3rd Grade Soccer Unit Plan

Soccer Unit Plan
3rd Grade
Mosier Elementary School
South Hadley, MA
September 7th-September 25th
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Springfield College Physical Education Health Education Department

PE Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level 3rd Grade
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Unit Outcomes
(By the end of the unit,
students will be able to)
Reference
MA CF &
NASPE
Standards
Content to be taught
Assessment
(include rubrics, quizzes,
etc. in written
materials section)
by #
Psychomotor
MA CF 2.2
Demonstrate a variety of
skills involved in soccer
such as dribbling, passing,
shooting, and
offensive/defensive
strategies.
SHAPE
S1.E18.3
MA CF 2.2
Day 1&2
Teacher
observation
Teacher checklist
Pre-test pass
Post-test pass
Whiteboard
Closures
Teacher
observation
Peer teaching
Dribbling with 6
different parts of foot
Body and ball control
SHAPE
Day 3&4
S1.E19.3
Push pass/shot
Soccer agilities
Day 5&6
MA CF 2.2
Defensive and offensive

strategies (3v3 games)
SHAPE
S2.E5.3a
Cognitive
MA CF 2.2
Understand the skill cues

for dribbling, shooting,
and passing a soccer ball
as well as
offensive/defensive
strategies during a variety
of soccer activities.
SHAPE
S1.E18.3
Day 1&2
Skill cues for dribbling

with feet
Understand different
parts of foot used in
soccer
Day 3&4
MA CF 2.2
SHAPE
S1.E19.3
Skill cues for push

pass/shot
Soccer exit slip

(pre/post)
Whiteboard
Closures
Turn and talk
Day 5&6
Formations
Offensive/defensive
strategies
MA CF 2.2
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SHAPE
S2.E5.3a
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Name____________________________
Soccer Push Pass
Please put a check mark next to each skill cue that is correct for the
soccer push pass.
Use Inside of foot
Use the toe
Kick bottom of ball
Kick center of ball
Push through ball finishing toward target
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Results of Exit slip

Pre
Student
Use inside of
foot
Kick center of
ball
Push through
ball
Ava
Yes
Yes
No
Autumn
Yes
Yes
No
Rory
Yes
Yes
Yes
Peyton
No
Yes
No
Tahlia
No
Yes
Yes
Bailey
Yes
No
No
Ella
Yes
No
No
Katherine
Yes
No
No
Brent
No
Yes
Yes
Chase
No
No
No
Abby
Yes
Yes
No
Karli
No
Yes
Yes
Veronica
Yes
No
No
Ethan
Yes
Yes
No
Brayden
Yes
No
Yes
Kye
No
Yes
No
Ryder
Yes
Yes
No
Gabi
Yes
Yes
Yes
Rihana
No
Yes
No
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Madison
No
Yes
No
Belinda
Yes
Yes
Yes
Post
Student
Use inside of
foot
Kick center of
ball
Push through
ball
Ava
Yes
Yes
Yes
Autumn
Yes
Yes
Yes
Rory
Yes
Yes
Yes
Peyton
Yes
Yes
Yes
Tahlia
Yes
Yes
Yes
Bailey
Yes
Yes
Yes
Ella
Yes
Yes
Yes
Katherine
Yes
Yes
No
Brent
Yes
Yes
Yes
Chase
Yes
Yes
Yes
Abby
Yes
Yes
Yes
Karli
Yes
Yes
Yes
Veronica
Yes
Yes
Yes
Ethan
Yes
Yes
Yes
Brayden
Yes
Yes
Yes
Kye
Yes
Yes
Yes
Ryder
Yes
Yes
Yes
Gabi
Yes
Yes
Yes
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Rihana
Yes
Yes
No
Madison
Yes
Yes
No
Belinda
Yes
Yes
Yes
Only 3 students werent able to answer all three skill cues during the
post test
As you can tell most students already knew a lot of this material from
the year before it took them a little bit of a reminder
I was a little surprised on how well they did in the pre test
I knew that their post test scores would be much better because I
reviewed the skill cues every day
Almost every student increased their score from the pre and post test
No student did worse from the pre and post test
I thought this was a successful cognitive assessment
I think I could also do a teacher evaluation of the skill cues combined

with this assessment to really see how well the students understand
the information
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Daily observation sheet/Grading Policy

50%- Effort- student is prepared for class and
completes every task to the best of their ability. If
they fail they continue to try
20%- Skill- the student follows all of the skill cues
while completing their work
30%- Knowledge- the students know skill cues,
rules, strategies, and other cognitive ideas
3Student comes fully prepared and

participates with 100% effort, shows good
sportsmanship, and respect
2-Student may come prepared but has to be
reminded by the teacher to try their best,
show respect, or sportsmanship
1Student does not come prepared or
has to be sat out because he or she is
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disrespectful, disruptive, or rude during

the lesson
Turn and Talk

Students will turn and talk to their squad members. The
squad leader will take charge and make sure everyone
has a chance to speak. Each squad will talk about what
offensive/defensive strategies they used that may or may
not have worked. Also, the squads will discuss formations
that were used during the gameplay. Squad leaders will
share two strategies or formations they talked about
during the turn and talk to the whole class.
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Dribbling Observation
Place a check if student completes each skill cue
Student
Keeps head
up
3/6 parts of
foot
Light touches
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References
Graham, G. Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective approach to teaching
physical education (7th Ed.). New York: McGraw Hill.
http://www.pecentral.org/
https://physedgames.com/category/soccer/
http://www.mrgym.com/
http://www.thephysicaleducator.com/resources/games/
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SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: Corey Wilcox
DATE: 9/7/15 TIME: 30min
SCHOOL: Mosier Elementary School LESSON#: 1
FACILITIES: Gymnasium
CLASS SIZE: 20-24
GRADE: 3rd UNIT/THEME: Soccer GENERIC LEVEL: control/pre-control
EQUIPMENT:
1. watch
2. 24 soccer balls
3.visual pictures
4. 3 pinnies
5. Music cart
6. Soccer ball cart
FOCUS OF LESSON: Dribbling with feet

STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P)- Demonstrate the proper way to dribble a soccer ball by using at least 2 of the 3 skill cues in a variety
of activities (MA CF 2.2/SHAPE S1.E18.3)
(A)- Demonstrate appropriate behavior by respecting the equipment and others 100% of the time
throughout the entire lesson (MA CF 2.7/SHAPE S4. E1.3)
(C)- List the 6 different parts of the foot one may dribble with when asked by the teacher in the closure
(MA CF 2.2/SHAPE S1.E18.3)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Desist inappropriate behavior whenever witnessed
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2. Gain students attention before introducing activity or talking
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
The floors in the gymnasium are very sticky due to the humidity and the new surface. I need to remind
the students to pick their feet up or else they may trip and fall to the ground.
REFERENCES: Graham, G. Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective
approach to teaching physical education (7th Ed.). New York: McGraw Hill.
LESSON PLAN FORM
TIM
SEQUENCE OF
ORGANIZATION
REFLECTIONS
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E
2-3
min
LESSON
Instant activity- dribbling
in open space
Transition- find own

personal space and push
ball away from body
2-3
min
Relaxation- student will sit

or lay down in silence
while following the
instructions of a recorded
relaxation technique
Attendance- teacher will

take attendance
1-2
min
Introduction- review of
skill cues for dribbling
(different parts of foot,
light touches, eyes up)
Safety- floor is sticky pick
up feet, always keep eyes
up, no body contact with
other players
2-3
min
Start- music on
Stop- music off (ball down
by feet, quiet, eyes on
teacher)
Activity 1- dribbling in
open space to music
introducing agilities when
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music stops (toe taps,

straddle jumps, straddle
touches)
ex- introduce stopping ball
with ball of foot
ex- smaller area to dribble
in
4-6
min
4-6
min
Activity 2- Freeze tag

(music) - students will
dribble around while 3
students are chosen as
taggers (pinnies).
Everyone is dribbling but
the taggers tag students
causing them to freeze and
put their hand up. Once
they receive a high five
from another player they
are back in the game
(change taggers every
minute)
Transition- students will

dribble their balls over to
the soccer ball cart except
for squad leaders (return to
squads)
Activity 3- dribble relaysstudents will get into their

squads. One student from
each squad with dribble
down to the other end of
the court and back while
leaving the ball for their
teammate who will do the
same.
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Transition- squad leaders

will dribble their soccer
ball back to the soccer ball
cart. Everyone returns to
squad
Closing- Check for

understand- what are skill
cues for dribbling? (parts
of foot, eyes up, light
touches) show soccer
visuals- ask questions
based off of visuals
4-6
min
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2-3
min
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NAME: Corey Wilcox

CLASS SIZE: 20-24
GRADE: 3rd
UNIT/THEME: Soccer
GENERIC LEVEL: control/pre-control

EQUIPMENT:
1. Watch
2. Music Cart
3. Cart of soccer balls
4. 3 pinnies
FOCUS OF LESSON: Push-Pass/shot

(P)- Demonstrate the proper way to dribble a soccer ball by using at least 2 of the 3 skill cues in a variety
of activities (MA CF 2.2/SHAPE S1.E18.3)
(C)- List the 6 different parts of the foot one may dribble with when asked by the teacher in the closure
(MA CF 2.2/SHAPE S1.E18.3)
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1. Provide students with corrective and positive specific feedback
in this class?
Students really need to keep their heads up during the instant activity because there is a possibility of
bumping into someone else.
LESSON PLAN FORM
TIM
SEQUENCE OF
ORGANIZATION
REFLECTIONS
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E
2-3
min
LESSON
Instant activity (music)dribbling in open space
with agilities (toe touches,
straddle touches, straddle
hops)

personal space throughout
gym and push ball away
from body

while following the
2-3
min
1-2
min

take attendance in the
center circle
skill cues for dribbling (6
different parts of foot, light
touches, eyes up)
Safety- no kicking other

students soccer balls when
doing individual work,
always keep eyes up, no
body contact with other
players
Start- music on
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3-4
min

teacher)
Student demo dribbling
Activity 1- Freeze tag

(music) - students will
dribble around while 3
students are chosen as
taggers (pinnies).
Everyone is dribbling but
the taggers tag students
causing them to freeze and
put their hand up. Once
they receive a high five
from another player they
are back in the game
(change taggers every
minute)
Activity 2- Knockout
Variations
4-6
min
1. Students try to kick

someone elses ball
out of bounds while
controlling their
own. If it goes out
of bounds 10
jumping jacks and
they are back in.
Teach can also take
their soccer balls.
2. 3 students start with
no ball. They try to
take someone elses
ball and start
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dribbling. If ball is
taken must find
different person to
take ball from.
Ex. if ball kicked out of
bounds they put their ball
away and become a taker.
6-8
min
Transition- If some
students still have a soccer
ball they will return it to
the soccer cart. Everyone
back to the center circle
Closing- Check for

understand- what are the
skill cues for dribbling? (6
different parts of foot, light
touches, eyes up)
Student demo (what are
they doing well? What can
they work on?)
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2-4
min
NAME: Corey Wilcox

CLASS SIZE: 20-24
GRADE: 3rd
UNIT/THEME: Soccer
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EQUIPMENT:
1. Watch
2. Music Cart

(P)- Demonstrate the proper way to throw a yarn ball overhand by following at least 2 of the 3 main skill
cues talked about during class in a variety of throwing activities (MA CF 2.2/SHAPE S1.E14.3)
(C)- Name the 3 skill cues for throwing a yarn ball overhand with 90% accuracy or better when asked by
the teacher in the closure (MA CF 2.2/SHAPE S1.E14.3)
in this class?
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bumping into someone else. Make sure passes are flat on the ground so no one is hit in the face with a
soccer ball.
LESSON PLAN FORM
TIM
E
SEQUENCE OF
LESSON
2-3
min

hops)
ORGANIZATION
REFLECTIONS

from body

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while following the
2-3
min

center circle
1-2
min
Introduce passing (inside

of foot, middle of ball,
push through contact)
students soccer balls,
players
Start- music on
2-4
min

teacher)
Student demo of passing
Activity 1- Passing against

wall with self in quadrants
based off of their squads,
stop ball each time off wall
(two touches)
Ext.- try opposite foot
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Activity 2- students will

now find a partner in their
quadrants (partner
passing). Reminder to use
light passes and to stop the
ball before passing back
(two touches)
Ext. - switch partner
4-6
min
Ext. how many can they

get in a row without
making their partner move?
Transition- Students with a

soccer ball will return it to
back to their squads
6-8
min
Closing- Check for

skill cues for passing?
(inside of foot, middle of
ball, push through contract)
they work on?)
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3-4
min
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NAME: Corey Wilcox

CLASS SIZE: 20-24
GRADE: 3rd
UNIT/THEME: Soccer

EQUIPMENT:
1. Watch
2. Music Cart

(P)- Demonstrate the proper way to throw a yarn ball overhand by following at least 2 of the 3 main skill
cues talked about during class in a variety of throwing activities (MA CF 2.2/SHAPE S1.E14.3)
(C)- Name the 3 skill cues for throwing a yarn ball overhand with 90% accuracy or better when asked by
the teacher in the closure (MA CF 2.2/SHAPE S1.E14.3)
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in this class?
bumping into someone else. Make sure passes are flat on the ground so no one is hit in the face with a
soccer ball.
LESSON PLAN FORM
TIM
E
SEQUENCE OF
LESSON
ORGANIZATION
REFLECTIONS
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2-3
min

hops)

from body

while following the
2-3
min
1-2
min

center circle
players
Start- music on
3-4
min

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teacher)
with partner in quadrants
Activity 1- students will

now find a partner in their
quadrants (partner
passing). Reminder to use
light passes and to stop the
ball before passing back
(two touches)
Ext. - switch partner
Ext. how many can they
get in a row without
making their partner move?
Activity 2Builder/Bulldozers
4-6
min
Bowling pins set up by

builders
Bulldozers dribble their
ball around knocking down
as many pins as they can
using the push-pass
Builders try to have all pins
set up bulldozers try to
have all pins knocked over
Transition- Students with a

soccer ball will return it to
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back to the center circle
Closing- Check for

6-8
min

they work on?)
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2-4
min
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NAME: Corey Wilcox

CLASS SIZE: 20-24
GRADE: 3rd
UNIT/THEME: Soccer

EQUIPMENT:
1. Watch
2. Music Cart
3. Cart of soccer balls 4. Bucket of pinnies
FOCUS OF LESSON: Modified gameplay

(P)- Demonstrate at least 1 strategies or formation which will help their team be successful during 3v3
soccer (MA CF 2.2/SHAPE S1.E14.3)
(A)- Demonstrate the proper sportsmanship by respecting equipment, referee, and opposition 100% of the
time (MA CF 2.7/SHAPE S4. E1.3)
(C)- Name 1 of the strategies or formations they used that worked or may not have worked during
gameplay (MA CF 2.2/SHAPE S1.E14.3)
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1. Use enthusiasm to make the soccer games more exciting
2. Referee the games fairly and make sure to provide feedback during games
in this class?
Since the students are playing games this involves a lot of running and if the students do not keep their
heads up and eyes scanning then they may run into another student or even the wall. There will be no
body contact tolerated in this game.
LESSON PLAN FORM
TIM
E
SEQUENCE OF
LESSON
ORGANIZATION
REFLECTIONS
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2-3
min

hops)

from body

while following the
2-3
min
1-2
min

center circle
players
Start- music on
2-4
min

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teacher)
Activity 1- Keep away

Students will be sent to
their quadrants. Squad
leader starts off as being
defender (1 defender with
pinnie). Defender tries to
steal ball or knock it out of
quadrants. Whoever
causes the turn over
switches with the defender.
Activity 2- Intro to 3v3
No one can use

hands
Teams of 3 made
out of 1 larger team
(2 squads together)
Squad 1&4 vs 2&3
Students line up
against the wall
while 3 players are
out from each team
Students against
wall can pass to
their teammates if
ball comes to them
Goal is entire blue

mat on the wall of
the gym as long as
it is below the
knees (keep ball
4-6
min
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low)
Goal is scored, ball

stays where it is
scoring team backs
up, team who
allowed goal comes
off and next 3 come
out to start with ball
right away
2 goals in a row by
a team of 3 will
switch and go to
back of line waiting
for turn against wall
6-8
min
Transition- Students will

take off pinnies and put
them in the bucket.
Everyone will meet in the
center circle.
Closing- Check for

they work on?) What
defensive and offensive
strategies worked or didnt
work? Formations?
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3-4
min
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NAME: Corey Wilcox

CLASS SIZE: 20-24
GRADE: 3rd
UNIT/THEME: Soccer

EQUIPMENT:
1. Watch
2. Music Cart
3. Cart of soccer balls 4. Bucket of pinnies
FOCUS OF LESSON: Modified gameplay

(P)- Demonstrate at least 1 strategies or formation which will help their team be successful during 3v3
soccer (MA CF 2.2/SHAPE S1.E14.3)
(A)- Demonstrate the proper sportsmanship by respecting equipment, referee, and opposition 100% of the
time (MA CF 2.7/SHAPE S4. E1.3)
(C)- Name 1 of the strategies or formations they used that worked or may not have worked during
gameplay (MA CF 2.2/SHAPE S1.E14.3)
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1. Use enthusiasm to make the soccer games more exciting
2. Referee the games fairly and make sure to provide feedback during games
in this class?
Since the students are playing games this involves a lot of running and if the students do not keep their
heads up and eyes scanning then they may run into another student or even the wall. There will be no
body contact tolerated in this game.
LESSON PLAN FORM
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TIM
E
SEQUENCE OF
LESSON
2-3
min

hops)
ORGANIZATION
REFLECTIONS

from body

while following the
2-3
min
1-2
min

center circle
Review passing (inside of
foot, middle of ball, push
through contact)
players
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Start- music on
2-4
min

teacher)
Student demo
Activity 1- 3v3
12-14
min
No one can use

hands
Teams of 3 made
out of 1 larger team
(2 squads together)
Squad 1&4 vs 2&3
Students line up
against the wall
while 3 players are
out from each team
Students against
wall can pass to
their teammates if
ball comes to them
Goal is entire blue

mat on the wall of
the gym as long as
it is below the
knees (keep ball
low)
Goal is scored, ball

stays where it is
scoring team backs
up, team who
allowed goal comes
off and next 3 come
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out to start with ball

right away
2 goals in a row by
a team of 3 will
switch and go to
back of line waiting
for turn against wall
Transition- Students will

take off pinnies and put
them in the bucket.
Everyone will meet in the
center circle.
Closing- Check for

they work on?) What
defensive and offensive
strategies worked or didnt
work? Formations?
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3-4
min
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3rd Grade Soccer Unit Plan

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Soccer Unit Plan

Springfield College Physical Education Health Education Department

Defensive and offensive

Understand the skill cues

Skill cues for dribbling

Skill cues for push

Soccer exit slip

Soccer Push Pass

Use Inside of foot

Use the toe

Kick bottom of ball

Kick center of ball

Push through ball finishing toward target

Results of Exit slip

No student did worse from the pre and post test

I thought this was a successful cognitive assessment

I think I could also do a teacher evaluation of the skill cues combined

Daily observation sheet/Grading Policy

3Student comes fully prepared and

disrespectful, disruptive, or rude during

Turn and Talk

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Corey Wilcox

DATE: 9/7/15 TIME: 30min

SCHOOL: Mosier Elementary School LESSON#: 1

CLASS SIZE: 20-24

GRADE: 3rd UNIT/THEME: Soccer GENERIC LEVEL: control/pre-control

6. Soccer ball cart

FOCUS OF LESSON: Dribbling with feet

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Desist inappropriate behavior whenever witnessed

2. Gain students attention before introducing activity or talking

LESSON PLAN FORM

Transition- find own

Relaxation- student will sit

Attendance- teacher will

music stops (toe taps,

Activity 2- Freeze tag

Transition- students will

Activity 3- dribble relaysstudents will get into their

Transition- squad leaders

Closing- Check for

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Corey Wilcox

DATE: 9/8/15 TIME: 30min

SCHOOL: Mosier Elementary School LESSON#: 2

GENERIC LEVEL: control/pre-control

3. Cart of soccer balls

FOCUS OF LESSON: Push-Pass/shot

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Provide students with corrective and positive specific feedback

2. Gain students attention before introducing activity or talking

LESSON PLAN FORM

Transition- find own

Relaxation- student will sit

Attendance- teacher will

Safety- no kicking other

Stop- music off (ball down

Activity 1- Freeze tag

1. Students try to kick