Part of Unit: Recreation, Theme Park, & Gaming Entertainment
Lesson Plan Overview / Details
Student will learn what it takes to be trained as outdoor or indoor recreational leaders while planning, participating in, and supervising activities to create team building. This lesson is to foster a cohesive class as well as foster interpersonal skills.
- From Hook to Reflection
- 2 Days
California Career and Technical Education Standards
- HTR.C.C11.4 Develop schedules, registration tools, event materials, and programs.
- HTR.C.C11.5 Know procedures for the setup of facilities, equipment, and supplies for a meeting.
- HTR.C.C11.6 Know the essential procedures for planning, promoting, publicizing, coordinating...
- HTR.C.C12.1 Know the outdoor recreational opportunities that promote physical and mental hea...
- HTR.C.C12.5 Understand how the needs of various clients may be met through appropriate outdo...
California Academic Content Standards (Reinforced)
Objectives and Goals
- Students will demonstrate skills needed to plan and execute group activities. Students will be able to effectively lead a group activity.
- Students will demonstrate organizational skills in planning activities as well as equipment set up.
- Students will develop communication skills to lead activities.
- Students will develop reflective writing skills to critique the overall outcome of the activity
Activities in this Lesson
- "Hey, that looks like fun!" - Hooks / Set
Students will begin this lesson by watching the cup game video. Once the video has finished, teacher will divide the students into groups of 5-8 and pass out plastic drinking cups. (The large plastic party cups found in packages of 24. I believe they are 16 oz. size and often bright red or blue). Once students are positioned either at a table or cross legged in a circle on the floor, ask for a volunteer to read and instruct the student "cup rhythm" using the cup game document. Have the video ready to re-watch or slow down if necessary. Allow time to practice slowly, then speed up. Tell the groups that the goal is to get the cups rotated person to person until they have made it completely around the circle. (Beware: some kids may have really bad rhythm. I had them turn to an elbow partner and ask for a mini peer tutoring.)
Once they have tried this skill, open the discussion by asking the students: "What does it take to be a leader of these types of activities. How big or small do groups have to be to have fun and participate?"
When the conversation can be brought to closure, finish by showing the orientation leaders a college video
- What does it take to BE A LEADER - Lecture
Using the following information create class lecture points for student note taking:
GENERAL STATEMENT OF RECREATION LEADERS DUTIES: Has responsibility for the organization and personal leadership of a variety of recreation activities in a particular phase of the recreation program; does related work as required.
DISTINGUISHING FEATURES OF RECREATION LEADERS
Under general supervision of a higher-level recreation employee the recreation leader is responsible for the conduct, under personal direction, of a particular program, within the guidelines and specific policies of the recreation program. The Recreation Leader conducts activities with assigned groups of all ages, in varying programs and in different indoor/outdoor facilities or centers. This position is distinguished by the degree of responsibility and level of independent judgement utilized. Supervision may be exercised over subordinate personnel, including seasonal and volunteer staff.
EXAMPLES OF WORK: (Illustrative Only)
- Implements the program planned for a facility (e.g. community center, playground, gymnasium, game room, etc.);
- Organizes, promotes, and conducts diversified recreation activities such as games, sports, trips, dance, music, story-telling, nature, special events, tournaments, etc.;
- Encourages groups and individuals to participate in offered programs;
- Organizes groups according to age, interest and ability;
- Schedules faculty activities;
- Supervises play or club activities;
- Plans daily schedule for playground activities;
- Keeps records of activities and attendance; Inspects facilities and equipment as a safety measure;
- Acts as a Sports Official and maintains order at games and contests;
- Collects entries and makes drawings;
- Keeps records and makes periodic reports;
- Attends staff meetings to discuss special problem(s), the inter-playground program(s) and the community recreation program(s);
- Gives first aid when necessary;
- Distributes and maintains control over equipment and supplies.
REQUIRED KNOWLEDGE, SKILLS, ABILITIES AND ATTRIBUTES: Thorough knowledge of first aid; good knowledge of recreation theory and practices; good knowledge of the organization and conduct of one or more types of recreational activities with an emphasis on the organization and conducts of games or athletic events; ability to stimulate and hold the interest of the participants; ability to get along well with others; creativity; reliability; physical condition commensurate with the demands of the position.
Knowledge of: (at entry)
- Common sports, games and recreation activities appropriate for all ages;
- Rules and techniques of common sports and games;
- Supervision and leadership techniques; and
- Basic record keeping practices.
- Skill in: (at entry)
- Planning and organizing program elements;
- Prioritizing and handling multiple program tasks;
- Following oral and written directions; and
- Communicating and acting effectively with co-workers, supervisors, users and participants and the general public sufficient to exchange or convey information and to receive work direction.
- You're in the lead - Demo / Modeling
Students are to take turns and oversee small game group activity/games in a lead position. They are to research and plan all aspects of a group game. The teacher is to set up a game day and schedule the time slots in which the "Student Leaders" can demonstrate their ability to effectively run a group game. Suggested activity ideas are listed in the attached resources.
- Leader Reflective Essay - Closure
Students are to follow the reflective essay document to guide them in developing a descriptive reflection essay about their experience as a group leader and member when participating in the activities. During the last 10 minutes on the final day, students are to circle up and have a de-briefing discussion about what they learned about themselves and the task of being a group leader.
- group leader reflective essay.doc [ Download ] null
- Assessment Types:
- Writing Samples, Journals, Demonstrations,
Students are to follow the reflective essay document to guide them in developing a descriptive reflection essay about their experience as a group leader and member when participating in the activities.