Adventure Based Learning Lesson Plan

Lesson name: Level:3 Year: 5

Building relationships
Strand(s): Lesson Number in sequence: 1
Relationships with other people
Area of Learning: Underlying concept:
Outdoor Education Hauora

Achievement Objectives: Key Competencies (From NZC):

Interpersonal skills – Express their needs, wants Relating to others – focusing on the ability to recognise different points
and feelings appropriately and listen sensitively to of view.
other people and affirm them
Learning Intentions for this lesson
Students will learn about and learn to?

Students will Express their needs, wants and feelings appropriately and listen sensitively to other people and affirm
them in a variety of adventure based learning activities.

Success Criteria

I can express my needs, wants and feelings appropriately non/verbally with their peers in ABL activities.

Teaching Strategies Learning Strategies / Activities Key Teaching Points

Specific pedagogy you will use to
teach.
Adventure based learning concepts
Introduction
Sequencing - Ice breakers:
Ice breaker activities aim to break down
the barriers between participants, to
welcome and get to know another, and at
the same time to have fun.
Full value contract
The FVC allows people in a group to
agree upon behaviours and actions that
respect and encourage individuals and
the group as a whole.
Think, Pair, Share
It is a collaborative learning strategy
that: encourages students to be reflective
about class content.
Strategies you will use to teach them,
and timing
Introduction
Ice breaker: Knee Tag Knee Tag
https://vimeo.com/44840149
(4 rounds, 1min each round, rotate
partners)
• Think pair share – round 1
Discuss a rule/guideline to keep
students feeling emotionally and
physically safe. R2 – Share
previous partners rule and think
of a new rule to share. R3 repeat
R2 instructions.
Ice breakers continued: Triangle tag
https://www.youtube.com/watch?v=a_2ep
GmCpwg
• Triangle tag group – Write 5 rules
together
• Share as a class – Select 5 rules
only
What are you going to say?
This includes content, not
instructions about the
activities.
Introduction
Discuss the full value contract –
explain the meaning and purpose
for using it.
Use the hand to represent 5
safety guidelines (Review
through the class)
Why is it important to create a
safe learning environment in PE.
Encourage think pair share
opportunities and discussion.
- Review the 5 safety
guidelines

Body Body
Body
Challenge by choice
Based on the belief that individuals
know their own limitations and
challenges and make significant gains
when they commit themselves to
challenges which they have identified
for themselves ( It’s not a get out of
jail card).
To support CBC, it is important to
have a safe learning environment so
learners feel encouraged to take
intellectual, emotional, physical and
social risks.
Sequencing
Deinhibitisers: Provides an opportunity
for students to take some risks and make
improvements to their commitment and
willingness to appear ‘silly’ in front of
others. Here the risk is emotional which
could cause discomfort and frustration –
the activities are promoted in a co-
operative and supportive atmosphere
participation and confidence usually
develops.
Communication: Communication skills
need to be developed to allow students to
express their opinions, give and receive
feedback and make decisions.
Problem solving: Students are working
and playing together to achieve common
goals in activities designed to challenge
their thinking and ability to find
solutions.
Trust: Provides opportunities for
students to develop trust of their physical
and emotional safety with others.
Conclusion
Deinhibitiser: Human knot (5-6 Encourage challenge by choice.
students in a group) Korero with students what this
https://www.youtube.com/watch?v=gb means – emphasis is on effort!
CPau5YL0g Ask students how they can be
each other’s hype person when
we see another student unsure to
challenge themselves.
Korero with students what each
theme of the learning activities
Communication: Hunter, Citizen, achieve.
Bear (3v3 students, then combine 3v3
as a group of 6, next round is 6v6).
On a set count you have to be either a - Note. Group sizes are
Bear (raise your hands in front of your important - try to keep
body like paws and growl) a Hunter (make group sizes small,
an imaginary bow & arrow using both supports trust,
confidence and
hands) or a Citizen (stands strongly in a
communication.
citizen fashion). Obviously, Hunter
overpowers Bear....Bear overpowers
Citizen...and Citizen overpowers Hunter.
Problem solving: (6 students one
hoop)
Helium hoop/stick
https://www.trainerswarehouse.com/h
elium-stick.html
Trust (10 students or whole class)
Zipper
https://www.healthline.com/health/pa
renting/trust-exercises-for-kids#the-
zipper
Conclusion Conclusion
Experiential learning cycle is often used
in the debriefing session that occurs after
the experience in ABL in order for the
participants to make meaning of the
activity and to apply their learning
beyond the experience to other areas of
their lives.
Debrief Encourage students to think of
examples outside the classroom
Snowstorm: Students write down ABL concepts can be used.
what they learned on a piece of paper
and screw it up. Given a signal, they
throw their paper snowballs in the
air. Then each learner picks up a
nearby response and reads it aloud .

Equipment / Resources: What equipment and resources do you need?

5-8 Hula hoops

Pen & Paper for each student

Observational Focus:
What are some things you will be looking for to gauge how your students are learning? For example, their
responses to questions.

▪ Are students connecting to the concepts of ABL and NZC especially hauora.
▪ Participation engagement

Reflection Questions:
Reflection questions for your teaching practice. Some examples are below.
• Where the tasks successful in achieving learning outcomes and creating a meaningful learning experience?
Why/why not?
• Where the teaching strategies appropriate, matching a majority of the learning styles in the classroom?