Objects do not move on their own.
Plan and conduct an investigation to observe the cause and effect of objects moving and colliding.
More goals are made in soccer with a plan.
Click here for NGSS, CCSS-ELA, and California ELD standards.
|Part I||40 minutes|
|10 minutes||Engage I|
|30 minutes||Explore I|
|Part II||30 minutes|
|30 minutes||Explore II|
|Part III||30 minutes|
|30 minutes||Explain II|
|Part IV||30 minutes|
When setting up soccer fields, glue or tape bears in position and tape the goal in place. Students can use different items to represent their teammates (baskets, books, blocks, etc.), and the ramp can be set at different heights.
Make observations about patterns seen when an object is put in motion.
Listen for academic words used to describe the movement when the ball collides with another player, e.g. push, collide, and push off. Expand student explanations by making statements such as “Yes, it hit another player’s head, or we could say it collided with the player’s head.” This supports both California ELD and CCSS in ELA.
Plan and conduct investigations observing patterns that occur when objects touch or collide.
Engineering includes objects, tools, and processes. In this lesson, students develop strategies (i.e., processes) to score goals.
Design an solution using patterns of push and pull collisions to move a soccer ball to the goal.
Communicate ideas about the cause and effect of an object in motion colliding with another object.
Set up the Soccer Game Board in the student choice center for students that need practice seeing the pattern caused by changing the angle of the ramp or the placement of the wall. More proficient students can use word cards placed in the center that label defenders, the wall, arrows to indicate a change in direction. The word cards should be available to every student.
Analyze data and observe patterns of objects colliding to plan a solution to move a soccer ball to make a goal.
Before this Elaborate/Evaluate, take two of the student plans and make a diagram on chart paper like the one provided on K.6.R1: Soccer Game Board Set-up. Have three sticky notes available on the chart. Sticky notes will stand for players from their team. Students will decide where to place the sticky notes.
Use K.6.R2: Evaluation Rubric For the Summative Sticky Note Plans to evaluate the student work on the K.6.H1: Soccer Field handout.
It would be appropriate to have students interact with text to extend their understanding of movement. These selections can be read aloud at any time after this lesson where students have experienced pushes and pulls and change of direction. Suggested books include the following:
Boothroyd, J. (2010). Give It a Push! Give It a Pull! New York, NY: Lerner Digital.
Bradley, K. B., & Meisel, P. (2010). Forces Make Things Move. New York, NY: HarperCollins.
Curry, D. L. (2001). How Things Move. Mankato, MN: Yellow Umbrella Books.
Endres, H. J. (2004). Push and Pull. Bloomington, MN: Yellow Umbrella Books.
FC Barcelona. (2016, December 29). Search Avatar image 0:17 / 2:35 [HIGHLIGHTS] LALIGA PROMISES: FC Barcelona (Infantil B) – Real Madrid 2–0. Retrieved from https://www.youtube.com/watch?v=CvbIAaEgKjc
Guillain, C. (2012). Push and Pull. London: Raintree.
Murphy, P. J. (2002). Push and Pull. New York, NY: Children’s Press.
Nelson, R. (2004). Push and Pull. Minneapolis, MN: Lerner Publications.
Schaefer, L. M. (2000). Push and Pull. Mankato, MN: Pebble Books.
Stille, D. R., & Boyd, S. (2004). Motion: Push and Pull, Fast and Slow. Minneapolis, MN: Picture Window Books.