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World Cup Lesson Plan for Starting Series

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We selected in this post several ideas and templates ready for your World Cup Lesson Plan, suitable for students in the initial series (Child Education and Elementary School).

Every four years, soccer teams from different countries around the world gather to compete in the Soccer World Cup.

The competition was created by Frenchman Jules Rimet, in 1928, after having assumed the command of the most important institution in world football: FIFA (Federation International Football Association).

The first edition of the World Cup was held in Uruguay in 1930. It had the participation of only 13 selections, which were invited by FIFA, without qualifying disputes, as is currently the case. The Uruguayan team was crowned champion and could stay, for four years, with the Jules Rimet cup.

In schools across the country, teachers use this theme to work in the classroom and it was with this in mind that we selected these models ready for your World Cup Lesson Plan, check out:

Index

  • World Cup Lesson Plan – What do I know about the World Cup.
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  • World Cup Lesson Plan for Early Childhood Education
  • World Cup Lesson Plan for Early Childhood Education in PDF
  • World Cup Class Plan for Physical Education

World Cup Lesson Plan – What do I know about the World Cup.

World Cup Lesson Plan - What do I know about the World Cup.

World Cup Lesson Plan – What do I know about the World Cup.

Goals:

  • Suggest what the result of the participation of the Brazilian team in the World Cup will be;
  • Explain your knowledge and vision of the World Cup;
  • Critically reflect on the World Cup, expanding your knowledge on this topic.

Class 1

PROGNOSIS: What will Brazil's classification in the World Cup be?

  • Before the start of the World Cup, organize a schedule for carrying out a prediction on the classification of the Brazilian team in the World Cup with all students and school professionals;
  • Distribute an informative text about the World Cup and the prognosis to students and school professionals to be answered;
  • Share the prognosis result before the start of the World Cup on the school's murals, newspaper and website.

DIAGNOSIS: Teachers organized two activities to diagnose and identify what students know about the World Cup, respecting the form of materialization according to the age group and years of education of the kids:

  • Students from 6th to 9th grades: use of writing and the social imaginary framework to register students.

1st Activity:

Deliver and ask students from 6th to 9th grades to answer the questionnaire about the World Cup, using writing to materialize their opinions.

What do I know about the World Cup:

  • World Cup, what is this?
  • When is the World Cup held?
  • What do you need to do to participate in the World Cup?
  • Who can participate?
  • How many places are there to participate in this competition?
  • How are participants chosen?
  • Does it have any regulations? What is the form of dispute?
  • What football rules, techniques and tactics are necessary to participate in the World Cup?

This questionnaire must be answered in the classroom, preventing students from researching or seeking answers from any research source.

Inform students that in the next class the result of the questionnaire will be shared.

Lesson 2 and 3

2nd Activity:

For the second class, the teacher must synthesize the answers to the questionnaire delivered by the students. At this point, the teacher should consider all the answers presented regardless of their veracity;

  • Share the summary of the diagnosis from the first activity for each of the five teaching levels;
  • Ask all students whether they agree or not with the answers presented;
  • Record the result of this inquiry, as it will be very helpful throughout the process.

Ask students to bring reports, photos, images and other documents about any World Cup has already been or will be carried out, so that we can organize an Information Panel on the following themes of the World Cup World:

  • The history of football;
  • Rules and technical, tactical, physical and psychological knowledge of football;
  • The history and context of the World Cups;
  • The venues for the next World Cup;
  • The media at the World Cup;

Class 4

2nd Activity:

  1. Define the space in the School for displaying information panels on the World Cup;
  2. The exhibition must be organized by themes, so that all information about the World Cup that students bring must be organized in a panel with the same theme.
  3. Schedule, together with the students, the themes to be researched and the construction period of the information panels on:
    • The history of field football: origin, evolution of its rules, materials and massification.
    • Football: its rules and technical, tactical, physical and psychological knowledge.
    • History and contextualization of the World Cups that have already taken place – economic, political and cultural aspects of the countries that hosted this event.
    • Curiosities, selections and World Cup stars.
    • Political, economic, cultural information about the participants and host countries of the World Cup.
    • Like the media, sports companies, sports institutions got involved in the World Cup.
    • Publicize and update the tables and the score board of all World Cup games.
  • The exhibitions of these panels must guarantee that, before and during the World Cup, there will always be new information about this sporting event.

Inform the students that in the next class we will organize and hold the “School Cup”.

Assessment

  • Observe and monitor the students if, during the development of the teaching strategy, they were able to identify the who know about the World Cup and, at first, expand knowledge on the subject in a reflective and critical.
  • Check the participation of students during the construction of Information Panels about the World Cup.

Also check out: How to use the World Cup in Mathematics classes

World Cup Lesson Plan for Early Childhood Education

World Cup Lesson Plan for Early Childhood Education

World Cup Lesson Plan for Early Childhood Education

Goals:

  • Explore the current theme ”World Cup”;
  • Have contact with different textual genres addressing the topic;
  • Focus on cultural plurality;

Develop the spirit of acceptance, we hope for victory, but only one team will come out victorious. We must accept defeat as a way of learning and improving our experiences;

Oral and Written Language Axis: 3

  • Research on the history of cups to tell children how this competition between countries arose;
  • Telling the story “Once upon a time a ball armadillo” by Bia Villela
  • Research the history of the “Fuleco” mascot, how it is, where it lives and why it was chosen;
  • Sing the national anthem (if possible, explore some stanzas with the students;
  • Mention that each country has its national anthem as well as its own language.
  • Use of the mobile alphabet for the construction of worked words;
  • Bingo promotion with student names or player names;
  • Hunting words; crosswords; from the words: cup, Brazil, football.

Math Language:

  • Counting the number of players playing in the football game.
  • How many elements are needed for a team to be formed
  • How many little flags?
  • Judge?
  • Reservations?
  • Trainer?
  • What is the order of entry for players?
  • Colors that represent Brazil?
  • Geometric shapes of the flag of Brazil and the soccer field.

Identity and Autonomy Axis:

  • Identification of the name of our country as well as the letters that compose it;
  • Recognition of your own name as well as the names of some players.
  • Observation on the map of Brazil of the state in which you live;
  • Pay attention to the important values ​​for living in a group: respect for the rules, taking care of others, team spirit, companionship, taking care of the material used and displayed in the classroom;

Plastic Language:

  • make
  • design of a football field
  • Building a mockup of a field with players
  • Making of collective posters about the World Cup;
  • Painting of the Cup mascot, Brazil flag, cup….
  • Use of modeling clay to make balls of various colors and sizes (small, medium and large)
  • Collective construction of a terrestrial globe;

Movement:

  • Football game between students and students.
  • Importance of physically preparing yourself through movements, such as: running, jumping, jumping, going around obstacles: boxes, cones, etc.
  • Body stretching exercises;
  • Different movements: with feet, knees, arms, head, up and down; to one side; To the other; forward. back;
  • Pushcart. Activity in pairs.
  • Ball fitting with arms in a circle; in a row, under the legs...

Song

  • Appreciation of songs about the cup, national anthem;
  • Appreciation of songs from the children's repertoire setting the pace with feet, hands, shoulders, head, rattles, and other instruments, etc.

Nature and Society:

  • World Cup research;
  • The Importance of playing sports for health;
  • The importance of good nutrition for the athlete and for all of us;
  • World Cup news board: cutting and collage of daily news.
  • Rules and rules of players within the selection group.

World Cup Lesson Plan for Early Childhood Education in PDF

Always thinking of making it easy for you, we decided to make the “World Cup Lesson Plan for Early Childhood Education” shown above, for free download in PDF. To access the material, check the following link:

  • Download in PDF

World Cup Class Plan for Physical Education

World Cup Class Plan for Physical Education

World Cup Class Plan for Physical Education

Goals:

  • Participate in the planning and implementation of the Copinha da Escola;
  • Play the World Cup, inside the school, experiencing its structure and organization;
  • Receive and carry out a survey about the World Cup.

1st Activity:

World Cup 2018 Elementary School Project: Organize the School Cup, having as reference the synthesis (performed by the teachers) of the answers of the diagnosis in the first activity, at each level of education, to be carried out during the classification phase of the World Cup.

In this sense, teachers will adopt the following procedures for students from 6th to 9th grades of Elementary School:

  • Inform the principles for holding the Cup at School, reproducing the knowledge that students have about the World Cup:
    • The Cup at School will be held each year of schooling in two categories – male and female.
    • Form the teams/teams in each category, in the same school year, with the presence of 5 to 7 members;
    • Discuss and define the principles for the composition of teams/selections:
      • Participation is mandatory for all students;
      • Define the criteria for the composition of teams/selections, that is, students must define whether the teams/selections will have to have the same skill level, whether there will be substitutions and the criteria to perform the replacements;
    • Form of dispute in each category – realization of four phases: the qualifying phase, quarter finals, semi-final and final;
    • Place of performance – small grass fields or sports courts;
    • The duration of each game will be defined according to the number of teams/selections and the number of fields/courts available for the Copinha;
    • The names of the teams/teams must be taken from the 32 names of national teams that will participate in the World Cup;
    • Use the same Regulations that FIFA will use when holding the next World Cup in the School Cup;
    • Use in the School Cup the same rules of field football that will be used in the World Cup, with adaptations to the field size, number of players, referees, duration of the match and uniforms to be used by players.
  • Draw teams/selections into keys with 4 teams.
  • Organize and socialize game tables and scoreboard.

Lesson 2, 3 and 4

2nd Activity:

  • Play the Copinha da Escola games.

3rd Activity:

On the penultimate day of the School Cup, or before the World Cup qualifying phase begins, ask students to take home the questionnaire below and bring it back to the school:

Script of problematizing questions

During the World Cup qualifying phase, in addition to watching the games and playing in the Copinha da Escola, answer all the questions below, asking to parents, friends and/or teachers when in doubt and, if necessary, consulting the school library, magazines, newspapers, internet, programs TVs.

  1. What do people think, feel and say during the World Cup?
  2. How important is the World Cup for Brazil? And to you?
  3. In your opinion, why are athletes, coaches and referees so interested in participating in a World Cup?
  4. Why are countries and sponsors so interested in hosting a World Cup?
  5. Do you know how much it costs to prepare and hold a World Cup? Where does the money to pay for the World Cup come from?
  6. How much do we pay to watch a World Cup game?
  7. In your opinion, why are people so interested in watching the World Cup?
  8. Which institutions are responsible for preparing, organizing and hosting the World Cup?
  9. What do you know about the sport of Football?
  10. In your opinion, why is the Physical Education teacher asking all these questions?

Class 5

Evaluate the participation of students in the Copinha da Escola. We suggest that students respond to build a text respecting the following script:

  • How was my participation in the organization of the Copinha da Escola?
  • What does the School Cup have in common with the World Cup?
  • Which team/selection did I play for?
  • Who did my team/selection play with?
  • Was there or will there be this confrontation at the World Cup?
  • What was the result of the Copinha da Escola? Will it be the same as the World Cup?
  • What did I like and dislike about the Copinha da Escola?

Summarize the data from the evaluation that the students carried out on the Copinha da Escola and present them to them.

Assessment

  • Observe and monitor the students if, during the development of the teaching strategy, they were able to identify what they know about the World Cup and expand knowledge on the topic in a reflective and critical.
  • Check if the students' records contain ontological aspects (goals, ideology, history) and/or elements constituents of the World Cup (its organizational structure: institutions, financial aspects, media and the organization of the competition). If these aspects are present, separate them and organize them for the next teaching strategy.

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