5E Lesson Plan Template

Teacher Jessica Kennedy

Date 4/16/2020

Subject Physical Education / Skill Games /4th and 5th Grade

area/course/grad
e level

Materials 1 Soccer ball and 1 Target (Cones, Hula Hoops, or Goal)

Standards (State State Physical Education Standards

and ISTE
Standards for
Anchor Standard 1: The physically literate individual demonstrates
Students)
competency in a variety of motor skills and movement patterns.
4-1.13 Demonstrate kicking skills using correct form with a ball at a target
for accuracy from varying distances, making contact with shoelaces.
4-1.16 Strike an object toward a target with accuracy at varying distances.
Anchor Standard 3: The physically literate individual demonstrates the
knowledge and skills to achieve and maintain a health-enhancing level of
physical activity and fitness.
4-3.2 Actively engage in physical education class, both with teacher
direction and independently.

Anchor Standard 4: The physically literate individual exhibits responsible

personal and social behavior that respects self and others.

4-4.1 Exhibit safe and responsible behavior in partner and small group
situations.
STE Standards

Standard 1: Empowered Learner - Students leverage technology to take

an active role in choosing, achieving and demonstrating competency in
their learning goals, informed by the learning sciences.
Standard 6: Creative Communicator - Students communicate clearly and
express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their goals.

Objectives 1. Students will be able to demonstrate kicking skills using correct

form
2. Students will be able to strike a ball toward a target with accuracy at

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 varying distances.
3. Students will be able to exhibit safe and responsible behavior with a
partner(s).

Differentiation Game modifications, along with individual assistance, will be put in place.
Strategies (How Distance modifications, such as 5 – 10 feet closer to target, will be made.
will the lesson Additionally, equipment modifications can be made, such as an oversize
address the ball, which is easier to kick. The target size can also be increased. Poly
various learning spots and arrows can be used to define direction and provide a visual
styles of the guide. Teachers and aides can regularly assist students with special
students and the needs, personally demonstrating steps, simplifying, or shortening as
needs of those needed. Classmates can also help students in small groups.
with special
needs?)

The 5 Es

E Description

Engageme Students are greeted with “Good morning” or “Good afternoon.” I give a brief
nt introduction to the unit (if it’s the beginning of a unit) or an introduction to a particular
lesson in the unit. I start most of my units (and some individual lessons) with a short
video to give an audio and visual aid to what I will teach and what they will learn. I
gather my students around our 65-inch smart TV. My introduction may include: “As
we continue with our soccer unit, I wanted to show you a quick video. Exciting, huh?”
The response is a mixture of yes and no and cheers and grumbles. I proceed: “So, as
I tell you with everything we learn in PE, some of you will love the unit/lesson, some
won’t, and that is perfectly ok. We will eventually move to something new that you will
like. What is not ok is not trying. I expect everyone to give their best effort and have a
positive attitude.” I continue with a few basics of soccer and introduce the video.
“Let’s make sure we are quiet and paying attention during the video. I will ask you a
few questions afterward.” Video starts: https://www.youtube.com/watch?
v=8xn67NyltQQ 
Questions: “What stood out to you in the video?” “What do you think was the main
focus of the video?” “Hard work and commitment were something we saw
demonstrated in the video. What are your thoughts on this?” 
Students love to be asked about their thoughts and opinions, and this type of
engagement encourages higher-order thinking. This type of engagement also
involves social-emotionally learning, which has become a significant part of physical
education.

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 E Description

Engageme Assessment is informal and observational. As students watch the video, I watch
nt them. Are they engaged and interested or bored and chatting? I have selected videos
Assessmen before that ended up being boring to the students, and so I had to make adjustments
t (find a more engaging video) based on my assessments. The question/answer part is
also informal and alternative, as it incorporates open-end discussion questions.

Exploration After the introduction/engagement activity, students go to their number groups (which
is assigned at the beginning of the school year). Students select a team leader for the
day. The team leader goes to the soccer ball holding area, picks a ball, and returns to
his or her team. Teams align in a z-formation and kick the ball to the next person at
each point. See video: https://www.youtube.com/watch?v=DYPEQmPGZ5U  
After the warm-up activity, students will briefly discuss what they experienced and
learned. They collaborate on ideas to improve their skills and help one another out.
“With your teammates talk about what the focus of the activity and ways to improve.”
When I asked my students to define the focus, this is what they said. See
video: https://www.youtube.com/watch?v=2Q_47h2wd1I&feature=youtu.be 
Students are instructed to follow safety rules and play respectfully and responsibly.
To be a good teammate, you must show respect to one another. Along with physical
skills, I teach social-emotional skills. In communicating with one another – asking
each other relevant questions – they are engaging in high-order thinking. 

Exploration Assessments at this stage are informal. Students perform informal self-evaluations
Assessmen and assess one another. By observing, I informally assess each student and the
t teams as a whole. Through my assessment, I may determine that adjustments are
required.

Explanatio Learning Goals: “Yesterday, we worked on safely dribbling in self-space and passing
n to a partner. And we continued this with today’s warm-up activity – Z-Point Soccer.
In the next part of our lesson, you will learn to kick with accuracy to a target with your
soccer skills.” Today’s Vocabulary: Accuracy – The quality of being correct,
precise, or on target. Recap of yesterday’s vocabulary: Dribble – Maneuvering a
ball under the control of a single player.

Student’s I Can Statement: I can kick with accuracy to a target using my soccer
skills.
Soccer Archery: Students take turns attempting to kick and hit the target. If playing
indoors, the target is marked off with tape or chalk. If playing outdoors, use cones,
hula hoops, or a goal. Players stand 20-25 feet away from the target for kicking. See
video: https://www.youtube.com/watch?v=B63NjxBwxgQ
Afterward, I ask a couple of questions to help students understand the point of the
lesson. “What was today’s learning goals?” “What was today’s vocabulary?” See
video: https://www.youtube.com/watch?v=JZMDSwPRVgo

Explanatio Assessments continue to be informal. Students perform informal self-evaluations and

n assess one another. By observing, I informally assess each student and the teams as
Assessmen a whole. Through my assessment, I may determine that adjustments are required.

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 E Description

Elaboration Students are to create their own game using a soccer ball or a ball of similar size that
can be kicked or passed and some form of technology. Next school year, we will vote
on the top five games and incorporate them into our unit. For example, students may
use Google Slides, Sheets, Meets, or a video to explain their developed activity or
physical activity task.

This student used Google Slides to create her game instructions.

Elaboration Assessments are formal. As I grade students’ games, I am looking for particular
Assessmen criteria before the assignment can be turned in/accepted: Did the student use
t technology? Did the game involve the use of a soccer ball or a ball of similar size and
weight? Did the game align with the skills learned in the soccer unit? If all of the
criteria are met, then it is graded based on the below rubric. If it is not, students have
the opportunity to redo the assignment and resubmit.

Evaluation
CATEGORY 4 -Excellent 3 -Good 2 1 -Needs Score
-Satisfactory Improvement

Dribbling the Ball Student Student uses Student only Student uses
dribbles both feet and dribbles with toes to kick
forward using shows they one foot and the ball, does
all surfaces of can dribble only uses one not have
their foot forward using surface of control and
(inside, an inside their foot to constantly
outside, /outside dribble. When chasing after
bottom, & pattern with turning the the ball.
laces). When their foot. ball has to When the ball
turning the When turing stop it instead is turned
ball they use they use of using inside there is not
inside or either the or outside of control of the
outside and inside or foot. ball.
accelerate outside of the
after the turn. foot.

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 E Description

Passing/Receiving Student Student Student Student does

communicates communicates communicates not
the Ball they want a with partner they want a communicate
pass verbal or they want a pass and with their
physically pass and receives the partner and is
show where receives the ball using the flat on their
they want the ball with the inside of the feet. The ball
pass and use inside of the foot but has to bounces away
inside of the foot under control it with and is not
foot, laces, or control in one two touches. controlled
bottom of the touch. with two
foot to control touches.
the pass. The
ball is
controlled in
one touch.

Always gives Frequently Occasionally Notably

best effort. gives his/her tries even if participates
Always strives a good effort he/she doesn’t only if he/she
Effort to improve on even if he/she enjoy the enjoys the
learned skills. doesn’t enjoy activity. activity.
Always helps the activity. Occasionally Rarely
others to Frequently responds attempts to
develop their attempts to when learn new
own skills. learn the prompted. skills. Rarely
Always listens necessary Occasionally demonstrates
attentively: skills. tries to learn listening
shows active Frequently some new behaviors.
listening. listens well skills.
Always asks and asks Occasionally
questions for questions for attempts to
clarification. clarification. listen.

Excellent Good Average Does not

understanding understanding understanding exhibit
of concepts, of concepts, of concepts, understanding
Cognitive principles, principles, principles, of concepts,
strategies and strategies and strategies and principles,
tactics related tactics related tactics related strategies and
to movement to movement to movement tactics related
and and and to movement
performance performance performance and
performance

Evaluation Assessment grade is based on the above rubric. The evaluation is based criteria that
Assessmen is governed by the standards in the rubric.
t

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References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

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