edTPA Physical Education Lesson Plan

Grade(s): 4-5 Date: 2/5-6 Number of students: 45-50 Lesson # 4of 6

Central Focus: Shooting a soccer ball
Standard(s) Addressed (State adopted or SHAPE America - # and text):
4:
PE4.5: Exhibits responsible personal and social behavior that respects self and others in
physical activity settings. b. Works independently and cooperatively to develop an appreciation
for individual differences.
5:
PE5.1: Demonstrates competency in motor skills and movement patterns needed to perform a
variety of physical activities. b. Demonstrates foot striking skills in repetition with the foot in a
controlled setting or during game play.
PE5.5: Exhibits responsible personal and social behavior that respects self and others in
physical activity settings. a. Demonstrates the ability to work together in a group setting. b.
Performs activities safely and follows class rules of conduct.
Student Learning Objectives:
Domain Performance Condition Criteria
1 Psychomotor SWBAT kick the From 15 feet away 3 out of 5 times
soccer ball in the without a goalie
goal
2 Cognitive SWBAT name the During the closure 100 percent of the
cues used to kick a with little prompting time
soccer ball
3 Affective/social SWBAT work in their During the lesson Without teacher
team to solve mediation
problems
Equipment and other instructional materials needed:
Cones, Poly Spots, Soccer balls, goals, and music
Language function for this lesson:
Explain (what are the cues)
Assessment(s) (Type: Formative, Summative and what is being assessed):
Formative: self-assessment
Instructional model or strategies for this lesson:
Direct Instruction
Planned support for diverse student needs:
Struggling: A student struggling can have a bigger goal; or move closer to the goal.
Advanced: A student over achieving can have a smaller goal; or move farther away.
Time Lesson Parts (add more if needed—start typing below the first line) Organizational Notes and Plans
Instant Activity or Informing Task:
Rock Paper Scissors Show:
They get in the center of the gym then find a partner to play rock paper scissors
with. The winner stays in the middle the loser runs a lap then comes back to the
middle and plays a new person.
Opening Management: Diagram:
Call coaches over to the center circle.

Set Induction:
Explain all the tasks and cues.
Kicking/Scoring
-Arms Extend and Step to Target
-Trunk Back
-Contact Below (or at) Center of the Ball with Shoelaces
-Follow Through Forward and Up to Target
Task Presentation 1: Demonstration, Cues, and Checking For
Understanding (CFU):

TASK #1
1. Create groups of 4-5 students (Split your team in half). Each group
with 3-4 soccer balls (one less soccer ball than people).
2. Create 1 large triangle per group, using
2 large cones and 1 small cone.
The large cones for all triangles are on a
single line. *(have the 2 big cones 5 feet apart and the small cone 15 ft away
from the 2 big cones) *
3. Each group to a triangle, forming a line
behind the small cone.

1. We’ll be working on shooting skills. The first person in line does not have a ball
and will take 3 large steps to the right of the kicking line. The second person in
line will take a shot on the goal. As soon as a shot is taken, the person waiting to
the right will act as a chaser, running to collect the ball. The chaser will then go
around the activity area to get to the back
of the line.
2. The person who just took a shot will become the next chaser and will collect
the next shot taken. Continue this rotation until you have all shot the ball 5 times.

TASK #2
1. Set the cones up the same way as in Task #1.
2. Instead of having a chaser you now have a goal keeper. After you shoot
your ball at the goal, you become the new goal keeper.
Learning Task 1: Task Structure, plans for maximizing learning, and CFU: Diagram:
#1 #2

Transition to next Task:

When your group is finished move on to the next task.
Task Presentation 2: Demonstration, Cues, and Checking For
Understanding (CFU):

TASK #1
1. You will have four cones (2 little cones and 2 big cones). You will
create a square. The small cones are little farther apart than the big
cones. (The big cones are your goal the small cones are your line
markers.)
2. You will form a line at each small cone. You are working on scoring
from different angles on the soccer goal.
3. After you shoot your ball you will go get your ball then get in the other
line.
TASK #2
1. Set the cones up the same way as in Task #1.
2. Instead of having a chaser you now have a goal keeper. After you shoot
your ball at the goal, you become the new goal keeper. After you are the
goal keeper you will go to a new line.

Learning Task 2: Task Structure, plans for maximizing learning, and CFU: Diagram:
#1 #2
Transition to next Task:
When the group will do this until it is time for the competition.
Task Presentation 3: Demonstration, Cues, and Checking For
Understanding (CFU):
Competition
Team v Team Scoring Game:
1. Each team will pick a goal keeper to goal keep against another team
while the rest of the team plays another teams goalie. The team who gets
the most goals winners the game. They will log the score and if they won
or lost. Then they will rotate and play the next team.
Learning Task 3: Task Structure, plans for maximizing learning, and CFU: Diagram:

Transition to next Task:

Managers Clean up your stations and then come sit down in a line behind your
cone.
Assessment of student learning:
Self-Assessment: SWBAT kick the soccer ball in the goal from 15 feet away
without a goalie 3 out of 5 times. ATTACHED Below
Closure:
Great job Today! What were some of the team’s strategies for scoring on the
goalie from the other teams? What are the cues for Kicking/Scoring
Next class we will be having a post assessment on all the skills we have worked
on.
Reflection:
Did your students meet the learning outcomes for that lesson?
-
How do you know? Provide specific assessment data for at least one SLO.
-
If you were to teach this same content again, what would you do differently? Why?
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GROUP COLOR:_______________
NAME: Goals out of 5