Unit: Orienteering Lesson: Pacing Grade: 9th

Erin Vander Hoff EDR 321 02 April 16, 2014

Benchmarks/Standards: CS# 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. B.6.PS.1 Exhibit behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in dynamic settings. CCSS.ELA-LITERACY.RH.9-10.8 Behavioral Objectives: C1. TSW calculate the average length of his/her pace using the worksheet How to Calculate your Pace during the applied activity Pace Finder C2. TSW explain how calculating his/her pace could have been applied to the characters and settings of the assigned chapter of Treasure Island during the lesson closure A1. TSW work cooperatively with 2-3 other classmates to pace out different distances within the gym and determine the length they have traveled in feet during the activity Pace Finder Objective/Purpose: What: Today we are going to learn how to calculate the average length of our pace. A pace is the length of you stride when you walk. How: We are going to practice calculating our pace by performing 3 trials and recording the score for each one and then take the average of all three trials. Why: this skill can help you to gauge the distance youve traveled while hiking, and can help you in determining your location if you get lost. Anticipatory Set: (3 5 minutes) Students are spread out within the space. The instructor will start music, and students will walk around the space, changing their walking pattern according to prompts by both the instructor and the tempo of the music. Prompts: 1. How long can you make your stride? 2. How short can you make your stride? 3. Try walking with a bounce in your step 4. Try walking without bending your knees 5. Up on your toes 6. Walk back on your heels 7. Add some flair to your walk 8. Toe touches (step-touch-step-touch) 9. Heel touches (see above) Input/ Materials and Methods Needed to Compete the Lesson: A. Task Analysis: (30 minutes) a. Students are brought together in the center of the space using a whistle signal.

b. Instructor asks students to give a brief summary of the chapters they were assigned from Stevensons Treasure Island (ch. 31-32 p. 202-214) the focus of the discussion should be on the method the pirates used to follow the directions on Flints map. c. The instructor will hand out the worksheet, How to Calculate Your Pace to each student and will aloud the directions. Next the instructor will demonstrate the correct manner of walking when counting paces and how to count steps (paces). The instructor will also give a short review for calculating averages and go over the process for converting paces into feet. Pacing: 1. Walk naturally, using your natural stride how you would walk down the hallway 2. Begin counting, first foot that hits the ground is AND second foot that hits the ground ONE 3. The counts for each time a foot hits the ground is AND, ONE, AND, TWO, AND THREE, AND FOUR AND (one pace = 2 forward steps) 4. Continue walking and counting until you reach the cones on the opposite end of the gym. This is 100 feet from cone to cone. 5. Repeat this activity three more times, recording the score for each trial (the first time no score is taken, it is simply a practice to get the feel for the movement and the counting) and then take the average. This equals you average pace count for 100 feet. *remember when finding an average, you add up the numbers for all three trials and then divide that number by 3 (the number of trials that you carried out) 6. Divide 100 by the average of the three trials and this will give you the length of your pace in feet d. Divide the class into groups of 3 4 and have each group find a spot in front of one of the cones on the near side of the gym and give each student a pen or pencil. e. On the instructors prompts, the first students in line at each of the cones will begin counting, remembering to begin with AND as the count for the first step. When the first line of students is about half-way between the two cones, then the next students in line will begin their pacing. When students reach the opposite cone he/she records the number of paces it took to get to the opposite side of the gym. Once all members of the group have reached the far cone, the first student in line begins pacing back to the other side of the gym, remembering to being the count with AND as the count for the first step. This continues until all members of the group have completed the three trials and recorded the paces for each trial. f. Students will fill out the questions on their worksheets as they progress through the activity g. Within their groups students will repeat this activity (see e. above), but will now jog instead of walk, recording the number of paces for each trial. At the end of the three trials students will then calculate their average pace. h. Students will fill out the questions on their worksheets as they progress through the activity i. Within their small groups students will pace out the length and width of the gym and convert that into feet (the last two questions on the worksheet). j. As the students are working through the activity, the instructor will move around the room, checking the worksheets and watching students pace and count, looking for any common errors.

k. If any common errors are found the instructor will bring the class together to explain and correct the error before resuming the activity. B. Thinking Levels: Knowledge: know the vocabulary associated with pacing and perform the calculations necessary to find averages and convert paces into feet. Comprehension: explain how pacing can be used in a real world setting. Analysis: Write a reflection that explains how the characters in the selection from the novel Treasure Island used the skill of pacing and provide specific examples. C. Method and Materials: a. ways of presenting: physical, visual and verbal demonstrations and explanations of the skills, short lecture/review of mathematical processes b. Materials needed: 1 , How to Calculate Your Pace worksheet per student 1 pen/pencil per student 16 medium sized cones whistle white board/ dry erase marker Modeling: a. While explaining the correct method for pacing, the instructor will provide a physical demonstration of the process, using both the right and the left foot as the starting step. b. While explaining the correct method for pacing, provide a verbal demonstration of the counting while performing the corresponding movements. c. While verbally reviewing how to calculate averages, perform a simple problem on the white board to accompany the explanation. d. While verbally explaining the process for converting paces into feet, work through a problem on the white board to accompany the explanation. Checking for Understanding: a. Questions: how many forward steps make up a single pace? (two) What is the count for the first forward step? (AND) How do we determine the number of feet that we have traveled using the length of our pace? (Calculate the average length of your pace and then count the number of paces. This will give you the distance in feet that you have traveled) What are the characters looking for in the chapters we read from Treasure Island? What to those characters do in order to help them find what they are looking for? How can this skill be used in a real world setting? b. Teach stop and check resume: walk around the space during the applied activity Pace Finder and check both the students worksheets and performance of the skill of pacing for common errors. When/if common errors are found bring the class together to correct the error and then have them perform the movement with the correction before resuming the activity make sure to go back and check that the error has been corrected during later performance during the class period.

c. Provide ways for students to respond: Students are filling out a worksheet during the applied activity Pace Finder. Students are also verbally answering questions during the beginning of the lesson and during the lesson closure and performing the skills during the applied activity Pace Finder. At the end of the lesson students are also creating a written reflection on how what they learned during class can be connected to the setting and characters in the assigned reading of Stevensons Treasure Island and how those skills can be used in a real world setting. Guided Practice: a. Students are working in small groups to determine the length and width of the gym in feet, using the principles of pacing b. The discussion, mathematical and movement concepts were modeled during the demonstration of skills before the start of the applied activity c. The instructor will move around the space to help and encourage individual students who are having difficulties. Independent Practice: a. students are filling out the worksheet during the applied activity Pace Finder b. During the lesson closure students are creating written reflections on the activity and the assigned reading from Treasure Island. Closure: (10 minutes) After each group has finished answering all the questions on their worksheets and has performed all the required movements to complete their worksheets, the class will be brought together in the center of the space using a whistle signal. Review: who can tell me how to count out the paces when moving? (First step gets an AND) How do you determine the distance you have traveled in feet using pacing? How many steps make up a single pace? (Two forward steps). Reiterate: Students are told to flip over their worksheets. On the back students will form an answer to the prompt, Think about the setting and the characters in the chapters that we read from the novel Treasure Island. How did the characters use the skill of pacing that we have learned today and provide at least one specific example from the text, and explain how this skill could be used in a real world setting. (how can this skill be used outside of the classroom). Dismissal: Once students have completed the answer to the prompt they will place their writing utensil in the tub and their worksheet reflection-side up in a neat pile next to the writing utensil tub. If they need to change their clothes they will do so, and then find a place near the door to wait for their classmates to finish and their classroom teacher to come and collect them.

Pace Finder
Pacing: a way of measuring (marking) short distances traveled on foot. How to Pace: 1. Pacing is accomplished by acknowledging each step taken. Walk naturally, taking steps within your natural stride, not too long, not too short. The first foot on the ground gets an AND, second foot on the ground gets a number. 2. Begin the count first foot AND, second foot ONE, next foot AND, next foot TWO, next foot AND, next foot THREE until you have reached your destination. This will be 100 feet from cone to cone. *the simple activity that turns walking into pacing is the and-one-and-two-andthree-and-4-and-five once pace equals two forward steps. 3. Begin pacing by performing a trial run between the cones set on opposite sides of the gym. You will not record the number of paces for this trial it is just to get you used to walking and the counting that goes along with each step. *remember the first step gets an AND 4. Perform three more trials from one cone to the other on the opposite side of the gym. Record the number of paces for each trial in the spaces below. 1. Trial 1: 2. Trial 2: 3. Trial 3:

5. Take the average of you three trials. 6. Take 100

. This will equal you average pace count in 100 feet.

your average pace and this will give you the average length of your pace.

The average length of you pace = 7.Repeat steps 3 6 except you will jogging instead of walking. Use the same counting method for keeping track of your paces as you did above, remembering to begin with AND. 1. Trial 1: 2. Trial 2: 3. Trial 3: 8. Take the average of you three trials. 9. Take 100 . This will equal you average pace count in 100 feet.

your average pace and this will give you the average length of your pace.

The average length of you pace = 10.What is the number of paces from one of the gym to the other (the long way)? that to feet! 11.What is the number of paces from one of the gym to the other (the short way)? that to feet! . Convert . Convert

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