5E Lesson Plan Template

Teacher

Date 4/23/2020

Subject Physical Education / Fitness Task and Games /4th – 5th Grade
area/course/grad
e level

Materials Open space, exercise bands, jump rope, bouncy ball, markers

Standards (State State Physical Education Standards

and ISTE
Standards for
Students) Anchor Standard 1: The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
4-1.2 Demonstrate correct pacing for distance running.
4-1.6 Create sequences using curling, twisting, and stretching actions.
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.
4-3.3 Describe the difference between skill-related and health-related
fitness.
ISTE 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 7: Global Collaborator - Students use digital tools to broaden
their perspectives and enrich their learning by collaborating with others and
working effectively in teams locally and globally.

Objectives
1. Students will be able to define specificity (type) with respect to
muscular strength and muscular endurance.
2. Students will be able to list exercises or activities that develop
specific muscle groups.

Differentiation Game modifications, along with individual assistance, will be put in place.
Strategies (How Distance modifications, such as jumping distance and repetitions, will be
will the lesson made. Additionally, equipment modifications can be made, such as larger

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address the visual maskers. Ploy spots and arrows can be used to define direction and
various learning provide a visual guide. Teachers and aides can regularly assist students
styles of the with special needs, personally demonstrating steps, simplifying, or
students and the shortening as needed. Classmates can also help students in small
needs of those groups.  
with special
needs?)

The 5 Es

E Description
Students are greeted with “Good morning” or “Good afternoon.” I give a brief
Engageme
introduction to the unit (if it’s the beginning of a unit) or an introduction to a particular
nt
lesson in the unit. As we start the week-long fitness unit, I begin 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 the question,
“What is fitness?” Students will give various answers. I will continue with a broad
definition of fitness and the many forms it can take. 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 fitness 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=Hwhv_-
uCW0k&list=PL9TCweIMrgOceJazQMAYdB0b5GIYqbu_2&index=4&t=0s
Questions: “After watching the video, did your idea of fitness change?” “What did you
like most about 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.
Engageme Assessment is informal and observational. As students watch the video, I watch them.
nt Are they engaged and interested or bored and chatting? The question/ answer part is
Assessmen also informal and alternative, as it incorporates open-end discussion questions.
t

Exploration After the introduction/engagement activity, students go to their number groups (which
are assigned at the beginning of the school year). As a team, they determine a plan,
and each student completes the following task and combines all scores to calculate
the team score. Record the score on your team sheet and turn it. (Students discuss
how to improve scores as a team for the next round.) Team challenge will take place
each day for a week, with the overall goal being to increase scores.

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 E Description

Exploration Assessment is formal and in a written format. Team score sheets from DAY 1 and
Assessmen DAY 5 are submitted. Grades are not based on scores, but on improvement of score
t from DAY 1 to DAY 5.

Explanatio
Learning Goals: “We are learning what fitness means and the different elements
n
required to be fit. Elements include – leading an active lifestyle, muscular strength,
flexibility, and today we are going to talk about cardiorespiratory endurance. Today’s
Vocabulary: Cardiorespiratory Endurance – The ability of the heart, lungs, and
blood vessels to supply oxygen and nutrients to the muscles during long
periods of exercise.

Student’s I Can Statement: I can develop my cardiorespiratory endurance in many

different ways.

Skills-Related Partner Challenge: Students are placed in partner groupings.

Complete each activity below with your partner. Students may take turns or perform
task at the same time, depending on the task. In the column on the right, write which
component of skill-related fitness the activity focus es on. Choose ONE for each -
Reaction Time, Coordination, Balance, Power, Speed/Agility, Balance, Speed, Power,
Reaction Time, Agility.

See below score card:

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 E Description

See example video of number 6 on the above score card:

https://www.youtube.com/watch?v=JmUTWvwyZlQ

Explanatio Assessment is formal and in a written format. Partner score sheets are submitted.
n Grades are not based on the score (numbers, repetitions) recorded, but based on
Assessmen properly following directions and observable effort of both members of the partner
t teams.

Elaboration With their partners, students are to create their own game or physical activity task
using some form of technology. Students may use Google Slides, Sheets, Meets or a
video (for example) to explain their developed activity or physical activity task.
These students used Google Sheets to create game instructions. See below for
game:

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 E Description

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 students work as a
t team? Did the students use technology? Did the game align with the skills learned in
the fitness 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 -Satisfactory 1 -Needs Score
Improvement

Creativity Exceptionally Thoughtful A few original Shows little

clever and and unique. touches creativity,
unique. Shows Shows enhance the originality

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 E Description

depth in understanding project to show and/or effort

understanding. of the some in
material. understanding understanding
of the material. the material.

Participatio High level of Good level of Needs some Student does

participation. participation. reminders to not
n Always Displays participate. On communicate
displays quality task most of with their
quality movement the time. partner and is
movement during Performs most flat on their
during activity. activity. skills and game feet. The ball
Excellent Demonstrates strategies at a bounces away
understanding basic skills satisfactory and is not
of skills and and strategies level. controlled with
strategies. of games with two touches.
Stays on task. ease.
Plays fairly.

Always gives Frequently Occasionally Needs some

best effort. gives his/her tries even if reminders to
Always strives a good effort he/she doesn’t participate.
Effort to improve on even if he/she enjoy the On task most
learned skills. doesn’t enjoy activity. of the time.
Always helps the activity. Occasionally Performs most
others to Frequently responds when skills and
develop their attempts to prompted. game
own skills. learn the Occasionally strategies at a
Always listens necessary tries to learn satisfactory
attentively: skills. some new level.
shows active Frequently skills.
listening. listens well Occasionally
Always asks and asks attempts to
questions for questions for listen.
clarification. clarification.

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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