Track and Field • Relay Race

Course: Mann UCLA Community School Grade Level 6th/7th

Semester/Year: Fall 2023 Number of Students 30+
Teacher: Ruben Guerrero Lesson Length 50m
Week of: 2/12-2/16 Before Lesson -15m Dress
Day of unit Day 3 and Day 4 Week 2 After Lesson -15m Bell

Major Activities Taught • Relay Race

• Teamwork
• Dynamic Movement
• Psychomotor Development
• Motor Skill Development
CA Content Standards 6th Grade and 7th Grade Addressed:
Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a
variety of physical activities.
Combinations of Movement Patterns and Skills
1.9 Combine relationships, levels, speed, direction, and pathways in complex individual and
group physical activities.
1.10 Combine motor skills to play a lead-up or modified game.
1.11 Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns
that combine traveling, rolling, balancing, and transferring weight.
Standard 2: Students demonstrate knowledge of movement concepts, principles, and strategies that
apply to the learning and performance of physical activities.
Movement Concepts.
2.3 Analyze and correct errors in movement patterns.
2.4 Provide feedback to a partner to assist in developing and improving movement skills.
2.5 Identify practices and procedures necessary for safe participation in physical activities.
Combination of Movement Patterns and Skills
2.12 Develop a cooperative movement game that uses locomotor skills, object manipulation, and an offensive
strategy and teach the game to another person.
Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts,
principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
5.1 Participate productively in group physical activities.
Group Dynamics
5.4 Identify and agree on a common goal when participating in a cooperative physical activity.
ELD Standards
Grade 6 4. Adapting language choices 4. Adapting language choices 4. Adapting language choices
W.6.4–5; Adjust language choices Adjust language choices according Adjust language choices according to
WHST.6.4– according to social setting (e.g., to purpose (e.g., explaining, task (e.g., facilitating a science
5; SL.6.6; classroom, breaktime) and persuading, entertaining), task, and experiment, providing peer feedback
L.6.1, 3, 6 audience (e.g., peers, teacher). audience. on a writing assignment), purpose,
 task, and audience.

Grade 7 4. Adapting language choices 4. Adapting language choices 4. Adapting language choices Adjust
W.7.4–5; Adjust language choices Adjust language choices according to language choices according to task
WHST.7.4-5 according to social setting (e.g., purpose (e.g., explaining, persuading, (e.g., facilitating a science
; SL.7.6; classroom, breaktime) and entertaining), task, and audience. experiment, providing peer feedback
L.7.1, 3, 6 audience (e.g., peers, teacher). on a writing assignment), purpose,
task, and audience.
Behavioral Objective
Motor 1. The students (a) will be able to demonstrate (b) the proper baton handoff or running mechanics which is (c)
during class time (d) at least three times.
2. The students (a) will be able to demonstrate (b) the proper motor skill in activity 2 which is (c) during class
time (d) at least three times.

Cognitive 1. The students (a) will communicate (b) the proper technique (d) of the baton handoff techniques with a
classmate to help with sportsmanship during the lesson (c).

Affective 1. Students (a) will state (b) they had fun verbally and high 5 another student (d) at the end of class during
closure (c).
2. The students (a) will demonstrate (b) good sportsmanship which is maintaining a safe distance between groups
and helping your partner with cues (d) during activity 1, 2, and 3 of the lesson (c).
Type and Quantity of Equipment:
Batons, cones, fuzzy dice, dots, open space.
Safety Precautions:
1. Check the gym or field of harmful debris
2. Clear out the area of all obstructions.
3. Sweep or mop floors if needed.
4. Make the students aware of their surroundings and give each other 6 feet of space to warm up comfortably
5. Equipment stored during the lesson.
Preparation and Illustration
Checked equipment
Count equipment
Copy of rules
Skills, Activities, Topics & Methods and Organization Instructional Cues,
Time (Skill Progressions & Diagrams)

Activity #1 Introduction of Activities: Modification:

Roll Call Roll Call Pushups: knees, against
Warm-up Pre-Assessment wall
Run Warmup Situps: Reach, crunch
Run
Time: 15m Dice Game Activity Cues:
Heel Toe Relay Race Focus, Focus, Focus
Purpose: Closure Be ready
Get the body warmed up, Free Play Keep safe distance
avoid injuries
Roll Call: Spanish Language:
Objective Addressed: Make sure students are in their assigned poly spots or area. Take roll by Hands-Manos
Motor Objective: calling out students' names and check off the roll sheet. One-Uno
M1, M2 Attention tool: Two-Dos
Cognitive Objective: Whistle or two claps Three-Tres
C1 When teachers say Panthers, the class responds with 2 claps. Four-Quatro
Affective Objective: Do multiple times to get all of the class's attention. Jumping Jacks -
A1 Warm-up: Saltos de tijeras
Jumping Jacks Run in Place - Corre en
Run in Place su lugar
CA Content Standard: Air Squats Pushups - Flexiones
1.3, 1.5, 1.10, 5.1, 5.4 Head, Shoulders, Toes Touches Sit-ups - Abdominales
Pushups (5 or more)
Situps (5 or more)
ELD Run:
Grade 6 4-5 Times around the field for time.
W.6.4–5; WHST.6.4–5; Under 10 minutes
SL.6.6;
L.6.1, 3, 6
Grade 7
W.7.4–5; WHST.7.4-5;
SL.7.6; L.7.1, 3, 6

Transition Time 1m Whistle or Call Panthers for the 2 clap, stop lesson and have students in
their place or circle around me with their partner and explain new
activity. Teacher can demonstrate with a student or two students can
demonstrate the game.
Activity #2 Activity: Modification:
Arithmetic Tag with Fuzzy Arithmetic Tag with Fuzzy Dice Change movements to
Dice slower speed.
Purpose: Objective: The Fuzzy Dice Activity is designed to engage students in a Add additional time if
Arithmetic skill practice fun and interactive way to practice arithmetic skills, specifically needed.
through interactive games. focusing on even and odd numbers. This activity promotes mental Hints for math problems
math and quick decision-making. Add more time to
Time: 15m complete
Materials:
Objective Addressed: 1. Fuzzy Dice Cues:
Motor Objective: 2. Designated safe zone Eyes up
M1 3. Space for students to move around Focus on Even&Odd
Cognitive Objective: Quick Math
Procedure: Listen for Cues
Affective Objective:
A2 1. Pairing Students: Begin by lining up students in pairs. Each pair will
consist of one student representing even numbers and another student Spanish Language:
Grade 6/7 representing odd numbers. 1-Uno
CA Content Standard: 2-Dos
1.9, 1.10, 1.11, 2.3, 2.4, 2.5 2. Introduction of Fuzzy Dice: Explain to the students that fuzzy dice 3-Tres
2.12, 5.1 will be used for this activity. The teacher will roll the fuzzy dice, which 4-Quatro
will display a number. Additionally, the teacher will announce whether 5-Cinco
ELD to add or subtract for the next step. 6-Seis
Grade 6 7-Siete
W.6.4–5; WHST.6.4–5; 3. First Dice Roll: The teacher rolls the first fuzzy dice, calls out the 8-Ocho
SL.6.6; number, and specifies whether to add or subtract. For example, if the 9-Nueve
fuzzy dice shows '4' and the teacher says "plus," the students must 10-Diez
L.6.1, 3, 6
mentally calculate the result, which in this case would be the next
Grade 7 number, '5.'
W.7.4–5; WHST.7.4-5;
SL.7.6; L.7.1, 3, 6 4. Second Dice Roll: The teacher then rolls the second fuzzy dice, calls
out the number, and the students must perform the specified arithmetic
operation (add or subtract) to get the final result. For instance, if the
first roll was '4' (plus) and the second roll is '3,' the final result is '7.'

5. Student Interaction: If the final result is an even number, the student

representing even numbers must quickly chase and tag the student
representing odd numbers before they reach the designated safe zone.

6. Safe Zone: Designate an area as the safe zone. The odd number
student can reach the safe zone to avoid being tagged by the even
number student.

7. Rotation: After each round, rotate the pairs of students, ensuring that
each student gets the opportunity to represent both even and odd
numbers.

8. Repetition: Continue the activity with multiple rounds, allowing

students to practice different arithmetic combinations and keeping the
game dynamic and engaging.

This activity not only reinforces arithmetic skills but also adds an
element of physical activity and strategy as students try to outrun or tag
their peers based on the nature of the arithmetic operation and the
resulting number.
Transition Time 1m In their spots, move on to closure questions, ask questions and have
them answer as a class, raise their hands to answer or call on them
individually to answer teachers' closing questions.

Activity #3 Activity: Modification:

Motor Skill Relay Race Motor Skill Relay Race Game Change movements to
slower speed.
Purpose: Objective: Add additional time if
Coordination & Balance Engage players in a thrilling relay race that not only tests their speed needed.
Development but also challenges their coordination and control. In this unique race,
Teamwork & Strategy players must move as fast as they can through the course, but they can Cues:
Promotion only walk or run by placing their heel to toe for short steps. Baton Handoff
Fun & Challenging Relay Communication
Materials Needed: Timing
Time: 15m 1. Designated relay race course Hand Position
2. Open space for movement Smooth Transfer
Objective Addressed: 3. Batons Focus Forward
Motor Objective: Anticipate
M1, M2 Procedure: Stick
Cognitive Objective:
C1 1. Team Formation:
Affective Objective: - Divide players into teams. Each team should have an equal number
A1, A2 of participants. Spanish Language:
Baton Handoff-Entrega
Grade 6/7 2. Introduction of Heel Toe Technique: de testigo
CA Content Standard: - Explain the unique movement technique for this race. Participants Communication -
1.9, 1.10, 1.11, 2.3, 2.4, can only move by placing their heel to toe for short steps, similar to a Comunicación
2.5, 2.12, 5.1, 5.4 tightrope walk. Demonstrate the correct form. Timing-Tiempo
Hand Position-Posición
3. Relay Race Course Setup: de la mano
ELD - Designate a relay race course. This can be a straight path, a zigzag Smooth
Grade 6 pattern, or any course that suits the available space. Transfer-Transferencia
W.6.4–5; WHST.6.4–5; Suave
SL.6.6; 4. Starting Line: Focus Forward-Enfroque
- Have each team line up at the starting line of the relay course. Adelante
L.6.1, 3, 6
Anticipate-Anticipar
Grade 7 5. Starting the Race: Stick-Bastón or Palo
W.7.4–5; WHST.7.4-5; - Start the race by signaling the first participant of each team to
SL.7.6; L.7.1, 3, 6 begin. They must move through the course using the heel-to-toe
technique.

6. Relay Handoff:
 - At the end of the course (or a designated point), place a marker
where the participants must perform a safe and controlled handoff to
the next team member.

7. Next Participant:
- The next participant in line starts moving through the course using
the heel-to-toe technique.

8. Completion of the Race:

- Continue the relay race until all participants from a team have
completed the course. The team that finishes first is declared the
winner.

Transition Time 1m In their spots, move on to closure questions, ask questions and have
them answer as a class, raise their hands to answer or call on them
individually to answer teachers' closing questions.

Closure and Homework Closure Questions: Closure and

Time: 5m 1) What was the best thing you liked about the lesson Homework
Objective Addressed: 2) What strategy did you use to get better during the activity?
Motor Objective: 3) Were you able to communicate effectively with your partner
Cognitive Objective: during the activity to complete each task correctly?
C1 4) Which game was the most fun?
Affective Objective: 5) Most importantly, did you have fun?
A1, A2
Informal Assessment:
1. Show me the correct form to pass the baton
2. What are some of the cues for the relay race?
3. Show me the correct form to receive the baton.