Driving Question

Which plan will move the ball around players?

Storyline Link

1. Display the chart of brainstormed questions recorded under: “Questions” started during Lesson 1: Exploration Box in the K.6.C1: Class Notebook. Ask students to choral read with you all the questions about how to score a goal in soccer. After each question, invite students to share answers to the question and build on their ideas if needed.
2. Show the FC Barcelona video and ask students to look for how these students moved the ball past the opposing players to make a goal.
3. After viewing the video, ask students to think-pair-share knee-to-knee to answer the question, “How did the players get the ball down the field, past the defenders, and into the goal?”
   1. Share partner ideas with the group.
   2. Discuss with the whole group, “What are some of the patterns you noticed?”

TEACHER NOTE

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.

4. Ask students to talk about how to get the ball around other players to players on their team when they play soccer. Ask students if they have planned where to move the ball or if their coach had a plan to help them move the ball.
5. Show students the Soccer Game Board which you drew on the K.6.C1: Class Notebook. Discuss how the diagram is like the way a large soccer field might look. Listen to what students think the model of the soccer game represents.
6. Emphasize that the bears are the opposing team in this Soccer Game Board. The wall represents players from your own team. Have students think about how to get the ball to collide with the wall of players from your team to get around the bears and make a goal.

TEACHER NOTE

Engineering includes objects, tools, and processes. In this lesson, students develop strategies (i.e., processes) to score goals.

7. Distribute the prepared Soccer Game Board, the ball, the ramp, the block, the 3 bears, and the wall. Have students put the goal and the opposing players into position. Then each student works with a partner to draw a plan on the Soccer Game Board.
   1. Think about where to start the motionless soccer ball using the same kind of ramp used in mini-wall ball with two blocks under the ramp.
   2. Plans should include the pathway to the goal and the collision with the wall (which represent the students’ teammates) to get the ball around the bears and into the goal.
   3. Ask partners to return to the meeting place with their plans on the construction paper.
8. Display all student plans side-by-side on a ledge and ask partners to explain their plan. Ask students to identify what is the same about the plans and what is different. Have students observe and describe the patterns they see in the plans.
9. If students saw an idea in someone else’s plan that they liked, they can revise their plan.

10. Ask partners to test their plans. After the materials are set up, tell students you must approve the set-up and give the go-ahead to test. Circulate around the room. Remind students to record the path of the ball on the field (the construction paper) using different colored crayons. Partners then discuss what worked and what they would like to try for the next set-up.
11. After the initial trial, have partners adjust their models by changing the position of the wall, or the starting point for the ball. After testing, record the pathway using a different-colored crayon. Continue testing until the pathway to the goal is consistent from the starting point, and the ball does not come in contact with the opposing team (the 3 bears).
12. Ask each person to draw a diagram of their final test solution in their kindergarten science notebook or on a sheet of paper. This solution might be quite different than the original plan.
13. Return to the meeting area to discuss the results. Ask partners to explain what they did to get the ball in the goal. How did they figure it out? Have other students ask clarifying questions using the sentence frame: Why did you change _____ to score?
14. Select one or more books from the Literacy Links for a read aloud. Use How Things Move if available. Any of the titles can be used to solidify the language of how things move. Discuss main ideas with the class or have the students act out the movements in the book.

15. Ask partner groups to share their plan and the pathways tried. Each partner group takes turns explaining how they adjusted their set-up multiple times to position the teammates and to determine the start position.

TEACHER NOTE

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.

TEACHER NOTE

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.

16. Display a diagram of the soccer field in the K.6.C1: Class Notebook and explain that a soccer coach has asked us to do a drill to prepare to make a goal outside on a real soccer field.
17. Notice where the defender bears are on the field. Tell them the coach has already placed one sticky note where he/she wants one teammate to stand. Ask two other students to each place one sticky note where two other teammates should stand to have the best chance of getting the ball from a kicker and directing it into the goal.
18. Take the diagram and the students outside. Set up two cones to make a goal and ask three students to stand in a line just like the bears and three students to stand in the place of the sticky notes on your diagram. Ask three additional students to take turns kicking the ball to one of the teammates to see if it will go in the goal. Keep practicing the drill until all students in the class have a chance to play at least two roles.
19. Return to the room and lead a discussion about how the motionless object (a soccer ball) was put into motion with a push (kick), collided with a player, changed direction, and made a goal. Note that the ball eventually stopped moving.
20. Display the page of the Class Notebook with the brainstormed list of games played by students and their families from Lesson 1: Exploration Box. Use choral reading to review the list. Ask partners to discuss knee-to-knee (student-to-student discourse) to identify which games use pushes, pulls, or collisions. Share and record responses using symbols for push, pull, and collision for each game.
21. Distribute K.6.H1: Soccer Field. Distribute three sticky notes to each student and ask them to place the sticky notes in the best place for teammates to be able to get a ball from the kicker and kick it into the goal. Ask students to include the pathway of the ball and the three sticky notes and mark where the ball starts its movement, collides and changes direction, and makes a pathway to the goal and stops in the goal.

TEACHER NOTE

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:

Nonfiction:

• Motion: Push and Pull, Fast and Slow by Darlene R. Stille and Sheree Boyd
• Push and Pull by Robin Nelson
• Forces Make Things Move by Kimberley Brubaker Bradley and Paul Meisel
• Push and Pull by Patricia J. Murphy
• Push and Pull by Hollie J. Endres
• Give in a Push! Give it a Pull! by Jennifer Boothroyd
• Push and Pull by Lola M. Schaefer
• Push and Pull by Charlotte Guillain
• How Things Move by Don L. Curry