Soccer Unit

Plan

Dylan Sheehan
4th & 5th Grade
Southampton Road Elementary School
Westfield, MA
September 3rd October 21st

Unit Outcomes
(By the end of the unit,
students will be able
to)

Psychomotor
Students will be able to
demonstrate the
following soccer skills:
dribbling, trapping,
passing, tackling, and a
correct overhead throw
in. Students will have
the ability to play in a
modified game using
movement on the field
in order to keep good
spacing to perform
these skills.

Referenc
e MA CF
&
NASPE
Standard
s
by #
SHAPE 1,
2
MA CF
2.17

Cognitive
Identify the rules of a
soccer game, the lines
on a soccer field,
offensive and defensive
strategies, and one skill
cues for the
fundamental skills
(dribbling, passing,
trapping, throw ins)
when playing soccer.

SHAPE 2
MA CF
2.17

Affective
Demonstrate good
sportsmanship,
teamwork, and
cooperation with a
small or large group by
having respect for one
another and express
enjoyment.

SHAPE 5
MA CF
2.26

Content to be taught
Unit Outcomes

Assessment
(include rubrics,
quizzes, etc. in
written materials
section)

DAY 1:
Dribbling/Trapping
DAY 2: Direct Pass
DAY 3: Lead Pass
DAY 4:
Defense/Tackling
DAY 5: Throw Ins
DAY 6: Team
Concepts/Uneven
Situations
DAY 7:
Positions/Modified
Game
DAY 1-7: Agile
Movement

Psychomotor Skill
Rubric

DAYS 1 & 2: Regulations

DAYS 1-7: Rules
DAY 5: Lines on a soccer
field
DAYS 6 & 7: Offensive and
Defensive Strategies
DAY 7: Play Making

Written Pre Test

Self Assessment
Peer Assessment

Teacher observation
Ticket to Enter (Quiz)
Turn and Talk
Written Post Test

DAYS 1-7: Safety

DAYS 1-7: Teamwork
DAYS 1-7: Respect
DAYS 6 & 7: Sportsmanship

Content

Teacher observation
Conduct & Effort
Grade

Unit

Grade Level: 4th & 5th

Unit: Soccer
Unit Outcomes (By the
end of the unit, students
will be able to)
Psychomotor Outcome:
Students will be able to
demonstrate the following
soccer skills: dribbling,
trapping, passing, tackling,
and a correct overhead
throw in. Students will
have the ability to play in
a modified game using
movement on the field in
order to keep good spacing
to perform these skills.

MA CF
& NASPE
Standard
s
SHAPE 1,
2, 5
MA CF 2.1,
2.2, 2.7

Content to be Taught

rubrics, quizzes, etc. in

written materials section)
Day 1: Introduce soccer
Dribble (Flat parts of the foot)
and Trap (Sole of the foot trap),
Ball Control

Questioning Closure

Day 2: Direct Pass (Inside &

Outside of the foot) & Inside of
the foot trap

Teacher Observation

Day 3: Lead Passing

Peer Observation

Day 4: Introduce defensive

concepts, penalties, & tackling
use the poke tackle

Ticket to Enter Lead vs.

Direct Pass

Day 5: Introduce lines on the

soccer field; Use a throw in,
corner kick, & goal kick.
Practice throw ins, dribbling,
trapping, & tackling (Inside of
the foot tackle)
Day 6: Offensive and defensive
strategies & small-sided soccer
games (2 v 2) using all of the
strategies and skills learned.
Day 7: Positions in soccer;
modified soccer games 6 v 6
Cognitive Outcome:
Identify the rules of a
soccer game, the lines on a
soccer field, offensive and
defensive strategies, and
one skill cues for the
fundamental skills
(dribbling, passing,
trapping, throw ins) when
playing soccer.

Assessment (include

SHAPE 2
Day 1: Talk about soccer around
MA CF 2.1, the world, major rules of soccer
2.2
(handball), and the skill cues for
inside of the foot dribbling and
sole of the foot trapping.
Day 2: Review skill cues for
inside of the foot dribbling and
sole of the foot trapping.
Introduce skill cues for direct
pass & inside of the foot
trapping.

Skills Checklist

Closure Questioning

Soccer Post Test

Soccer Pre Test

Closure discussion

Day 3: Review dribbling,

trapping, & direct pass skill cues.
Introduce skill cues for an
outside of the foot pass and a
lead pass.
Day 4: Review all dribbling,
trapping, & passing skill cues.
Introduce the defensive position,
what a tackle is, the poke tackle,
& inside of the foot tackle. Also
introduce new rules penalties,
yellow card, red card.

Affective Outcome:
Demonstrate good
sportsmanship, teamwork,
and cooperation with a
small or large group by
having respect for one
another and express
enjoyment.

MA CF 2.7
SHAPE 5

Ticket to Enter Direct vs.

Lead Pass

Day 5: Review all skills,

introduce the lines on the soccer
field (end line, goal line, side
line) and identify what happens
if the ball goes out on these
lines. Introduce corner kick, goal
kick, throw ins. Practice throw
ins with all other skills.

Turn and Talk using words

from the Word Wall

Day 6: Review types of

dribbling, passing, defense, &
lines on the field; offensive and
defensive strategies, & skill cues
to use in the small sided game.
________________________

Soccer Crossword Puzzle Homework

Day 7: Review all skills;

Introduce positions & spacing in
a modified soccer game.

Soccer Post Test

Day 1: Following the teachers

directions & establishing
rules/routines. When the teacher
gives stop signal, you put the
soccer ball between your legs
and put your eyes on the teacher.

Teacher Observation

Day 2: Demonstrate safe and

appropriate behavior(respectful,
responsible, and safe).

Informal Questioning

Day 3: Students will be aware at

all times during lesson when
dribbling and passing to avoid
making contact with others
(heads up).

Turn and Talk - Closure

Unit: Soccer

Grade Level: 4th & 5th

Day 4: Students will understand
the importance of safety when
playing defense and tackling in
soccer.

Thumbs Up Thumbs Down

Day 5: Students will follow

class rules and express
enjoyment during lesson.

Turn and Talk - Closure

Day 6: Students will cooperate

with each other during modified
game play.

Informal Questioning
Closure

Day 7: Students will show

respect to the teacher, the
equipment, and show good
sportsmanship throughout the
small sided game play.

Thumbs Up/Thumbs down

Teacher Observation

Grading Policy
Effort (60%)Student comes to class prepared every day wearing the appropriate sneakers,
stays on task, and follows directions. Student shows their best effort at all
times. Student participates will by him or herself, with a partner, and with a
group.

Conduct (30%)
Student is actively listening during instructions, raises hand and waits to be
called on, uses equipment appropriately and safely, follows direction, and
works cooperatively with others

Knowledge (10%)
Student can name the appropriate skill cues for specific soccer skills,
strategies for offense and defense, and can correctly complete written and
oral assessments using basic knowledge of soccer.

Unit: Soccer

Grade Level: 4th & 5th

Southampton Road Daily Observation/Attendance

Grading Scale

Effort Grade

Indicators

-Participates appropriately and fully in lesson

-Selectively participates

-Refuses to participate

Conduct
Grade
1

Indicators

-Actively listening during instructions

-Raises hand and waits to be called on
- Uses equipment appropriately and safely
-Follows directions
-Works cooperatively with others
-Talks to others during instructions
-Does not pay attention to directions
-Will not sit quietly
-Distracts others
-Interrupts lesson by talking
-Interrupts lesson with inappropriate behavior
-Does not follow safety rules
-Will not cooperate with others

Soccer Passing Assessment

Name _________________________________
Class _________
On the line, write the type of pass that is being
used in the picture. You may use the word box.

1.

_____________________________

2.
_____________________________

Word
Box
Lead Pass
Direct Pass

Grade Level: 4th & 5th

Unit: Soccer

Soccer Pre-Test
Name ____________________
Class_________________
Soccer Survey
1. What are 2 positions in the game of soccer?
1. _______________
2. _______________
2. What are some skills that will be used when playing soccer?
________________________________________________
________________________________________________

3. Name two rules that are followed in a soccer game.

1. _________________________________________
_______________________________________________
2. _________________________________________
_______________________________________________

10

4. Circle One. Do you play on a soccer team outside of school?

Yes

No

Soccer Post-Test
Name ____________________
Class_________________
Soccer Survey
1. What are 2 positions in the game of soccer?
1. _______________
2. _______________
2. What are some skills that we used when playing soccer?
________________________________________________
________________________________________________

3. Name two rules that are followed in a soccer game.

1. _________________________________________
_______________________________________________
2. _________________________________________
_______________________________________________

Grade Level: 4th & 5th

Unit: Soccer

4. Circle One. You perform a throw in when the ball goes out on
the _________.
Sideline

End line

Goal Line

Soccer Skills Checklist

Formative Soccer Assessment- Kicking
Checklist
X= Complete
Name

Cue 1:
Nonkicking
foot even
with ball

Cue 2:
Kicking
foot back
like a
putter

Cue 3:
Contact
middle of
ball with
inside of
foot

Cue 4:
Follow
through

Overall
Grade(1-4)

12

Name:

Soccer
Puzzle

Soccer Crossword Puzzle

Complete the crossword below

Crossword

Students will have to

2 complete the
crossword puzzle for homework
and use it as a study guide for next weeks quiz!
3
4

8
9
10

Created on TheTeachersCorner.net Crossword Maker

Trap Poke Tackle Throw In Lead Pass Offense Sideline Direct Pass Endline
Dribbling Defense
Across
5. A type of pass that is passed in front of a teammate
so that they have to run to catch up to it.
8. A type of tackle in which you use your toe to tap the
ball away from the offensive player.
10. When the ball goes out of bounds on the sideline,
you have to perform a ________ to restart play.

Down
1. The team who is in possession of the ball and
wants to score a goal.
2. The team trying to prevent the other team from
scoring
3. The lines on the side of a soccer field.
4. When you want to stop the ball from moving, you
have to ______ the ball.
6. A type of pass the goes directly to a teammate
7. The lines at the end of the soccer field.
9. Controlling the ball using the inside or outside of the
feet.

Grade Level: 4th & 5th

Unit: Soccer

Passing Skill Cues

Approach ball lining non-kicking foot even with

ball

Bring leg back like a putter in golf

Strike the ball with the inside of the foot
Follow through

14

Dribbling Skill Cues

Unit: Soccer

Grade Level: 4th & 5th

Tap the ball with light force using the

inside or outside of foot.
Keep the ball within an arms length away
at all times.

Sole of the Foot Trap

Line trapping foot up
with path of incoming ball
Lift foot high enough so
ball cannot go under
Let ball make contact
with bottom of foot

Inside of the Foot Trap

16

of

Line trapping foot up with path

incoming ball
Pretend ball is an egg and give
with it as it makes contact with
foot (soft feet)
Dont break the egg

Results of Assessment
Throughout my seven day soccer unit, I used several different forms of
assessment to help me both to check for understanding, and make sure students retained
the information, but also to see how much the students improve and progress. The most
important form of assessment, in my opinion, is teacher observation. I dont think there is
a much more impactful assessment; this is how a teacher is able to make necessary
changes on the fly, give appropriate feedback, make sure students are on task, and make
sure that the activities that the teacher creates give the students ample amount of
opportunities to practice the skill at hand. The soccer skill level in my class ranged from
students who have never played or watched soccer, to students that played on elite teams
all year round. As I became more familiar with the students, I was able to use those I
knew were skillful for demonstrations and come up with different ways to challenge
them, and also give more feedback and attention to those that needed more assistance.
The first assessment that I gave was the soccer pre-test. Rather than telling the
students it was a test, I told them it was a survey to see how much they already knew
about soccer. I told them that it was okay to leave things blank if they did not know. This
test was given on the first day before the soccer unit started. The results varied; some
students knew all rules and positions, some could figure out a few just from background
knowledge, and some students left it completely blank or with question marks. This let
me know that my students had an extremely diverse exposure to soccer. I got the idea to
do a pre test and a post-test from a teacher in service about District Determined
Measures. Since the state is looking for teachers to measure growth, giving a pre test and
a post-test would do just that. The students got an identical test after the soccer unit with
the exception of one question that was changed. I have yet to see the results since I have
not given it yet, but I am positive that the results of the test will show that the students
knowledge of soccer has grown.

Unit: Soccer

Grade Level: 4th & 5th

In the middle of the soccer unit, I also gave a ticket to enter assessment about
the difference between a direct pass and a lead pass. I think this concept in soccer is
crucial for the students to learn. The idea of a lead pass is more of a concept, whereas the
direct pass is more of a skill that you can teach. If a teacher can get students to
understand why it is important to pass it in front of their teammate, then they will be
much better off in a game situation. This assessment let me know that after I taught the
two types of passes, only a couple of students were not able to identify which picture was
the correct type of pass. This let me know that for the next lesson, I could expect that the
students would be able to perform this skill in a more game like situation.
The formative soccer kicking assessment was very helpful in determining which
students could really pass using the correct skill cues, which students were in between,
and which students really needed the most help. The students received an X for each skill
cue that was observed, and then a number for the total cues observed. At the beginning of
my soccer unit, some students really struggled with kicking the ball with the inside of
their foot. A lot of them would try and use their toe to kick the ball. When ever I saw a
student kick with their toe, I would say, nice kick, but next time try to pass using the
inside of your foot. My reasoning for using the inside of the foot is because it is flat.
Since our toe is more pointed, we may not know what direction the ball will go in when it
is passed. By the end of my unit, all of the students knew what part of the foot to pass
with and were able to demonstrate it. In the future, I will have this assessment as a peer
assessment, where the students have a partner and will fill it out for their partner.
Another assessment that I gave to the students was a soccer crossword puzzle.
This was given to the students on the second to last week as a homework assignment.
Students were to use the crossword puzzle as a study guide for their final test (which they
do not know is the exact same as the one in the beginning of the unit). I felt that the
crossword puzzle was a fun homework assignment that actually required students to
know and think about the terms. I feel as though a crossword puzzle does not do that; you
are simply just finding the words. I also carried over all of the words from the soccer
word wall I had up on the wall, which I have used many times as a closure assessment, so
I know students are familiar with it.

18

SHAPE Standards
Standard 1 - The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Standard 2 - The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity
for health, enjoyment, challenge, self-expression and/or social interaction.
Massachusetts State Standards
Through the study of Motor Skill Development students will:
2.1 Apply movement concept including directionality, balance, level (high, low) pathway
(straight, curve zigzag), range (expansive, narrow), and force (rigid,, soft) to extend
versatility and improve physical performance.
In pairs or small groups, students practice throwing and catching different objects with
and without implements. Students observe and assess others and use movement concepts
to provide feedback to their peers.
2.2 Use a variety of manipulative, locomotor skills (walking, running, skipping, hopping
etc..) and non locomotor skills (twisting, bending, extending etc.) for individual
performance and group performances.
2.3 Perform rhythm routines, including jump roping and dance skills to demonstrate
fundamental movement skills.

Unit: Soccer

Grade Level: 4th & 5th

Through the study of Fitness students will:

2.4 Identify physical and psychological changes that result from participation in a variety
of physical activities.
2.5 Explain the benefits of physical fitness to good health and an increased active
lifestyle.
2.6 Identify the major behaviors that contribute to wellness (exercise, nutrition,
hygiene,rest, and recreation, refraining from using tobacco, alcohol and other
substances).
Through the study of Personal and Social Competency students will:
2.7 Demonstrate responsible personal and social conduct used in physical activity and
dynamic environments.
By the end of grade 8:
Through the study of Motor Skills Development students will:
2.8 Use combinations of manipulative, locomotor and non-locomotor skills to develop
movement sequences and patterns, both individually and with others.
2.9 Demonstrate developmentally appropriate basic manipulative and advance
specialized physical skills, including throwing and catching different objects with both
accuracy and force, hand and foot dribbling, and accurate striking proficiency.
2.10 Perform a rhythm routine that combines traveling, rolling, balancing and weight
transfer into smooth flowing sequences with intentional changes in direction, speed and
flow.
Through the study of Fitness students will:
2.11 Apply basic principles of training and appropriate guidelines of exercise to improve
immediate and long-term physical fitness.
2.12 Participate in activities that promote physical fitness, decrease sedentary lifestyle,
and relieve mental emotional tension and stress.
2.13 Explain the personal benefits of making positive decisions and monitor progress
towards personal wellness.
Through the study of Personal and Social Competency students will:
2.14 Apply advanced movement concepts and beginning game strategies to guide and
improve individual and team performance.
2.15 Demonstrate strategies for inclusion of all students in physical activity settings.

20

2.16 Describe the purpose and benefits of sports, games and dance in modern society.

References
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=83
http://www.nscaa.com/education/resources/fundamentals/basic-skills-receiving-passingshooting
http://www.pelinks4u.org/naspeforum/discus/messages/1239/soccer-2804.pdf
Landy, Joanne M., and Maxwell J. Landy. Ready-to-use P.E. activities for grades 5-6.
West Nyack, NY: Parker Pub. Co., 1992. Print.
Landy, Joanne M., and Maxwell J. Landy. Ready-to-use P.E. activities for grades 3-4.
West Nyack, NY: Parker Pub. Co., 1992. Print.
Soccer Skill Notebook. 1994. By Peter Haley.