Moving to Open Space

Name: Britney Buyas and Dustin Johnson

Class Size: 6

Grade: 7

Date: 10/5/16
Time: 30 minutes

Lesson Focus: To have students efficiently move to open space in order to display an effective offensive
strategy in various activities.
STANDARDS/BENCHMARK/GLEs:
Standard 1: Demonstrates competency in many movement forms and proficiency
in a few movement forms.
Benchmark 1-M-1: Demonstrates the ability to combine locomotor, non-locomotor, and
manipulative skills.
1-M-1.4 Demonstrate selected elements of sport specific skills focusing on moving,
dribbling, passing, and shooting.
Benchmark 1-M-2: Exhibits basic strategies related to lead-up games.
1-M-2.1 Demonstrate offensive and defensive strategies used while playing a basic
version of a team or individual sport (e.g., creating space, moving an opponent).
Standard 2: Applies movement concepts and principles to the learning and
development of motor skills.
Benchmark 2-M-3: Analyzes and applies advanced movement and game strategies.
2-M-3.1 Identify and explain at least three tactics involved in playing an invasion sport.
2-M-3.2 Demonstrate selected use of tactical problems including scoring, defending
object or person, preventing scoring, defending space as a team, and communicating
during modified striking, invasion, and fielding games.
Standard 5: Demonstrates responsible personal and social behavior in physical
activity settings
Benchmark 5-M-1: Participates in cooperative activities in both leadership and follower
roles.
5-M-1.3 Work cooperatively with peers in group or team activities.
LESSON OBJECTIVES:
Cognitive: TLW identify three offensive strategies used during class activities today.
Affective: TLW communicate appropriately and accept positive feedback from team mates 100% of the
time during partner and/or team activities today.
Psychomotor: TLW demonstrate moving to open space as an offensive strategy 75% of their offensive
opportunities in class activities today.
STUDENT LEARNING TARGETS:
Cognitive: I will identify three offensive strategies that I learned and used during class today.
Affective: I will communicate appropriately and accept positive feedback at all times while working
with my partner and/or team mates during activities today.
Psychomotor: I will demonstrate moving to open space as an offensive strategy 75% of offensive practice
opportunities during class activities today.

ASSESSMENT/EVALUATION:
Cognitive: Students will be asked to identify three offensive strategies on an exit slip before leaving
class today.
Affective: Students will self-assess their communication and/or positive feedback while working with
their team during class today by ranking their level of cooperative on an exit slip. The teacher will
also mark observed evaluations on the exit slips for comparison.
Psychomotor: The teacher will observe students over multiple lessons and document students level of
proficiency from 1-4 on a rubric at the end of class.
DEPTH OF KNOWLEDGE:
Objective

Higher-Order
Thinking

Psychomotor
Cognitive
Cognitive
Affective

Analyze/Apply
Remember
Evaluate
Evaluate

Skill/Concept Taught
Moving to open space as an offensive strategy

Learning Styles Addressed

Kinesthetic- practicing and participating
Visual- Writing down strategies on exit slip
Auditory- Instruction and class discussion
Interpersonal- working with team members
Skill Cues/Instructional Cues Used
Find the gap
Anticipate the defender

ACCOMODATIONS:
Student with ankle injury: practices concept with throwing or tossing/change the entire game to a seated
version by having students scoot and throw instead of kicking for soccer
Student in a wheel chair: Use throwing and kicking during the lesson, or assign he/she with his/her buddy
to pass by throwing instead of kicking.
Student with severe injury/unable to physically participate: identifies successful movements to open space
during activities and documents for the teacher. Can also help provide verbal feedback to his/her team to
improve their offensive communication.
MODIFICATIONS:
Increasing/decreasing the space between offensive players and defenders during practice game
Various passing pathways: directly across, to anyone, to a different player each pass
Reduce/increase the amount of time allowed for trap to be held before passing
Switching feet for each pass or adding a change of direction for advanced soccer participants
INTEGRATION- COMMON CORE:
1. Analyze food webs to determine energy transfer among organisms (LS-M-C2)
2. Describe and compare the levels of organization of living things within an ecosystem
(LS-M-C3)

EQUIPMENT/TEACHER MATERIALS:
Item:
Hoops
Ploy Spots
Cones
Soccer Ball
Regular Soft Ball
Pool Noodles
Pennies

Amount:
3
6
4 small 4 large
12
2
2
3 red and 3 yellow

RESOURCES:
http://pecentral.com/lessonideas/ViewLesson.asp?ID=818#.V9BUAaJK-FU
http://pecentral.com/lessonideas/ViewLesson.asp?ID=6566#.V9BUvqJK-FU
SAFETY:
Students should display spatial awareness and remain in their personal space.
Students should not kick or throw the balls inappropriately at another student.
Students should use equipment provided to them properly.
LESSON PROCEDURES/ACTIVITIES:
Time
45
seconds

Activity Description
Anticipatory Set:
The class will briefly review and discuss the concepts of food
webs and the food chain within ecosystems.

10s

Transition:
While students are sitting, begin explaining the instant
activity.
Instant Activity Instruction: Circle of Life
Call 2 volunteers:
We are all herbivorous animals skipping through our
ecosystem, and the sun is represented by the ball. Since the
sun is the ultimate source of energy, it is going to be passed
around to transfer energy among all the herbivores. When you
catch the sun, you must remain stationary until you can
execute a pass. You cannot throw the ball back to the person
who just threw it to you.

1 min 20s

Give a 3rd volunteer a noodle:

There are also going to be tigers in our ecosystem. Tigers are
carnivores at the top of the food chain. The tigers are hunting
the animals with the sun by tagging them between the waist
and shoulder with the noodle. If you are captured by the tiger,
he/she will trade positions and continue playing.
The object of the game is for the tigers to tag another student
who has possession of the sun. The herbivores objective is to
throw the ball to a student in open space before the tigers can
tag them.

Skill/Teacher Cues
What is the original source of
energy for all food chains?
How is energy transferred within
an ecosystem?
Where do herbivores and
carnivores get their energy?
Stress student safety and the rules
to the game. Tagging gently
between hip & shoulder.
Use students to demonstrate the
activity in appropriate space
while giving instructions.
Play loud version of Circle of
Life
Organization:
When the music stops, freeze and
place any equipment at your feet.
Raise your hand if you have not
been a tiger. If you have a
noodle, please hand it to someone
with their hand raised. 3-2-1.
When the music begins, resume
playing.

Two students will be designated tigers and given pool noodles.

The remaining four students will be given two gator skin balls.
10s

Transition
Give one more student a pool noodle. Have all students
spread out into open space.

When the music starts you may

begin.
Stay inside the boundaries
marked by the cones.

4 mins

Instant Activity Game Play:

Play 3x 1 minute rounds to give everyone the opportunity to
be taggers.
Extensions:
1. Make the play area smaller/bigger based on student success
2. Add more taggers/gator balls or take away taggers/gator
balls based on success
3. Add different locomotor movements for each round.
Refinements:
1. Keep the ball in a quick path (no high throws)
2. Make eye contact before throwing
3. Communicate with verbal cues or nonverbal gestures

10s

Transition
Ask students to properly put the equipment where it goes, then
safely but quickly come together and sit down in a group.

Time
2 minutes
15
seconds

Activity Description
Skill Instruction: "Monkey in the Middle"
Okay class for our next activity we are going to play a
modified version of monkey in the middle. Is everyone
familiar with this game?
Awesome so these four cones on the ground represents the
forest. Inside the forest there are many different animals, one
of which includes monkeys!
Can I have two volunteers to be our first monkeys today?
(Then ask them to go into the forest area)
And everyone else will be the trees in the forest. So can I get
one tree on each side of the square in 5 seconds?
So in order for the monkeys to survive, they need to eat and
get energy. This ball (holding in my hand) represents energy.
So the monkey's job is to try their best to get the energy. The
tree's job is to transfer the energy from tree to tree without
letting the monkey's have it. If the monkey does happen to get
the energy, that person and the person who just kicked the ball
are going to switch positions.
Today our method of energy transfer will be through kicking!
(Grabs partner to help demonstrate)
Remember, when we kick we want to use the inside of our
foot and not our toes when we kick. Make sure that your

1.Start and Stop cues:

Music begins=start/ends=stop
2.Give Positive Feedback:
Great job of moving to the open
space!
Great hustle (insert name)
That was a great tag!
3.Extensions
Can I get someone to move the
boundary cones closer/farther
away?
For the first round we will jog!
The second round we will skip!
For this last round lets hop on
one leg!
Okay class, whoever has either
the regular balls or the pool
noodles can you please put them
against the wall and can everyone
come together and sit down in
five seconds.

Skill/Teacher Cues
Step with the opposite foot
Kick with the inside of your
foot.
Make sure to not kick with your
toes!
Safely stop the ball with your
foot.
Shuffle your feet defense!
Offense try to move to open
space away from the defense!

During this time, one teacher will

give instructions while the other
sets the cones up for this activity.

passes stay on the ground so dont kick it too hard and hit
someone. So lets practice a nice and soft but firm pass.
(Demonstrates kick to partner)
Also, when you receive the ball you want to use a kick stop by
using the heel of your foot or by safely placing your foot on
the ball. (Demonstrates with partner)
Any question? Okay awesome, lets start when the music
starts! (plays music)

10-15
seconds
7 minutes

Transition
Pick two people to be defenders, then have the other students
each go to one side of the square.
Skill Practice:
For the first round, offensive players have to stay stationary
and pass the bigger ball. (after round, ask/explain how moving
to an open space can help and if using a smaller ball would be
more efficient)
Extensions:
1. For the second round, allow the offense to be able to move
to open space without the ball and switch to the smaller soccer
ball.
2. For the third round, allow players who are off the ball to be
able to move to any side of the square. They are no longer
restricted to only their side of the jungle (square).
3. For the fourth round, students have to move to a new space
(side) after each pass

Okay class, go to your

positions!
Use skill cues noted above.
(especially moving to open space)
Switch defenders for every round
so everyone can be a defender
once.
Use same stop and go cues as the
last game.

4. May or may not make the square smaller or bigger. It

depends on the success rate of the offense.
30s 1st round
3x 1.5-2 min rounds plus feedback between rounds

10-15
seconds

Time
1 min 30 s

Refinements:
1. Eyes up while passing to find person in open path
2. Use different movements to move different ways (shuffle,
run)
3. Point or give verbal cues when passing to another player
Transition
Have the class meet up in front of a teacher to listen to further
instruction.

Activity Description
Culminating Activity Instruction:
Call 2 volunteers:
Student 1, Student 2, and I are all living in the same ecosystem
and surviving off each other. Ask class for example of small

Okay class, lets meet in front of

me in five seconds so we can talk
about our next activity!

Skill/Teacher Cues
Same basic kicking, stopping, and
defensive cues as stated above.
As one teacher explains the game,

animals who feed off plants? Then an animal that eats smaller
animals, and then a large predator? Quickly name each person
in your food web with the students answers. We are all part of
a small food web that is constantly transferring energy
between each other by kicking the ball.
For our first activity we can work on our offensive strategies
moving the ball up and down the court while moving to open
space. Each side of the court will have 6 soccer balls on the
baseline in designated hoola hoops (to help keep the balls
from rolling around). Each team will start on different sides of
the court and their objective is to score each ball one at a time
into the opposite goal while having each player on your team
touch the ball at least one time and to ensure students are not
just standing in one position, everyone has to be on the
opponents side of the court when the shot is taken. And each
player on each team has to shoot the ball at least twice (which
makes sure that everyone is getting the opportunity to shoot
and score). This is a competition to see which team can work
together to score all 6 balls first.

the other will organize the

equipment. (4 boundary cones, 2
large cones to represent the goals
on each side of the court, and lay
out the pennies by each goal, the
12 soccer balls, and two hoola
hoops)

The next round will be exactly the same but we can move the
goals to opposite corners of the court so that the two teams
have to cross paths on their way to score the goal. No defense.

10 s

10 mins

For the final round we can do the same thing as the second
round but make it so each student has to touch the ball at least
twice before the shot and/or allow students to play defense if
needed. If the defense hits the ball, the team must go back to
the starting hoola hoop and start over.
Transition
Have the students get shoulder to shoulder with a partner
while facing the speaker. Then split the groups up to go and
put on their pennies and stand together.
Culminating Activity/Skill Application:
Give students 15 seconds to create their own food web with
their team.

The partner on the right for each

group, go to the goal with the
yellow pennies and put them on.
The partner on the left go to the
red pennies and put them on.
Use same basic kicking, stopping,
and defensive cues as above.
Give Positive feedback.

Have the students play the game while the two teachers watch
the game, give feedback, and watch for safety.
Reinforce offensive strategies and ask students about other
ways that they are finding success such as eye contact, verbal
cues, etc.
Extensions:
1. Changing the object size from large to small
2. Bringing other obstacles (students) into the open space
3. Increasing the number of passes before a goal
Refinements:

Use same start and stop cues as

above.

20 s

1. Stay a full arms-length away from all players

2. Eyes-up searching for an open space to move to
Transition
Have the students put their pennies and the soccer ball
away, and to meet the teachers and sit down in front of us
in a group.

Okay class, lets safely get the

equipment put away and come
meet by us in 5 seconds!

CLOSURE 2 mins:
Review ways to move to open space and other offensive strategies that students discovered during class
activities through short group discussion. Give students their exit slip to complete before leaving class.
What are three offensive strategies that you used in todays activities?
What are some other ways we can use the concept of moving to open space?
REFLECTION:
1. What were the most successful components of this lesson? Why were they successful?

2. What aspects of this lesson should be changed/modified? Why should they be modified?

3. Did you meet the objectives of this lesson? Did the students achieve the SLTs? Why or why
not? How do you know?