Teacher's Guide
Surfing
Topic for activity: • gain experience with a 'new' outdoor activity
Topic for activity: • gain experience with a “new” outdoor activity • push your own limits • build knowledge of the marine environment and litter in the sea
FLL1 competence aims: • explore and carry out activities and trips in the local area across the different seasons • plan, carry out and reflect on trips with several overnight stays in various natural environments and across the different seasons • assess and prepare food that is suitable for friluftsliv trips • understand the importance of, and use, suitable clothing in various types of friluftsliv • use, maintain and look after equipment and tools in a suitable way • cooperate to contribute to community, social experiences and a sense of mastery • travel safely and practise a form of friluftsliv that takes nature into account • use first aid and lifesaving skills in connection with friluftsliv • reflect on what significance friluftsliv may have for the individual FLL2 competence aims: * plan and carry out activities and trips in the local area, independently and together
- understand the common weather signs and warnings that nature gives, and take account of these
- use equipment and tools in a sustainable way,
- apply first aid and lifesaving skills in connection with the friluftsliv the pupil practises
- practise and reflect on sustainable travel in nature
- reflect on how new outdoor activities help to change traditional friluftsliv
- plan, carry out and assess activities and trips as a guide for a group
- carry out and assess friluftsliv trips where a sense of mastery, nature experiences and community are central
- assess the possible health benefits of friluftsliv Relevance to the subject / making it concrete: • develop your own skills in surfing • look after one another and always keep track of your own “buddy in the sea” • cooperate in groups on cooking and shared tasks • feel the forces of nature in and beside the sea • plan and gain experience with the right clothing • learn about and experience energy use and food needs during high activity • look after your own equipment on the trip, and bring what you need • take part in a beach clean-up and see marine litter with your own eyes • learn more about plastic in the sea • gain practical experience with first aid in connection with water • reflect on experiences and impressions around the campfire Type of trip: Day trip, Overnight trip, Sea Season: Autumn, Winter, Spring
Surf trip
Suggested tasks and making the competence aims concrete
Aims for the trip
- Cooperation within the group
- Learn to surf – basic skills
- Bring the right equipment and clothes
- Get to know each other well
- Become more confident with first aid on a trip – in connection with water in particular
- Challenge yourself and others
- Bring enough and the right food - with a nutritional focus
- Leave-no-trace travel – with a focus on marine litter
Groups for the trip
| Group 1 | Group 2 | Group 3 | Group 4 |
|---|---|---|---|
Tasks for planning
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All the groups are to submit the following points, group by group:
- A suggested day programme – with approximate times
- Packing list
- Shared equipment
- Food
- 1 x shared class dinner - on a campfire to begin with, but a stove as backup
- 1 x group dinner + possibly a shared breakfast and lunch
- Cosy time by the fire
- Draw up a suggested way of making the competence aims concrete
- See the competence aims below
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In addition, you are to submit the following tasks group by group. These are to be presented on the trip.
Group Topic Explanation 1 Diet In addition, you are to prepare an entertainment contribution that can be performed both during the day and in the evening. | Assess what diet we should have on this trip. Why is precisely this food suitable, and how much food should we bring on the trip compared with an ordinary day at school? How is performance affected by the food we eat? | | 2 | Clothing
In addition, you are to prepare an entertainment contribution that can be performed both during the day and in the evening. | What should we bring and wear on this trip? What challenges might we face when it comes to keeping warm? Why are precisely these garments good for this type of trip? What should we check beforehand when packing for this trip? Can different conditions affect what clothing and equipment we should bring? In addition, you are to prepare an entertainment contribution that can be performed both during the day and in the evening. | | 3 | First aid
In addition, you are to prepare an entertainment contribution that can be performed both during the day and in the evening. | What are typical injuries that can occur on this trip? Give examples of various scenarios where accidents can happen. How can we reduce the risk of injury? What safety and first-aid equipment should we bring? Which lifesaving skills should we be able to perform on this trip - demonstrate this. | | 4 | Regulations for friluftsliv
In addition, you are to prepare an entertainment contribution that can be performed both during the day and in the evening. | Explain which regulations apply to the area we are in. What does “landskapsvernområde” mean, and which rules are particular to such areas? What rights and obligations do we have when it comes to “allemannsretten”? What rules apply to camping in tents in nature? |
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Group-by-group allocation of planning tasks before the trip.
- The tasks are pasted into the shared document “planning of the surf trip”.
Group Task 1 Transport: • Who can drive? • Find bus routes 2 • Shared meeting point ◦ Lavvo with a fire?- check it out 3 • Phone and hire surf equipment ◦ Attach prices 4 Find information about the place we are going to.
Check that you have done all the tasks under points 1, 2 and 3 and submitted these.
Making the competence aims concrete
The trip is to cover several of the competence aims for friluftsliv 1 and friluftsliv 2.
On this trip we have focused on the competence aims set out in the tables. Below these, concrete formulations have been drawn up that show what we emphasise. The concrete formulations correspond to the aims for the trip (at the top of the first page).
| Friluftsliv 1 | Friluftsliv 2 | Making it concrete |
|---|---|---|
| - cooperate to contribute to community, social experiences and a sense of mastery | - carry out and assess friluftsliv trips where a sense of mastery, nature experiences and community are central | • Work actively to achieve good togetherness in the class |
| • work together as a group on everything from cooking to building, tidying and taking down camp | ||
| • Show initiative and be a driving force for both organised and unorganised activity | ||
| • be a positive fellow pupil who supports those who need it | ||
| • Contribute to everyone having a good time | ||
| • Assess how your own effort has affected the trip and fellow pupils (FLL2) | ||
| - plan, carry out and reflect on trips with several overnight stays in various natural environments and across the different seasons | - plan, carry out and assess trips with several overnight stays in various natural environments and across the different seasons | Planning |
| ◦ Bring what you need of both food, shared equipment and personal equipment | ||
| ◦ Contribute in the group to planning the trip and submit on time | ||
| ◦ *Be prepared for various situations (not everything goes as planned) | ||
| Carrying out and exploring* | ||
| ◦ Come prepared with the equipment you need for the trip (including shared equipment such as food, gas, frying spatula, etc.) | ||
| ◦ Turn up on time and take in the messages that are given | ||
| ◦ Show initiative and a positive attitude, such as doing tasks for the good of the group without being asked | ||
| ◦ Take an active part in surfing and beach clean-up | ||
| ◦ Take responsibility in the group during cooking | ||
| ◦ Carry out tasks you are set to do | ||
| ◦ Contribute to everyone having an enjoyable trip | ||
| Reflection | ||
| ◦ Reflect on the experiences you had on the trip and what you would do differently next time | ||
| ◦ Think through and argue for how new outdoor activities such as surfing help to change friluftsliv (FLL2) | ||
| - assess and prepare food that is suitable for friluftsliv trips | - understand the importance of a suitable diet on trips and explore the possibilities that nature offers us as a food source | • Bring enough food |
| • Choose food that provides sufficient energy in light of the activities we engage in, and justify why this food is suitable | ||
| • Eat regularly (When, what, hot food) | ||
| • Cooperate and take an active part in cooking on the trip | ||
| - use, maintain and look after equipment and tools in a suitable way | - use equipment and tools in a sustainable way | • Look after shared equipment (and pack it away after use) |
| • Tidy up and keep order in camp so that you have a good overview of your own and shared equipment | ||
| • Keep track of your own equipment and make sure equipment is not left out and gets wet | ||
| - understand the importance of, and use, suitable clothing in various types of friluftsliv | • Wear clothing suited to the conditions | |
| • Bring what you need at any given time of food, water, clothes and other equipment | ||
| • Assess the importance of wearing a wetsuit when we surf | ||
| - use first aid and lifesaving skills in connection with friluftsliv | - apply first aid and lifesaving skills in connection with the friluftsliv the pupil practises | • practise basic CPR, particularly aimed at the water environment |
| • show and explain how to proceed if you find an unconscious person | ||
| • explain common injuries that can occur with surfing and how these are treated | ||
| • know which warning signs to look for in cases of cooling/hypothermia | ||
| - travel safely and practise a form of friluftsliv that takes nature into account | - practise and reflect on sustainable travel in nature | • Know something about what, when and where you are allowed to do various things in nature, such as lighting a campfire and camping in a tent |
| • Keep things tidy and clean in camp (Practise leave-no-trace travel) | ||
| • have knowledge of marine litter, and how this threatens nature | ||
| • pick up litter on the beaches, to help reduce marine litter | ||
| • Know what the camp site should look like when we leave the area | ||
| • Be able to say something about how we should behave when we are guests in nature | ||
| • Have safety equipment readily available throughout the trip | ||
| • Look after yourself and others – always keep track of your buddy in the sea |
Self-assessment after the trip
- Describe how the cooperation within the group worked during the planning of the surf trip. How did you contribute to this cooperation?
- What experiences did you have on this trip? What did you learn? Be specific, give examples.
- Compare this trip with the previous trip. What worked better/worse this time? How do you function as a group on the trip itself?
- How did the equipment you brought work? How does the clothing affect the trip experience, and what could you have changed to get an even better trip?
- List the points you remember about marine litter from the trip.
- First aid - what are typical injuries that can occur on such a trip, and which injury-reducing measures can we take on the trip?
- How do you think you helped to contribute to the good of the community on this trip? Give specific examples in note form.
- How would you assess your own effort and achievement of aims on this trip? Give reasons.
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