HGHS Unit plan Year 10 Outdoors

Phase

Phase Intentions

Key Activities/Components
Basically choose activities from the headings below to suit
your students. These are some suggestions there are
many more

Assessment Opportunities

Pitching a Tent Task

Cooking a Milo on the cooker
Knot challenges figure8, reef, bait and bowline
laminated cards with instructions
Clothing experter groups, bring from home equipment
Pack your bag - bring from home or fill with gear, walk
the lake 15-20kg
Environmental Code use the cards to assist with role
plays/illustrations of how to act in the bush. Identify
needs around our environment eg litter.
Compass BYOD activity
Forward roll challenge varies in height and also can
be blindfolded
Obstacle course using Xfit facilities
Blindfold sprinter field in pairs 100 m
Trust lean threes, then class challenge team falling
(diffusion of responsibility)

Teacher observation pre test of

the unit and then post test

Photo challenge
QR reader
Treasure hunts
KlickaKlue
Lattitude/longitude Devices
HGHS map

Teacher Observation
Completion of tasks

Equipment and
Gear
Introduction to
Outdoors

Safety and Trust

in the Outdoors
Real/percieved
risk

Orienteering and
Map Reading

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Teacher Observation
Completion of Tasks

HGHS Unit plan Year 10 Outdoors

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The letter
collector.
The challenge:
To collect the following letters to make up the
sentence.....

WELCOME TO THE OUTDOORS

You can use a variety of different ways to collect
this data,Street names around the school, picking
up items on the way, taking photo evidence. The
choices are yours. Eg W = photo of water in the
pool.
However, you must also make sure the following is
taken into account:
You have only this period to collect all the items.
At least of the letters MUST be physical items
(you have to carry them back)
For each letter you do not collect you will also
have a consequence
If there are letter double ups you MUST get 2
different items.
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You have 2 minutes to ask me any questions,

then 5 minutes prep timeGO!

The letter
collector.
The challenge:
To collect the following letters to make up the
sentence.....

WELCOME TO THE OUTDOORS

You can use a variety of different ways to collect
this data,Street names around the school, picking
up items on the way, taking photo evidence. The
choices are yours. Eg W = photo of water in the
pool.
However, you must also make sure the following is
taken into account:
You have only this period to collect all the items.
At least of the letters MUST be physical items
(you have to carry them back)
For each letter you do not collect you will also
have a consequence
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HGHS Unit plan Year 10 Outdoors

If there are letter double ups you MUST get 2

different items.
You have 2 minutes to ask me any questions,
then 5 minutes prep timeGO!

Orienteering Tasks

1. They say this is haunted

2. This is where we learn and sex and drugs near where people do rock n roll
3. This is where we created the forlong song
4. Where you look at yourself getting your books
5. Take a trip to samalia
6. Where mr cochrin chased us today
7. Exercising with 6 mirrors
8. Where 2 people started going out today
9. Tennis and badminton is what is played here
10.Donjour
11.Sinignig and dancing is what we do here
12.Nom nom nom yummy
13.Start the block run
14.I need to get a new blazer
15.Spending time with books

1. You buy food from me

2. You put things that you dont want in me and im orange
3. I direct you to the stationary and clothing shop
4. You go here when your sick
5. You swim in me
6. Im haunted
7. You act in me
8. You shoot goals over me
9. You do languages in me
10.You do netball practise in me
11.The year 13s hang out in me
12.Im the biggest free by the nurse next to hands

1. Where we go to get food

2. Where we get changed for pe
3. Place where it is nice and warm, that has alot of books
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4. Where you go to find sports notices
5. Where you go to find sport notices
6. A place where cyclist can leave their bikes all day
7. A place where you check yourself out in the small gym
8. A place that is sacret at school
9. In summer its blue, in winter its green
10.The old changing room, on the hill
11.A stage that is outside
12.A place where you can act up and be a drama queen
13.The cupboard where the climbing gear is stored
14.Where the door to the fitness club is
15.Where Jacqui lives

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ADVANCED BENCH TRUST ACTIVITI
1. Rolling
Equipment Required
1 Bench per team
2 Gym Mats per team
Wall Bars
Gym Vault or similar to raise up bench
1. Split class into 3 even groups (around 8 participants each group)
2. Every person in each group is required to complete a roll on the mat of any
description
3. Every person in each group is required to complete a forward roll on the mat
startign in a squat/crouch and finishing in a seated position
4. Place the mat on the bench lengthways then every person in each group is
required to complete a forward roll on the mat starting in a crouch and they
should finish straddling the bench. The remainder of th egroup is assising and
spotting where necessary to ensure they stay on the bench and complete the
activity safely. Each person should do this 2 or 3 times to gain the confidence
needed.
5. Raise up one end of the bench using the wall bars. The end that remains in
contact with the floor should have a gym mat underneath it to prevent slippage.
Ensure the group is spread on each side and that one person is anchoring the
end of the bench. Each person in the group does the forward roll as above but
at a higher level.
6. Continue to raise the bench and complete the rolls until it is at about a 45
degree angle.
7. When you reach 45 degrees you can then proceed to raise up the low end as
well using a gym vault start with just the lid then add in the extra stackers.
Anchorage is extremely important as is even distribution of the team and
spotting.
8. Continue until the point where the groups are capable based on their team
cohesion.

2. Bench Climb
1. Split the class into three even groups (around 8 in each group)
2. Select a point on the wall that the group has to climb up the bench and
touch.
3. Anchorage of the end of the bench is extremely imporant. This end should
be placed on a gym mat.
4. The group should be evenly distributed.

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3. Totem Pole
1. Stand the bench on its end
2. Evenly distribute the team aroudn the bench holding at differetn levels
3. They need to keep the bench as upright as possible and counterbalance the
weight of the person as they climb up.
4. The person then tries to climb to the top of the pole, sit on the top and then
climb back down
5. If you are not comfortable doing this activity you can put the bigger crash
pads around and use all the class as spotters

4.
1.
2.
3.

Bench 360
Ensure there are mats underneath the bench.
One perosn lies on the bench and clutches on any way they can
The rest of the group pick the bench up and then turn it over 360 degrees back
to upright and the person holding on must not fall off

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HGHS Unit plan Year 10 Outdoors

Blindfolded Sprinter
Equipment:
One blindfold between two people
One coloured and
Venue:
Field
Objective:
Each student will run blindfolded at their top speed for the length of the field (or
50m class dependent) with a guide attached
Each student will run blindfolded at their top speed for the length of the field
with verbal instruction only no physical contact
Progressions:
You can commence with the non-attached or attached method.
Attached:
Similar to a three legged race except they attach wrist to wrist with about 20 cm
of band between them look at visually impaired 100m if you have no idea
what this looks like
They walk 20-30 m (seeing) starting to get used to the timing
The pair should be able to synchronise arm and leg movements - it is always
better for
the both if the leg and arm action is synchronised (i.e. as in a three legged race)
and
when sprinting it is almost impossible to run any other way. The guide can use
the
blindfolded students free arm as a visual guide to keep in step. This is obviously
preferable to
looking down at the legs or feet!.
Try the same thing jogging without the blindfold
Introduce the blindfold
Work through walking, jogging, running as many times as necessary so that
each pair can run at their top speed
Communication is critical
Unattached:
Work through similar progressions but build in discussion about feedback and
communication.
The objective is to ensure that your partner safely, and as quickly as possible
completes the course.
Each pair is trying to run at their top speed.
The guide has to run with the perosn they cannot yell from afar
Sample Questions:
What was it like to be the guide being fully responsible for the safety of your
partner?
What do you think was the purpose of this team building activity
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Did you have any difficulty trusting your partner?
Why is trusting your partner/teammates important
How did it feel when you are your partner trusted each other and were able to
successful complete the challenge/task?
How does it relate to other scenarios?

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Trust Lean
Trust Leans - This is the most basic form of trust. It can be as simple as having a
partner, with their eyes open, lean back a few inches and having the second
person lightly support them and bring them back to a standing position. When
partners are clear on their communication and show proper spotting technique
they can increase challenge by having the leaner close their eyes, as well as
letting them lean further before giving them support.
Pendulum - The pendulum is the next level of trust activities. It involves the
same core concepts as the trust fall but instead of having one person to lean
backwards into, you have two spotters that pass the participant back and forth
like a pendulum.
As trust is established you increase the time before contact is made with the
leaner
Willow in the Wind - This activity is the next progression of trust activities. Now
the entire group surrounds the participant making a circle. Now the participant
will use the same commands as the previous two but will fall in any direction.
The group will gently pass the participant around in any direction while keeping
them safe. If the participant is daring the group as they feel comfortable may
let the person lean farther and farther.
Walking Trust Leans - This is exactly the same as trust leans but instead of being
stationary, the participant will be walking and then, either with a command or
without, will just lean back. This allows the group to work on trust as well as
their spotting ability and making sure they are ready at all times.
Important things to Remember
Bumpers up - Arms up and ready to support the leaner at all times.
Rockers on - Knees bent and feet staggered for stability Wide Base of Support
Eyes - Always on the participant
Always bring the participant back to a standing position before proceeding.
Always operate within your own ability level and the comfort level of the
participant.
Communicate with your participant and with your spotters.

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Orienteering Activities
Klikaklu App Need to install app on phone
Can share hunt via QR code.
Students follow and solve hunts as created on Klikaklu
Latitude and Longitude
Latitude

Lines of latitude measure north-south position between the poles. The equator is
defined as 0 degrees, the North Pole is 90 degrees north, and the South Pole is
90 degrees south. Lines of latitude are all parallel to each other, thus they are
often referred to as parallels.
The memory rhyme I use to help remember that lines of latitude denote northsouth distance is:
"Tropical latitudes improve my attitude"
One degree of latitude is
60 nautical miles, 69 statute miles or 111 km.
One minute of latitude is
1 nautical mile, 1.15 statute miles, or 1.85 km.
Longitude

Lines of longitude, or meridians, run between the North and South Poles. They
measure east-west position. The prime meridian is assigned the value of 0
degrees, and runs through Greenwich, England. Meridians to the west of the
prime meridian are measured in degrees west and likewise those to the east of
the prime meridian are measured to by their number of degrees east.
The memory rhyme I use to help remember that lines of longitude denote eastwest distance is:
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HGHS Unit plan Year 10 Outdoors

"Lines of LONGitude are all just as
LONG as one another."
With this saying in my mind, I picture all of the longitudinal meridians meeting
at the poles, each meridian the same length as the next.
The Use of Latitude / Longitude Coordinates
The latitude longitude coordinate system uses angular measurements to
describe a position on the surface of the earth. The system has been in use,
with little change, since the astronomer Ptolemy used them in his first world
atlas in A.D. 150.
Mariners and aviators have been the primary users of latitude/longitude in the
past. The system is used on a world wide basis and many different types of
maps have lat/lon markings.
Recently, the availability of inexpensive Global Positioning System receivers has
made position information available to many more people than ever before.
With that comes the need to understand how coordinate systems work, and how
to relate them to points on a map.
Most GPS receivers are set to use lat/lon coordinates as their default factory
setting. Thus, most new GPS users start out using lat/lon coordinates.
Activity
Students needs to download and install a latitude/longitude app on their
devices.
My GPS Location is one that is free and works well.
Students should work in groups of three and rotate these jobs
reader/writer/navigator
3 Different Options for Activity
1. Find the lattitude / longitude for a number of locations within the school:
See separate files
2. Use the latitude / longitude coordinates and the students have to find the
locations
3. Create their own 5 points latitude/longitude with one clue that they give to
another group who have to solve it.

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