PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
Name:

Amy

Name:

Tayler

Name:

School:

Role:

Lead
Role:

Michaela

Role:

Moscow High School

Unit: Outdoor Adventures

Lesson Length: 50 minutes
Equipment (include amount):

Lesson #: 12

Assist
Lead

Lead

Co-Teacher
Assist

Assist

Other:

Co-Teacher
Co-Teacher

Other:
Other:

Day/Date: Friday, April 22, 2016

Grade Level: 9-12 # of Students: 31

Facilities: East Side Park

5 Ipads, 5 cones to hold task cards, 7 poly spots, 6 small hurdles, one 15 foot piece of rope, 30

cones, pedometer for each student(31), 2 stop watches

Unit Goal(s)

Unit objective: Identify at least 3 symptoms of hypothermia

Lesson
Summary /
Set
Induction

We learned about hypothermia in the gym today, now we are going to put that to use. We are going to split
into 6 groups and complete the circuit around the park. At each station, there is a scenario that you must
work with your group to determine how you would best handle the situation on the task card. This is
relevant to all of us in many ways: Imagine youre hiking and you get stranded, youre camping and all of a
sudden it starts snowing out of no where and your family didnt come prepared for snow. Even if you dont
go exploring that often, what if you are driving up to Coeur d'Alene in December and all of a sudden you
spin out and get stuck in a ditch and are stranded there for the night or have to walk to the next town.
Knowing how to prevent and recognize hypothermia is important!

Lesson Big
Idea

Students will learn about hiking, dangers of hyperthermia, while exploring the ecosystems. Hiking is a
lifetime activity.

National Standards and Grade Level Outcomes:

National Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
S1.H3.L2 Demonstrates competency in 2 or more specialized skills in health-related fitness activities
National Standard 2: Demonstrates competency in a variety of motor skills and movement patterns
S2.M13.7 Analyzes the situation and makes adjustments to ensure the safety of self and others.
National Standard 4: Exhibits responsible personal and social behavior that respects self and others.
S4.H4.L1 Solves problems and thinks critically in physical activity and/ or dance settings, both as an individual and in groups.
Idaho Standards:
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).
IdahoStandard2:Demonstrateunderstandingofmovementconcepts,principles,strategiesandtacticsastheyapplytothelearningandperformanceofphysicalactivities.
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 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.).

Domain:

National
Standar
ds:

1) Understand the dangers of hypothermia associated with the outdoors, by

completing 6 scenarios about how to treat or prevent hypothermia.

S2.M13.7

2) Have at least 1,500 steps on their pedometer count by the end of the lesson

S1.H3.L2

3) Work cooperatively with peers by traveling through stations as a group

S4.H4.L1

Lesson Objectives/Learning Outcomes: The students will be able to:

Idaho
Standar
ds:
9-12.PE.
2.1.3
9-12.PE.
1.1.1
9-12.PE.
5.1.2

Teacher Objectives: The teacher will be able to:

1) Present the hypothermia information to all students accurately.
2) Motivate students to think in depth about hypothermia dangers by creating real life situations on the task cards for
the circuit
3) Make sure the nature hypothermia is age-appropriate.

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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
Developmental Analysis of Content (highlight the section of the DAC this lesson will focus on)

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: Introduce/learn the symptoms of
hypothermia.
Starting Point:
Stand behind the line in order to throw to
complete a Bocce Ball game.

Students go through circuit and while doing

exercises, will also fill out hypothermia
prevention and treatment task cards
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.

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?
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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
With a partner, make a group of 4. Fair
coin toss.

Only participating partners are on the

course.

Are you courteous to self and others?

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.

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?

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.

Starting point:
Explain how to properly set up Dutch
Oven.
Explain how to set up a two man tent

Starting point:
Show how to properly throw a Frisbee for
Frisbee golf. Explain the difference
between a driver and a putter.

Get into pairs and practice throwing to a

large target

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?
Students will get into groups and warm
up their coals, then bring them back to
the dutch oven so it can cook during
class.
In pairs, students will run and grab
equipment for their tent and set it up.
Once completed, and teachers have
checked that it is correct, students will
eat dutch oven food.
In groups of 4, students will complete
the Frisbee golf course at University of
Idaho

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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
Approx.
Time

Student Learning Experiences

(Anticipated Progression of Tasks)

Performance
Cues

For each task add at least one idea for intratask

variation or teaching by invitation

5-10

Sherry or coach Barnes will

Introduction: While in gym, talk about
hypothermia. What is it, symptoms,
treatment and prevention.
This is relevant to all of us in many ways:
Imagine youre hiking and you get stranded,
youre camping and all of a sudden it starts
snowing out of no where and your family
didnt come prepared for snow. Even if you
dont go exploring that often, what if you
are driving up to Coeur d'Alene in
December and all of a sudden you spin out
and get stuck in a ditch and are stranded
there for the night or have to walk to the
next town. Knowing how to prevent and
recognize hypothermia is important!
Then go into content.
Content below as well as in
performance cues:
Hypothermia is a medical emergency that
occurs when your body loses heat faster
than it can produce heat, causing a
dangerously low body temperature. Normal
body temperature is around 98.6 F (37 C).
Hypothermia occurs as your body
temperature passes below 95 F (35 C).
Hypothermia can cause death if untreated.

Symptoms: shivering,
dizziness, fast
breathing, confusion,
trouble speaking, low
energy, weak pulse,
loss of consciousness.

Goal Orientation
of Task:

Organizational
Arrangement:

Informing,
Extension,
Refinement,
Application/Assess
ment

(Grouping & Task

Presentation
method; SAFETY)

Informing

Sitting in a
group

Objective
Alignment

Standard
Alignme
nt

S2.M13.7
9-12.PE.
2.1.3

Treatment: CALL 911.

Be gentle, Dont
massage or rub.
Remove wet clothing,
cover in warm clothing.
Insulate from cold
ground. Provide warm
beverages, share body
heat, use warm
compress to core.
Prevention: Layer,
stay dry, avoid
overexertion.

Tayler and Amy will talk about this, Michaela will

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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
be at East City Park with the circuit that is already
set up before class by all three of us teachers

5 min

2 min

TRANSITION: Walk students to East city

park. When students get there, group up in
under the pavilion.
Set induction: We learned about
hypothermia in the gym today, now we are
going to put that to use. We are going to
split into 5 groups and complete the circuit
around the park. At each station, there is a
scenario that you must work with your
group to determine how you would best
handle the situation on the task card. Once
you have completed it, you will do the
activity that is on the task card as well.
Once that is complete, you may move to
the next station. The goal today is to get
1,500 steps so check your pedometer
periodically to make sure you get that! You
have about 30 minutes to complete all the
stations so take your time with the
scenarios, when you hear a whistle blast
that means you have 2 minutes to finish,
and a double whistle blast means come
back to the pavilion. If you finish early,
come to the pavilion
Point out stations that are spread
around the park. Count off students to
create 5 groups, give each group one
Ipad
Layout of stations in East City Park

NA

NA

NA

NA

NA

NA

Informing

In group

NA

NA

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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan

Bathroom

5
Pavilion

25-30
min

1
Body of Lesson
Groups will move around park to each
station and complete the assignmentswrite how they would handle the situation
on their Ipads and then complete the
physical activity

Application

Groups will
move around
around the
circuit stations

S4.H4.L1
.
9-12.PE.
5.1.2

Task cards are listed at the bottom of the

lesson plan.
Each group must have at least 3 steps for
each scenario

All 3 teachers will walk around,

encouraging students to do their best on
activities, answering and questions and
helping with scenarios when needed.
5

Closure: Call in students to pavilion with a

double whistle blast. Talk about each
scenario and talk about how groups would
handle each one. Have students write their
name with their ending step count on their
Ipads, then collect the Ipads.

NA

NA

Large group

S1.H3.L2
9-12.PE.
1.1.1

Walk back to school- Amy or Tayler will

bring them

NA

NA

NA

NA

NA

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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
Reflection:
Question
What went well with both
your teaching and student
learning (connect to
objectives)? Why?
What did not go well with
both your teaching and
student learning (connect to
objectives)? Why?
What will be done to
improve the success of the
next lesson as it relates to
your teaching and student
learning?

Reflection

Modifications for next time this lesson is taught:

Assessments / Handouts / Worksheets used throughout the lesson:
Situation: You are hiking next to a river with a friend on a somewhat cold day. You both came prepared for the hike and are both
wearing a long sleeve shirt, sweatshirt and a jacket as well as warm pants under your jeans. You both have hand warmers in your
packs and 2 bottles of water. You come around a corner and see an elderly lady curled up next to the river, her clothes are soaked
and she is shivering. You ask what happened and turns out she fell into the water and hurt her ankle about an hour ago. She cant
walk because of her ankle, but is really cold and cant feel her hands or toes. From where you are you have no cell phone service,
but you just got a text less than a mile back so you have service there. What do you do?
Activity: Every person in the group complete the following circuit:

1)
2)
3)
4)
5)

5 push ups
10 jumping jacks
15 sit ups
10 lunges each side
5 squat jumps
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Lesson Plan
Situation: You and 3 friends are out at Spring Valley doing some ice fishing. All of you are wearing multiple layers, hot chocolate
in thermos, have hand warmers in your pockets helping you stay warm and have a small heater going. All of a sudden, you hear
a loud crack and your friend Alice, who is a very small and petite girl, falls in the lake through the ice. You have cell phone service
and blankets in the truck back on the shore. What do you do?
Activity: There are some poly spots laying on the ground in front of you. Everyone grab one and form a line. There are also 2
lines of cones with a space in the middle, that middle space is lava and none of you can touch it. All of you must be able to get
to the opposite side of the lava without touching it. If one person touches it, the whole group must begin again. Make sure to
listen to everyones ideas and work as a team!
Situation: You are hiking alone in April, it is 40 degrees out and sunny- perfect for an easy, dry hike! However, while you are
hiking you come to a river that is too wide to jump. The river goes down a far way to both sides and have to be back home soon,
this way is the fastest way back to the car. You have to cross it. You have a large ziplock in your waterproof back pack that is full
of hand warmers and an extra pair of warm pants. You are wearing gloves, 2 sweatshirts, 2 layers of pants and a warm hat. How
will you cross the river to most prevent hypothermia?
Activity: Everyone in the group must run over the hurdles 5 times, doing the following movements:

12345-

Run over them facing forward, one leg touching down in each
Run over them facing forward, both legs touching down in each
Hop over each facing forward with both legs
Hop over each facing sideways with both legs
Run over them sideways, both legs touching down in each

123456789-

Crunches
V-ups
Leg lifts- dont touch ground
Side plank (left)
Side plank (right)
Bicycles
Russian twists
Penguins
Plank

Situation: Your friends invite you to go on a hike with them in December, and even though its snowy out you want to go! You
have on a sweatshirt, long waterproof pants and a waterproof coat. Your friends are in charge of snacks, what 5 things will you
bring that are the most important to prevent hypothermia?
Activity: Complete the following ab circuit, 20 seconds each with a 10 second break. Dont be afraid to ask questions if you dont
know what one is!

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Lesson Plan
10- Sit ups
Come up with your answers as a group and enter them into your Ipad:

1a.
b.
c.
2a.
b.
c.
345a.
b.

What is considered hypothermia? (Normal body temp is 98.6 degree)

95 degrees
105 degrees
10 degrees
Where should you place heat packs on the body to help treat hypothermia?
On their hands
On their legs
On their core
What are three ways you can prevent hypothermia?
What are three symptoms of hypothermia?
No matter how cold you get or how bad the hypothermia gets, you will be okay once you get warm.
True
False
Activity: There are lines made in front of you, everyone pick a spot and complete the following activities. The idea of this activity
is speed, not height. Get as many jumps as you can in 15 seconds for each, with 15 second rest in between each. Dont be afraid
to ask questions if you dont understand one!
(Jump to the right and back to left=1, jump forward then back=1)
Jump forward over the line with both feet
Jump over the line sideways with both feet
Jump over the line forward with your left foot
Jump over the line forward with your right foot
Split jump crisscross over the line

Assessments/handouts
-- Assess if end step count written on Ipad matches up with objective
-- Main assessment: How many questions are correct on the quiz portion from the circuits:
Come up with your answers as a group and enter them into your Ipad:

1. What is considered hypothermia? (Normal body temp is 98.6 degree)

a. 95 degrees
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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
b. 105 degrees
c. 10 degrees
2. Where should you place heat packs on the body to help treat hypothermia?
a. On their hands
b. On their legs
c. On their core
3. What are three ways you can prevent hypothermia?
4. What are three symptoms of hypothermia?
5. No matter how cold you get or how bad the hypothermia gets, you will be okay once you get warm.
a. True
b. False

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