Unit Title: Adventure Education

Teacher Name: Mr. Victor Celaya

Date: 04/09/18- 04/20/18

Grade/Class: 8th grade

Space Needed: Open campus walkways, a soccer or football field with a bench and at least two parallel
trees or posts, and a challenge course with low and high elements

California State Model Content Standards to be Addressed

2.1, 2.3, 4.6, 5.1, 5.2, 5.4, 5.7

California Teacher Performance Expectations Addressed

TPE 11c, TPE 12h, TPE 12i, TPE 12j

Equipment Needed:

Carabiners, harness equipment, blindfolds, yarn, cones, polyspots, compasses, school maps, mobile
devices for geocaching

Provisions for Students with a Disability:

My students who has ASD (autism spectrum disorder) may experience difficulty expressing or explaining
their feelings in regards to working on the low and high elements of the ropes course. As a result, in the
spirit of challenge by choice, this student will be given the option to assist in the administration of the
ropes course. This would include laying harnesses out, checking for dangerous objects on the course,
cheering for peers, and organizing students at low elements. This student may also have difficulty with
prolonged blindfold exposure and as a result will be allowed to lift their blindfold when they feel
uncomfortable provided they do not speak or otherwise change the course of the activity.

Unit Objectives:

Psychomotor

Students will perform tasks on low rope elements with competence and confidence. Students will
attempt high ropes course elements using proficient climbing form while ascending to the high
elements.
How assessed:

Students will be assessed in the psychomotor domain by being observed on the ropes course and having
completed tasks checked off on a checklist. Students will also demonstrate climbing form and be rated
on a scale of 1 to 5 with 1 being poor form and 5 being excellent form. This assessment will also
function as a requirement to participate in high rope elements, students must achieve at least a 3
(competent form) in order to be eligible to participate in high ropes.

Cognitive:

Students will define the terms: adventure education, challenge course, challenge by choice, harness,
high elements, low elements, orienteering, and geocaching.

How assessed:

Students will be periodically quizzed on unit vocabulary as the unit progresses and complete a
cumulative vocabulary and concept exam at the end of the unit.

Affective:

Students will invent and discover solutions to group-based puzzles using proficient cooperation and
communication. Students will proficiently acknowledge the individual contributions of their peers
toward the goals of activities.

How assessed:

Students will be observed during problem solving activities and be assessed using a checklist that
denotes qualities of their attitude, attentiveness, willingness to work with others, clear communication,
and verbal positive reinforcement used. Students will also write reflections in their journals based on the
debrief discussions held post every activity in this unit.

Scope and Sequence of Content /or Developmental Analysis

Scope and sequence (List skills, the order in which they will be taught (inter-task development) and the
manner in which each will be developed from simple to complex (intra-task development)

Scope
The adventure education unit is designed as a culminating experience that brings a logical conclusion to
the cooperation, communication, challenge by choice, and group-based problem solving skills that
students have been developing within each unit throughout the year. This unit progresses students from
performing complex group-based problem solving to pushing their comfort levels and challenging
themselves to engage in challenge course elements. The unit concludes by demonstrating innovative
activities that can be practiced to stay active outside of class such as orienteering and geocaching. This
unit is justified in the social development standards under category 5 and is a logical conclusion to the
cooperative development that students have experienced throughout the year.

Adventure Education Sequence

1. Introduction to Adventure Education

a. Challenge by choice- definition and application

b. Definition of Adventure Education

2. Cooperative Activities

a. Blindfolded class walk through campus

b. Rearranging class order in a limited space/ with movement restrictions

c. “Electric Fence” activity

I. Electric fence low level

II. Electric fence high level modification

d. Alien invasion activity

I. Group use of coded language

e. Deriving value from cooperative activities

3. Challenge Course

a. Tour of facilities and names of elements

b. Safety on the challenge course

I. General safety

II. Harness Safety

 III. Rope Safety

IV. Emergency action plan

c. Climbing wall

d. Low elements

I. Solving elements in small groups

II. Solving elements as a class

e. High Elements

I. Challenge by choice alternate activities

II. Exploration of high elements

4. Orienteering

a. Reading a compass

b. Reading maps in relation to compass

c. Simple orienteering obstacle course

d. Complex orienteering obstacle course

e. Practical applications of orienteering in daily life

5. Geocaching

a. Definition and history of geocaching

b. Equipment and applications required

c. Geocache scavenger hunt across campus

d. Applications of Geocaching outside of class

 Unit Block Plan

Name of Unit: Adventure Education

Monday Tuesday Wednesday Thursday Friday

04/09/18 04/10/18 04/11/18 04/12/18 04/13/18

• Blindfolded walk Cooperative activities: Cooperative activities: Introduction to Challenge Challenge course:
through campus course:
lead verbally • Rearranging class • Alien game • Climbing rope
order standing • Human knot • Safety requirements wall
on bench retest with flying • Rules • Solving low
Standards: 5.2, 5.4, 5.7 • Electric fence saucer • Equipment element
retest modification • Low elements challenges
• Human knot • Discussion on • High elements
retest team work used
Standards: 5.2, 5.4, 5.7
• Discussion of to accomplish
differences in tasks Standards: 5.1, 5.7
experience now
compared to at
start of year Standards: 2.1, 4.6, 5.2,
5.4, 5.7

Standards: 2.1, 2.3, 5.2,

5.4, 5.7

04/16/18 04/17/18 04/18/18 04/19/18 04/20/18

Challenge course: Challenge course: Challenge course: • Introduction to • Introduction to
orienteering geocaching
• Solving more low • Challenge by • Challenge by • Small group, in class • Geocaching
elements choice high choice high activity: scavenger hunt
• Safety review for elements elements o Navigating to campus wide
high elements • Class discussion • Discussion on various clues • Discussion on the
• 1 high element following high difference in to form a value of
trial element work experience over specific geocaching to
two days message daily activities
Standards: 5.2, 5.4, 5.7 Standards: 5.2, 5.4, 5.7
Standards: 5.2, 5.4, 5.7 Standards: 2.1, 4.6, 5.2, 5.4, 5.7 Standards: 2.1, 4.6, 5.2,
5.4, 5.7
 DAILY LESSON PLAN

SCHOOL: Emerson Middle School

DATE: 02/14/18

TEACHER: Mr. Victor Celaya

CALIFORNIA STATE PE STANDARDS ADDRESSED:

2.1, 4.6, 5.2, 5.4, 5.7

COMMON CORE STANDARDS ADDRESSED:

ELA Writing 2d- Use precise language and domain-specific vocabulary to inform about or explain the topic.

TEACHING PERFORMANCE EXPECTATIONS (TPE’s):

TPE 12i, TPE 12j

UNIT / THEME: Adventure Education ACTIVITY: Space Themed

Cooperative Activites

TIME / PERIOD: Period 3- 9:55- 10:45

TEACHING STYLE: Command Style, guided discovery GRADE: 8th grade LESSON #3 OF 10

EQUIPMENT AND FACILITIES: 55 polyspots, 40 cones, 30 hula hoops, 6 flying discs, 1 stopwatch, 1 speaker with device to play music; soccer
field space
NUMBER OF STUDENTS: 55
TIME CONTENT & METHOD STRATEGY POINTS
TO STRESS
Beginning with the warm-up, each What key words will you
section should have a management use to help students learn
Lesson Learning Objectives (For each domain, do not write what the students will
strategy. and understand the
be doing…write specifically what the students will be learning)
content?

1. Psychomotor Domain Objectives:

2.1- Describe and demonstrate how movement skills learned in one physical activity
can be transferred and used to help learn another physical activity.

Students will demonstrate competent form and accuracy when throwing a disc
through a set of targets.

Students will use spatial awareness proficiently to navigate obstacles while

blindfolded

2. Cognitive Domain Objectives:

4.6 Explain the different types of conditioning for different physical activities.
Students will explain how initiatives and ultimate disc training has contributed to
their ability to effectively perform the cooperative activities in todays lesson.

Students will identify factors that influence how effective groups function when
performing cooperative activities.

3. Affective Domain Objectives:

5.2- Organize and work cooperatively with a group to achieve the goals of the group.
5.4- Identify the contributions of members of a group or team and reward members
for accomplishing a task or goal.
5.7 Model support toward individuals of all ability levels and encourage others to be
supportive and inclusive of all individuals.

Students will learn to work interdependently toward a common goal.

Students will obtain an understanding for the value of teamwork and an

appreciation for each student’s individual strengths.
 Warm-up Activities: Warm-up Activities Warm-up Activities
9:55- • Students will be divided • A solar storm has
10:05 into three groups based scrambled your
• Students will be divided into 3 groups and engage in the human knot. upon their favorite kind of circuits, quickly
• Students will be forced to warm up their communication skills for the activity burrito: Chicken, Steak, or unscramble and
• Students will slingshot around the “sun” in a circle, while holding hands and Bean. go!- cue to start
spinning. • Students will be told that activity
they represent the circuits • Your window is
in a ship computer and closing in X
they have been scrambled minutes
due to a solar storm • Communicate or
• Students will have 5 crash into the sun!
minutes to unscramble
and slingshot around the
sun to continue their space
journey
• Groups who fail will crash
into the sun
• If hand connection is lost
at any point the students
need to rescramble and
start over
 Sequence of Skill Development / Practice: (Here, describe specifically how you Transition
will arrange, manage, speak, and teach students from the first minute of class
time to the last minute. Write short sentences in bullets to account for the entire • The game is divided into
two phases: Mission
class time)
Failure and Let’s Go
Home!
• Teams huddle to
Transition strategize a noise that they Transition
will use to call their
• Students will be arranged into 3 groups of 6 people that I have predetermined astronaut to them. Other • Hustle up!
• I will explain the rules of the next activity teams will strategize ways • Remember to
• Blindfolds will be passed out (if applicable) to abduct the astronaut. think about ways
• Phase 1 involves an you can either get
astronaut lost in space your astronaut
without visual (eyes safely to you,
covered with blindfold or sabotage another
closed). Astronaut will be astronaut, or
spun around to disorient abduct another
10:05-
them. astronaut.
10:10
• No words of any human
language are allowed.
• Astronauts that return to
their team safely earn their
team a point, if they are
“abducted” and tricked
into going to another team
they are then brainwashed
and join that team, earning
them the point. If the
astronaut is caught up in
any of the dangerous
objects in the field they
 will die and their original
team will lose a point.
Activity 1

• I will remind students

constantly that no human
words are allowed as we
are all aliens.
• Any teams that make
noises when the game is
being set up will be
disqualified from that
round and forfeit a point.
• Each round has a hard
time limit of 5 minutes at
which point the astronaut
runs out of fuel and is
presumed missing in
action.

Activity 2

• Each team is allotted 1

minute to make their shot
from the center point to Activity 1
the home target that I set • I need noises not
up. words!
• The team that is shooting • Radio silence-
is allowed to speak normal when no team is
Activity 1 language. allowed to make
any noises.
 Let’s Go Home! • The blindfolded pilot must • X minutes until
make the shot based solely fuel exhaustion!
Phase 1: Mission failure on directions from his
• Teams will be organized into one of 3 stations team.
• The first team to have an astronaut get lost in space will be chosen by how • Other teams are allowed
close they can get to answering the following question correctly: How many to make non-human
times larger is the sun than the moon. (answer is 400 times larger than the noises to distract the pilot.
moon). • Successful shots are
• Teams will remain at their stations unable to move for this phase of the game awarded 3 points.
• The astronaut is the only student permitted to move freely in the field
• Students will engage in gameplay according to the rules laid out in the
management column
• Students will use non-verbal (gibberish) communication skills to be
successful at this activity
Lesson Closure
• I will call out time cues during the activity.

10:10- Activity 2
10:20 • I will call on volunteers
after 15 seconds of silence
Activity 2 • Radio silence-
pass. when no team is
Let’s Go Home! • Students will be arranged allowed to make
in a semicircle and in a any noises
Phase 2: Flying home seated position
• Only 1 minute for
• One team at a time is selected to come to the center to throw a small hula the shot
hoop toward a target • No human noises
• The remaining teams are free to move around the field as long as they do not other teams!
obstruct the path of the hula hoop.
• One member of the team will be blindfolded/ have eyes closed and be
designated the pilot.
10:20-
10:30

Lesson Closure: (Describe how you will tie the lesson together and set up the
next lesson.)

• I will facilitate a class discussion of the following:

• How did this activity engage you to solve problems as a group?
• What did you find particularly difficult about working together?
• Where did you feel the strongest as a team?
• How can the lessons learned today be applied to a real life scenario?
• I will then assign the class a project to work within their current teams to
design more communication based games and activities for the next lesson.
 Evaluation / Assessment Procedures: (These assessment procedures must tie
directly to the lesson objectives for all three previously described learning
objectives. In other words, how will you assess the psychomotor, cognitive, and
affective domain?)

10:30- Psychomotor Assessment Method:

10:45

• Students would be subjected to a checklist of the basic locomotor and

throwing skills used in today’s activity.
Cognitive Assessment Method:

• Students will be given the following quiz:

o What specific skills from our initiatives unit were applicable
today?
o What specific skills from our ultimate disc unit were applicable
today?
o What is the significance of observing that skills from one activity
can be useful to another?

Affective Assessment Method:

• Students will be asked to write a journal entry with the following

prompt:
o How did visual impairment affect your ability to work in a
group?
o What positive or negative things did you notice about the
comments or actions you observed in your group?
Modifications: (Include a method and strategy to modify the activity to include
students with disabilities)

• The student with ASD (autism spectrum disorder) would have co-pilots
with them if they are given the role of astronaut, the copilot will be
allowed to see but only to help the student avoid obvious hazards, the co-
pilot would also report changes in mood to the instructor immediately.
• The playing field size can also be modified to assist the student with ASD
in being successful at this activity.

Alternate Activity: Describe what you will do in the event of inclement weather or if
your lesson is simply not working. (DO NOT SIMPLY SAY YOU WILL MOVE
TO THE GYM. CONSIDER THE REALITY THAT YOU WILL LIKLEY BE
SHARING THE GYM WITH 2-4 OTHER CLASSES.)

• This game can be modified to be played within a classroom setting if the

desks are cleared. With a smaller playing space the time limits would be
tighter and the students would be asked to walk slower than they
normally would to increase the difficulty of this.
• The game can also be expanded to include students from other classes
should the only room available be a gym with other classes in it.
Unit: Adventure Education Name:
Psychomotor Assessment
Scored: 4-point grading scale: Student performed disc throws with adept form:
0= does not initiate
1= initiates or partially completes task with poor form Student performed all running and walking with adept form:
2= partially completes task with proper form
3= completes task with proper form Student successfully completed all psychomotor requirements:

Other Notes:

Unit: Adventure Education Name:

Cognitive Assessment
Quiz

1. What specific skills from our initiatives unit were applicable today?

2. What specific skills from our ultimate disc unit were applicable today?

3. What is the significance of observing that skills from one activity can be used for another?

Unit: Adventure Education Name:

Affective Assessment
Journal Entry
Prompt: How did visual impairment affect your ability to work in a group? What positive or negative things did
you notice about the comments or actions you observed in your group?