Adventure Education Unit Plan

A d v e n t u r e E d u c a t i o n U n i t P l a n

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7th and 8th Grade JFK Middle school

Northampton, Massachusetts April 27, 2015 to May 11, 2015

ADVENTURE EDUCATION UNIT PLAN

Holly Ouellette

Springfield College

Physical Education Unit Plan


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Grade Level: 7th

and 8th

Grade Unit: Adventure Education

Unit Outcomes (By the end of the unit, students will be able to)

MA CF & SHAPE Standards

Content to be taught Assessment

7th 8th Psychomotor

Demonstrate fundamental physical skills and progress to more complex physical skills

Demonstrate safety during daily activities and challenges

Correctly spot peers in adventure challenges

Demonstrate hard skills needed for climbing activities

MA CF 2.8 SHAPE S1.M22.7 S2.M13.7 S4.M7.7


Rules and safety during all activities/ imitative/ low elements/ high elements

Cooperative activities

Spotting technique

Knot tying skills (rainy day)

Teacher Observation

Teacher Checklist

Knot tying(Rainy day)- handout

Spotting skill checklist

Cognitive

Identify components of fitness that can be developed participating in adventure activities

Knows safety practices during initiatives, low elements, and high elements

Understands key terms and components of Adventure Education

Create a plan to solve a problem individually and with a group

Identify the importance of cooperation and teamwork within PE class and outside of PE class.

MA CF 2.14 SHAPE S3.M5.7


Activities can increase health relate fitness

Safety during initiatives and trust activities

Safety during low and high elements

Adventure Vocabulary- Full Value Contract, Challenge by Choice, and Debriefing

Sequence of adventure education- Ice Breakers, Deinhibitizers, Initiatives, Trust, Low Elements, and High Elements

Goal setting, Awareness, and Problem solving

Challenges to facilitate teamwork, cooperation, and communication

Transferring teamwork, cooperation, and communication to school, work, a team, or another real world situation

Pre-assessment adventure

Full Value contract

Daily Journal

Adventure Cognitive Assessment

Teacher Observation

Teacher Checklist

Affective

Uses sportsmanship, teamwork, and cooperation in group and individual adventure activities

Expresses enjoyment for adventure activities

Effectively communicates strategies and ideas to teachers and group members

Show respect for the teacher and other classmates by following directions and rules

Analyze and reflect on ideas and points of view to help communicate and solve problems.

MA CF 7.5 SHAPE S4.M1.7 S4.M4.7 S4.M5.7 S5.M3.7 S5.M6.7


Icebreakers and Deinhibitizers to break down barriers

A variety of challenging activities both indoors and outdoors

Challenge by Choice

Adventure Education Safety

Critical thinking and problem solving through initiatives, low elements, and high elements

Teamwork

Communication

Daily Journal

Full Value Contract

Teacher Observation

Teacher Checklist


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Unit Outcomes

Standards Content to be taught Assessment 7th 8th

Psychomotor

Demonstrate fundamental physical skills and progress to more complex physical skills

Demonstrate safety during daily activities and challenges

Correctly spot peers in adventure challenges

Demonstrate hard skills needed for climbing activities



Day 1: Icebreaker Activities (Energy)-

Handshakes

Builders/ Bulldozers Group Initiatives-

Group Juggle (Intro to Full Value)

Teacher Observation

Teacher checklist

Day 2: Energy Activity-

Jump in, Jump out Group Initiatives

Turn styles

Poster Project- all students sign

Teacher checklist


Entourage Group initiatives

Pipeline

Planet Zumunda

Teacher Observation

Teacher Checklist


Trust Leans-Spotting Trust Activities

Minefield

Spotting Skill Checklist

Teacher checklist


Spotting review- Willow in the wind Low Elements:

Nitro Crossing Debrief: Concentric Circles

Teacher Observation

Teacher checklist

Day 6: Low Element-

Do I Go

Teacher Observation

Teacher checklist

Rainy Day: Rope skills/ Knot tying Knot Tying Handout

Teacher checklist


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Cognitive

Identify components of fitness that can be developed participating in adventure activities

Knows safety practices during initiatives, low elements, and high elements

Understands key terms and components of Adventure Education

Create a plan to solve a problem individually and with a group

Identify the importance of cooperation and teamwork within PE class and outside of PE class.

Recognizes the importance of safety when outdoors , at height, and or when close to others



Day 1:

Introduction to Adventure Education ( History and Vocabulary)

Introduction to full value contract

Pre-Assessment

Teacher checklist

Day 2:

Create a Full Value Contract for unit

Review activities with object debrief

Poster Project- Class Agreement

Discussion at closure

Teacher checklist

Day 3:

Introduce the concepts of goal setting, awareness, and problem solving

Debrief with one word response

Teacher Observation

Teacher checklist

Day 4:

Introduction to spotting/ Trust

Review challenge by choice

Debrief with postcards

Spotting Rubric

Teacher checklist

Day 5:

Safety on Low Elements

Introduction to transference of cooperation, teamwork, and communication

Review Adventure Education from study guide

Daily Journal- Where can you use skills from class?

Adventure Education Study guide

Teacher checklist

Day 6:

Quiz

Safety on low elements

Debrief

Adventure Education Assessment

Daily Journal- Take away from unit

Teacher checklist

Rainy Day:

Introduction on safety when outdoors

High Elements- Tying Knots, commands for climbing, and Belaying

Knot Tying Handout

Teacher checklist


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Affective

Uses sportsmanship, teamwork, and cooperation in group and individual adventure activities

Expresses enjoyment for adventure activities

Effectively communicates strategies and ideas to teachers and group members

Show respect for the teacher and other classmates by following directions and rules

Analyze and reflect on ideas and points of view to help communicate and solve problems.



Day 1:

Introduction to Adventure Education ( History and Vocabulary)

Introduction to daily journal- 5 minutes free write after each lesson

Challenge by choice

Introduction to full value contract

Teacher Observation/ Debrief Discussion

Teacher checklist

Day 2:

Create a Full Value Contract for unit

Review activities with object debrief


Teacher checklist

Full Value Contract

Day 3:

Introduce the concepts of goal setting, awareness, and problem solving

Debrief with one word response


Teacher checklist

Day 4:

Introduction to spotting/ Trust

Review challenge by choice

Debrief with postcards


Teacher checklist

Day 5:

Safety on Low Elements

Introduction to transference of cooperation, teamwork, and communication

Review Adventure Education from study guide


Teacher checklist

Day 6:

Review of safety on low elements

Connection to real life


Teacher checklist

Cognitive Assessment

Puzzle Piece

Rainy Day:

Safety

Introduction on safety when outdoors

High Elements- Tying Knots, Commands for climbing, and Belaying


Teacher checklist


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Middle School Adventure ED Unit

Grading Policy Effort (Affective) 60%-

Based off of the students participation and their behavior.

Also due to the area of study being in adventure, the students will be assessed on their ability to utilize skills. Including- problem solving, cooperation, teamwork, self awareness, inclusion, etc.

Including their enjoyment of their experiences with adventure.

Student is prepared with sneakers and a change of clothes for each class.

Assessment for Affective: o Full Value Contract o Daily Journal o Teacher Observation o Teacher Check List

Skill (Psychomotor) 20%-

Based off of the students ability to correctly perform the skills taught during the unit.

When performing the skill it must be executed safely for students to receive full credit for their performance. Most skills in this adventure unit are based on the students ability to demonstrate the appropriate skills that go with any of the group initiatives, trust activities, low elements, and high elements.

Skill performance during this unit is only a small component of a students grade for this unit because physical skills are mostly all a review. Assessments for Psychomotor:

o Teacher Observation o Teacher Checklist o Knot tying- Worksheet(Rainy day)

o Spotting Rubric

Knowledge (Cognitive) 20%-

Based off of the students knowledge of the concepts related to adventure based activity and experimental learning.

Student is able to recognize the appropriate way to perform a skill safely and with the proper mechanics.

Identifies other activities where they might use concepts discussed and practiced during the group initiatives, trust activities, low elements, and high elements.

Including the ability to identify key components of an adventure program, including challenge by choice and the full value contract.

Assessments for Cognitive Include: o Pre-assessment adventure o Teacher Checklist o Full Value Contract

o Daily Journal o Adventure Cognitive Assessment o Teacher Observation


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Daily Teacher Check List

Middle School- Adventure ED. Unit

Name

Affective Student follows all rules. Puts forth max Effort and

Contributes to class discussion.

Cognitive Student understands rules safety and skill cues.

Psychomotor Student performs and utilizes skill to the best of their

ability.

Day: 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

Grading Key: 1= All the time = Sometimes 0= Rarely


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Middle School- Adventure ED. Unit Full Value Contract

What is a Full Value Contract? o A Full Value Contract is a(n)

Agreement to work together as a group and to work toward individual and group goals. Agreement to follow certain safety and group behavior guidelines. Agreement to give and receive feedback, both positive and negative, and to work toward changing behavior when it is appropriate.

Directions: Using the values discussed during the group juggle initiative, the entire class will decide which 5 values/expectations are the most important to ALWAYS

remember during the adventure unit. These values/expectations will reflect the class rules and standards of behavior for the unit. Once the class has come to a consensus on

their 5 most important values/expectations, the teacher will assist the students in creating a poster listing their values/expectations and briefly explaining each of

value/expectations in one sentence. In order for the contract to be complete each student must sign the contract acknowledging they accept, understand, and agree to follow

their Full Value Contract. Use the resources below to complete a rough draft of the Full Value Contract:

Full Value Contract Rough Draft: Examples of Values and Expectations:

**** These are only examples of values/expectations that might be applicable to your classes FVC. I challenge you to come up with different values to include in your classes contract. Everyone is different, one person or groups values could be completely different than another person or groups values/expectations. Make this meaningful and important to you!!

o Cooperation o Respect o Be Positive o Listen o Come Prepared

o No Put Downs o Challenge Your Self o Engage o Change o Except

o Collaborate o Put in Effort o Achieve o Except o Explore

o Learn o Be a leader o Encourage o Help each other o Be Open Minded

o Interact o Participate o Plan o Be safe o Share

Period:___BDF or ACE Date:_____________ Our Full Value Contract

Value/ Expectation Describe what it means and how it will be used in this unit. 1-2 sentences.

1.

2.

3.

4.

5.

As a class we accept, understand, and agree to follow the values/expectations we believe are important for our individual and group success in this unit.

Signatures: 1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

13. 14. 15.

16. 17. 18.


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First and Last Name:________________________ Period:______ ACE or BDF

Adventure Unit KWL

K What I Know

W What I want to Know

L What I Learned


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First and Last Name:________________________ Period:______ ACE or BDF

Daily Journal

Each time the class meets a journal entry must be completed. The journal entry does not need to be in complete sentences. At the end of each class you will have five minutes to write your journal. The journal is a way for me to check in with you throughout the unit, no one else needs to know what you wrote. I will not be grading your journal based on your knowledge of the adventure unit, but on your completion of all the journals. The purpose of the journal is for you to have a chance to reflect on the activities done in each days class. Below I have come up with some questions that may help guide your thought process.

Guiding Questions:

What did you like/dislike about todays activities? What did you learn today?

Did everyone contribute today?

Is there something you wanted to contribute to todays class, but you didnt have a chance? What went well? What didnt go well? Did you solve a problem?

Did the activities in todays class frustrate you? Why? How can the teacher make this better?

Is there an activity you are looking forward to doing?

Did you follow the full value contract today? What about the class?

What could have gone differently?

Can you use what you learned today outside of this class? What was it? Where?

Remember your responses can be any kind of reflection of todays class, they do not need to answer the guiding questions!


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Adventure Unit- Spotting Skills Checklist

Key: C= Consistently Shown IC= Inconsistently Shown N= Not Shown

Period:___ BDF or ACE Feet shoulder width apart and staggered

Knees bent Hands ready in spoons Eyes on participate Uses commands as faller and spotter

Faller: Ready to fall? Spotter: Ready to Catch

Faller: Falling Spotter: Fall away Name


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Rope Knots 101 1

Figure Eight 1. Tie a single eight in the rope two feet from its end. Pass the free end through any tie-in point if desired. 2. Retrace the original eight with the free end leaving a loop at the bottom of the desired size. 3. Pull all four strands of rope to cinch down

the knot.


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Rope Knots 101 2

Backup Knot

1. Wrap the free end twice around the standing rope and the working part of the free end, working back toward the primary knot. 2. Feed the free end back through the loops just made. 3. Pull free end to tighten backup knot down onto

standing line.


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Rope Knots 101 3

Bowline on a Bite 1. Double a section of line and form a loop or "eye" in the line. 2. Pass the free end up through the eye forming a double loop below the eye. 3. Spread open the free end and bring it down to the bottom of the double loop. 4. Pass over double loop and continue up to top of eye. 5. Seat the knot by pulling on the double loop while holding the standing line.


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Adventure Unit Study Guide

Adventure Education: What is it? Where did it come from?

Adventure Education was born out of the concept that play can be purposeful through natural forms of recreation and leisure one can attain personal growth. As this form

of education evolved, it became more defined. Outward Bound used the natural environment for youth development programs in the 1940s that included activities like

orienteering, expeditions, service and simulations. In fact, it has been said that the concept of ropes courses actually started on sailing ships!

These activities challenged not only ones body but also ones mind producing a perfect platform for introducing leadership and life skills. Project Adventure brought

simulated activities into the classroom in the 1970s and then transferred learning into other areas of life. The concept of transfer of learning is the most important purpose of

adventure education: taking what is learned in a simulation and transferring it back to the school, home, field, court, office, or other environment.

Important Terms:

Full Value Contract- Agreement to work together as a group and to work toward individual and group goals. Agreement to follow certain safety and group behavior

guidelines. Agreement to give and receive feedback, both positive and negative, and to work toward changing behavior when it is appropriate.

Challenge by Choice- A concept with in adventure education that encourages participants to choose their own level of challenge and involvement in each activity.

The concept of challenge by choice recognizes that everyone is different and it identifies that some activities may be challenging for some but even more

challenging for others

Debriefing- An opportunity to reflect on an experience and make it meaningful by identifying what we learned about ourselves and others. The technique of

debriefing is useful for group members following the completion of an activity or event.

Trust- This means believing in the honesty and reliability of others.

Spotting- The art of protecting a team members head and upper body from the impact of a fall by creating a cushion to effectively slow their fall. Spotting does not

mean you catch a person when they fall.

o Positioning: Feet shoulder width apart and staggered Knees bent Hands ready in spoons Eyes on faller

o Commands: Faller: Ready to fall? Spotter: Ready to Catch Faller: Falling Spotter: Fall away

Adventure Activities:


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Initiatives- These are group or individual challenges that take place on the ground.

o Examples: Traffic Jam, Pipeline, turnstyle

Low Elements- These are group oriented challenges that require spotting. Low elements are trust activities done at least 6-12 inches off the ground.

o Examples: Spiders web, Do I Go, Toxic Waste

High Elements- These are group or individual challenges that are done at least 6 feet off the ground. High elements require a belay for safety purposes.

o Examples: Envy, Pamper Pole, Wild Woozy

Know at least 5 Values from your classes FVC and explain their importance while participating in this unit. Write your FVC on the lines provided.

1._________________________________

2._________________________________

3._________________________________

4._________________________________

5._________________________________

Identify one of the activities you enjoyed during this unit and be able to identify how you can use what you learned at school, home, work, or in another area of

your life outside of class.

Builders and Bulldozers Handshake introductions Cyclops Tag

Key Punch Turn Style Mine Field

Willow in the Wind Do I Go Nitro Crossing

Group Juggle Trust Leans


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Adventure Quiz Name _______________________ Period ________

True or False: Put a T for true or F for false for each statement.(5 POINTS) ____1. Adventure Education only refers to activities done outside in the woods.

____2. Adventure Education started with the Outward Bound Program.

____3. The Full Value Contract was an agreement between you, your classmates, and the teacher to behave appropriately during the unit.

____4. Challenge by Choice means I dont have to participate if I dont feel like it.

____5. Trust activities were part of this unit.

Directions List at least 5 Values from your classes FVC on the lines provided. Then, on the line next to the value write a least one reason why this value/expectation is important for everyones participation. Write your FVC on the lines provided. (10 POINTS)

1._________________________________- ______________________________________________________________________

2._________________________________- ______________________________________________________________________

3._________________________________- ______________________________________________________________________

4._________________________________- ______________________________________________________________________

5._________________________________- ______________________________________________________________________


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Multiple choice- Circle the letter of the best answer. Identify the Low element, used in class that required everyone to switch platforms.

a. Do I Go b. Nitro Crossing c. Willow in the Wind

Identify a trust activity that required one person to navigate through objects with a blind fold on. a. Trust Leans b. Key Punch c. Mine Field The concept Challenge by Choice recognizes_________________. a. Challenges are not important. b. Challenges are different for everyone c. Challenges are the same for everyone. Directions- Part 1: Circle an activity you enjoyed during this unit.

Builders and Bulldozers Handshake introductions Cyclops Tag

Key Punch Turn Style Mine Field

Willow in the Wind Do I Go Nitro Crossing

Group Juggle Trust Leans

Part 2: In the space below, write a place or a situation where you can use what you learned in this activity outside of class. *****Bonus: Using the answer to the question above, briefly explain why what you learned will help you in the place or situation you selected.


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Works Cited

Drriley. Adventure Activities Unit Plan By: Dustin Riley EDCI 429 (n.d.): n. pag. Web.

Folan, Nate, Peter Aubry, Renee Cavaluzzi, Larry Childs, Suze Collinson-Runnells, Angel Krimm, Ryan McCormick, Paul Radcliffe, and Michelle Wilson.

The Hundredth Monkey: Activities That Inspire Playful Learning. Beverly, MA: Project Adventure, 2012. Print.

"HISTORY." Outward Bound. N.p., n.d. Web. 23 Apr. 2015.

"ROPE KNOTS." Rope Knots. N.p., n.d. Web. 25 Apr. 2015.

Team Building Through Physical Challenges, Barry. Cooperative and Adventure Games (n.d.): n. pag. Web.

Documents

Adventure Education Unit Plan