Brent Greenberg

November 9, 2015
PEP 330
Pietz
Curriculum Project
Grade Band: 3-5
Philosophy Statement: As a teacher for young children, a focus will be on technique and doing
everything correctly, rather than focus on a result and a win. Within the grade band, students are able to
do a lot with fine motor skills and learn concepts so I want to try and push their boundaries and try new
skills.
Units:
Motor Skills
Manipulative Skills
Body Management
Jump Rope
Juggling
Soccer
Orienteering
Selecting these units, it focuses on broad skills such as motor skills, manipulative skills, and body
management and then goes into more detail moving towards jump rope, juggling, and soccer. Jump
rope is a more focused on body management but still touches base with manipulative and motor skills.
Juggling is very manipulative but also touches base with some motor skills while catching and lightly
tossing the balls and scarves. Soccer then gives the students a different look with a focus on motor
skills but also touches base with body management. The soccer unit also gives the students a sport
education background too because they need to figure out tactics with their teams as they play
competitive games against each other after learning the necessary skills to play.
ODE Standards:
Students Will...
Motor Skills
Walk following a duct tape path (1-A-1)
Hop following a duct tape path (1-A-1)
Run following a duct tape path (1-A-1)
Skip following a duct tape path (1-A-1)
Walk balancing on a balance beam off the ground (1-A-2)
Mimic the teacher's movements in a game of simon says (1-A-1)
Mimic the movements of animals going from point A to point B (1-A-1)
Create required shapes in groups (1-A-1)
Create required letters in groups (1-A-1)
Stretch different muscle groups (1-A-2)
Flee a chaser in a game of freeze tag (1-A-1)
Complete a game of rubber band (1-A-1)
Students move away from central point doing a certain movement (running, hopping,
skipping) and then sprint back to the central point when called

Complete an obstacle course using locomotor and nonlocomotor skills (1-A-2)

Manipulative Skills
Complete an underhand throw with a ball to a partner (1-B-1)
Complete an overhand throw with a ball to a partner (1-B-1)
Catch different sized balls thrown from a partner (1-B-2)
Throw different objects into different targets from a set distance away (1-B-1)
Keep a balloon in the air using different body parts (1-A-2)
Control a balloon using specific body parts as directed by the teacher (1-A-2)
Toss a bean bag at different heights to themselves (1-B-1)
Toss a bean bag at different heights to a partner (1-B-1)
Kick a ball off the wall to themselves (1-B-4)
Kick a ball to a stationary partner (1-B-4)
Kick a ball to a moving partner (1-B-4)
Body Management
Walk forward on a balance beam bench (1-A-2)
Walk backward on a balance beam bench (1-A-2)
Walk sideways on a balance beam bench (1-A-2)
Toss a ball on a balance beam bench and catch it (1-A-2) (1-B-1)
Catch a ball on a balance beam bench tossed by a classmate (1-A-2) (1-B-2)
Step through a hoop on a balance beam bench (1-A-2)
Crouch jump over a bench (1-A-?)
Jump boxes moving over and under certain objects (1-A-?)
Create a position as stretched as possible (1-A-?)
Create a position as curled as possible (1-A-?)
Create a position forcing themselves to balance (1-A-?)
Jump Rope
Complete lateral jumps over a jump rope placed over the ground (1-A-1)
Jump Rope for 1 minute without stopping using any preferred style (1-A-1)
Jump Rope for 30 seconds without stopping using the two foot basic step (1-A-1)
Jump Rope for 30 seconds without stopping using the alternate foot basic step (1-A-1)
Jump Rope for 30 seconds without stopping using the rocker step (1-A-1)
Students will complete a routine up to 1 minute using at a minimum 3 on the introduced
steps (1-A-1)
Wear pedometers for an entire week to track steps
Calculate how many steps they compiled in a week
Determine how far they would have traveled in the United States depending on steps
Soccer
Complete an inside of the foot pass to a stationary partner (1-B-4)
Complete an inside of the foot pass to a moving partner (1-B-4)
Complete an outside of the foot pass to a stationary partner (1-B-4)
Complete an outside of the foot pass to a moving parter (1-B-4)
Complete an over the head throw in to a stationary target (1-B-4)
Dribble the ball with the inside of the foot (1-B-4)
Dribble the ball with the outside of the foot (1-B-4)
Shoot the ball using the laces of their shoes (1-B-4)

Juggling
Students will demonstrate the cascading method of juggling using different types of objects
(1-A-1)
Students will demonstrate the pinsor grasp while juggling. (1-A-1)
Students will demonstrate the ability to toss objects in the air in a controlled manor (1-A-1)
Students will demonstrate how to catch objects in an efficient manor. (1-A-1)
Students will demonstrate the ability to time each toss (2-B-2)
Students will display a knowledge of how much space they have around them while
juggling (2-B-2)
Students will keep calm when dropping ball while trying to juggle (5-B-2)
Orienteering
Students will demonstrate how to use a compass
Students will demonstrate how to tell which direction north is without a compass
Students will count their steps to create an orienteering map to follow
Students will follow an orienteering map made by students

Scope:
Motor Skills
Walking
Running
Changing levels
Changing directions
Changing locomotion
Hopping
Skipping
Walking on a balance beam
Mimicing movements
Group Shapes
Stretching
Fleeing
Rubber Band game
Obstacle Course
Moving on twos and fours
Moving like airplanes
Crossing the River
Walk
Run
Hop
Skip
Crawl
Crabwalk
Army crawl
Manipulative Skills
Underhand toss
Overhand toss

Catching
Small ball
Medium ball
Large ball
Bean bags
Balloon keep up
Toss bean bag
To a partner
To themselves
Kicking
Off a wall to themselves
To a partner
Adding stunts to catching and throwing
Toss and spin
Toss and clap
Toss and touch different body parts
Toss bean bags from different body parts
From arm
From foot
From elbow
Forehead
Allow them to get creative free exploration
Toss ball/bean bag into buckets from certain distances
Create competition
Body Management
Walk forward/backward/sideways on balance beam bench
Dismounts
Toss ball and catch on balance beam bench
Step through hoop on balance beam bench
Create different body positions
Stretched
Small
Skinny
Balance
Animal walks on benches
Crawl
Cat walk
Crab walk
Frog jump
Crouch jump
Jump boxes obstacle course
Create 30 second routine on the balance beam bench using various movements and skills
Jump Rope
Two foot basic step
Alternate foot basic step

Rocker Step
Bird Jumps
Pigeon (toes in)
Duck (toes out)
Crossing arms
Spinning
Partners in 1 rope
Jumping to music
Wearing pedometers
Soccer
Inside the foot pass
Outside the foot pass
Inside the foot dribble
Outside the foot dribble
Shooting with laces
Throw ins
3v3 games
4v4 games
5v5 games
Juggling
Pinsor Grip
Tossing a ball
head height
Catching a ball
Multi tasking while catching
Cascading with scarves
One scarf one hand
Two scarves two hands
Two scarves one hand
Three scarves two hands
Cascading with balls
Two balls two hands
Two balls one hand
Three balls two hands
Orienteering
Use a compass
Complete small orienteering map in gym
Make orienteering map
Complete student made map

Sequence:
Homework in BOLD
Motor Skills
Stretch muscle groups
Walk, hop, run, and skip

Motor Skills
Stretch muscle groups
Create required shapes alone

Motor Skills
Stretch muscle groups
Crossing the river (Students do

following a path
Walk on a balance beam
Stretch muscle groups from
class

Create required shapes in groups

Create required letters
Create required movements from
point A to point B
Stretch muscle groups from
class
Make a shape!

movements trying to cross

river(walk, run, hop, skip, crawl,
crabwalk, army crawl)
Stretch muscle groups from
class

Motor Skills
Stretch muscle groups
Flee a chaser
Follow the leader (partners)
Stretch muscle groups from
class

Motor Skills
Stretch muscle groups
Moving on twos and fours
(students change from moving
on two feet to four and vice
versa)
Incorporate into games
Stretch muscle groups from
class

Motor Skills
Stretch muscle groups
Airplanes (While music plays
they fly around, when music
stops they go to airport and
land in a certain position)
Stretch muscle groups from
class

Motor Skills
Stretch muscle groups
Students complete teacher made
obstacle course
Stretch muscle groups from
class

Motor Skills
Stretch muscle groups
Students create obstacle course
in groups for other groups to
complete
Stretch muscle groups from
class

Motor Skills
Stretch muscle groups
Students complete obstacle
course created by other groups
Stretch muscle groups from
class

Manipulative Skills
Overhand throw to partner
Underhand throw to partner
Overhand/Underhand throw and
catch off wall
Overhand/Underhand throw to
moving target
Throw a tennis ball overhand
and underhand to a friend or
parent

Manipulative Skills
Catch and throw different sized
balls (small, medium, large)
Throw balls into different targets
(different distances)
Throw/catch a tennis
ball/basketball with a friend or
parent

Manipulative Skills
Keep balloon in air using
different body parts
Control balloon using different
body parts

Manipulative Skills
Toss bean bag in air to
themselves (height)
Toss bean bag to partner
(distance/height)
Activity Log

Manipulative Skills
Toss bean bag using different
body part to self
Toss bean bag using different
body part to partners
Activity Log

Manipulative Skills
Stunts when catching and
throwing (spins, claps, etc.)
Activity Log

Manipulative Skills
Students create and perform 30
second group routine with
throwing and catching different
objects

Manipulative Skills
Kick ball to partner
Kick ball off wall
Kick ball to moving partner
Kick/receive ball from parent
or friend

Manipulative Skills
Olympics
Balloon in air contest
Throwing into different targets
Kicking at different targets

Body Management

Body Management

Body Management

Walk
forward/backwards/sideways on
tape line without stepping off
Activity Log

Walk
forward/backwards/sideways on
balance beam
Dismount off balance beam
Activity Log

Walk on balance beam while

catching and throwing ball to
self
Walk on balance beam while
catching and throwing ball to
partner
Activity Log

Body Management
Stunts on bench (step through
hoop)
Create different positions on
bench (stretched, small, skinny,
wide)
Practice balancing while
completing different positions

Body Management
Body Management
Animal walks on bench (crawl, Jumping boxes (benches)
cat walk, crab walk, army crawl)
Crouch jump
Practice crouch jump onto bed
(focus on height of jump)

Body Management
Obstacle course using benches
and beams (require certain
movements)

Jump Rope
Stretch muscle groups
Two foot basic step
Jumping to music (changing
speeds)
Stretch muscle groups

Jump Rope
Stretch muscle groups
Two foot basic step
Alternate foot basic step
Jumping to music (changing
speeds)
Stretch muscle groups

Jump Rope
Stretch muscle groups
Two foot basic step
Alternate foot basic step
Rocker Steps
Jumping to music (changing
speeds)
Pedometers
Stretch muscle groups
Keep track of total steps

Jump Rope
Stretch muscle groups
Alternate foot basic step
Rocker Steps
Bird Jumps (Pigeon/Duck)
Jumping to music (changing
speeds)
Pedometers
Stretch muscle groups
Keep track of total steps

Jump Rope
Stretch muscle groups
Rocker Steps
Bird Jumps (Pigeon/Duck)
Cross Arms
Jumping to music (changing
speeds)
Final Pedometer Day
Stretch muscle groups
Keep track of total steps

Jump Rope
Bird Jumps (Pigeon/Duck)
Cross Arms
Spinning
Jumping to music (changing
speeds)
Calculate how far they would
have traveled

Jump Rope
Stretch muscle groups
Discuss all styles practiced
Practice 1 minute long routine
Stretch muscle groups
Practice jump routine

Jump Rope
Stretch muscle groups
Practice routine
Perform routine

Juggling
Scarves
One scarf Two hands
One scarf One hand
Two scarves Two hands
Introduce Two scarves One

Juggling
Scarves
Go over previously taught
instruction
Two scarves One hand
Three scarves Two hands

Juggling
Scarves
Go over previously taught
instruction
Three Scarves Two hands
Pair up see who can cascade

hand
Practice juggling
Activity Log

Practice juggling
Activity Log

the longest
Practice juggling
Activity Log

Juggling
Scarves
Skills Test Day
Must keep cascading for 20
seconds

Juggling
Yarn Balls
One scarf Two hands
One scarf One hand
Two scarves Two hands
Introduce Two scarves One
hand
Practice juggling

Juggling
Yarn Balls
Go over previously taught
instruction
Two scarves One hand
Introduce Three scarves Two
hand

Juggling
Yarn Balls
Three scarves Two hands
Pair up see who can cascade
the longest
Practice juggling

Juggling
Yarn Balls
Skills Test Day
Must keep cascading for 20
seconds
Practice juggling

Soccer
Stretch muscle groups
Inside of the foot pass
Outside of the foot pass
Practice passing with a friend
or parent

Soccer
Stretch muscle groups
Inside/Outside of the foot pass
Dribbling inside of foot
Dribbling outside of foot
Practice dribbling around
objects outside your house

Soccer
Stretch muscle groups
Dribbling maze course (must
dribble ball through and
around cones

Soccer
Stretch muscle groups
Inside/Outside of foot passing
Shooting with laces
Practice passing

Soccer
Stretch muscle groups
Shooting with laces
3v3 games (tournament)
Stretch muscle groups

Soccer
Stretch muscle groups
Rules quiz
3v3 games (tournament)
Stretch muscle groups

Soccer
Stretch muscle groups
4v4 games (tournament)
Stretch muscle groups
Activity Log

Soccer
Stretch muscle groups
4v4 games (tournament)
Stretch muscle groups
Activity Log

Orienteering
Use a compass
Small orienteering map in gym

Orienteering
Small orienteering map in gym

Orienteering
Teacher made full school map

Orienteering
Students make map

Orienteering
Orienteering Test based off
student maps

Interdisciplinary Learning:
Jump Rope: Students will wear a pedometer for a week. During this week they will be tasked to record
the amount of steps they have taken each day. At the end of the week, they will add up the amount of
steps they have taken and compile it into a total distance. When getting a total number, the students can
figure out how far they have traveled throughout the country based on steps.
Juggling: Students will be asked random simple math questions by the teacher while they juggle. This
will work on the student's ability to multi task and complete math problems. If the student's can focus
on one task or the other while completing another task, they have shown some form of mastery in the
skill required.
Orienteering: Teacher makes the groups to pair the students who aren't understanding material as
quickly. Task students to switch the leader each time they complete a set so each student gets
practice. Each student will get a compass so they can practice and help the leader if necessary
Teaching Methodologies Lined up with Sequence
Inquiry
Guided Discovery

Guided Discovery

Free Exploration

Guided Discovery
Problem Solving

Guided Discovery

Cooperative
Problem Solving

Free Exploration

Cooperative
Problem Solving
Task

Direct

Direct
Cooperative
Task

Free Exploration

Free Exploration

Free Exploration

Free Exploration

Free Exploration

Direct

Cooperative

Inquiry

Inquiry
Mastery

Guided Discovery
Problem Solving

Problem Solving

Problem Solving

Cooperative
Problem Solving

Problem Solving
Free Exploration
Cooperative

Direct
Mastery

Direct
Mastery

Direct
Mastery

Direct
Mastery

Direct
Mastery

Direct
Mastery

Free Exploration

Free Exploration
Mastery

Direct

Direct

Direct

Inquiry

Inquiry

Inquiry

Direct
Inquiry

Mastery

Direct
Inquiry

Direct
Inquiry

Mastery
Cooperative

Mastery

Direct

Direct

Problem Solving

Direct

Direct
Sport Education

Sport Education
Cooperative

Sport Education
Cooperative

Sport Education
Cooperative

Sport Education
Cooperative

Sport Education
Cooperative

Sport Education
Cooperative

Sport Education
Cooperative

With a mix of different teaching styles throughout the entire curriculum, students will learn to be able
to learn by listening and copying certain directions from the teacher, learn part of a lesson from the
teacher and figure out the rest on his/her own, and learn entirely on his/her own where they figure out
what to do with very limited instruction.
Technology:
Technology will be employed throughout the entire unit at varying points. There will be no set
technology used for the duration of the curriculum but the teacher will use technology to help explain
things to students, record for skills testing, and record performances for future grading. Also, online
newsletters will be emailed to parents at the beginning and end of semesters, as well as twice during the
school semester to explain the upcoming events and to recap what has been taught.
Assessment Inclusion:
To start the curriculum, less focus is on assessments while more is on actually learning the necessary
skills to be able to do the future units well. The first three units, there are no assessments, which gives
more time for students to practice the skills asked of them. The assessments later in the unit include
three skills assessments for the specialized units (Jump Rope, Juggling, and Soccer) and two soccer
written assessments (Rules and Skill Knowledge). The rules assessment tests the student's knowledge
of the rules of soccer and the skill knowledge assessment tests the student's knowledge of the skills
required. They don't just need to be able to do it, but also how to do it and that is expressed in the test.
Everything in each written soccer test will be in the two page study guide given to students.

Incident Response Plan

1. Tornado
When informed that there is a tornado warning immediately find shelter.
Stay away from glass objects.
Go to labeled tornado shelter rooms
Kneel on the floor
Find a heaver sturdy object to cover your head with if possible. If not put your arms and
hands over your head.
Report injuries by calling 911. Also make sure to report any other damages or danger
such as gas leaks or fire.
2. Fire
Pull nearest fire alarm if a fire and/or smoke is visible
Evacuate the building quickly and efficiently
Do not use elevators
Once outside of the building move away from the danger. Get safely away from the
building
3. Minor injury
Identify the Injury
If it is a minor injury have the student go to the nurse.
If there is no nurse, deal what you can to help, only if certified to do so.
4. Major injury
Identify the injury
If medical attention is required right away provide care if certified.
Call 911 right away if injury is life threatening. If not life threatening make sure the
student does not move.
Call nurse to attend to the injury
5. Off campus injury
Identify the problem.
If accident or injury is life threatening call 911 immediately.
Call 911 if medical attention is needed. If you are certified to provide care and care is
needed, do so.
Once 911 is called and care is provided, contact the school and parents to inform of
situation
6. Out of building injury
Identify the problem.
If accident or injury is life threatening call 911 immediately.
Call 911 of medical attention is needed. If you are certified to provide care and care is
needed, do so.
Have a student go inform the nurse.
If the injury is not serious, bring the student inside if you can safely accomplish this.

Class Rules
Respect-Responsibility-Ready
Respect YOURSELF, your CLASSMATES,
the TEACHER, and the EQUIPMENT
Follow All Directions Given by the Teacher
Come to Class Dressed and Ready to
Participate
DO NOT WEAR BOOTS, OPEN TOED
SHOES, DRESSES, and/or JEANS

 Complete ALL Classwork and Homework

ON TIME

Misbehavior Procedures
1)

Student will be given a WARNING

2) Student will be forced to SIT OUT for 1

MINUTE
3) Student will be forced to SIT OUT for 5
MINUTES and a NOTE will be sent home to
the student's parents
4) Student will be SENT to the OFFICE

Dear Students, Parents, Staff, and Administration,

I hope you all had a great summer! I can't wait to see everyone for the upcoming school year, its
going to be a great year! There will be some new procedures for students to follow this year so parents,
please share this with your kids so they can get familiar with the updated rules and procedures. We will
go over everything again with classes when the students arrive back to school in September, but we
don't want them to go into it without at least hearing the new procedures.
First off, students when entering the gym from their other classes will enter in a line and will
line up against the wall to wait for directions. If we are outside, students will just wait in their line until
I make it over to direct the students. Before each PE class, I will contact the teacher to tell them where
class will be for the day. Possible areas will be the gym, outside fields, cafeteria, and blacktop. Please
reiterate to students not to touch any equipment when they walk into the defined teaching area.
Students at the end of class will listen to directions to return equipment. If there is a class after then I
will ask them to put the equipment in a certain location to help prepare for that but if there is no class
then they will put the equipment where they are told in the equipment room, in a pile, in a bucket, etc.
Students will be grouped randomly so make sure to remind them they most likely will not be grouped
with their friends. I will find fun ways to group students and to make sure they are grouped with
different people every time. If we have an assembly, I expect students to be quiet and listening
respectively to the speaker.
Our class rules for this year are very simple and easy to follow. There is a theme for this year

called The 3 R's: Respect, Ready, and Responsible. The rules include...

Respect yourself, your classmates, the teacher, and the equipment

Follow directions identified by the teacher
Come to class dressed and ready to participate no open toed shoes, boots, dresses, jeans,
etc.
Complete all classwork and homework on time
There is a new four step procedure for students who are disruptive during class and hindering

the learning of other students. I will not call out students in front of the class if they are not following
directions. I may say their name mid sentence or ask them a question if they are talking during
instruction but will never demean them in class. I will talk to students individually. The 4 step
procedure includes...
1)
2)
3)
4)

Student will be given a warning

Student will be given a 1 minute time out
Student will be given a 5 minute time out and a note will be sent home
Student will be referred to the office

If you are wondering why the time out times are so short it is because students need to learn their
lesson and get back to participating. In PE, it is more detrimental to the student for them to sit out for a
long period of time and as a teacher, you still want your students to be participating as much as
possible.
We will be practicing the rules and procedures when students arrive at school. First off we will
make sure students line up to go to each new class. Secondly we will practice waiting for directions
quietly by having students arrive in a classroom and wait for the teacher's directions as the teacher
extends the amount of time until he/she talks to the students to make sure they stay quiet. Finally,
students will practice returning equipment by conducting a scavenger hunt around the field outside
looking to finish all the tasks and bring in certain pieces of equipment scattered around the field. I'm
very excited to see everyone for this upcoming year and can't wait for another awesome year!
Sincerely,
Mr. Brent Greenberg

Dear parents,
The students are doing a great job with everything I have thrown at them the past 5 weeks! I
can't believe we're already FIVE weeks into the semester! Starting the semester we focused on motor
skills which include walking, running, jumping, hopping, skipping, and doing all kinds of movements.
Not only did the students complete everything I wanted them to get through in our three week unit, but
they excelled so much I had to create harder activities so I could still challenge them. I'm sure they all
told you because of their excitement but I had them not only complete an obstacle course that I
designed, but in groups they created their own obstacle course for their classmates to finish! Some of
the designs were absolutely incredible. We also made sure to focus on stretching everyday of class. If
you would like to continue to have your child do this please contact me and I will send you a list of
stretches they can do that focus on all muscle groups. They can be done whenever as long as they don't
push too hard and pull a muscle.
We have been working on our manipulative skills unit for the last couple of weeks. This is more
focusing on throwing, catching, kicking, and controlling certain objects. This is a very important unit
for you children to be able to master because later in the semester we will have a juggling unit! If they
can master manipulative skills now, it will make it so much easier to complete the juggling aspect with
scarves and yarn balls. Next week for manipulative activities we will do some work with bean bags and
balancing them on different body parts. For example, your child will balance a bean bag on their elbow
and then toss it in the air and catch it. We will also do quick work with kicking the ball as a quick
preview of our large soccer unit. Finally at the end of the unit we will have a mini olympics where

everyone competes in different events based off of what they learned during the unit.
Our next unit will be body management skills, where the students will working on balance,
body positioning, and landing, This is hopefully to prepare them for the jump rope unit coming up later
in the semester.

Dear Parents,
With the completion of the body management unit, we will begin the jump rope unit! This
means your children will be doing a lot of cardio work in the coming weeks so please please please
make sure they are hydrated! It is just as important that they come to school wearing athletic clothing
on days that we have P.E. because it is tough to consistently jump wearing jeans and/or boots.
The previous unit we completed was the body management unit. After the last newsletter to you
all, we did a lot of focus on moving back and forth on a balance beam while completing other tasks.
This could be the student imagining he is a crab and crab walking back and forth along the balance
beam, or even the student's catching and throwing a tennis ball while on the balance beam. And they
did a great job at it! Some of the students were scared to go up at first but they overcame their fear and
did it! I'm very proud of each and every one of them.
With the jump rope unit coming up, the students will need to bring their A game! We will do
things to build up to jumping over the rope like doing front to back and side to side jumps over a jump
rope. This way they can subconsciously know how high to jump when jumping over the jump ropes.
The steps we will be learning are two foot basic step, alternating basic step, rocker step, bird jumps,
and cross arms. At the end of the unit they will get to practice and perform a routine for the class too!
Finally, we will be adding a before school jump rope club every day. Bring your students 30
minutes early and I will be in the gym with music and breakfast for the students to be able to practice
their jump rope skills and routine! Be on the look out for more information about it!

Dear Parents,
How are you all doing? The jump rope routines ended splendidly! Everyone was confident in
their routine to be able to complete it and they all even picked their own music to go with their routine!
It was amazing how each student did. I was very impressed.
We also completed the juggling unit since I last wrote to you. Your children learned how to do
the pinsor grip, which is a very important fine motor skill to have. In case you don't know the technical
term, the pinsor grip when you grip something with your index finger and thumb. Students were able to
juggle two scarves in one hand and three scarves in two hands and then moved to yarn balls where they
could do two in one hand and three in two hands. They were skills tested with this and had to keep the
balls/scarves up for 20 seconds with minimal drops and they all did well.
Our next and final unit will be soccer. Students will learn how to pass, dribble, and shoot a
soccer ball using different parts of their feet and body. We will have a skill development focus for the
beginning of the unit but will get into small sided games towards the end. Students will play 3v3, 4v4,
and 5v5 games against each other where they need to learn tactics and positioning to be able to be
successful.
Lets finish the semester strong and have a great day!

Dear Parents,
This semester absolutely flew by! I can't believe it's already the end of the semester! It seemed
like just yesterday I saw all of your kid's faces for the first time. This semester we worked on
everything to build a foundation for your child to be able to learn and grow while being physically
active.
We started the a unit focusing on motor skills, which including running, hopping, walking, and
many more. Then we went to a unit on manipulative skills where we focused on catching, throwing,
tossing, kicking, and balancing. After that we went to body management skills which are balancing,
copying movements, creating shapes with your body and others, and dismounting from a balance beam.
That was our foundation to move into more specialized units like our jump rope. With this unit,
students had to be able to balance and continuously hop in place. Then with the juggling unit, it was a a
more focused manipulative skills unit. The students had to focus on multiple things at once while being
able to catch and toss scarves and balls. They certainly exceeded my expectations for them. Finally we
ended with a fun unit where most kids have a background in playing.
That unit was soccer. We focused on passing, dribbling, and shooting with both feet and the
inside/outside of the foot. After drilling the skills, they were skills tested on them and then they got to
display them to the rest of the class when we did our games! We did a 3v3 tournament and 4v4
tournament with small goals and no goalkeeper and then ended with a league like 5v5 with a goalie.
Everyone started to learn different tactics to improve their skills and get a desirable end result. The
Teenage Mutant Ninja Turtles were the winners of our 5v5 league!

Hope everyone has a great break and I can't wait to see you all when you get back!

Homework Stretching Activity

A) Complete the following stretches (Hold for 15 seconds. DO NOT BOUNCE)

Name:__________________
Date:___________________

Make a shape!
Make the shape asked below using your body and have someone take a picture of you
making the shape. Print the picture and paste it on the page
1) Create a C

2) Create a Pencil

3) Create a Circle

4) Create a position as wide as possible

Name:__________________
Date:___________________

Activity Log
Complete the activity log with all physical activity completed throughout the week. This includes
anything you do in PE class, at school, and after school. If you walk to school, that counts too. The
entire chart does not need to be completed
DAY

START TIME

FINISH TIME

Hours/min.
on task

ACTIVITY

Name:__________________
Date:___________________

Take Home Juggling Checklist

Check off each skill as you have completed it for practice for the day

Juggling Style
One Scarf Two Hands
One Scarf One Hand
Two Scarves Two Hands
Two Scarves One Hand
Three Scarves Two Hands
One Ball Two Hands
One Ball One Hand
Two Balls Two Hands
Two Balls One Hand
Three Balls Two Hands

Completion

Name:________________
Date:_________________
Pedometer Activity
Monday

Tuesday

Wednesday

Thursday

Friday

Total Steps

# of Steps

Steps per Mile: 2,000 Steps

How many miles did you walk?
________________ Miles

How many steps would it take for someone to go from Toledo to Sandusky?
Starting in Cleveland, how far did you go on your trip if you are trying to walk to Columbus? (Draw a
line)
Starting in Toledo, how far did you go on your trip if you tried to go to Cleveland without walking

through water? (Draw a line)

Starting in Columbus, which cities listed can you walk to with the amount of steps you took?

How to use a Compass

1. Align the edge of the compass with the
starting and finishing point.
2.Rotate the compass housing until the orienting
arrow and lines point N on the map.
3.Rotate the map and compass together until the
red end of the compass needle points north.
4.Follow the direction of travel arrow on the
compass, keeping the needle aligned with the
orienting arrow on the housing.

How to use a Compass

1. Align the edge of the compass with the
starting and finishing point.
2.Rotate the compass housing until the orienting
arrow and lines point N on the map.
3.Rotate the map and compass together until the
red end of the compass needle points north.

4.Follow the direction of travel arrow on the

compass, keeping the needle aligned with the
orienting arrow on the housing.

Soccer Study Guide

Skills

Pass with the inside of your foot

Place the nonkicking foot next to the ball

Keep head down and eyes focused on ball
Spread arms for balance
Follow through with the kicking leg in the intended direction of the ball
Make contact with the inside of your foot

Pass with the Outside of your foot

Place the nonkicking foot next to the ball

Keep head down and eyes focused on ball
Spread arms for balance
Follow through with the kicking leg in the intended direction of the ball
Make contact with the outside of your foot

Dribbling (Trapping)

Move in line with the path of the ball

Stay on the balls of your feet
Keep eyes on the ball
Reach to meet the ball with your foot and cushion the ball when contact is made

Shooting

Place the nonkicking foot next to the ball

Keep head down and eyes focused on ball
Spread arms for balance
Follow through with the kicking leg in the intended direction of the ball
Make contact with the laces of your shoe

Throw ins
Both hands must be on the ball
The ball must be released from over the throwers head

The thrower must face the field

The thrower cannot step onto the field until after he/she has released the ball
Both feet must stay on the ground
The thrower cannot touch the ball until another player has touched it

Rules
Players: soccer is played by two teams preferably equal number. Max players per team is
11 (Goalie + 10 field players).
Substitutions: Officially, you are only allowed 3 subs per game, however, depending on
modified rules this may be different.A substitution can only be performed when the ball
is not in play and your team has possession.
Starting the Game: The game is started at the center of the field. The team who kicks off
passes the ball Forward to a teammate at the referees signal. The opposing team is not
allowed to enter the center circle until the team kicks off.
Game in play: As long the ball stay in the field the game is in play. only exceptions is
when the referee blows his whistle for an infraction or offside. The ball is considered in
play as long as it is in side the goal and side lines. Furthermore, it's still in play as long
as it has contact with the line. Therefore, the ball may be touching the outer part of the
goal or side line and still be considered in play (This applies if the ball is in the air as
well).
GOAL: In the basic soccer rules the point of the game is to get the ball in the opposing
teams goal and the team with the most goals after the specified time is the winner. The
ball must cross the goal line to be a goal. Therefore, if the ball is still in contact with the
goal line in the inner part of the goal it is not a goal!
How long is a game? For basic soccer rules a game is no more than 90 min long. Two
halves of 45 min
NO HANDS! Alright, I know you probably knew this but here it is anyway. Only the
goalie can use their hands. the definition for hand ball is any part of between your
fingers (including nails) to your upper arm. Your shoulder is actually legal to use! The
goalie is not allowed to use their hands if the ball was kicked back to them intentionally
by any of his/her team mates.
Out of Bounds: If the ball crosses the side line it is a throw in. The team who did not
touch the ball last before the ball crossed the line gets the throw in. If the ball crosses the

goal line two things may occur. If the team that is defending that goal line touches it out
it is a corner kick. If the team attacking that goal kicks it out it is a goal kick

Name:________________
Date:_________________

Needs
Improvement (1)

Jump Rope Assessments

Routine
Adequate (2)
Proficient (3)

Length

Jump Rope routine Jump Rope routine Jump Rope routine

less that 40
between 40
longer than 1
seconds long
seconds and 1
minute
minute long

Steps used

Student only uses

1 jump step

Student uses 2
jump steps

Creativity

Student lacks
creativity in
performance

Student applies
Student adds
some individuality individuality and
in performance
creativity in
performance

Points Earned

Student uses at
least 3 steps

Points Earned/Points Possible:___________/__________

Name:________________
Date:_________________

Needs
Improvement (1)

Step Markers
Adequate (2)

Proficient (3)

1 Minute Step

Student completes Student completes Student completes

step for 1 minute
step for 1 minute
step for 1 minute
but must stop more but must stop 2 or
but must stop at
than 4 times
3 times
maximum 1 time

Two Foot Basic

Step

Student completes Student completes Student completes

step for 1 minute
step for 1 minute
step for 1 minute
but must stop more but must stop 2 or
but must stop at
than 4 times
3 times
maximum 1 time

Points Earned

Two Foot Alternate Student completes Student completes Student completes

Step
step for 1 minute
step for 1 minute
step for 1 minute
but must stop more but must stop 2 or
but must stop at
than 4 times
3 times
maximum 1 time
Rocker Step

Student completes Student completes Student completes

step for 1 minute
step for 1 minute
step for 1 minute
but must stop more but must stop 2 or
but must stop at
than 4 times
3 times
maximum 1 time

Points Earned/Points Possible:___________/__________

Name:__________________
Date:___________________
Beginning 3 Scarf Juggling Test
Objective

Possible
Points

Proper beginning technique holding two scarves in one hand, and one in the
other

Toss up the correct scarf from the correct hand

Toss up the second scarf from the correct hand while catching the first tossed 3
scarf
Toss up the third scarf from the correct hand while catching the second
tossed scarf

Catch all three scarves ending with two scarves in opposite as the way the
student started

Points Earned/Total Points:________/_________

Points
Earned

Name:__________________
Date:___________________
Cascading Juggling Tests
Needs
Adequate (2)
Proficient (3)
Improvement (1)
Scarf Cascading

Cascading for 20
seconds with over
4 dropped balls

Cascading for 20
seconds with 2-3
dropped balls

Cascading for 20
seconds with at
maximum 1
dropped ball

Ball Cascading

Cascading for 20
seconds with over
4 dropped balls

Cascading for 20
seconds with 2-3
dropped balls

Cascading for 20
seconds with at
maximum 1
dropped ball

Points Earned

Points Earned/Total Points:________/_________

Name:__________________
Date:___________________

Soccer Skill Knowledge Quiz

1. Name two things to help you dribble successfully.

2. I dribble the ball using my ______ (Write the letter in the blank)
A) Toe of shoe
B) Inside of the foot
C) Outside of the foot
D) Laces of the shoe
E) Both B and C
3) Your plant foot should be _______ to the ball while passing and shooting.
4) What does it mean to trap a pass?
5) True of False: The more I practice passing and trapping, the better I will become
6) To keep the shot on the ground, I need to strike the ball in the _________ of the ball.
7) I use the __________ of my shoe to shoot the ball.
8) It is important to _________ towards the target when I shoot.

9) Goalkeepers are the only player on the field that are allowed to use their _______.
10) Name 3 body parts that can be used to trap a ball
Name:__________________
Date:___________________

Soccer Rules Test

1) How many players per team can be on the field at once, including a goalkeeper?
2) Which two color cards to the referee use to give a warning and eject a player?
3) What is the only required padding for players?
4) If a player on offense touches the ball last and it goes off the endline, what does the
opposing team get?
A) Corner
B) Throw In
C) Goal Kick
5) How much of the ball has to cross the line for a goal to be rewarded?
A) Half
B) All of it
C) None of it
D) Any part of it
6) How long is each HALF of a full soccer match?
A) 30 minutes
B) 40 minutes
C) 45 minutes
D) 90 minutes
7) What do the players do to start the game, the 2nd half, and after each goal?
8) Which type of free kick allows a player to shoot on goal with the first touch?

9) True of False: The field is 120 yards in length?

A) True
B) False
Name:__________________
Date:___________________
Soccer Skills Test

Passing

Needs Improvement (1)

Adequate (2)

Proficient (3)

Rarely contacts middle of

ball, sometimes plant foot
is next to ball, does not
always use inside of foot,
sometimes follows
through towards target

Does not always make

contact with middle of
ball, plant foot next to
ball, uses inside of foot,
does not always follow
through towards target

Contacts the ball in the

middle of the ball, plant
foot next to ball, uses
inside of foot, follows
through towards target

Dribbling

Occasionally dribbles
Occasionally dribbles ball
Consistently dribbles
ball with inside/outside of
with inside/outside of
with the inside/outside of
foot, does not softly tap foot, softly taps ball, does
foot, softly taps ball,
ball, does not keep
not keep head/eyes up
keeps head/eyes up,
head/eyes up,
keeps the ball close to
body/feet

Trapping

Doesn't move towards Moves into the path of the Move into the path of the
ball, keeps eye on ball,
ball, keeps eye on ball,
ball, stay on the balls of
does not stay on balls of does not stay on balls of
your feet, keep eyes on
feet, does not make
feet, does not cushion the the ball, reach for the ball
attempt to cushion ball
ball
and cushion it

Shooting

Shooting foot not

extended at the ankle,
plant foot next to ball,
does not keep shooting
knee over ball, does not
strike ball with laces or
follow through

Shooting foot is extended Shooting foot is extended

at the ankle, plant foot
at the ankle, plant foot
next to ball, does not keep
next to ball, keeps
shooting knee over ball, shooting knee over ball,
strikes ball with laces but head down, strikes ball
does not follow through
with laces and follows
through

Teamwork Rarely attempts passes to Occasionally attempts to Consistently attempts to

teammates, is not positive pass to teammates, stays pass to teammates, stays
with teammates,
positive some of the time, positive with teammates,
complains
occasionally complains
does not complain

Points
Earned

Final Orienteering Map Checklist

Directions: You are being tasked with making an orienteering map inside the school. You must use at
least 5 and at most 7 targets and write down 2 questions about what the target could be. You will write
down what directions your steps are to get to your target; how many steps it took to get there; and for
the assessment, another group will tell me what the target object is. If your object is not the one you
write down, you will lose points too.

Direction/Steps
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.

Target

Question

4.
1.
2.
3.
4.

Final Orienteering Map Assessment

Directions: Follow the steps direction and steps given to find a spot and answer the question once at the
given spot to get points

Direction/Steps
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.

Question

Target

1.
2.
3.
4.
Total Points:______/_______
Name:________________
Date:_________________

Compass Assessments
Directions: Write down the 4 steps on how to use a compass correctly.

1)
2)
3)
4)

Active Classroom Activities

Vocab/Spelling Relay Race: On a wall there are vocab words and pictures describing a word. Each
word has two copies and each picture has two copies. Students must run to the wall and pick two cards
from the wall and if they match they can take it back to their group. If they don't match then they have
to put it back on the wall. When they go back to their group, the next person tries their luck. When they
get a match and bring it back they get a point. If they can write the definition of the vocab word, they
get another point. If it is a picture and the spell the word correctly, that is another point. When all of the
words and pictures are gone off the wall, the game is over and students have 5 minutes to solve as
many of the definitions/spelling as possible. At the end of the 5 minutes the teacher tallies up the points
to determine a winner.
Duck Duels: Four chairs are placed around the room and everyone starts as a duck. This means they
have to waddle around the room until they find another duck to challenge them in 1 2 3. The ducks
duel by counting to three and then flashing a number of fingers on one hand. Whoever adds the
numbers up first wins and becomes a walker. This means they normally walk around but now can only
challenge walkers. Walkers challenge walkers, ducks challenge ducks. Walkers do the same game but
with two hands. If you win the duel against a walker, you get to stand on one of the chairs around the
room. If all four chairs are occupied, then you can challenge one of the people standing on the chair.
When challenging someone on a chair you go back to one hand but this time multiply the two numbers.
First to get it correct gets the chair.
Bean Bag Vocab Toss: Have students toss bean bags from a certain distance and if they hit a word, they
pick it up and then write down the definition on a piece of paper. The team with the most words that are
correctly defined win. Could take 5-10 minutes for students to be able to get up and moving for a short
break.
Balloon Balance: Tie a string to a balloon and tell them to balance a balloon on different parts of their
body. They can balance them, keep them in the air, pass with a partner using different body parts so
they can learn the different body parts. Ex. Fingers, Toes, Upper Arm, Back, Head, Elbow, Palm,
Knuckles
Ball Toss: The teacher will write a series of different numbers on the board. Each
student will get the opportunity to throw the ball at two numbers. Students will
then add or subtract the two numbers. Students can also be placed in groups and
multiple white boards can be used so all students are active and participating.
Heart Rate: To work on counting at a quick rate and multi tasking, students find
their heart rate for 1 minute. This will be done at varying points during PE too so
students can learn how their heart rape speeds up and slows down at certain
times and during certain activities.

Book Ups: Each student will lie chest down on the ground while reading a book.
When they finish a page, they have to do 2 push ups. The number of push ups can
vary depending on need and want.

Before/After School Program Ideas

Gym Sports
Could bring out basketballs, volleyballs, soccer balls etc. for students to run around with
and play. Less focused on the learning and more on the playing and expending energy
Scooter Soccer
Bring out the scooters students can sit on and bring a soccer ball and let them play a pick up
game
Teacher splits teams up
School wide scavenger hunt
Could have an after school scavenger hunt to find certain objects in the school
Chines Yo Yo
Teach students new tricks every lesson
Allow them to create a routine
Perform in talent show at end of semester
Ninja Warrior Obstacle Course
Different obstacle course each time
Gets students moving before school
Teaches them planes and pathways to complete course

Alternative Activities
Four Corners
1. a. National/State Standards: SHAPE/ODE Standards
b. Objectives
Students will..
-Run to each corner in hopes to prevent being tagged by the person who is it
-Count down from 10 and pick a corner if they are the person who is it

c. Assessment:
2. Procedures: Students will sit in desks until being told what to do. Teacher will pick who is it for the activity.
3. Set Induction: Explain Four Corners to students and decide who is it. Have everyone else scatter around the room
to different corners.

4. a. Activity:
One student is it and is in the center of the room. The it person closes their eyes and counts to 10 while
pointing at a corner. As the person counts down, the other students run around along the walls trying to get to a corner.
When the counter gets to 10 they point to a corner and everyone in that corner is out. When the last person is standing, they
become the counter.

4. b. Differentiated Instruction/Learning Styles

Special needs students will be able to play the game as well and will be partnered with another student (friend) who
will help them
Time Needed

Organization

3 minutes
15 minutes

Students in desk
Everywhere

What will
teacher do?
Explain
Observe

What will student do? (Diagram/ explain drills)

Listen to teacher
Play Four Corners

5. Closure of lesson: Students get a drink of water to stay hydrated and then go sit in their srats
6. End of class organization: Students listen to teacher for directions on where to go next
7. Materials and supplies needed:
None

8. Technology Used
None

Speed Stacking
1. a. National/State Standards: SHAPE/ODE Standards
b. Objectives
Students will..
-complete the 3-6-3 stack
-complete the 6-6 stack
-complete the 1-10-1 stack
-complete all stacks in succession

c. Assessment:
2. Procedures: Students will be at their own desk with their own speed stack set. They will already be set up before they
enter the room

3. Set Induction: Explain what speed stacking is. Show video of how to do it and the teacher can explain in more detail.
4. a. Activity:
Students learn the 3-6-3 then 6-6 then 1-10-1 stacks and then race against each other and time for the fastest
stacker in class. Students must make sure they alternate hands when placing the cups down to stack. Students will then face
off against each other racing to complete the stack sequence first. They will also be able to be timed trying to get the fasted
time in the class

4. b. Differentiated Instruction/Learning Styles

Students who get the hang of it quicker will then be pushed to go faster. Then they will do head to head's against
other people who are as fast. Finally they will be timed against the clock to try and get faster and faster.
Time Needed

Organization

5 minutes
3 minutes
3 minutes
3 minutes
3 minutes
3 minutes
2 minutes

Students at desk
Students at desk
Students at desk
Students at desk
Students at desk
Students at desk
Students moving

What will
teacher do?
Explain
Help
Help
Help
Observe
Time
Collect

What will student do? (Diagram/

explain drills)
Listen
Practice 3-6-3
Practice 3-6-3 then 6-6
Practice 3-6-3 then 6-6 then 1-10-1
Head to Head stack matchups
Stack against the clock
Clean up

Feedback/Assessment
None
None
None
None

5. Closure of lesson: Talk about difficulty of stacking and how it was harder to do it faster
6. End of class organization: Students will put their stack into the designated bag. Then listen for teacher for further
directions

7. Materials and supplies needed:

Speed stack set for each student in class

8. Technology Used
Video will be shown to explain what speed stacking is

9. References

Rock. Paper. Scissors Cheer:

1. a. National/State Standards: SHAPE/ODE Standards
b. Objectives
Students will..
-play rock paper scissors shoot against classmates
-cheer on their classmates when they lose
-have fun?

c. Assessment:
2. Procedures: Students will sit in a circle while the game is being explained and sit down when they enter the room
3. Set Induction: Introduce the game of rock paper scissors and see who knows how to play. Explain that we should all
be cheering for each other so if you lose, try to cheer even louder for the person who beat you in their next matchup.

4. a. Activity:
Students play rock paper scissors against each other and as you defeat people, they become your cheering section.
The more people you knock out, the larger your cheering section becomes. Anyone from the cheering section for the person
you beat, then also adds onto your cheering section. Can also do with no noise having students do goofy and fun movements
when cheering for their player.

4. b. Differentiated Instruction/Learning Styles

For any special needs students where it is difficult to make the shapes with their hands, they can verbally say the
move they want to make.
Time
Needed
2 minutes
20 minutes

Organizati
on
Circle
None

What will teacher

do?
Explain
Observe/Cheer

What will student do? (Diagram/

explain drills)
Listen
Play R.P.S and CHEER

Feedback/Assessment
None
None

5. Closure of lesson: Ask if the person who had the loudest cheering section won most of the time. Ask if people had
fun.

6. End of class organization: Students will sit in circle until teacher gives directions
7. Materials and supplies needed:
None

8. Technology Used

None

9. References

Sitting Handball
1. a. National/State Standards: SHAPE/ODE Standards
b. Objectives
students will...
-play sit down handball
-have fun?

c. Assessment:
2. Procedures: Students will sit in desks and then be put into two teams. When the teams are formed, students will be
asked to move the desks to the side in order to form a playing arena for the game

3. Set Induction: iIntroduce sit down handball. Explain you must stay on your butt unless the ball goes out of play. 1
goalie.

4. a. Activity:
Students are split in half and each team picks a goalie. They must keep their butt on the ground and cannot move
when they decide where they will sit. They must then pass the ball from teammate to teammate trying to move it closer to
the goal to score. If the ball touches the ground or goes out of play, it goes to the other team. The defense can bat the ball
down to try and force a turnover.

4. b. Differentiated Instruction/Learning Styles

None
Time
Needed
3 minutes
20 minutes
5 minutes

Organization
In desks
On ground
None

What will teacher

do?
Explain game
Referee
Ensure clean up

What will student do?

(Diagram/ explain drills)
Listen and set up
Play Sitting handball
Clean up and fix desks

Feedback/Assessment
None
None
None

5. Closure of lesson: Announce score and tell everyone to clean up

6. End of class organization: Students will wait in their desks for directions from their teacher on where to get next.
7. Materials and supplies needed:
Tape
Handball

Substitute Lesson Plans

Motor Skills
1. a. National/State Standards: SHAPE/ODE Standards
b. Objectives
Students will...
-flee a chaser by changing directions and effort
-Mimic a leader when they make different movements

c. Assessment:
2. Procedures: Students will enter the gym and line up along the wall. You will pair them up any way you would like to.
Then they will spread around the room and you will yell begin after explaining the activity

3. Set Induction: Start with flee the chaser, then go to mimic a partner, then switch partners. Should switch partners
every 5 minutes or so.

4. a. Activity:
Flee the Chaser: Students will run around where one student is the chaser and one student is the fleer. The student
who is fleeing the chaser must make different change of direction movements and change effort to try and evade the captor.
Once they are tagged, they will switch.
Mimic the Movement: One student is the creator and one is the copier. The creator can move around the room in
any way they want and the copier must do the same exact thing. After 60 seconds switch.

4. b. Differentiated Instruction/Learning Styles

After the first go around allow students to group themselves and if people need partners then you assign them.
Students will group based off of friends and athletic ability.
Time
Needed
3 minutes

Organizati
on
Along wall

3 minutes
2 minutes
3 minutes
2 minutes
2 minutes
3 minutes
2 minutes

None
None
None
None
Line
None
None

What will
teacher do?
Explain
Game
Watch
Time
Watch
Time
Watch
Watch
Time

What will student do?

(Diagram/ explain drills)
Listen
Flee the chaser
Mimic the movement
Flee the chaser
Mimic the movement
Water break
Flee the chaser
Mimic the movement

Feedback/Ass
essment
None

5. Closure of lesson: None

6. End of class organization: Students line up against wall and wait for instructions to leave and continue day
7. Materials and supplies needed:
None

8. Technology Used
None

9. References
Body Management
1. a. National/State Standards: SHAPE/ODE Standards
b. Objectives
Students will...
-Warm up with stretching
-link hands and untangle themselves

c. Assessment:
2. Procedures: Students will enter the gym and line up along the wall.
3. Set Induction: Break the students up into groups of four or five and have them find their own spot inside the gym.
Then explain the activity

4. a. Activity:
Warm up: 20 Jumping jacks, stretch hamstrings, stretch quads, stretch arms, stretch calves
Knot: Have small groups of students stand shoulder to shoulder in a circle. All students put their hands in the
middle and grab two different players hands (not the person standing next to them). Then everyone must work together to
untangle the knot.

4. b. Differentiated Instruction/Learning Styles

As people finish the knot, combine groups and make a larger knot
Time Needed

Organization

5 minutes
3 minutes
3 minutes

Circle
Circle
Groups

What will teacher

do?
Stretch
Explain knot
Observe

4 minutes

Groups

Observe

5 minutes

Groups

Observe

What will student do?

(Diagram/ explain drills)
Stretch
Listen
Unknot themselves (Group
of 4)
Unknot themselves (Group
of 8)
Unknot themselves (Full
class)

Feedback/Assessment
None
None
None
None
None

5. Closure of lesson: Was it harder as more people were knotted together?

6. End of class organization: Students will line up along the wall to wait for further instructions

7. Materials and supplies needed:

None

8. Technology Used
None

9. References

Soccer
1. a. National/State Standards: SHAPE/ODE Standards
b. Objectives
Students will...
-compete in 3v3 soccer games
-display sportsmanship when winning AND losing

c. Assessment:
2. Procedures: Students will enter in a line and keep them shoulder to shoulder. I will have teams made up for you to
split them into on a separate sheet.

3. Set Induction: Announce we will be playing 8 minute 3v3 games

4. a. Activity:
3v3 short sided games: Each team will have 3 players to a side with NO goalkeeper. They will be playing for 6
minutes long and then get a two minute water break. After the break they will play another team. They will play a total of 3
games on the day.

4. b. Differentiated Instruction/Learning Styles

None needed because I will make teams
Time Needed

Organization

What will teacher

do?

2 minutes
6 minutes
1 minute
6 minutes
6 minutes

Line
Games
Line
Games
Games

Explain
Observe
Watch
Observe
Observe

What will student

do? (Diagram/
explain drills)
Listen
Play 3v3 soccer
Water break
Play 3v3 soccer
Play 3v3 soccer

Feedback/Assessment

5. Closure of lesson: Did you have fun?

6. End of class organization: Have students bring you equipment unless another class follows. Then just have them
line up for directions

7. Materials and supplies needed:

Small sided goals (PUGG goals)

Size 4 soccer balls

8. Technology Used
None

9. References