PHYSICALEDUCATIONLESSONPLANFORMAT

Instructions:Searchwwwandfindalessonplanyouwouldliketouseforagradelevelofyourchoice.Fitthelessonplanintotheforma
belowandcomepreparedtodemonstrateitinclass.

GRADE:4th

ObstacleSoccer

STANDARD:
Standard1pg58
Studentsdemonstratethemotorskillsandmovementpatternsneededtoperformavarietyofphysicalactivities.
Fourthgradestudentsapplylocomotorskillstoindividualoffensiveanddefensivemoves(e.g.,aslideinbasketballdefense)andtojumpingaself
turnedrope.Manipulativeskillpracticetakesonamuchgreaterroleinfourthgradephysicaleducationasstudentsimprovetheirformforthrowing,
catching,kicking,punting,striking,serving,handdribbling,footdribbling,trapping,andvolleyingusingaforearmpassinavarietyofsituations.
NEEDEDEQUIPMENT:
Partiallydeflatedsoccerballs
Cardboardcylinderorplasticbowlingpinforeachstudent
4cones
Basketballcourtareaofthegym
LEARNINGGOAL/OUTCOME/OBJECTIVE:
Toimprovestudentssoccerdribbling,passing,andtrappingskills.Secondlyitenhancesstudentsselfreliance,trustandindependence.This
objectivemeetsthestandardbyworkingonthestudentsmanipulativeskillsoffootdribblingandtrapping.

TIME

Min.

LESSONCONTENTACTIVITY
Describethelessoncomponentswithmuchdetailsothatanysubstituteteacher
couldteachthelessonandsothatanysupervisorcouldeasilyseewhatyouare
planningtodo.Note:TPATasksrequirethissametypeofdescriptivewriting.
Opening/IntroductoryActivities(Whatyouwilldotogetstudentsreadytoreceiveinstructionfor
thisstandard)
Giveeachstudentasoccerballandonecylinder.Usepartiallydeflatedsoccerballsbecausetheyareeasier
tocontrolandmanipulateonanindoorsurface.Eachstudentfindsaspacewithintheboundariesofthe
court;adjustasneededwiththefourtrafficcones.Ifthestudentsaren'tdispersedevenlythroughoutthe
playingarea,movesometoalesscongestedpartofthecourt.
Thesoccerballandthecylinderareplacedatthefeetofeachstudentwiththecylinderstandingonitsend.
Theuprightcylindersactasamazeandbecometheobjectsaroundwhichthestudentswillmaneuvertheir
soccerballs.Overthecourseoftheactivity,challengethestudentswithavarietyofsoccerballhandling
skills,becomingprogressivelymoredifficultandlimitedonlybytheteacher'simagination.Eachvariation
canlastabout2minutesand,dependingonthedesiredtasks,studentsmayworkaloneorwithpartners.

Instruction/SkillDevelopment/Concept(Whatyouwilldotoinstructthestudentsonthisstandard)
Firstitwillbeimportanttogivethestudentsacopyoftherulesofthegameanddiscussproperconduct,
teamworkwhileworkingonanindividualtask,andexplainwhatthedifferentequipmentandlayoutofthe
courtmeans.Therulesareasfollows:
TheRules:
Studentsdribbleorpasstheirsoccerballswithinthemarkedboundariesofthecourt,tryingtoavoid
knockingoveranyofthecylindersastheymaneuverthroughthemaze.
Ifthestudentsknockoveracylinder,theymustsetitbackupwithoutusingtheirhandsbefore
continuingwiththeactivity.Anyotherbodypartsmaybeusedandmorethanonepersonmay
attemptthetask,aslongasnohandsareused.
The"interferencerule"isineffect:studentsmaynotinterferewiththeotherstudentsortheirequipment.
Ifasoccerballgoesoutofthecourtboundaries,thestudentmayretrieveitandreturntotheactivity.
Secondly,itwillbeimportantfortheteachertodemonstratewhatthelessonshouldlooklikebesettingout
somecylindersanddribblingaroundthem.Makesuretoknockoneoversoyoucandemonstratehowtoput
itbackupwithoutusingyourhands.Theteacherwilldemonstratethedifferentaspectsofdribblingasoccer
ballincluding:
Dribblewithbothfeet.
Dribbleusingonlytheinsideofbothfeet.

TEACHINGPOINTSAND
ORGANIZATION
Whatmustyoudotobeready/preplanning
toteacheachlessoncomponentpoint?
Step1
Gatheralltheequipmentneededbeingseachstudent
willneedtheirownball.Classroomsdontalways
haveenoughballsforeachstudenttohavetheirown.
Step2
Createadiagramofthecourtcompletewithpotential
studentpositionsanddirectionalmappingtoshowhow
theywillmovethroughthespace(Seeexample)
Step3
Providethestudentsacopyofboththestandardweare
addressingalongwiththeobjectivesotheyknowwhat
thelearninggoalswillbe.

Step1
Practicedribblingasoccerballsoyouarefamiliar
withhowtodemonstratethispartofthelesson.
Step2
Practicesettingthecylindersbackupaftertheyhave
beenknockeddownsoyoucandemonstratethispart
ofthelesson.

 Dribbleonlywiththedominantfoot.
Dribbleonlywiththeoutsideofthedominantfoot.
Dribbleonlywiththenondominantfoot.
EffectivePracticeActivity(Howyouwillhavestudentspracticethisstandard
Thelessonwillbeginwiththestudentsworkingontheskillindependentlyasfollows:

Step1
Asabove:Practicedribblingasoccerballsoyouare
familiarwithhowtodemonstratethispartofthe
lesson.

Forindividuals,possible2minutetasksare:

Dribblewithbothfeet.
Dribbleusingonlytheinsideofbothfeet.
Dribbleonlywiththedominantfoot.
Dribbleonlywiththeoutsideofthedominantfoot.
Dribbleonlywiththenondominantfoot.

Oncethestudentshavebeensuccessfulwithindividualchallenges,grouptheclassintopartners.For
partners,useonlyoneballandmaketheboundariessmallerformorechallenge.Thiscanbeaccomplished
bymovingtheconescloser.

Step2
Asabove:Practicesettingthecylindersbackupafter
theyhavebeenknockeddownsoyoucandemonstrate
thispartofthelesson.
Step3
Makesuretowalkaroundthroughthegroupwhile
theyplaythegamehelpingthemwithformand
functionwhiletheypractice.

Possible2minutetasksare:
PartnersAandBlinkarmsorhandsanddribbletheballbetweenthemselvesastheymovethroughthe
maze.Theymustremainlinkedthroughoutthetask.Iftheyknockoveracylinder,theywork
togethertoresetit.
PartnersAandBpositionthemselvessomewhereinthecourtabout15feetapartandabout5feetfroma
cylinder.PartnerApassestheballtoPartnerBwhotrapsit.PartnerBkickstheballbackto
PartnerAtrapsitandpassesitbacktoPartnerBastheycontinuethesequence.
PartnerAandPartnerBremainintheabovepositions,butthey:

kickandtraponlywiththedominantfoot

kickandtraponlywiththenondominantfoot

kicktheballcontinuouslybackandforthwithouttrapping("onetouch").
Closure(Whatyouwilldotohelpstudentsrememberthisinstructionandhowtheymightkeepon
practicingindependently)
Itwillbeimportanttohelpthestudentsunderstandhowtheycancontinuetoworkonthisskillathomeby
demonstratingtherearemanydifferentoptionstosetuptheplayingcourt.Youcanshowthemwhatitems
athometheymaybeabletouseinsteadofacylinderlikecones,hats,Frisbees,etc.Inadditionto
discussingwhatotherobstacleitemscanbeused,itmightbehelpfultodiscusswherethegamecanbe
playedsuchasapart,soccerfield,orlargebackyard.

Step1
Createexamplecardsshowingthecourtlaidoutin
differentareassuchasaparkorbackyard.
Step2
Havethestudentsshareideasaboutwheretheythink
theymightbeabletoplaythegameandwhatitems
theymaybeabletouseasobstacles.

Assessment:Howwillyouassessprogressinthisstandard?(RefertopagesinthePEFramework
thatsupportyourplan)
StructuredObservations(161)
Structuredobservationreferstolookingataperformanceandassessingthatperformance.Thisassessment
strategyiseffectiveforassessingstudentperformancerelatedtomovement,motor,andsocialskills.
FitnessLogs(164)
Fitnesslogsprovidestudentstheopportunitytorecorddata.Teachersperiodicallyreviewthedatawiththe
studentsandprovidefeedbackonthestudentsprogress.Thedataforthisexercisewillinclude:
1.Howmanyconedwereknockeddownduringtheexercise.
2.Howquicklywasthestudentabletomakeitthroughthemaze
3.Howoftendidtheypracticeoutsideofschool
4.Thestudentsgoalforfutureperformanceonthetask
ClassManagement(Howyouwillmanagethisinstructionsothatallstudentslearnwell)
Thisinstructionwillbebestsuitedtohavingthestudentsbrokenupintotwoseparateteams.Eachteamwill
havetheirownsectionofthegymtosetuptheirobstaclesandrunthroughthecourse.Additionally,the
studentswillneedtobenumberedastowhogoesfirst,second,etc.Thiswillensurethereisnofighting
aboutwhogetstogofirstorhowmanytimestheycanmovethroughthecourse.Thestudentswillhavea
maximumtimetheyareallowedonthecoursemonitoredbyawhistletheteacherblowsnotifyingthemto
leavethecourseiftheyhavenotyetfinished.Inthiscase,thestudentwouldnotehowlongtheywereon
thecourseandhowfartheywereabletogointheirfitnesslog.Usingteamcaptainstomonitorthe
stopwatcheswillhelpmaintaincontroloverwhoisdoingthetiming.

ModificationsforSpecialTypesofLearners(RefertoPEFrameworksandprovidepagenumbers)
ELD Learner: pg 214-215
Strengths
One strength many English learners have is the fact that soccer is far more important
and understood outside of the US. Many students who come from different countries
are well versed in the concept and skill of soccer. This will benefit them because they
will already have a working understanding of the concept. The teacher can use this
background knowledge to help in the lesson. You may even be able to utilize these
students in a new leadership role if they show above average skill level.

Step1
Provideanexampleofhowtocreateandenterdata
intothestudentsfitnesslog.
Step2
Helpthestudentsunderstandhowtochooseand
monitorgoals.

Step1
Preplanhowmanyteamstherewillbeandwhowillbe
oneachteam.Thiswayyoucanplacestrongerathletes
withlessskilledstudents.Thiswillkeepthetask
movingandallowlesserskilledstudentstobenefit
fromwatchingtheexampleofthemorequalified
students.
Step2
Workwithyourteamcaptainstomakesuretheyare
comfortablewithusingthestopwatches.

Step1
Createthevocabularylistpriortothelessonsothey
canhavesomeleadtimetostudyandbecome
comfortablewiththenewwords.
Step2
MeetwithyourELstudentstodiscussthelessonand
seeifanyofthemareinterestedinbeingateam

Weaknesses
The terminology used in this lesson is not necessarily common language and doesnt
always fit into academic language either. Words such as dribble, trap, or shoot may
be confusing for them.

captain.

Your intervention or adaptation:

I would make sure each EL student has a copy of the new vocabulary prior to learning
this lesson. I would ask them who feels confident in their soccer skills and ask if any
of them want to be a team captain. I would also provide them diagrams of how the
court is set up so they can connect the vocabulary to the picture.
Special Needs Learner: pg 216-217
Strengths
Often these students have great attitudes and a willingness to learn. They enjoy
being part of the team and can give the other students who partner with them a
great experience.
Weaknesses
Physical limitations may make it difficult for these students to participate at the same
level as their peers. Adaptations to the physical demands, manipulatives, and the
time allowed to complete the task are all concerns for this group of students.
Your intervention or adaptation:
Special needs or students with a medical condition can be paired up with stronger
students. This will allow them to still participate in the activity and stretch their goals.
The stronger athletic students may not need as much practice to be accomplished at
this task but helping a student who needs extra help requires them to work on their
understanding of diversity and team accomplishment. In addition, I would modify the
rules, manipulative, and goals to accommodate those students who would benefit
from the activity but might not be able to complete it without accommodations.

Step1
Createalistofstudentswhomayneedtobepairedup
withstrongerstudentsandthoseyoumaythinkmay
benefitfrombeingateamhelper.Thesecouldinclude
strongathletesorstudentswhoneedtolearnteam
leadershipskills.
Step2
Comeupwithwhattypesofaccommodationscanbe
makeforthesestudentstobesuccessful.

Reflection: What have you learned about planning instruction for a diverse student population in this content area?
I learned there is a lot more out there for PE than just playing kickball. This is an interactive part of the overall curriculum and one that can
be implemented with purpose and goals to be achieved. I liked how the framework helps you take a simple concept like dribbling a soccer
ball make it fun and relevant to the students overall success.
What area of this instructional plan was easy to complete?
The easiest area to complete was finding a game or topic. There are so many examples out there to choose from, it wasnt hard to find
something interesting and fun to do. The framework was laid out very nicely and was easy to read / understand.
What area will you need more knowledge/skill in order to do the task well?

Im not very athletic so I will need to practice these skills myself to make sure when I am teaching them I present myself confidently so the
students know what they need to do. I also need to make sure I am connecting what we are doing in PE to other content areas. This is where
the log, journal, or short answer questions can be brought in to help connect what we are doing in the gym to the classroom.