Jimmy Winkelman

Scope and Sequence

Unit Plan
Soccer
Grade 3-5

Description of Unit Plan

This unit's goal is to teach the basics of soccer skills such as shooting, passing,
dribbling, and defending. Learning these skills will give the students the ability to
use their feet in a new way and connect it to a new skill. This unit plan will provide a
base of knowledge and skill for students to build upon in the future. They will learn
basic strategy associated with these skills that will relate to other skills they will
learn in the future. Being assessed on their ability to perform the various skills
included in this unit will help to serve as an incentive for the students to perform
the skill and to improve upon it.

Psychomotor
-Students will demonstrate the ability to pass accurately with their dominant foot by
stepping and planting with the opposite foot and then using the inside of the
dominant foot, 4/5 times. 1.A.1, 1.A.4, 2.A.1
-Students will demonstrate the ability to pass accurately with their non-dominant
foot by stepping and planting with the opposite foot and then using the inside of the
non-dominant foot, 4/5 times. . 1.A.1, 1.A.4, 2.A.1

-Students will demonstrate the ability to shoot accurately with their dominant foot
by stepping and planting with the opposite foot and then using the inside of the
dominant foot, 4/5 times. . 1.A.1, 1.A.4
-Students will demonstrate the ability to shoot accurately with their non- dominant
foot by stepping and planting with the opposite foot and then using the inside of the
non-dominant foot, 4/5 times. . 1.A.1, 1.A.4
-Students will demonstrate the ability to dribble under control by using short
touches with the inside of their foot with their dominant foot while having their
opposite foot planted, 4/5 times. 1.A.1, 1.A.4, 1.B.5
-Students will demonstrate the ability to dribble under control by using short
touches with the inside with their non-dominant foot while having their opposite
foot planted, 4/5 times . 1.A.1, 1.A.4, 1.A.4
- Students will demonstrate the ability to catch a pass by using the inside of their
dominant foot while having their opposite foot planted, 4/5 times. 1.A.1, 1.B.2
- Students will demonstrate the ability to catch a pass by using the inside of their
non-dominant foot while having their opposite foot planted, 4/5 times. 1.A.1, 1.B.2,
-Students will demonstrate the ability to defend a goal from a shot using their hands
and/or feet, 4/5 times. 1.A.1, 1.B.2,S
-Students will demonstrate the ability to defend an offensive player from a shot
using their feet, every time. 1.A.1, 1.B.2,S

Cognitive

-Students will recall how to pass with dominant foot by describing it verbally or nonverbally, every time. 2.A.2, 2.B.1
- Students will recall how to pass with non-dominant foot by describing it verbally or
non-verbally, every time. 2.A.2, 2.B.1
-Students will recall how to shoot with dominant foot by describing it verbally or
non-verbally, every time. 2.A.2, 2.B.1
- Students will recall how to shoot with non-dominant foot by describing it verbally
or non-verbally, every time 2.A.2, 2.B.1
-Students will recall how to dribble with dominant foot by describing it verbally or
non-verbally, every time. 2.A.2, 2.B.1
- Students will recall how to dribble with non-dominant foot by describing it verbally
or non-verbally, every time. 2.A.2, 2.B.1

Affective
-Students will practice the various skills by working with a partner and moving
through each station, every time. 5.A.1, 5.B.1-3, 6.B.3
-Students will cooperate throughout each station by giving positive feedback by
giving a thumbs up after a good repetition, every time. 5.A.1, 5.B.1-3, 6.B.3
-Students will help to put equipment back once each one is done by putting the
balls back at the to the start of the station, every time. 5.A.1, 5.B.1-3, 6.B.3

Interdisciplinary
Grade 3

Domain Number and Operations - Fractions

Cluster Develop understanding of fractions as numbers
3. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3).
Explain why the
fractions are equivalent, e.g., by using a visual fraction model.
c. Express whole numbers as fractions, and recognize fractions that are equivalent
to whole numbers.
Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1
at the same point
of a number line diagram.
d. Compare two fractions with the same numerator or the same denominator by
reasoning about their
size. Recognize that comparisons are valid only when the two fractions refer to the
same whole.
Record the results of comparisons with the symbols >, =, or <, and justify the
conclusions, e.g., by
using a visual fraction model

Strand Reading: Informational Text

Topic Key Ideas and Details
Standard Statements
1. Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.

3. Describe the relationship between a series of historical events,

scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and
cause/effect

Strand Reading: Informational Text

Topic Craft and Structure
5. Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic
efficiently.

Strand Reading: Informational Text

Topic Range of Reading and Level of Text Complexity
Standard Statements
10. By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the
high end of the grades 2-3 text complexity band independently and
proficiently.

Sequence
Day 1:
-Students will be given
handout about passing form
to be read before the next
class at the end of classhomework
-Students will have been
given a handout about
dribbling from the previous
class to be read over the
weekend before this classhomework
-Students will practice
dribbling by going through
obstacles.
-Students will be timed by
peers going through
obstacles.

Day 2:
-Students will practice
passing at a classmate while
moving around obstacles.
-Students will track how
accurate they are and
describe it as a fraction.
-They will use and track both
feet.
-Students will practice to
improve their individual
"scores."
-Will also be assessed on
form using Ubersense

Day 3:
-Students will be given
handout about shooting form
to be read before the next
class at the end of classhomework
-Students will practice
passing through games.
Keep away with
passing/dribbling and "war"
-Review of passing form

Day 4:
-Students will practice
shooting, after dribbling
through an obstacle to a
classmate who is defending
a goal .
-Students will track how
many shots are made over
how many are attempted.
-Students will use and track
both feet.
-Students who may be more
advanced would have a
further distance to shoot.

Day 5:
-Same day as Day 4, but with
the focus being on goal
keeping, rather than
shooting form.
-Will also be assessed on
form using Ubersense
-Review of shooting form.

Day 6:
-Students will go through
play 3 vs. 2 games to work
on passing and dribbling.
-Students will also go
through the similar activities
with a student as a goalie to
add a shooting and goalie
aspect to the activities.
-Students will given a
handout about playing
defense.

The opposite for less skilled

students.
-Students who are more
skilled would be given a
larger area to defend. And
students who are less skilled
would be given a smaller
goal to defend, if needed.
-Students will receive
handout about goalkeeping
to be read before the next
class.
-Will also be assessed on
form using Ubersense
Day 7:
-Students will go through
small similar activities as the
previous day, but from the
focus of the defense.

Day 8:
-Students will go through
opening skill activities they
originally measured and
measure them again. After
which they will compare the
results.

Day 9:
-Students will go small team
games. 2v2, 3v3.
-Students will change goalies
after every score, by either
team.

"War" would a be a game would have the class in various small groups throughout
the teaching area. There would be an area that would be needed to be defended by
each team. The goal of the opposing team is the pass the ball to teammates to
advance the ball into the other team's area.

DI for IEP:
-Group with advance students
-Modified ball-color-bright colors, size, inflation, breaks, etc.
-Modified expectations-focus on less skills, focus longer on skills, etc.
-Modified goals-larger, closer, etc.
-Grouping-size, location, proximity to other groups, etc.
-Instruction-Visual, auditory, tactile learning accommodations

Equipment and additional resources:

-soccer balls-different colors and sizes
-handouts-passing, shooting, etc.
-goals- different sizes, colors

Technology
-Use Ubersense to assist with the assessment of the students' form and progress.
The use of Ubersense will allow to assess students outside of class time and to
make sure every student is assessed. It will provide evidence for the assessment
itself and can be sent to parents to justify the grade given to their student.
-

Reflective Planning and Implementation

Using assessments to modify and change lesson plans is critical to developing
effective lesson plans and units. Changes in the lesson plans and units are based on
what has worked. What has worked will be assessed by the data gathered from the
assessments. It's important for the assessments used to be consistent and to have
measurable data.

Instructor: Jimmy Winkelman

Grade: 3rd Grade

Title of Lesson:

Number of students in class: 20

Day 1-2

Day 1:
-Students will be given
handout about passing form
to be read before the next

Day 2:
-Students will practice
passing at a classmate while
moving around obstacles.

class at the end of classhomework

-Students will have been
given a handout about
dribbling from the previous
class to be read over the
weekend before this classhomework
-Students will practice
dribbling by going through
obstacles. .
-Students will be timed by
peers going through
obstacles.

-Students will track how

accurate they are and
describe it as a fraction.
-They will use and track both
feet.
-Students will practice to
improve their individual
"scores."
-Will also be assessed on
form using Ubersense

Procedures: Grouping/Locations.
. Students put into 5 groups of 4. Throughout the gym or field.

Equipment procedures
cones-for obstacles
video camera-to video form
soccer balls-varied inflations, bright colors, etc
Stopwatch
Clipboard
Paper
Pencils

-Steps in activity
Day 1
1) Obstacles will be set-up prior to class. 5 will be set up for the 5 groups.
2) Students will go through the obstacle course untimed.

3) Students will go through the obstacle course timed.

4) Students will go through and be videoed.

Day 2
1) Obstacles will be set-up prior to class. 5 will be set up for the 5 groups and target
areas.
2) Students will go through and practice
3) Students will go through and be assessed.
4) Students will go through and be videoed.

Differentiated Instruction/Learning Styles

DI:
Beginner: Pair with advanced
Average: Pair with either
Advanced: Pair with beginners
Special Needs: Pair with advanced or average

5. Closure of lesson:
They will help clean up the equipment.

8. Technology Used

-speaker, mp3, internet, Ubersense, video camera

Instructor: Jimmy Winkelman

Grade: 3rd Grade

Title of Lesson:

Number of students in class: 20

Day 3-4

Day 3:
-Students will be given
handout about shooting form
to be read before the next
class at the end of classhomework
-Students will practice
passing through games.
Keep away with
passing/dribbling and "war"
-Review of passing form

Day 4:
-Students will practice
shooting, after dribbling
through an obstacle to a
classmate who is defending a
goal .
-Students will track how
many shots are made over
how many are attempted.
-Students will use and track
both feet.
-Students who may be more
advanced would have a
further distance to shoot.
The opposite for less skilled
students.
-Students who are more
skilled would be given a
larger area to defend. And

students who are less skilled

would be given a smaller
goal to defend, if needed.
-Students will receive
handout about goalkeeping
to be read before the next
class.
-Will also be assessed on
form using Ubersense

Procedures: Grouping/Locations.
.Students put into 5 groups of 4. Throughout the gym or field.

Equipment procedures
cones-for obstacles
video camera-to video form
soccer balls-varied inflations, bright colors, etc
goals
Clipboard
Paper
Pencils

-Steps in activity
Day 3
1) Students will practice passing through games. Keep away with passing/dribbling
and "war"
2) Students will be given handout about shooting
3) Review on passing form

Day 4
1) Obstacles and goals will be set-up prior to class. 5 will be set up for the 5 groups.
2) Students will practice shooting, after dribbling through an obstacle to a classmate
who is defending a goal .
3) Students will track how many shots are made over how many are attempted.
-Students will use and track both feet.
4) Video assessment

Differentiated Instruction/Learning Styles

DI:
Beginner: Pair with advanced
Average: Pair with either
Advanced: Pair with beginners
Special Needs: Pair with advanced or average
5. Closure of lesson:
They will help clean up the equipment.

8. Technology Used
-speaker, mp3, internet, Ubersense, video camera

Instructor: Jimmy Winkelman

Grade: 3rd Grade

Title of Lesson:

Number of students in class: 20

Day 5-6

Day 5:
-Same day as Day 4, but with
the focus being on goal
keeping, rather than
shooting form.
-Will also be assessed on
form using Ubersense
-Review of shooting form.

Day 6:
-Students will go through
play 3 vs. 2 games to work
on passing and dribbling.
-Students will also go
through the similar activities
with a student as a goalie to
add a shooting and goalie
aspect to the activities.
-Students will given a
handout about playing
defense.

Procedures: Grouping/Locations.
.Students put into 5 groups of 4. Throughout the gym or field.

Equipment procedures
cones-for obstacles
video camera-to video form
soccer balls-varied inflations, bright colors, etc
goals
Clipboard
Paper
Pencils

-Steps in activity
Day 5
1) Obstacles and goals will be set-up prior to class. 5 will be set up for the 5 groups.
2) Students will practice shooting, after dribbling through an obstacle to a classmate
who is defending a goal .

3) Students will track how many shots are made over how many are attempted.
-Students will use and track both feet.
4) Video assessment

Day 6
1) -Students will go through play 3 vs. 2 games to work on passing and dribbling.

Differentiated Instruction/Learning Styles

DI:
Beginner: Pair with advanced
Average: Pair with either
Advanced: Pair with beginners
Special Needs: Pair with advanced or average

5. Closure of lesson:
They will help clean up the equipment.

8. Technology Used
-speaker, mp3, internet, Ubersense, video camera

Instructor: Jimmy Winkelman

Grade: 3rd Grade

Title of Lesson:

Number of students in class: 20

Day 7-9

Day 7:
-Students will go through
small similar activities as the
previous day, but from the
focus of the defense.

Day 8:
-Students will go through
opening skill activities they
originally measured and
measure them again. After
which they will compare the
results.

Day 9:
-Students will go small team
games. 2v2, 3v3.
-Students will change goalies
after every score, by either
team.

Procedures: Grouping/Locations.
.Students put into 5 groups of 4. Throughout the gym or field.

Equipment procedures
cones-for obstacles
video camera-to video form
soccer balls-varied inflations, bright colors, etc
goals
Clipboard
Paper
Pencils

-Steps in activity
Day 7
1) -Students will go through play 3 vs. 2 games to work on passing and dribbling.

Day 8
1) Stations are set up
2) Retesting of all skills
3)Videoing of all skills

9)
1) -Students will go through play 3 vs. 2 games to work on passing and dribbling.
Differentiated Instruction/Learning Styles
DI:
Beginner: Pair with advanced
Average: Pair with either
Advanced: Pair with beginners
Special Needs: Pair with advanced or average

5. Closure of lesson:
They will help clean up the equipment.

8. Technology Used
-speaker, mp3, internet, Ubersense, video camera

Assessment for dribbling

Trial 1:
Trial 2:
Trial 1+Trial 2= x
x/2

Assessment for Passing

Number of passes made

Number of attempts
Passes/Attempts

Assessment for Shooting

Number of passes made
Number of attempts
Shoots/Attempts

Assessment for Goalie

Number of shots made
Number of attempts
Attempts /Shoots