Lesson Plan: Alternate Environment/Outdoor Education – Katy, Lexi, Brianna & Jackie | UBC Health Outdoor and Physical Education (HOPE)

Lesson Plan: Alternate Environment/Outdoor Education

Warm up: Brief stretching activity – reaching to the locations we will be going to

– 10:00 am (5 minute)

Instant Activity: CITE POSSIBLE

-10:10 am (5 minutes)

AS A TEAM complete the following in order:

Go hug 5 different trees
2. Collect 6 leaves from the ground
3. Line-up as a canoe and “paddle” ten steps in one direction
4. Create a bird call and call to a bird
5. High-five 5 strangers
6. Jump back and forth from grass to pavement 3 times
7. Go to the flagpole and yell “O’Canada” as patriotically and as loud as you can
8. Take 10 deep breaths of fresh clean air
9. Tell a stranger they are AWESOME and WONDERFUL
10. Meet back with teachers and stand in a circle to signify you are done!
Reading Summary: Facilitated by each of us

-10:20 am(10 minutes)

Count off students 1-4 and divide into 4 groups

Facilitators will introduce the main activity and take students to designated locations.

Main Activity: Outdoor Exploration

Skill theme: Learning about nature while incorporating the outdoors into various educational subjects

Lesson: Outdoor Education

Grade: K-7

Objective: To get students outside, and away from the usual indoor classroom setting.

Class Length: 45-60 minutes plus walking to each station (10-15 minutes per station)

Times: Each station will be approximately 10 minutes long

Equipment needed:

Station 1: Paper

Station 2: (minefield activity) cones x4

Station 3: none (rocks, leaves etc. students gather from the area)

Station 4: Balloons x 2

Evaluation: See attached Participation Rubric

Safety: Stay within the designated boundaries at each station. Station 1: When throwing airplanes make sure to throw away from anyone’s eyes. Station 4: Pass the balloon gently to each other, be careful of not bumping heads.

Transitions: Students will walk in small groups to the next marked station. Once all four stations are complete, small groups & facilitators will walk together towards the grass area outside of Scarfe.

Introduction: Students will take part in a tour around the community which includes engaging in four diverse stations for various grade levels.

Station one (Katy): Air

Lesson one: Air (credited from www.davidsuzuki.org)

Location: Upside down tree (UBC)

Grade: 5

Guiding Question: How is air important to nature? Purpose: In this lesson, students explore the properties of air and understand its importance to the survival of all living things. They learn how humans can affect air quality and identify ways they can help protect the air.

Demonstration: Ask if students have made paper airplanes before/Show how to make one version of an airplane.

What you do: Students will create paper airplanes. Once all are ready line up in a line and throw the plane to see how far it can go.

PLO’s Station 1:

A4 Set a personal goal for physical activity

B2 demonstrate proper technique to send an object(kick, strike, throw at varying distances in predictable settings)

C1 Demonstrate safe use of equipment and facilities to avoid putting self and others at risk

C3 Demonstrate fair play in physical activity

Station two (Lexi): Minefield

Lesson two: Teamwork

Location: Rose Garden

Grade: 6

Guiding Question: Why is teamwork important?

Purpose: Students will get the opportunity to experience why and how teamwork is important.

Demonstration: Use students as models to display game

What you do: Students will take part in a minefield game. With that being said, one student will guide a blindfolded student through a pretend minefield without stepping on any mines.

PLO’s Station 2:

A1 Relate to emotional health to regular participation in physical activity (eg, energy, fresh air and sunshine when activities are done outside)

B1 Practice learned non-locomotor and manipulative skills to improve

B2 Demonstrate offensive and defensive strategies

C1 Demonstrate safe procedures for specific physical activities (eg, wearing safe attire for activity) participation in warmup/cooldown

Station three (Jackie): Nature/Art project

Lesson three: Exploring your schoolyard (credited from www.davidsuzuki.org)

Location: Echo circle (UBC)

Grade: 2

Guiding Question: What parts of nature are present in our schoolyard?

Purpose: Students will explore their schoolyard and get to know nature within it. They create an art project based on what they have found and experienced.

What you do: Students will utilize their natural surroundings to create a piece of artwork in pairs.

PLO’s Station 3:

A2 Describe physical responses that take place in body during physical activity (increased heart rate, breathing becomes more rapid, muscles feel more tired)

B1 Move through general space incorporating directional changes

C1-Demonstrate safe behaviors when participating in physical activity (eg, listening to and following directions, staying within activity boundary)

C3- Respect for others during physical activity (eg, respect varying ability levels, take turns, giving encouragement)

Station four (Brianna): Balloon Activity

Lesson four: Teamwork

Location: Flagpole (UBC)

Grade: 3

Guiding Question: Why is teamwork important?

Purpose: Students will get the opportunity to experience why and how teamwork is important.

Demonstration: Use students as models to display game

What you do: Students will break off into two teams and participant in a relay type game. Each team will be given a balloon. The goal is to transfer the balloon to the end line without using any hands. The balloon will also have to go through every player before the end line. If the balloon pops or drops, players must restart.

PLO’s Station 4:

C1 demonstrate safe behaviours while participating in a variety of physical activities

C2 demonstrate respect and encouragement for others during a variety of types of physical activity

C3 demonstrate leadership in physical activity (e.g., lead small groups, provide assistance with equipment set-up)

Closure-Cool down: Everyone comes together as a group in front of Scarfe on grass.

Students will participate in various yoga exercises, and reflect upon their experience.

Modifications to meet needs of learners: We have provided various activities that

can appeal to a variety of skill learners.

Meeting physical, cognitive and affective objectives:

Station 1: Physical controlling the production of own paper airplanes and altering the design to improve the distance the plane flies. Imitating the design shown by the teacher/creatively folding own styles. Cognitive: understanding the characteristics of air, predicting and judging which design could be better to use. Affective objectives: Following directions, and demonstrating appreciation for nature and formulate ideas around protecting the environment (air).

Station 2: Physical: Discovering the strategies to guide a person blindfolded across mines. Controlling the verbalization of directions (ie, one person tells the directions, so that not all are yelling at others. Cognitive: Organizing who will do the talking to the person walking around the mines. Analyzing the best route for the person blindfolded to make it to their destination. Affective Objectives: Taking turns directing a person to reach the destination, giving an opinion on strategies used, listening to instructions from your teammates.

Station 3: Physical: Identifying resources for the art project, performing collection smoothly, creating an idea for the art project. Cognitive: Telling in own words the description of what the project is about, producing an art masterpiece. Affective objectives: Noticing which resources are best suited, complying with others opinions about what the project should look like or manner to be put together.

Station 4: Physical: Imitating each other’s movements to ensure enough coordination occurs so that the balloon can be passed between peers. Altering body position to accommodate changes as the balloon slides down peoples bodies/clothes. Discovering new ways and speed of passing the balloon. Cognitive: Inventing new ways of moving the balloon between people, Applying any new strategies to passing the balloon for the next round of the game. Comparing previous technique (if a particular move failed) to future ideas of movement (apply). Affective objectives: involving others by not skipping anybody when bassing the object, give opinions to the person next to you as to how they should receive the balloon, appreciate the team’s work in getting the balloon across gently without popping it.