Unit Title: The Outdoor Challenge Stage 5 – Year 9 PASS Unit Length: 5 lessons (75 minutes)
Unit Description
This unit looks at preparing for and planning the outdoor challenge. Students will participate in both practical and theory activities working towards the outdoor challenge. Students engage in physical fitness and skill development activities to prepare them for the outdoor expedition, eg. Climbing, abseiling, orienteering, rope courses. Students work in teams to plan implement and evaluate the outdoor challenge.
Objectives
1. Develop a foundation for efficient and enjoyable participation and performance in physical activity and sport
3. Enhance the participation and performance of themselves and others in physical activity and sport
4. Develop the personal skills to participate in physical activity and sport with confidence and enjoyment
Outcomes
1.1 - Discusses factors that limit and enhance the capacity to move and perform
1.2 - Analyses the benefits of participation and performance in physical activity and sport
3.1 - Demonstrates actions and strategies that contribute to enjoyable participation and skillful performance
4.3 - Performs movement skills with increasing proficiency
Areas of Study and Modules
Foundations of Physical Activity: - Nutrition and physical activity - Participating with safety
Physical Activity and Sport in Society:
- Opportunities and pathways in physical activity and sport
Enhancing Participation and Performance:
- Enhancing performance – strategies and techniques - Event management
Resources
- Guidelines for the safe conduct of sport and physical activity in schools - Map of School
- Orienteering map from www.orienteering.asn.au - ‘Journey with a purpose’ resource:
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/ pass/tlsupport/jwp_004.htm
Assessment
Students will complete an ongoing journal activity in which they will keep a record of all planning and preparation they do before the outdoor challenge, their experiences during the outdoor challenge, and a self-evaluation at the completion of the outdoor challenge. This journal will be handed in at the end of the unit to be assessed. Students will be assessed on their ability to:
- Plan and prepare effectively
- Use a compass accurately and create maps from written directions
Teacher: Skye Walker ___
Unit Title: The Outdoor Challenge
Syllabus and Teaching Focus Teaching and Learning Sequence Classroom Resources
Learn About Learn to
Event Management
Enterprise and organisational skills
- Communication and leadership
- Teamwork
- Flexibility and innovation
- Time management
- Managing others, delegating
responsibilities and multi-skilling
Manage a selected physical activity or sport event. This involves:
- Allocating and adopting specific event
management roles
Learn About Learn to
Opportunities and pathways in physical activity and sport Opportunities in the physical activity and recreation industry:
- Range of opportunities
Demonstrate the personal attributes and skills required to perform successfully in a range of physical activity and sport roles
Lesson #1 (Theory)
Students write down what they think of when they hear the phrase ‘outdoor challenge’. What would this look like? What activities would it include? How would it be ‘challenging’?
As a whole group develop a list of activities that should be included in the outdoor challenge this program prepares them for.
ASSESSMENT - Introduce the ongoing journal activity in which students will keep a record of all planning and preparation they do before the outdoor challenge, their experiences during the outdoor challenge, and a self-evaluation at the completion of the outdoor challenge. This journal will be handed in at the end of the unit to be assessed.
In pairs, students are to select a particular activity and research about various places they can participate in their chosen activity. They are to answer the following questions:
1. What is the activity?
2. What are all the components involved? 3. What equipment is used?
4. Where will it be performed?
5. What will be each group member’s role/responsibility? 6. How much does it cost?
7. How long will it take?
8. What are the safety requirements/rules?
9. Is it a plausible activity for this class to participate in? 10. If you had no limitations on money/travel/age etc. what
activity would you suggest the class participate in? Students then present their ideas to the class.
Whiteboard & Workbooks
Journals
available, eg fitness leader, outdoor educator, dance instructor
- Qualifications/training requirements
Discuss how skills developed may be transferable to
occupations outside the fields of physical activity and recreation
Learn About Learn to
Participating with Safety
Assessing risk: Features of a risk assessment
- Skills for risk
assessment, eg ability to predict possible scenarios
- Sources of advice and support, eg weather forecasts
Managing risk:
- Behavioural factors, eg skill level, movement action, fitness level, previous experience
- Environmental factors, eg playing surface, water currents and size of
Assess risk factors in a physical activity or sport context, eg swimming in the surf, selecting an abseiling site, soccer at the local park
Identify and locate individuals and/or organisations that can assist when planning for safe participation in physical activity and/or recreation
Describe behavioural, environmental and organisational factors that influence safe
participation
Explain the evolution of protective equipment and/or rules and
Lesson #2 (Theory)
Finish student presentations.
Teacher introduces orienteering as an example of an outdoor challenge activity.
What is orienteering? What are the benefits of learning orienteering? What elements are involved in orienteering?
Hand out maps of the school and an orienteering map. Work through the different elements of map reading:
- Scale – Have students devise an appropriate scale for the school map.
- Contour interval – Have students find the contour interval on the orienteering map. Explain that the contour interval is the elevation change between contour lines. If students are not familiar with contour lines, explain how elevation lines show the steepness and shape of the terrain.
- Legend – Point out how the orienteering map legend shows which symbols are used on the map. Have student find several features on the map and identify them using the map legend. Students then develop an appropriate legend for the school map
- Magnetic north lines – Point out the parallel lines with small arrows pointing toward magnetic North on the map. Where would north be on the school map?
- Colours – Note and explain the colors on the orienteering map. Students are to go through the orienteering map colours and write our what each colour signifies. Create a colour pattern for the School map.
Lesson #3 (Practical)
Hand out compasses. Students are to identify the different parts of the compass.
- Magnetic needle – The red side always points north. - Housing – The liquid-filled housing, which may includes a
360-degrees bezel, turns in order to line up north on the
School maps & Orienteering map
Compass app on phone of iPads
Coloured pens, pencils, highlighters etc.
waves
- Organisational factors, eg modified rules equipment, eg clothing, body protection, global position system
regulations in physical activity and sport and analyse how they have influenced participation and performance
Learn About Learn to
Enhancing performance – Strategies and
techniques
Movement skills and performance:
- Specialised movement skills
- Activities that develop movement skills
valuating the transfer of movement skills
Practice and develop the movement skills that enhance performance in physical activity and sport
Learn About Learn to
Nutrition for physical activity
Nutritional planning:
- Intake before, during and after physical activity
- Energy requirements
Compare the nutrient requirements for people who engage in physical activities of varying intensity and duration
Investigate examples of
compass with the magnetic declination lines on the map. - Base plate – The base plate acts as a protractor in order to line
up the compass with the desired route on the map. It usually includes a direction of travel arrow and measurement ruler Teach ‘Put Red in his shed catchphrase’.
Give students some time to have a play with their compasses and work out how to use them.
In pairs, students are to navigate their way around the square course set up by the teacher. They are to write down the degrees each direction is and how many steps between each marker. Teacher will then check students have similar results.
Teacher changes the course and students repeat activity.
Teacher then gives directions (degrees) and number of steps and students are to walk and map the course themselves from a certain starting point.
For example:
1. 315 degrees NW 25 steps 2. 68 degrees ENE 13 steps 3. 225 degrees SW 6 steps 4. 0 degrees N 20 steps
5. Students are to work out the degrees and steps to get back home to their starting point.
Students draw a map of their expedition writing in degrees and details.
Lesson #4 (Theory)
Inform students of the details of their outdoor challenge hike which will take place at the end of the unit. Eg, where, when, how long, what they will be doing etc.
Students are to assess the risks involved in the activity and complete a risk management form including details such as people, equipment and environment. On the form they are to identify the risk and outline a plan to eliminate or control the risk using the ‘Guidelines for the
Journals
Risk Management Forms
during activity
- Factors to consider when planning healthy nutritional intake for physical activity
nutritional plans to assess reasons for the inclusion of particular food and nutrients
Design a basic nutritional plan for participation in a physical activity, eg menu for outdoor
expedition, carbohydrate loading for a fun run or triathlon
safe conduct of sport and physical activity in schools’ as a resource.
Students are to consider what nutritional food they will need for the hike. Research and plan a food menu for the day before the hike and the three days during the hike. Need to consider:
- Is it nutritional?
- Will it fit in their pack?
- How will they store/prepare it safely according to the dietary guideline?
- How will they cook it? - What about water?
‘Packing my pack’ – Students will write down everything they will need to pack for their hike. Consider:
- Weather/clothes - Food/utensils - Bedding/tent - First aid/safety gear - Equipment
- Other necessities
Go over itinerary with students.
Lesson #5 (Practical)
In pairs, students are to create a list of directions and steps and draw a map of the course. Their course must include at least 10 different changes in direction. Students can go anywhere in the oval/sport area of the school. They then trade directions with another pair and try to map each other’s courses. The pairs are then to compare results and assess each other’s efforts.
If students complete this, trade again with another pair and repeat the activity.
conduct of sport and physical activity in schools (online)
Journals
Laptops/iPads to research what they will need
‘Journey with a purpose’ resource
Hike Itinerary