BENEDICTINE UNIVERSITY SCHOOL OF EDUCATION

Interim Lesson Plan

Instructor: Ms. Carissa Jenkins
4/29/15
Lesson/Activity:
(Brief Statement)

Date:

Track and Field- Stations of 3 events including the long jump, shot
put, and hurdles. 1 additional station as a walk/jog around softball
fence.
[Use teachers guide or district documents for guidance, plus information at wwwisbe.net.]

Common Core
or Illinois
Learning
Standards:

19.A.3a Demonstrate control when performing combinations and sequences of locomotor, nonlocomotor, and manipulative motor patterns in selected activities, games, and sports.
19.C.3a Apply rules and safety procedures in physical activities.
[Use performance verbs to identify what the learner will be able to do/use as a result of the lesson.]

Learner
Objectives:

Teaching
Materials:

Psychomotor-The students will be able to follow correct form in the long

jump, shot put and hurdles events by the end of the lesson at least 1 time
safely.
Cognitive-The students will be able to explain the difference in track and
field events by the end of the lesson.
Affective-The students will be sensitive to the differences in physical
ability levels of other students by the end of the lesson.

[List teacher manual pages, student text pages, worksheets, websites, teaching materials, technology,
etc.]

Long jump- Sand pit, measuring tape, rake

Shot put- shot put circle, 10 mini-cones, shot put balls
Hurdles- 8 hurdles

[List specific things you must do to prepare (e.g., reminders to students, listing steps on the board,
distributing materials etc.).]

Setup/
Preparation

Assessment and
Documentation
of Student
Performance
Lesson
Introduction

Long jump
o Nail measuring tape into the grass next to the sand pit starting with
0 at the take off point.
o Place rake over at the station but in a safe location where students
cannot fall or trip
Shot put
o Place shot put circle in front of basketball hoop
o Put mini-cones out to mark every 10 ft.
o Put crate of shot put balls at station
Hurdles
o Place groups of 3 hurdles on black top designated lines (legs/tripod
on south side), there should be 4 pairs
Be sure to place the paired up hurdles about 2 feet apart
1 group raised low, 1 medium, 1 high
Formative (during the lesson):
Observation
Specific Feedback
Summative (later point in time - after the lesson or group of lessons):
End of the lesson discussion or exit ticket (homework shared with them)
End of the unit quiz
[Include specific statements, procedures or demonstrations you do to focus student attention, activate
prior knowledge and clearly state lesson objective.]

Students change- tell them we are going outside and to dress warm

Instructional
Activities

Take attendance- 1st period on power school and submit

Fitness Warm Up
Agenda, Objectives, Explanation of activities, Groups for stations

Allow 5 minutes at the end of class for students to get inside and change

[List sequence of instruction including relevant vocabulary.]

1. Agenda for the day/Explanation of Activities (Gym, 2 minutes)

a. Fitness Warm Up
b. Beginning Lesson Discussion
i. Track and Field skill review
ii. Lesson Objectives
c. 5 Stations of 3 minutes
d. End of lesson Discussion/ Exit ticket homework
2. Fitness Warm Up (5 minutes)
a. Jog around the softball field
b. Stretch what you need on your own
3. Beginning lesson Discussion
a. Track and field skill review/Stations
i. Long jump
1. Work up to a sprint, take off on 1 foot, land on both
feet
2. Start approach with take-off foot, Run at top speed
before take-off, Plant take-off foot 2 to 6 inches
behind foul line. Drive knee of opposite leg (non-takeoff leg) forward. Arch back to lift your hips (and
center of gravity). Arms are bought upward and then
forward, Land on both feet with weight forward.
3. If you step beyond the board, it is a scratch and the
jump does not count.
4. After you jump, get out of the way so the next person
can jump. The next students needs to Wait for
student to leave pit and finish raking before next
student begins their turn.
5. How do you measure? The stake goes in at the back
most (nearest to take off board) mark made by the
jumper in the pit.
ii. Shot Put
1. Enter AND Exit at back of the circle!
2. Wait for everyone to throw before you retrieve shot
put balls.
3. Hold shot in dominant hand, tucked under the
chin/under jawline (keep wrist and elbow tight) Point
opposite foot (of throwing hand) at target. Have the
back foot toward the center of the circle. Squat/get
low and rotate body back. Explode toward target
(explosion begins at hips, non-throwing hand is used
as a guide and tracks the motion for the "putting"
arm). Release above head (up and out).
4. You are not throwing, you are pushing.
5. If you step on or outside the circle, you are
disqualified.
6. Measurement is taken where the ball first lands, not
where it rolls to.
iii. Hurdles
1. APPROACH: Approach the hurdle with speed to gain
momentum; (your take off should be about 5 meters
from the hurdle.) LEAP AND EXTEND: Push off the
ground with your dominant leg, and extend the non

dominant leg forward keeping is slightly bent. CLEAR:

Stay close to the hurdle, the heel should barely clear
the bar to allow for maximum speed. LEAN: Body
should lean forward with opposite arm to the lead leg
horizontal to the ground at a 90 degree angle. TUCK:
Tuck the trail leg (back leg) horizontal and flat at
about a 45 degree angle to the side of the body.
SNAP: Snap down the trail leg as it clears the hurdle
to resume speed.
2. First leg over should be straight. Second leg over
should be bent with the knee to the side. Opposite
hand is forward.
iv. Walk jog around the softball fence
1. Walk the inside of the softball fence and jog the
outside
b. Lesson Objectives:
i. Psychomotor-The students will be able to follow correct
form in the long jump, shot put and hurdles events by the
end of the lesson at least 1 time safely.
ii. Cognitive-The students will be able to explain the difference
in track and field events by the end of the lesson.
iii. Affective-The students will be sensitive to the differences in
physical ability levels of other students by the end of the
lesson.
End of lesson discussion (5-8 minutes or homework)
[Describe culminating/wrap-up activity and Include restatement of lesson objective and vocabulary,
directions for cleanup, and expected behavior when complete.]

Conclusion /
Culminating
Activity

End of Lesson Discussion (exit ticket for homework)

Achievement of goals/objectives
o Psychomotor-The students will be able to follow correct form in the
long jump, shot put and hurdles events by the end of the lesson at
least 1 time safely.
o Cognitive-The students will be able to explain the difference in
track and field events by the end of the lesson.
o Affective-The students will be sensitive to the differences in
physical ability levels of other students by the end of the lesson.
Critical Thinking Questions:
o What difficulty did you have with shot put, long jump or hurdles?
Why do you think that is?
o What are the differences between track and field events?
o What are some examples of how you or your peers demonstrated
sensitivity to the differences in physical ability levels of other
students?
[Describe adapted input, output, time, level of difficulty, level of support and/or degree of participation,
as pertinent to your students.]

Differentiation
of Instruction

SelfAssessment and
Reflection

Decrease difficulty- lighter or smaller ball for shot put; lower hurdles; no
scratch on long jump
Increase difficulty- raise hurdles

What was the impact of the lesson on student learning?

What went well and why?
What did not go well and why:
What unexpected things happened and how did I respond?
What will you do next time to improve the lesson?