Our Most Excellent Mountain Adventure: Strathcona Park Unit

LESSON PLAN #1
TEACHER NAME: Madeleine Elson
LESSON SUBJECT: Outdoor Education (Math, ELA, Science, PE)
LESSON TITLE: Introduction to Trip Planning
GRADE: 7
LESSON DATE:
RATIONALE
During this unit, we will be hiking into Strathcona Park (options to go into Kwai Lake or up Mt. Albert Edward proper for those who
are keen). Before we embark on this excursion, students will need to take responsibility for their own well-being. This will involve
reading guide books, looking at maps, making gear lists, and calculating distances, elevation, and calories needed. Ultimately, at the
end of this unit, students will produce a "Trip Dossier" containing all of this information, but taking the perspective of a mountain
guide leading clients on a mountain adventure. This work is relevant to students because it will have a practical application when we
go into the mountains as a class. This place-based unit will also draw attention to our natural surroundings Strathcona Park and
have students think about how where they grew up influences how they live, their values, and their community.

This is the first lesson of the unit. This particular lesson will introduce the "Trip Dossier" project and begin the planning process.
CURRICULUM CONNECTIONS
Big Idea:
Exploring stories and other texts helps us understand ourselves and make connections to others and to the world (ELA)

Competencies:
Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking (ELA)
Synthesize ideas from a variety of sources to build understanding (ELA)

Content:
Survival needs (Science)
Forms, functions, and genres of texts (ELA)
Cartesian coordinates and graphing (Math)

LEARNING INTENTIONS
1) Students will start to think about how where we live affects our personal values and community values (ongoing through unit).

2) Students will learn about challenges of a mountainous environment and start to brainstorm about what they'll need on our trip.
3) Students will gain a visual understanding of how elevation graphs and topographical/contour maps function and begin to graph their
own.

PRE-REQUISITE CONCEPTS AND SKILLS

Understanding of how a basic map works

MATERIALS AND RESOURCES (REFERENCES) NEEDED FOR THIS LESSON

-Computer, access to the internet, my project's home site loaded
-Graphing paper
-Topographical maps
-Excerpts from guidebooks
-Miscellaneous trip reports from internet etc.
-Newspaper clippings

DIFFERENTIATED INSTRUCTION (ACCOMODATIONS)

Two different elevation calculating exercises:
Option 1: Calculate elevation gain from given graph
Option 2 for advanced students: Graph your own elevation chart from a topo map (provided) and then perform calculations
ASSESSMENT AND EVALUATION
I will circulate while students are having discussion about the relationship between place and personal values. Students will create a
mind map of their values which they will show me. We will take this idea up again in future classes. This is one of the main ideas for
the unit and their understanding of it will develop through their own experiences during this unit, so I'm comfortable with this
connection between self, values, and place being a bit fuzzy at this point.
I can assess whether students have learned about the challenges of the mountains and what they'll need to do to prepare by checking
their brainstorm/list about preparedness as the ticket out the door. If their ideas about personal responsibility and preparation are not
fully developed, we will take this up in further classes. As the trip gets closer, we will be making concrete gear and food lists, and I'll
be providing gear for those who need it etc.
While I don't anticipate finishing this elevation assignment this class, it is one of the aspects of the Trip Dossier they'll have to submit.
I'll be assessing their progress by circulating as they work. I'll be assessing their understanding of elevation maps and the math
calculations involved on the worksheet they submit. If they don't seem to grasp it, we can take up the mathematical concepts again in
Math, but also with real world applications again on future class hikes.

LESSON ACTIVITIES

TEACHER ACTIVITIES STUDENT ACTIVITIES CLASS MANAGEMENT PACING

CONSIDERATIONS

INTRODUCTION

Hook - Ask the unit question: How does
where we live affect our personal and our
community's values?
I will circulate and look at mindmaps/ask
questions of pairs during sharing.
Students make a mind map of 10 mins
themselves, their values, showing links to
features of local landscape: schools,
businesses, sea, mountains, geography.
Anything place-based that connects to
who they are and what they value.
(representing)
-Quick share with partner

BODY
Introduce Project:
-Project Hook: Clip from Touching the
Void .
-Explain that we will be heading into the
mountains as an outdoor ed class. We'll
head towards Albert Edward (this will be
the dominant peak in the landscape). We
may stop at Kwai or Circlet Lake, or we
may attempt the peak depending on
conditions etc.
-Give details of project that will
complement this trip: Explain full "Trip
Dossier" Unit project. (Give handout with
instructions and website URL)
Pre-learning
Activity 1: Put students in groups (max
4). Give one handout of a trip report
(either from guidebook or personal
account from internet etc) of Mt Albert
Edward to each group. Ask groups to
read this together, brainstorm and take
notes about the types of challenges we
might encounter and the types of things
they will need to do to be prepared for
(speaking)
-Watch clip (viewing, listening)
-Answer questions in small groups: what
is going on? What would you do in this
situation? Have you ever had to make a
difficult decision in your life?
-Follow handout. Ask questions if
unclear.
Students will work in groups to read
excerpts from guidebooks and trip
reports. They will brainstorm ideas of
how to prepare themselves for our hiking
trip. Each student should have a copy of
their notes. (reading, writing)
They will read and brainstorm on at least
3 texts.
Read the discussion questions aloud first,
so students can think about it as they 10 mins
watch. They know they have to pay
attention in order to answer.
*I will have already cleared this trip with
parents/admin etc.
Stress that we have options. We will head
into the mountains but some of us may
choose to stop at Kwai Lake, and some of
us may feel like hiking longer. We'll
make sure everyone is challenged, but
we'll also make sure everyone is safe and
happy as well.
10 mins
If I have certain students who can't work 20 mins
together productively, I will make the
groups ahead of time.
Each student will produce their own notes
so that they are on task. But also so that
they have the document/list of things for
which they will need to be responsible.
this trip: fitness, knowledge, skills, gear,
food etc.)

Rotate texts so that students can read at

least 3 different accounts and add to their
notes.

Discuss as a class. What are some of the Discuss as a class. Talk about the skills
challenges we can expect? How will we and understanding they will be personally
be prepared? Write their ideas on the responsible for in preparation for our trip.
board. Explain that this is their personal Add to their notes.
responsibility to make sure they acquire
the knowledge and skills that we'll be
learning together so that they'll be
prepared for our adventure.

Learning:
Activity 2:
-Route prep. This will be one part of their Students will look at their map handouts Distribute handouts of all three kinds of
Trip Dossier Project and we'll get started and ask questions. maps so that students have something
on it today. Give handouts of maps. concrete they can look at as I explain.
10 mins
-Show three different kinds of maps.
Explain how these work.
1) Normal route map
2) Elevation map
3)Topo/contour map
Explain the 2 differentiated options.
Explain two differentiated options for
elevation assignment. Calculating
elevation gain and slope based on
premade elevation map. OR, if they want I will give more class time for this and
a challenge, they can graph their own Alone or in pairs, students can begin their other parts of the Trip Dossier project 20 mins
elevation map from a topographical elevation calculating assignment. throughout the unit.
contour map (see my project website for
instructions).
CLOSURE

Reiterate what we've learned. Stress the

importance of personal responsibility, but
also teamwork, in the mountains. 5 mins

Show them pictures of Albert Edward,

Strathcona park, Kwai Lake etc. to whet
their appetite.

Ticket out the door will be for them to

show me their list of ways they'll need to
be prepare themselves.

As they leave, parting question: think

about how spending a lot of time in the
mountains might affect your values. Does
it depend what you're doing there? If
you're there for fun? If you have to work
in that environment? etc.

REFLECTIONS
NA
 LESSON PLAN #2
LESSON TITLE: Type Two Fun (Hike Day 1)
LESSON DATE:

RATIONALE
In this lesson, students will be applying everything they've learned about skills and preparedness in the mountains as we embark on
the first day of our three-day hike. In this lesson, students will be reading maps, reading the landscape (looking for cairns, ridges,
logical routes), gathering material (pictures, plant and rock identification, and data) for their Trip Dossiers, and making relevant
calculations such as heart rate to measure their exertion. They will be bearing in mind our overarching question about the relationship
between self, place, community, and values. This real experience of the mountains, I hope, will instill in them an enjoyment of the
outdoors, physical activity, and challenge that I hope they'll carry with them after they leave this Outdoor Ed class.

CURRICULUM CONNECTIONS
Big Ideas:
Exploring and sharing multiple perspectives extends our thinking (ELA)
Computational fluency and flexibility with numbers extend to operations with integers and decimals (Math)
Physical literacy and fitness contribute to our success in and enjoyment of physical activity (PE)
Earth and its climate have changed over geological time (Science)

Competency:
Connect mathematical concepts to each other and to other areas and personal interests (Math)
Exchange ideas and viewpoints to build shared understanding and extend thinking (ELA)
Transform ideas and information to create original texts (ELA)
Apply methods of monitoring and adjusting exertion levels in physical activity (PE)
Experience and interpret the local environment (Science)

Content:
Operations with integers (addition, subtraction, multiplication, division, and order of operations) (Math)
Ways to monitor and adjust physical exertion levels (PE)

LEARNING INTENTIONS
Students will learn to calculate heart rate and understand how this indicates effort
Students will identify plants, animals, and rocks, and learn about the sub-alpine/alpine ecosystem
Students will apply our big question (how does environment shape self, values, and community values) to a lived experience

PRE-REQUISITE CONCEPTS AND SKILLS

Some degree of physical fitness ability to walk for several hours and carry a pack
Ability to set up tent, sleeping bag etc.
Alpine plants
Rock formations of Strathcona Park
(All of this will have been covered in previous classes in this unit in preparation for this trip).
MATERIALS AND RESOURCES (REFERENCES) NEEDED FOR THIS LESSON
-Map and guidebooks
-Alpine flower identification book
-Device to take pictures
-In reach (safety satellite spot device)
-Stop watch (or timing device - one per student)
-Small notebook
-Worksheets for students
-Golf pencils for recording
-Hiking gear (boots, tent, sleeping bag, stove, therma-rest, water, clothes, extra layers, food, snacks, candy etc).

DIFFERENTIATED INSTRUCTION (ACCOMODATIONS)

This is day one of our three-day trip. Today, students will be traveling together to our camping spot at Kwai or Circlet lake. We will
do our lesson activities today while we are hiking as a group. Tomorrow, we'll do a day hike from our base camp either Lake Beautiful
for a swim (with one teacher and chaperones), or they can choose to attempt to climb Albert Edward (with another teacher and
chaperones).
For the "representation component" students can choose to draw or take a picture - they can be creative.
Pulse calculating: students can have the option of counting the number of beats for 15 secs and multiply by 4; however, if this is too
challenging, they can count for 10 seconds and multiply by 6.
Students can pay attention to navigation using map and/or compass, or by watching for cairns and physical features that provide
logical routes.
We will use the lesson elements and activities as a way to keep the group together today. We'll have 85 mins worth of lesson spread
out throughout the hike. When the students at the front open too much of a gap, we can stop to break, do a planned mini lesson, and
then continue. I'll also have at least one adult at the back, if not more, so no one is left behind and so that students can proceed at a
pace that is comfortable for them.

ASSESSMENT AND EVALUATION

I will circulate while students do the pulse activity. I will help students who are struggling. Students will be paired up to do this, and
they can assist each other as well. If a student is having difficulty, I will pair them with students who have completed the activity
successfully. I plan to do a review of these principles in class upon our return as well to solidify the idea for students who are having
difficulty.
I will circulate with the identification books of flora, fauna and geology. I will encourage students to show me their pictures and make
note of the identification to make sure they have it right before adding their identifications to their final trip dossiers, which I will be
assessing.
I will assess the development of their understanding of our big overarching question (how does environment shape self, values, and
community values) during our discussion at the end of the day. I'd like students to demonstrate that they have thought about their
values in relation to our experience in the mountains. They can do this by talking about something that happened today and how this
makes them feel about the place they live. This is an ongoing exploration and we will take up this question and develop our
understanding further throughout later classes.
LESSON ACTIVITIES

TEACHER ACTIVITIES STUDENT ACTIVITIES CLASS MANAGEMENT PACING

CONSIDERATIONS

INTRODUCTION
Pre-Learning
At start of hike: pass around guidebooks Students need to look at the map and We will use the lesson elements and 10 mins
and maps. identify the spot we'll be camping. They activities as a way to keep the group
can make predictions about their personal together today. We'll have 85 mins worth
total walking time. Students will be of lesson spread out throughout the hike.
asked to time their hike on a stopwatch or When the students at the front open too
device. (reading) They are allowed to much of a gap, we can stop to break, do a
pause watch when we stop for activities planned mini lesson, and then continue.
and breaks. I'll also have at least one adult at the
back, if not more, so no one is left behind
BODY and so that students can proceed at a pace
that is comfortable for them.
Learning:
Activity 1: Students can calculate and record the Ideally we will do this after exertion so 10 mins
Heart rate. Students will calculate the heart rate of themselves and their 2 peers. we can get an interesting reading to
heart rate of themselves and two other This information will need to be used on compare to Max. HR upon return.
peers (counting number of beats in 15 sec their math worksheets upon their return. I can help with the timing if some
and multiplying by 4). students can't figure out how to keep their
personal timer for the hike going while
-pass out pencils and work sheets. timing something else.
Circulate and help.

They will be responsible for these during

the hike, except in a few exceptional
cases. If a student has a history of losing
things, I can hold onto it. If it rains, it
might be best for me to keep the whole

Activity two: Flora and fauna
This will be best in one of the Alpine
Meadows as we approach Kwai Lake.
Likewise, if we encounter any sub-alpine
animals, this would be a good time to
stop and talk about it.
I will circulate with the alpine flowers
identification book to help students with
this (though we will have discussed some
of the most common local flowers
previously in our science class).
Activity 2b. We will do the same for rock
formations. I will show them examples of
granite and review its qualities and
formation.
Activity 2c. Students will get to take a
photo or make a representation of their
choosing on one of our breaks or at camp.
Activity 3: Cairns and route finding
I will give students a quick lesson on
compass use and route finding methods. I
will also explain alternate ways of
showing a route, like cairns.
I will divide students into small groups (3
max). They will make a cairn (on the
right path!). They can choose to take a
picture of this for their dossier. As they
set in a ziplock.
Students will work alone or in groups up 15
to three. They will identify alpine
flowers, read about it in the book, take a
picture or sketch it, and fill in some
information about it on their worksheet
for their "photo caption" in the "Trip
Dossier." Each student has to produce
their own image and record. (Reading,
writing, viewing, representing).
Students will listen (listening), take a 10
picture or sketch it, and fill in some
information about it on their worksheet
for their "photo caption" in the "Trip
Dossier."
Students will take a picture or sketch and
record information for their Trip Dossier. 15
"....." I don't want to carry compasses for 15
everyone, so while they work on their
cairns, I will circulate with a compass to
individual groups so everyone has a
chance to give it a try.
As we hike, students can take turns
looking at the compass or being the
work, I will circulate with the map and person in charge of watching for cairns.
compass and each group will get a turn to
try to identify directions in real life and
try to predict the course of our route
using map and compass.

CLOSURE

After setting up camp, we will review
what we learned about today. We will
discuss the plan for tomorrow and break
into groups for our day hikes. Each
student will have to look at the map for
their respective hike.
Read aloud:
Argument for Ascending, Sid Marty.
Students will hear and talk about Sid
Marty's poem (listening), then share their
experiences of the day (speaking) and
how they see themselves in this landscape
(ideally with reference to the text). They
will make a decision about tomorrow
based on how they're feeling. They will
look at the map so they can have agency
during the hike.
Setting up camp will be logistically 10
tough. I'll put one adult in charge of a few
tent groups each. That adult will oversee
set up and will operate the stove for each
group. I will have made the tent groups
ahead of time, bearing in mind the
dynamics of the class.

Class brainstorm about poem and

connections between self and this
landscape.

REFLECTIONS
NA
 LESSON PLAN #3
LESSON TITLE: Post Trip: "After Math"
LESSON DATE:
RATIONALE
We will be debriefing our trip and working on students' Trip Dossiers to review, solidify, and apply learning. Students will have the
opportunity to show what they've learned in a creative way while applying Math, ELA, Science and PE concepts that were directly
relevant to their outdoor experience. We will be exploring our overarching question about place and values with reference to protests
in Strathcona Park (such as the one about the proposed mine at Cream Lake).

CURRICULUM CONNECTIONS
Big ideas: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens (ELA)
Competency:
Use inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
(Social Studies)
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts (ELA)
Connect mathematical concepts to each other and to other areas and personal interests (Math)

Content:
Relationships between decimals, fractions, ratios, and percents (Math)
Reading strategies, oral language strategies (ELA)
Ways to monitor and adjust physical exertion levels (PE)

LEARNING INTENTIONS
Students will learn to calculate heart rate based on pulse taken and recorded during hiking trip
Students will use that heart rate and calculate the percent of max. heart rate
Students will learn about history of protest in Strathcona Park
Students will gain a richer understanding of the relationship between place and values

PRE-REQUISITE CONCEPTS AND SKILLS

Knowledge of what is constructive criticism and what's not
Note taking while listening
Coming up with questions to ask a speaker
How to take a pulse

MATERIALS AND RESOURCES (REFERENCES) NEEDED FOR THIS LESSON

Math worksheets
Newspaper articles
History of Strathcona Park question sheet
DIFFERENTIATED INSTRUCTION (ACCOMODATIONS)
Students with IEPs might have a different math worksheet to fill out with some of the information about heart rate given/ a more
scaffolded sheet. For group work, I will mix students who excel with students who struggle.

ASSESSMENT AND EVALUATION

I will circulate during the introductory sharing of Trip Dossiers (and while they work on this during class). I can gauge how much
class time I need to allot today and later for the completion of these projects (due soon!), and I can also see what kinds of resources
students might still need access to (library, books, internet, art supplies etc.)

I can use the "Can I do It" exercise to assess whether students understand how to calculate heart rate and percent of max heart rate. I
will circulate while they complete this task and explain again if students are getting the wrong answers. The "Can I Do It" will also
allow students to self-assess and approach me as well if they feel that they need extra help.

I will circulate while students complete their worksheet about the history of Strathcona during their reading and guest speaker prep
time. I will ensure that all groups have an appropriate question to ask the speaker and if they don't, I will ask them questions about
their ideas until we formulate a question together. I will collect these worksheets at the end of class to gauge their understanding of our
preparation (newspaper articles) and of the talk. If students have misunderstood or are missing key information, we will review this
tomorrow.
I can assess how their ideas around place/values are developing during pair and share, and then class discussion. I can help students
develop these ideas further by asking follow up questions during discussion that require deeper thinking. We will also take this up
again in future classes.
LESSON ACTIVITIES
TEACHER ACTIVITIES
INTRODUCTION
Plan for the day (work on trip dossier,
and guest speaker). Debrief of hike
experience. Best memories? Challenges?
Pre-learning
Invite students to show a partner their
progress on the Trip Dossier and share
ideas. Ask students to give partner two
stars and a wish (2 great things and one
area of improvement).
BODY
Learning:
Time to work on Trip Dossier
Get started on Math Worksheet together.
Show how to calculate pulse and percent
of max. heart rate on the board.
Can I do it?
When students are done the Math
worksheet, they can continue to work on
the rest of the trip dossier (like
photo/representing portion and trip
STUDENT ACTIVITIES CLASS MANAGEMENT PACING
CONSIDERATIONS
In pairs or small groups, students will Quick reminder about constructive 15 mins
show each other their progress on the trip feedback. What's helpful, what's not.
dossier, share ideas, give feedback, 2
stars and a wish.
Explain that this is what they need to
Students will watch and listen to know to complete their Math worksheet. 10 mins
example. (viewing, listening)
Students will do a "Can I do It" exercise
(they attempt the problem and I will
gradually add steps to the board so they
can see if they're on the right track).
Students can work on their Trip Dossier Sell this as opportunity to work on the 15 mins
creating their pictures/representations project productively so it's not
and captions and/or writing trip reports. homework.
(representing, writing)
reports).
Pre-learning:
Prep for guest speaker:
Give out newspaper clippings about
protests in Strathcona re: mine. In table
groups, they will read the article and
answer questions on a handout (some
factual questions for comprehension and
some open questions about how they
would respond to the mining proposal). I
will ask each group to come up with a
question for our speaker.
Learning:
Introduce guest speaker Lindsey Elms to
talk about history of Strathcona Park with
specific emphasis on protests and impact
the proposed mine would have had on the
environment. Their worksheet (above)
will have questions about this.
Question time.
Thank speaker
CLOSURE
Close on our main thread for this unit:
place/values.
Discussion: Pair and share and add to
ongoing mind map. How would you feel
if there was a similar proposal now?
Having now hiked in the Park, does that
Students will work in table groups to
read, think and answer questions on
worksheet about history of protest in
Strathcona. Each group will come up
with at least one question for the guest
speaker. (reading, writing, speaking)
Listen to guest speaker. Continue to fill in
gaps in worksheet as the info comes up in
the talk. Groups will ask their questions.
Students can ask questions that arose
during the talk.
Students will thank speaker.
Students will pair and share about new
thoughts in light of our new reading and
our guest speaker on our overarching
question. Add to ongoing mind map.
Then share ideas with class.
Now is a good time to separate students 15 mins
who might be too chatty during the
guest's visit. Put them in the groups they
should be sitting in for the talk.
By making students come up with a
question ahead of time, we'll have a more
productive discussion with our speaker
and there will be less awkward silence
during question time.
Before the guest arrives, remind students 20
about respectful active listening. Have
questions on worksheet (above) that
students should listen for and fill in so
that they stay focused.
10
change how you'd feel about it?

Share with class.

Ticket out the door - collect worksheets Ticket out the door: hand in worksheets
from prep and talk. I can use this to assess students'
understanding.
REFLECTIONS: NA