Lesson #

Teach
er
Date
Time

Intro to Soccer

Unit/Stra
nd

Grade

Ria Beekman
April 13 15
40 min
1 and 2

CURRICULUM OUTCOMES
GLO:

GENERAL OUTCOME A
Students will acquire skills through a variety of developmentally appropriate movement activities;
dance, games, types of gymnastics, individual activities and activities in an alternative environment;
e.g., aquatics and outdoor pursuits.
GENERAL OUTCOME D
Students will assume responsibility to lead an active way of life.

SLO:

Basic SkillsLocomotor/Non-Locomotor
A11 perform locomotor skills through a variety of activities
A21 select and perform locomotor skills involved in a variety of activities
Basic SkillsManipulative: receiving; e.g., catching, collecting; retaining: e.g., dribbling, carrying,
bouncing, trapping: sending; e.g., throwing, kicking, striking
A15 demonstrate ways to receive, retain and send an object, using a variety of body parts and
implements, individually and with others
A25 select and perform ways to receive, retain and send an object, using a variety of body parts and
implements, individually and with others
D15 move safely and sensitively through all environments; e.g., space awareness activities
D25 demonstrate moving safely and sensitively in various environments; e.g., modified games

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1. Demonstrate some control of the ball while dribbling it through the gym.
2. Define trapping and dribbling and demonstrate how its done.
3. Move safely through the gym without running into other students/objects.

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Observe students throughout the lesson. Who can demonstrate good

control of the ball while dribbling and trapping? Who can safely
maneuver through the gym?
What is dribbling? What is trapping? Can you demonstrate control of
the ball?
Dribbling/trapping

LEARNING RESOURCES
CONSULTED
Alberta Program of Studies P.E Grade 1/2

MATERIALS AND
EQUIPMENT
Balls (soccer or other)

PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Advance

Introduction
- Lets be ready to start in 5! Please find a
spot in the gym that in not too close to your
buddies.
- Who can tell me what dribbling is? What is
trapping?
Go through lesson/check if balls are available.

Time
1 min

2
Organizer/Agenda
Transition to Body

Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2

Today we will be starting to learn some soccer

skills. We will focus on activities that will help us
stay in control of the ball.
Body
Expectations:
- 4-3-2-1 Freeze If you hear me counting
down you need to stop what youre doing,
hold your ball and freeze. This means that
you turn to face me and are ready to listen
for instructions. Does that make sense?
- So if I say 4-3-2-1 freeze can you still talk
and run around?
- Ok lets start!
Warmups - Stretches:
- Were going to start with some stretches
because we need to be flexible when we
play soccer!
- REACH UP HIGH WITH BOTH HANDS!
- REACH TO THE LEFT/RIGHT.
- TOUCH YOUR TOES.
- SWING YOUR FEET as though you are kicking
a ball.
- RUN ON THE SPOT. (See if you can get
through the ABCs like this.)
A: Observe students while they are following
along. Are they all participating?
D: Some students will not be able to do some of
these activities and so they will be allowed to do
modified activities such as walking instead of
running, touching your knees, etc.
Activities:
- Review and demonstrate what it means to
dribble and what it means to trap the ball.
o Dribble: to dribble you use short,
quick pushes with the inside of the
foot; make sure to look ahead; keep
ball slightly in front of you (1 m)
o Trap: keep eye on the ball; keep
weight on non-trapping foot and put
your other foot on the ball heel down
toes up
- Line up to get a ball:
o If you are wearing yellow come line
up.
o Green
o Etc.

Time

10 min

20-25
min

Assessments/
Differentiation

Learning Activity
#3

Assessments/
Differentiation
CLOSURE:

ACTIVITY #1:
- After the first person gets the ball
demonstrate the activity.
o Student stands a few meters away
from the wall, dribbles the ball to the
wall and traps it just before it hits the
wall. The student then picks the ball
up and walks back to where he/she
started and does it again. Try NOT to
let the ball hit the wall! Start slow and
go a little bit faster when you have
good control of the ball.
- *REMEMBER: I want to see that you have
good control of the ball so you want to keep
it close to you!
ACTIVITY #2:
- Students WALK around the gym dribbling the
ball and trapping it on my signal 4-3-2-1
TRAP!
- *Remember: Only walking! Why do you think
that I say only walking?
ACTIVITY #3:
- Partners 1 is a pylon (standing still with
ball in hands) the other student dribbles
their ball around the pylon
- Switch pylon
A: Observe students while they are doing the
various activities. Can students demonstrate good
control of the ball? Which of the students seem to
constantly be running after the ball?
D: Some students may want to do a fast walk to
demonstrate their ability. Other students may
want to start slow and have the ball within a few
cm of them.
Closing Activity Follow the Leader:
- With your partners I want to dribble your ball
around the gym while following your partner.
- Switch leaders once and then have students
come to put their balls away.
- *Remember: You are a team so if you are the
leader you dont want to go to fast and if
you are the follower you dont want to hit
the leader! Show that you have control of
the ball.
A: Check for teamwork and whether they
demonstrate control of the ball while dribbling.
D: Different speeds are allowed if both partners
are ok with it.
Tomorrow well continue with our soccer skills! I

5 min

30 sec

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
What went well?
What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?

saw some great soccer skills today already. What

did you guys find hard to do today?
Good work!
Closure
Through observations and by asking them what
they found challenging.
Ask questions throughout the lesson. Ask
individual students to demonstrate their skills.
Provide students with positive feedback
throughout the lesson. Give assistance and praise
where needed.

Time

See you all tomorrow!

Reflections
Not bad for a first time with all 35 students! I need to
continuously provide clear instructions and model every
single activity for them so that they understand what is
expected of them and what it looks like to control the ball. I
asked students what dribbling and trapping were and we
reviewed these definitions so that students would know
what I meant if I told them to trap or dribble the ball.
One of the girls has cerebral palsy but shes always trying
her best at all of the activities. She has a walker which gives
her something to lean on and keep her sturdy. One of the
boys is autistic and he usually run around on the bleachers
and every once in a while he comes to me to talk. Some of
the students really like to hover close to both of these kids
which sometimes makes it harder to control or get the
attention of the entire class. I tried to explain the main
activities only when everyone was gathered at the center of
the gym on the circle so that I could see that everyone was
paying attention.
Follow the leader was a good activity to close the class with
as it was a calm activity and required them to work as a
group to control their ball. They also had to pay close
attention to where they were walking and who was in front
of them and who was behind them.
Goal for next class: Keep instructions as simple as can be
and as clear as can be. Model all activities even if I think
that the explanation was clear