Track & Field Unit

Physical Education: Grade 8

2017
 Table of Contents

Learning Outcomes..................2-3

Block Plan4-6

Lesson Plans:

Relays7-10

Hurdles.11-13

Triple Jump.14-16

High Jump17-19

Wacky Tracky20-22

Part 6: Assessment Strategy.23-24

Part 7: Appendices

Appendix A..25

Appendix B..26

Appendix C..27-28

Appendix D..29

References...30-31

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Track & Field Unit Plan (Grade 8)

Learning Outcomes

General Outcomes

A: (Activity) Students will acquire skills through a variety of developmentally appropriate

movement activities, dance, games, types of gymnastics, individual activities, and activities in

alternative environments.

C: (Cooperation) Student will interact positively with others

D: (Do it Daily) Students will assume responsibility to lead an active way of life.

Specific Outcomes:

A8-1: Select combine, and perform specific locomotor skills in a variety of activities to

improve personal performance

A8-2: Select, combine and perform locomotor skills by using elements of body and space

awareness, effort and relationships to improve personal performance.

A8-3: Select, combine and perform specific non locomotor skills in a variety of activities to

improve personal performance

A8-4: Select, combine and perform nonlocomotor skills by using elements of body and

space awareness, effort and relationships, to improve personal performance.

A8- 5: Demonstrate ways to receive, retain and send an object with varying speeds,

accuracy and distances in skills specific to an activity

A8-6: Select, combine and perform manipulative skills by using elements of space

awareness, effort and relationships, with and without objects to improve performance.

A8-13: Select, perform, and refine activity- specific skills in a variety of individual

pursuits.

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C8-1: Communication of thoughts and feelings in an appropriate respectful manner as they relate

to participation in physical activity

C8-3: demonstrate etiquette and fair play

C8-4: describe, apply and practice leadership and followership skills related to physical activity

C8-6: identify and demonstrate behaviours that show respect for self and others

D8-1: participate regularly in, and identify and describe the benefits of, an active lifestyle

D8-2: develop a personal plan that encourages participation and continued motivation

D8-3: select and apply rules, routines and procedures for safety in a variety of activities

D8- 5: Appraise or judge movement experience for safety that promote an active, healthy,

lifestyle

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Block Plan

Day 1 Day 2

Lesson Focus: Hurdles

Lesson Focus: Relays
Specific Outcomes (#) A8-1, A8-2, A8-13, C8-3,
Specific Outcomes (#) A8-1. A8-2, A8-5, A8- C8-6, D8-1, D8-5
6, C8-3, C8-4, C8-6, D8-3
Warm up: Tic-Tac, Toe Relay
Warm up: Chuck the chicken - warm up body and muscles
- teams of two involved in passing and
receiving of a chicken Learning Activity : Inclusive Stations
- discuss types of passing techniques which - different levels of obstacles for students to run
are preferred over
- cones, agility hurdles, bowling pins, adjustable
Learning Activity : Types of Grips hurdles
- Up Sweep, Down Sweep, Push Pass - Different speeds and determining lead leg
- Approach for pass: both stationary,
oncoming partner moving and second partner Culminating Activity: Hurdle Races
stationary, both individuals moving -various hurdle heights
- person best timing
Culminating Activity
Capture the flag Closure: Exit Slips
- using up sweep and down sweep to try and -1. What were the three general cues for hurdles,
remove flags from opponents why might they be important
2. What were the 5 cues for basic hurdle form
Closure: and explain each
- Discussion: review handoffs 3. What happened to general technique once
Was there a transfer of momentum? racing or timing of the event started
- Modifications to produce desired
movements
3 Key Teaching Points
3 Key Teaching Points - General cues: Body, Eyes, Run
- communication when exchanging objects - Hurdle Technique: Knee, kick, Step, Hydrant,
- hand back Recovery
- transferability of activity - Running over hurdles, not jumping over them

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 Day 3
Lesson Focus: Triple Jump
Specific Outcomes (#) A8-1, A8-2, A8-3, A8-
4, A8-13, C8-1, C8-3, C8-4, C8-6, D8-1, D8-2,
D8-3
Warm up: Obstacles
- moving from and over various obstacles
using different forms of locomotion
Stepping Stones
- movement from one object to next using
various forms of movement
Learning Activity
Triple Jump step progressions
- hop, step, jump
Culminating Activity
Triple jump into pit
- variations of triple jump into pit,
-allowing 1,2,or all 3 components before take-
off of triple jump based on students ability
Closure
- Self evaluation of their daily L.E.A.P and
attitudes towards activity for the day
3 Key Teaching Points
- Spring off balls of feet
- drive knees up
- Keep head up, not looking down at take off
line or pit
- Hop, step, jump- same, other, together
Day 4
Lesson Focus: High Jump
Specific Outcomes (#) A8-1, A8-2, A8-3, A8-4,
A8-13, C8-1, C8-3, C8-4, C8-5, C8-6, D8-3, D8-6,
D8-7
Warm up: Jumping tag
- using different movements, avoid being tagged
- once tagged, must jump over and on top of
obstacles before allowed back into game.
Learning Activity:
5 Progressions for high jump
- scissor jump landing on feet
- scissor jump landing on bum with 5 step
approach
- standing flop
- 3 stride approach to flop
- 5 stride j approach to flop
Culminating Activity: High Jump
- using various approaches learned, attempting
high jump at various heights
- peer evaluation, video taped in slow motion to
provide feedback
Scissor: take off, lead and trail leg, landing
Flop: take off, body positioning, landing
Closure
- create dance, handshake, routine for following
day in predetermined Wacky Tracky teams
3 Key Teaching Points
- Jump up, before trying to go over
- land with legs parallel to rope- Scissor jump
- land with body perpendicular to rope - Flop
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 Day 5

Lesson Focus: Wacky Tracky

Specific Outcomes (#) A8-1, A8-2, A8-3, A8-

4, A8-5, A8-6, A8-13, C8-3, C8-4, C8-6, D8-1,
D8-3, D8-5

Warm up: Opening Ceremonies

-- Introduction of students and teams
- intro Cheers and routines from each team
Culminating Activity
- Wacky Tracky Events
45 m hop
- right leg hopping, left leg hopping, both feet
hopping

Over /under hurdles

- relay, students must go over and under
hurdles

Extreme Piggy
-Piggyback a 4 x 20m race

Slam jump
- high jump movement over low bar
incorporating catching

Pool noodle javelin

-javelin throw using a pool noodle

Closure
-Awards: provided to each team
: Most wacky outfits
: Most supportive Team
: Most creative cheer
: Most sportsman like
: Best Team Name

3 Key Teaching Points

Communication
Teamwork
Fair play

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Lesson Plans

Name of Lesson: Relay

Grade Level: 8 Subject: P.E. Lesson: 1 of 5 Date: Time: 60 min

Activity Dimension: Individual Activities Topic: Relay

Equipment:
4 rubber chicken, 30 flag football flags, track circle with relay lines, 15 batons, 15 bean bags, 15
scarves, 10 cones, stopwatch
Safety Considerations:
Warm up muscles and body to avoid injuries if students involved in sprinting
Ensure obstacles are clear of track
Create routine for running clearing lanes so students do not run into one another
Be aware of any activity that may be going on in the field
No pushing students when grabbing flags

Curricular Outcomes
General Outcome: Specific Outcome (#):
A, C, D A8-1. A8-2, A8-5, A8-6, C8-3, C8-4, C8-6, D8-3

Learning Objectives (TSWBAT):

Psychomotor: Demonstrate the three types of handoffs and desired passing and receiving
technique.

Cognitive: Determine what other activities passing and receiving is required in, and what
aspects of relay passing and receiving may transfer to other activities.

Affective: Show appreciating of physical activity through partner work, choice in grouping and
cooperation.

Introductory Activities/Warm up Organization Teaching Points

(10 min)
Chuck the Chicken - Create 2 teams: have - Passing and receiving
- One team will line up one behind the each student get a techniques and determine
other, all facing the same direction partner, then have whether they prefer
- the chicken will start at the beginning each one stand on receiving and passing, one
of the line, and the first team must pass opposite sides of the handed, two handed, or
the chicken over their head from one gymnasium with right or left hands
partner, then the next pass, pass it - Increase heart rate, and
between their legs muscles temperature to
- this repeats until it gets to the end of prevent injuries during

7
 that line. The last person in like yells class
CHUCK THE CHICKEN then throws the
chicken.
- That individual will move around the
line of their own group as many times as
they can while the other team then
retrieves the chicken, gets into line and
does the same over under passes.
- Each team will repeat this and keep
track of how many times as a team they
have made it around the circle until
each team member has had the
opportunity to chuck the chicken

Lesson Focus (30 min)

Types of handoffs introduced: -Students will chose - Communication with
-Lines and exchange zone will be shown to their own partner partner
students, pass must occur between these - Different technique for
lines (see Image 1) -Choose one exchange handoffs, chose one they
- Students will work in partners to attempt zone to work in, all prefer
three different types of handoffs for relay lanes will be used to - Learn where the
passes aid students in one exchange zone is
- they will try stationary at first, one area
individual in front of the other both facing
the same direction.
- They will progress to first individual
moving towards receiving partner and hand
off occurring in exchange zone (See Image 1
in Appendix A)
- Third progression will have first individual
moving towards partner, at hash marks,
second individual starts running, first
individual catches partner and pass will be
made in exchange zone (See Image 2 in
Appendix A)
- One partners will have baton or equipment
of choice in one hand, partner will have
opposite hand out for receiving, hand off
will occur in middle of lane, see Image 2. At
bottom of lesson
Up Sweep: arm back, wide palm, baton is
swept up into hand
Down Sweep: arm back wide palm, baton is
swept down into hand
Push pass: extend arm straight back, held
steady, thumb right angle with fingers,

8
baton pushed into hand
-For all passes, a verbal command is used by
incoming runner to tell outgoing runner
when to extend hand backwards with
hand or stick

Review:
Q- What are the three types of hand -offs in
relay?
A-up sweep, down sweep, push pass
Q-Are there any other types of activities
that might require similar types of passing
and receiving? - If not, what aspects of this
type of passing might be required in other
activities passing?
A: communication
: balance
: transfer of weight to send an object
: timing: football- snapping the ball

Culminating Activity (15 min)

Capture the Flag: - Set out grid of - Upsweep, down sweep
- Each student will have a belt with flag 40mx40m - Continue momentum
football flags. - Each group chooses a when passing, dont stop
Students will be divided into 3 teams of 10 sideline to be their short
- The inside of the grid is live, each student end zone where they
is trying to get the flags of the other two drop the captured
teams by using the up sweep or down sweep flags
methods previously learned. - Cannot have two
- If a flag is taken, that student will bring teams on one sideline
the captured flag back to their end zone. - Each game will play
- The team with the most captured flags, for 3-4 minutes ( it is a
and flags still attached to belt win. timed finish)
- If a student loses both their flags they are
still in the game and trying to bring more
flags to their end zone
Closure (5 min)
Discussion: - Students in semi -Transfer of activity to
- Review handoffs circle around teacher other activities
- What types of movements were used in the
capture the flag activity?
- Did we have to slightly modify them to
work for the game?

9
Assessment Strategy/Activity:
- Summative: teacher evaluated L.E.A.P, Leadership, Effort, Attitude, Participation for the class
- Formative: discussion of transferability of activities to check for general understanding

Reflection:

10
Name of Lesson: Hurdles

Grade Level: 8 Subject: P.E. Lesson: 2 of 5 Date: Time: 60 min

Activity Dimension: Individual Activities Topic: Hurdles

Equipment:
10 Adjustable Hurdles, 20 agility hurdles, 10 bowling pins, 10 cones, gymnasium, 45 cones,
pylons, batons, 30 pinnies
Safety Considerations:
Ensure students know how to set up hurdles, so that if they are knocked down, they do
not resist fall
Students go one at a time, and hurdle lane is cleared before next student goes
Ensure students are attempting hurdles at appropriate height for ability
Inspect equipment for hurdles to ensure they are in good condition and will not injure
student

Curricular Outcomes
General Outcome: Specific Outcome (#):
A, C, D A8-1, A8-2, A8-13, C8-3, C8-6, D8-1, D8-
5

Learning Objectives (TSWBAT):

Psychomotor: Demonstrate proper hurdle technique using the general cues (Body, Eyes, Run)
and the basic hurdle form cues (Knee, Kick, Step, Hydrant, Recovery)

Cognitive: Describe the cues mentioned above, and explain why they are important and how
they relate to hurdle technique using exit slips

Affective: Show appreciation for activity through participation, effort, and involvement in
competitive races, or individual bests times

Introductory Activities/Warm up Organization Teaching Points

(10 min)
Tic-Tac Toe Relays Divide students into - Students increase heart
Students will be divided in teams of 3. 2 even teams of 3 by rate and warm up muscles
teams will play on each grid number students 1-10 for further activity
- Each grid must have 2 of 3 different sets of (10 teams x 3/team=
coloured pinnies, 1 colour/ team 30 students)
- have students start at opposite end of gym - Create 5 grids of 3 x3
than the cones were set up on. cones to create a tic-
- On signaled start, 1 student from each tac toe grid at one end
team will move from the end of the of the gymnasium
gymnasium to the grid and place one of

11
their pinnies on one of the cones to mark
their X or O. They return back to their team
and the next individual in line goes placing
another pinnie on one of the cones with the
end goal getting a line of solid colours, or a
diagonal. There are only 3 pinnies per team,
so if a line has not been created, the 4th
individual to go will move a pinnie to a new
location that has previously been placed
down.
Lesson Focus (25 min)
Inclusion Stations Each student can look - Noticing which foot you
1. Cones: at each station, and take off with before going
Students walk/jog/run in straight line, choose a starting over obstacles
running over cones without stepping on point, reassess and - Change in speed or
them adjust to stations that hesitations to avoid
- student is attempting to run over obstacles will allow for success stepping on cones/ hurdles
while maintaining steady rhythm and progression - Maintain steady rhythm
- student may adjust the distance between - There will be a - General Cues for Hurdles
cones if needed and allows for more station sheet for each on all 4 stations
rhythmic running, they determine what station, ensure enough Body: upper body is erect
distance works best for them space for activity, QR while running
2. Agility Hurdles: code from stations 2-4 Eyes: eyes forward, not
Students walk/jog/run in straight line, over so students can looking down at obstacles
small agility hurdles. observe technique to Run: running over
- Students will decide which lead leg (first attempt. obstacles, not jumping
leg over hurdle) they want to use when over them
going over hurdles Station 1. Set out 2
- students will try going over hurdles with lines of 3 - 4 cones,
both left and right to determine which is approximately 1 m Cues for basic Hurdle
most comfortable apart in a straight line Form from QR code
- View QR code to assist in further technique Stations 2-4.
of how to move over obstacles (See Knee: leads with knee of
Appendix B for QR code) Station 2. Set out 2 lead leg
- students should attempt to increase speed lines of out 2-3 agility Kick: Kick lead leg over
over smaller obstacles before moving on to hurdles approximately obstacle
larger ones 5m apart Step: Step down with
same lead leg
3. Bowling pins: Hydrant: trail leg will
Students will now attempt hurdle technique Station 3. Set out 1 come over hurdle in the
from station 2, with determined lead leg on line of 5-6 bowling shape of an A, or lifting
a higher obstacle of the bowling pin. pins approximately trail leg similar to dog
-Students should attempt to increase speed 5m apart peeing on hydrant.
over smaller obstacles before moving on to Recovery: trail leg comes
larger ones back to front of body and
- Increase speed as student becomes more Station 4. Set out 1 step down

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comfortable with technique. line of 4-5 bowling
pins
4. Adjustable Hurdles:
Students will now attempt hurdle technique
from previous stations on higher hurdle
- hurdles can be adjusted to higher and
lower heights as students become more
comfortable
- increase speed as students gain experience

Culminating Activity (15 min)

- Students will incorporate the technique Setup 2 straight lines - Incorporate technique
they have learned from the stations into of 5 agility hurdles, 2 into faster paced activity
races straight lines of 5
- Students will choose the height of hurdle bowling pins, and 2
they want to run on and who they would straight lines of 5
like to run against, or have an individual adjustable hurdles, all
time them, and they try to beat their the same distance
personal best. apart within each line
- Once this has been decided, students will for students to race
line up, and race. on.

Closure (5 min)
Exit Slip for students - Provide each student -Cues and techniques for
1. What were the three general cues for with a copy of the exit hurdles
hurdles, why might they be important slip and pen or pencil
2. What were the 5 cues for basic hurdle to complete
form and explain each - To be handed in
before students leave
If required, student may take home exit slip class or the next class if
and return the following day. more time is needed

Assessment Strategy/Activity:
- Exit slips for students to fill out as formative assessment to see if they can recall the basic
techniques that were learned during the class, and then apply why they might be important.

Reflection:

13
Name of Lesson: Triple Jump

Grade Level: 8 Subject: P.E. Lesson: 3 of 5 Date: Time: 60 min

Activity Dimension: Individual Activities Topic: Triple Jump

Equipment:
10 bowling pins, 5 gymnastic mats, 10 hula hoops, 10 poly spots, 5 red hula hoops, 5 yellow hula
hoops, pylons, 5 agility hurdles, spray paint, rake, measuring tape, long jump pit, gymnasium

Safety Considerations:
Clear field area and sand pit of an debris
Do not have students engage in triple jump if conditions are slippery
Ensure rake is not in pit before students jump
Hold rake prongs downwards
After each jump, rake pit to ensure landing is safe
Students are to jump one at a time, and ensure the pit is clear before raking has begun,
and ensure raking is finished before another student starts
Be mindful of equipment scattered around the floor during warm-up

Curricular Outcomes
General Outcome: Specific Outcome (#):
A, C, D A8-1, A8-2, A8-3, A8-4, A8-13, C8-1, C8-
3, C8-4, C8-6, D8-1, D8-2, D8-3

Learning Objectives (TSWBAT):

Psychomotor: Demonstrate various locomotor (walk, jog, run, hop, jump) and non locomotor
(balance, landing) movement patterns

Cognitive: Describe what the three jumps are prior to take off in the triple jump, and if the
jumps increase or slow momentum.

Affective: Self asses their daily L.E.A.P in the classroom environment through a series of
questions, and describe what they enjoyed and did not enjoy during their learning of triple jump

Introductory Activities/Warm up Organization Teaching Points

(10 min)
1. Students hop over obstacle or 1.Place groups of very - Spring off the balls of
from obstacle to obstacle. low obstacles around your feet.
a. Bounding between obstacles. the gym (e.g. 6 small Drive knees up.
b. Repeat with varying hopping hula hoops placed
combinations (e.g. RRLLRR). close together). Change up hopping
c. Repeat adding a step (e.g. combinations.
RRLRRL/LLRLLR) 2.Stepping Stones: - i.e. Left, Left, Right, Right,

14
 set up hoops and Left, Left (LLRRLL), etc.
obstacles from one
2. Stepping Stones end of the gym to the
other.
The object is to travel from one side Hoops/obstacles are
of the gym to the next without stepping-stones and
touching the ground (water). the ground is water.
Students can hop, step, or jump.
Hoops can be rearranged
throughout activity for variation.
Lesson Focus (25 min)
1. Hop, Step, Jump Through Hoops 1.Set up 5 lines with a Keep head up dont look
Students will start on their right foot take off line, hula- down at takeoff line or pit.
at the takeoff line and one foot hop hoops & an agility Focus on takeoff foot to
into the yellow hoop with that same hurdle. Evenly establish what foot feels
foot. Step into red hoop with left foot distribute students more comfortable.
and jump off of that foot over the behind each line.
agility hurdle and land with a two- Hop, then step, then jump
foot landing. Alternate starting foot. 2.Remove hoops & same, other, together
hurdles. Get students
2. 5 Stride Jump to line up 5m behind Hop: keep body tall
Students will start behind the takeoff the takeoff lines.
line allowing room for a 5-stride Step: Hold opposite knee
approach. They will walk, jog, or run 3.Have students line high
towards the takeoff line and hop up approx. 15 meters
from the line then, step and jump away from each the Jump: jump up and
applying the skills they learned in takeoff line. To find forward with final jump.
the previous activity. Practice taking the ideal full approach
off from both legs a few times. distance, students Landing: Land with bent
Students then pick what feels more should run the knees. Try not to fall
comfortable. Once students get number of their age backwards.
confidence in the steps they can try back from the takeoff
to hop, skip & jump for distance. line (e.g. student is 13, - Weight transfer between
run 13 steps back). movements, propel body
forward each progressive
3. Full Approach Jump jump
Students will start with a full - forward motion, not
approach and work on the hop, step vertical motion
& jump from the previous activity.

Discussion:
- What are the three types of jumps used
prior to takeoff in triple jump?
- Do these movements propel the body
further, or halt momentum?
Culminating Activity (20)

15
 Triple Jump into sand pit - Partner the students Landing: Land on two feet.
- include technique that was learned up. Fall forward.
from previous activities - One partner will
- students may choose to only triple jump into the
incorporate 1,2, or 3 of the jumps sandpit as the other
prior to take-off observes.

Closure (5 min)
- Self evaluation of their daily L.E.A.P and -Hand out -Monitor own learning,
attitudes towards activity for the day questionnaire, and create goals, or
pens for students to suggestions for how to
fill out (See Appendix improve involvement
D for peer evaluation
sheet)

Assessment Strategy/Activity:
L.E.A.P- Leadership, effort, attitude, participation

L.E.A.P questionnaire
Scale from 1-5 rate your L.E.A.P for the day:
1- not at all, 2- sometimes, 3- occasionally, 4- most often 5- all the time

1. L: I take on leadership roles, can be viewed as a positive role model, and classmates can
look to me for support or guidance
2. E:I put in my full effort into each component of the class
3. A:I am have a positive attitude about the activities that I am engaged in, the students I am
grouped with, and the class overall
4. P: I participate in all activities, am dressed in proper attire for class, and help set up and
take down equipment whenever needed
5. 2 suggestions on ways to personally improve your L.E.A.P for future classes
6. What components of physical activity did you learn today? Which did you enjoy, which did
you not?

Reflection:

16
Name of Lesson: High Jump

Grade Level: 8 Subject: P.E. Lesson: 4 of 5 Date: Time: 60 min

Activity Dimension: Individual Activities Topic: High Jump

Equipment:
Two high jump uprights, 2 high jump rope bars, 2 crash mats, 6 medium pylons, 3 broom sticks,
student cellphones (1 per partner), 3 gymnastic mats

Safety Considerations:
Be aware of surroundings.
No pushing/shoving.
Can only tag within the square during warm-up activity.
No contact with others while in the obstacle course area.
During Flop: Ensure knees are spread apart slightly throughout the movement or they can
come down and hit the nose or face on landing
Make sure the jumping box is lower than the landing surface

Curricular Outcomes
General Outcome: Specific Outcome (#):
A, C, D A8-1, A8-2, A8-3, A8-4, A8-13, C8-1, C8-
3, C8-4, C8-5, C8-6, D8-3, D8-6, D8-7

Learning Objectives (TSWBAT):

Psychomotor: Demonstrate various motor (run, jump, bound) and non-locomotor (twisting,
turning, landing) patterns through high jump activities.

Cognitive: Evaluate their peers and describe ways in which their partner has achieved or can
achieve success using peer evaluation forms.

Introductory Activities/Warm up Organization Teaching Points

17
(5 min)
Jumping Tag game Set up a variety of Questions for Students
Using different movements, students obstacles around the (post warm-up):
must move around the rectangle to outside of the gym in a - What obstacles were the
avoid being tagged. Tagged students rectangle. Vary the hardest to jump over?
must do a lap of the obstacle course, sizes of the obstacles. - How did you propel
jumping over the obstacles, before being Pick 4-5 students to be yourself over each
allowed back inside the square. The goal it. Start everyone obstacle?
of the taggers is to get all the other else inside the - Look for answers like
students out of the square at the same rectangle. Play until bending at the knees.
time. everyone is out or for
2 min and switch the
people who are it (See
Appendix C).
Lesson Focus (35 min)
Progression 1: Go through ALL 5 Jump UP before trying to
Scissor jump over broomstick progressions with ALL go over the bar.
landing on feet. students. Following
Scissor Jump = jumping off of 1 foot and progression demos, Scissor Jump:
kicking the opposite leg straight up allow students to - Use a straight run up at
followed by kicking up the trail leg (leg you move from station to 30 degree angle from the
jumped off of) station freely in order crossbar
to achieve success and - Leg closest to the bar
Progression 2: challenge themselves comes up first
Scissor jump to land on bum with 5- once success is -Run and jump tall keep
stride approach. *Increase rope achieved. hips high
height as needed - Try to jump straight up
P1: Using pylons, when reaching barnot
Progression 3: place a broomstick into the bar
Standing Flop across creating a knee - Kick leg closest to the bar
Students stand on the box with backs to the height high jump bar in front of body (like
rope and attempt to clear the bar by and place a gym mat kicking a ball) then second
jumping up and back off two feet, actively behind for the landing. leg is also kicked up in front
lifting the hips, then legs over the bar and Set up 3 at this station. of body
landing on the upper back. (See Appendix C) - Accelerate for last few
strides of run up
Progression 4 (10 min): P2: Set up 1 crash mat
3 stride approach to Flop with rope bar in front. Fosbury Flop:
(See Appendix C) - Use J shaped approach
Progression 5 (10 min): run. Jump UP first, and then
5 stride J approach to Flop P3: place a sturdy low go over the bar. -
box up against the Take off with outside foot.
center of the mat and - Drive inside knee up. -
use a rope bar. Set bar Arch back, drive hips up,
at height of hips and kick legs up. Land on upper
gradually move up as

18
 students get better at back
9the drill.
(See Appendix C) P2: Run-up rhythm is (1, 2,
P4: Place a sturdy low 34, 5). Land sitting with
box up against the trunk upright with legs
center of the mat and parallel to the rope. Take
use a rope bar. Set bar off with outside foot.
at height of hips and
gradually move up as P3: Arch back, drive hips
students get better at up, kick legs up
the drill.
P4: Run-up rhythm is
P5: Set up pylons in to (12, 3).
guide students in the J
approach (See P5: 5 steps have a (1, 2,
Appendix C). 34, 5) rhythm.

Culminating Activity (Time)

Peer Evaluation - Pair students up. Body: Tall upper body
In partners, students will attempt the high - Briefly go over peer posture.
jump using one of the progressions they feel evaluation form with Legs: Strong knee lift of
most comfortable with. Partners will film 3 students before they the free leg at take-off.
attempts of their partner in slow motion. start the activity to Scissor: land with feet
Partners will then break down their videos ensure they know parallel to bar/legs
using the Peer Evaluation sheets provided. what they are looking parallel to bar.
for. Flop: arch back, drive hips,
and kick legs up. Land on
upper back.
Closure (Time)
Give students 5 minutes to come up with a Create groups for - Be as creative as
dance, handshake, or routine for the Wacky Tracky based possible!
opening ceremonies for Wacky Tracky day on individuals in class. - Have fun with it!
next class. Create teams with
diversity of strengths
of the students

Assessment Strategy/Activity:
- Peer evaluation during culminating activity
- Formative evaluation of students ability to provide feedback
- Formative evaluation of student skill level

Reflection:

19
Name of Lesson: Wacky Tracky

Grade Level: 8 Subject: P.E. Lesson: 5 of 5 Date: Time: 60 min

Activity Dimension: Individual Activities Topic: Wacky Tracky

Equipment:
Track and a field, 5 rubber chicken, 25 adjustable hurdles, 5 pool noodles, 2 crash mats, high
jump uprights with rope bar, 2 bean bags, 2 foam balls, 4 large pylons
Safety Considerations:

Curricular Outcomes
General Outcome: Specific Outcome (#):
A, C, D A8-1, A8-2, A8-3, A8-4, A8-5, A8-6, A8-13, C8-3,
C8-4, C8-6, D8-1, D8-3, D8-5

Learning Objectives (TSWBAT):

Psychomotor: Demonstrate various movement patterns for locomotion (running, hopping,
crawling) and non-locomotor (landing) in a variety of Wacky Tacky events.

Cognitive: Create and explain a new activity that incorporates many of the movements and
techniques learned from the unit through the final assignment.

Affective: Demonstrate teamwork and cooperation through specific costumes or outfits,

engaging in all activities, cheering on all team members, being respectful in competition and
engaging in fair play throughout each activity.

Introductory Activities/Warm up Organization Teaching Points

(5 min)
Opening Ceremonies: - Have students in - Be creative
- Introduction of each team and players as their predetermined - Ensure all students are
well as their introductory routine and cheer groups in a circle, and participated
announce each team,
and each member.

Culminating Activity (45 min)

45m Hop 5 teams each a - ALL students involved
- 3 rounds of this hop, 3 different different theme, name - Communication
team members must participate & color. - Teamwork
1 15m right-legged hops, 2nd 10m left-
st Teams must have a - Fair play
legged hops, last 20m two foot hops theme cheer and wear
color of team for - Whenever applicable in

20
 Over/Under Hurdles
- Entire team involved in this relay
- Students line up at 100m start line,
on signal, 1 student from each team
but go over first hurdle, then under
the next one and repeated.
- When at last hurdle, they must
come back the opposite way, still
travelling over and under hurdles
until they return to team mate, then
next individual in line will repeat
this sequence
Extreme Piggy
- Teams will piggyback a 4 x 20m race
- One individual can be carried the entire
80m, must be 4 different individuals
carrying teammate
- Individual running, must carry rubber
chicken, and pass to next individual to
continue run.
points...bonus points activity, use skills and
for extra articles (PE movements that have been
appropriate). learned throughout unit
6 students per team
2-3 people per
activity/round:
- Teams select who is
competing in each
category, ALL students
must participate in an
equal number of
events
60m Hop:
- Create markers using
large pylons for the
15m and 30m mark so
students know when to
change hopping style.

Slam Jump Over/Under Hurdles:

- Mats will be set up for high jump,
bar will be only slightly elevated
above mat
- Students must clear bar and also
catch on object from team mate
-Set out 4 adjustable
hurdles in 5 lanes set
them at a height that
allows students to go
over and under.

Pool Noodle Javelin Extreme Piggy Back:

- Students must throw pool noodle as -Start at 100m start
far as possible, 3 students from each line
team required to participate
- Each student has 3 opportunities to Slam jump:
clear rope bar and catch item (i.e. - 2 mats, and rope bar
ball, bean bag, rubber chicken) set out beside one
another
- set rope only slightly
above mat height

Pool Noodle Javelin:

- Students begin at
edge of field, tape
measurer set out in
advance to measure
distance

21
Closure (10 min)
Hand out awards -Teacher will choose - Components that
- Most wacky outfits these as lesson transferred from the track
- Most supportive Team progresses. and field unit into Wacky
- Most creative cheer Tracky
- Most sportsman like -Students gathered,
- Best Team Name sitting back in circle, - Transfer of movements
entire team comes up into different activities
-Introduce assignment for new Wacky when award is given
Tracky activity, review rubric, and
deadline to hand in
- discuss how movements learned in one
field can be transferred and applied in
many other activities

Assessment Strategy/Activity:
- Wacky Tracky 2018 events: students must create a new event to be implemented for Wacky
Tracky 2018
- Take home assignment done in pairs
- Using ideas from the days events, as well as techniques and skills learned throughout Track and
Field Unit.
- Summative Assessment due 1 week post Wacky Tracky day

Reflection:

22
Assessment Strategies

a. This strategy was chosen so that students are able to create something new, and utilize the
information, and skills learnt in a new way. This aspect targets the cognitive domain so see if
what has been taught was understood or if students simply went through the motions.. This was
also chosen so that the assignment is relatable to them, as their work has potential to be used for
a purpose in the future. This activity will tell the teacher if they are grasping the concept of skill
transfer in new activities, as well as if they understood some of the basic movements that were
used throughout this unit. This activity is connected to relatedness for future Wacky Tracky days,
creativity, which components from learned track and field days incorporated, clear explanation
of activity, usability of activity - needs to be realistic for grade 8 students to be able to participate
in for future, spelling and grammar of content.

b.
Wacky Tracky 2018 Event

Welcome to the 2018 Wacky Tracky Grade 8 events. You are sitting in the stands, and the
newest addition to the Wacky Tracky event is coming up. There has been a long-standing
competition between Ms. St. Georges class, and Ms. Lams class. Tonight we will see who will take
the new gold medal for this event. The event is..

Description: Your assignment is to create the new Wacky Tracky event with a partner, or on
your own. This event may be anything that can be done on the track or field, and must
incorporate skills and movements you have learned throughout this unit. This activity can be as
creative as youd like but ensuring it is an event that could be potentially used for future Wacky
Tracky days.

Purpose: To demonstrate your understanding of the basic movements and skills that were
learned during the Track and Field Unit, and how those skills can transfer into new or different
activities.

Due date: 1 week post Wacky Tracky Day

Grade Percentage: This assignment is worth 10% of your final grade

Components: Your activity should include:

1. Explanation of the new event, how it work and the rules/ boundaries
2. Organization of the activity including how it's judged, or won, if there are refs and what they
may be looking for
3. Safety considerations
4. Equipment
5. The skills learned from the unit, and the explanation of when they are used or how they
transfer
6. Any additional components to your event you feel are needed

23
C. Marking/ Evaluation Tool

Grading Rubric (3.5-4) (2.5-3) (1.5-2) (0-1) Score

Creativity Activity is something Activity Activity has only Activity is

-activity is completely new, original, is modified from minor something that /4
creative, and and very unique, exceeds previously seen modifications to has been done in
contains creativity expectations activity in a activities we have class and lacks
components of number of done before, creativity
originality incorporates new minimal creativity
ideas,

Transfer of Specific skills learned A number of Minimal skills No incorporation

skills during unit are fully skills learnt in the learnt in unit are of skills learnt
- skills learned incorporated in several unit or incorporated, and from unit is used,
during unit are ways, additional skills incorporated and minimal and no
incorporated also incorporated and sufficiently explanation of explanation of its /4
into activity explanation of how they explained how how they are used use is provided
and explained are used in new event is they are for the purpose of
logical. incorporated into the game is
the activity included

Clarity Explanation of content is Explanation of Explanation of Explanation of

-explanation of in logical manner, content is logical content is vague, content is
new event is detailed explanation, and and has several illogical, activity
clear and ensuring all areas included most components is unclear as to /4
concise including organization, details pertaining missing, how the new
equipment, safety, to activity. explanation is event or activity
procedure, and rules, lacking in overall should be done.
are explained in depth, clarity.
and diagrams are
provided if necessary.

Usability of This activity will This activity has This This event/
Activity easily, and effectively, be potential to be activity/event has activity could not
-Grade 8 implemented, it is very included for components that be played with
students are plausible to have future future students could be used for future students /4
able to students engage in this with slight future students due to safety
participate activity modifications but overall concerns, or
activity/ event plausibility of
may not be used. event/ activity

Grammar and Assignment is Assignment has Assignment

Spelling free of errors in minimal errors, 4- contains many
- assignment is spelling and 5 mistakes in errors in both /3
grammar spelling or spelling and
grammar grammar
throughout

/19

24
Appendix A

Image 1

Image 2

25
Appendix B

QR Code
Youtube link if needed: https://youtu.be/30xAxBUomNc

26
Appendix C

Intro Activity

Progression 1

Progression 2

27
Progression 4

Progression 5

28
Appendix D

Peer Evaluation High Jump

Name: Evaluator Name:
Please get your partner to film 3 jumps of your choosing and evaluate each jump using the video and
the checklist. Feel free to add additional comments for feedback below your checklist.
Cues For Scissor Jump Needs Almost Got it Looks Great
Improvement
Take-off
- Taking off with a 12,3 or 1, 2,34,5
rhythm
- Jumping off of the outside foot
Lead & Trail Leg
- Driving inside knee up to generate
power in the jump
- Kicking lead leg up follow by trail leg
Landing
- land with feet/legs parallel to the bar

Additional Feedback:

Cues For Fosbury Flop Needs Almost Got it Looks Great

Improvement
Take-off
- Taking off with a 12,3 or 1, 2,34,5
rhythm
- Jumping off of the outside foot
Body Positioning
During flight:
- Arching back
- Driving hips up
- Kick feet up
Landing
- Land on upper back
- Body perpendicular to the bar

Additional Feedback:

29
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