Lesson Plan Template Etiquette for Paddlers Goals and Outcomes The purpose for this lesson is to help

students understand how to interact safely and harmoniously with other paddlers and why it is important to do so. Students should be able demonstrate and explain multiple methods and reasons for proper interaction between other paddlers. Student Pre-Requisites Students will be participating in the lesson with many different experiences that may be applicable to the lesson. Many of the tips on proper etiquette are common among all areas of life, so encourage students to participate and share these experiences. Students are not required to have any prior paddling experience, although students who do have experience may be able to give examples of their own experiences in paddling. Resources Time: Preparation time: less than a minute. Lesson time: 3-5 minutes to give lesson on paddling etiquette. Site: The site may be based in all areas where canoes are accessible. Canoes are not necessary for the lesson itself, but having them present may help the lesson seem more valid and applicable. Equipment: No equipment is necessary besides a proper first aid kit. Students may want to use portable seats such as a crazy creek chair if the lesson is given while setting down. Management and Safety Have an understanding of what the forecast for the day is and be aware of any potential thunderstorms. If a storm is forecasted, prepare class for potential inclement weather plan and be prepared to implement EAP if lighting is within a 5 mile radius of the class. If the class is to be taught on a non-manmade surface (field or forest), warn students about flora, fauna and briefly explain the principles of LNT practices. Background Content Paddling has become one of the largest recreational activities done today and as a result and to be frank, there are simply more people on rivers, lakes and oceans. In order for paddlers to have the safest and most enjoyable paddling experience, they need to understand several concepts that may be used in all areas of paddling. Many of these concepts are used on land as well. The first concept to understand is that paddlers are far more maneuverable than most other water craft. Less maneuverable watercraft include but are not limited to rafters, tubers, swimmers and SUP users. Paddlers must understand that on river environments they must be both cognizant of and respectful to other river users in order to maintain a safe and harmonious environment. Paddlers also should understand that noise travels incredibly far distances, therefore watching noise is also recommended. On river environments, it is recommended that paddlers keep their spacing between boats as to minimize the risk of collisions and provide a comfortable paddling experience. When surfing, it recommended to yield right-of-way to paddlers who are heading

straight down the river, while also not monopolizing the surfing wave. When on open water, be cognizant of motor boats traveling at higher speeds. Leave No Trace practices is also highly recommended in order to ensure the longevity of the paddling environment. Methods The SPEC learning model will most likely be used for teaching this lesson. The lesson will start out with a brief introduction on paddling etiquette. The instructor will then break the group into 4 pairs of 2. Each pair will have a different paddling environment assigned to them and then asked to come up with what they feel their number one etiquette tip is related to that environment. The instructor will then gather the group up to discuss what the opinions of the pairs were and to hit on any points not covered. The instructor will end with asking the group if there were any questions. Assessment of Student Learning The lesson will be assessed during the discussion phase of the experience. Students will have worked in pairs discussing different types of paddling etiquette and finished as a group in discussing this topic. Adaptations If there is more time during the lesson, then the pairs may be asked to come up with multiple examples of paddling etiquette related to their environment. In the last phase where the pairs form up again and there is a group wide discussion on etiquette, the group may be asked what they felt were the most valuable and transferable etiquette tips and if they had to rank them, what they would be. References Foster, T., & Kelly, K. (1995). Catch every eddy Surf every wave. (pp. 8-9). Millers Falls, MA: Outdoor Centre of New England. Georgia College and State University Department of Outdoor Education. (2011). Policy and Procedures Manual. Milledgeville, Ga: Georgia College Printing Services Hegstrand, L. Canoe Country Wilderness Canoeing. Boundary Wilderness Canoe Area Wilderness. Paddling Etiquette. Retrieved from http://www.paddle1000.com/Etiquette%20and%20Usage.htm