. They should be prepared to go outside
(dress appropriately for the weather). Students will enter the gym and sit in their squads
(determined at the beginning of the year). Once attendance has been taken students will head
outside to the soccer field. They will complete a quick warm up to get their heart rates up and
then do the same stretches that we have been doing since the beginning of the year. Once the
class is warmed up demonstrations of the skill that will be learned that day will occur, from
there we will move directly into some drills. Once everyone feels fairly confident, or feels like
they have made improvements in their skill we will move on to a game that will work on the
skill that they learned that day. This unit will run Monday to Friday, at the beginning of class on
the following Monday a soccer quiz (Appendix E) will be given.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
B1. Perform movement skills, demonstrating an understanding of the basic requirements of the
skills and applying movement concepts as appropriate, as they engage in a variety of physical
activities
B2. Apply movement strategies appropriately, demonstrating an understanding of the
components of a variety of physical activities, in order to enhance their ability to participate
successfully in those activities.
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the
Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to
3) have expectations that match assessment
B1.2: Perform locomotor and manipulations skills in a combination in a variety of physical
activities while responding to external stimuli
B1.4: Apply appropriate movement principles in order to refine skills in a variety of activities.
B2.1: Demonstrate an understanding of the components of a range of physical activities, and
apply this understanding as they participate in a number of diverse physical activities, suited to
their individual interests in a variety of indoor and outdoor environments.
B2.2: Apply analytical and problem-solving skills to identify and implement tactical solutions
that will increase their chances of success as they participate in a variety of physical activities,
including individual activities, sports, and/or recreational activities.
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to
know and be able to do, in language that students can readily understand)
This unit I will learn

The rules of soccer
Skills needed to play soccer
Materials and Resources / Technology
- Appropriate clothing and footwear
- Kahoot quiz
- Soccer balls
- Soccer field
- Cones
- Pinnies
- Bowling pins
- Team shake app
- Youtube video (https://www.youtube.com/watch?v=89SOKQADuR0)
- Projector
- Computer
Assessment
For:
- Class discussions each day
- Kahoot quiz
- Observation during the beginning stages of learning new skills
As:
- Observation and feedback during class
- Self Assessment (Appendix C)
Of:
- Observation (Appendix B)
- Quiz (Appendix D
Accommodations/ Diffferentiation
Differentiation will be based on students IEPs.
- Extra demonstrations may be needed
- Written instructions may help some students
- Actions should be demonstrated while explaining them so that it is easy to follow along
for all students
Modifications:
- Students can be provided with a handout outlining the lines of the field prior to class
starting so they can review them
- Students who tend to struggle in Phys Ed can be paired with students who excel
- Extra help can be given to students who need it
Lessons
Lesson 1- Field & Dribbling
Duration: 1 Day
- Review the lines of the field
- Review the positions of players
- Dribbling drills
Lesson 2- Rules, Passing and Receiving
Duration: 1 Day
- Discussion on rules of the game
- Discussion on why passing and receiving is important
- Demonstration of passing
- Demonstration of receiving
- Passing and receiving drills
Lesson 3- Shooting
Duration: 1 Day
- Discussion on what shooting is
- Demonstration of shooting
- Shooting drills
Lesson 4- Ball Control
Duration: 1 Day
- Discuss why having ball control is important
- Discussion on how to control a ball
- Demonstration of ball control
- Ball control drills
Lesson 5-World Cup Tournament & Self-Assessment
Duration: 1 Day
- Self-Assessment
- Explanation of the rules
- Tournament begins
Lesson #1: Dribbling
Lesson Title: Rules and Dribbling Grade: 9 Day: 1/5
Subject: Phys Ed Strand: Soccer Location: Field Time: 75 minutes
Lesson Plan Description

This is the introductory lesson for the soccer unit. Today we will be going over the rules and
positions of soccer as well as some basic dribbling techniques. Since this is the first lesson we
will start the class by going over the lines on the soccer field (Appendix A) and we will discuss
why each of the lines are there. Next, we will go over each of the positions in soccer, what each
position is called as well as some of the basic duties of each player on the field. Next will be a
discussion on the proper form and technique that should be used for dribbling the ball. After
this discussion the class will watch a demonstration of proper dribbling. Finally we will do some
dribbling drills.
activities
Today I will learn

The lines on the soccer field
The positions of soccer players
How to dribble a soccer ball
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the
criteria to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge,
skills and thinking, in language that students can readily understand)
I can: Explain what each line on the field is as well as why it is needed
I can: Identify each player on the fields position as well as some of their duties on the field
I can: Keep control of my soccer ball while dribbling around people or obstacles
Assessment how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking;
Communication; Application
Assessment For, As, Of Learning (Complete the chart below)
Assessment Mode: Assessment Assessment
Written, Oral, Performance Strategy Tool
(Write, Say, Do) Specific task Instrument
for students used to record
e.g., turn and talk, data
brainstorming, mind i.e., rubric,
map, debate, etc. checklist,
observation sheet,
etc.
Assessment For Learning Say Class Discussion Observation

Assessment As Learning Do Participation Observation
during drills and feedback
during class
(using
observation
sheet appendix
B)
Assessment Of Learning Do/Write Mini (fun) quiz Kahoot
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* This is the first lesson in the soccer unit
* Students will have a wide range of abilities and knowledge
Differentiation: Content, Process, Product& Assessment/Accommodations,
Modifications
for all students
Modifications:
- Students can be provided with a handout outlining the lines of the field prior to class
starting so they can review them
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative,
self-regulation
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-
regulation
Vocabulary (for word wall and/or to develop schema)

- Goal Line end line on the field (short side of the field). Ball is out of bounds if it crosses
this line resulting in wither a goal kick or corner kick.
- Goal Box (6-yard box)- smallest rectangle within the field, one on both ends around the
net. Goal kicks are from anywhere within this box.
- Penalty Box (18-61rd box)- Larger rectangle at each end of the field, one on both ends
around the net. Goalies may use their hands anywhere within this box.
- Penalty Kick Mark- the spot within the penalty box. This is where penalty kicks are taken
from.
- Corner Arc- small arc at each corner, corner kicks are taken from inside of this arc.
- Sideline (Touchline)- long side of the field. Ball is out of bounds if it crosses this line
resulting in a throw in.
- Sweeper- Middle defender. This is generally the last player before the keeper in the line
of defense.
-Stopper- Defender. This is usually a fairly aggressive player, they play in the middle of
the field just in front of the sweeper.
- Defense- The last line of players trying to stop the ball before it gets to the net. Often
there are 4 defenders, sweeper, stopper, left and right.
- Keeper- the goalie, tries to stop the ball from going into their net, the only player on the
field that can use their hands
- Midfield (Winger)- often there are 4 midfielders, they play a mixture of forward and
defense. Outside midfielders are sometimes called wingers.
- Forward (Striker)- The players whose main goal is to try to score on the other teams net.
Resources and Materials/Equipment /Technology Integration List ALL items necessary for delivery
of the lesson. Include any attachments of student worksheets used and teacher support material that will support communication
of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
Appropriate clothing and footwear (no cleats)
Enough soccer balls for everyone in the class
Soccer Field
Cones
Pinnies
Students will need their phones or some sort of technology
Safety Considerations
Equipment
- A fully stocked first aid kit must be readily accessible.
- A working communication device (e.g., cell phone) must be accessible.
- Determine that all equipment is safe for use.
- Outdoor soccer balls must not be used indoors for games or shooting on goalie, but may
be used for indoor drills.
- Sponge, fustal or or indoor soccer balls are to be used for indoor soccer games.
- Clothing/Footwear
- Appropriate clothing and footwear must be worn.
- No cleats permitted.
- No exposed jewellery.
Facilities
- Determine that all facilities are safe for use.
- Playing area must be free from debris and obstructions, provide safe footing and traction
and be well removed from traffic areas.
- Holes, hazards (e.g. glass, rocks, sprinkler heads, sewer grates), and severely uneven
surfaces must be brought to the attention of the teacher and students. Notify principal of
unsafe field conditions.
- Indoors, keep gym free of hazards (e.g., tables, chairs, etc).
- Portable soccer goals
- Metal portable goals must be checked prior to use to determine they are secure in such a
way that they will not tip over.
- If assisting the teacher in the moving of portable goals, only students who have been
properly trained can be used. Constant visual supervision is required
- Teachers must inform students of procedures for moving portable goals and review
periodically
- Teacher is to designate an area a safe distance from the path of moving portable goal in
which other students are to stay. Check that the path is clear (no obstructions and/or
students in the way)
- Portable goals are to be inspected on a regular basis for anything that would hinder
effective movement (e.g. defective wheels).
- After use, portable goals must be taken apart, removed or secured in a way such that
they will not tip over (e.g., chained face-to-face).
- Students are to be instructed not to hang or swing on the goals.
Special Rules/Instructions
- Determine and follow school/board emergency procedures, including accessibility to a
vehicle, for transportation of a student to hospital.
- Be aware of students whose medical conditions (e.g., asthma, anaphylaxis, cast,
previous concussion, orthopaedic device) may affect participation (see Generic Section).
- Students must receive training or information on concussion prevention and awareness
specific to the activity prior to participating. Students must not participate in the activity
until this instruction has been received.
- Skills must be taught in proper progression.
- Games must be based on skills taught.
- Limit time spent on heading drills.
- No slide tackling or tackling from behind.
- For indoor soccer, a goal crease needs to be established, and no other player except
goalie is allowed in the crease.
Environmental considerations
Before involving students in outdoor activity, teachers must take into consideration:
- environmental conditions (temperature, weather, air quality, humidity, UV index, insects)
- accessibility to adequate liquid replacement (personal water bottles, water fountains)
and student hydration before, during and after physical activity
- previous training and fitness level
- length of time and intensity of physical activity
- Students must be made aware of ways to protect themselves from environmental
conditions (e.g. use of hats, sunscreen, sunglasses, personal water bottles, insect
repellent, appropriate clothing).
- Students must receive instruction on safety procedures related to severe weather
conditions (e.g., lightning, funnel clouds, severe winds, tornadoes.)
Supervision
- On-site supervision is required.
This Section from: ("Soccer - Indoor/Outdoor | Ontario Physical Education Safety Guidelines",
2016)
Learning Environment (grouping; transitions; physical set up)
Class will start with students entering the gym and sitting in their squads. After attendance is
taken we will begin to discuss this unit. First I will try to gauge how many people have played
soccer before as well as what level in general people might be at. This will help me to modify
future lessons to make them easier or more difficult depending on the class. Next, I will lead
the class in a discussion on the lines and positions of the game of soccer. Once everyone has a
fairly good understanding we will head outside to the soccer field. Todays warmup will include
a lap of the soccer field, I will run with the class on this lap and outline and describe the lines
that we are running on (or near). If there are other students in the class who feel comfortable
explaining the lines they can also help and partner up, or work in small groups so that I dont
have to yell. This will make it easier in case some students run at different speeds. Students
will already know the rest of the warm up from prior units so while they are completing their
stretches in a circle I will be able to go over the positions in soccer. Once warm up is over we
will move on to a quick explanation on dribbling. We will go over the techniques, stance and
tips and tricks for successful dribbling. After this discussion we will move on to some dribbling
drills and finally a dribbling game. At the end of class, once everyone is changed we will meet
back in the gym for a final Kahoot quiz on what we learned today.
Cross Curricular Links
Lesson Delivery Format

Write the lesson description with enough detail that another teacher could replicate the
lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction
20 min
- Introduction to soccer and discussion in gym - Come to class dressed
- Discuss the lines on the soccer field and their purpose appropriately
o Goal Line end line on the field (short side of the (prepared to go
field). Ball is out of bounds if it crosses this line outside)
resulting in wither a goal kick or corner kick. - Engage in discussion
o Goal Box (6-yard box)- smallest rectangle within - Participate in warm up,
the field, one on both ends around the net. Goal think about what lines
kicks are from anywhere within this box. are on the soccer field
o Penalty Box (18-61rd box)- Larger rectangle at and why they are
each end of the field, one on both ends around the there
net. Goalies may use their hands anywhere within - Stretch
this box. - Listen to discussion on
o Penalty Kick Mark- the spot within the penalty box. positions
This is where penalty kicks are taken from.
o Corner Arc- small arc at each corner, corner kicks
are taken from inside of this arc.
o Sideline (Touchline)- long side of the field. Ball is
out of bounds if it crosses this line resulting in a
throw in.
- Instruct class to head outside to soccer field
- Lead warm up run and show lines on the field
- Discuss players and positions
o Sweeper- Middle defender. This is generally the
last player before the keeper in the line of defense.
o Stopper- Defender. This is usually a fairly
aggressive player, they play in the middle of the
field just in front of the sweeper.
o Defense- The last line of players trying to stop the
ball before it gets to the net. Often there are 4
defenders, sweeper, stopper, left and right.
o Keeper- the goalie, tries to stop the ball from going
into their net, the only player on the field that can
use their hands
o Midfield (Winger)- often there are 4 midfielders,
they play a mixture of forward and defense.
Outside midfielders are sometimes called wingers.
o Forward (Striker)- The players whose main goal is
to try to score on the other teams net.
- Talk about the basics of dribbling
Action: During /working on it
35 minutes
- Ask each student to get a soccer ball - get a soccer ball
- Demonstrate how to dribble - complete the drills to
- Explain the first dribbling drill and do drill for 10 minutes. the best of your ability
o Have students get into groups of 4 - ask questions
o Set up pairs of cones about 15 feet apart - help clean up after
o Make enough sets of cones so that each group has drills
a set
o This drill will be a relay
o 1st relay the students will dribble their ball at a
walking speed. The goal of this drill is to keep
control of the ball, it should never be further than
1 step away from them.
o 2nd relay will be running
- While the students are doing the first relay drill set up
the second drill (Obstacle course) (teacher should set up
at least two sets of the same course so that everyone
can be involved).
o https://www.youtube.com/watch?v=B3O4_JbgTU4
Cones should be set up similar to this. Up to 7
people can be running through the obstacle course
at the same time (Teach PE, 2009).
- Explain and demonstrate drill to students
o Have students complete the drill (15 minutes)
o While students are completing this drill observe
and give descriptive feedback to students who
may be struggling
- Final drill (10 minutes)
o Everyone should have a soccer ball
o I will give a number which will correspond to a
specific dribbling movement
o When I yell out a number students should do the
skill that corresponds (i.e. 1- stop with foot on the
ball, 2- hit ball 5 times with outside of foot etc.)
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
20 minutes
- Keep away - Use skills learned
- Separate class into two groups, define an area that today to dribble the
everyone has to stay within ball and keep it on
- Have 2 students in each group have no ball( give them near your feet
pinnies), they try to kick the balls of the other people - Change quickly
outside of the defined area - Head back into the
- Once the balls are out of the area students are out for gym for kahoot
the round
- Last 2 people with their ball are it next round
Extension Activities/Next Steps (where will this lesson lead to next)
Next class we will learn the rules of soccer as well as work on passing and receiving the ball.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this
subject/topic)
The Lesson:
The Teacher:
Lesson #2: Passing
Lesson Title: Grade: 9 Day: 2/5
Lesson Plan Description (one/two paragraphs with general details about what you will do and how you will do it)
This is the second lesson for the soccer unit. Today we will focus on the rules of soccer as well
as how to make a good pass and how to receive a pass. We will start class in the gym for a
discussion and quick video from Minnesota United FC on the basic rules of soccer as well as
some of the jargon. Next, we will head out to the soccer field for a demonstration on how to
pass the ball as well as how to receive a pass. After the demonstration, we will work on some
passing drills and finally a passing game.
activities
Today I will learn

Some soccer jargon
The rules of soccer
How to make and receive a pass
I can: Speak with some soccer jargon
I can: Play a game of soccer by the rules
I can: Make and control a pass
Assessment Mode: Assessment Assessment Tool

Written, Oral, Strategy Instrument used to
Performance Specific task for record data
(Write, Say, Do) students i.e., rubric, checklist,
e.g., turn and talk, observation sheet, etc.
brainstorming, mind map,
debate, etc.
Assessment For Say Class Discussion Observation

Learning
Assessment As Do Participation during Observation and
Learning drills feedback during class
Assessment Of Do Students can complete Observation Sheet
Learning the task (Appendix B)
* This is the second lesson in the soccer unit
* Students will understand the lines of the field
*Students will have a basic understanding of and ability to dribble
Modifications
for all students
Modifications:
- Students can be provided with a handout explaining the rules
self-regulation
regulation
- Hand Ball- when a player (other than the goalie) uses their hands in soccer
- Penalty kick- when there is a foul or infraction inside the 18-yeard box a penalty kick is
given. It is when one player lines up at the penalty kick spot and gets a free shot on the
net.
- Throw in- when the ball goes out of play along the touchline a throw in is awarded. The
ball must be held with two hands, go directly over the head and both feet must remain
on the ground. This is the only time in soccer a player may use their hands
- Corner kick- awarded when the ball goes out of play along the goal line.
- Off side- when a player is in the attacking end they must stay in line (or on their own
side of) with the last player of the other team, until the ball is kicked or passed into that
end.
- Free Kick- after a foul in neutral territory teams are awarded a free kick, opposing team
must stand at least 10 yards away from the kicker.
Soccer Field
Cones
Pinnies
Bowling pins
Computer and Projector to play video
https://www.youtube.com/watch?v=89SOKQADuR0
Equipment
- Clothing/Footwear
Facilities
periodically
Supervision
2016)
taken we will begin to discuss this lesson. First a quick review of the lined on a soccer field will
take place, this will be followed by an entertaining video that will explain the rules of the game.
This video will also help students to gain an insight into what ordinary people might call things
versus what a soccer player would call it. Next up we will head outside to the soccer field.
Students will complete their warmup and then we will get into a demonstration and description
on passing and receiving the ball. After the demonstration, the class will do some passing drills
and then move on to a passing game.

20 minutes
- Show video on the rules of soccer - Come to class dressed
- https://www.youtube.com/watch? appropriately (prepared to go
v=89SOKQADuR0 outside)
- have a class discussion on the video, - watch video
anything that students need clarification - ask questions
- head out to the soccer field - head to the soccer field
- todays warm up will include the same - participate in warm up
number/ dribbling game that we played - stretch
yesterday. We will use the same numbers for
clarity.
- Students will go through the same stretches
as they do before every class.
35min
- demonstrate how to make an accurate and - Complete the drills
effective pass - Ask for help if needed
- demonstrate how to receive a pass - Help other students if possible
- ask students to partner up, with someone
that they were not partners with yesterday
o have students form two lines facing
each other about 10 feet away
o Partners will pass the ball back and
forth to each other, once they have
made 20 consecutive passes they can
each take 5 steps back, each time
they make 20 consecutive passes they
can step back.
o During this drill teacher should start
setting up for the next drill ( six 6 x 6
squares)
o Do this drill for 10 minutes
- Make groups of 4
- After explanation each group will go to their
own square (set up during last drill)
o 3 people will stand at corners on the
outside of the square, one person will
be inside the square.
o The goal of the middle person is to
intercept a pass. The people on the
outside of the square want to make
passes to their teammates.
o The only way you can pass is directly
down the line to another corner so
students will have to move around
along the outside of the square. The
goal of this drill is to work on passing,
but also to get students to start
thinking about moving into open
space.
- Students can make their squares a few feet
larger for this dill. Each student will stand at
a corner of the square.
o Students will dribble their ball into the
center of the square and then make a
pass to any of the players on the
outside of the square.
o This drill combines the skills we
learned yesterday with the skill we are
working on today.
20min
- Soccer bowling tournament - Play soccer bowling
o set up bowling lanes on the soccer - Help set up pins
field, they should be about 20 feet - Help clean up
long and 5-10 pins
- students will be in groups of 3-5, they will
take turns passing the ball at the pins trying
to knock down as many as possible, setting
up the pins again after each shot.
Next class we will work on shooting the ball.

subject/topic)
The Lesson:
The Teacher:
Lesson #3: Shooting

Lesson Title: Shooting Grade: 9 Day: 3/5
This is the third lesson in the soccer unit. Todays class will begin as usual in the gym. Students
will sit in their squads for attendance and then we will review our knowledge of the rules of
soccer. Next, we will head out to the soccer field to work on shooting the ball. After a warm-up
we will do a demonstration as well as discuss how to properly kick a soccer ball. Our discussion
will include concepts like which foot we kick with, where on the foot we make contact with the
ball, where your other foot goes and more. We will practice kicking with some drills and then
once the class has a good handle on kicking the ball we will move on to some games that focus
on kicking accurately.
activities
Today I will learn

What part of my foot to use when kicking a soccer ball
Where my non-dominant foot goes when kicking a soccer ball
How to kick a soccer ball accurately
I can: Use the inside toe of my dominant foot to kick a soccer ball
I can: Place my non-dominant foot beside the ball and lean over it with my body
I can: Hit my target, or nearly hit it when I kick the ball towards it
Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Specific task for Instrument used to
Performance students record data
(Write, Say, Do) e.g., turn and talk, i.e., rubric, checklist,
brainstorming, mind map, observation sheet, etc.
debate, etc.

Learning
Assessment As Do Participation during drills Observation and feedback
Learning during class
* This is the third lesson in the soccer unit
*Students understand the rules of soccer
*Students know some basic jargon
* Students can make and receive a pass
Modifications
for all students
Modifications:
self-regulation
regulation

- Non dominant foot- the foot that you feel least comfortable kicking and passing with
- Dominant foot- the foot that you feel most comfortable kicking and passing with
Soccer Field
Cones
Soccer Net
Team shake app
Equipment
- Clothing/Footwear
Facilities
periodically
Supervision
2016)
Class will start with students entering the gym and sitting in their squads. As usual, attendance
will be taken and then a quick review of previous lessons as well as a brief overview of todays
lesson will take place where learning goals will be outlined. Next we will head out to the soccer
field when we will do a quick warm up which will include passing to work on the skill we
learned yesterday. After the warm up there will be a kicking demonstration and description of
the proper form and technique. After the demonstration we will do some shooting drills and
then a game that will help to work on the accuracy and power of our shots.

20 minutes - Come to class dressed appropriately
- Overview of lesson (prepared to go outside)
- Warm up - Participate in class discussion
o Split into two groups - Head to soccer field
o one group (with balls) makes a - Participate in warm up
circle, the other group stands in - Stretch
the middle facing outside circle
o On go students in the middle will
run out towards someone with a
ball, they will receive a pass from
outer circle and then quickly give
a pass back and move on to
another person on the outside
circle
o Students can try to start making
one touch passes if they get
comfortable.
o Groups switch (outer circle
people are now the inner group
and vice versa).
o Stretch (same stretches as every
class)
30min
- Demonstrate how to take a shot (5 min) - Complete the drills
- Students will form a line in line with the - Ask for help if needed
penalty spot facing the net (both ends - Help other students if possible
of the field)
o One a time working down the line
students will take a shot at the
net.
o After everyone has taken their
shot students will retrieve their
balls
o Start over. (10 min)
- Students will break into four groups, 2
groups at each end of the field groups
will form lines facing the net. One
player from each line will stand near
the top corner of the 6-yard box
(appendix C)
each student in line should have
o
a ball
o they will make a pass to person
at 6-yard box who will make a
quick pass back to them
o Original person will take a shot
on net
o Eventually passer will switch out
with someone from the line so
they can also practice shot.
o Each student will receive their
own ball
o (15min)
25min
- Soccer golf - Play soccer golf
- Place pylons around the school grounds - Help set up pylons
- Explain the game - Help clean up
o Groups of 4 which will be pre
determined using the team
shake app
o Each group will start at a
different hole (pylons)
o See how many shots it takes you
to get to the next hole (pylon)
o Keep count of how many shots
you take total
Next class we will work on controlling the ball when it comes to us in the air.
subject/topic)
The Lesson:
The Teacher:
Lesson #4: Ball Control
This is the fourth lesson in the unit. Prior lessons included dribbling, passing, and shooting.
Todays lesson will start with a familiar drill for warm up followed by the classs stretching
routine. Next we will head out to the field where there will be a demonstration of how to control
a ball when it is coming at you in the air. We will have a class discussion about why this skill is
important in a soccer game. We will then do some drills to practice ball control. When the class
has some comfort with ball control we will move on to a game that will help further the classs
abilities.
activities
Today I will learn

Why I need to be able to control a soccer ball coming in the air
How to control the soccer ball
What part of my body to use to control the ball
I can: Determine when in a game I will need to control the ball
I can: Control the ball with my feet, thighs, chest and head
I can: Determine which part of my body I should use to control the ball

debate, etc.

Learning
Learning during class
* This is the fourth lesson in the soccer unit
* Students should be able to make a shot with moderate accuracy
Modifications
for all students
Modifications:
self-regulation
regulation

- Trap: controlling a all that is received by a player there are two types, immediate
(controlling the ball where the player receives it) or deflect trapping (redirecting a ball
close to the receiver to avoid an on-rushing opponent)
- Control: stopping the ball and making it land at your own feet
(Schmottlach & McManama, 1997)
Soccer Field
Cones
Equipment
- Clothing/Footwear
Facilities
periodically
Supervision
2016)
taken we will begin to discuss this lesson. We will talk about why soccer players need to be
able to control the ball and how they do it. Next, we will head outside to the soccer field. Once
here there will be a demonstration of ball control and then some ball control drills. After the
drills we will play a game of soccer ping pong.

20 minutes
- Dribbling warm up (we did a similar drill
earlier in the unit) - ask questions
- Everybody dribbles within a set - head to the soccer field
space, eventually, as the students - participate in warm up
progress set new - stretch
boundaries so the space is smaller
to make it more difficult to dribble
and forcing the student
to keep their heads up.
- The teacher will call out a number.
Each number will have a skill
associated with it, when the
- number is called out students will
perform the skill.
- Stretch
30min
- Students will choose their own partners. - Complete the drills
- Each set of partners will need one - Ask for help if needed
soccer ball. - Help other students if possible
- In partners, players will stand together
at the center of the field or gym and
then each partner takes 4 steps each
away from each other.
- Once across from each other, players
will throw the ball softly to their partner.
The partner will control the ball using
different body parts listed below. The
goal for this drill is for the ball to drop
at their feet.
- The teacher will demonstrate each of
the skills before the students practice
them.
- Explain and demonstrate controlling the
ball giving time to practice each skill
after explanations
o Always have to absorb the ball
and soften the hit by moving the
body with the ball
o Cushion the ball as if catching an
egg.
o Sometimes when a body trap is
used a foot trap follows to help
settle the ball
o With the side of your foot
Use the side of your foot
Have soft feet
Each student will complete
10-20 traps with their
partners
o With your thigh
Cushion the ball with your
thigh
Move your thigh in the
with the ball to bring it
down to your feet
Each student will control
the ball 10-20 times with
their partners
o With your chest
The ball should hit you in
the area around the
sternum
As the ball is making
contact with your body
your shoulders should
move in towards
the ball ensuring that it
does not roll off of your
chest in any direction
other than down
You should be leaning
forward slightly
Each student will control
the ball 5-10 times with
their partners
o With your head
The ball should hit your
forehead near your hairline
(imagine turning a ball cap
backwards, the ball should
hit where the opening is on
the ball cap)
Students must make sure
that their eyes are open
and mouths are closed
without clenching your
teeth
The ball can be directed

back to their partners so
that the other partner can
catch the ball
- If the students begin to feel comfortable
and confident they may begin to step
back at their own pace
20min
- partners from the previous drill will - Participate
separate and go on opposite sides of
the field or gym
- The playing surface will be split in half
- If class is outside the perimeter
and middle line will be marked
with pylons
- If the class is inside the benches
will be placed across the center
of the gym, the outside.
Boundaries will be the same as
the volleyball boundaries
- The pylons or benches will act as a net
- 6 students per team will be on the
playing surface at a time
-One student will serve the soccer ball.
This will be done by drop kicking
(dropping from hands then kicking) the
ball over the net
- The ball may bounce one time on the
other side of the net before the other
team must play it
- Students may use any part of their
body to pass the ball either to their
teammates or over the net to the other
team
- The ball may be hit 4 times before it
has to go over the net
- Points are scored if the ball bounces more
than once
- This game helps students to work on many
aspects of the sport that we have been
working on all week.
Next class we will put all of our skills to the test in a world cup tournament.
subject/topic)
The Lesson:
The Teacher:
Lesson #5: World Cup Day
This is the fifth and final lesson in the unit. Todays lesson will start as usual with students
coming into the gym fully changed and ready to participate. They will sit in their squads while
attendance is being taken. After attendance we will go over what will be expected of the class
today. Next, we will head outside for a quick warm up and stretching. Once the class is ready to
go we will start their self assessments. When everyone has completed their self assessments
we will move on to the final soccer challenge, a world cup tournament.
activities
Today I will learn

What skills I need to continue to work on
What skills I am good at
How to work with a teammate
I can: decide which skills I need to keep practicing
I can: decide which skills I can help other people practice
I can: work with my partner to play a game of soccer

debate, etc.

Learning
Learning & Self Assessment during class
Self Assessment Sheet
(Appendix D)
* This is the last lesson in the soccer unit
* Students should be able to make a shot with moderate accuracy
* Students should be able to control a ball and make it land at their feet
Modifications
for all students
Modifications:
self-regulation
regulation

- no new vocabulary words today!
Soccer Field
Pinnies
Cones
Nets
Equipment
- Clothing/Footwear
Facilities
periodically
Supervision
2016)
taken, we will begin to discuss this lesson. We will discuss the importance of self-assessment in
sports and in the real world. The teacher will also answer any questions students may have on
the sport or activities that we did during this unit. Next, we will head outside to do a quick
warm up and stretching, and then get into the self-assessment. Stations will be set up around
the field and students will have 2 minutes to complete each station. After the self assessment
students will be assigned teams (based on skill, teams will be determined by teacher prior to
tournament start).

20 minutes
- Dribbling warm up same as yesterday
- Everybody dribbles within a set - ask questions
space, eventually, as the students - head to the soccer field
progress set new - participate in warm up
boundaries so the space is smaller - stretch
to make it more difficult to dribble
and forcing the student
to keep their heads up.
- The teacher will call out a number.
Each number will have a skill
associated with it, when the
- number is called out students will
perform the skill.
- Stretch
20min
- students will get with a partner, each partner - Complete the drills
will have to complete every station. While one - Mark down your scores
partner is going the other partner will stand - Ask for help if needed
by to ensure that balls are collected etc. - Help other students if possible
- Station 1: Dribbling
o Set up cones in a zigzag
formation
o Students dribble around cones 4
times
o Mark down your level
- Station 2: Passing and receiving
o Two cones set up 15 yards away
from each other
o Students stand at opposite cones
o They will make a total of 30
passes
o Students should focus on passing
within a step of their partner
o Focus should also be placed on
receiving a pass and maintaining
control of the ball
- Station 3: Shooting
o Cone will be placed 10 yards in
front of the net (at penalty spot)
o Two cones will be placed in the
net (making a smaller net) about
5 feet apart
o The goal is to shoot the ball 10
times and score on the smaller
net 10 times.
- Every 2 minutes the whistle will blow
and partners will switch so each student
gets to participate in every drill
- 4 minutes per drill per group.
Consolidation & Connection (Reflect and Connect)
35 minutes
- Teams of 3 will be predetermined based - Participate
on skill - Work as a team
- Each team will receive a unique colour
pinnie
- Teacher will play goalie (unless
someone volunteers)
- One half of the field can be used for this
game
- The goal is to not be the last team to
score a goal
- Last team to score is eliminated, and
will go to the other end of the field and
start a regular game of soccer, or can
switch out into playing goalie at this
end
- Once a team is eliminated a new round
begins with all of the remaining teams
- Process is continued until only one
team is left.
This is the last lesson in the unit.

subject/topic)
The Lesson:
The Teacher:
Appendix A: Lines and Positions
Appendix B: Observation Sheet
Receiving a
Dribbling Passing Shooting Ball Control
Pass
Names Still Still Still Still
Still
Got Worki Got Worki Got Worki Got Worki Got
Workin
it ng on it ng on it ng on it ng on it
g on it
it it it it
Appendix C: Shooting Drill Diagram
Appendix D: Self-Assessment
Soccer Self-Assessment
I can
Maintain control of the

Dribbling under control:
ball while dribbling around
maintains position of the ball within one step away from
the body the obstacle course 4
uses inside of foot to protect and control the ball while in times.
motion
maintains control of the ball while dribbling around
obstacles
Passing I can
steps beside the ball with non-dominant foot
contacts ball with inside of kicking foot Pass the ball within one
hips face target upon follow through
step of my target 15 times
in a row.
Pass Reception
moves to the ball as it is passed
ILevel__________
can
absorbs ball upon contact
Receive and control the
directs the ball to the ground slightly in front of body
maintains control of the ball ball on 15 consecutive
passes.
Shooting Level__________
I can
steps beside the ball with non-dominant leg
contacts ball with inside of toe on kicking foot Score 10 consecutive
hips face target upon follow through get the ball up so your
times in the net.
partner can attack it
ball reaches intended target
Level__________
Level 4 performs movement

with high degree of competence
(9 10)
This sheet belongs to:
with considerable competence
(8)

with some competence (6 7)
In addition to these marks
Level 1 - performs movement
your teacher will also
with limited competence (5)
evaluate you on game play.
Level R cannot perform skill
Appendix E: Soccer Quiz
Soccer Quiz
Name: ___________________
True or False (5 marks):
1. There are 26 players on the field at once.

2. Goalies are the only people who can use their hands during play.
3. Only Strikers can take corner kicks.
4. Penalty kicks are given from 10-yard away from the net.
5. Opposing players must stand 10 yards away from the ball on free kicks.
Fill in the Blanks (5 marks) :
1. A __________________ is awarded when the ball goes out along the touchline.
2. A ________________________ begins the game. A player can only kick the ball _____________ at
this time.
3. Cleats/ soccer shoes are often called ________________.
4. When a defensive player touches the ball in the penalty box, a ____________________ is
awarded.
Short Answer (10 marks):
1. Explain the offside rule. (3 marks)
2. Explain the steps required to accurately make either a good pass or take an accurate shot
(where do you hit your foot? Where is your other foot? Etc.) (4 marks)
3. List 3 duties of any one position (striker, stopper, sweeper, winger, midfielder etc.) (3
marks)
References
Minnesota United FC,. (2014). Rules of Soccer.
Perry, M. (2016). Dufferin-Peel Catholic District School Board - St. Augustine - PE Sports Unit
Package. Dpcdsb.org. Retrieved 16 February 2017, from
http://www.dpcdsb.org/AUGST/Learning/Departments/Physical+Education/PE+Sports+Unit
+Package.htm
Schmottlach, N. & McManama, J. (1997). The physical education activity handbook (9th ed.) San
Fransisco: B. Cummings.
Soccer - Indoor/Outdoor | Ontario Physical Education Safety Guidelines. (2016). Safety.ophea.net.

Retrieved 11 February 2017, from http://safety.ophea.net/safety-plan/169/1975
https://www.sportplan.net/app/#drills/Soccer/index.jsp
Teach PE,. (2009). Soccer Drills- Dribbling- Obstacle Course.
Schmottlach, N. & McManama, J. (1997). The physical education activity handbook (9th ed.) San
Fransisco: B. Cummings.
https://www.sportplan.net/app/#drills/Soccer/index.jsp

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Phys Ed Unit Plan

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Running head: UNIT PLAN 1

Soccer Unit Plan

Subject: Phys Ed Location: Field

This unit I will learn

Subject: Phys Ed Strand: Soccer Location: Field Time: 75 minutes

Lesson Plan Description

Today I will learn

Assessment For Learning Say Class Discussion Observation

Vocabulary (for word wall and/or to develop schema)

Cross Curricular Links

Lesson Delivery Format

Subject: Phys Ed Strand: Soccer Location: Field Time: 75 minutes

Today I will learn

Assessment Mode: Assessment Assessment Tool

Assessment For Say Class Discussion Observation

Lesson Delivery Format

Next class we will work on shooting the ball.

Lesson #3: Shooting

Subject: Phys Ed Strand: Soccer Location: Field Time: 75 minutes

Today I will learn

Assessment Mode: Assessment Strategy Assessment Tool

Assessment For Say Class Discussion Observation

Vocabulary (for word wall and/or to develop schema)

Lesson Delivery Format

Subject: Phys Ed Strand: Soccer Location: Field Time: 75 minutes

Today I will learn

Assessment Mode: Assessment Strategy Assessment Tool

Assessment For Say Class Discussion Observation

Vocabulary (for word wall and/or to develop schema)

Lesson Delivery Format

Subject: Phys Ed Strand: Soccer Location: Field Time: 75 minutes

Today I will learn

Assessment Mode: Assessment Strategy Assessment Tool

Assessment For Say Class Discussion Observation

Vocabulary (for word wall and/or to develop schema)

Lesson Delivery Format

This is the last lesson in the unit.

Maintain control of the

Level 4 performs movement

Level 2 performs movement

True or False (5 marks):

1. There are 26 players on the field at once.

Fill in the Blanks (5 marks) :

Short Answer (10 marks):

1. Explain the offside rule. (3 marks)

Minnesota United FC,. (2014). Rules of Soccer.

Soccer - Indoor/Outdoor | Ontario Physical Education Safety Guidelines. (2016). Safety.ophea.net.

Teach PE,. (2009). Soccer Drills- Dribbling- Obstacle Course.

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