Unit Plan 6 (Grade 5 PE): Track & Field — Speed, Relays & Technique

Focus: Develop strong running mechanics, smooth baton exchanges, safe lane habits, and smart pacing for short versus longer distances through sprint work, relay practice, and acceleration drills.

Grade Level: 5

Subject Area: Physical Education (Running Mechanics • Relays & Teamwork • Fitness & Pacing)

Total Unit Duration: 1 core session + 2 optional sessions (1–3 weeks), 50–60 minutes per session

I. Introduction

Students explore track and field through activities that teach how to run fast with control, work together in relays, and understand the difference between sprinting all-out and pacing for slightly longer efforts. The unit begins with a dynamic track warm-up that introduces form-focused movements such as A-skips, B-skips, karaoke, and lunges. Students then practice timed sprints, 4x100-style relays, and acceleration drills that help them understand how to build speed, stay safe in lanes, and pass a baton smoothly in an exchange zone. Throughout the unit, students also learn to notice and describe their effort using simple fitness tools such as a 1–5 effort scale, talk test, or pulse check.

Essential Questions

• What does good running form look like when sprinting or accelerating?
• How can relay teams exchange the baton smoothly while staying safe and efficient in their lanes?
• How is the pacing for a very short sprint different from the pacing for a longer run or repeated effort?
• How can I use simple fitness tools to notice whether I am working at a light, medium, or hard intensity?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform locomotor movements and sprinting patterns with control, smooth transitions, and improving running technique.
2. Maintain balance, stability, and coordination during acceleration starts, directional transitions, and relay exchanges.
3. Adjust speed, timing, and effort depending on whether they are sprinting, building speed gradually, or completing repeated runs.
4. Work cooperatively in relay teams to practice safe lane running and consistent baton exchange timing.
5. Stay engaged in moderate-to-vigorous activity for most of class through repeated running tasks and active relay participation.
6. Use simple tools such as effort scales, talk test, or pulse checks to describe and adjust activity intensity.

Standards Alignment — 5th Grade (SHAPE America-based custom)

• PE:S1.5a – Locomotor Skills with Speed, Control, and Transitions Perform locomotor movements (run, hop, jump, leap, slide, gallop, skip) with control, using changes in speed and direction smoothly in game and activity settings.
  • Example: Students use quick accelerations, controlled stops, and sharp directional changes while playing tag, invasion games, or in relay events.
• PE:S1.5b – Balance, Stability, and Coordination in Complex Tasks Maintain static and dynamic balance while performing more complex movements, such as jumping, landing, rotating, and changing levels.
  • Example: Students complete an obstacle course that includes single-leg balances, low beams, and controlled landings from jumps without losing stability.
• PE:S2.5c – Adjusting Effort, Force, and Timing for Task Demands Adjust speed, force, angle, and timing of movements based on distance, defenders, and type of shot, pass, or throw required.
  • Example: Students throw softly to a nearby teammate but use greater force and a higher angle when throwing over defenders to a distant partner.
• PE:S3.5a – Sustained Participation in Moderate-to-Vigorous Activity Participate actively and continuously in moderate-to-vigorous physical activity (MVPA) for significant portions of class without frequent off-task behavior.
  • Example: During fitness circuits or small-sided games, students remain engaged and moving, minimizing standing time between turns.
• PE:S3.5b – Monitoring Intensity with Simple Fitness Tools Use simple tools and methods (heart rate checks, perceived exertion scales, talk test, step counts) to monitor and adjust activity intensity.
  • Example: After intervals of running, students check their pulse or use a 1–5 exertion scale to describe effort, then adjust pace to stay in a “target zone.”

Success Criteria — Student Language

• I can run with good form by keeping my body balanced, pumping my arms, and using quick, controlled steps.
• I can use the right amount of speed and effort depending on whether I am sprinting, accelerating, or pacing a longer run.
• I can stay in my lane, exchange a baton safely, and help my relay team work together.
• I can stay active and involved for most of class without standing around.
• I can use an effort scale, talk test, or pulse check to explain how hard I am working.