LN - Track Review Week 7 Day 14

Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 2/10/15
Department of Health, Exercise and Sport Sciences

Sport Pedagogy Lesson Plan
Teacher: Lauren Nakaso
School: Cleveland Elementary
Background Information
Date: November 5, 2015
Grade Level: 4th /5th grade
Lesson Focus: Skill themes: Track Relays

Equipment and Facilities: On the blacktop, 4 cones,
batons, 16 star poly spots, 12 poly spots, 4 batons,
lots of cones
# Of students: 20 students
Safety Considerations: The teacher will conduct
the lesson in a quality-learning environment.
Students will be seated while listening to the
teacher reviews the rules and expectations of
all students in the class. Students will be
advised to participate in a safe and friendly
manner at all times. The teacher will have
knowledge of all students health related
issues based on a permission slip that will be
signed and dated by the parent(s)/ guardian(s)
and student. The students will be in proper
dress attire for the activity. Those who are not
properly dressed will be seated in the
bleachers and complete an assignment that
should last the duration of the class. Students
will be aware of the teachers cues (whistle
blowing) to stop and start each activity,
waiting for further directions.
Lesson Specifics
Behavioral Contingencies: Students will be expected Previously Learned Skills: Students will need to have
to actively participate during the lesson. If students
worked on team building skills, following directions,
are misbehaving, a 2- strike rule will be
and communication and change of speed.
implemented. The first strike being that the student
-Softball, soccer, basketball, dance
will be pulled to the side and verbally warned about
the misbehavior and sit out for that activity. The final
warning, students will be pulled from all activities
and will sit out for the rest if the lesson and watch
their classmates participate in the class. When the
teacher is talking, the students will place all
equipment on the ground and their hands on their
1
head.
Teaching Strategy: In this lesson, the students will be

put into groups of 4. I will give the students 20
seconds to pick their partners. If partners are not
chosen I will match them up. This lesson is intended
to last for a long period of time with repetition while
providing. I will start the lesson using the command
style teaching strategy. Using an interactive
approach and verbal cues to assist the students in
understanding the techniques that will be used
during the activities will provide the instruction.
Student
Objectives:
Academic Language: The primary academic

language being addressed will be the cues of the
skill. The key terms used will be:
- Arms - Heart Rate
- Stand tall
- Relax
- Breathe
These terms will be used when talking about running
form and how our heart rate is affected during
activity.
Psychomotor (P): Students will be able to use proper running form and demonstrate proper
breathing techniques to keeping the heart rate elevated 70% of the time when participating
in a relay/obstacle race. SWBAT demonstrate the COTS for the standing long jump and the
modified shot put 80 % of the time.
Cognitive (C): Students will be able to correct other individuals on their technique with 70%
accuracy. The students will understand the lifetime benefits of fitness The students will
understand the importance of target heart rate. The students will understand the difference
between aerobic and anaerobic exercise.
H-R Fitness (H): Students will be engaged in moderate to vigorous physical activity at least
65% of the time.
CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

I. Demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
II. Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and
performance of physical activities.
III. Assess and maintain a level of physical fitness to improve health and performance.
2
IV. Demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and
performance.
V. Demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies that
apply to the learning and performance of physical activity.
NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of motor
skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
3. Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical activity and
fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.
Describe the pre-class arrangement:
Teacher: Will be facing the students at home base
Students: All the students will be sitting on the home base line
Equipment: 4 cones, batons, 15 hula hoops, 15 hurdles OR cones, 20 poly spots.
Diagram the pre-class arrangement
XXXXXXXXXXXXX
XXXX
Time
Content Development
3
minutes
Set Induction
Hi Tiger Pride! As you know we are
on our track and field unit. Today we
are going to have a fun day and review
everything we have learned this week
at different stations.
- Endurance Running
- Standing long jump
-
Modifiedshotput
Sprintingrelays
We will work on partner/ group

cooperation and team building skills.
Management
(Illustration of
formations)
Diagram Instant Activity
Start/Stop Signals: Tiger
Pride Freeze
To gain students
attention, I will blow the
whistle and they will
place their hands on their
heads, with all eyes on
me. Or call out Tiger
Pride, 1,2,3 all eyes on
me. They will respond
1,2 eyes on you.
3
a) Goal Orientation for

each task
This activity will address
CA content standards I and
IV and NASPE content
standards 1, 2, and 4. Each
student will gain
knowledge of the COTS
while demonstrating motor
skills and movement
pattern. They will exhibit
personal and social
behavior while working
Time
Content Development
The most important thing about

running is your breathing and working
on your form. (Arms, body posture,
and form)
Purpose:
Knowing how to be able to run for a
long period of time without stopping or
breaking down form. Practice and
understand the other important events
in track.
5 min
3-5 min
at each
station
25 min
lesson
Transition (if necessary): Students will

be following the teacher, jogging
station to station to understand each
task. After the stations are
demonstrated the teacher will assign
each group a station
Lesson Core Station 1:
Students will be lined up on the start
line. Students at one end of the
channel, one student in the middle. The
object is to practice handoffs with a
partner in their lane.
This can be timed for personal
improvement
Management
(Illustration of
formations)
Ready go
Freeze
with a partner.
Grouping Strategies:
Students will be in 5
groups of 4 people.
N/A
N/A
Diagram Task 1
X-2 X-2
The student will then run back to and

tag their partner's hand and that partner
will begin. This will continue until
time to rotate
We can build on this by having an
additional round where rather than the
student running back; they must go
through the obstacle course again to
get back.

each task
X-1 X-1
X1= runner 1
X2= runner 2 partner
Station 2: Standing long jump

4
This activity will address

CA content standards I and
IV and NASPE content
standards 1, 2, and 4. Each
student will gain
knowledge of the COTS
while demonstrating motor
skills and movement
pattern. They will exhibit
personal and social
behavior while working
with a partner.
Teaching Cues
Sprints:
Knees up
Toes
Stay relaxed.
Quick Turn Over
Fingers wide or
loosely closed.
Standing Long jump:
Time
Content Development
The teacher will have the students

practice the COTS for the standing
long jump at this station. There will be
one poly spot for each student to start
on. On the other end there will be
another poly spot.
Count and see how many jumps it
takes to get to the other side
Management
(Illustration of
formations)
X
X
START

each task
Athletic Stance
Sit in Chair
Swinging Arms
Leap Forward
Arms-
X
X
FINISH
Station 3: Endurance Running

For the 3-5 minutes of each station, run
as many laps as you can. Try not to
walk. Work on the COTS
Stand tall, eyes

forward
L-shape form
Elbows in &
Shoulders relaxed
Arms not crossing
over body
Hands relaxed
Breathe-
Work as a team and cheer each other

on.
Station 4: Modified Shot Put

The teacher will have the students to
practice the COTS for the modified
shot put with their partners.
While one partner is throwing the
other partner is marking the distance
with the star poly spots. There is an
option to throw a fluffy ball or a
softball for modifications
Run around each corner

with your
X
X
X
Throwing
X
X
Starting
Demonstration Plan:
The teacher will pick on students to
demonstrate the skill that will be
conducted at each station
Questions to Check Understanding
How do you know if you are
succeeding in your running?
How should you land when conducting
the standing long jump? Like youre
In your nose and

out your mouth
slowly.
Shot Put throw:

Athletic Stance
Non Dominant Arm
Forward
Make Muscle
Twist Hips
Rotate Hands
Forward
Common Errors Task 1:
1. Landing with hands
behind them.
2. Throwing modified shot
put like a softball.
3. Not using arms when
running
4
Common Errors:
Time
Content Development
Management
(Illustration of
formations)

each task
sitting in a chair.
Where should you throw the modified
shot put from? The side of your neck.
2 min
5-7
minutes
Transition: After 3-5 minutes each

group will transition to the next group.
After the last station, all equipment
will need to be picked up and all the
students will return to home base for
closure.
Lesson Core - Task 2: Core
In running it is important to have a
strong core. I will lead the class into a
core routine for 5 minutes if there is
extra time in the lesson
Demonstration Plan:
Will perform the abs routine with the
students.
2 min
CLOSURE:
Review: Great job today everyone, we
were able to increase your heart rate,
work on your running form, and field
event technique. I will see you next
week!
Diagram The Closure
XXXXXXXXXXXXX
XXXX
Awesome job! Lets bring it in. Tiger

Pride, Track. 1, 2, 3!
N/A
Shoulders not relax

Arms above belly
button
Running slouching
Pushing the ball
with 2 hands
ASSESSMENT TECHNIQUES: While students are practicing their distance running COTS with their partner,
the teacher will assess the students techniques using a formal assessment. The group who is spotted doing the
technique correctly will be used as a demonstration.
References Used:

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Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 2/10/15

Department of Health, Exercise and Sport Sciences

Lesson Focus: Skill themes: Track Relays

Teaching Strategy: In this lesson, the students will be

Academic Language: The primary academic

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

Diagram the pre-class arrangement

We will work on partner/ group

a) Goal Orientation for

The most important thing about

Transition (if necessary): Students will

The student will then run back to and

a) Goal Orientation for

Station 2: Standing long jump

This activity will address

The teacher will have the students

a) Goal Orientation for

Station 3: Endurance Running

Stand tall, eyes

Work as a team and cheer each other

Station 4: Modified Shot Put

Run around each corner

In your nose and

Shot Put throw:

a) Goal Orientation for

Transition: After 3-5 minutes each

Diagram The Closure

Awesome job! Lets bring it in. Tiger

Shoulders not relax

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