Dowling College

Physical Education Instructional Lesson Plan

Unit: Orienteering Grade: 9-12 Lesson Activity: Scavenger Hunt Lesson #2 Class Size: 10-30 Date:
Instructional Objectives (Skill, Condition, Criteria):

NYS Learning Standard

Cognitive (Know) During the lesson students will know how to

follow written directions, find land marks, read maps and
navigate trails during an orienteering trial .

______ 1a. Motor Movement Skills

______ 1b. Physical Fitness Wellness
x
2. Safe and Healthy Environment
x
3. Resource Management

Psychomotor (Does) During the main activity the students will

navigate trails, work on cardiovascular health and locate stations
using maps.
Affective (Values) During the introduction students will learn
trail and woods safety that will be carried out during the main
task.

NASPE Content Standard

_______1. Motor Movement Skills
_______2. Movement Concepts
x
3. Maintains Physical Fitness
x
4. Personal & Social Behaviors
x
5. Values Physical Activity

Literacy Students will learn various terms such as navigation,

landmark, and directions that can be incorporated into everyday
life.
_____________________________________________________
Academic language: Compass rose
North
South
East
West
Trail
Landmark
Equipment:
30 Pedometers
30 Maps
5 Measuring Wheel
30 Whistles
Scavenger prizes: bouncy balls, local coupons, bubbles (enough

Teaching Approaches:
x Direct
___ Divergent ___ Convergent
___ Peer Teaching x Cooperative Learning
___ Child Designed Instruction

of each for all students)

Safety Considerations:
Students will not be allowed to be alone.
Students will be aware of boundaries and will follow them.
Students will be aware of their environment and the surface they
are walking on to prevent injuries.
Students will be allowed to carry their phones on them to call for
help if it is needed.
Students will have a whistle to call for help if needed.

Learning Activity/Sample Task:

1. Introduction/Set Induction:
2. Fitness Concepts: (Put a check next to all that apply)
Cardio-Respiratory Endurance x
Muscular Endurance
x
Muscular Strength
____
Flexibility
____
Other
x

Lesson Focus: Following direction and learning navigation

Task 1 Learning directions and observing trail conditions.
Modifications / Adaptations:
Boundaries can be made smaller or larger.
Landmarks can be made easier or harder to find.
Task can be made more difficult by incorporating locomotor
movements.
Activity can be moved inside due to inclimate weather.
Additional Information

Time
4 min

Activity Segment
Introduction/ Warm up/Fitness
Development

Task Extension Expanding directions and learning how to

measure distances using pedometers, and counting their steps.
Culminating Activity Scavenger Hunt.

Assessment Activity/Technique/Item (identify and attach)

Checklist

Task Presentation/ Teaching Cues

Teacher introduces orienteering and asks about safety.
Students answer questions about their location.
Teacher brings up walking in trails around house or
participating in geocaching.
Teacher then briefly explains the days tasks and explains that

Class Organization
Students are in a field
surrounding the teacher in
personal space.
They will locate this during the
first task.

1 min

Transition

Instructional Phase

there are prizes to be won for the day.

Students then go through a stretching warm-up to prevent
injuries. Stretching includes a calf stretch, quad stretch and
hamstring stretch.
Verbal transition where students pair up with a partner line up.
Students will then receive their maps and pedometers from the
teacher.
Students learn to read the map keys, learn where north south
east and west are, and notice where the trails are labeled.
Students identify the directions around them as compared to
the map and find their location on the map.
Students walk towards the measuring station which has a
numerous measuring wheels so students know the distance for
their amount of steps. Students will learn how to measure a
distance for their steps in the next task.
Students will learn how to tell distance by counting steps or
using a pedometer with a measuring wheel.

4 min

Task #1

1 min

Transition

3 min

Task #2
(Extension)

1 min

Transition

Students walk to start line while teacher explains scavenger

hunt objective.

30-40 min

Culminating Activity

Students receive rules to follow the scavenger hunt and work

as a team. Teams will find and retrieve a prize from each
check point and then return back to the starting point by using
maps, distances, landmarks, pedometers and navigation skills.
While doing this students will work together to learn to read
and identify landmarks and locate themselves on a map.
Students will be informed about this while on the starting line.

aka; refinement (a
task that allows
additional practice of
the lesson focus

2 min

Closure: (should
reflect your lesson
objectives)

As students return to the field teacher will ask students about

landmarks and trail conditions. Students will discuss any
problems they ran into and students will return worksheet with
all questions answered and landmarks properly filled out.
Students will also discuss the cardiovascular effects of their
trip. By handing in the work together they will show teamwork
and will talk about orienteering in a group.

Students will leave their

personal space and find a
partner and line up in front of
the teacher.

Students walking behind

teacher to the measuring station
Students will be walking over
set distance
Students will leave measuring
station and will walk to the
starting line of the course.
Students will be out in
boundaries searching for
stations after receiving
instruction from the teacher at
the starting line. Once students
are finished then they will meet
back on the field.
Students will be in conversation
in the field. Once the entire
class is back then they will
return as a group to the
building.

After all students return they will return to the building as a

group and go back to class.
Floor Plan:

Reflection: What went well? What did not go well? What will you change next time?
Overall the lesson went very well. In the future I would put a time limit on the scavenger hunt, so students do not stay out so long. Also I would carry a
whistle and have an emergency blow incase something happens. Also if students do not have a cell phone I would have them carry a whistle incase they
get lost. I would also time the students, so if they do something similar thy can keep track of their times.

Resources: http://www.geocaching.com/

Marisa Schoeps