PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
Name:

Tayler Feinauer

Role:

Lead

Assist

Co-Teacher

Other:
Name:

Amy Kaucic

Role:

Lead

Assist

Co-Teacher

Other:

Name:

Michaela Lawler

Role:

Lead

Assist

Co-Teacher

Other:

School:

Moscow High School

Unit: Outdoor
Lesson Length:

Day/Date:

Lesson #: 6 out of 8
60 min

Equipment (include amount):

Wednesday 4/27

Grade Level:9-12

# of Students:

31

Facilities: East City Park

6 tents, 50 feet of pericord, timer

Unit Goal(s)

Learn how to properly set up a tent and be able to tie a few different knots

Lesson
Summary /
Set
Induction

Yesterday we learned about how to cook in the outdoors. Today we are going to learn how to properly set up
a tent. Knowing how to cook in the outdoors and how to set up a tent is something that is very important for
outdoor exploration so that you can stay in the woods for long amounts of time! We are going to also learn
today how to tie a few different knots that may come in very handy when you are out in the wilderness! Can
you think of some reasons you would need to know how to tie a knot? (fall off a cliff, hang up food)

Lesson Big
Idea

They will be able to set up a tent without help from the instructor, using the diagram when in need of
instructions. They will also learn how to tie three different knots which is very useful in outdoor exploration.

National Standards and Grade Level Outcomes:

National 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).
National Standard 2: Demonstrates competency in a variety of motor skills and movement patterns

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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.
National 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.
Idaho Standards:
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 daily 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.).

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

1) Tie four knots by following the directions given by instructor
2) Show that they know the steps to set up a tent by correctly setting up a
tent with their group and having it checked by an instructor
3) Work with peers cooperatively be letting everyone in their group set up a
piece of their tent.

P
C

National
Standard
s:
S2.M13.7
S1.H1.L1

9-12.PE.3.1.1
9-12.PE.2.1.3

S4.H3.L1

9-12.PE.5.1.2

Domai
n:

Idaho
Standards:

Teacher Objectives: The teacher will be able to:

1) Show how to set up a tent and know the proper names for each part
2) Encourage students to run while retrieving tent parts
3) Ensure students to really try to learn the knots by having many extensions and applications (making it timed,
showing harder knots)

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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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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:
Show how to tie a square knot

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?

Have students practice tying their knot

Walk through a harder knot
Have students practice the harder knot

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

Have students race each other to see

who can tie their knot the fastest
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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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

Goal
Orientation of
Task:
Informing,
Extension,
Refinement,
Application/Assess
ment

Organizatio
nal
Arrangemen
t:

Objective
Alignment

Standard
Alignme
nt

(Grouping &
Task
Presentation
method;
SAFETY)

5 min

In classroom: Take attendance, put on

pedometers, remind students to put on
tennis shoes

Make sure everyone has

tennis shoes on today and
is ready to get some
running in

NA

NA

NA

NA

Walk to East City Park- Any of the

teachers
Set Induction
Yesterday we learned about how to
cook in the outdoors. Today we are
going learn how to properly set up a
tent and then learn how to tie some
knots. Knowing how to cook in the
outdoors, how to set up a tent and
basic knot tying skills is something that
is very important for outdoor
exploration so that you can stay in the
woods for long amounts of time! The
goal of today is to be able to set up a
tent without help from a teacher in
your own groups and be able to tie at
least four different knots
Body of Lesson
With entire class, show how to set up a
tent

NA

NA

NA

NA

NA

NA

NA

NA

9-12.PE.
3.1.1
S2.M13.
7

Setting up a tent
Lay out tent, connect
poles, put poles through
the correct holes, pop up

Informing

Gathered
around
Tayler

NA

NA

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Lesson Plan
TRANSITION of class go with
Michaela, of class go with Tayler.
Michaela: Tent set up on grass
Tayler: Knot tying under pavillion
20-30

Michaela: Separate the students into 6

groups (2-3 students) Each group will
have a designated spot to set up their
tent, and the pieces will be in piles
around the park. The whole group will
run to get first piece of equipment and
bring it back to your spot. Repeat for
each piece of equipment until all parts
are there. Then, set up tent as a group.
Michaela will be timing students to find
the winner. Winner out of all groups will
win a prize.

tent, attach rain cover

Will split the class
randomly- half of you
here half of you heredivide down the middle of
the group
= Poles for tents
= rain covers
= Tent

NA

NA

NA

NA

Extension

2 groups

9-12.PE.
5.1.2
S4.H3.L1

= set up area for

tents

Tayler: Each person gets 2 3-foot

sections of rope. There is spare rope on
the table. Tayler or Mel (Guest
instructor, knot tying master) will walk
through how to tie first knot, then walk
around group helping if needed.
Progress through the 4 different knotssquare, figure eight, sheet bend and
bowline. Have a contest to see who can
tie each knot the fastest.
TALK ABOUT WHY TO LEARN KNOTS:
You can use knots to do a variety
of things both at home or in the
outdoors, sometimes these can literally
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Lesson Plan
save your life. How can you think to
use each knot?
Square Knot- not to be trusted to
secure two ropes together for heavy
items. But can be used to secure items.
Figure 8- this can be used to connect 2
pieces of rope to make them longer.
The nice thing about this knot is you
can pull it as hard as you want but
when you need it undone you can undo
it without cutting it. Also can use to
secure onto something
Sheet Bend- Combining knots
Bowline- form a secure loop that will
not jam and is easy to untie
SWITCH STATIONS after 10-15 minutes

Bathroom

Once tent is set up, have a teacher

come check that it is set up right and

Pavilion

Use assessment below

Application
(Assessment

2 groups

9-12.PE.
2.1.3
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check your name off the list. Once tent

is properly set up, break it down and
first group will put pieces back where
they found them, second group put
pieces under the pavilion. Help other
students set up tents if needed
Closure : Everyone did great today!
Give a roll of paracord to the group of
students who set up their tents the
fastest. What if you havent brought a
tent? What can you do to create a
shelter?
Walk back to school: Any of the
instructors

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?

check off list)

S1.H1.L1

NA

Closure

Grouped up
around
Insructor

9-12.PE.
3.1.1
S2.M13.
7

NA

NA

NA

NA

NA

Reflection

Modifications for next time this lesson is taught:

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Lesson Plan

Assessments / Handouts / Worksheets used throughout the lesson:

As students finish their tent set up, they will call you over to check it. Check that poles are through all the loops, rain flap is
attached. Check them off as properly or not properly below.

Student Name
Curet, Anna
Curet, Sophia
Davis, Leah
Dearien, Cameron
Curet, Anna
Curet, Sophia
Davis, Leah
Dearien, Cameron
Falen, Nathaniel
Geidl, Madi
Gray, Alex
Hall, Andrew
Hutchinson, Jacob
Johndro-Dibell,
Lauren
Kaucic, Matthew

Tent is set up properly

Yes
No
Yes
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Yes
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Yes
No
Yes
No
Yes
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Yes
No
Yes
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Yes
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Yes
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Yes
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Yes
No
Yes
No
Yes
No
Yes
Yes
Yes

No
No
No

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Yes
Yes

No
No

Yes
Yes

No
No

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Yes
Yes

No
No

Yes
Yes

No
No

Yes
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No
No

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Yes
Yes

No
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Yes
Yes

No
No

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Square knot

Figure eight
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Lesson Plan

Bowline

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Lesson Plan

Sheet Bend

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