BACK TO SCHOOL:

GRADES 6-12
A PUBLIC SERVICE OF
 ESSENTIAL QUESTIONS

At the end of this module, students will be able to answer the following essential questions.

1. What are the rules and routines that I need to know to be safe and successful in physical
education class?
2. How can I demonstrate respectful behavior in physical education?
3. How can making connections and building a sense of community help me to be successful
both inside and outside of physical education this year?

OPEN PRIORITY OUTCOMES:

Values Physical Activity - Social Interaction:

• (Grade 6) Demonstrates respect for self and others in activities and games by following
the rules, encouraging others, and playing within the spirit of the game or activity.
• (Grade 7) Demonstrates the importance of social interaction by helping and encouraging
others, avoiding trash talk, and providing support to classmates.
• (Grade 8) Demonstrates respect for self by asking for help and helping others in various
physical activities.
• (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social
support in self-selected physical activities.
 1, 2, 3, SHOW
STUDENT TARGETS

• Skill: I will demonstrate verbal communication skills and active listening throughout the activity.
• Cognitive: I will identify the five core values of adventure learning.
• Fitness: I will stay actively engaged throughout this activity.
• Personal & Social Responsibility: I will demonstrate respect for my classmates by following the
rules of the activity.

EQUIPMENT & SET-UP

Equipment:
• 1 small cone per student
• Adventure Learning Core Values Card

Set-Up:
• Set up area with small cones in a large
“Connection Circle.”
• Each student begins by a cone.
• Teacher begins by a cone as well, with a copy of
the Adventure Learning Core Values Card.

ACTIVITY PROCEDURES

1. This activity is called 1, 2, 3, Show! The object of the activity is to be the first partner to correctly
solve a math problem while reinforcing our adventure learning core values.
2. On the start signal, you will travel around the connection circle and find a partner. You will greet each
other with a handshake, fist bump, or high 5 to reinforce the core values of adventure learning. You
will then begin the first round of the game. Each partner will begin with a clinched fist and count out
loud together 1, 2, 3, Show. On the word “show” you will both choose anywhere from 0-5 fingers to
show at the same time. You will utilize some quick thinking to add together the total number of fingers
being shown between both partners, and the first to call out the correct number wins! If there is a tie,
play again until a winner is determined. Each partner will move through the connection circle and find
a new classmate to play with after each round, but keep track of your number of wins.
3. On the stop signal, we will determine who had the most number of wins. Teachers: you can also play
another round using multiplication if your students are ready for that challenge. If you choose to use
multiplication, no student can show a “0” as their number.

TEACHING CUES

• Cue 1: Begin each new connection with a handshake, fist bump, or high five.
• Cue 2: Connect with as many classmates as possible.
• Cue 3: Apply the 5 Adventure Learning Core Values throughout the activity.
 1, 2, 3, SHOW (continued…)
UNIVERSAL DESIGN ADAPTATIONS

• UDL 1: Allow students to work with a partner if needed.

• UDL 2: Utilize visual demonstrations by students as needed.
• UDL 3: Provide modified movements or assistive technology as needed to ensure the activity is
inclusive for all.

ACADEMIC LANGUAGE

Responsibility, Respect

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

• (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
• (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
• (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
• (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in self-
selected physical activities.

DEBRIEF QUESTIONS

• DOK 1: Provide an example of how you demonstrated one of the 5 Adventure Leaning Core Values
during the activity.
• DOK 2: We were trying to make as many connections with classmates as possible during this
activity. Why do you think it is important to make connections with your classmates?
• DOK 3: How can the connections you make during physical education have a positive impact on your
school community as a whole?
 COOPERATIVE COUNT
STUDENT TARGETS

• Skill: I will demonstrate verbal communication skills and active listening throughout this activity.
• Cognitive: I will identify the five core values of adventure learning.
• Fitness: I will stay actively engaged throughout this activity.
• Personal & Social Responsibility: I will use supportive and encouraging language with my
classmates during this activity.

EQUIPMENT & SET-UP

Equipment:
• Adventure Learning Core Values Card
• Blindfold for each student (optional)

Set-Up:
• Students begin spread out in activity space,
either sitting or lying down with a blindfold on (or
eyes closed).
• Review the 5 Adventure Learning Core Values
before beginning this activity.

ACTIVITY PROCEDURES
1. This activity is called Cooperative Count! The object of the game is to successfully count from 1-30
as a class, with only one student allowed to speak at a time. But we will all be blindfolded (or have
our eyes closed) and unable to see each other to give any visual cues for who will speak next.
2. Let’s begin by spreading out in the activity area. Find a comfortable place to sit or lay down that isn’t
near any of your classmates. Once we are all spread out, we will place our blindfold over our eyes (or
close our eyes).
3. On the start signal, any student can call out the number 1 to begin the count. This continues with
another student calling out the number 2, and until we can make it all the way to 30 with a different
student calling out the number each time. But remember, only one student can speak at a time or we
have to start over at the beginning with the number 1.
4. We will see how many attempts it takes for us to make it all the way to 30 without a restart.
5. Once we successfully count to 30, we will discuss the challenges and successes we experienced
during the activity. Then, I will give you 2 minutes to organize and plan with your classmates before
we try again.

TEACHING CUES

• Cue 1: Be patient with your classmates during each attempt to get to 30.
• Cue 2: Use encouraging language with your classmates.
• Cue 3: Apply the 5 Adventure Learning Core Values throughout the activity.
 COOPERATIVE COUNT (continued…)
UNIVERSAL DESIGN FOR LEARNING

• UDL 1: Allow students to work with a partner if needed.

• UDL 2: Utilize visual and verbal demonstrations by students prior to activity.
• UDL 3: Allow the option to not wear a blindfold if it makes a student uncomfortable.

ACADEMIC LANGUAGE

Patience, Responsibility, Respect, Commitment

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

• (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
• (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
• (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
• (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in self-
selected physical activities.

DEBRIEF QUESTIONS

• DOK 1: Provide an example of how you demonstrated one of the 5 Adventure Learning Core Values
during the activity.
• DOK 2: We were attempting a task that required a lot of patience. Is there a strategy that helped you
remain patient during each of our attempts to count to 30?
• DOK 3: How did having the opportunity to plan with your classmates impact your ability to be
successful at completing the task?
 HEADS SHOULDERS KNEES TOES
STUDENT TARGETS
● Skill: I will demonstrate the five core values of adventure learning.
● Cognitive: I will work to anticipate the movements of my partner during this activity.
● Fitness: I will stay actively engaged throughout this activity.
● Personal & Social Responsibility: I will be respectful of all classmates during this activity.
EQUIPMENT & SET-UP

Equipment:
● Adventure Learning Core Values Card

Set-Up:
● Have the entire class begin by standing in a
connection circle. Split the circle in half with two
equal teams.
● Review the 5 Adventure Learning Core Values
before beginning this activity.
● Students will pair up and stand back-to-back
with their partner.

ACTIVITY PROCEDURES
1. This activity is called Head Shoulders Knees and Toes. The object of the game is to match
movements with your partner as quickly as possible to have the lowest score possible at the end of
the activity, similar to golf.
2. You will begin standing back-to-back with your partner. Each student will secretly select Head,
Shoulders, Knees or Toes before they turn around and try to match movements with their partner. On
the start signal, one partner will call out “1, 2, 3, Show!” and both partners will simultaneously turn
around and face each other in an attempt to match Head, Shoulders, Knees or Toes. You want to
match your partner’s movements in the fewest number of attempts, but remember we are not able to
communicate or make a plan before we turn!
3. Keep track of your score after each round. If it took you and your partner 3 attempts before you were
able to match movements, then your score for that partner would be a 3.
4. Once you and your partner have connected with a match, you will close with a high five and move
through the activity space to find a new partner. You will add your score after matching with each
new partner for your total score at the end.
5. The activity will end when you hear the stop signal. Winning player is the one with the lowest total
score.
6. Teachers: You can choose to call out “1, 2, 3, Show!” for the first few attempts to ensure students
understand the rules. Then students can take over leadership for the remaining time in the activity.
TEACHING CUES
● Cue 1: Keep some space between you and your partner when you begin back to back. This keeps
everyone safe as you turn around.
● Cue 2: Try to match movements with as many different partners as possible during the activity.
● Cue 3: Apply the 5 Adventure Learning Core Values throughout the activity.
 HEAD SHOULDERS KNEES TOES (continued…)
UNIVERSAL DESIGN ADAPTATIONS

● UDL 1: Allow students to have a peer partner as they move if needed.

● UDL 2: Utilize visual demonstrations by students as needed.
● UDL 3: Provide modified movements to ensure the activity is inclusive for all.

ACADEMIC LANGUAGE

Anticipate, Open-minded, Patience, Connection

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

● (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
● (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
● (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
● (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in
self-selected physical activities.

DEBRIEF QUESTIONS

● DOK 1: Provide an example of how you demonstrated one of the 5 Adventure Learning Core Values
during the activity.
● DOK 2: Why was being respectful important during this activity?
● DOK 3: How does being respectful impact your success when you try new activities and experience
new challenges?
 HERE YOU GO
STUDENT TARGETS

• Skill: I will utilize underhand throwing & catching skills throughout this activity while demonstrating
verbal communication and listening skills.
• Cognitive: I will learn & memorize my classmates’ names throughout this activity.
• Fitness: I will stay actively engaged throughout this activity.
• Personal & Social Responsibility: I will demonstrate respect for my classmates by following the
rules of the activity.

EQUIPMENT & SET-UP

Equipment:
• 1 small cone per student
• Tossables (e.g., yarn balls, bean bags, Garden
Heroes bean bags)

Set-Up:
• Set up area with small cones in a large
“Connection Circle.”
• Each student begins by a cone.
• Teacher begins by a cone as well with
tossable(s).

ACTIVITY PROCEDURES

1. This activity is called Here You Go! The object of the game is to identify our classmates’ names while
tossing and catching a variety of objects around the connection circle.
2. We are going to continue working on building our physical education community by utilizing our
classmates’ names while passing objects around our connection circle. Each time you have a
tossable and are getting ready to pass it to a classmate, you will get their attention by saying, “Here
you go (and their name)” before you toss the object. Once they catch it, they will say, “Thank you
(and your name)” before they repeat the process and find a new classmate to throw to. You may not
throw an object back to the person who threw it to you, or the people that are directly next to you.
Find a new classmate to throw to each time you catch an object.
3. The activity begins when I demonstrate the first toss as an example. Our goal is for each of us to be
tossed an object at least once during the activity.
4. Once the activity gets going, I will toss in some additional objects so there are several being used at
the same time. Keep focused since anyone can call your name at any time!

TEACHING CUES

• Cue 1: Connect with the person you are throwing to before making a throw.
• Cue 2: Connect with as many different classmates as possible.
• Cue 3: Apply the 5 Adventure Learning Core Values throughout the activity.
 HERE YOU GO (continued…)
UNIVERSAL DESIGN ADAPTATIONS

• UDL 1: Allow students to work with a partner if needed.

• UDL 2: Utilize visual demonstrations by students as needed.
• UDL 3: Provide modified movements, equipment, or assistive technology as needed to ensure the
activity is inclusive for all.

ACADEMIC LANGUAGE

Cooperation, Community, Challenge

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

• (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
• (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
• (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
• (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in self-
selected physical activities.

DEBRIEF QUESTIONS

• DOK 1: Why do you think it is important to learn other classmates’ names?

• DOK 2: How many names are you familiar with now after this activity? Is it more now than before we
started this activity?
• DOK 3: Learning someone’s name shows respect for them. Have you ever been in a situation where
you felt someone didn’t know your name and didn’t care enough to learn it? How did that make you
feel?
 LOOK UP
STUDENT TARGETS
● Skill: I will demonstrate the five core values of adventure learning.
● Cognitive: I will describe the benefits of being active with my friends.
● Fitness: I will stay actively engaged throughout this activity.
● Personal & Social Responsibility: I will be respectful of all classmates during this activity.
EQUIPMENT & SET-UP
Equipment:
● 3-4 Large Cones (have 1 cone for every 10
students)
● Task tent for each cone
● Adventure Learning Core Values Card for each
cone
Set-Up:
● Place the large cones approximately 30 feet
apart in the activity space (e.g., 3 cones can
create a triangle, 4 cones can create a square).
● Divide class into 3-4 even groups. Each group
will begin at a cone in a small circle (facing their
cone).
● Place Core Values Card in a task tent on each
cone, and review the 5 Adventure Learning Core
Values before beginning this activity.

ACTIVITY PROCEDURES
1. This activity is called Look Up. The object of the game is to randomly connect with as many different
classmates as possible to collect points.
2. You will begin standing in a circle with your group facing the cone. Each of you will look down at the
cone, and while looking down you will secretly choose a classmate that you will try to make eye
contact with once you look up. I will say “Look Down; 1, 2, 3, Look Up!” and each of you will look
directly at the person you secretly chose to make eye contact with. You want to earn a point by
connecting with the person you chose (you would have both secretly chosen each other). But
remember you are not able to verbally or nonverbally communicate or make a plan before you look
up!
3. If you and a classmate have both chosen each other and made eye contact, celebrate with an
enthusiastic High-5 and then each of you will move to a different cone (you cannot choose to move to
the same cone together). If you did not make a connection, you will stay at the same cone and try
again. You get one point for each successful eye contact/connection that is made.
4. Once you have successfully chosen a classmate and made a connection, try to choose a different
classmate each time you look up. Note: Teachers can move cones further apart at various times
during the activity (add approximately 10 feet each time you move them).
5. The activity will end when you hear the stop signal. Winning player is the one who made the most
successful connections and earned the most points!
6. Teachers: You can call out “1, 2, 3, Look Up!” for the first few attempts to ensure students
understand the rules. Then students can take over leadership at each cone for the remaining time in
the activity.
TEACHING CUES
● Cue 1: Make sure to not communicate or make a plan with the person you choose before looking up.
● Cue 2: Try to make eye contact with as many different partners as possible during the activity.
● Cue 3: Apply the 5 Adventure Learning Core Values throughout the activity.
 LOOK UP (continued…)
UNIVERSAL DESIGN ADAPTATIONS

● UDL 1: Allow students to have a peer partner as they move if needed.

● UDL 2: Utilize visual demonstrations by students as needed.
● UDL 3: Provide modified movements to ensure the activity is inclusive for all.

ACADEMIC LANGUAGE

Honesty, Enthusiasm, Connection

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

● (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
● (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
● (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
● (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in
self-selected physical activities.

DEBRIEF QUESTIONS

● DOK 1: Provide an example of how you demonstrated one of the 5 Adventure Learning Core Values
during the activity.
● DOK 2: What are some of the benefits of being active with your friends?
● DOK 3: How does being active with your friends during PE class influence your willingness to be
active and try new experiences with them outside of school?
 ME, YOU, YOU, ME
STUDENT TARGETS

• Skill: I will demonstrate verbal communication skills and active listening throughout this activity.
• Cognitive: I will identify my classmates’ names while participating in this activity.
• Fitness: I will stay actively engaged during the activity.
• Personal & Social Responsibility: I will demonstrate respect for my classmates by following the
rules of the activity.

EQUIPMENT & SET-UP

Equipment:
• 1 small cone per student
• Adventure Learning Core Values Card

Set-Up:
• Set up area with small cones in a large
“Connection Circle.”
• Each student begins by a cone.
• Teacher begins by a cone as well, with a copy of
the Adventure Learning Core Values Card.

ACTIVITY PROCEDURES

1. This activity is called Me, You, You, Me! The object of the activity is to greet classmates to learn their
names while reinforcing the 5 Adventure Learning Core Values.
2. You do that by alternating between the right hand and left hand for a connection handshake with your
classmates. The five fingers included in the connection handshake is a fun and interactive way to
reinforce the core values of adventure learning.
3. On the start signal, you will move around the activity space greeting classmates with an enthusiastic
connection handshake. The proper sequence for the connection handshake is Me, You, You, Me:
Partner 1 says their name, Partner 2 says their name, Partner 1 states Partner 2’s name, and Partner
2 states Partner 1’s name. During the connection handshake, you should be looking in your
classmate’s eyes and release the handshake when the full Me, You, You, Me sequence is
completed. As soon as you complete the sequence, find a different classmate to connect with.
4. On the stop signal, you will look around to determine how many different classmates you have been
able to connect with. We will then play one more round so you can try to connect with any remaining
classmates.

TEACHING CUES

• Cue 1: Bring as much enthusiasm as possible to each connection handshake.

• Cue 2: Connect with as many classmates as possible.
• Cue 3: Apply the 5 Adventure Learning Core Values throughout the activity.
 ME, YOU, YOU, ME (continued…)
UNIVERSAL DESIGN ADAPTATIONS

• UDL 1: Allow students to work with a partner if needed.

• UDL 2: Utilize visual demonstrations by students as needed.
• UDL 3: Provide modified movements or equipment to ensure the activity is inclusive for all.

ACADEMIC LANGUAGE

Happiness, Connection, Alternate

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

• (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
• (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
• (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
• (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in self-
selected physical activities.

DEBRIEF QUESTIONS

• DOK 1: Who can share all 5 of the Adventure Learning Core Values?
• DOK 2: What do you think the benefits are for connecting with your classmates and learning their
names?
• DOK 3: How could applying the 5 core values of adventure learning outside of physical education
class have a positive impact on you both during and outside of school?
 MISTAKEN IDENTITY
STUDENT TARGETS

• Skill: I will demonstrate verbal communication skills and active listening throughout activity.
• Cognitive: I will connect, listen, and reflect upon answers during discussions.
• Fitness: I will be actively engaged throughout the activity.
• Personal & Social Responsibility: I will demonstrate respect for my classmates’ responses and
utilize the Challenge by Choice principle when selecting my responses.

EQUIPMENT & SET-UP

Equipment:
• 1 small cone per student
• Adventure Learning Core Values Card

Set-Up:
• Set up area with small cones in a large
“Connection Circle.”
• Each student begins by a cone.
• Teacher begins by a cone as well, with a copy of
the Adventure Learning Core Values Card.

ACTIVITY PROCEDURES

1. This activity is called Mistaken Identity! The object of the activity is to connect with your classmates
by learning information about them that becomes your new “identity” each time you work with a new
partner.
2. Each of you will share 3 pieces of personal information about yourself with your first partner. The first
is something personal. Share something about yourself that is specific about you (and that you are
willing to share). The second is a travel destination of your choice. Share anywhere in the world you
would like to travel to. The third is a favorite food. Share what food you would want to eat while in
your favorite travel destination. Teachers: Please share your 3 responses first as an example.
3. On the start signal, you will travel around the connection circle and find a partner. You will greet each
other with a handshake, fist bump, or high 5 to reinforce the core values of adventure learning. Your
first connection is where you will share your personal information, but make sure you are being an
active listener! Each time you make a new connection with a classmate you will share the identity
information that was shared with you by your previous partner, not your own information! You will
leave with a new identity to share after each connection with a classmate.
4. On the stop signal, you will have an opportunity to share some of the information you learned about
one of your classmates.

TEACHING CUES

• Cue 1: Be an active listener during conversations with your classmates.

• Cue 2: Connect with as many different classmates as possible.
• Cue 3: Apply the 5 Adventure Learning Core Values throughout the activity.
 MISTAKEN IDENTITY (continued…)
UNIVERSAL DESIGN ADAPTATIONS

• UDL 1: Allow students to work with a partner if needed.

• UDL 2: Utilize visual demonstrations by students as needed.
• UDL 3: Provide modified movements or assistive technology as needed to ensure the activity is
inclusive for all.

ACADEMIC LANGUAGE

Challenge By Choice, Active Listening

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

• (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
• (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
• (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
• (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in self-
selected physical activities.

DEBRIEF QUESTIONS

• DOK 1: Share something you learned about one of your classmates that you didn’t know before.
• DOK 2: This activity resembles the game of telephone, where people sometimes share information
differently than how they heard it. Explain how miscommunication can sometimes lead to problems
within a group or team.
• DOK 3: How can your identity at school impact your self-esteem and/or emotional health?
 RIGHTY, LEFTY
STUDENT TARGETS

• Skill: I will demonstrate verbal communication skills and active listening throughout this activity.
• Cognitive: I will identify the five core values of adventure learning.
• Fitness: I will stay actively engaged throughout this activity.
• Personal & Social Responsibility: I will connect with as many classmates as possible.

EQUIPMENT & SET-UP

Equipment:
• 1 small cone per student
• Adventure Learning Core Values Card

Set-Up:
• Set up area with small cones in a large
“Connection Circle.”
• Each student begins by a cone.
• Teacher begins by a cone as well, with a copy of
the Adventure Learning Core Values Card.

ACTIVITY PROCEDURES

1. This activity is called Righty, Lefty! The object of the game is to connect with as many classmates as
possible while reinforcing the 5 Adventure Learning Core Values. The 5 core values are represented
by the five fingers on each participant’s hand. The thumb represents being open minded; the index
finger represents being responsible; the middle finger is a sign of disrespect – so we are going to flip
that around as a reminder to be respectful; the ring finger represents being committed; and the pinky
finger is a reminder to be physically and emotionally safe.
2. On the start signal, you will put one hand behind your back and hold the other hand up ready to give
a “high five”. You will move around the connection circle collecting high fives from your classmates,
but you must make sure you find someone else with the same hand up as you! Your right hand can
only “high five” someone else who also has their right hand up. After each high five, you will switch so
you alternate between the right and left hand.
3. On the stop signal, we will switch up the way we are moving inside the connection circle. During the
second round, you are going to keep track of how many different connections you were able to make
with your classmates.

TEACHING CUES

• Cue 1: Alternate hands after each “high five” connection.

• Cue 2: Connect with as many classmates as possible.
• Cue 3: Apply the 5 Adventure Learning Core Values throughout the activity.
 RIGHTY, LEFTY (continued…)
UNIVERSAL DESIGN ADAPTATIONS

• UDL 1: Allow students to work with a partner if needed.

• UDL 2: Utilize visual demonstrations by students as needed.
• UDL 3: Provide modified movements or equipment to ensure the activity is inclusive for all.

ACADEMIC LANGUAGE

Value, Responsibility, Respect, Commitment, Safety

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

• (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
• (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
• (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
• (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in self-
selected physical activities.

DEBRIEF QUESTIONS

• DOK 1: Provide an example of how you demonstrated one of the 5 Adventure Leaning Core Values
during the activity.
• DOK 2: We were trying to make as many connections with classmates as possible during this
activity. Why do you think it is important to make connections with your classmates?
• DOK 3: How can the connections you make during physical education have a positive impact on your
school community as a whole?
 ROBOTICS LAB
STUDENT TARGETS

• Skill: I will look for and then recognize open space in order to guide my robots safely into it.
• Cognitive: I will describe the benefits of being active with a group of friends.
• Fitness: I will stay actively engaged in physical education class in order to accumulate a maximum
amount of physical activity minutes.
• Personal & Social Responsibility: I will work safely with my group members without teacher
reminders.

EQUIPMENT & SET-UP

Equipment:
• 1 beanbag per 3 students
• 4 cones
• Music and music player

Set-Up:
• Create area boundaries with the 4 cones.
• Scatter groups of 3 students inside the activity
area, each group with 1 beanbag.
• One student is the engineer and holds the
beanbag (remote control). The other two are
robots and stand back-to-back.

ACTIVITY PROCEDURES

1. We’re about to turn physical education class into a robotics lab! The student in your group with the
beanbag (the remote control) is the engineer. The other two students are the robots. It’s the
engineer’s job to keep the robots under control by tapping them on the shoulder to turn them right or
left.
2. When the music starts, the robots will start to slowly march forward (each in opposite directions). Any
time a robot is blocked by a wall or another robot, she/he will march in place with her/his hands over
her/his head. Robots must keep marching at all times (forward or in place).
3. Engineers will work to safely steer their robots by tapping them on the shoulder of the direction they
want them to turn. When tapped, robots will make a 90-degree turn. Engineers may not run; they will
walk to their robots. Everyone freeze when the music stops.

TEACHING CUES

• Cue 1: Robots – march forward and avoid collisions by marching in place with hands up.
• Cue 2: Engineers – tap shoulders to turn robots and keep a walking pace.
• Cue 3: Apply the 5 Adventure Learning Core Values throughout activity.
 ROBOTICS LAB (continued…)
UNIVERSAL DESIGN ADAPTATIONS

• UDL 1: Allow students to work with a partner if needed.

• UDL 2: Utilize visual demonstrations by students as needed.
• UDL 3: Provide modified movements or assistive technology as needed to ensure the activity is
inclusive for all.

ACADEMIC LANGUAGE

Social Interaction, Open Space, Safety

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

• (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
• (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
• (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
• (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in self-
selected physical activities.

DEBRIEF QUESTIONS

• DOK 1: How can you recognize safe behaviors?

• DOK 2: How would you compare and contrast safe behaviors with dangerous behaviors?
• DOK 3: Can you predict what would happen in our Robotics Lab activity if students acted in ways
that were not safe?
 THREE P’S
STUDENT TARGETS

• Skill: I will demonstrate the ability to work with a variety of different partners during the activity.
• Cognitive: I will connect, listen, and reflect upon the answers during the activity’s discussion.
• Fitness: I will stay actively engaged throughout this activity.
• Personal & Social Responsibility: I will demonstrate respect for my classmates during the activity.

EQUIPMENT & SET-UP

Equipment:
• 1 small cone per student
• 3 academic language cards

Set-Up:
• Set up area with small cones in a large
“Connection Circle.”
• Each student begins by a cone.
• Teacher begins by a cone as well, with a copy of
the academic language cards.

ACTIVITY PROCEDURES

1. This activity is called The Three P’s! The object of the game is to increase our comfort level with each
other as we connect by sharing interesting information that you choose to share about yourself.
2. You do that by determining your “Three P’s” that you would like to share. The first P is for
Personal. Choose something about you that is personal and specific to you. The second P is for
Playful. Choose something about you that explains how you like to be playful and have fun. Playful
can be described as anything you do outside of school that brings you enjoyment. The third P is for
Peculiar. Using the “Challenge By Choice” principle, share something different about you that makes
you unique or could be seen as peculiar.
3. Teachers: Share your own Three P’s in the beginning as a way to increase comfort levels and help
get conversations started amongst students.
4. On the start signal, you will find a classmate and greet each other with a handshake, fist bump or
High 5 to reinforce the 5 core values of adventure learning. Then, each of you will share your three
P’s with one another. Once both classmates have shared and discussed, you will move through the
connection circle and find a new classmate to share with.
5. On the stop signal, we will give you an opportunity to share something interesting you learned about
one of your classmates or a new connection you were able to make.

TEACHING CUES

• Cue 1: Be an active listener while your classmates are sharing with you.
• Cue 2: Connect with as many classmates as possible.
• Cue 3: Apply the 5 Adventure Learning Core Values throughout the activity.
 THREE P’S (continued…)
UNIVERSAL DESIGN ADAPTATIONS

• UDL 1: Allow students to work with a partner if needed.

• UDL 2: Utilize visual demonstrations by students as needed.
• UDL 3: Provide modified movements or assistive technology as needed to ensure the activity is
inclusive for all.

ACADEMIC LANGUAGE

Personal, Playful, Peculiar

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

• (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
• (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
• (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
• (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in self-
selected physical activities.

DEBRIEF QUESTIONS

• DOK 1: Did you learn something new about a classmate that surprised you today? Did you make a
new connection with someone that enjoys some of the same things you do?
• DOK 2: Why do you think it is important to make connections with your classmates at school?
 TREASURE HUNT
STUDENT TARGETS
• Skill: I will demonstrate verbal communication skills and active listening throughout the activity.
• Cognitive: I will connect, listen, build trust, and reflect upon my experiences.
• Fitness: I will stay actively engaged throughout this activity.
• Personal & Social Responsibility: I will demonstrate respect for my classmates by following the
rules of the activity and monitoring the safety of my blindfolded partner.

EQUIPMENT & SET-UP

Equipment:
• Boundary cones
• Blindfolds or bandannas
• Variety of objects that can be safely spread out
in activity area (bean bags, scarves, spot
markers, Garden Heroes, etc.).
• 1 hula hoop per team
Set-Up:
• Arrange objects randomly inside activity space.
Ensure there is adequate space for students to
move between spot markers and objects safely.
Please do not include objects such as a foam
ball that could cause a blindfolded student to
fall or roll an ankle.
• Create teams of 2 students and have them
begin outside the perimeter of the activity space
with a blindfold or bandanna, standing next to a
hula hoop.

ACTIVITY PROCEDURES

1. This activity is called Treasure Hunt! The object is to utilize communication and listening skills to
safely move through the activity space and collect as many treasures as possible. One partner will
start with a blindfold on, and the other partner will be the trust coach. Your team will begin next to
your hula hoop outside of the boundary cones.
2. On the start signal, the trust coach will begin to guide their partner using verbal communication only
into the activity space. All blindfolded students will need to keep their arms extended in front of them
at all times to create “bumpers” for safety. Trust coaches can move around anywhere outside of the
boundary cones in order to ensure their partner can continue to hear their voice as they communicate
how to travel from object to object.
3. Your team gets one point for each object the blindfolded team member is able to collect and bring
back to your hula hoop. You are only allowed to collect one piece of treasure per trip, and you must
switch roles each time someone brings a treasure back to your hoop.
4. On the stop signal, or when all treasure is collected, we will count up the points for each team.

TEACHING CUES

• Cue 1: Remember to always utilize your “bumpers” when you are blindfolded.
• Cue 2: Use clear and concise communication to articulate directions to your partner.
• Cue 3: Apply the 5 Adventure Learning Core Values throughout the activity.
 TREASURE HUNT (continued…)
UNIVERSAL DESIGN ADAPTATIONS

• UDL 1: Allow students to work with additional partners to assist with communication if needed.
• UDL 2: Utilize visual demonstrations by students as needed.
• UDL 3: Provide modified movements or assistive technology as needed to ensure the activity is
inclusive for all.

ACADEMIC LANGUAGE

Communication, Trust, Strategy

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

• (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
• (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
• (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
• (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in self-
selected physical activities.

DEBRIEF QUESTIONS

• DOK 1: Was there a strategy that your team used during this activity?
• DOK 2: Sometimes we use a strategy during a game or activity, and it doesn’t work well. Was there a
communication strategy that you tried during this game that didn’t work very well? What did you do
differently if you realized a communication strategy wasn’t working for your team?
 WAH MASTER
STUDENT TARGETS
● Skill: I will demonstrate the five core values of adventure learning.
● Cognitive: I will describe the benefits of being active with my friends.
● Fitness: I will stay actively engaged throughout this activity.
● Personal & Social Responsibility: I will be respectful of all classmates during this activity.
EQUIPMENT & SET-UP

Equipment:
● 1 small cone per student
● Adventure Learning Core Values Card

Set-Up:
● Set up area with small cones in a large
“Connection Circle.”
● Each student begins by a cone.
● Teacher begins by a cone as well, with a copy of
the Adventure Learning Core Values Card.

ACTIVITY PROCEDURES
1. This activity is called Wah Master. The object of the game is to take the mystical “Waaaah” from the
Wah Master by anticipating what sign they will show. The teacher will begin as the Wah Master.
2. As a Wah Master, I will lead you all in a game to see if you can take the mystical “Waaaah” from me.
I will show one of three symbols: Fireball, Snake, or Grizzly Bear. Wah Masters have the ability to
read the minds of the other players. Your challenge will be to show a symbol at the same time as me
and try not to match what I show.
3. There are three symbols we will represent with arm motions. Fireball is represented by arms crossed
like an X in front of your chest. Snake is shown with one arm making a slithering motion. Bear is
shown with both arms up with fingers in a claw position like a growling bear.
4. I will begin by enthusiastically counting out loud and saying “1, 2, 3, Waaaah!” The leader will say,
“1, 2, 3, Waaaah!” and show their symbol while the group will simultaneously show their own symbol.
Participants are encouraged to say “Waaaah!” at each round.
5. At the end of each round, those that match the Wah Master will take a knee and those that do not
match will take one step forward and stay in the game. But remember, the person who holds the
mystical “Waaaah” has two lives! The Wah Master would lose one life if everyone remaining in the
game did not match their sign during that round.
6. If you are the last one standing, you get to see if you can take the mystical “Waaaah” in a one-on-one
show down!
7. Teachers: The winner of the game should be able to hold the title of Wah Master for the rest of that
day and should lead as the Wah Master the next time the game is played.

TEACHING CUES
● Cue 1: Bring your enthusiasm and energy to each round of the game.
● Cue 2: Remember to be honest with your sign for each round - changing your sign is not allowed.
● Cue 3: Apply the 5 Adventure Learning Core Values throughout the activity.
 WAH MASTER (continued…)
UNIVERSAL DESIGN ADAPTATIONS

● UDL 1: Allow students to have a peer partner as they move if needed.

● UDL 2: Utilize visual demonstrations by students as needed.
● UDL 3: Provide modified movements to ensure the activity is inclusive for all.

ACADEMIC LANGUAGE

Honesty, Enthusiasm, Energy, Connection

PRIORITY OUTCOMES

Values Physical Activity - Social Interaction:

● (Grade 6) Demonstrates respect for self and others in activities and games by following the rules,
encouraging others, and playing within the spirit of the game or activity.
● (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others,
avoiding trash talk, and providing support to classmates.
● (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical
activities.
● (Grades 9-12) Identifies and evaluates the opportunity for social interaction and social support in
self-selected physical activities.

DEBRIEF QUESTIONS

● DOK 1: Provide an example of how you demonstrated one of the 5 Adventure Learning Core Values
during the activity.
● DOK 2: What are some of the benefits of being active with your friends?
● DOK 3: How does being active with your friends during PE class influence your willingness to be
active and try new experiences with them outside of school?
Adventure Learning
Core Values
Thumb: Being Open-minded
Index Finger: Being Responsible
Middle Finger: Being Respectful
Ring Finger: Being Committed
Pinky Finger: Being Safe

®
SUPER CHICKEN
 THE OBJECT OF THE GAME IS TO LEVEL-UP.
1. AWAKEN as a Walking Egg (Level 1)
2. BECOME a Hungry Chicken (Level 2)
3. ACHIEVE Golden Chicken status (Level 3)
4. TRANSFORM into a Super Chicken (Level 4)
5. Then, repeat the cycle, trying to level up as many times as possible

YOU DO THAT BY WINNING ROCK, PAPER, SCISSOR MATCHES

1. Win as a walking egg, level up to a hungry chicken.

2. Win as a hungry chicken, level up to a Golden chicken.

3. Win as a Golden chicken, level up to a super chicken.

4. Win as a Super chicken, earn a super chicken point.

5. Then, cycle back as a Walking Egg and continue to play.

Inspired by the activity Super Chicken by Brian Dauenhauer | UNC Active Schools Institute
WALKING EGG
HUNGRY CHICKEN
GOLDEN CHICKEN
SUPER CHICKEN
 ACHIEVE (Verb)

To reach a desired result

through purposeful effort,
skill, and/or courage.

What is something you achieved that required courage?

In your own words, what does purposeful effort mean?
What are you currently working to achieve?
 AWAKEN (Verb)

To be made aware
for the first time.

Can you remember a time when you were awakened?

What did you become aware of?
How did that awakening change you?
 BECOME (Verb)

Grow to be;
to turn into.

What is something that you worked hard to become?

What did you sacrifice as a part of your becoming?
What did you gain?
 TRANSFORM (Verb)

To make a dramatic change in

form, appearance or character.

Have you ever experienced a personal transformation?

If you could experience a personal transformation over
the next 4 years, what dramatic changes would occur?
What would you be like after that transformation?
A HERO’S JOURNEY
A story pattern identified by Joseph
C ampbell in 1949. Campbell
A HERO’S JOURNEY outlined a “monomyth” that is
STATUS QUO
the common template for stories
that involve a hero who is called
to adventure, departs on a quest,
TRANSFORM
With
AWAKEN
Call to
overcomes great trials, and returns
Resolution Adventure home transformed in some way.

RETURN ORDINARY WORLD ORDINARY WORLD

Campbell’s original pattern
SPECIAL WORLD SPECIAL WORLD DEPARTURE
includes 17 steps of the journey.
ACHIEVE BECOME
Reward / Trials &
Treasure Approach This activity focuses on 4 stages
1. Awaken to the call

CRISIS / BOSS LEVEL 2. Become through trials/crisis

A HERO’S JOURNEY 3. Achieve a reward or treasure
4. Return transformed
 HOLISTIC PERFORMANCE RUBRIC
CLASS PERIOD: ____________
PERSONAL & SOCIAL
SKILL RESPONSIBILITY (PSR)
Consistently uses positive
Proficient Conducts themself safely and with
communication with classmates and
consideration for others. Respects and
4 demonstrates a positive attitude during
follows classroom rules and etiquette.
all activities.
Competent Uses positive communication with Conducts themself safely without
classmates during most activities with disrupting the learning environment.
3 only a few reminders. Respects and follows classroom rules.
Lacks Does not respect classroom rules and
Competence Requires ongoing reminders to use etiquette and requires frequent
positive communication with classmates.
2 reminders to stay on task.
Well Below Displays unsatisfactory effort and an
Competence unwillingness to use positive Often breaks safety rules and disrupts
the learning environment.
1 communication with classmates.
Student Name Skill PSR Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
 UNIVERSAL DESIGN FOR LEARNING
Universal Design for Learning (UDL) is a strategy for eliminating instructional and environmental
barriers for every member of a learning community to meet the needs of all students across the
continuum of physical, intellectual, and emotional abilities. Although we acknowledge that it would be
impossible to build one curriculum to meet every need, we strongly believe that striving to maximize
the active and meaningful participation for all students is a core responsibility of every educator.
OPEN has embraced this responsibility by working to create suggested Universal Design
Considerations intended to serve as baseline recommendations for modifying learning activities. The
text Strategies for Inclusion: A Handbook for Physical Educators by Lauren J. Lieberman and Cathy
Houston-Wilson provides the foundation for our work in this area.
The table below offers additional considerations to move us closer to the ideal of Universal Design.

Potential Universal Design Considerations

Equipment Rules Environment Instruction
• Provide assistive • Minimize or • Create activity • Use visual
technology as eliminate scoring areas with plenty demonstrations
needed to ensure and focus on of space for with auditory
activity is each individual student instruction
inclusive for all success or movement and • Display diagrams
• Use bright and learning that do not put and visual
colorful floor opportunity students on instructions
markers or signs • Adapt or modify “center stage” to whenever
to help students activities to allow perform in front of possible
identify challenge for partner or their peers • Provide hand-
courses and group assistance over-hand
directions if needed assistance when
necessary
• Use auditory and
visual start/stop
signals

Lieberman, L.J., & Houston-Wilson, C. (2009). Strategies for inclusion: A handbook for physical
educators (2nd ed.). Champaign, IL: Human Kinetics.
ACTIVELY ENGAGE
(verb)

To participate in an activity while showing

genuine interest and a desire for
excellence.

Because Charles was actively engaged in the

adventure learning activity, he learned how to
communicate better with his friends.
 ALTERNATE
(verb)

To occur in turns, one after the other

repeatedly.

Luis made sure to alternate his right and left

hands during the activity.
 ARTICULATE
(verb)

To express an idea or feeling

clearly and coherently.

Debbie was able to articulate to her partner some

suggestions for how they could communicate
more clearly.
 AWAKEN
(verb)

To be made aware of for the first time.

Claire had an awakening to the importance of building

a community with her classmates at school.
 BECOME
(verb)

Grow to be; to turn into.

The class has worked hard to become more active

listeners during physical education class.
 CHALLENGE
(noun)

A task or situation that tests someone’s

abilities, skill, and/or knowledge.

Each adventure learning challenge is a test

of our teamwork and focus.
CHALLENGE BY CHOICE
(verb)

A student deciding on their own, without

teacher or peer pressure, to take on
a challenge that best meets their physical
and emotional needs.

Mr. Smith encourages Challenge by Choice as much

as possible during class.
 COMMITMENT
(noun)

The quality of being dedicated to a

cause, person, or activity.

The team showed commitment by persevering to

successfully complete the adventure learning task.
COMMUNICATION
(noun)

The exchange of information from one

person or group to another.

Coach Johnson gave the class helpful feedback

about how they can improve their teamwork
and communication.
 COMMUNITY
(noun)

A feeling of fellowship with others as a

result of sharing common attitudes,
interests, and goals.

Andrea began to feel a sense of community with her

classmates both during and outside of physical
education class.
 CONNECTION
(noun)

A relationship in which a person, place,

thing, or idea is linked with something else.

There is a scientific connection between

exercise and good health.
 COOPERATION
(noun)

The process of working together for a

common goal or outcome.

Julius and Drew knew that cooperation was important

if they wanted to complete the adventure learning task.
 HAPPINESS
(noun)

The state of being happy.

Angel and Izzi are Simon’s support system.

They always bring him happiness and celebrate
with him after he finds success.
 OPEN-MINDED
(adjective)

Willing to consider new ideas

or activities.

Mark was open-minded to making new connections

during the adventure learning activities.
 OPEN SPACE
(noun)

An area of general space with no obstacles

where people can move freely.

Karen knew that she could guide her blindfolded

partner more safely if they were in open space.
 PATIENCE
(noun)

The ability to endure difficult circumstances

without getting angry or upset.

Johnny had patience with his partner Sarah and

responded to her using positive language after they
were unsuccessful in winning the game.
 PECULIAR
(adjective)

Unusual and unique; special.

Jane found her brothers ant collection peculiar.

 PERSONAL
(adjective)

Belonging to a particular person;

concerning one’s private life, relationships,
or emotions.

Ms. Wilder shared some activities that were her

personal favorites.
 PLAYFUL
(adjective)

Lighthearted and fond of amusement and

fun; doesn’t take things too seriously.

Janice shared several ways that she likes to be

playful with her friends and family.
 RESPECT
(noun)

A feeling of deep admiration for someone

or something due to their abilities, qualities,
or achievements.

The two groups showed each other respect by shaking

hands and saying “good game” when the
activity ended.
RESPONSIBILITY
(noun)

The state of having a duty or obligation.

It is everyone’s responsibility to make sure the

equipment gets put away at the end of class.
 SAFETY
(noun)

The condition of being protected against

physical, social, and emotional harm.

Rahim follows all safety rules in class in order to

protect himself and his classmates from injury.
SOCIAL INTERACTION
(noun)

The way that people relate and respond to

each other when in pairs or groups.

The social interaction during adventure learning was

very positive because the students gave one another
a lot of encouragement.
 STRATEGY
(noun)

A plan of action for achieving a goal.

The team’s strategy was working really well, and they

were able to complete the adventure learning
challenge.
 TEAMWORK
(noun)

The combined action and effort of a group

of people working toward a goal or
purpose.

Taylor and her partner displayed excellent teamwork

during the activity.
 TRANSFORM
(verb)

To make a dramatic change in form,

appearance, or character.

Jill was able to transform her communication skills

during the adventure learning unit.
 TRUST
(verb)

To believe in the reliability of something

or someone.

Meg knew that she could trust her teacher to keep her
safe during physical education class.
 VALUE
(noun)

A person’s principles, moral, or judgments

of what is important in life.

Living a healthy lifestyle is one of Danica’s values, so

she tries to be active and eat healthy foods.