Beacon Lesson Plan Library
Walk That Line
DescriptionStudents work together to practice communication skills, leadership, trust, respect and creativity in this outdoor activity.
ObjectivesThe student knows various ways to communicate care, consideration, and acceptance of self and others (eg., respect, trust, kindness, and sexual abstinence as an expression of love).
Materials-Two twelve-foot treated 2 x 4 lumber pieces
-One five-foot treated 2 x 4 lumber piece
-Six 3˝-inch bolts with nuts
-Thirty-two feet of 3/8-inch rope (two pieces)
-One 3/8-inch power drill (Refer to Table 1; See Associated File)
-One 3/8-inch drill bit
-One Assessment Sheet per student (See Associated File)
-Construction of the A-Frame, Table 1 (See Associated File)
Preparations1. Have the A-frame assembled prior to the activity. (See Associated File, Table 1)
2. Know exactly where students will be sent from and to before going outside.
3. Download and copy one Assessment Sheet per student. (See Associated File)
4. Determine student groups. (This activity requires groups of five students.)
Procedures*Inform the group they will be assessed on their efforts in working together on communication skills (verbal and nonverbal), leadership, trust, respect, consideration, and creativity.
1. Begin the activity by doing some warm-up stretches and reviewing a few safety tips. Stretch before beginning the activity, practice with the group stepping on safely and stepping off safely. (By going over these few steps you will give your students an awareness of what they need to do when they feel as though they may be falling.)
2. Discuss ways to communicate consideration, respect, trust, and kindness both verbally and nonverbally. Discuss the importance of working together and using effective communication skills.
3. Following the discussion, divide students into groups. (Remember, this activity requires a group of five students.) Four students handle the ropes while one student stands in the center of the A-frame. The objective is for the students to work together, moving the student standing inside the unit from one pre-designated location to another without the unit falling or the student having to step out of the unit. **Just as a safety precaution, please do not allow the students to wrap the rope around their wrists. Tie knots at the ends of each rope to allow the students to have a good grip of the rope.
4. If the group begins to struggle, allow them time to try and work through the challenge. However, if the group is at a standstill without a chance of success, then help them get started with a few hints. For example, “If student A and student C pull simultaneously, the unit will pivot on their end. Now student B needs to pull slightly to bring the right foot of the unit forward.”
5. Repeat the process to lift and move the other side of the unit. Encourage the students to take their time and be careful not to forget that there is a student standing in the center of the unit. (You may or may not allow the student, standing in the center, to assist with the pivoting and movement of the unit.)
6. Following the activity, ask the group questions such as:
a. Can anyone give an example of communication?
b. Did the group show any teamwork? If so, give an example.
c. How did trust play a part in this activity?
d. What type of verbal and nonverbal communication was used?
e. Did anyone communicate consideration or respect during the activity?
f. Did anyone show kindness to others during the activity?
7. During this time, observe the group discussion and provide formative feedback as needed.
Assessments1. Observe to see if the students are able to use different methods of communication such as visual communication, hand signals, body language and verbal communication. Provide formative feedback throughout the activity as needed.
2. Observe to see how each student works within the group.
3. Observe to see if the students reach out to assist other students that struggle within the activity.
4. Record observations on the Assessment Sheet. (See Associated File)
ExtensionsThe instructor can be as creative as he wishes. Use different scenarios such as strategic or even real-world accomplishments.
Attached FilesThis file contains Tables 1 and 2 which depict the construction and direction of the A-frame and the Assessment Sheet. File Extension: pdf
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