Grade 7: Movement (Alternative-Environment Activities)

Prescribed Learning Outcomes

It is expected that students will:

• participate safely in an outdoor experience
• demonstrate activity-specific motor skills from activities in a variety of alternative environments

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

Suggested Instructional Strategies

Strategies:

• Invite a local parks employee or naturalist to speak about visiting wilderness areas.
• Have students participate in a vigorous daily walking program to prepare for activities such as hiking, camping, snowshoeing.
• Prepare a chart of factors to consider when planning outdoor activities (e.g., weather, terrain, wildlife). For each factor, list ways to adapt to outdoor conditions (e.g., use sunblock, protective clothing).
• Have students prepare a first-aid kit for a planned outing.
• Review first-aid skills (invite a trainer from St. John Ambulance or Red Cross), and use situation cards to practise skills.
• Have students participate in a fitness or orienteering circuit of four to six stations that develops the components of physical fitness.
• Make a map of the classroom, gym, playground, or local park. With an orienteering compass, locate landmarks using compass bearings.
• In groups, have students plan menus and a budget, and purchase provisions for an outdoor experience. Assign responsibilities to each group member.
• Students plan or participate in activities that do not disturb the natural environment (e.g., canoeing, sailing, kayaking, swimming, hiking).

Suggested Assessment Strategies

• You may find the reference set, Evaluating Problem-Solving Across the Curriculum, helpful. The Student Responsibility Scale in Appendix D can be used to assess participation and effort.
• As students participate in outdoor activities (e.g., hiking and camping) that combine vigorous physical activity and skill development with other subject areas (e.g., science or environmental education), look for evidence that they:
  • welcome opportunities to try new activities and skills
  • can identify proper clothing and equipment needed for the specific activity and conditions
  • follow basic safety rules, and seek assistance when unsure
  • volunteer to take part in extended or voluntary components of the activity
  • create their own opportunities within the activities to practise and extend their physical skills
  • are able to demonstrate the skills needed for specific activities
• After an outdoor activity, ask students to self-assess, with comments on:
  • their preparation
  • their participation
  • the motor skills they used
  • the motor skills they improved
  • whether they would choose to participate in this activity outside of school
  • safety procedures demonstrated
  • preserving the natural environment
• Have students list the skills associated with a selected activity. Use a checklist or rating scale to assess activity-specific motor skills (e.g., sliding, stopping, front crawl).

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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