Grade 9 Movement (Alternative-Environment Activities)

Prescribed Learning Outcomes

It is expected that students will:

• apply movement skills and concepts to a variety of alternative-environment activities
  
• plan and participate in activity-specific motor skills in a variety of alternative environments
  
• apply survival skills in a variety of environments

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 (e.g., canoeing, hiking, aquatics, orienteering), students expand their knowledge of and skills in specific activities in community and outdoor settings. Students may apply movement concepts and skills to a variety of land- and water-based activities, which provide a foundation for pursuing lifelong activities in alternative settings.

Strategies

• Have students perform locomotor and non-locomotor skills as they relate to alternative-environment activities such as route finding and map reading for orienteering.
  
• Have groups of four to six students create an orienteering course using a compass and a map of an assigned area. Exchange courses with other groups, and follow their course.
  
• Have students list and perform various exercises and drills that would help prepare them for activities in alternative settings (e.g., exercises to strengthen quads for skiing activities, stretching and running activities for hiking and orienteering, upper-body exercises for canoeing or hiking).
  
• Have students list sports and other physical activities available in their community and discuss factors involved in accessing them (e.g., cost, location, schedule).
  
• Have students plan a day hike, identifying equipment needs, preparatory activities, safety considerations, environmental concerns, food, and so on.
  
• Have students research, discuss, and demonstrate a variety of safety techniques useful for alternative-environment activities.
  
• Have students participate in an aquatic program to develop strokes, water-safety and lifesaving skills.

Suggested Assessment Strategies

• Working in groups, students plan an orienteering activity, then write a quiz to demonstrate their understanding of safety rules and ethics for orienteering. They exchange quizzes with their classmates for answering. Quizzes might include true-or-false statements such as the following:
  
  • Orienteers may visit the controls in any order they wish during a cross-country orienteering event. T____ F____
    
  • Orienteers may cross an area marked out-of-bounds provided they feel that they can do so safely. T____ F____
    
  • An international distress signal is three blasts on a whistle. T____ F____
    
• In creating the orienteering courses, students set map requirements. They exchange maps and check for the following map features:
  
  • orientation by compass
    
  • direction-of-travel arrow
    
  • start and finish points
    
  • measurement scale
    
  • orienteering arrow
    
• After groups have created, exchanged, and followed orienteering courses, they meet to assess and report on results. Their assessments should include:
  
  • appropriate difficulty level of the courses
    
  • accuracy and clarity of the maps
    
  • accuracy in following course directions
    
  • time required to complete the course
    
• Students maintain a log book or journal as they participate in various activities. They may respond to the following:
  
  • The activity(ies) I enjoyed most are _________ because _________.
    
  • The activity(ies) I enjoyed least are _________ because _________.
    
  • A new activity I would like to try is _________ because _________.
    
  • A new skill(s) I learned or improved upon was _________ and this occurred because ________.

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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