Grade 10 Movement (Alternative-Environment Activities)

Prescribed Learning Outcomes

It is expected that students will:

• select, plan, and participate in activity-specific motor skills in a variety of alternative-environment activities
  
• identify and apply survival skills needed in a variety of environments
  
• plan and participate in an outdoor experience

To view the prescribed learning outcomes for Movement (Alternative-Environment Activities) in other grades click on an icon below.

Suggested Instructional Strategies

Through a variety of alternative-environment activities, students apply knowledge of movement skills and concepts to a variety of water- and land-based activities in alternative environments. Students learn first-aid and survival skills for use in outdoor or wilderness settings.

Strategies

• Have students run through an obstacle course and perform relay races in preparation for orienteering activities.
  
• Have small groups design orienteering courses, and then have others in the class participate in each orienteering activity.
  
• Have students plan activities in a wilderness setting (e.g., rock climbing, canoeing, camping).
  
• Use video instruction for activities such as rock climbing, kayaking, backpacking, or sailing.
  
• Use gym and school facilities (e.g., climbing frame apparatus, ropes, running course) to practise for outdoor activities.
  
• Review survival skills using videos, simulations, charts, books, or guest speakers.
  
• Have students work in partners or small groups to practise lifesaving procedures for water-based activities.
  
• Have students identify the appropriate attire and equipment needed for specific activities. (e.g., For backpacking, list the basic supplies needed for a day trip and overnight.)
  
• Have students research an alternative-environment activity that they know little about, interview people who participate in the activity to find out why they enjoy it, and prepare a media presentation advertising it.

Suggested Assessment Strategies

• Teachers may find the reference sets Evaluating Group Communication Skills Across Curriculum and Evaluating Problem Solving Across Curriculum useful as well as the Student Responsibility Scale. (See Appendix D.)
  
• Students work in small groups to select an activity that is easily accessible within their community. They should choose an activity in which they have already developed some skill. Groups plan a video presentation that shows:
  
  • how to prepare for the activity
    
  • instruction for and demonstration of key skills or movements
    
  • their group participating in the activity
    
• Prior to the activity, the teacher presents or negotiates criteria for the assignment. For example, each section of the video (preparation, skill instruction, participation) could be assessed in terms of the following criteria:
  
  • clear, easy to follow
    
  • includes all relevant information
    
  • shows attention to safety concerns and survival skills, if needed
    
  In addition, the performance of group members during the skills instruction and participation segments could be assessed for form, execution, and difficulty level (if appropriate).
  
• Students keep a participation record of their physical activities in the community, including physical education class activities, other school activities, and those they pursue out of school. At the end of the term or course, they submit their records along with a brief summary outlining:
  
  • what their participation tells about their skills and activity level
    
  • how their activities connect to movement skills and concepts
    
  • which activities are likely to become lifelong interests

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
  
• The Canadian Active Living Challenge
  
• Small Craft Safety: Instructor Guide and Reference
  
• Team Building Through Physical Challenges

• On Challenged Wings

• Boatwise
  
• Moving to Inclusion
  
• Steps to Success

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Physical Education Coordinator

Revised: January 27, 1999

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