Grade 6: Movement (Alternative-Environment Activities)

Prescribed Learning Outcomes

It is expected that students will:

• demonstrate activity-specific motor skills in a variety of alternative environments
• move safely in activities in a natural or alternative setting

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

Suggested Instructional Strategies

Strategies:

• Discuss the safety procedures and routines used when participating in an activity (e.g., skiing--with a partner, etiquette, clothing; camping--life jackets, clothing; snorkeling--with a buddy).
• Have students plan a nutritious menu for a four-day camping trip.
• Working in small groups, have students plan an exercise program in preparation for the alternative-environment activities (e.g., skiing: prepare leg muscles, shoulders).
• Have students assess student-prepared first-aid kits to ensure that appropriate supplies are available.
• Discuss how to care for minor cuts, burns, and fractures.
• Have students discuss and demonstrate how to prepare and preserve the natural environment when using it for activities (e.g., camping, backpacking, rock climbing).
• Invite local parks employees or naturalists to discuss participation in wilderness areas, the programs available, and possible career opportunities and qualifications.
• Using a compass have students follow a map to locate controls on an orienteering course.

Suggested Assessment Strategies

• Many of the outcomes require that students engage in creative problem-solving to design movement sequences. In order to show their development in these areas, students need opportunities to make choices and to demonstrate and evaluate their ideas. You may find the reference set, Evaluating Problem-Solving Across the Curriculum, helpful.
• After students participate in an activity, have them develop symbols or graphics that convey each of the following:
  • their participation
  • the skill they demonstrated
  • their enjoyment of the activity
  Students can create their symbols by drawing, using photographs or other found materials, or using a computer graphics program.
• After students participate in orienteering activities to learn how to identify magnetic North, locate bearings on a compass and controls or stations on a map, complete a checklist of criteria. For example:
  • locates magnetic North on the compass
  • orients the compass on a map to locate controls or stations
  • can set the bearing on the compass and travel in the correct direction
  • completes course in the designated time frame

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• The Canadian Active Living Challenge
• Cycle Right (Can-Bike Program) - Instructor's Guide
• Inclusion of Students with Special Needs in Physical Education
• Premier's Sport Awards Program
• 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: March 1996

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