BC PHE QPE Lesson Plan

Lesson Title: Direct Instruction Lesson Plan

Subject: Physical Health Education Grade: 9 Total Time: 50 minutes

Theme: Soccer
BC PHE Big Ideas

How does your lesson connect to the BC PHE Big Ideas for your grade level? List and explain.
https://curriculum.gov.bc.ca/curriculum/physical-health-education
● Trying a variety of physical activities can increase the likelihood that we will be active throughout our lives

Core Competencies

Explain how you will incorporate the Core Competencies into your lesson?
https://curriculum.gov.bc.ca/competencies :

Communication: Connecting and Engaging with Others

Students engage in informal and structured conversations in which they listen, contribute, develop understanding and
relationships, and learn to consider diverse perspectives. This facet of communication is closely linked to the building and
sustaining of relationships at home, at school, in the community, and through social media.
 
Thinking: Reflecting and Assessing
Students apply critical, metacognitive, and reflective thinking in given situations, and relate this thinking to other experiences,
using this process to identify ways to improve or adapt their approach to learning. They reflect on and assess their experiences,
thinking, learning processes, work, and progress in relation to their purposes. Students give, receive, and act on feedback and set
goals individually and collaboratively. They determine the extent to which they have met their goals and can set new ones.
 
Personal and Social: Contributing to Community and Caring for the Environment
Students develop awareness of and take responsibility for their social, physical, and natural environments by working
independently and collaboratively for the benefit of others, communities, and the environment. They are aware of the impact of
their decisions, actions, and footprint. They advocate for and act to bring about positive change.

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 BC PHE QPE Lesson Plan
How will you embed First Peoples Principles of Learning into your lesson?

● Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors
● Learning involves patience and time.
● Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal
relationships, and a sense of place)

Curricular Competencies:
What students will be able to DO:

Physical Literacy
 Develop, refine, and apply fundamental movement skills in a variety of physical activities and environments
 Apply and refine movement concepts and strategies in different physical activities
 Apply methods of monitoring and adjusting exertion levels in physical activity
 Demonstrate safety, fair play, and leadership in physical activities

Healthy and active living

 Participate in physical activities designed to enhance and maintain health components of fitness

Content:
Students are expected to know the following
 proper technique for movement skills
 movement concepts and strategies
 ndividual and dual activities, rhythmic activities, games, and outdoor activities


I Can Statements (Objectives; lesson ques connecting to the developing activity and teaching cues below)

 I can aim to make accurate throws to my teammates

 I can understand when throw ins are used in soccer
 I can perform a proper throw in without lifting my foot off the ground
 I can demonstrate the proper technique for a throw in
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 BC PHE QPE Lesson Plan

How does your lesson connect to the Physical, Cognitive and Affective Domains (refer to pg. 27 of Physical Literacy: A
guide for Educators booklet)

● Psychomotor: assumes the students must have understanding of the cognitive in order to be proficient with the
psychomotor
o Demonstrate the proper technique for a soccer throw in

● Cognitive: Teacher instructs the learnings of the cognitive aspects

o Understand the basic rules of throw-ins, when they are done and what makes up a foul throw

● Affective: assumes students will achieve positive affective outcomes through working through the tasks
o Demonstrate safety and fair play, engage and cooperate with others while participating in physical activity

How will you support students’ physical safety?

 Ensure students are in appropriate gym attire (no slides/sandals)
 Ensure airpods are out of students ears, and phones are not in students hands
 Ensure the playing area is safe and free from hazards

How will you support students’ emotional safety?

 Students will not be singled out at any point during the lesson
 Teacher will make an effort to personally check in with each student at some point during the lesson
 Student will be reminded of challenge by choice and that they do not need to something that makes them uncomfortable

What Prior knowledge and skills do students need for this What equipment and resources do I need to deliver
lesson? (list) this lesson? (list)
● Overhand throw ● Soccer Balls
● Catching/receiving ● Big exercise ball
● Cones

Cross Curricular Connections

What other subjects areas in the BC curriculum can you connect this QPE lesson to? Explain how you have made the

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connections.

Physics 11
- This lesson can connect to physics, in knowing vector and scalar quantities, projectile motions and Newton’s law of
motion. This can be exemplified by students calculating the trajectory and velocity of their throws.
Part 1: Quality Instant Activity: Tic Tac Toe Relay
Time: 0-5
Description: The game will be played 3 versus 3. Each student will have 1 placement marker (scarf). On go, the first person
from each team will run down to the tic tac toe board and place their marker in one of the hula hoops. After they place the
marker, they will race back to their line to high five the next student in line. The next student will then place their marker in an
open hoop. The goal is to have your team get 3 in a row (horizontally, vertically, or diagonally). If all 3 markers have been
played and there is no tic tac toe, the next student in line will run down and move one of their own team markers into an open
hula hoop.

Progression:
 Increase running distance to grid
 Use different locomotive movements (hopping, skipping, bear crawls, sumo
squats, high knees, butt kicks)

Equipment:
 36 hula hoops
 24 bean bags or coloured scarves. 12 of one colour, 12 of another colour

Opening Management
Time: 5-6
Students to come to the center circle of the gym, form a semi-circle and face the teacher

Part 2: Review of previously learned material

Review ball control and passing/receiving (two touch and one touch)

Description:
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Set up cones 10 yards apart, enough so no more than 2 people are at a set of cones
 Each player dribbles across using:
o Inside of both feet
o Right foot only
o Left foot only
o Both feet with stopping and pull backs
 Partner passing
o 2 touch (receive and pass back)
o 1 touch (pass a rolling ball – no receive)

Part 3: Set-induction and demo for throw in

Time: 7-17
Start by asking the class:
 When are throw ins used in soccer?
 Does the ball have to be fully across the line or just partially?
 How do we know which team gets to take the throw in?

Reiterate to the class:

 When the ball FULLY crosses the sideline in soccer, the team that DID NOT touch it last gets to take the throw-in from
the spot the ball left the field of play. An additional fun tip is that there is no offside when a throw in occurs, though I
don’t think you have learned what offside is yet.
 Typically, it is your outside defenders and outside midfielders that will take the throw-in as this is used to progress your
team up the field, and these are typically the players that will be closer to the ball when it exits the field of play. If you
have your striker taking a throw in, they have to run back to take it, which means you would have to push someone else
up to cover their spot up top.

Foul throws:
 Lifting your feet off the ground. Both feet must remain in full contact with the ground until your throw in is complete.
Failure to do so will result in the other team gaining possession of the ball
 Your foot cannot step over the entire sideline. It may touch it, but if it fully crosses that will result in a foul throw
 Throwing over one shoulder. The ball has to be thrown up and over your head or it results in a foul throw and the other
team gains possession
 Throwing with one hand. You have to throw with both hands, if the ball leaves just one hand, this results in a foul throw
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and the other team gains possession
 Cannot twist the body – you must angle your body in line with the target you are throwing to

Demonstrate the Technique:

 Fingers spread
 Ball directly over head
 Thumbs down
 Elbows out
 Core acts like a whip
 Follow through
 Flick wrists

In a minute we are going to practice the throw ins with partners, I want you all to hold your partners to a high standard. If they
are missing a step in their technique, it is your responsibility as their partner to analyze what they are doing and to give them
feedback to help them be successful. Cheer them on and congratulate them if they are showing success.
*This is reflective of how you can layer a direct instruction lesson to prioritize the affective domain*

Part 4: Learning task 1 - Stationary throw-in with a partner

Time: 17-27
Objective: Students will be able to perform all the skills necessary with 80% accuracy

Progression 1: On ground, without ball then with the ball

Students focus on the mechanics of their upper half and take their legs out of the equation
 Students sit on butts, legs straight out in front of them, pretend they have a ball in their hands, hands up above head with
their fingers spread out and they will work on snapping their core to generate power and then flick their wrists
 Be dramatic with you snap
 After 5 times, partners add a ball and practice snapping that ball to each other
 Have the students hold their follow through (palms should be facing outwards)

Progression 2: Stationary without ball then with the ball

 Without taking a step, partners will practice the snap standing up
 Pretend you are holding onto a ball. This time you will have a bit of bend in your knees as you bring that ball back behind
your head, your fingers spread, and then you snap forward, follow through and flick your wrists. Palms should be facing
outwards after you follow through. After 5 attempts, add the ball in and practice with your partner.
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 Do not take a step yet. We will get there.

Progression 3: With approach without the ball then with the ball
 Practice your snap with a step now.
 Both feet must remain on the ground at all times during your throw-in, so now you are going to take a step forward with
one foot, and your back toe will drag.
 Still focusing on keep your elbows out, ball behind your head, snapping the core and following through, but now we are
taking a step and dragging the toe behind
Do 5 times without the ball and then with the ball to your partner. Make sure your shoulders are square with your partner, they
decide where that ball is going to go.

Teaching notes:
Teacher to circulate and provide instant feedback to students

Feedback and correctives

Time: 27-30
Students stop what they are doing and put the balls down. Teacher discusses main issues observed during learning task
Common mistakes:
 Lifting leg up
 Point shoulders towards target
 Hold your follow through
 Elbows out

Learning task 2 – Zig-Zag Relay

Time: 30-35
 In the lines already formed, the ball will start at one end, and collectively as a class the group will zig-zag the ball to the
other end.
 First round is 5 balls starting with one person on the end
 Second round is 8 balls going, 4 with two people on the end parallel to one antoher
 Run through a practice round
 Then run two more rounds, timed, encourage students to beat their time.

Teaching notes:
- Ask class what they will have to focus on differently with this game, compared to partner passing.

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(They should tune into turning to face the target that is directly across from them, because twisting your body constitutes a foul
throw)

Extension:
- Have a runner who tries to beat the group throwing the ball.
- Split the group into half, to run two different games
- The runner needs to complete one full clockwise and counter clock wise run before the throws complete the rotation of
their throws.

Part 5: Bullseye
Time: 35-50

Equipment:
 2 large exercise balls
 20 soccer balls
 6 pylons
 Cones
 6 gator skin balls

Activity set-up
 Split the class into 2 teams. After instruction is given, send each group to either court 1 or 2. Students must split their

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 BC PHE QPE Lesson Plan
teams up evenly on either side of their court for game-play.
 Set the cones up down the middle of the gym to establish 2 different playing courts
 In each playing court set up 3 pylons in the middle, placing a gator skin ball on top of each pylons (can also use skittles)
 After instruction, send each group to a quadrant in the gym on either court 1 or court 2

Activity instructions
 The objective of the game is to be the first team knock down all 3 gator skin balls from the pylons using proper throwing
technique.
 Court 1 is a team collaborating together and so is Court 2. It is Court 1 versus 2, a race to see who hits the balls off first.
 If a gator skin ball is hit off the cone but was from a foul throw, the ball will go back onto the pylon.
 On the signal the students will start throw the balls
 Once you throw your ball, you must get another loose ball, run back to the throwing area and then you can throw

Safety:
 Ensure you keep your head up when you are going to retrieve a loose ball and be aware of flying balls so you don’t get
hit
 If you hit someone, even if it was by accident, drop what you are doing, go check to see if they are ok and then go
apologize. You may return to game play after.

Progressions/Modifications:
 Increase/decrease throwing distance
 Throw with gator skin balls (they are lighter and
take more power to throw)
 Add in more targets

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Conclusion/ Check for Understanding:

- Bring the class back together, ask students to either verbally or physically demonstrate the cues of the throw in
- Name something that makes up a foul throw?
- When is a throw in taken in soccer?
How will you group your students for maximum activity time?

- Instant activity is 3 people per team and 6 people per board. A class of 24 would have 4 different playing boards
- Partner tasks
- 4 groups of culminating activity to increase physical activity time

How will you transition between activities (instant, developing and culminating activities)?

- As you number students off, tell them to grab 9 hula hoops and to make a tic tac toe board at the end line closest to the
bleachers
- Once done, the students will be asked to clean up the hula hoops and put them into the equipment room
- Students will form a semi-circle at the basketball key around teacher for demonstration
- Transitioning into the practice tasks, the teacher will partner students together. One partner on the end line, the other
about 5 big steps away
- This set up allows for easy transition into the culminating activity as students will already be split in half. They will be
given pinnies to make the teams clear.

Ways to adapt or modify physical activities to allow for full class participation?

- Increase/decrease throwing distance

- Progress students through the phases based on their individual success, not as a class
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- Add in trapping the ball. So the partner receiving the ball is controlling the throw in with their body/feet rather than
catching

Assessment:

Informal:
- Students practice the skill in blocks. The criterion is 80% accuracy, so teacher asks students if they were able to achieve 8/10 throws
- When most if not all students reach 80% accuracy, teach can move on to the next progression

Formal: Performance quiz complete by the teacher.

Student Ball directly Both feet on Follow through Attitude Total (out of 16)
over head ground

Grading scale: 1 – not often 2 – sometimes 3 – most of the time 4 – always

Grading Criteria: 1-6 = developing 7-10 = getting there 11-16 = exemplary

Teacher Self Reflection:

Act/Observe:
Describe what happened in the lessonWhat Happened?

***You will leave this blank until you actually deliver the lesson.

Reflect
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What is the importance of what happened?So What?

***You will leave this blank until you actually deliver the lesson.

Revise Plan
What do you plan to do next?Now What?

***You will leave this blank until you actually deliver the lesson.

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