Name: Maria Grasse

Lesson Title or Subject/Topic: Kicking and Trapping

Unit: Soccer
Date: 11/12/15
Estimated Time/Length of Lesson: 30 minutes
Grade Level: 2nd Grade
Central Focus
What is the
Central Focus
for the content in
the learning
segment?

Content
Standards
What
standard(s) are
most relevant to
the learning
goals?
Include
SHAPE
Standards and
WI Content
Standards.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific
learning goal(s)
for student in
this lesson?

During this lesson, which is focused on kicking and trapping, students will be
learning how to correctly kick and trap a soccer ball.

National P.E. Standards:

Standard 1. Spatial awareness.
Standard 3. Participants in enjoyable, challenging activities, sustains continuous
movement for extended periods.
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.
Wisconsin State P.E. Standards:
Standard 5. Exhibits responsible personal and social behavior that respects self
and others in physical activity settings.
Standard 6. Values physical activity for health, enjoyment, challenge,
self-expression, and/or social interaction
LEARNING GOALS
Learn how to cooperate with each other through doing different passing
activities.
Learn how to trap a soccer ball during trapping and kicking activities.
OBJECTIVES
Psychomotor - The second grade students will complete the hungry hungry
student activity as a whole class and will be able to answer two things as a
group they learned through this activity.
Cognitive - The second grade students will be able to do fallow the leader
activity and the partners will be able to explain verbally the two words they
learned throughout this activity (communication and cooperation) and how
it helped them.
Affective - The second grade students will be able to fallow the leader in
class by working together in partners and fallowing each other at least three
different times when the instructor instructs to.

Safety
Statement
Assessment of
Learning
Describe your
formative and
summative
assessments
you will use.
Learning
Environment/
Behavior
Expectations
What
procedures will
you use to
ensure students
are safe, on task
and engaged?

The students will be spaced appropriately so no one is injured and they will have
their own personal space with their soccer balls while being monitored by the
instructor.
Sight reading of words they will be learning for the day by looking on the
board.
Asking Essential questions.
What are three things you learned through doing antique can activity?
What was hard about the activities you did today?
What was easy about the activities you did today?
What were two key words you learned today?
How can you use cooperation and communication for other activities? Sports? Why
is it important?
Some students may have trouble with the activity and get frustrated easily.
Instructor will be walking around and encouraging groups. Instructor may possibly
have the class take a break from activity if students are getting too frustrated.
Keep students on task.
Have clear instructions.
Keep the lesson flowing, smooth transitions to each team building activity.
Expectations: If student is off task the instructor will hand a stop sign that says
Please stop what youre doing and make a better choice. The student must hand
stop sign back when ready and tell instructor how they will make a better choice.

What might
happen that you
might not
expect?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant activity: Hungry Hungry Students - Based off of the
Motivational Set
children's game Hungry Hungry Hippos; one pop up goal is set up
___3-5_ Minutes
in each corner of the gym (for a total of 4 goals). There are four
teams, each team wearing a different colored pinnie. The teacher
How will you start the
spreads soft gator skin balls throughout the gym. When the game
lesson to engage and
begins, each team must kick as many balls into their goal as they
motivate students in
can. Once all the balls are in the goals the game is over and each
learning?
team counts how many balls are in their goal. Depending on the
play environment, students should only be allowed to score while
inside the basketball court boundaries. If that is not feasible, poly
spots (or other markers) can be set around each goal for a boundary
students cannot cross. If pop up goals are not available the teacher
can make zones in the corners in which the teams must kick the
balls.

Instruction: (Body of the

lesson)
___18-21_ Minutes
Write the step by step
Teaching
procedure/progression here.
What will you say and do?
What questions will you ask?
How will you engage students
to help them understand the
concepts?

Tasks
(Extensions)
Pass and trap the
ball with your
partner 10 times

Cues
(refinements)
step on the bug

Challenges
(Applications)In one minute see
how many tunnels
you can get your
soccer ball through

Modifications
stand closer or
further away while
partner passing

Demonstration #1:

What will students do?

Activity 1: Soccer Marbles

Students are in a coned in area
Each student has a gator skin ball
The students try to knock out their peers soccer ball
while prote4cting their own
If you get knocked out you have to dribble the ball
around the coned in area twice, then they can get
back into the game
Teacher can change up the size of the coned in area
to make it harder or easier for students
(7-9 minutes)

TRANSITION: Have students stop where they are and

pair up and explain the next activity to them
(1 minute)
Demonstration #2:

Activity 2: Shadow Dribble

Students are in pairs
Each student has a gator skin ball
One partner fallows the other, the partner in front is
the leader
The partner in back fallows the leader and shadows
what the partner in front does
When the partner in front is ready to switch they turn
and give the other student a thumbs up to switch the
leader position
There will be obstacles and cones to go around in the
gym for use when shadowing partners
(7-9 minutes)

TRANSITION: Have students stop where they

are. One partner puts their soccer ball back and
grabs a polyspot. Students will listen what to do
next for their next activity
(1 minute)

Demonstration #3:

If time allows we will proceed with the last

team building activity.
Activity 3: Tunnel Dribble
Set up poly spots around the gym
Students are in partners
One gator skin ball per partnered group
One partner stands on a poly spot with their legs
spread apart
The other partner has the gator skin ball
The students with the soccer balls dribble them
around and see how many times they can get the ball
under the tunnel or other students legs
Partners switch when teacher signals
(7-9 minutes)

TRANSITION:
I will stop activity after 7-9 minutes and have students
meet in center of the gym by the Falcon for Closure
discussion.
Closure
___3____ Minutes
How will you end the lesson?
Write out the questions that
relate to your learning goals and
objectives.
Questions that Check For
Understanding (CFUs)

Students will gather in a circle by the Falcon and answer the essential
questions about the lesson today. Students must verbally as a class
answer three questions. What was hard about these activities today?
What was easy about these activities today? What sports or physical
activities would communication and cooperation be important in?
What was challenging to you? What was easy to you? What does
cooperation look like? What does communication look like?

Hook to next lesson

Differentiation

The next class we will be using the communication and cooperation

skills you have learned today and transfer these skills to a new
activity that we will play.
Students with IEPs or 504 plans or students requiring other
accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual
demonstrations, and putting words on board to read and visually see.

(I have no class list yet so unsure)

Materials
What exact materials/equipment
does the teacher need for this
lesson?

20 poly spots, 20 gator skin balls, 20 cones

What materials do the students

need for this lesson?
Students do not need anything except tennis shoes for safety.

Academic Language Demand(s):

What content specific
terms (vocabulary)
do students need to
support learning of the
learning objective for
this lesson
What specific way(s)
will students need to
use language
(reading, writing,
listening and/or
speaking) to
participate in
learning tasks and
demonstrate their
learning for this
lesson?

Communication: Exchanging information. Talking to one another. Taking turns

listening and talking.
Cooperation: a process of working together to the same end. Combined effort,
partnership, teamwork, taking turns, listening.
Working in pairs.
Understanding the terms, communication, and cooperation.

By using the terms communication and cooperation and showing students how they
used those terms through doing the activities and through large group discussion.

Describe the
language function
and demands
required on how you
will support your
students during the
lesson.
ATTACHMENTS

Resources:
List references and
Other Resources used
to support or develop

PE Central: Instant Activities

the lesson.

SPARK k-2 binder and online