PEP 421 Secondary Methods in Physical Activity Pedagogy

Unit Plan
Unit: Outdoor Adventures
Teachers: Michaela Lawler- Tayler Feinauer- Amy Kaucic
Dates: 4/19-4/29
Learner Grade(s): 9-12

1. Unit Content
1.1. Rationale and Introduction (why would you include this particular unit in your PE
curriculum?)
1.1.1. This is included in a PE curriculum because it is focuses on lifetime activities that
you can do your whole life. It also is critical because there are survival skills that are
included in this lesson that are necessary for things like hiking and camping so that
learners will have knowledge to refer to if they ever get in those situations. Finally it
implements team building so that all students no matter their athletic experience can
enjoy. This content is perfect for those students who may not have the athletic
abilities and dont fit with the regular PE curriculum as it incorporates lifetime
physical activity with a fun challenge.
1.2. Content Knowledge and Physical Engagement Experience (past & present) for each
individual teacher
Michaela has experience participating and teaching in both orienteering,
compass, camping, hiking, cooking, and other adventure games both past and
present. In the past she has learned orienteering and adventure games with the
Army. In that they have to conduct a land navigation or orienteering challenge with
just a compass and map. She has also participated in competitions against other
schools that incorporate team work into obstacle courses and land navigation
combined, she still continues to use these skills. She has also gone camping and
cooked while away for the weekends in the mountains.

Amy Kaucic I have outdoor cooking experience working with Scouts as an adult leader at
camps, camporees and merit badge sessions. My family spent time camping and backpacking in
the Alaskan outdoors, and utilized the National Outdoor Leadership Schools (NOLS) cookbook,
and other assorted outdoor cookbooks. Scouts used Whisperlite and Coleman stoves, wood
campfires, or larger group stoves from canoe treks. As a child, my family and I spent time tent
and cabin camping in Pennsylvania where we cooked meals outdoors using a Coleman camping
stove and a wood fire, or a pot-bellied stove in the cabin. Meals were either pre-packaged freezedried food from Philmont, or freeze-dried meals prepared in the dehydrator and vacuum-sealed
for campouts/camporees. My parents usually cooked over the Coleman, wood-fire, or potbellied
stove. Food was purchased and cooked over either method I have experience teaching modified
adventure games at the elementary school level in Moscow, ID. I also participated in the
Adventure Clubs afterschool program delivering adventure/cooperative games for the
University of Idahos Recreation program. Some of the recreation courses at the university
required me to play games outdoors while rafting or in the local parks. R and R and I2I
programs volunteered for the school district. My family and I raft with friends and play
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outdoor games such as Bocce ball when off the river. We played various yard games growing up
in Pennsylvania.
Tayler: Ive spent a lot of time in the great outdoors ever since I was a child.
My family was very into camping and we went a couple times every summer
with friends. I still camp when I have time and even though my family now
has a trailer they use for camping, when I go with friends we still use tents. I
have been hunting with my dad since I was 7 and now hunt here in Idaho as
well as home in Oregon. I love being outdoors and when it isnt hunting
season I enjoy fishing, hiking and camping. I have done a lot of outdoor
cooking through my experiences and feel like I have a lot of experience with
what we will be teaching.

1.3. Overview of all essential content concepts and terminology

Orienteering

COMPASS: Implement used to aid in guiding direction for travel

BASE PLATE: A rectangular, transparent plate upon which the compass housing
is mounted. It is inscribed with the direction-of-travel arrow and often has a scale
to measure distance on a map.
COMPASS HOUSING: The round, usually liquid-filled casing that rotates and
contains the orienting arrow and the magnetic needle. The outer ring, or dial, of
the compass housing contains the 360 degrees of direction and the cardinal points.
DIRECTION-OF-TRAVEL ARROW: Located on the base plate, it is used to
indicate travel direction once the magnetic needle has been aligned with the
orienting arrow. A bearing is read, in degrees, where the line meets the compass
ring.
ORIENTING ARROW: Located beneath the magnetic needle, this arrow is
rotated to align with the magnetic needle in order to orient the map and to
establish a bearing.
MAGNETIC NEEDLE: The needle inside the movable compass housing that
always points to magnetic north.
AZIMUTH or BEARING: The direction of travel from one position to another
position expressed in degrees from 1 to 360, read at the direction-of-travel arrow
when the compass is oriented.
BACK BEARING: Also known as back azimuth, this is the opposite (180
degrees) of your bearing (direction of travel). It is used to confirm your bearing
with a known landmark to your rear.
ORIENTING THE MAP: With a compass, this is the procedure of using
declination and magnetic north to point to true north on the compass so the map
can be aligned with true north and thereby accurately represent the surrounding
terrain.
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(Above information retrieved from https://www.trails.com/list_1886_compassterminology.html)

PACE/ COUNTING PACING: A system of counting double-paces (every time
the left or right foot hits the ground) to measure distance covered. An orienteer
would measure the distance between two points using the scale on the compass
and then count his/her paces until the distance was covered. Pacing allows
orienteers to know when they have gone too far and missed the feature they were
looking for.
Control marker (also called a control, marker, bag or flag): A three-sided marker
(usually orange and white) placed at features on an orienteering course. It usually
has a punch or other marking device attached to mark a control card as proof that
you visited the control. The marker here is shown with an electronic punch box
attached at the top of the hanging post. A manual pin-punch device is often
attached as backup, to provide a way to record the visit should the electronic
device fail.
Control card or punch card: A paper card carried by the competition to mark at
each checkpoint/control if manual punching is used. With electronic punching, the
competitor carries a plastic stick with embedded chip to record the visit to each
control (see e-punch)
Course: A sequence of control points marked on the map that are to be visited by
the orienteer.
Safety bearing: A compass bearing that will bring a lost orienteer to a road or
other major, recognizable feature. It may be added to the control description list as
a safety measure.
Safety whistle: A whistle that can be used if a participant is injured or lost. The
International Distress Signal is six short blasts repeated at one-minute intervals.
Whistles
(Above information retrieved from http://www.us.orienteering.org/new-o/o-lingo)

CAMPING

4-season tent: a sturdy tent designed to withstand the elements associated with
camping above the timberline and in winter conditions.
Foul weather gear : garments designed to keep hikers warm and dry during
inclement weather conditions.
Hypothermia: a dangerous physical condition possibly leading to death, in
which body temperature drops below 95 degrees Fahrenheit, impeding brain
and body functions.
Kindling: highly flammable materials used to start fires, such as pine cones,
twigs, dry bark.
NPS: U.S. National Park Service, the federal agency responsible for the care
and management of Americas national parks and national monuments. Tasked
with the preservation and conservation of public lands and protecting wildlife
for the benefit of current and future generations.

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HIKING

Primitive campsite: a campsite that offers few basic amenities to hikers, such
as shelter, pit toilets or running water.
Potable water : water source that poses few health hazards to humans without
prior treatment.
Understory: refers to vegetation (ferns, shrubs, saplings) growing beneath the
forest canopy.

Backcountry: an isolated geographic area with few paved roads or maintained

buildings and erratic or nonexistent cellphone coverage.
Exposure: refers to the steepness of terrain and the level of risk involved
while hiking in the backcountry. The scale ranges from Level 1 (almost flat) to
Level 5 (vertical and possibly life-threatening).
Holloway: a sunken path worn down due to foot traffic, rain and erosion that
has fallen significantly below the vegetative banks on each side.
Junction: the point at which two trails intersect.
Switchback: an established hiking trail that zigzags across steep terrain.
Trailhead: the starting point of a trail, usually marked with a sign.
Tread: the pattern on the outer soles of hiking boots or trail running shoes.
Trek: a multi-day hike in remote and exotic locations, often requiring the
assistance of a guide.

(Above information retrieved from http://www.mnn.com/earth-matters/wildernessresources/stories/beginners-glossary-hiking-and-camping)

2. Unit Objectives/Learning Outcomes

2.1. Behavioral objectives for the unit (include behavior, condition, criteria for each standard)
2.1.1. By the end of the unit, students will be able to correctly use a compass and
navigate an orienteering course. They will be able to correctly label parts of a
compass and a Stovelight cooking stove. They will know how to play bocce ball and
Frisbee golf and be able to complete a game of both. Students will also be able to
properly set up a tent and a Stovelight cooking stove.
2.2. National K-12 Physical Education Standards Targeted (write out each standard and GLO)
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns
S1.H1.L1 Demonstrates competency and/or refines activity-specific movement skills in two or
more life me activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or
target games).
Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement
and performance.
S2.H1.L1 Applies the terminology associated with exercise and participation in selected
individual-performance activities, dance, net/wall games, target games, aquatics and/or outdoor pursuits
appropriately.
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness
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S3.H3.L1 Identifies issues associated with exercising in heat, humidity and cold.
Standard 4: Exhibits responsible personal and social behavior that respects self and others
S4.H3.L1 Uses communication skills and strategies that promote team/ group dynamics.
S4.H5.L1 Applies best practices for participating safely in physical activity, exercise and dance
(e.g., injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun
protection).
Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
S5.H2.L2 Chooses an appropriate level of challenge to experience success and desire to participate in
a self-selected physical activity.

2.3. Idaho K-12 Physical Education Standards Targeted (write out each standard and GLO)

Idaho Standard 1: Demonstrate competency in motor skills and movement

patterns needed to perform a variety of physical activities.

9-12.PE.1.1.1 Demonstrate competency in basic and advanced skills and tactics in at least five
leisure and lifetime physical activities (e.g., individual/dual/team-related sports, outdoor pursuits,
rhythm, fitness, and aquatics).
Idaho Standard 2: Demonstrate understanding of movement concepts,
principles, strategies and tactics as they apply to the learning and
performance of physical activities.

9-12.PE.2.1.3 Evaluate and apply appropriate tactics and strategies in a variety of sports and
physical activities (e.g., using trekking poles to improve efficiency, recognize elite-level
performance, explain tactical strategies in a game of softball, etc.).
Idaho Standard 3: Participate dily in physical activity for health,
enjoyment and/or satisfaction, challenge, self-expression and/or social
interaction

9-12.PE.3.1.1 Participate in moderate to vigorous physical activity for at least of 50% of

the lesson time (e.g., time assessment, pedometer = 3200 steps in a 40 minute lesson or 80 steps
per minute - block or traditional schedule, etc.).
Idaho Standard 5: Exhibit responsible and social behavior that respects
self and others in physical activity settings.

9-12.PE.5.1.2 Demonstrate leadership by holding themselves and others responsible for

following safe practices, rules, procedures, and etiquette in physical activity settings (e.g.
assumes an active leader and/or supportive role as appropriate during a ropes course activity,
acknowledge a rule infraction, plan and lead a backpacking trip, coordinate a fun run, respecting
others space in a weight room, etc.).

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2.4. Learning Domains written in all 3 domains (Below)

2.4.1. Psychomotor/Physical (x)
2.4.2. Cognitive (x)
2.4.3. Affective (x)
2.5. Align objectives with learning domains, national standards and GLOs, and Idaho
standards and GLOs: (GLOs above with standards)
Objectives:
By the end of the unit, students will be able to

Learnin
g
Domain
C

National K-12
Standards and
GLOs Targeted

Idaho K-12
Standards and
GLOs targeted

9-12.PE.2.1.3
GLO 12

9-12.PE.2.1.3

2) Navigate an orienteering course using a compass and

map within the designated class time

3) Work as a team with a partner to orienteer an

orienteering course and have same amount of
steps(within 50) as their partner.
4) Set up a tent properly without help from the instructor

5) Correctly label the parts of a whisper lite stove on a

diagram worksheet

6) Play an entire Frisbee golf course with a partner, giving

their partner 2 compliments.
7) Identify at least 3 symptoms of hypothermia and heat
stroke

S2.H1.L1
GLO12
S1.H1.L1
GLO12
S4.H3.L1
GLO12
S1.H1.L1
GLO12
S2.H1.L1
GLO12
S4.H3.L1

S3.H3.L1

1) Label the parts of a compass by getting 4 out of 6 on a

fill in the blank sheet

9-12.PE.1.1.1
GLO 12
9-12.PE.5.1.2
GLO 12
9-12.PE.1.1.1
GLO 12

9-12.PE.1.1.1
GLO 12
9-12.PE.5.1.2

3. Setting/Environment
3.1. Sessions:
There will be eight one hour class periods spread out over two weeks

3.2. Learners:
Andersen, Walker
Bailey, Anne
Caldwell, Will
Cummings,
Brittany
Curet, Anna
Curet, Sophia
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Davis, Leah
Dearien, Cameron
Falen, Nathaniel
Geidl, Madi
Gray, Alex
Hall, Andrew
Hutchinson, Jacob
Johndro-Dibell,
Lauren
Kaucic, Matthew
Kauffman,
Adrianna
Knott, Dillon
Lathen, Zach
Lawford, Darcey
Mangini, Emily
McLam, Jacob
Miller, Joseph
Monson, Caia
Paul, Savana
Preston, Toby
Robbins, Kacie
Saul, Nick
Shepherd, Chris
Slippy, Lexi
Strawn, Isabell
Wray, Anna
Grade levels: 9-12
There is a hearing impaired student, however an interpreter will be present for all of our
lessons so it should not affect their learning, or other students. Students wil be dressed in
their PE clothes before getting on the bus everyday.
3.3. Facilities:
Frisbee golf course- for Frisbee golf. Camping- high school field, mountain view
park, or any other park. Bocce ball- high school field, any park. East City ParkOrienteering
3.4. Equipment/Supplies/Materials Needed (w/quantity stated):
For this unit we will need a lot of equipment. We will need 13 compasses, 7 orienteering
cones, ------ all cooking supplies, ------ tents, Frisbees, bocce ball equipment.
3.5. School Weather & Safety/Injury Policies:
If it is rainy or too cold, we will stay inside.

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4. Curriculum/Teaching Model(s) & Key Model Points / Teaching Styles & Key Style
Points
It will be more of a tactical games model and a little bit more in the middle of the teaching
spectrum so that we will lead and show the way but the students will make some decisions
about who they partner with, which course they want to take on hikes and orienteering and
what to do with their knowledge outside of class.
5. Teaching Aids (what are you going to use to help you convey information to students?)
We will use Ipads and do teacher/student demonstrations and have skill based task sheets to
help demonstrate to the students what they should be doing.
6. Technology Integration (what technology are you going to integrate into your lessons?)
Pedometers. Video recorder. Whisper lite stoves. Compasses. Ipads.

7. Behavior Management & Empowerment

7.1. Classroom Management Plan
7.1.1. Groups Behavior Management Philosophy
Three strike policy, if students get three strikes during the lesson we will talk to
Ms. Barnes about their behavior and implement proper reprimands with her
advise.
7.1.1.1.
Teacher/School Roles/Expectations
7.1.1.1.1.
Outlined in the handbook are the teacher, school roles, and
expectations. There will be no discrimination, No hurting peoples
feelings, body or possessions. Students will demonstrate compassion,
responsibility, honesty, respect, and courage. All students, teachers, and
parents must know the honor code.
7.1.1.2.
Student Roles/Expectations
They will listen to our instruction and respect us,
themselves and their peers and the equipment.

7.1.1.3.

Parent(s)/Guardian(s) Roles/Expectations
Parents will follow guidelines from the high school student
handbook- making sure students arrive on time, have necessary PE
clothing.
7.1.2. Behavioral Goals
By the end of this unit all students will be able to work with a partner to complete and
orienteering course and getting to 3 out of the 5 points and each getting their papers filled
to prove they both did it.
By the end of this unit students will be able to work as a team to complete setting up a
tent properly.
By the end of this unit students will be able to complete an adventure teamwork obstacle
while abiding by the rules.
8. Classroom Rules
Respect: All students must respect each other and the equipment they are using.
This is important because these are young adults who will need to learn the basic
use of respect and be able to implement it in their lives. They will have things like
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technology they will need to respect as their parents wont always be able to buy a
new one. Also to respect others as they will need to learn how to do this especially
as in the future they may need to respect someone that they do not necessarily like,
such as a boss. Whether the students want to or not it is critical they participate in
respect during our class.
Responsibility: All students must take responsibility for their own actions, good or
bad. As they will need to do this in the future, they cannot just blame everything on
other students or shed the blame on equipment but instead take blame and learn
from it.

8.1.1. Discipline Procedures/Consequences

Students must abide by the honor code, and exemplify respect, and responsibility. If a
student acts out then depending on the act we will either confront and just say stop, or
report them to the cooperating teacher immediately. If We ask them to stop and they
do not then they will be told they will lose their ability to participate if they continue.
If that does not work than we will report them to the cooperating teacher. This could
lead to anything from detention to expulsion.
8.1.2. Approaches to Minimize and/or Extinguish Inappropriate Behavior - Choose from
the following examples and explain how you will use this approach:
With-it-ness: with three of us being at each lesson, we will be able to be withit throughout the entire class and have eyes on every area.
Back-to-Wall
Scanning
Selective Ignoring: If a student isnt giving their full effort, but is not
disrupting the learning of others we may decide to selectively ignore it
Overlapping
Learning Names: We will learn names by asking their names and having
conversations with them daily. We will use their name when talking to them
and when students ask or answer a question they will say their name.
Engaging w/Students: Same as above
Proximity Control: With three of us teaching each lesson we will walk around
the area of our teaching space and be in proximity of students throughout the
entire lesson- especially if they misbehave.
Motivated
Positive Talk/Pinpointing
8.1.3. Approaches to Motivate Self/Teaching Team and Students
8.1.3.1.
Self/Teaching Team: We will be motivated by seeing students understand a
concept we are teaching the and correctly complete a task.
8.1.3.2.
Students: We will motivate students by their grade as they get graded on a
points scale so if they are not applying effort and proper behaviors it will hurt
their grade. But also by being enthusiastic and happy while teaching the lesson,
a smile is contagious.
8.2. Implementation of the Teaching Personal & Social Responsibility Model
8.2.1. Levels
8.2.2. Awareness of Levels
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8.2.3. Levels in Action
8.3. Management & Empowerment Assessments
1.1.1. Levels
1.1.1.1.
Self-Control-Students will not distract other students from learning and
follows rules without direct instruction every second. They will act like adults
and be treated as such.
1.1.1.2.
Involvement-Students are open to trying things or challenging themselves
by completing the tasks at hand.
1.1.1.3.
Self-Responsibility-Completes the tasks without getting off focus, strives
to become better at outdoor life skills. They will be responsible for their own
actions and behaviors.
1.1.1.4.
Caring-Willing to help others and are considerate and work as a team
rather than an individual Outside the class.
Awareness of Levels
1.1.1.5.
Students will become aware of the levels throughout the lesson as we can
tell them or give them constructive criticism by telling them they are being
very responsible today and under control, or they are being irresponsible today.
We will also be briefed on the levels before each lesson so that they are
reminded and can be quizzed on the moral behaviors of the day that we are
looking for.
1.1.2. Levels in Action
1.1.2.1.
Students may not be completely aware of things, not very motivated, when
they come to class they will get more excited the closer it gets to doing an
event, getting more and more focused and enthusiastic about the subject. When
they get to event they will have to treat their teammates correctly by letting
everyone be included and going along the course or challenge as a team, and
not being mean or participating in horse play. If they do those things they will
be reprimanded.
9. Handouts/Forms/Task Sheets/Assessments used throughout the unit
See Below
10. References and Resources (where did you find your information?; where will you go to
find additional information?)

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11. Outline of Lessons & Teaching Schedule (HS unit plans include 8 classes; MS unit plans include 4 classes)

Week#2

Week # 1

Lesson #: 1 compass
Day: Tuesday
Date:4/19
Teacher: Michaela
Location: East City Park

Lesson #: 2
orienteering/slackline
Day: Wednesday
Date:4/20
Teacher: Michaela
Location: East City Park
Objective #: 1(C)
Obj:
Standards/GLOs #:
Stand/GLO:
Instant Activity:
IA:
Lesson Theme/Content: Basic
Theme: Adventure and how it
Orienteering/ survival skills
applies
Learning Activity(s): Learn parts Lrn Act(s): Students will pair up
of a compass, learn how to get a and complete the orienteering
pace and find degrees on a
course by finding the slacklines
compass. Find pace and test
in east city park and having a
compass for proper degree angle. friend help them cross it
Practice using their compass and Assess: Affective/ how the team
pace to find a predetermined spot work went
in the arboretum.
Tech: Pedometers
Assessments: Fill in the blank
compass test
Technology: compass

Lesson #: 3 orienteering
Day: Thursday
Date:4/21
Teacher: Michaela
Location: East City Park

Lesson #: 4 Hiking
Day: Friday
Date:4/22
Teacher: Amy/Tayler
Location: Phillips Farm

Obj:
Stand/GLO:
IA:
Theme: Application of
navigational knowledge
Lrn Act(s): Students will pair up
and complete the orienteering
course, writing down the points
they reached and turning in sheet
when done.
Assess: WS completion and step
count assessment
Tech: compass/pedometer

Lesson #: Cooking/Camping
Day: Tuesday
Date:4/26
Teacher: Amy
Location: 201 Gymnasium/ Old

Lesson #: Adventure Games

Day: Thursday
Date:4/28
Teacher: Tayler
Location: Mountain View Park

Obj:
Stand/GLO:
IA:
Theme:
Lrn Act(s): On the bus ride to
Phillips farm we are going to go
over hypothermia and heat
stroke, talking about signs and
symptoms as well as treatment.
Students will break into groups
and walk the phillips farm loop,
coming to different stations with
scenarios where they must
identify what the problem is and
how they would help.
Assess: Students will write down
their answers on a sheet, assess
step count
Tech: pedometers.
Lesson #: Adventure Games
Day: Friday
Date:4/29
Teacher: Amy
Location: Mountain View Park

Lesson #:Cooking/ Camping

Day: Wednesday
Date:4/27
Teacher: Tayler
Location: 201 Gymnasium/ Old

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Arb (Weather Permitting)
Obj: 5(C)
Stand/GLO: S2.H1.L1/
9-12.PE1.1.1
IA: Leave No Trace game
Theme: Safely using a small
backpacking stove made for the
outdoors.
Lrn Act(s): Instructor will
demonstrate the steps used to
safely use a Whisperlite
backpacking stove. Instructor
will also discuss the Leave No
Trace principles for the outdoors.
Students will
Assess: Be able to know the
steps for safely lighting a
Whisperlite stove in the
backcountry. Peers will evaluate
each other on stove use. The
students will complete a visual
diagram by marking the stove
parts.
Tech: L.N.T. or NOLS
youtube/video clip

Arb (Weather Permitting)

Obj:
Stand/GLO:
IA:
Theme:
Lrn Act(s): Instructor will walk
through how to set up a Dutch
oven for cooking while camping.
Recipe: Cake? Instructor will
then show students how to set up
a 2 man tent, then students will
pair up and set up their own 2
man tent. At end of lesson, food
will be done in dutch oven and
be able to eat it!
Assess: Teachers will check to
make sure tents are set up
correctly and then check them
off as correct.
Tech:

Obj:
Stand/GLO:
IA:
Theme: Frisbee golf
Lrn Act(s): Students will get into
groups of 4 and find their own
disc golf course hole. Practice
for 10 minutes and then
everyone will start to play the
course. The hole they are
practicing on will be hole
number one for them, and
complete the course in order
beginning with that hole.
Assess: Turn in score cards with
pedometer count for each student
written down
Tech:

Obj: 8(P)
Stand/GLO: S1.H1.L1/
9-12.PE.1.1.1
IA: CATCHs Meet Me in the
Middle (needed for arms/legs)
Theme: Bocce Ball
Lrn Act(s): Students will be in
groups of 4, learn about Bocce
Ball history, rules; practice
throws/rolls in their groups.
They will play a tournament after
practicing in a group.
Assess: Partner assess each
other in practice bowled
delivery, raised bowl, throw shot,
hits target (pallina or opponents
bowl)
Tech: Excel computer
spreadsheet for scores

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12. Developmental Analysis of Content Chart
Extension
Starting Point:
Label the compass
Being able to use a compass to complete
orienteering course

Refinement
Direction of travel
Back azimuth- in case students get lost
Parts of compass: Magnetic head, compass
rose, direction of travel arrow

Application
Does your compass azimuth match up with the
given example?

Completing an orienteering course

Setting Pace:
Teach pace count, students find their own pace
count, understand why it is needed, add or
subtract pace based on distance being travelled

Step off with left, downhill and uphill count,

running count, walking count

Can you remember your pace?

Students will complete the orienteering course

with a partner
Starting Point:
Stand behind the line in order to throw to
complete a Bocce Ball game.

With a partner, make a group of 4. Fair

coin toss.

Hand-Eye Coordination
Bowled Delivery bowl is delivered
underhand throw to a run along the
ground & end up as near to the pallina
as possible.
Raised bowl bowl is delivered
underhand through the air to end up as
near as possible to the pallina.
Throw bowl is thrown underhand into
the air after a run-up to displace the
pallina or the opponents bowl.
Only participating partners are on the
course.

Does your bowl end up near the pallina?

Is your underhand bowl near the pallina

as much as possible?
Did your throw displace the pallina?
Did you displace your opponents bowl?
Are you courteous to self and others?

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PEP 421 Secondary Methods in Physical Activity Pedagogy

Unit Plan
Pallina is rolled or tossed by member of
the team who won the coin toss.

Toss the pallina and deliver the first

bocce ball.

Starting Point:
Wait with groups for stove safety demo
and instructions.

Demonstrate stove parts and stove

safety with a partner. Label the sheets.

Stove set safely on a flat surface.

Safely placed stoves can now be

operated after passing the safety
portion.
Wash hands. Cook the backpacking food
from the ziplock bag.

You may cook the instant/freeze-dried

food after washing hands.

After the first ball is played, did your

opponent deliver their bocce ball to play
all 4 of their balls.
Did your partner safely tell how to
operate a Whisperlite stove?
Did you follow the correct steps for
lighting a Whisperlite stove?
Was your hands washed prior to
cooking?
Give me a rating for the delicious
backpacking food on a scale of 10 being
great and 1 tastes not so great?

14 of 15

PEP 421 Secondary Methods in Physical Activity Pedagogy

Unit Plan

Name:________________
Compass Terminology Quiz
Directions: List the parts of the compass with the number that correlates to the arrow it is pointing at.
1.
2.
3.
4.
5.
6.

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

1
4

2
5
3

6
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