Sochi 2014
Paralympic Winter Games
unit plan
PRESENTED BY:
This publication has been made possible thanks to the
commitment and leadership of the Canadian Paralympic
Committee’s sport and corporate partners. Sport Canada
is a strong partner from both a funding and insight perspective, as a vital participant in the strategic discussions
impacting the Paralympic community. Petro-Canada,
a Suncor Energy Brand, has supported the Canadian
Paralympic Team for over 12 years and is a presenting
partner of the Paralympic Schools Program. The Rick
Hansen Foundation provided invaluable expertise and
collaboration in developing the content of this schools
resource. Our sincere thanks to all of them.
about the canadian paralympic committee
The Canadian Paralympic Committee is a non-profit, private organization with 25 member sports organizations dedicated to strengthening the Paralympic Movement. Its mission is to lead the development of a sustainable Paralympic
sport system in Canada to enable athletes to reach the podium at the Paralympic Games. By supporting Canadian
high performance athletes with a disability and promoting their success, the Canadian Paralympic Committee inspires
all Canadians with a disability to get involved in sport through programs delivered by its member organizations.
the cpc logo
The Canadian Paralympic Committee identity is a combination of the most recognizable Canadian
symbol - the maple leaf - and a stylized flame representing the Paralympic Torch and the passion that unites all members of the Paralympic Movement.
The logo incorporates the International Paralympic Committee identity. The red, blue and green elements are called
Agitos (from the Latin word “agito”, meaning “I move”). They encircle a centre point to represent that athletes are
coming from all corners of the world to compete together.
The unification of the two identities symbolizes CPC’s proud commitment to empowering persons with physical
disabilities worldwide through sport. The identity is an expression of partnership, leadership, and fairness, while
promoting a strong and vibrant Paralympic Movement across the nation.
Team Canada in Sochi - key facts
General Information
• The Sochi 2014 Paralympic Games will take place from March 7 to 16 and will include six sports: para-alpine skiing,
biathlon, para-Nordic skiing, sledge hockey, wheelchair curling and para-snowboard (first time at the Paralympic
Games).
Team Canada in Sochi
• Canada will send approximately 50 athletes to compete in Sochi in all sports.
• The Canadian Paralympic Team for Sochi will be finalized and announced in late February 2014.
Chef de Mission
• Canada’s Chef de Mission is Ozzie Sawicki, an accomplished coach and sport leader. Sawicki has experience at four
previous Paralympic Games and was the Head Coach for Para-Alpine at the 2002 Salt Lake City Paralympic Games,
were his squad won 12 of the total 15 medals won by Team Canada at those Games.
Vancouver legacy
• The Vancouver 2010 Paralympic Games were Canada’s best-ever winter Paralympic Games in history, as Canada
placed third in the gold medal count with 10 gold medals and 19 overall.
• Vancouver was a catalyst in Canada for Paralympic sport, a time when we saw increased funding and resources for
Paralympic athletes and that continues to this day - so our Sochi team is better prepared, with more training camps,
coaching and equipment expertise, etc. than our teams of the past.
Performance goal for Sochi
• Canada’s performance goal for Sochi is - like Vancouver – to place in the top three nations in the gold medal count. This goal was established in collaboration with Own the Podium, Sport Canada and winter National Sport
Organizations.
support team canada
Want up-to-the minute access to results, competition schedules, photos, videos, athlete bios, and news stories? Five easy ways to access Team Canada information during the Sochi 2014 Paralympic Games:
1. WEB: www.paralympic.ca/sochi2014
2. FACEBOOK: www.facebook.com/CDNParalympics
3. TWITTER: www.twitter.com/CDNParalympics
#Sochi2014 #Sotchi2014 #Paralympic #TeamCanada #EquipeCanada #CDNParalympic #GoCanadaGo
4. YOUTUBE: www.youtube.com/CDNParalympics
5. INSTAGRAM: www.instagram.com/CDNParalympics
about the rick hansen foundation
The Rick Hansen Foundation works to find cures for paralysis after spinal cord injury and to create a more accessible,
inclusive world.
Rick Hansen was a 15 year-old athlete when he sustained a spinal cord injury that paralyzed him from the waist down.
Forced to define a new life for himself, Rick was driven by his passion for sport and went on to become a world-class
athlete. He won 19 international wheelchair marathons and competed for Canada in the 1980 and 1984 Paralympic
Games. In 1985 Rick wheeled around the world during his legendary Man In Motion World Tour, to raise awareness of
the potential of people with disabilities and funds for spinal cord injury research. Rick’s odyssey became a testament
to the strength of the human spirit and the power of teamwork. Rick has always been grateful for the significant
support he received from the disabled sport community, especially during the Canadian portion of the Tour.
“Sport has been an anchor for me as long as I can remember. It helped me to refocus my life following my injury, and
I’m proud to have had the opportunity to train and compete with some of the best athletes in world. I believe the
value of sport lies in its ability to remove barriers and bring people together, and Canada has been a true pioneer in
advancing these values for athletes of all abilities.”
Rick Hansen at the Vancouver 2010 Games.
This belief led to Rick’s deep involvement in the Paralympic Movement. He took part in the first Olympic Games exhibition race for
athletes with disabilities, helped fund sport development for athletes
with disabilities and was a key player in the movement for full medal
status for athletes with disabilities. The Rick Hansen Foundation
supported Vancouver’s successful bid for the 2010 Winter Games
and worked closely with the Organizing Committee to make the
Games accessible. At the Games, Rick brought the Olympic flame
into the stadium at the opening ceremonies of the Olympic Games
and welcomed the world to the Paralympic Games.
“In many ways I felt my involvement was symbolic of the inclusive values in sport. In 2010, the fact that a person with a
disability could be included in these ceremonies and not just symbolize the openings of the Games but to foreshadow
the principle of inclusivity put on by the Paralympic Games; that was an incredibly proud moment. I have huge respect
for everyone involved with the Canadian Paralympic movement and all our athletes, and am very proud of how far we
have come as a result of all their hard work.”
The Rick Hansen Foundation continues Rick’s work, funding research, improving accessibility and raising awareness of
the potential of people with disabilities. The Foundation’s School Program provides free educational resources to over
2,500 schools across Canada to support cultures of inclusion and to empower students to make a difference.
SOCHI 2014
PARALYMPIC WINTER GAMES UNIT PLAN
LESSONS
LEARNING ACTIVITIES
LEARNING OBJECTIVES
1:
HISTORY
• Origins of the Paralympic ­ Movement
• Learn how the Paralympic Movement began
• Then and Now
• Future Games
• Evaluate the main differences between the 1948 Stoke
Mandeville Games, the 1976 Örnsköldsvik Games, and
the Sochi 2014 Paralympic Games
• Understand when and how Paralympic Winter Games
began
2:
GEOGRAPHY
• Geography of the Paralympic
M
­ ovement
• Investigate what a National Paralympic Committee is
• Explore and locate NPCs worldwide
• Share knowledge about other countries
3:
ENGLISH
• Buzz Word
• Creative Writing
• Discuss what makes the Sochi 2014 Paralympic Games
such a special event
• Explore the concept of the Paralympic Games and their
importance through creative writing
4:
Physical
Geography
• What is Accessibility?
• Understand the built environment from an accessibility
perspective
• Accessible Host Cities and
Spaces
• Understand accessible building features
• Accessibility Audit
• Reflect on the link between access and inclusion
5:
ART
• Designing Buildings for
Everyone
• Understand accessible building features
6:
English
• Mascots: Comprehension and
Creative Writing
• Understand what the Sochi mascots represent
7:
ART
• Mascots of Sochi 2014
• Understand what a mascot is
• Mascot Design
• Design a class mascot and/or a Canadian Paralympic
mascot
• Qualities of a Paralympian
• Explore the personal qualities a Paralympic athlete
possesses
8:
HEALTH
• Goal Setting
• Design accessible Paralympic facilities
• Use story to critically reflect and creatively respond
• Identify the importance of leading an active lifestyle and
goal setting
CPC Sochi 2014 Unit Plan
SOCHI 2014
PARALYMPIC WINTER GAMES UNIT PLAN
LESSONS
LEARNING ACTIVITIES
LEARNING OBJECTIVES
9:
MATH
• Studying Statistics
• Analyze Team Canada’s performance/participation at
previous Paralympic Games
• Providing Predictions
• Predict how many medals Team Canada will need in
order to finish in the top three countries at Sochi 2014
• Follow the Paralympics and create a table of results
10:
SCIENCE
• Environmental Impacts
• Planning for future Paralympic
Games
• Identify the environmental impacts of Paralympic (and
Olympic) Games
• Display effective environmental planning for future
Paralympic Games
11:
Health
and Sports
• Sports Report
• Explore the Paralympic winter sports
• That’s a Wrap
• Gain knowledge and excitement about sports to try and
watch
12:
Physical
Education
• Let’s Play Paralympic Winter
Sports
• Adapt a Paralympic sport to one played indoors
CPC Sochi 2014 Unit Plan
• Adapt a favourite game so a Paralympian could
participate
LESSON ONE – HISTORY
“THE ORIGINS OF THE PARALYMPIC MOVEMENT”
LEARNING OBJECTIVES
• Learn how the Paralympic Movement began
• Evaluate the main differences between the 1948 Stoke
Mandeville Games, the 1976 Örnsköldsvik Games and
the Sochi 2014 Paralympic Games
• Understand when and how the Paralympic Winter
Games began
LEARNING ACTIVITIES
The Origins of the Paralympic Movement
Students watch the Canadian Paralympic Committee
(CPC) history video and answer these three questions:
1) What was the name of the Doctor who started the
Paralympic Movement?
RESOURCES
• Pencils, pens
• Paper
• Historical videos
• Sports photos (historical and modern day)
WEB LINKS
• CPC History video
• Canada’s Paralympic History
• IPC - ‘History of the Paralympic Movement’ –
includes a history video and a Vancouver 2010
highlights video
• First Paralympic Winter Games - facts
• First Paralympic Winter Games - video
• Paralympic Winter Games
2) Why did he begin the Movement?
3) What types of people participated in the 1948 Stoke
Mandeville Games?
Students record their answers and share with the class.
Play video from 1976 Örnsköldsvik Games and hand out
the factsheet/backgrounder or discuss main points.
Questions for students:
4) How were these Games different than the Paralympic Summer Games?
5) What sports were included?
6) Why did it take so long after the first Paralympic Summer Games for Paralympic Winter Games to begin?
Play highlights video from Vancouver 2010.
7) How have the Paralympic Winter Games changed since 1976?
CPC Sochi 2014 Unit Plan Lesson One – History
LESSON ONE – HISTORY
“THE ORIGINS OF THE PARALYMPIC MOVEMENT”
Then and Now
Hand out/display pictures of the 1948 Stoke Mandeville
Games, Örnsköldsvik 1976, and modern day Paralympic
alpine sport. Divide students into groups of three. One
student is to write what they think it was like being a
Paralympic athlete in 1948, one in 1976, and the third
competing in Sochi 2014.
Instruct students to compare their work, and assess the
main differences.
Teacher can record the differences and elaborate as to
why they have occurred.
Differences may include: reason for participating (rehab
in 1948 vs. high performance in 2014), number of sports
available, societal attitudes, different disabilities, clothing,
accessibility, facilities, equipment, funding, etc.
Future Games
Teacher leads closing discussion:
The Paralympic Winter Games have changed a lot since
1976. Summarize the differences that the class has discovered. These are the changes that have taken place
in 38 years. What do you think will change in the next 40 years?
Students to write one paragraph stating how they think
the Paralympic Winter Games will change in 40 years’
time. Senior grades could focus on what is needed to enable change (e.g. international standards and policies).
ANSWERS TO VIDEO QUESTIONS:
Teaching Tips
1) Dr Ludwig Guttman • Visit the links at the top of the page for additional resources and historical information
3) War veterans with spinal cord injuries / wheelchair users
2) To rehabilitate wounded soldiers through sport • Pause and replay the CPC history video if required
• Verbally explain the photos to students who have a
visual impairment
CPC Sochi 2014 Unit Plan Lesson One – History
Paralympic Winter Games – Backgrounder
How did the first Paralympic Winter Games begin?
How are Paralympic Winter Games different now?
In 1976 Örnsköldsvik, Sweden staged the first Paralympic
Winter Games. Vancouver 2010
Winter sports for athletes with a physical disability gradually emerged after World War II, as large numbers of injured soldiers and civilians tried to return to their skiing activities. Early pioneers, such as double-leg amputee Sepp Zwicknagl from Austria, experimented
with skiing using prostheses. Other innovations were
seen in ski equipment design, such as three-track skiing
using crutches. Zwicknagl’s work helped pioneer technological advances for people with disabilities who wished
to participate in winter sports. Advances were slow and it was not until 1974 that the first official world ski competition for people with a physical disability, featuring downhill and a cross-country skiing, was held.
That led to the first Paralympic Winter Games in 1976.
Örnsköldsvik 1976
• Countries: 16
• Athletes: 53
• Sports: 2 Sports
The Vancouver 2010 Paralympic Winter Games were described by IPC President Sir Philip Craven as the best ever.
Click here to view a highlights video of Vancouver 2010’s
“Best Bits.”
• Countries: 44
• Athletes: 502
• Medal events: 64
• Sports: 5
• Spectators: 230,000
• Global TV audience: 1.6 billion
• Volunteers: 6,100
Sports
Sledge hockey and wheelchair curling competitions were
held in Vancouver, alpine skiing took place in Whistler Creekside and the biathlon and cross-country
skiing events were staged at Whistler’s Paralympic Park.
Source: http://www.paralympic.org/vancouver-2010
At the first Paralympic Winter Games, competitions were
held in alpine and cross-country skiing for amputee and
visually impaired athletes. A demonstration was held in
ice sledge racing.
This was the first Paralympics where athletes other than
wheelchair athletes participated.
Sources: © http://www.paralympic.org/paralympic-games/ornskoldsvik-1976
© http://en.wikipedia.org/wiki/Winter_Paralympic_Games Image stills courtesy of International Paralympic Committee.
CPC Sochi 2014 Unit Plan
Lesson One – History
1976 Örnsköldsvik, Sweden Winter Games
Image stills courtesy of International Paralympic Committee.
Modern Day ­Paralympic ­Alpine Skiing
CPC Sochi 2014 Unit Plan
Lesson One – History
LESSON TWO – GEOGRAPHY
“THE GLOBAL PARALYMPIC MOVEMENT”
LEARNING OBJECTIVES
• Investigate what a National Paralympic Committee is
• Explore and locate worldwide National Paralympic
Committees
• Share knowledge about other countries
LEARNING ACTIVITIES
The Geography of the Paralympic Movement
Introduction/discussion
Question the class as to their understanding of what a
National Paralympic Committee is (NPCs are the national
organizations recognized by the International Paralympic
Committee as responsible for organizing their country’s
participation in the Paralympic Games – logistics, team
management, selection, etc.) Explain why an NPC is
needed and what happens in the absence of an NPC.
RESOURCES
• Pencils, pens
• Paper
• World Map template
• World Atlas
• NPC Country list
• Internet/library access
WEB LINKS
• National Paralympic Committees
• World Atlas
• About the Canadian Paralympic Committee
• Paralympic NPC site: Canada
Ask students: Do you think Canada has an NPC? Why?
Connect discussion to Canadian values. Can refer to
“About the CPC” link. After the class has answered the
above question, ask how many countries they think have a National Paralympic Committee. Once each student has answered, inform them of the correct answer (approximately 170).
Activity
Divide students into pairs and distribute the World Map
template, World Atlas, and National Paralympic Committees (NPC) list. Instruct them to locate and label as many
of the countries on their World Map template as possible.
Students can use both the NPC list and a World Atlas to
aid them in the completion of this task.
The above task can be adapted so that students work in
groups to find countries on specific continents, or to list
countries that have an NPC that they have personally
visited or seen on TV, etc.
CPC Sochi 2014 Unit Plan Lesson Two – Geography
LESSON TWO – GEOGRAPHY
“THE GLOBAL PARALYMPIC MOVEMENT”
Extension/Further Study
1. Students say what they already know (from TV/books
or personal experience) about each country they locate
and label these on their World Map template. Students
think of questions they want to learn or research about a
selected country’s cultural aspects. Cultural aspects can
include: language, religion, sport, food, etc. Students find
the answers and label these aspects on their map or on
an additional page.
2. Students create interview questions for a Paralympian
from a different country and find/research answers to
their questions.
3. For secondary/senior grades: Discuss thoughts about
which countries do/don’t have an NPC. Any surprises?
Why do you think some countries don’t have an NPC?
Does the number of athletes participating affect the development of an NPC? Students investigate why countries don’t have NPCs. What are some barriers to establishing an NPC? Do you need an NPC if your country only has one Paralympian? Students can look up some of the NPC pages on the Paralympic.org site.
Just because the country has an NPC listed, does that
mean they have an active Paralympic team? (e.g. Sudan –
no). Students write up their responses to these questions
in a short report.
Teaching Tips
• Visit the links at the top of the page for additional resources and specific information on NPCs
• Begin with instructing students to label the easier-
to-find countries
• An adaptation for students with a visual impairment
could be to focus on listing cultural aspects of the different countries as their partner labels them on the map
CPC Sochi 2014 Unit Plan Lesson Two – Geography
World Map
CPC Sochi 2014 Unit Plan
Lesson Two – Geography
NPC COUNTRY LIST
Africa:
ALGERIA, ANGOLA, BENIN, BOTSWANA, BURKINA FASO, BURUNDI, CAMEROON, CAPE VERDE, CENTRAL AFRICAN
REPUBLIC, COMOROS, CONGO, CONGO DR, CÔTE D’IVOIRE, DJIBOUTI, EGYPT, ETHIOPIA, GABON, GAMBIA, GHANA,
GUINEA, GUINEA BISSAU, KENYA, LESOTHO, LIBERIA, LIBYA, MADAGASCAR, MALAWI, MALI, mauritania, MAURITIUS,
MOROCCO, MOZAMBIQUE, NAMIBIA, NIGER, NIGERIA, RWANDA, SENEGAL, SIERRA LEONE, SOMALIA, SOUTH AFRICA,
SUDAN, TANZANIA, TOGO, TUNISIA, UGANDA, ZAMBIA, ZIMBABWE
Americas:
ANTIGUA AND BARBUDA, ARGENTINA, BARBADOS, BERMUDA, BRAZIL, CANADA, CHILE, COLOMBIA, COSTA RICA,
CUBA, DOMINICAN REPUBLIC, ECUADOR, EL SALVADOR, GUATEMALA, HAITI, HONDURAS, JAMAICA, MEXICO,
NICARAGUA, PANAMA, PERU, PUERTO RICO, SURINAME, TRINIDAD AND TOBAGO, UNITED STATES (USA), URUGUAY,
VENEZUELA, US VIRGIN ISLANDS
Asia:
AFGHANISTAN, BAHRAIN, BANGLADESH, BRUNEI DARUSSALAM, CAMBODIA, CHINA, HONG KONG, INDIA, INDONESIA,
IRAN, IRAQ, JAPAN, JORDAN, KAZAKHSTAN, DEMOCRATIC PEOPLE’S REPUBLIC OF KOREA, REPUBLIC OF KOREA,
KUWAIT, KYRGYZSTAN, LAOS, LEBANON, MACAO, MALAYSIA, MONGOLIA, MYANMAR, NEPAL, OMAN, PAKISTAN,
PALESTINE, PHILLIPINES, QATAR, SAUDI ARABIA, SINGAPORE, SRI LANKA, SYRIAN ARAB REPUBLIC, CHINESE TAIPEI,
TAJIKISTAN, THAILAND, TIMOR-LESTE, TURKMENISTAN, UNITED ARAB EMIRATES, UZBEKISTAN, VIETNAM
Europe:
ALBANIA, ANDORRA, ARMENIA, AUSTRIA, AZERBAIJAN, BELARUS, BELGIUM, BOSNIA AND HERZEGOVINA, BULGARIA,
CROATIA, CYPRUS, CZECH REPUBLIC, DENMARK, ESTONIA, FAROE ISLANDS, FINLAND, FORMER YUGOSLAV REPUBLIC
OF MACEDONIA, FRANCE, GEORGIA, GERMANY, GREAT BRITAIN, GREECE, HUNGARY, ICELAND, IRELAND, ISRAEL, ITALY,
LATVIA, LIECHTENSTEIN, LITHUANIA, LUXEMBOURG, MALTA, REPUBLIC OF MOLDOVA, MONTENEGRO, NETHERLANDS,
NORWAY, POLAND, PORTUGAL, ROMANIA, RUSSIA, SAN MARINO, SERBIA, SLOVOKIA, SLOVENIA, SPAIN, SWEDEN,
SWITZERLAND, TURKEY, UKRAINE
Oceania:
AUSTRALIA, FIJI, NEW ZEALAND, PAPUA NEW GUINEA, SAMOA, SOLOMON ISLANDS, TONGA, VANUATU
CPC Sochi 2014 Unit Plan Lesson Two – Geography
LESSON THREE – ENGLISH
“BUZZ WORD: CREATIVE WRITING”
LEARNING OBJECTIVES
• Discuss what makes the Sochi 2014 Paralympic Winter
Games such a special event
RESOURCES
• Explore the concept of the Paralympic Games and their
importance through creative writing
• Colouring pens
• Pencils
• Paper
• Web links
LEARNING ACTIVITIES
WEB LINKS
Buzz Word
Students think of one word that describes the Sochi 2014
Paralympic Games. Teacher records all responses at the
front of the classroom for all students to see. Use the “Sochi 2014 video” to inspire students’ thinking.
Once each student has had a chance to contribute, the teacher can discuss some of the words and their
meanings.
On completion of the class discussion, each student will
complete one of the following:
a) Write a short story using all of the words that were
used to describe the Sochi 2014 Paralympic Games
b) Write a poem using the same words as above
c) Design a poster or newspaper article incorporating all
of the above words
d) Write a journal entry from the perspective of a Paralympian using the words.
• Sochi 2014 Video
• About Sochi 2014
• Sochi 2014 Paralympic Games
Extension Activity
Students create a travel journal, in hard copy or digitally. Imagine you are a Paralympian and write your journal
from that perspective. Write about:
• Your excitement: What are you looking forward to
doing/trying/seeing in Sochi?
• Your fears: What situations do you think will be
challenging? How can you face those challenges?
• Your curiosity: How can you learn more about the
world given this opportunity to travel to a new country,
and meet people from all around the globe?
On completion of the exercise, students volunteer to
present their work to the rest of the class.
Closing Activity
Teaching Tips
Students verbally explain or write what they are most
excited about with regards to the upcoming Sochi 2014
Paralympic Winter Games.
• Ensure the class has a basic understanding about the
difference between the Olympics and Paralympics (Lesson 1 – History).
• Help students in their descriptions by using
visualization techniques, e.g. close your eyes and
imagine you are a Canadian athlete travelling to
compete in Sochi or you are travelling to a country you
have never visited before.
CPC Sochi 2014 Unit Plan Lesson Three – English
LESSON FOUR – PHYSICAL GEOGRAPHY
“Accessibility of the Paralympics”
LEARNING OBJECTIVES
• Understand the built environment from an accessibility
perspective
RESOURCES
• Reflect on the link between access and inclusion
• Pencils, pens
• Paper
• Web links
• Accessibility Audit (planat or worksheet)
LEARNING ACTIVITIES
WEB LINKS
What is Accessibility?
• Sochi 2014 Barrier-free World
• Sochi Accessibility
• Sochi 2014 Venues
• planat
• Accessibility Audits
• Russian Accessibility Map (in Russian)
• Vancouver 2010
• Accessibility Directorate of Ontario
• Understand accessible building features
Introduce concepts using web links. What makes an
accessible venue? Why is this important for the Paralympics? (So Paralympians can access venues and participate
in the Games). Why is this important for society in
general? (To have an inclusive society).
What are some features of an accessible venue? Look at
the links and write accessible features on the board from
students’ ideas and the links.
Accessible Host Cities
Students compare Sochi and Vancouver as Paralympic
host cities from an accessibility perspective.
Class can research the questions about these host cities.
Alternatively, the information can be presented by the
teacher and the class can discuss as a group.
Questions to consider:
• What specific things were done in Vancouver and Sochi
to ensure they were accessible?
• What laws are in place to ensure buildings are accessible
in Canada and Russia?
• Does the population make a difference? (Metro
Vancouver: 2.3M, Sochi: 340,000)
• Does the age of the place inform the ease with which
accessibility can be improved?
• Vancouver is an established city whereas Sochi is a resort with many venues built specifically for the Games.
How is accessibility planning different in a city versus a
resort place? For example:
• Vancouver installed brand new Canada Line
train, used old stadia, and built some new venues.
• Sochi built brand new venues and is using a new
railway in addition to established transportation.
• Both locations: Was there any older infrastructure that was hard to make accessible?
OPTION: Discuss Sochi, without comparing to Vancouver.
CPC Sochi 2014 Unit Plan Lesson Four – Physical Geography
LESSON FOUR – PHYSICAL GEOGRAPHY
“Accessibility of the Paralympics”
Accessible Spaces
Ask students: If a Paralympian came to your school, could
they visit your class? Play a game in your gym? Eat lunch
with you? Think about your home and your favourite
activities - how accessible are they for a Paralympian?
Choose specific Paralympians to analyze accessibility
from their perpectives – vision, mobility, etc.
Accessibility Audit
Students work in groups to complete an accessibility
audit for school or favourite-activity locations.
Each group can be given certain areas of the school (i.e.
gymnasium, bathrooms, classrooms, halls, cafeteria,
library, etc.).
Follow the web link (www.rickhansen.com/
AccessibilityAudits) for vision-, hearing-, and mobilityperspective audits.
Option to introduce planat as a resource for rating
accessible venues, and use its questions for audit instead.
Closing Activity
Students share results of the place they audited with
the class.
Think-pair-share to reflect on audits:
Teaching Tips
• What place wins as most accessible?
• Visit the links at the top of the page for additional
resources re: accessible venues
• What can you easily do to make the other places more
accessible?
• What changes to make a place more accessible are
more complicated? (e.g. a larger project, more $$)
• What changes do you think the school should complete
to make it more accessible?
• Which change do you think is the most important and
why?
• What happens when a building is not accessible? What
does that mean for an inclusive school or society?
CPC Sochi 2014 Unit Plan • Give groups of students specific perspectives (sight,
hearing, mobility) to consider for their audit, available
via “Accessibility Audits” link
• Explore planat to understand what makes a venue truly
accessible (more than just ramps)
• Sample review questions:
www.planat.com/Review/Create/23914
• Learn more about what the Accessibility Directorate of
Ontario is doing to make Ontario more accessible:
• www.ontario.ca/accesson
Lesson Four – Physical Geography
LESSON FIVE – ART
“designing buildings for everyone”
LEARNING OBJECTIVES
• Understand accessible building features
• Design accessible Paralympic facilities
LEARNING ACTIVITIES
Introduction
Remind students of Lesson 4 on accessible venues, or
briefly introduce concepts using web links and intro from
that lesson. Ask: What are some features of an accessible
venue? Look at links and write accessible features from
students’ ideas or the links on the board.
RESOURCES
• Web links
• Large paper
• Colouring pencils
• Lesson 4: Physical Geography
WEB LINKS
• Sochi 2014 Barrier-free World
• Sochi 2014 Venues
• planat
Accessible Design Activity
TEACHING TIPS
Students to work in groups to design areas of a Paralympic
Park or facility. Split class into groups and give groups different zones to design (e.g. a home in the Athlete’s Village, a concession stand, the main stadium). Students
can draw, paint or create models of their designs.
• Discuss accessibility as an important part of an inclusive society – not just for special events like the Paralympics.
Extension Activities
• Remind students to consider specific Paralympians so
they can design accessibility from various perspectives
– vision, mobility, etc. • Students can write up the descriptions of the accessible
features in their design.
• planat is a web tool that allows venues to be rated
based on accessibility. This might be a good resource to
consider what elements make up an accessible venue.
• Students can design accessible buildings/areas for their favourite places, e.g. the theatre, gym, playground,
restaurant, home, etc.
Closing: Accessibility Showcase
Students can present their designs and explain the accessible features. Designs can be displayed in classroom.
CPC Sochi 2014 Unit Plan Lesson Five – Art
LESSON SIX – ENGLISH
“Mascots: Comprehension / Creative Writing”
LEARNING OBJECTIVES
• Understand what the Sochi mascots represent
RESOURCES
• Use story to critically reflect and creatively respond
• Sochi Mascot handout
• Notebooks, pens, pencils or computers for writing
LEARNING ACTIVITIES
WEB LINKS
Who are the Sochi Mascots?
• Five Mascots Selected for Sochi 2014
• Sochi Mascots: story and video
Ask students - What is a mascot? Option to review parts
of a story (characters, setting, etc.)
Read the story of the Sochi mascots. Teacher can hand
out story, project on screen, or read story to students. Option to show Ray Of Light and Snowflake’s video.
Comprehension and Reflection
Choose some or all of the questions for students to reflect
on the story and think about how the characters accept
differences. These can be used in a group discussion, assigned as a written response, or a combination of the two.
• Are there any words or concepts in this story that you
didn’t understand?
• What do you think are the three most important aspects of this story? (themes, facts, issues, etc.)
• Can you think of a time you made friends with someone
new? What were the challenges and what were the successes?
• Have you ever made new friends through sports? Why
are sports a good way to make new friends? What are
other ways to make new friends?
• Do you think this story will inspire Paralympians like
Mikhail suggests in his quote? Why or why not?
• Who are the main characters? Can you describe them?
Extension Activity: Creative Writing
• What is the main plot of this story?
Ask students to expand on their answers to the questions
above, or to write about one of the following:
• What do you think it was like for Ray Of Light when he arrived? Have you ever been to a place that is really
different than the place you are used to? How did it
make you feel? What did you do to get used to the new
place? Were you nice to people? Did anyone teach you
new things the way they taught Ray Of Light to ski?
• In what ways are you most like Ray Of Light or Snowflake?
• Why do you think that Ray Of Light and Snowflake became friends?
CPC Sochi 2014 Unit Plan • What do you think Ray Of Light and Snowflake did
next? Write a story about what they are doing now.
• “Together they invented new kinds of sports – wheelchair
curling and ice sledge hockey.” Tell the story of how they
invented these new sports.
• Turn this story into a play, poem, song or rap.
• Write a story from the perspective of a townsperson
when Ray Of Light and Snowflake arrived.
Lesson Six – English
Snowflake and Ray Of Light (“Snezhinka” and “Luchik”) – Sochi Mascot Story
Ray Of Light flew down to Earth from a planet where it
was always hot. His journey was full of challenges. After
he landed, he faced a new and unknown planet where
everything was different compared to his home. Everything on the Earth was new to him: cold winters, snow
and winds, and of course unknown people around him.
Ray Of Light looked very different from the people on
Earth as well. He had amber skin, sparks in his wide eyes,
and hair that looked like flames. But these differences
were only external. Ray Of Light was so nice and kind to
everyone, and he was always ready to help and support
the people around him. Very soon, people understood
that the difference between Ray Of Light and the people
on Earth was based purely on appearances and that
it was just people’s initial perceptions that had led them
to believe that there were great differences. The more
they interacted, the more they discovered that they
were much more similar then they had thought at
the beginning.
One day he saw a falling star leaving a beautiful trace
across the night sky. It was another space stranger, Snowflake. She flew down to Earth from an icy planet. She had
snow-white skin like first snow, and looked like a snow
crystal. In some ways they seemed very different but in
others, Snowflake and Ray Of Light had a lot in common.
People taught him alpine skiing, cross-country skiing
and biathlon. And then everybody understood that Ray
Of Light had unique abilities. Soon, Ray Of Light became
everyone’s favourite.
Ray Of Light and Snowflake overcame many difficulties
on their way to Earth through cosmic space. It was not
easy for them to adapt to an unknown planet. But their
participation in sports helped them to understand that,
in the end, they are not different. They are united through
their great sporting abilities and are good and faithful
friends.
Although he had good friends around him, he still felt a
bit lonely. There was no other Starperson like him among
the people. That is why he stared up into the sky so often
and sighed...
Ray Of Light introduced her to his Earth friends and
told her about sports. Snowflake also started to practise
alpine skiing. Together they invented new kinds of
sports – wheelchair curling and ice sledge hockey. People
admired their incredible achievements and loved these
kinds of sports. They enjoyed imitating the technique of
Ray Of Light and Snowflake and everybody wanted to be
like this star pair.
Ray Of Light and Snowflake decided to stay on Earth and
use their fantastic abilities in other areas beside sport to
teach their friends and all people how to discover their
own wonderful skills.
Ray Of Light and Snowflake became the true personification of harmony within contrast. Together they demonstrate that anything is possible.
“The story of our fantastic mascots is that they arrived
from a far-out planet and that they have infinite potential.
It is a highly powerful and emotional image that, despite
the difference in their make-up, the Ray Of Light and the
Snowflake are so united. I’m sure our two mascots will
provide further inspiration to our future Paralympic champions and will help to develop Paralympic sports in Russia.”
~ Mikhail Terentiev (general secretary of Russian
Paralympic committee). From “Five Mascots Selected for
Sochi 2014”.
Story source: http://talisman.sochi2014.com/en/#/en/mascot/LuchikSnezhinka
Image courtesy of International Paralympic Committe.
CPC Sochi 2014 Unit Plan Lesson Six – English
LESSON SEVEN – ART
“Mascots of the Paralympic Games”
LEARNING OBJECTIVES
• Understand what a mascot is
• Design a class mascot and/or a Canadian Paralympic
mascot
LEARNING ACTIVITIES
Mascots of Sochi 2014
Question class to see if students are aware of what a mascot is. What do mascots represent? Discuss.
Why are mascots important to teams, countries and
sporting events?
Display some mascots and have students guess what
they represent.
Remind students of the story of Ray Of Light and Snowflake (read story, or refer to Lesson 6).
Distribute pictures of the Sochi 2014 mascots or project
on screen. Option to hand out Sochi 2014 Mascot story.
Discuss with the class how Ray Of Light and Snowflake’s
qualities relate to the Paralympic Games, and the importance of having a mascot to represent these. What values
do they represent?
Mascot Design
Instruct students to create a mascot for their class or for
certain subjects (e.g. Math, Science, P.E.). Opportunity to
discuss class/school values. Ask if any of the Paralympic
values are also a part of your class’s values. Encourage
the class to incorporate some of the qualities discussed
above into their design.
Alternatively, students can design their own Canadian
Paralympic mascot. Encourage the class to incorporate
some of the qualities discussed above into their design,
as well as some typical Canadian symbols or traditions.
RESOURCES
• Colouring pencils, pens, and paper
• Sochi 2014 Mascot story (Lesson 6)
• Web links
• Pictures of local sports mascots
WEB LINKS
• Sochi 2014 Mascots (Use the ‘History’ section for examples of previous mascots)
• Paralympic Sports
• TORONTO 2015 Pan Am/Parapan Am Games mascot
• Vancouver 2010 mascots 1-pager (See p. 17 of the PDF)
• Vancouver 2010 mascots
Extension or Closing Activity
Once the class has completed their mascot design, each
student can present their mascot to their peers and provide an explanation as to what they represent and why
they were designed in a particular way. Mascots can be
displayed in the class or around school.
TEACHING TIPS
• Use examples of mascots from popular Canadian sports
teams or other relevant organizations to make it easier
for pupils to relate to the lesson topic.
• Give students the opportunity to guess what each
mascot represents and think critically/reflectively on
whether they think the mascot is a good representative
of the organization or event and why.
• Option: PACHI the mascot for TORONTO 2015 Pan Am/
Parapan Am Games has a detailed description that can
be used in the discussions to understand what mascots
represent.
• Encourage students to be creative!
CPC Sochi 2014 Unit Plan
Lesson Seven – Art
Sochi Mascots
The Polar Bear
The Hare
The Leopard
The Snowflake
The Ray of Light
Images courtesy of International Paralympic Committe and MegaFon corporate.
CPC Sochi 2014 Unit Plan
Lesson Seven – Art
LESSON EIGHT – HEALTH
“Healthy Living & Goal Setting”
LEARNING OBJECTIVES
• Explore the personal qualities a Paralympic athlete possesses
RESOURCES
• Identify the importance of leading an active lifestyle
and goal setting
• Pencils, pens
• Paper
• Web links
• Super Athlete profiles ‘The Brain’ & ‘The Professor’
LEARNING ACTIVITIES
WEB LINKS
Introduction
Play both of the Super Athlete videos to the class, and
hand out the two profiles.
Qualities of a Paralympian
Instruct the students to identify the personal qualities
that each athlete possesses, and how these have helped
them to achieve their goal of representing Team Canada
at the Sochi 2014 Paralympic Games. Record the qualities
and ensure that the class understands their meaning.
Discuss: Why do Paralympians have these qualities? What
are ways we can develop these qualities?
For older students, can discuss how their disability may
have affected their mindset and how they may have had
to change their thinking to become world-class athletes.
(Going from “can’t” to “can” mindset).
Each student in the class picks one of the qualities and writes a sentence about when they displayed that
particular quality. Then students select a quality that
they would like to develop or improve and think of ways
they can achieve this. Students fill out the statement, “I can grow/develop/improve my __________ [quality,
e.g. courage] by ______________________.” Students can share these goals in front of classmates. Goal Setting
Both Sonja Gaudet and Brian McKeever have used goal
setting throughout their lives in order to achieve their
dreams.
CPC Sochi 2014 Unit Plan
• “The Brain” video
• Sonja Gaudet bio
• “The Professor” video
• Brian McKeever bio
• Physical Activity Tips for Children
• Canadian Paralympians – Sochi 2014
• Rick Hansen – Rick’s Interactive Story
• “The Warrior” video
Connect discussion to goals at school, e.g. a fundraising
goal, a sports team goal.
• If time allows, class can talk to the students or teacher
who helped school reach the goal and ask what qualities most helped them reach their goal.
Discuss how some athletes have continued to set and
achieve goals after their Paralympic career, e.g. Rick
Hansen and the Man In Motion World Tour/Rick Hansen
Foundation/International Collaboration On Repair Discoveries (ICORD).
Students reflect on what they believe they are good at and what they want to be good at. Emphasize we
are all capable of learning new skills and being good at something we put effort and time into, just like Paralympians do. • Instruct the class to write down their own dream and
list five short- or long-term goals that will help them to
achieve it.
• Once the class has listed their five goals, instruct them
to list which of the qualities previously discussed will
help them to achieve these specific goals.
Lesson Eight – Health
LESSON EIGHT – HEALTH
“Healthy Living & Goal Setting”
Closing Activity
Students imagine that they are providing advice to a
Canadian Paralympic athlete travelling to compete at
Sochi 2014. Discuss the lifestyle that the athlete will need
to live to be successful, and what goals they will need
to set to win a gold medal. Then ask students if the advice
for the athlete is good advice for themselves. Invite
students to use this advice in reference to the goals
they’ve just set for themselves.
TEACHING TIPS
• Visit the links at the top of the page for additional resources and personal athlete stories. You can introduce
other Canadian Paralympians or show an additional
super athlete video: “The Warrior” to create more
excitement.
• Relate the lesson topic to the students’ own personal
experiences and aspirations.
• Remind students that goals are specific to the
individual, and they should be attainable (use
SMART goal setting strategy if required).
• Example sentences: “I can improve my fitness by
completing 10,000 steps per day” “I can become healthier
by adding an extra serving of veggies at dinner.”
• Provide a list of “typical” Paralympian qualities at the
start of the lesson to assist students:
They have:
They are:
• Perseverance
• Driven
• Resilience
• Fit
• Strength
• Proud
• Courage
• Achievers
• Determination
• Goal-setters
• Self-belief
• Athletic
• Dedication
• Brave
• Passion
CPC Sochi 2014 Unit Plan
Lesson Eight – Health
“THE PROFESSOR”
“The minute you get complacent in training is the minute you get left behind.” – B. McKeever
QUICK FACTS
TRAINING REGIME
Name: Brian McKeever
15 – 20 hours a week. Two days of volume, two days of
intensity and two to three days of additional training,
including time trials and hard interval training.
Sport: Para-Nordic Skiing
Nickname: The Professor – He approaches his sport like
a science; constantly analyzes his training program and
technique.
Background: Started skiing at 3 years old. Started competing at 13. Started losing his vision at 19. Now has less than 10% of his regular vision.
Medals: 14 Paralympic medals, including seven gold, and four World Championships. In 2010, made history by becoming the first Paralympic athlete to make the Canadian Olympic Team.
WHAT KEEPS HIM GOING
The unwavering conviction that he can always be better.
VIDEOS
Super Athlete: The Professor
Getting Involved in Parasport
HOW HE DOES IT
Two factors: preparation and his guide, Erik Carleton. Erik
is a friend, national level medalist and fellow competitor
in cross country skiing. If he has the chance, Brian will
commit a course to memory before the race. On race day, Erik skis in front and makes the lines. If something
happens – somebody falls, the conditions change or he
steps into a new track – he immediately reports in so that
Brian can respond and adjust. To get more racing experience, Brian also competes in able-bodied competitions.
CPC Sochi 2014 Unit Plan
Lesson Eight – Health
“THE BRAIN”
“The tiniest details can lead to the most profound changes in your performance.” – S. Gaudet
QUICK FACTS
TRAINING REGIME
Name: Sonja Gaudet
Eight months per year - three ice sessions per week, two
gym sessions per week. Four weeks away at international
competitions. Forty days away at training camps and
competitions.
Sport: Wheelchair Curling
Nickname: The Brain – she invented a piece of equipment that changed her game and made her a winner.
Background: Got back into sports five years after becoming paralyzed in a horseback riding accident.
Began with wheelchair basketball and tennis, but after
trying curling, realized it was the sport she connected
with most naturally.
Medals: Five golds: 2006 and 2010 Winter Paralympic
Games; 2009, 2011 and 2013 World Championships.
WHAT KEEPS HER GOING
The refusal to feel sorry for herself. The courage to face
her weaknesses. The willingness to change everything in
order to win.
VIDEOS
Super Athlete: The Brain
Getting Involved in Parasport
HOW SHE DOES IT
With her self-designed “balance post.” Made from an
ergonomic, lightweight aluminum, it features a custom
clamping system designed to her specificiations. It’s attached to the left side of her wheelchair, and allows her to alter her physical delivery of the stone so that she
can sit up straight, the most crucial ability in the act of
curling, and one that puts her in the ideal position for accuracy and focus.
CPC Sochi 2014 Unit Plan
“Always believe in your own ability.” – S. Gaudet
Lesson Eight – Health
LESSON NINE – MATH
“PARALYMPIC PREDICTIONS & STATISTICS”
LEARNING OBJECTIVES
• Analyze Team Canada’s performance/partipication at
previous Paralympic Games
RESOURCES
• Follow the Paralympics and create a table of results
• Pencils, pens
• Paper
• Calculator
• CPC Performance Statistics Sheet
• IPC Paralympic Games Results Sheet
LEARNING ACTIVITIES
WEB LINKS
Introduction
• Canada’s Paralympic History
• Canada’s IPC page
• IPC Paralympic Games Results • Predict how many medals Team Canada will need in
order to finish in the top three countries at Sochi 2014
Ask students about medal counts/rankings: Do you remember the Vancouver 2010 Paralympics? Do you
have any guesses about how Canada finished/ranked?
Studying Statistics
Distribute the CPC Performance Statistics Sheet that
displays Team Canada’s results from previous Paralympic
Games. Instruct the class to answer the following questions:
1) What is the date and location of Team Canada’s best
overall ranking?
2) What is the difference in the total medal count between Vancouver 2010 and Örnsköldsvik 1976?
3) What is Team Canada’s most successful total medal
count, and at what Paralympic Games did they
achieve this?
4) How many gold medals has Team Canada won since
1976?
5) What is the total number of all medals that Team
Canada has won since 1976?
6) How many athletes has Team Canada had participate
in the winter Paralympics since 1976? What does this
mean for the Paralympic movement?
CPC Sochi 2014 Unit Plan
7) Create new tables to rank Canada’s performance from
highest to lowest by games (host city column) for the
following:
a) Number of athletes
b) Total medal count
c) Ranking
What does each of the different tables say about successful games for Canada’s athletes? (e.g. Higher participation
is positive even if it isn’t the most successful medal year.)
Providing Predictions
Distribute the IPC Paralympic Games Results Sheet. Using
statistics from previous Paralympic Games instruct the
class to predict how many medals Team Canada will need
in order to finish in the top three at Sochi. Students to verbally explain their predictions to the teacher.
Extension Activity
Analyze participation rates from Vancouver 2010 or last
three Paralympics. Numbers are available in a PDF on IPC
Paralympic Games Results webpage.
Lesson Nine – Math
LESSON NINE – MATH
“PARALYMPIC PREDICTIONS & STATISTICS”
Results!
Create a Sochi 2014 results table or poster and instruct
each student to predict how many gold, silver and bronze
medals they think Team Canada will win at the Sochi
2014 Paralympic Games. Stay tuned during the Games to
find out which student has the closest prediction! Update
table with daily results. Younger grades can simply keep
track of results without predictions.
TEACHING TIPS
• Visit the links at the top of the page for additional resources
• Allow students to work in pairs and use calculators if
required
• Deter students from guessing by ensuring that they
develop their predictions using the results sheets provided
• Gold medals affect rankings more than total number of medals
• Predictions can be quite complicated – simplify or add
more detail depending on grade level.
• Discussion about what factors impact the stats can be
useful to deepen understanding for older students (e.g. # of athletes competing from each country, Own
The Podium and similar campaigns, the type of sports
each country excels at).
CPC Sochi 2014 Unit Plan
Lesson Nine – Math
CPC Performance Statistics Sheet: Canada’s Winter Paralympic Medals
YEAR
HOST CITY
GOLD
SILVER
BRONZE
TOTAL
MEDALS
RANKINGS
1976
Örnsköldsvik, Sweden
2
0
2
4
9
6
1980
Geilo, Norway
2
3
1
6
8
20
1984
Innsbruck, Austria
2
8
4
14
10
22
1988
Innsbruck, Austria
5
3
5
13
8
20
1992
Albertville, France
2
4
6
12
9
19
1994
Lillehammer, Norway
1
2
5
8
14
31
1998
Nagano, Japan
1
9
5
15
15
33
2002
Salt Lake City, USA
6
4
5
15
6
27
2006
Torino, Italy
5
3
5
13
6
33
2010
Vancouver, Canada
10
5
4
19
3
45
CPC Sochi 2014 Unit Plan
ATHLETES
Lesson Nine – Math
IPC Paralympic Games Results Sheet: Medal Standings
Salt Lake City 2002 Paralympic Games
RANK
NPC
GOLD
SILVER
BRONZE
TOTAL
PARTICIPANTS
1.
Germany
17
1
15
33
26
2.
USA
10
22
11
43
27
3.
Norway
10
3
6
19
57
Games Total
36 NPCs
92
92
92
276
416
GOLD
SILVER
BRONZE
TOTAL
PARTICIPANTS
Torino 2006 Paralympic Games
RANK
NPC
1.
Russia
13
13
7
33
29
2.
Germany
8
5
5
18
34
3.
Ukraine
7
9
9
25
12
Games Total
38 NPCs
58
58
58
174
474
GOLD
SILVER
BRONZE
TOTAL
PARTICIPANTS
Vancouver 2010 Paralympic Games
RANK
NPC
1.
Germany
13
5
6
24
20
2.
Russia
12
16
10
38
31
3.
Canada
10
5
4
19
45
Games Total
44 NPCs
64
65
63
192
502
Source: http://www.paralympic.org/Athletes/Results
CPC Sochi 2014 Unit Plan
Lesson Nine – Math
LESSON TEN – SCIENCE
“PARALYMPIC GAMES & THE ENVIRONMENT”
LEARNING OBJECTIVES
• Identify the environmental impacts of Paralympic (and
Olympic) Games
• Display effective environmental planning for future
Paralympic Games
LEARNING ACTIVITIES
Environmental Impacts of a Paralympic Games
Instruct students to write down at least five environmental impacts of a country hosting the Paralympic Games.
Encourage students to think of both positive and negative impacts and long- and short-term effects. Negative impacts could include: damage to local wildlife
habitats due to new buildings, increase in carbon emissions due to visiting spectators and more garbage due to
the increase in population over a short time.
Positive impacts could include: environmentally friendly
buildings built to replace older ones, visitors bringing in
money that could be used to fund future conservation
projects, host countries showcasing environmentally
friendly technology to countries around the world.
What do you think Sochi is doing to offset the possible negative impacts? What positive things have they planned?
RESOURCES
• Colouring pencils, pens
• Paper
• Web links
WEB LINKS
• Sochi 2014 Paralympic Games and Sustainability
• Mascots Zero Waste Games
• Sochi 2014 Venues
• TORONTO 2015 Pan Am/Parapan Am Games
• Pan Am/Parapan Am Kids program
• Vancouver 2010 Sustainability report
(See sustainability scorecard, p. 16)
Planning for Future Events
In 2015, Toronto will host the
Parapan Am Games. The TORONTO 2015 organizers need
to ensure the Games are as environmentally friendly as possible.
Divide students into pairs to design a plan with five ways
that they will make the TORONTO 2015 Parapan Am
Games environmentally friendly. Include explanations.
Closing Activity
Students present their work to the class, and vote for the
most environmentally friendly planners!
TEACHING TIPS
• Visit the links to see what Sochi has planned for sustainability
• Provide students with visual or audio aids when discussing environmental impacts (birds singing, traffic noise, etc.)
• Ensure negative impacts are understood to be Olympics-related, too, not just Paralympics.
CPC Sochi 2014 Unit Plan Lesson Ten – Science
LESSON ELEVEN – HEALTH AND SPORTS
“PARALYMPIC WINTER SPORTS”
LEARNING OBJECTIVES
• Explore the Paralympic winter sports
• Gain knowledge and excitement about sports to try
and watch
LEARNING ACTIVITIES
RESOURCES
• Pencils, pens
• Paper
• Web links
• Internet access for students
Introduction
WEB LINKS
Ask students how many sports they think there are for
Paralympic Winter Games. Brainstorm and record answers
on board.
• Sochi 2014 – all sports described
• IPC Sports – details and links
• CPC sports – descriptions of sports
Teacher reveals the six sports: Sledge Hockey,
Wheelchair Curling, Biathlon, Para-Nordic Skiing, ParaAlpine Skiing, Para-Snowboard.
Ask students: Are you surprised that there aren’t more/
less? What do you already know about the six sports?
Which sport is most surprising to you and why? Record
facts on the board. Teacher can supplement facts
depending on class’s prior knowledge. Keep descriptions
at a cursory level.
Sports Report
Students research the sport (or a specific event within
that sport) about which they are most excited or curious.
They can consolidate information from the web links into
a report. What are the rules? The history of the game/
sport? Is it based on an Olympic sport or was it founded
as a Paralympic-only sport? Students can work in groups
if desired.
Students or groups of students present what they have
learned about each sport to the class so that each
student has a deeper understanding of all the Paralympic
winter sports.
“That’s a Wrap” Discussion Questions
Are there any Olympic sports based on a Paralympic
sport? Why are many Paralympic sports based upon
CPC Sochi 2014 Unit Plan Olympic sports?* Do all sports have male and female
events? How do you think athletes train for these events?
Which sports do you want to try? Why? Which sport are
you most excited to follow after learning about them all?
Follow-up/Extension Activity
Class chooses a reporter for each sport or event to
update class about what’s going on in that event each
day/week during the Paralympic Games. Small groups
can also be assigned this task. What are creative ways to
present this information to the class?
TEACHING TIPS
• Paralympic Winter Sports: Sledge Hockey, Wheelchair
Curling, Biathlon, Para-Nordic Skiing, Para-Alpine Skiing
(Downhill, Super-G, Super Combined, Giant Slalom,
Slalom), and Para-Snowboard.
• For more information on Paralympic winter sports
and the National Sports Federations that govern them,
please see the Web Links Appendix at the end of
this resource.
*Sometimes if people acquire a disability due to
injury or another reason, they want to adapt a sport
they’ve already grown to love.
Lesson Eleven – Health and Sports
LESSON TWELVE – PHYSICAL EDUCATION
“Let’s Play Paralympic Winter Sports”
LEARNING OBJECTIVES
• Adapt a Paralympic sport to one played indoors
• Adapt a favourite game so a Paralympian could participate.
LEARNING ACTIVITIES
Let’s Play
RESOURCES
• Gym space and equipment
• Lesson 11
WEB LINKS
• Sochi 2014 – all sports are described here
• Let’s Play – ways to adapt or modify sports
First half of class:
Students (in small groups) choose one Paralympic winter
sport to adapt to an indoor sport they can play at school.
How would the equipment or rules of the game have
to change? Students discuss rules and then play a small
game in their groups.
Second half of class:
Students asked to think of their favourite game or activity. Could a Paralympian play? Could you reinvent
your favourite playground game so all could play? What
would the rules be? What equipment would be needed?
Work in groups to design the game/sport. Teach the class
your adapted game and then play together. Option to
highlight one group’s game per class or week.
Reflection
Discuss what was easy to adapt and what was more difficult. What parts did you have difficulty with?
TEACHING TIPS
• Remind students of Paralympic sports explored in Lesson 11.
• Ask different groups to design their game based on different disabilities, i.e. physical disability, visual impairment. What are the different adaptations necessary?
Options:
• Teacher adapts one Paralympic winter sport to an indoor sport that students can play at school. Class plays together.
• Split lesson into a number of smaller activities throughout the week with one activity per day, e.g.:
1.Paralympic adaptation
2.Adapt your favourite game and make rules etc.
3.Rotate through all adaptations, 1 per day.
CPC Sochi 2014 Unit Plan Lesson Twelve – Physical Education
WEB LINKS
LESSONS
TITLE
Lesson 1
CPC History video
http://youtu.be/wmRNkBLjt3Q
Canada’s Paralympic History
http://www.paralympic.ca/canada’s-paralympic-history
IPC - ‘History of the Paralympic
Movement’
http://www.paralympic.org/TheIPC/HWA/
HistoryoftheMovement
First Paralympic Winter Games –
facts
http://www.paralympic.org/ornskoldsvik-1976
First Paralympic Winter Games –
video
http://youtu.be/D5wqfQlOXrs
First Paralympic Winter Games
http://en.wikipedia.org/wiki/Winter_Paralympic_Games
National Paralympic Committees
http://www.paralympic.org/the-ipc/national-paralympiccommittees
World Atlas
http://www.worldatlas.com
About the Canadian Paralympic
Committee
http://www.paralympic.ca/about-us
Paralympic NPC site: Canada
http://www.paralympic.org/npc/canada
Sochi 2014 Video
http://www.youtube.com/watch?v=5Bxz8jf63uA&list=UU
hxv3Sg-fC2ldPJ68Vsau1Q&feature=share
About Sochi 2014
http://paralympic.ca/sochi-2014
Sochi 2014 Paralympic Games
http://www.sochi2014.com/en/paralympic
Sochi 2014 Barrier-free World
http://www.sochi2014.com/en/barrier-free-world
Sochi Accessibility
http://www.sochi2014.com/en/spectators-accessibility
Sochi 2014 Venues
http://paralympic.ca/sochi-2014-venues
Accessibility audits
http://www.rickhansen.com/AccessibilityAudits
planat
http://www.planat.com
Russian Accessibility Map
http://www.kartadostupnosti.ru
Vancouver 2010
http://www.olympic.org/vancouver-2010-winterolympics
Accessibility Directorate of ON
http://www.ontario.ca/accesson
Sochi 2014 Barrier-free World
http://www.sochi2014.com/en/barrier-free-world
Sochi 2014 Venues
http://paralympic.ca/sochi-2014-venues
planat
http://www.planat.com
Lesson 2
Lesson 3
Lesson 4
Lesson 5
CPC Sochi 2014 Unit Plan
LOCATION
WEB LINKS
LESSONS
Lesson 6
Lesson 7
Lesson 8
Lesson 9
TITLE
Five Mascots Selected for Sochi
2014
LOCATION
http://talisman.sochi2014.com/en/#/en/news/36387
Sochi Mascots: story and video
http://talisman.sochi2014.com/en/#/en/mascot/
LuchikSnezhinka
Sochi 2014 Mascots
http://talisman.sochi2014.com/en
Paralympic Sports
http://www.paralympic.ca/sports
TORONTO 2015 Parapan Am
Games mascot
http://www.toronto2015mascot.ca/about
Vancouver 2010 mascots
1-pager
http://www.olympic.org/Documents/Olympic_Museum/
Education/School%20Ressources/Vancouver_FR_ENG_D/
Vancouver%20-%20dossier%20pedagogique%20
pour%20internet_ENG.pdf#page=17
Vancouver 2010 mascots
http://www.olympic.org/content/news/media-resources/
manual-news/1999-2009/2007/11/29/vancouver-2010quatchi-miga-and-sumi-make-their-debut
“The Brain” video
http://www.youtube.com/watch?v=b-bvE1t4tKg&list=PL
D6F41686FD0D997A&index=20 Sonja Gaudet bio
http://www.paralympic.ca/sonja-gaudet
“The Professor” video
http://www.youtube.com/watch?v=ilp-n5urtaM&list=PL
D6F41686FD0D997A&index=21
Brian McKeever bio
http://www.paralympic.ca/brian-mckeever
Physical Activity Tips for
Children
http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/pa-ap/
05paap-eng.php
Canadian Paralympians – Sochi
2014
http://www.paralympic.ca/athletes?keyword=&main_
filters=178&secondary_filters=&sport_
filters=&taxonomy_filters=&show_filter=true
Rick Hansen – Rick’s Interactive
Story
http://www.rickhansen.com/language/en-CA/What-WeDo/School-Program/Information-about-Rick.aspx
“The Warrior” video
http://youtu.be/v8G5IA6BFVk
Canada’s Paralympic History
http://www.paralympique.ca/canada%E2%80%99sparalympic-history
Canada’s IPC page
http://www.paralympic.org/npc/canada
IPC Paralympic Games Results
http://www.paralympic.org/Athletes/Results CPC Sochi 2014 Unit Plan
WEB LINKS
LESSONS
TITLE
LOCATION
Lesson 10
Sochi 2014 Paralympic Games
and Sustainability
http://www.sochi2014.com/en/development-harmony
Mascots Zero Waste Games
Sochi 2014 Venues
http://paralympic.ca/sochi-2014-venues
TORONTO 2015 Pan Am/
Parapan Am Games
http://www.toronto2015.org
Pan Am/Parapan Am Kids
program
Lesson 11
Lesson 11
Additional
Resources
Lesson 12
http://talisman.sochi2014.com/en/#/en/recycle
http://www.ontario.ca/ppakids
Vancouver 2010 Sustainability
report
http://www.olympic.org/Documents/Games_
Vancouver_2010/VANOC_Sustainability_Report-EN.
pdf#page=16
Sochi 2014
http://www.sochi2014.com/en/paralympic
IPC Sports
http://www.paralympic.org/Sports/Winter
CPC sports
http://www.paralympic.ca/paralympic-sport#h2_3
Para-Alpine
Alpine Canada Alpine
http://www.paralympic.ca/para-alpine
http://www.alpinecanada.org/para-alpine
Biathlon
Cross Country Canada
http://www.paralympic.ca/biathlon
http://www.cccski.com/Para-Nordic.aspx
Para-Nordic
Cross Country Canada
http://www.paralympic.ca/para-nordic
http://www.cccski.com/Para-Nordic.aspx
Para-Snowboard
Canada Snowboard
http://www.paralympic.ca/para-snowboard
http://www.canadasnowboard.ca/en/team/
parasnowboard
Sledge Hockey
Hockey Canada
http://www.paralympic.ca/sledge-hockey
http://www.hockeycanada.ca/en-ca/Team-Canada/Men/
Sledge.aspx
Wheelchair Curling
Canadian Curling Association
http://www.paralympic.ca/wheelchair-curling
http://www.curling.ca
Sochi 2014
Let’s Play
CPC Sochi 2014 Unit Plan
http://www.sochi2014.com/en/paralympic
http://www.letsplaybc.ca/programming/modificationsand-adaptations