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The Ontario Physical and Health Education Association (OPHEA) exists to positively influence the lifestyles of
Ontario’s children and youth through the provision of quality leadership, advocacy and resources in the area of physical activity and health.
The Ontario Health and Physical Education Curriculum Support: Kindergarten to Grade 10 was created
to assist teachers with the implementation of The Ontario Curriculum: Health and Physical Education.
OPHEA wishes to acknowledge the contribution of many individuals, school boards, groups and organizations that
participated in the development and refinement of these curriculum support documents. For a complete list of
writers, contributors and partners please refer to page 36.
Financial support for the design and production of this project was provided by the Ontario Ministry of Health and
Long-Term Care, Community and Health Promotion Branch.
Every effort has been made to trace the owners of copyrighted material and to make due acknowledgement. If cases
have been identified where this has not been done, please notify OPHEA so appropriate corrective action can be
taken.
OPHEA, its representatives, and all program writers and contributors are not responsible for the implementation
of the materials and they shall not be liable for any damages, direct or indirect, special or consequential, which
result from the use of or misuse of or negligent use of the materials, including, without limiting the generality of
the foregoing, any damages arising from injury incurred by participants.
1185 Eglinton Avenue East, Suite 501
Toronto, Ontario M3C 3C6
Tel: (416) 426-7120
Fax: (416) 426-7373
Email: [email protected]
Web site: www.ophea.org
Copyright © 2000 The Ontario Physical and Health Education Association (OPHEA)
All rights reserved. No part of this program may be reproduced, stored in a retrieval system or transmitted in any form or by any means,
electronic or mechanical, including photocopying, without the prior written permission of OPHEA.
ISBN 0-921868-34-0
Health and Physical Education – Kindergarten
1
Heathy Living – Unit 1
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Page i
Table of Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Vision, Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Key Components of a Quality HPE Program . . . . . . . . . . . . . . . . . . . . . . 7
Creating a Positive Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . 8
Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Program Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Teaching and Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Daily Vigorous Physical Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Safe Stretching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Recommended Minimum Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Writers, Contributors and Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Grade 3 Curriculum Expectations and Codes/Unit Cross Reference . . . . 31
Section
Unit Title
Healthy Living
1
2
3
4
Fitness Building Activities
5
Indoor and Outdoor Games 6
7
8
9
10
11
Movement Exploration
12
13
14
15
Skill Building Activities
16
17
18
19
Health and Physical Education – Grade 3
Personal Safety and Injury Prevention
Healthy Eating
Substance Use and Abuse
Growth and Development
Fitness
Locomotor Games
Cooperative Games
Winter Activities
Outdoor Activities
International Games
Playground Games
Balance
Jumping and Landing
Transfer of Weight
Rhythm and Movement
Throwing and Catching
Bouncing
Kicking and Dribbling
Manipulative Activities with Equipment
i
35
75
121
157
183
211
245
281
293
315
339
365
385
399
415
459
501
519
539
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Grade 3 Appendices
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F-1
Appendix F-2
Appendix F-3
Appendix F-4
Appendix G
Appendix H
Appendix I
Appendix J-1
Appendix J-2
Appendix K
Appendix L
Appendix M-1
Appendix M-2
Appendix N
Appendix O-1
Appendix O-2
Appendix O-3
Appendix O-4
Appendix O-5
Appendix O-6
Appendix O-7
Appendix O-8
Appendix O-9
Appendix O-10
Appendix P
Appendix Q
Safe Stretching (Kindergarten/Primary) . . . . . . . . . . . . . . . . . . . . 575
Daily Vigorous Activity (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . 585
Sample Long Range Plans (Primary) . . . . . . . . . . . . . . . . . . . . . . . 594
Sample Timetables/Timetable Suggestions . . . . . . . . . . . . . . . . . . 596
Summary of Evidence Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 602
Summary of Evidence Chart – Active Participation . . . . . . . . . . . 603
Summary of Evidence Chart- Communication . . . . . . . . . . . . . . . 604
Summary of Evidence Chart – Movement Skills . . . . . . . . . . . . . . 605
Summary of Evidence Chart – Understanding of Concepts . . . . . 606
Participation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 607
Social Skills Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 609
Safety Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611
Movement Skill Recording Chart . . . . . . . . . . . . . . . . . . . . . . . . . 612
Movement Skill Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 613
Active Participation Recording Chart . . . . . . . . . . . . . . . . . . . . . . 614
Communication Recording Chart . . . . . . . . . . . . . . . . . . . . . . . . . 615
Understanding of Concepts Recording Chart . . . . . . . . . . . . . . . . 616
Understanding of Concepts Rubric . . . . . . . . . . . . . . . . . . . . . . . . 617
Anecdotal Observation Recording Chart . . . . . . . . . . . . . . . . . . . 618
Participation Target . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 619
Participation Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 620
Participation Star . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 621
Response to Others (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 622
I Listen (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623
Safe Activity (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 624
I am Ready (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 625
Cooperation and Fair Play (Primary) . . . . . . . . . . . . . . . . . . . . . . . 626
Participation Target Example (Primary) . . . . . . . . . . . . . . . . . . . . 627
Blank Movement Skill Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . 628
Transferable Skills: Strategies and Tactics . . . . . . . . . . . . . . . . . . . 629
Transferable Skills: Sending/Receiving/Carrying . . . . . . . . . . . . . . 631
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Preface
Curriculum Support Document
This curriculum support document was created to assist teachers with the implementation of The Ontario
Curriculum, Grades 1-8: Health and Physical Education, 1998 (hereafter referred to as Ontario
Curriculum HPE).
The Ontario Health and Physical Education Curriculum Support: Grades 1 to 8
resource is comprised of
two distinct sections: Healthy Living and Physical Activity (fundamental movement skills/active participation). The
Ministry of Education learning expectations for HPE and the key components of a quality program provided the
framework for the development of the units within this document. There is an emphasis on fitness and concrete
development of fundamental movement skills with opportunities for Daily Vigorous Physical Activity woven throughout
the document. Choices for students and teachers, and suggestions for providing learning opportunities both in the
gymnasium, in the classroom and outdoors are included.
Resource Development Partnership
The Ontario Physical and Health Education Association (OPHEA), in partnership with district school boards and
health departments from across Ontario, have made significant financial and “in kind” contributions to support the
development of this resource. Diverse writing teams and reviewing teams from across the province were assembled to
develop the resource. Teams included classroom teachers, subject specialists, Health and Physical Education consultants, public health educators and representatives from both Public and Catholic School Boards.
OPHEA also wishes to acknowledge the following key organizations that have significantly contributed to the developmental process through their provision of personnel, and program resources.
Note :
• Curriculum expectations are identified using Ministry
of Education codes (Ontario Curriculum
Expectations Grades 1-8, 1998) on the Unit
Overviews with the full expectations listed on
Subtasks. Catholic Graduate Expectations and links
to the Fully Alive program are identified in the Unit
Overviews of each Healthy Living section.
• Several web sites and resources are listed in this
document. These sites and resources are listed as
a service to identify potentially useful ideas for
teaching and learning. The responsibility to evaluate
these sites and resources rests with the user.
Centre for Addiction and Mental Health
Data Based Directions Inc.
Durham Catholic District School Board
Durham Region Health Department
Halton District School Board
Hamilton-Wentworth District School Board
Hastings and Prince Edward District School Board
London Catholic District School Board
Middlesex-London Health Unit
Thames Valley District School Board
Toronto Catholic District School Board
Toronto District School Board
Toronto Public Health
University of Western Ontario
Waterloo Region District School Board
York Region District School Board
York Region Health Services
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Vision, Philosophy
The purpose of the Ontario Curriculum HPE is to assist students in developing:
• an understanding of the importance of physical fitness, health and well-being and the factors that
contribute to them;
• a personal commitment to daily vigorous physical activity and positive health behaviours;
• the basic movement skills they require to participate in physical activities throughout their lives.
Students should begin early to acquire basic knowledge about a wide variety of health-related topics
and to develop relevant skills. They need to understand how their actions and decisions affect their
health, fitness and personal well-being and how to apply their learning to make positive, healthy
decisions in all areas of life and personal development (Ontario Curriculum HPE, page 2).
Learners with the commitment and capacity to lead healthy active lives have the personal, social
and decision-making skills to obtain and use health information.
The Grade 1–8 Curriculum
The elementary HPE curriculum is organized into three strands, corresponding to three major areas
of knowledge and skill:
Healthy Living includes healthy eating, growth and development, personal safety and injury prevention, and substance use and abuse.
Fundamental Movement Skills
includes locomotion/travelling, manipulation and stability.
Active Participation includes physical activity, physical fitness, living skills and safety.
These strands combine the living skills (e.g., personal, interpersonal, communication, conflict resolution, goal-setting, organizational, time-management, problem-solving and decision-making skills)
that all students require, according to the Ontario Curriculum HPE.
Lifelong Participation
Through Physical Education, students will recognize the commonalities of movement skills and how
these skills can be transferred to new activities. This promotes lifelong participation in physical
activities. Students must have an opportunity to participate in a wide range of physical activities in
order to recognize those specific activities that motivate them to maintain a high activity level. The
curriculum promotes a comprehensive approach to health education that emphasizes living skills
and a shared responsibility between parents, schools, health care systems and a variety of other
community supports.
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Assessment and Evaluation
Assessment is the systematic and ongoing process of collecting, describing and analyzing information about student progress and achievement in relation to curriculum expectations. The purpose of
assessment is to improve student learning and program planning. Students benefit when they clearly
understand the learning expectations and reason for assessment. The assessment and evaluation of
student progress and achievement are integral components of the teaching and learning process.
They provide the basis for a communication process that is clear and meaningful for students and
parents. “The aim of assessment is primarily to educate and improve performance, not merely audit it.”
(G. Wiggins, Educative Assessment: Designing Assessments to Inform and Improve
Students’ Performance, p.7)
Fostering a Culture of Assessment for Learning
Effective teaching and learning takes place when:
A) Teachers:
• determine a starting point for instruction through diagnostic assessment;
• anticipate program interventions or accommodations which may be required to meet individual
needs;
• ensure that students and parents understand the focus for learning and the achievement
expectations;
• provide multiple and varied opportunities for students to demonstrate their learning;
• make decisions about the effectiveness of instruction and program;
• determine students’ achievement based on the expectations and the achievement chart in the
Ontario Curriculum HPE (page 9).
B) Students:
• are an integral part of the assessment and evaluation process;
• assess their own performance and recognize where they are in relation to the curriculum
expectations;
• reflect on their own achievement and set their own goals;
• have multiple opportunities to practise the skills required;
• use self-evaluation, peer assessment and teacher feedback to understand and track their progress
in relation to the expectations; and understand how their achievement will be assessed.
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Designing Down
“Designing lessons for understanding begins with what we want students to be able to do and proceeds to the evidence we will accept that they have learned it. Only then does it turn to how they will
learn it.” (G. Wiggins and J. McTighe, Understanding by Design )
This HPE resource document was written using a design down model for curriculum planning. In
other words, lessons (sub-tasks) were designed to fulfill curriculum expectations. Guiding questions
for the lesson development included: What are the curriculum expectations? How can the expectations be clustered for program planning and assessment and evaluation purposes? How will the students demonstrate their knowledge, skills and attitudes? How will I know if the students have
achieved the expectations? What will I teach to give the students an opportunity to demonstrate the
expectations? What opportunities do the students need to practice? Given the nature of Physical
Education and the focus on activity, a variety of strategies to assess the ongoing development of skills
in the various movement categories were used.
The Planning Cycle
Plan Assessment
Plan
Teaching/Learning
Strategies
Communication/
Reporting
Summative
Assessment/
Evaluation
Curriculum
Expectations
Formative
Assessment/
Student Feedback
Possible Initial
Diagnostic
Assessment
Teaching/Learning
Strategies and
Student Practice
The planning cycle (adapted from Curriculum Expectations for York Region Schools)
can be used as a guide to planning. Assessment may be diagnostic, formative or summative.
Assessment is the process of gathering information from a variety of sources and providing students with descriptive feedback that leads to improvement. Assessment drives the development and
modification of the teaching/learning strategies.
• Diagnostic Assessment determines student attitudes, prior knowledge and/or skill level prior
to instruction. This will enable the teacher to determine the starting point for the teaching/learning strategies. This is a form of assessment not evaluation.
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• Formative Assessment supports student improvement by gathering information to provide
feedback and guidance on an ongoing basis. Information gathered is used to plan interventions
to reinforce, consolidate or enrich student learning. Teachers, students and peers can have a role
in formative assessment on an ongoing basis in Health and Physical Education.
• Evaluation involves making a judgement about overall student performance using established
criteria for the purpose of assigning a value (grade/mark) and communicating results.
• Summative Evaluation occurs towards the end of the period of instruction. The purpose is to
measure students in an end performance or knowledge in relation to provincial expectations,
and to provide data for grading. Students should have had ample opportunity to practice before
being evaluated.
Assessment and Evaluation in the OPHEA HPE Curriculum Resources
There is an “Assessment Opportunities” section in each sub-task contained in this resource, with
suggestions for assessing curriculum expectations. These suggestions should help to guide teachers
when they are planning for assessment. Teachers should use their professional judgement regarding
the use of appropriate assessment strategies for their students. For some units, several assessment
strategies have been listed to address the curriculum expectations. Teachers may choose to use the
strategies as suggested or to assess the expectations at another time or in a different way.
Guiding principles were used in developing the units and sub-tasks included in this curriculum
resource document. Teachers will note that:
A) Consistent terminology was used, for example:
• Recording Chart: device with class list to record levels;
• Summary of Evidence chart: device to record final marks throughout term/year;
• Language from achievement chart was used for descriptors on assessment tools.
B) Assessment tools included address only curriculum expectations.
C) Where possible, expectations have been clustered and a summative assessment task has been
included for clusters of expectations.
D) A combination of assessment tools have been provided so teachers may use a task-specific tool,
or may take indicators from sub-tasks and use these with assessment templates provided in the
appendix.
E) Students are given an opportunity to learn and practise before summative evaluation occurs.
Achievement Levels in Health and Physical Education
The Achievement Levels chart in Ontario Curriculum HPE (page 9) identifies four categories of
skills in Health and Physical Education. By examining the verbs used in the curriculum expectations,
teachers can determine which category of the achievement chart should be used to assess the
expectations. Also by analyzing the verbs, it will be evident that the achievement chart categories are
not equal in weighting (unlike other subject areas i.e., Language Arts). Teachers will note that there
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are many more expectations that are assessed through Active Participation and/or Movement Skills
in Health and Physical Education. This should be considered when determining a final grade. The
chart below lists the first word of each expectation (the verb) and indicates which category of the
achievement chart can be used to assess the expectation.
Verbs Denoting Understanding of Concepts:
identify, recognize, label, examine, outline, distinguish, define, analyze, relate, determine.
Verbs Denoting Movement Skills:
dribble, throw, kick, send, pass, balance, perform, dismount, jump, balance, move, travel,
bounce, demonstrate, combine, hit, stop, grip, hang, swing, use, stick-handle, shoot, intercept.
Verbs Denoting Active Participation:
use, employ, apply, display, work, follow, demonstrate, stay, assess, participate, implement,
improve, maintain, adopt, provide, acquire, incorporate, transfer, monitor.
Verbs Denoting Communication of Required Knowledge:
explain, describe, communicate, discuss, present, suggest.
(Getting Assessment Right: Health and Physical Education: Grades 1-8, page 20)
Getting Assessment Right: Health and Physical Education:
Grades 1-8
Getting Assessment Right: Health and Physical Education: Grades 1-8 is an assessment
resource which outlines a five-step process (page 5) in moving from understanding the Ontario
Curriculum to completing the Provincial Report Card. The steps are:
1. Understanding the Ontario Curriculum
2. Collecting the Evidence
3. Recording the Evidence of Student Learning
4. Evaluating… Making a Judgement
5. Completing the Provincial Report Card
This resource will provide further direction for teachers in the area of assessment and evaluation.
Resources
Amos, S. and S. Orchard, Getting Assessment Right: Health and Physical Education:
Grades 1 -8 , Data Based Directions Inc., Barrie, 1999. www.databdirect.com
Wiggins, G., Educative Assessment: Designing Assessments to Inform and Improve
Students’ Performance , Jossey-Bass, San Francisco, 1998.
Curriculum Expectations for York Region Schools – A Curriculum Framework
Region District School Board, Aurora, 1999.
Wiggins, G. and J. McTighe, Understanding by Design
6
, York
, ASCD, Virginia, 1998.
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Key Components of a Quality
Health and Physical Education Program
The Ontario Curriculum HPE focuses on healthy active living for all students. In order to
incorporate this philosophy into a quality program, teachers need to address several key elements
when planning learning and assessment opportunities. The following statements summarize the
essence of a quality Health and Physical Education program:
• Skills and activities always relate back to Curriculum Expectations.
• Students have an opportunity for daily vigorous physical activity.
• The program includes a balance of developmentally appropriate opportunities for skill development,
movement education, games/sports and health-related activities. (For example, self-improvement
is a focus.)
• Physical activities are planned and organized: recess or free play is not a substitute.
• Knowledge and skills are presented in a progression that is appropriate for the developmental
level of all students to ensure their safety and promote their success.
• Students have opportunities to improve or maintain their fitness levels on an ongoing basis.
• The program is inclusive and preserves dignity and self-respect for all students.
• Activities are challenging and engage students to build a commitment to leading an active life.
• The program offers maximum participation in all activities and in a variety of contexts by using
all available resources and facilities (e.g., gymnasium, outdoors, classroom, hallways, community
facilities).
• Students are able to articulate why they are doing what they are doing.
• There are a variety of assessment strategies available to provide a rich sampling of evidence
(e.g., formative and summative, self and peer).
(Adapted from Getting Assessment Right: Health and Physical Education: Grades 1-8,
page 8)
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Key Components
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Creating a Positive Learning
Environment
Class management can be defined as the ability of the teacher to organize the elements of the
learning environment and to maintain the appropriate behaviour of pupils. Health and Physical
Education, is taught in a variety of settings (gymnasiums, outdoors, hallways, classrooms, recreation
facilities, etc.) and, as a result, class management can be challenging. Poor class management
results in a decrease in the time students spend engaged in learning activities. The following strategies may be used to help with class management to help maintain a positive learning environment.
Setting the Tone
• Engage in comprehensive teaching of rules and procedures in the first few weeks of your health
and physical education classes (getting to the gymnasium, change room procedures, fair play,
respect for others, use of appropriate terminology, etc.).
• Teach and reinforce routines and rules. Students’ knowledge and respect for rules and procedures in the gymnasium and classroom play a vital role in the long-term success of the program.
• Establish routines to provide a positive and safe environment.
• Post rules and routines in the gymnasium/classroom. (This could include guidelines for questions in health classes.)
• Use organizational tools such as course outlines, schedules and assignments to support the routines and expectations of the program.
• Make expectations clear to your students and be consistent.
• Immediately redirect those students who stray off task.
• Avoid using physical exercise for discipline or students may quickly come to believe that physical
exercise is punishment.
• Outline the learning expectations for day and unit to help students share the responsibility of
meeting the learning expectations.
Starting and Stopping
• Use start and stop signals with your students. Whistles can be effective if not overused. Start signals
are just as important as the stop signal. (“When I say go, you can go and get a ball from the bin.”
“GO!”) Remind students that by learning to respect the signals, their activity time will increase.
• Use positive reinforcement when students are learning the starting and stopping routines.
• Use consistent key words or signals such as “begin” or “stop” or the school nickname
“When I say Giants you…”
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Creating a Positive Learning Environment
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• Use an audio and visual signal (music stopping and hand up) where appropriate.
• Use creative signals (e.g., in the primary grades, use a tambourine) to help ensure that these
routines have a lasting effect.
Space Awareness and Safety
• Teach students to understand and respect the concept of personal space.
• Give students, particularly primary children, opportunities to practise moving through larger
spaces without endangering themselves or others. Practise this in a game format to help prevent
collisions in the future.
• Use visual cues, such as lines on the floor, to help identify boundaries during activities.
Outside
• Class management is more challenging in the outdoors. Take your class outside after they have
been taught the rules and procedures for physical education. Remember that your voice does not
carry as well outdoors. Encourage the students to stand in front of you and as close as possible.
Try to direct your voice towards the students at the back of the group.
• Ensure that students stand with their backs turned to the sun, and turned away from any other
distractions that may prevent them from being able to concentrate on the instructions.
• Be aware that it may not be appropriate for students to be seated for instructions (the grass may
be wet). Students could stand or rest on one knee.
• Be prepared to adapt your lesson to conditions on windy, hot, cold or wet days.
• Remind students of the importance of wearing hats and sunscreen.
• Recommend to students that they bring water bottles and drink water when out in the sun.
Provide opportunities to get a drink at a water fountain if students do not have water bottles.
Equipment Room
• Select classroom equipment monitors to help organize and maintain equipment. Distribute this
responsibility equally between girls and boys.
• Enable student monitors to organize the equipment in advance to increase activity time.
• Designate several areas for equipment distribution and collection to avoid line-ups and crowding
for equipment.
• Encourage proper handling of equipment by students. (For example: Put equipment down and
keep it still when asked to stop and listen. Treat equipment with respect and care. Use the equipment for its intended use.)
• Instruct monitors/students to collect/return equipment in an orderly fashion.
• Train senior students or designate staff members who are responsible for overall organization
and inventory in the school equipment room.
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Changing for Physical Education
Students should be required to dress appropriately for physical education. Refer to your school
board’s safety policy for a regional directive. The Physical Education: Ontario Safety
Guidelines Elementary Curricular Guidelines (hereafter referred to as Ontario Safety
Guidelines) states that, “Running shoes are a minimum requirement. Shorts/sweatpants and Tshirts are examples of appropriate clothing. Some ill-fitting clothing, scarves, jewelry, hard-soled
shoes and socks without shoes can inhibit movement and possibly cause injury during active movement. Where cultural dress presents a safety concern, modifications must be made. Hanging jewelry
must not be worn. Jewelry which cannot be removed and which presents a safety concern, e.g.,
Medic Alert ID, religious/cultural jewelry must be taped. Long hair must be secured so as not to
block vision.” Links can be made to concepts taught in healthy living (e.g., changing for Physical
Education supports good personal hygiene). (Ontario Safety Guidelines, page 6)
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Accommodations
All students deserve a quality Health and Physical Education program that addresses their strengths
and needs. With input from support staff, ensure that program accommodations and modifications
are put in place to support students with special needs, so that they have the opportunity to learn and
perform to their full potential. Be familiar with students’ Individual Education Plans, and establish
good communication with students and their parents to develop a better understanding of how to
meet special needs.
Safety
The safety of all students is paramount in planning the Health and Physical Education program.
Planning accommodations and modifications to address the needs of some students is essential in
order to ensure their safety. Routines that are repeated and reinforced establish predictable expectations and a clear consistent environment for all students to be safe.
The Learning Environment
Health and Physical Education is an area where all students can shine. It is fundamental to provide a
learning environment where individuals can achieve their full potential. Students need to see themselves reflected in the curriculum. An inclusive curriculum provides learning experiences that foster
an understanding of diversities and sensitivity to the interests, values and experiences of every student.
Program delivery influences students’ opportunities. A variety of teaching and learning strategies is
necessary to address different learning styles. Instructions presented in a clear manner, with gradual
steps and logical progressions allow tasks to be easily managed. Distractions must be minimized
during instruction delivery and information presented in steps slowly and clearly. The following are
accommodations or adaptations that may assist students:
• Establish routines of hand signals, flags, colours and hand clapping;
• Provide physical, visual and auditory cues to address a variety of learning styles;
• Decrease the complexity of the task, rules or scoring system (e.g., allow kicking instead of
throwing);
• Adapt or modify equipment (e.g., use smaller, softer or lighter equipment);
• Identify methods of providing assistance (e.g., peers, teacher assistant, classroom volunteers,
senior students, parents);
• Provide opportunities for extension and more practice.
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Adaptations can also be made to equipment to increase the opportunities for success.
See suggestions below:
Equipment Modification
Effect for Student
Lighter balls/bats/racquets
Reduces fear
Less effort required to attain success
Gives more time for response and to get into position
Easier to control
Requires less strength
Larger Balls
Increases success
Easier to manipulate
Can be dribbled along the floor by the front caster
of a wheelchair
Use of Other Objects (e.g.,
beanbags, scarves, towels
instead of balls)
Easier to grasp and catch
Will not roll when dropped
Travel more slowly
Balls with Tails (e.g., ball in a
sock)
More catching surface – increases success
Slows the ball down
Under-inflate balls
Easier to catch
Reduces fear
Rolls more slowly
Shorten handle (e.g., of bat,
racquet)
Simplifies eye-hand coordination
Increases opportunity for contact
Larger striking surface (e.g.,
oversize tennis racquet)
Fewer misses
More successful contact
Larger target area (e.g., use
whole court or entire wall as
target)
Increased confidence
More successful contacts with target
Adapted from CAHPERD Journal, Spring 2000, Inclusive Physical Education: Ecological
Instruction Approaches and the Use of Adaptation and Modification by Donna Goodwin,
University of Regina
The Social Environment
The social environment of the Health and Physical Education program is a rich learning environment for all students. Health and Physical Education promotes interaction between students. Positive
and natural opportunities to interact are essential for the well being and feeling of self worth of students. Student grouping can be organized in a variety of ways with an emphasis on safety and fun,
not competition. Peer buddies will also provide opportunities for interaction. A clear focus on participation and cooperation as well as self-improvement, rather than competition between classmates
will develop a cooperative and enriching environment.
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Health Education
The health education environment provides excellent opportunities for students to learn about their
own health issues. Addressing the situations that students face themselves and with each other will
also be addressed in the body image and self esteem components of the health curriculum. Effective
sexual health education (growth and development) recognizes and responds to the specific sexual
health needs of all students. It is important to use age and/or developmentally appropriate information
and opportunities to help students develop the skills needed for healthy interpersonal relationships.
Other Resources
The diversity of student needs must be taken into account when planning for Health and Physical
Education. Refer to Moving to Inclusion (available from CAHPERD) and Adapt Program –
Competition for All (Special Olympics Resource) for more detailed information.
Teachers, parents and coaches can also access information on sport specific adaptations for children
with disabilities at www.readysetgo.org .
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Program Planning
A balanced Health and Physical Education program has a broad selection of activities that meet a
diversity of needs in order to ensure that all students are given every opportunity to learn and perform
to their full potential. The Ontario Curriculum HPE has three distinct strands: Healthy Living,
Fundamental Movement Skills and Active Participation. These strands provide an organizational
framework for program planning and provide a balanced instructional program.
• The purpose of the Healthy Living strand is to enable the learner to develop, maintain and
enjoy a healthy lifestyle within a healthy environment. Healthy Living includes healthy eating,
growth and development, personal safety and injury prevention and substance use and abuse.
• The Fundamental Movement Skills
strand provide the foundation for building the capacity to
lead a healthy active life through a variety of lifetime physical activities. Physical skills taught in
progression are as fundamental to Physical Education as spelling skills are to language and computation skills are to mathematics. Fundamental movement skills include locomotion/travelling,
manipulation and stability.
• The Active Participation strand emphasizes the importance of physical activity and physical fitness.
“The curriculum requires that students participate in vigorous activity for a sustained period of
time each day.” (Ontario Curriculum: Health and Physical Education, Grades 1-8,
page 5.) Active participation includes physical activity, physical fitness, living skills and safety.
Teachers should aim to integrate the living skills (communication, decision making, problem
solving, goal setting) into all strands of the curriculum.
(Adapted from Getting Assessment Right: Health and Physical Education: Grades 1-8,
pages 6-7)
School-Level Planning
Concepts and skills will be taught through a variety of instructional approaches to ensure that a
balanced program includes students’ prior knowledge, attitudes, learning styles and exceptionalities.
There are a number of variables from school to school that may influence planning. These variables
include staff expertise, school timetabling, class size, school priorities and plans, facilities and equipment,
student background, needs and interests, socioeconomic factors and community needs. These factors
need to be taken into consideration when developing a quality program. Planning as a school team
will help coordinate activities efficiently. Grade by grade year at a glance outlines, detailed long range
plans and additional suggestions for timetabling to ensure maximum participation are provided in
this Health and Physical Education resource document to assist with planning. (See Appendix D)
These outlines will guide the implementation of the Health and Physical Education program.
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Where possible, the Health and Physical Education curriculum will include curricular, intramural and
interschool components. Intramural and interschool programs complement the physical education
program by allowing students to further develop the skills, knowledge and attitudes developed in the
instructional program. Intramural programs allow all students to participate in activities that are
informal and not highly competitive. The Canadian Intramural Recreation Association (CIRA) is an
excellent source of information for developing quality intramural programs. Interschool programs
offer students opportunities to participate in more organized and competitive activities. Careful
consideration of the structure of these activities will ensure maximum participation for as many
students as possible. Other recreational activities and clubs also provide opportunities for students
with common interests and a desire to participate in physical activities in non-competitive settings.
In planning and organizing the health and physical education curriculum, schools should use
available community organizations, facilities and programs as resources to provide students with
additional experiences and opportunities for physical activities.
Unit and Lesson Planning
The warm-up and cool-down are essential components of each lesson. The warm-up ensures that
student can participate safely reducing the risk of injury while the cool-down provides an opportunity
for the heart rate to return to a resting state and prepares the students to return to class. (See
Appendix A) It is important to give the students an opportunity to participate in vigorous activity as
a part of every lesson.
Knowledge and skills are taught in progression in order to ensure that skills are developed to their
full potential. Students require multiple opportunities in order to develop skills, reinforce knowledge
and demonstrate success. Skills must be appropriate to the developmental level of the students.
Learning situations may arise where coeducational or segregated environments are considered due
to the sensitive nature of lesson topics. Teachers will need to be sensitive to the needs of the students
regarding healthy living topics.
To complement this curriculum support document, there are numerous community organizations
and resources available to teachers. The resource lists in unit overviews provide many sources for
additional information. Contact your local health unit and community recreation centres for local
information and additional support. The OPHEA website is the host of the HPE Inventory, a database
of Health and Physical Education resources linked to the HPE curriculum. (www.ophea.net)
The rich content of the Health and Physical Education curriculum provides many opportunities for
integration. Teachers are able to complement other courses of study, such as Science and Technology,
Language Arts, French, Mathematics, The Arts and Social Studies/History/Geography.
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Safety
It must be recognized that all physical activity involves an element of risk and there is an obligation
on the part of all participants to minimize that risk. Concern for safety should be an integral part
of curriculum planning and implementation. The primary responsibility for the care and safety of
students rests with the school districts and its employees. Reasonably foreseeable risks must be
identified and procedures must be developed to help prevent or minimize the risk of accidents or
injuries. Safety awareness by the teacher based on up-to-date information, common sense observation,
action and foresight, is the key to safe programming.
Most school boards in Ontario have adopted the Ontario Safety Guidelines for physical education,
produced in partnership by the Ontario Physical and Health Education Association (OPHEA), The
Ontario Association of Supervisors of Physical and Health Education (OASPHE), Ontario School
Board Insurance Exchange (OSBIE), Canadian Intramural Recreation Association (CIRA) and Ontario
Federation of Secondary Athletic Associations (OFSAA) in 1997. Educators have a responsibility to
be aware of the contents of this document or their school board’s safety policy. By implementing safe
instructional practices (e.g., teaching progressions, age-appropriate activities, safe use of facilities
and equipment) in program planning and daily teaching, educators can reduce risks and guard against
preventable injuries. Health and Physical Education programs should challenge the innate desire of
each child to explore, experiment and be creative. It should provide the child with opportunities that
enhance his or her self-confidence and provide a safe environment in which children are physically
active participants.
Shared Responsibility
Safety is a shared responsibility and students of all ages need to take some responsibility for their
own safety. Being aware of safety risks, using equipment for its intended purpose and wearing
appropriate footwear for active participation are ways in which students can contribute to their safety
in physical activity. Exercising in the outdoors presents safety issues for which students and teachers
need to take responsibility (e.g., wearing hats, sunglasses and sunscreen). Safety is addressed in the
Overall Expectations of the Active Participation Strand in the Ontario HPE curriculum and is implied
in all Specific Expectations. Students need to act in a safe and responsible manner, to ensure the
safety of themselves and others.
A Safety Plan
Procedures need to be developed to ensure the highest possible level of safety, while allowing students
to engage in a broad range of challenging activities. To ensure that clear and consistent messages
are delivered, each school should implement a safety plan outlining the practices to be followed for
each activity. The safety plan should address equipment, clothing, facilities, special rules, instructions
and supervision. (See Ontario Safety Guidelines – Elementary Curricular Guidelines or
school board safety policy.)
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Occasional Teachers
Safety information needs to be made available for occasional teachers. Some physical activities
(e.g. such as track and field events, basketball and badminton) pose a higher risk than other activities
(e.g., soccer and volleyball). Teachers should take this information into consideration and incorporate
lower risk activities into occasional teacher plans. The occasional teacher must have students participate
in activities that are commensurate with his/her experience or qualifications. Teachers should include
safety guidelines or policy information with lesson plans. Teachers should ensure that the occasional
teacher is aware of the location of an administrator or contact teacher in case of an emergency. The
teacher should specify restrictions/modifications for students with health or behavioural problems
(adapted from the Ontario Safety Guidelines – Elementary Curricular Guidelines, page 8).
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Teaching and Learning Strategies
Teaching and Learning Strategies for Health
Designing a program that promotes the development of positive health behaviours begins with relevant
and engaging health education at the elementary level. Through the promotion of life-long learning,
students will develop attitudes that will assist them in making positive life choices. In results-based
teaching, planning begins with the end in mind. The “end” is defined by the learning expectations
outlined in the Ontario Curriculum HPE. The teacher provides the opportunities for the students to
demonstrate their learning. The teacher needs to select a variety of dynamic, authentic and relevant
instructional strategies that will meet the needs of all learners. The use of technology is an important
teaching learning strategy. Schools should provide an opportunity to use current technology to enhance
student learning where possible. The Teaching Learning companion resource from the Ministry
Curriculum Planner outlines numerous strategies which may be used.
Some teaching/learning strategies used in this document include:
• cooperative group work (jigsaw puzzle, student teams, think/pair/share)
• family involvement
• journal writing
• scenarios, role-playing and case studies
• literature links
• whole-class lecture, direct teaching
• modeling
• brainstorming
• performance demonstration
• large & small group discussion
• learning centres
• investigation
• computer-assisted learning
• personal reflection/goal setting
• peer teaching and coaching
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Teaching and Learning Strategies for Physical Activity
Teachers should endeavor to provide students with positive, successful experiences in a wide range
of physical activities. Appropriate competitive experiences should emphasize fun, success, cooperation and self-fulfillment. Activities should meet the needs and interests of all students and should
strive for maximum participation (e.g., minimize waiting for turns, provide sufficient equipment and
choose appropriate activities). Students need opportunities to practise and repeat activities to
improve their skills. Teachers are encouraged to vary teaching styles to assist students in becoming
independent learners.
Some of the common teaching/learning strategies used in this document include:
• Command Style (e.g., “When I say go, you…”)
• Demonstration and Exploration (e.g., “Try this,” “What other ways can you…”)
• Discovery and Exploration (e.g., “How many ways can you…”)
• Guided Discovery (e.g., “Balance with three body parts touching the ground.”)
• Teaching by Task (e.g., “At each station, read the card, look at the picture and do the task.”)
• Problem Solving (e.g., “Move from the red line to the black line while keeping the ball away
from your partner.”)
Forming Groups
There are many ways to divide students into groups or teams. Avoid choosing two captains and
allow them to “pick” the teams. Use different ways used to divide classes into groups to provide
variety and to give students opportunities to work with different people.
Simple games can be used to divide classes into groups, for example:
Whistle Mixer
• Students jog on the spot. When whistle is blown a certain number of times, students form groups
corresponding to the number of whistles. (This can also be done by calling out numbers.)
Partners
• Any method of forming partners will also serve as a method of dividing a class into two teams.
• Select a Partner – If students choose their own partner, two teams can be created by either
choosing several pairs to form one team and other pairs to form the other team, or by splitting
partners so that one partner goes to one team and one partner goes to the other. If students are
choosing their own partner, designate an area to be the “lost and found” where anyone without a
partner can go to find one. Challenge the class to make sure that the same people are not
required to go to the “lost and found” on a regular basis. If this is the case, the teacher should
use other methods for dividing the students into groups.
A B Line A becomes one team, line B the other team
* *
* *
Next time, count down the line - the first half of the pairs are one team,
* *
the second half of the pairs become the other team.
* *
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• “Back to Back”: Have the students stand back to back (or shoulder to shoulder, elbow to elbow)
with another student as quickly as possible. Change partners and body parts connecting. The goal
is to emphasize rapid selection. To make two teams, at any point, one partner sits, the other
stands. Those standing move to one area, those sitting move to another.
• “Similarities”: Ask students to find a partner with, the same shoes, the same color shirt, the same
colour eyes, color hair, birthday in the same month, etc.
• Have students line up (use a line on the floor, field) and number the students off 1, 2, (or
orange/apple, sky/tree, red/blue, etc.)
Formations
Two important principles apply to the use of formations:
• Students should be aligned in such a way that all participants are able to view the leader (and
therefore the leader can view the participants). If outside, be aware of placement in regard to the
sun. To support better listening, stand so that the sun shines in the eyes of the teacher, not students.
• Ensure adequate spacing between groups so that, if working in several groups, one group’s activity does not interfere with another group’s activity. Use formations that are appropriate to the specific type of activity.
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Daily Vigorous Physical Activity
As stated in the Ontario Curriculum HPE (page 5): “This curriculum requires that students
participate in vigorous physical activity for a sustained period of time each day.” The degree to which
an activity is vigorous is directly related to its ability to raise the heart rate and maintain this increase
for a sustained period of time. Vigorous physical activities are aerobic in nature, enhancing the
health of the heart and lungs. The amount of time required for vigorous activity depends on the
students’ ages and stage of development. Students need to be active for enough time on a daily basis
to develop a training effect so that they can participate in continuous aerobic activity without undue
fatigue. The times required in the curriculum expectations for sustained aerobic activity are as follows:
Gr. 1
5 to 10 minutes
Gr. 5
10 to 15 minutes
Gr. 2
5 to 10 minutes
Gr. 6
10 to 15 minutes
Gr. 3
8 to 10 minutes
Gr. 7
15 minutes minimum
Gr. 4
10 to 15 minutes
Gr. 8
15 minutes minimum
Research
Research has shown that children receiving a quality daily physical education program are not only
healthier, but perform better academically. Studies suggest that students involved in daily vigorous
activity tend to perform as well as or better than their less active counterparts, even though their
academic curricular time is reduced. The Canadian Association for Health, Physical Education,
Recreation and Dance states that, “On average, children watch over 26 hours of television a week,
in addition to sitting in school for 25 to 30 hours per week.” By implementing the Ontario
Curriculum HPE, students will be provided with the skills to be physically active into adulthood.
The curriculum expectations encourage students to develop a personal commitment for healthy
active living throughout their lives.
Vigorous Activity Support
This document provides a variety of daily vigorous activities, grouped by division (see Appendix B).
There are activities that can be done outdoors, in a classroom, hallway or limited space. All activities can be done with minimal or no equipment. Incorporating these activities into daily classroom
routines is important. There are a variety of strategies to assist in the implementation of daily vigorous activity, such as using peer leaders, doing whole school activities, scheduling a regular activity
time, working with another class to be active, and using task cards or fitness stations for independent activity.
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Suggestions for planning to maximize time for Health and Physical Education are included in
Appendix D. These suggestions can be used to assist schools in making daily vigorous physical activity
a part of school and class routines. See Appendix D for more information on:
• Creative Timetabling
• Scheduling Outdoor Classes
• Using Alternative Spaces
• School Wide Activity Days
• Using Community Facilities
• Fostering an “I Can” Attitude
• Developing and Expanding Partnerships
• Sample Timetables
More Resources
Refer to OPHEA’s HPE Inventory to find more resources for daily vigorous activity. The inventory is
a database of resources directly linked to the Health and Physical Education Curriculum, found at
www.ophea.net.
Good resources for limited space activities include:
Active Kids: Any Time Any Place
Heart Healthy Kids Toolbox
, OPHEA, Toronto, 1992. 416-426-7120 or www.ophea.net
, Heart and Stroke Foundation of Ontario, Toronto, 1999.
Apacki, Carol, Energize , Quest International, 1991.
No Room in the Gym , CAHPERD, Gloucester, 1989. 613-748-5622
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Safe Stretching
It is important that students do a warm-up prior to starting the lesson. A warm-up sets the tone for
the class and reduces the risk of injury during activity. To warm up, students should participate in
some low-intensity aerobic activity using large muscles. This type of activity gradually increases the
heart rate and increases blood flow to the muscles, and it can be followed by light stretching of the
muscle groups to be used in the lesson. Keep stretching to a minimum in the warm-up to help keep
the heart rate elevated; deep stretching is most appropriate during the cool-down. During the warm-up,
it is more important to move the joints through their range of motion using exercises such as arm
circles and flexing and extending the arms and legs.
Safe Stretching Appendix A for Kindergarten, Grades 1, 2 and 3 includes age-appropriate warm-up
and cool-down activities, specifically “Warm-Up” activities to get the heart pumping faster, “Full Body
Stretches” for different parts of the body, “Animal Walks” that can be used in numerous activities,
and “Cool-Down” activities designed to bring down the heart rate and improve flexibility. The
Junior/Intermediate Safe Stretching Appendix A includes age-appropriate “Get Your Heart Pumping”
Activities, Full Body Stretches and Cool-Down Activities. A section on strength-building activities is
also included. These appendices can be used to supplement and support specific activities in lessons.
Sample “Get Your Heart Pumping” activities for Grades K – 3:
• Rabbit jump: Students begin by walking, then jump around the gymnasium, once on two legs and
once on all fours.
• Jog and Toss: In pairs, students throw a soft ball back and forth while they jog around a soccer
area or relay route. Students increase speed gradually as they warm up.
Sample “Get Your Heart Pumping” activities for Grades 4 – 8:
• Students complete a series of tasks, gradually increasing speed and intensity as they warm up.
• Walk briskly and touch the line in front of every door in the gymnasium.
• In the centre of the gymnasium, roll shoulders forward five times and backward five times.
• Under the clock, do eight jumping jacks.
• Stand under the basketball net and do eight arm circles for each arm.
• Find a line on the floor and do eight two-foot jumps (skiing motion).
After vigorous physical activity, a cool-down period of more gentle activity helps the body to return
to its normal resting state. Slow-moving activities and stretches will help the heart rate gradually
return to normal, normalize the blood flow to the muscles and improve flexibility. The cool-down
activities concentrate on unhurried, slow stretching. Because the muscles are warm during stretches,
the risk of injury is reduced. Stretches should include all the major muscle groups (starting with the
largest muscles first) and each stretch should be held without bouncing for 15 to 30 seconds. For
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primary grades the stretching should be imaginative and creative. Students can reach for the sky, or
pretend to be a tree that is growing, or stretch their arms out as “wide as a wall.” See the stretching
descriptions and diagrams in the appendix for proper form reference for stretching and additional
warm-up/cool-down ideas. The cool-down also prepares students for the transition back to class.
Sample cool-down activities to bring heart rate down, for K – 3:
• Students become hummingbirds with their arms rotating in both directions.
• Skip and float: Students skip softly around the gymnasium. When teacher gives the signal, they
float to the floor like a leaf.
• Number one moves: Using their favorite step, students move in slow motion toward the gymnasium doors.
Sample cool-down activities to bring heart rate down, for Grade 4 – 8:
• Walk and Count: Students walk with a partner around the gymnasium while counting as high as
they can in as many languages as they can. Students gradually slow down as they cool down.
• Body Part Shake: Students walk in their own space, moving around the gymnasium. Call out
different body parts one at a time, such as arms, legs, fingers, hips, shoulders. Students shake
out that body part and roll their joints through their range of motion as they continue to move,
gradually slowing down.
Music can be an excellent motivator in stretching and warm-up activities. Play upbeat music with a
fast tempo during the warm-up to motivate students to move quickly and with energy. During the
cool-down, play slower and quieter music to help create a calm and relaxed mood. Allowing students to select music (within guidelines) can make a significant positive impact on the atmosphere
in the class.
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Recommended Minimum Equipment
When purchasing materials schools must consider the needs of the students, age-appropriate
equipment, safety and long-term budget plans. The list below is comprehensive and schools can
work towards building a quality stock of equipment over time. It is important to provide sufficient
equipment so that all students will be engaged in activities. Care, maintenance, security and regular
inventories are all critical to maintaining a quality supply of equipment. Schools are encouraged to
identify a key staff person to take responsibility for the Physical Education equipment.
A fully-stocked first-aid kit should be readily accessible to the gymnasium. See school board safety
policy or Ontario Safety Guidelines for a comprehensive list of recommended contents.
Sports Equipment
All Purpose
bean bags
skipping ropes
variety of balls (e.g., gator skin, nerf,
Koosh, rubber, tennis, sponge)
hoops
parachute
scooter boards
Frisbees
scoopball
plastic bowling
Velcro catching sets
flag football belts
portable scoreboard
pinnies
pylons
safety glasses
floor markers
soccer balls (variety of sizes and types)
basketballs (variety of sizes and types)
volleyballs (variety of sizes and types)
footballs (variety of sizes and types)
paddles and racquets (variety of sizes
and types)
softballs
bases (indoor/outdoor)
bats (assorted)
batting helmets
batting tees
mushballs
goalie helmet and mask
goalie gloves
floor hockey sticks
broomball equipment
weighted high jump rope
relay batons
shot put (indoor/outdoor)
rake
badminton racquets
shuttlecocks
rhythmic gymnastics ribbons
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Large Equipment
table tennis table
tumbling mats
benches
mini tramp
wall climber
trestle set
beat board
box horse
floor mats
wall mats
rims/backboards
volleyball/badminton nets
volleyball/badminton standards
floor hockey nets
landing mat
high jump crossbar
high jump stands
tape/CD player
ball inflator and needles
timer (desk model)
Miscellaneous
basketball nets
tape measures
stop watches
megaphone
whistles
nylon or mesh bags
carts
storage bins
plastic pails
floor tape
file boxes
class set of pencils
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Writers, Contributors and Partners
OPHEA gratefully acknowledges the contribution of many individuals, groups and organizations that participated
in the development and refinement of Ontario Health and Physical Education Curriculum Support:
Kindergarten to Grade 10.
Thanks to:
Junior: Fundamental Movement Skills / Active
Participation
Jan Murphy, Division Manager
Sue Amos
Alison Clandfield
Nancy Crawford
Dave Gillies
Cathy Hall
Mark Harper
Mary Pat Hayes
Mark Leslie
Steve Lipskie
Brenda Ramsay
Myra Stephen, OPHEA, Provincial Curriculum Consultant
Jodie Lyn-Harrison, OPHEA, Projects Leader
Joanne Macrae, Editor
CURRICULUM ADVISORY COUNCIL
Debra Courville
Frank Gurney
Laura Hodgins
Dan Koenig
Susan Orchard
Cathy Portt
Ian Press
Kate Sharpe
Sari Simkins
Gail Stewart
Richard Ward
Intermediate: Fundamental Movement Skills / Active
Participation
Debbie Sprentz, Division Manager
Bev Amaral
Sue Amos
Darlene Baker
Julie Lobsinger
Lara Paterson
Julie Roberts
Lee Anne Underwood
Elizabeth Watson-Morlog
WRITERS
Kindergarten
Carol Rocks, Division Manager
Fabrian Ius
Linda MacDonald
Bev Mummery
Cheryl Shannon
Suzanne Sutcliffe
Grades 1-8: Healthy Eating / Substance Use and Abuse
Gail Stewart, Division Manager
Karin Anderson
Loretta Bernard
Sharon Delurey
Phil Fitchett
Sarah Horner
Anna Marchetti Landry
Jane Paterson
Patricia Scott-Jeoffroy
Heather Sears-Hochfellner
Denise Vavaroutsos
Primary: Fundamental Movement Skills / Active
Participation
Marg Thompson, Division Manager
Sue Amos
Marie Armstrong
Rhonda Daigneau
Peter Finch
Mary Kelly
Pam Roycroft
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Dan Koenig
Carol Krieger
Sharon LaBonte-Jaques
Belinda Lyn
Mary-Anne McBean
Josie Paul-Mills
Carol Robertson
Pat Sanagan
Cindy Seligman
Helen Tunney
Denise Vavaroutes
Rose Walker
Terry Wollenzien
Grades 1-8: Growth and Development / Personal Safety
and Injury Prevention
Jayne McCullough, Division Manager
Mark Seaton, Division Manager
Lorea Boogerman
Janet Bracken
John Clements
Peter Cocurullo
Justine Deluca
Helene Diesbourg
Janice Graham
Don Hewey
Cathy Hird
Greg Jespersen
Judy Kwasnica
Sue Martin
Irene Mitchell
Susan Nicoletti
Barb Seaton
Paul Szorenyi
Mike Taylor
Lisa Trewin
Peter Valiquet
Flora Walker
CONTRIBUTORS AND REVIEWERS
ACT Foundation
Association to Reduce Alcohol Promotion in Ontario
Canadian Intramural Recreation Association
Canadian Intramural Recreation Association of Ontario
Canadian Society for Exercise Physiology
Centre for Addiction and Mental Health
Data Based Directions Inc.
Durham Regional Health Department
Middlesex-London Health Unit
Ontario Fitness Council
Ontario Principals’ Council
Ontario Public Health Association
Ontario Secondary School Teachers’ Federation
PAD Drug Education and Support Services (Parents Against Drugs)
Region of Hamilton-Wentworth Social and Public Health Services
Division
Toronto Public Health
University of Western Ontario
York Region Health Services Department
Marilyn Booth
Dana Boynton
Margaret Chaput
Kathy Clouthier
Christie Corey
Martha Deacon
Margaret Good
Sue Guaglio
Sandy Haliburton
Cathy Hall
Claudia Hanson
Dave Hawkins
Livio Iannucci
Cathy Jaynes
Patricia Keeble
Jon Keighan
Bill King
Greg Kostyk
Grades 9/10 Supplement
Dan Koenig, Division Manager
Richard Ward, Division Manager
Herwig Baldauf
Leslie Boldt
Mac Bury
Andy Cecchini
Dave Clipper
Doug Cronkite
Lauren Crosby
Kris Ewing
Rod Fuentes
Georgia Gallagher
Mary Helen Hartman-Hayes
Brian Hunt
Peter Hurley
Donna Lemon
Belinda Lyn
Barbara MacPherson
Daryl Mahler
Kit Pizzey
Brian Quistberg
Dale Roberts
Peg Sheahan
Marios Tenentes
Josephine Wong
Liane Woodley
Andrew Yap
Grade 10 Supplement
Gail Stewart, Division Manager
George Adams
Diane Buhler
Patricia Coburn
Debra Courville
Susan Crabtree
Jody Hamilton
Pauline King-Taylor
28
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Lorna Mardlin-Yoon
Kathy Masters
Tim McAlpine
Neil McBeth
Dean McGregor
Christine Mortimer
Sharon Mytha
Lynne Newell
David Newman
Anna-Lee Pitman
Selma Savage
Nancy Schad
Doug Searle
Sharon Seslija
Mike Sheahan
Kara Smith
Steve Soroko
Bob Thomas
Mary Turfryer
John Van Dommelen
Vicki Walker
Tricia Wilkerson
Anita Wright
Renfrew County Catholic District School Board
Simcoe County District School Board
Simcoe Muskoka Catholic District School Board
St. Clair Catholic District School Board
Superior North Catholic District School Board
Superior-Greenstone District School Board
Thunder Bay Catholic District School Board
Trillium Lakelands District School Board
Upper Canada District School Board
Upper Grand District School Board
Waterloo Catholic District School Board
Wellington Catholic District School Board
Windsor-Essex Catholic District School Board
York Catholic District School Board
PARTNERSHIP BOARDS
Algonquin and Lakeshore Catholic District School Board
Avon Maitland District School Board
Bluewater District School Board
Brant-Haldimand-Norfolk Catholic District School Board
Bruce-Grey Catholic District School Board
Catholic District School Board of Eastern Ontario
District School Board of Niagara
District School Board Ontario North East
Dufferin-Peel Catholic District School Board
Durham District School Board
Grand Erie District School Board
Greater Essex Country District School Board
Halton Catholic District School Board
Hamilton-Wentworth Catholic District School Board
Huron Perth Catholic District School Board
Kawartha Pine Ridge District School Board
Keewatin-Patricia District School Board
Kenora Catholic District School Board
Lakehead District School Board
Lambton Kent District School Board
Limestone District School Board
Near North District School Board
Niagara Catholic District School Board
Nipissing – Parry Sound Catholic District School Board
Northeastern Catholic District School Board
Northwest Catholic District School Board
Ottawa-Carleton District School Board
Ottawa-Carleton Catholic District School Board
Peel District School Board
Rainbow District School Board
Rainy River District School Board
Renfrew County District School Board
29
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31
Grade 3 Curriculum Expectations and Codes/Unit Cross Reference
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Healthy Living
Unit
Title
1
2
3
4
Healthy Eating
33
35
75
121
157
Healthy Living
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OVERVIEW
UNIT
1
Duration
6 Sub-Tasks
1
Description
Students will be able to explain established safety procedures in the home, school and community.
They will be able to use a problem solving process to obtain assistance when their safety is threatened. They will be involved in simulated situations that will aid them to differentiate between real
and fictional violence.
Sub-Task Title
Expectation Code
1. Fire procedures at home, school and community
3p10
2. Street safety procedures
3p10
3. Procedures for obtaining support for personal safety
at home, school and community
3p11
4. Personal safety problem solving process
3p11
5. Identification of examples of real violence
3p12
6. Identification of examples of fictional violence
3p12
• A wide variety of assessment methods may be used in this unit. Some assessment strategies and
tools included are:
– Pencil and Paper Task - Explaining Relevant Safety Procedures, Using the Fire Safety
Prevention to Follow worksheet (see Unit 1 Appendix A)
– Personal Communication - Understanding Relevant Street Safety Procedures, Group Activity
Using the Street Safety Procedures Recording Chart (see Unit 1 Appendix D)
– Personal Communication - Understanding of How to Use a Problem Solving Process to Identify
Ways of Obtaining Support for Personal Safety in the Home, School and Community, Group
Activity using the Support for Personal Safety Recording Chart (see Unit 1 Appendix F)
– Pencil and Paper Task - Understanding of How to Use a Problem Solving Process to Identify
Ways of Obtaining Support for Personal Safety in the Home, School and Community, Partnered
Activity using the Problem Solving Rubric (see Unit 1 Appendix H)
– Performance Task - ability to identify examples of real and fictional violence - Activity using the
Examples of Real and Fictional Violence Recording Chart (see Unit 1 Appendix I)
– Pencil and Paper Task - Ability to identify examples of Real and Fictional Violence - Using
Worksheet, Real or Fictional Violence (see Unit 1 Appendix J)
Links to Prior Knowledge
The following expectations and content for Personal Safety and Injury Prevention have been introduced in the following grades.
– In Grade 1, safety risks in the home, school and community were outlined. In Grade 2 safety
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rules and safe practices were identified. In Grade 3 the established safety procedures will be
explained.
– In Grade 1 exploitative behaviours of bullying and inappropriate touching and the feelings associated with them were described. In Grade 2, types of verbal and physical violence were described
as well as saying ”no” and ways of seeking help. In Grade 3, a problem-solving process to obtain
assistance will be identified as well as examples of real and fictional violence.
Notes to Teacher
The Ministry of Education and Training produced a document entitled “Safe Schools Policies” in
1994. This document should be used along with a knowledge of your school board’s Safe Schools
Policy and your school’s Code of Conduct. Anti-violence programs such as Lions Quest, Second Step,
KIDO Personal Safety Kit - Safe & Happy and C.A.R.E. kit provide further activities and assessments.
Community agencies such as local police and fire departments, hospitals, health units, Block Parent
Associations and safety villages are excellent sources of speakers and information. There are many
videos and books available on safety rules and safe practices. Many community agencies such as
State Farm Insurance and the Child Protection Foundation offer free materials or provide resources
at a minimal cost. A resource list of books, videos, kits and publications is offered in this unit.
Teachers are encouraged to seek out school board materials (kits, videos, printed material) that
will complement the unit provided. Teachers should be aware of the dates that service groups make
presentations in the school. Many computer Internet sites provide free curriculum materials which
may be downloaded for classroom use.
Accommodations
Not all students in a Grade 3 classroom will be able to complete independently all unit suggestions
or assessments. Adapt the teaching/learning strategies to accommodate the needs of exceptional students consistent with the strategies outlined in their IEP. Students may require scribing, instructions
repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner provides a complete list of accommodations and suggestions to address the needs of all students.
For example:
– Make use of contracts, as appropriate;
– Pair students to check work;
– Provide checklists, outlines, advance organizers, to assist in assignment completion;
– Provide oral discussion prior to writing;
– Model and display examples for specific purposes in writing (e.g., letters, editorials,
essays);
– Relate material to students’ lives and real-life situations;
– Clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking
students to retell or paraphrase instructions;
– Make use of computer technology where possible;
– Include a variety of activities for the student in each lesson;
– Make expectations explicit.
• For more information: See Getting Assessment Right (p. 35) for problem solving model and
rubric.
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Background Information
Guidelines for Dealing with Disclosures by Students
Teachers are required to be aware of legislation (Child and Family Services Act, Section 72 - Duty
to Report) and school board policies regarding reporting of disclosures of abuse (or suspected
neglect) to the Children’s Aid Society. Before commencing any anti-violence lessons the teachers are
required to know the procedures to be followed as outlined in their respective district school
boards regarding the disclosure of sensitive information.
Ontario Catholic School Graduate Expectations
CGE 3 A reflective, creative and holistic thinker who solves problems and makes responsible
decisions with an informal moral conscience for the common good
CGE 6 A caring family member who attends to family, school, parish, and the wider community
Fully Alive
The Ontario Health and Physical Education Curriculum: Healthy Living Strand can be effectively
integrated with the Family Life Education Program, Fully Alive. Many expectations can be woven
into the themes and topics presented in Fully Alive. The Fully Alive Program provides the students
with a context of values within the Catholic faith tradition to teach the Healthy Living expectations.
The program reinforces learning and provides a strong basis for decision-making.
Fully Alive (Grades 1-8) , Ontario Conference of Catholic Bishops, Prentice-Hall Canada.
, Institute for Catholic Education, Toronto,
1998.
Appendices
Unit 1 Appendix A: Fire Safety Procedures to Follow - Worksheet
Unit 1 Appendix B: Safety Signs Poster
Unit 1 Appendix C: Street Safety Situation Cards - Activity Cards
Unit 1 Appendix D:Street Safety Procedures: Recording Chart
Unit 1 Appendix E: Group Evaluation - Assessment Rubric
Unit 1 Appendix F: Support for Personal Safety: Recording Chart
Unit 1 Appendix G: Three W’s and How - Worksheet
Unit 1 Appendix H:Problem-Solving Rubric
Unit 1 Appendix I: Examples of Real and Fictional Violence - Recording Chart
Unit 1 Appendix J: Real and Fictional Violence - Worksheet
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Sources
Background information, materials and activities used in this unit have been developed in partnership with Violence Prevention Education Curriculum
, University of Western Ontario,
London, 2000.
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:
Grade One to Eight Curriculum Support for Healthy Living Strand
, Durham Catholic
District School Board and Durham Region Health Department, Oshawa, 1999/2000
Selected resources from Thames Valley District School Board, Violence Prevention Committee.
Additional Resources
Kits
AMC Media Corporation, “A to Z by Bike,” AMC Media Corporation, Vancouver B.C., 1995,
(1-800-667-6119).
Canada Safety Council, “Elmer the Safety Elephants Railroad Activities,” Ottawa, ON, 1996,
(613-739-1535).
Canadian Institute of Child Health, “Bicycle Helmet Resource Kit,” “Safe and Happy Personal Safety
Kit,” “Max the Cat Kit on Sexual Abuse,” “Healthy Habits for Healthy Happy Kids,” Ottawa, ON,
1990, (Phone 613-230-8838, Fax 613-230-6654).
C.A.R.E. Productions Association, “The C.A.R.E. Kit - Personal Safety for Grades K-3 Primary
Program,” P.O. Box 183, Surrey, B.C., 1997, (604-581-5116, Fax 604-581-307).
Committee for Children, “Second Step: A Violence Prevention Curriculum - 2nd Edition,”
Seattle, WA, (Phone 206-322-5050, Fax 1-800-634-4449).
National Fire Protection Association, “Risk Watch K-2,” One Battery Mark Park, Quincy, MA, 1994.
Standfield, James, “Ed. E. Be Cool - Coping with Bullying Module 3,” Jones Stanfield Publishing
Company, Inc., Santa Barbara, CA, 1998.
State Farm Insurance, Safety Lessons for Children - “Creative Differences, Inside Out, The Smoke
Detectives, Thought-Word and Deed,” Scarborough, ON, (www.statefarm.com,
Phone 1-416-290-4737).
Stay Alert, Stay Safe Foundation, “Stay Alert, Stay Safe Program,” Toronto, ON, 1990,
(Phone 1-800-301-7277, Fax 416-480-8556).
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Sunburst Communications, “All About Anger,” Sunburst Communications, 1991
(Phone 1-800-431-1934, Fax 519-971-2712).
The Community Child Abuse Council of Hamilton-Wentworth, “Sexual Abuse Kit,” Hamilton, ON,
1995, (Phone 1-800-470-2111).
The Metropolitan Toronto Special Committee and Child Abuse, “Touching” Teachers Kit, Toronto,
ON, 1996.
Think First Foundation of Canada, “Think First For Kids - A Comprehensive Brain and Spinal Cord
Prevention Program,” The Canadian Neurosurgical Society and The Canadian Association of
Neuroscience Nurses, 1996.
Trauma Prevention Council, Kidestrians: Practicing Traffic Safety With Kids,” Hamilton, ON, 1995,
(Phone 905-528-8300, Fax 905-577-9966).
Safety Video Resources
Accident Prevention
War Amps of Canada, “Play Safe and Play Safe 2,” 1984, 1988.
Bicycle Safety
Magic Lantern, “Zone of Danger,” 1994.
Magic Lantern, “I’m No Fool on a Bicycle,” 1992.
Magic Lantern, “Bike Safety With Bill Nye,” 1996.
International Telefilm, “Calling All Safety Scouts - Wheels,” (www.itf.ca).
Petro Canada, “Right Riders”, 1992.
Construction Site Safety
Construction Safety Association, “Danger Keep Out,” 1987.
Dog Safety
Magic Lantern, “Bite Free - Playing It Safe With Dogs,” 1996.
Exploitive Behaviours
Sunburst Communications, “My Body Belongs to Me,” 1993.
Sunburst Communications, “When Should You Tell? - Dealing with Abuse,” 1995
(Phone 1-800-431-1934, Fax 519-971-2712).
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Farm Safety
International Telefilm, “Calling All Safety Scouts - Country,” (www.itf.ca).
Fire Safety
Magic Lantern, “Donald’s Fire Drill,”, 1991.
Magic Lantern, “Rescue Ranger’s Fire Safety Adventure,” 1991.
State Farm Insurance, “Smoke Detectives,” 1990, (www.statefarm.com) (416-290-4737).
School Services Canada, “Dudley Meets Flammo,” 1994.
Hallowe’en Safety
A-V Discovery Ltd., “Having a Safe Hallowe’en,” 1996.
Magic Lantern, “Hallowe’en Safety - 2nd Edition,” 1995.
Home Safety
Health Canada, “Home Safety With Radar,” (Phone 613-952-1014, Fax 613-941-4376).
National Film Board, “Eugene Levy Discovers Home Safety,” 1987.
Poison Safety
Ontario Regional Poison Information Centre and Hospital for Sick Children, “Your Be Safe,” 1991.
Problem Solving for Personal Safety
Magic Lantern, “That’s Trouble,” 1991.
“Be Cool, Be Safe,” (Gr. 1-3), 1996.
Railway Safety
CP Rail, “Consequences,” 1993.
School Safety
Magic Lantern, “I’m No Fool with Safety at School,” 1992.
National Film Board, “Every Dog’s Guide to the Playground,” 1992.
International Telefilm, “Calling All Safety Scouts - School Safety,” (www.itf.ca).
International Telefilm, “Calling All Safety Scouts - Play,” (www.itf.ca).
School Bus Safety
Kinetic, “Rain or Shine: School Bus Safety and You,” 1996.
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Stranger Safety
The Bennie Foundation, Inc., “Say No to Strangers,” 1990.
Block Parent Association, “The Secret Code,” 1994.
1
Street Safety
Canadian Tire Child Protection Foundation, “Stay Alert, Stay Safe,” 1992, (1-800-301-7277),
(website - www.sass.ca).
Block Parent Association, “What’s A Block parent?,” 1995, (1-800-663-1134).
Magic Lantern, “I’m No Fool in a Car,” 1992.
Sun Safety
Magic Lantern Communications, “Cover UP: A Music Video on Sun Safety,” 1995. ($20.00)
Violence Prevention
Kinetic, “Tulip Doesn’t Feel Safe,” 1993.
Keyeye Productions Inc., “Keyeye,” 1996.
Sunburst Publications, “How I Learned Not to be Bullied,” Video, Guide and Activity Sheets
and “What is Teasing; What is Respect,” 1996.
Water Safety
CPASS, “Boatwise: Safe Boating Guide,” 1994.Metropolitan Toronto Police, “Child in the Water,” 1990.
International Telefilm, “Calling all Safety Scouts - Water Safety.”
Books
Atkinson, Lynne, I Belong to Me , Whortleberry Books, Kelowna, B.C., 1984.
Bannatyne-Dugnet, J.O., Estelle and the Self Esteem Machine
Deer, AB, 1993.
, Red Deer College Press, Red
Berenstain, S. & Berenstain, J., The Berenstain Bears and the Bully
Limited, Toronto, ON, 1993.
, Random House of Canada
Berenstain, S. & Berenstain J., The Berenstain Bears and the Love Match
Canada Limited, Toronto, ON, 1998.
Berenstain, S. & Berenstain J., The Berenstain Bears and Too Much Teasing
of Canada Limited, Toronto, ON, 1995.
Berry, Joe, Living Skills - Every Kid’s Guide to Handling Family Arguments
, Random House of
, Random House
, 1988.
Bottner, B., Bootsie Barker Bites , Putnam Publishing Group, New York, NY, 1997.
Bourgois, Paulette, Franklin is Bossy , Kids Can Press, Toronto, ON, 1993.
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Canada Safety Council, Elmer ’s Safety Book , (Phone 613-739-1535, Fax 613-739-1566,
Website www.elmer.ca)
Cole, J., Bully T rouble , Random House of Canada Limited, Toronto, ON, 1989.
Communications and Public Affairs, Department of Justice Canada, The Secret of the Silver
Horse , Ottawa, ON, 1989.
Davis, Diane, Something is W rong at my House , Parenting Press Inc., Seattle, WA, 1992.
Dube, Pierette, Sticks and Stones , Scholastic, Richmond Hill, ON, 1993.
Garay, Luis, The Long Road , Tundra Books, Plattsburgh, NY, 1997.
Hofmann, G., The big bad bully bear
Howe, J., Pinky and Rex and the Bully
, Random House of Canada Limited, Toronto, ON, 1996.
, Aladdin, New York, NY, 1996.
Lionni, Leo, Six Crows: a Fable , Knopf, New York, NY, 1988.
Little, Jean, Jess Was the Brave One
, Viking, Toronto, ON, 1991.
Mayer, G. and Mayer, M., Just a Bully , Golden Books, New York, NY, 1999.
Moss, M, Amelia Take Command , Pleasant Company Publications, Middleton, WI, 1999.
Murphy, Joanne Brisson, Feelings , Black Moss Press, Windsor, ON, 1985.
Otto, Maryleah, Tom Doesn’t Visit Us Anymor
e, The Women’s Press, 1987.
Peet, B., Big Bad Bruce , Houghton Mifflin Company, Boston, MA, 1982.
Petty, Kate and Charlotte Firmin, Being Bullied , Baron’s Educational Series, 1991.
Pinsonneault, Chrystele, The Safety Bear Activity Book
, RCMP, Ottawa, ON.
Quinlan, Patricia, Planting Seeds , Annick Press, Toronto, ON, 1988.
School Bus Safety , available from Charterways Buses.
Slater, T.L., Who’s Afraid of the Big Bad Bully?
, Scholastic Canada Ltd, Toronto, ON, 1995.
Stinson, Kathy, The Bare Naked Book , Annick Press, Toronto, ON, 1989.
Websites
Child Sexual Abuse
http://www.cs.utk.edu/~bartley/index/chidSexualAbuse/
Canada Safety Council
http://www.safety-council.org/
information on playground, rail, bicycle safety, etc.
Canadian Red Cross Aqua Tots and Aqua Quest Water Safety
www.redcross.ca then click “Water Safety Services”
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Discovery Channel
www.discoveryschool.com/schoolhome.html
a variety of related resources and activities
Elmer the Safety Elephant
http://www.elmer.ca
information on bus, rail, playground, bike and pedestrian safety. Activity sheets can be downloaded
in bus safety and a story on rail safety
First Aid Services
www.redcross.ca then click “First Aid Services”
Fire Safety
www.sparky/org/
Kids Help Line
http://www.kidshelp.sympatico.ca
information about the Kids Help Line
Ontario Physical and Health Education Association (OPHEA)
www.ophea.net
resources and information on physical and health education throughout the province
Ontario Safety League
www.osl.org
Road Safety (Car Safety)
www.tc.gc.ca/roadsafety
Safe Communities
www.safecommunities.com
Safe Kids Canada Website (Safe Kids Week)
www.safekidscanada.com
Safe Seasons Calendar Publications, Health Canada
www.safeseaons.com
Brochures
Health and Welfare Canada, Family Violence Prevention Division, “Sexual Abuse, Counselling A Guide for Children and Parents,” Ottawa, 1993.
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Health and Welfare Canada, Sexual Abuse, “What Happens When You Tell - A Guide for Children,”
Ottawa, 1993.
Health and Welfare Canada, “When Boys Have Been Sexually Abused - A Guide for Young Boys,”
Ottawa, 1993.
Ontario Ministry of Community and Social Services, “Reporting Child Abuse - Your Responsibility
Under the Child and Family Services Act,” Toronto, Queen’s Printer, 1995.
Teacher Resources
Canadian Association for Health, Physical Education, Recreation and Dance (CAHPERD),
“The Clipboard,” Preventing School Violence, Health Education, Toronto, February 2000.
Craig, W.M. & Peplar, D.J. “Naturalistic Observations of Bullying and Victimization in the
Schoolyard.” Manuscript submitted for publication, 1995.
Craig, W.M. & Peplar, D.J. “Children Who Bully - Will They Just Grow Out of It?” Orbit , 29(4),
16-19, 1999.
Floyd, N.M. “Pick on Somebody Your Own Size!: Controlling Victimization.” Pointer , 29(2),
9-17, 1985.
Olweus, D. , Bullying at School: What We Know and What We Can Do
Oxford, 1993.
, Blackwell Publishers,
Ross, P.N., Ar resting Violence: A Resource Guide for Schools and Their Communities
Toronto: Ontario Public School Teacher’s Federation, 1998.
,
Stones, R., Don’ t Pick on Me: How to Handle Bullying
, Pembroke Publishers, Markham, 1993.
Suderman, M. Teacher resource section on bullying. In Sudermann, M., Jaffe, P & Schieck, E.,
A.S.A.P: “A School-Based Anti-Violence Program.” London, Ontario: London Family Court
Clinic, 1996.
University of Western Ontario, Violence Prevention Education Curriculum
, London, 2000.
Ziegler, S. & Rosenstein-Manner, M. “Bullying at School: Toronto in an International Context.”
Toronto Board of Education: Research Services, August 1991.
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Sub-Task #1
Fire Safety Procedures at Home,
School and Community
Materials
Overhead
Transparency
Chart paper
Markers
Description
Fire safety procedures in the home, school and community will be covered through teacher
led discussion.
Expectation Code
Learning Expectation
3p10
Explain relevant safety procedures (e.g., fire drills, railway
crossing and class work procedures).
Assessment Opportunities: Suggestions for Assessing
Expectations
• Formative Assessment: Pencil and Paper Task - Assess the students’ ability to
explain relevant safety procedures by having the students complete the Fire
Safety Procedures To Follow sheet (see Unit 1 Appendix A). The teacher may
create a marking scheme to use with Appendix A.
Teaching/Learning Strategies
Fire Safety
1. Create three columns on an overhead transparency or the board with subtitles
“home, school and community.”
2. Brainstorm fire rules that we follow at home, school or community (e.g., mall,
arena, restaurant, etc.) which make these places safe. Record student’s
responses on chart paper/board or transparency.
3. Expand on students’ ideas by reviewing the following:
HOME
SCHOOL
COMMUNITY
• In the event of fire, the importance
of a family meeting place
• The three rules: stop, drop, and roll
• Once outside, remain outside
• Calling for emergency assistance (911)
from a safe place
• Know the fire exit route for the classroom
• Remain calm, do not talk or run
• Exit building in hasty but orderly fashion
• Last person switch the lights off and close
the windows and doors
• Go directly to designated area
• Stand side by side facing the school
• Wait for signal or instructions for reentry
• Know where the fire exits are in an arena,
mall, restaurant, or theater
• Remain calm, look for
nearest exit
• Exit with the adult you
entered with.
• Be attentive and follow instructions
Know more than one way to get out
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Sources of Support
4. Review the people that help us to remember or follow safety procedures (home, school, and
community). Elicit these responses through questioning and place the responses in the
appropriate category.
– Home: parents, older siblings, grandparents
– School: teachers, principal, special guests (fire marshall)
– Community: security guards, proprietors, police officer, employee
Worksheet
5. Distribute the handout - Fire Safety Procedures To Follow (see Unit 1 Appendix A). Have students
complete the exercise independently. Collect and review for assessment.
Notes to Teacher
The teacher may wish to invite the local Fire Department to visit the school/classroom. Integrate this
unit with Fire Prevention Week (October of each year).
Review the resource list for relevant Fire Safety Material to complement this Sub-Task.
Have the class, in cooperation with the Principal, coordinate a school Fire Drill and evacuation
practices.
Fully Alive
The safety issues, which will be discussed in this component, all entail making choices.
Theme 4: Gr owing in Commitment . Topic 2, Learning About Decisions. TM pp. 84-86, SB pp. 60-62
Activity sheet no. 14 A Letter from Eddie’s Father
TM p. 87
Theme 4 Topic 3, We Get Help With Our Decisions. TM pp. 88-89, SB pp.63-66
Activity sheet no. 15 Making Decisions TM p. 92
Appendix
Unit 1 Appendix A: Fire Safety Procedures To Follow - Worksheet
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Sub-Task #2
Street Safety Procedures
1
Materials
Enlarged “Safety Signs” to display in the classroom
5 situation cards glued to bristol board and laminated
A selected video on “Street Safety” (see Street Safety Resource List - Videos)
Description
Students review street safety procedures through resource review and group street safety scenario
presentations.
Expectation Code
3p10
Explain relevant safety procedures (e.g., fire drills, railway
crossing and class work procedures).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative Assessment: Personal Communication - Assess the students’ understanding of relevant
street safety procedures by using the Street Safety Procedures: Recording Chart (see Unit 1
Appendix D).
• Formative Assessment: Performance Task - Assess group cooperation skills using the Group
Cooperation Rubric (see Unit 1 Appendix E).
• Formative Assessment: Pencil and Paper - Assess the students ability to explain relevant safety
procedures by having students complete the Fire Safety Procedures to Follow sheet (see Unit 1
Appendix A).
Street Safety
1. Introduce the topic of street safety procedures through a selected audiovisual resource or suitable print resource (see Street Safety Resource List - Videos and the Book or Kit list).
2. Discuss and record the rules of street safety outlined in the resource. Place them on chart paper
for display in the classroom.
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Street Safety Rules
1.
2.
3.
4.
5.
6.
Look all ways before crossing the street.
Obey traffic signs and signals.
Walk, don’t run when you leave the curb.
Don’t play on the road.
Never play games near parked cars, play in a safe place away from traffic (e.g. park)
Where there are no sidewalks, walk on the left side of the road, way from traffic.
3. Enlarge street safety signs and have students identify their meanings (e.g., one way, stop sign,
school crossing, pedestrian crossing, watch your step, use crosswalk, danger, railroad crossing,
no bicycle) Display in classroom for further reference (see Unit 1 Appendix B - Safety Signs).
Safety Scenarios
4. Divide students into five groups. Each group is given a situation card which depicts a safety
concern. Allow the groups five minutes to prepare their responses.
5. Group presentations will provide solutions to each of the five “Situation Cards” (see Unit 1
Appendix C). Allow the class to ask the groups questions to clarify any procedures that they
are not clear about. Use Appendix D (Street Safety Procedures Recording Chart) to assess
the students.
Optional Activities
6. Students create a diorama using a shoe box and the necessary materials to depict a road safety
rule, e.g., (1) A child playing in a park (2) Railroad tracks with arm down and child waiting
for train to pass (Diorama could encompass art curriculum expectations).
7. Safe Kids Canada offers a colourful and playful top ten road safety checklist for kids, ages five
to nine. The teacher could ask that the students take it home and work through it with their
parent/guardian or complete it at school. To receive a printed copy by mail call 1-888-SAFE-TIPS
(723-3847) or email at [email protected]
Notes to Teacher
Select and preview an appropriate video or print resource (see Street Safety Resource List - Videos,
Books or Kits) prior to this lesson.
The local police can provide excellent resources or class visits on the topic of Street Safety. Contact
your local police departments.
Tips for Safe Kids (from Safe Kids Canada)
1. Street Safety
Teach Your Children The “5 Steps to Safely Crossing the Street”
• Stop
• Look both ways
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• Listen for traffic
• Wait until street is clear and all traffic has stopped
• Make eye contact with drivers to be sure they see you
1
Beware of Intersections Without Lights
• Children should be extra careful when crossing at a corner with no traffic lights.
Know the Stopping Zones
• Children should stop at driveways, alleys and areas without curbs. They should never run out
onto the street.
Under Nine? Don’t Cross Alone
• Children under age nine should be accompanied by an adult or an older child when crossing
the street.
Help Drivers See You Better
• Teach children to wear reflective or colourful clothing to be more visible to drivers.
To Cross or Not to Cross
• Children should recognize pedestrian crossing signals but not rely on them.
• Remind them to make sure traffic has stopped and to make eye contact with drivers before
crossing.
• They should be taught to respect the role of the crossing guard and to understand his/her signals.
• Important: Remind them to continue across if the light changes to “Don’t Walk” while they are in
the crosswalk.
Sidewalks are Safest
• Teach children to always walk on the sidewalk.
• In areas without sidewalks, teach them to walk as far away from traffic as they can and to walk
facing approaching traffic.
Stay Away from Parked Cars
• Teach children about the dangers of crossing the street between parked cars or when not at
a corner.
• Children should cross only at corners or pedestrian crosswalks.
Railway Crossings are Deadly
• Teach kids that the only way to cross at a railway is to use the designated crossings. Playing
games at railway crossings or around trains can be deadly.
2. Bicycle Safety
Ensure Supervised Riding
• Children under age nine should cycle with responsible adults.
• Most children in that age group do not have the skills to cycle safely without supervision.
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Learn the Rules of the Road
• Make sure that children are taught the rules of the road for safe cycling practices before they are
allowed to ride by themselves.
Know the Dangers of the Driveway
• Children should know the driveway is a dangerous intersection that can pose a safety risk
• They should always stop before entering the road, scan by looking left, ahead, right and then left
again.
Wear a Helmet
• Three quarters of all cyclist deaths involve head injuries.
• It is critical to wear an approved cycling helmet.
• Parents should set a good example by wearing bike helmets.
3. The Bike
Make Sure the Bike Fits
• A bike that is too big or too small is a safety hazard.
• How to check: have your child sit on his/her bike; at least the toes should touch the
ground on both sides
Do an Equipment Spot Check
• Parents should ensure their child’s bicycle is equipped with safety devices such as lights,
reflectors and a bell or horn.
• Helmets should be approved for safety with a Canadian Standards Association (CSA) certification.
Be a Role Model
• Set a good example when cycling with your children and wear a helmet.
4. Riding the Bike
• Children should obey the rules of the road and know what each traffic sign means.
• Children should never make a turn without looking behind them. Teach them to make a
shoulder check before they signal and turn.
• Children should avoid riding on busy streets and riding at night.
• If there is traffic, a child should stop by the side of the road and wait for a gap before turning.
• For young cyclists, sidewalks may be the best place to cycle. But parents must still be sure to help
them stay safe by stopping at driveways, even when they ride on the sidewalk.
• Help children understand when it’s safe to cross the road.
• Teach children to walk their bikes when crossing the street, crosswalk or railway tracks.
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5. Helmets
• Children must wear an approved cycling helmet with a CSA certification.
• Helmets must fit properly to be safe. When the straps and comfort pads are adjusted, the helmet
should not move forward, backward, or come off. It should sit level on the head and extend
down to about two fingers (3 cm) above the eyebrows. Chin straps should be snug without
pinching, and the front and rear straps should meet just below each ear when tightly adjusted.
• Helmets only work once. If a helmet has been in a collision that required the inner lining to
absorb shock, buy another one! Even though the damage may not be visible, the shock
absorbing qualities may be deadened.
Ontario Catholic Cshool Graduate Expectations
CGE 3 A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informal moral conscience for the common good
Fully Alive
Theme 4: Gr owing in Commitment . Topic 2, Learning About Decisions. TM pp. 84-86, SB pp. 60-62
TM p. 87
Theme 4 Topic 3, We Get Help With Our Decisions. TM pp. 88-89, SB pp.63-66
Appendices
Unit 1 Appendix B: Safety Signs Poster
Unit 1 Appendix C: Street Safety Situation Cards - Activity Cards
Unit 1 Appendix D: Street Safety Procedures: Recording Chart
Unit 1 Appendix E: Group Evaluation - Assessment Rubric
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Sub-Task #3
Procedures for Obtaining Support
for Personal Safety at Home, School
and Community
Materials
Activity Cards (see Teaching/Learning Strategy #2)
Description
Students will be able to identify ways of obtaining support for personal safety in the home, school
and community through group discussion and presentations.
Expectation Code
3p11
Use a problem-solving process to identify ways of obtaining
support for personal safety in the home, school, and community.
Formative Assessment: Personal Communication - Assess the students’ understanding of how to use
a problem solving process to identify ways of obtaining support for personal safety in the home,
school and community by using the Support for Personal Safety Recording Chart (see Appendix F).
Safety Rule Review
1. Ask the students the following types of questions for review of personal safety rules in the home,
school and community:
– What is a kitchen safety rule?
– What is a safety rule for using the climbing equipment at school?
– What is a safety rule when walking downtown or to the store?
2. Distribute Personal Safety Scenario Activity Cards (see next page) to groups of five students.
Each group does the following:
– Discusses the problem (see below). Provide the students with five minutes to prepare a
presentation to the class
– Identifies the possible danger
– Identifies a safety procedure
– Identifies where to obtain support for personal safety
Students present to the class
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Personal Safety Scenario Activity Cards
You are at home alone
and someone knocks at
the door. You don’t
answer and the person
keeps on knocking.
You are at school and
some friends want you
to swing by your
scarves on the climbing
equipment
You and your friend
are riding your bikes
on the wrong side of
the road when a car
cuts off your friends.
Your friend falls and
seriously cuts himself.
Your little sister brings
you an opened bottle
of bleach. She thinks
it’s a drink. She looks
like she is going to be
sick.
Two boys want to
climb up on the school
roof to get their basketball.
On your way home you
see a parked car with
smoke coming out
from under the hood.
No adults are nearby.
Presentation
3. Create a chart or an overhead which identifies the problem, possible danger, the safety procedures and where to obtain support for personal safety. Fill in the overhead as the groups present.
Encourage students to share personal experiences and explain how they solved the problem.
Record students’ responses as well. Direct the students to focus on where and how to obtain
support for personal safety. Examples to include are:
– Calling 911 or knowing telephone numbers of the fire, police, ambulance and Poison Control
Centre.
– Knowing where a First Aid Kit is located.
– Seeking help from a responsible adult (neighbour, teacher, storekeeper, police officer)
– Having family and friend telephone numbers close by the telephone
Problem
You’re using a sharp knife to peel
an orange.
Possible Dangers
Safety Procedures
You cut your finger or your hand.
Don’t use a sharp knife. Ask an adult to
peel the orange for you.
Support for Personal Safety
Call 911 if you get seriously cut and no
responsible adult is nearby to help
Optional Activities
4. Students make a poster depicting problem situations by illustrating and completing the
statements (e.g., If I’m home alone and the phone rings, I would do this to get support...).
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Notes to Teacher
A volunteer from the local police or 911 Community Office may be available to visit the class.
They often hand out fridge and phone magnets with telephone numbers and instructions for how
to receive help.
Fully Alive
Theme 4: Gr owing in Commitment
. Topic 2, Learning About Decisions. TM pp. 84-86, SB pp. 60-62
TM p. 87
Theme 4 Topic 3, We Get Help With Our Decisions. TM pp. 88-89, SB pp. 63-66
Activity sheet no. 15 Making Decisions TM p. 92 Elementary Lesson Plan
Appendix
Unit 1 Appendix F: Support for Personal Safety: Recording Chart
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Sub-Task #4
Personal Safety Problem Solving Process
1
Materials
Chart paper
Markers
Description
Students will learn a four step process to identify ways of obtaining support for personal safety in
the home, school and community.
Expectation Code
3p11
Use a problem-solving process to identify ways of obtaining support for personal
safety in the home, school, and community.
• Formative Assessment: Pencil and Paper Task - Assess the students’ understanding of how to use
a problem solving process to identify ways of obtaining support for personal safety in the home,
school and community by using the Problem Solving Rubric (see Unit 1 Appendix H).
Unsafe Situations
1. Students brainstorm situations that are unsafe. Use chart paper to categorize ideas under each
heading. List a minimum of four scenarios for each heading.
Classroom
School
Community
• leaning back on your chair
• running in the classroom
• running
• pushing a classmate down the slide
• tying skipping ropes to slides or swings
• riding your bike on the
wrong side of the road
• playing near a lake or pond
Problem Solving Steps
2. Emphasize that the unsafe situations are also problems that have to be solved. When solving
problems, steps need to be followed. Explain to the students that they are going to practise
problem-solving steps.
3. Record the steps in problem-solving ( 3 W’s and How - see Unit 1 Appendix G) on the board
or on overhead transparency.
– What is the problem?
– Who can help you solve the problem?
– When do you get help?
– How do you find the person who can help you?
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4. Guide students through the problem-solving steps referring to the unsafe situations generated
during the brainstorming session as an example of what they will do with their partners. Provide
students (partners) with a copy of Unit 1 Appendix G. Have them refer to the list generated in
Teaching/Learning Strategy #1.
5. Students select partners and use the problem-solving steps to deal with an unsafe situation.
6. The students complete a scenario. After a period of five to ten minutes gather the class and call on
selected partners to present their scenario to the class using the answers on Unit 1 Appendix G as
a reference.
Optional Activities
7. Have a bulletin board display created where the students post their problem-solving sheets along
with the chart paper display of unsafe situations.
8. The students could collate their problem solving sheet, in a class “Big Book” which can be
referred to throughout the year.
9. The students create a web map (semantic map) using a community service as the centre, then
link the specific situation with the service they provide (e.g., Block Parent... vicious dog, being
lost, 911... fire, police, ambulance, trusted adult... hurt or feeling frightened or in danger, Kids
Help Line, 1-800-668-6868).
Notes to Teacher
Fully Alive
TM p. 87
Appendices
Unit 1 Appendix H: Problem-Solving Rubric
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Sub-Task #5
Identification of Examples of
Real Violence
1
Materials
Chart paper
Markers
Description
Students identify actual situations in the home, school and community that are violent in nature how
to deal with it.
Expectation Code
3p12
Identify examples of real and fictional violence
(e.g., schoolyard fights, cartoons, movies).
• Diagnostic Assessment: Performance Task - Assess the students ability to identify examples of real
and fictional violence (e.g., schoolyard fights, cartoons, movie) through using the “Identify
Examples of Real and Fictional Violence Recording Chart” (see Unit 1 Appendix I).
Violence Reviewed
1. Review the definition of “violence.” Write the definition of violence on a piece of paper. Ask the
students, “When you hear the word violence, what comes to your mind?” Record and categorize
the students responses under the categories “Actions” and “Words.” Give the students a definition of violence. “Violence is, any mean word, look, sign or act that hurts a person’s body,
feelings or things.” (Remboldt, 1994).
Real and Fictional Violence
2. Students explain what they think the difference is between “fictional” violence and “real” violence. Remind the students that “real” violence is “any mean word, look sign or act that hurts a
person’s body, feelings or things” and goes on in their lives. “Fictional” violence is “any word,
look, sign or act that hurts a person’s body, feelings or things and is make believe, or a fantasy
or something that is simply not real.” The fantasy that is being referred to is that which occurs
on television, in movies, on videos, in magazines, in music, etc.
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Group Activity
3. Students form partners. Each pair take a piece of paper, fold it in half and label one side,
“Real Violence”, and the other side, “Fictional Violence”. Have the students list:
– Different places they see both types of violence, e.g., schoolyard (real), television (fictional),
home (real), movies (fictional), magazines (fictional, fairytales (fictional), etc.)
– Examples of “Real” and “fictional” violence, e.g.., schoolyard fight (real), professional
wrestling (fictional), etc.)
Presentation
4. Students present their findings to the class. Record the information on chart paper to create a
master list of:
– Different places students see “real” or “fictional” violence;
– Examples of “real” and “fictional” violence.
Notes to Teacher
CGE 3 A reflective, creative and holistic thinker who solves problems and makes
responsible decisions with an informal moral conscience for the common good
Fully Alive
TM p. 87
Appendix
Unit 1 Appendix I: Examples of Real and Fictional Violence: Recording Chart
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Sub-Task #6
Identification of Examples of
Fictional Violence.
1
Materials
Selected video sections
Description
Student will be able to identify examples of fictional violence.
Expectation Code
3p12
Identify examples of real and fictional violence
(e.g., schoolyard fights, cartoons, movies).
• Formative Assessment: Paper and Pencil Task - Assess the students’ ability to identify examples of
real and fictional violence by using a marking scheme to assess the worksheet Real or Fictional
Violence (see Unit 1 Appendix I).
Entertaining Violence
1. Review with students the definition of “real” and “fictional” violence. Explain to the students that
television depicts “fictional” violence. The teacher will have the students give examples of what
“fictional” violence they see on television. Record these examples on the board. Explain to the
students that they can group their examples under three kinds of violence: sexual violence, physical violence and emotional/psychological violence (see Notes to Teacher for definitions).
Violence in Television
2. Students view a television show they would normally watch that may be considered violent, or the
teacher can select a show for the students to view at school that shows an “average” amount of
violence. Each student is given a copy of the worksheet, “Real or Fictional Violence: Violence in
Television (see Unit 1 Appendix J) to record their answers while viewing the television show.
Take up the worksheet and ask the students the following questions:
– Why do these television producers and movie producers show us so much violence?
– Is violence a good way to solve problems?
– Do you think real life is really as violent as television?
– Do you ever turn off a television show if it is getting too violent?
– When you see someone on television getting away with murder and not suffering the consequences, what does this tell you?
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Emphasize the point that on television, violence is often shown as a good way to solve problems.
– How could this strategy of solving problems backfire on you if you apply it to your own life?
(Consequences could be damaging to yourself or others, you could be suspended at school,
you could be denied privileges at home or at school.)
– Why do you think we are studying television violence? (What we see on television will influence our behaviours. Watching television could lead to violent acts or dull our feelings
towards another persons pain or suffering. You have to take a really good look at television
to understand that what you see is not like it is in the real world.
Notes to Teacher
Teaching/Learning Strategy #1:
Three kinds of violence
– Physical Violence: This includes all violent behaviour directed at the victim’s body. This
includes hitting, kicking, hair pulling, biting, pushing and the use of any objects or weapons
to injure.
– Emotional/Psychological Violence: This includes threats of harm, degradation, terrorizing
using fear, verbal abuse like put-downs, controlling behaviour, and the destruction of the
victim’s property or pets.
– Sexual Violence: This includes rape, incest, unwanted sexual touching, date rape, harassment.
Fully Alive
TM p. 87
Appendices
Unit 1 Appendix I: Examples of Real and Fictional Violence - Recording chart
Unit 1 Appendix J: Real or Fictional Violence: Violence in Television
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Fire Safety Procedures to Follow
1
Complete the following sentences to show proper safety procedures:
1. My parent(s) drew a map of our house so that we will know
______________________________________________________________________________
2. Smoke alarms _______________________________________________________________
______________________________________________________________________________
3. Billie does not play with matches because _________________________________
______________________________________________________________________________
4. Vincent does not play near the stove because ______________________________
______________________________________________________________________________
5. John is careful not to have his shirt sleeves hang into his birthday cake
candles. It could
______________________________________________________________________________
6. When the smoke alarm beeps, Katherine does not hide under the bed or in
the closet because
______________________________________________________________________________
7. If Josh should find matches out in the schoolyard or at home, he
______________________________________________________________________________
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8. If Meera’s clothes should catch on fire, she will ____________________________
______________________________________________________________________________
9. If a room is filled with smoke, Logan should _______________________________
______________________________________________________________________________
because _____________________________________________________________________
10.If Erin hears the fire alarm, she should _____________________________________
______________________________________________________________________________
11.Once Jonathan is outside, he should go ____________________________________
______________________________________________________________________________
and never ___________________________________________________________________
12.The number to call for emergency assistance is ____________________________
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Safety Signs
1
handicapped
bike crossing
bike route
no bicycles
do not enter
telephone
school crossing
railroad crossing
stop
yield
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Street Safety Situation Cards
Situation Card #1:
When Matt walks home from school, he has to cross a railroad track. On a particular
Friday he is in a hurry to get home. As he approaches the tracks, the gates go down
and the lights begin to flash. He looks in both directions and can’t see a train coming.
He decides to try and run across the track.
What could happen to Matt?
What would you differently and why?
What safety procedure should Matt follow?
Situation Card #2:
Jenna and Brianna are excited about having a sleepover. As they approach the curb on
their way home, they continue talking and are not paying attention to how close they
are to the street. They step out onto the street.
What is the safety risk?
What would you do differently and why?
What safety procedure should Jenna and Brianna follow?
Situation Card #3:
Mark wants to impress his friends. Instead of waiting for the crossing guard to tell him
when it is safe to cross, he starts laughing and rides his bicycle ahead of the guard,
ignoring the pedestrian walkway, and ventures out onto the street.
What could happen to Mark?
What safety procedure should Mark follow?
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Situation Card #4:
JMike and Pat are playing soccer in a nearby park. The ball is kicked, crosses the street
and lands in a fenced-off area that contains electrical power lines. Without thinking,
Mike runs across the street, without looking both ways.
What could happen to Mike?
What safety procedure should Mike follow?
Situation Card #5:
Emily is waiting for the school bus. The bus is running a little late so when it arrives
Emily runs across the road before the bus stops.
What could happen to Emily?
What safety procedure should Emily follow?
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TEACHER
Street Safety Procedures: Recording Chart
Knowledge/Skill Category:
Understanding Concepts
Explain relevant safety procedures
Indicators
Level 1
Level 2
Level 3
Level 4
• Student is able to explain relevant street safety procedures
• Shows understanding of few of
street safety concepts with major
errors and omissions
• Shows understanding of some of
street safety concepts taught with
several minor errors or omissions
• Shows understanding of most of
the required concepts of street
safety with few minor errors or
omissions
• Shows understanding of all or
almost all of the required
concepts of street safety with
practically no errors or
omissions
Student Names
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
66
Unit 1 – Appendix D
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Group Assessment Rubric
1
Group Assessment:
Date: _______________
Group Members: ______________________
Participation:
Group members give opinions, discuss and do the
work that needs to be done.
Use of Time:
Every group member uses the time effectively and
stays focused on work.
Communication:
Group members listen to each other, resolve conflicts
peacefully, share ideas and contribute to getting things done.
Cooperation:
Group members try to encourage each other, help
each other, and work together.
Completion of Task:
The group completed the task set for the time
together.
Group Assessment:
Date: _______________
Group Members: ______________________
Participation:
Group members give opinions, discuss and do the
work that needs to be done.
Use of Time:
Every group member uses the time effectively and
stays focused on work.
Communication:
Group members listen to each other, resolve conflicts
peacefully, share ideas and contribute to getting things done.
Cooperation:
Group members try to encourage each other, help
each other, and work together.
Completion of Task:
The group completed the task set for the time
together.
67
Level 1
Level 2
Level 3
Level 4
NEVER
SOMETIMES
OFTEN
ALWAYS
Level 1
Level 2
Level 3
Level 4
NEVER
SOMETIMES
OFTEN
ALWAYS
Unit 1 – Appendix E
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TEACHER
Support for Personal Safety: Recording Chart
Communication of Required Knowledge
Use a problem-solving process to
identify ways of obtaining support for
personal safety in the home, school
and community
Indicators
Level 1
Level 2
Level 3
Level 4
• Student can identify ways of
obtaining support for personal
safety in the home, school and
community
• Student communicates poorly
making many errors or omission
on the ways of obtaining suppor t
for personal safety in the home,
school and community. Rarely
uses appropriate terminology
• Student communicates with
some clarity making some errors
or omissions on the ways of
community. Sometimes uses
appropriate terminology
• Student communicates clearly
and precisely making few errors
or omissions on the ways of
community. Usually uses appropriate terminology
• Student communicate clearly
and precisely, making no or
almost no errors or omissions
on the ways of obtaining suppor t
for personal safety in the home,
school and community. Uses
appropriate and varied
terminology
Student Names
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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Three W’s and How
Student: _________________________________________ Date: ________________________
What is the
problem?
Who can help
you solve the
problem?
When do you
get help?
69
How do you find
a person who can
help you?
Unit 1 – Appendix G
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Problem-Solving Rubric
Understanding of Concepts
Use a problem solving process to identify ways of
obtaining support for personal safety in the home,
school and community
70
Unit 1 – Appendix H
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TEACHER
Examples of Real and Fictional Violence:
Recording Chart
1
Communication of Required Knowledge
Identify examples of real and fictional
violence (e.g., schoolyard fights,
cartoons, movies)
Indicators
Level 1
Level 2
Level 3
Level 4
• Student able to identify different
places where they see Real or
Fictional Violence. Student able
to identify examples of Real and
Fictional Violence
the concepts taught of identifying
different places where they see
Real or Fictional Violence and
examples of Real or Fictional
Violence with major errors or
omissions
the concepts taught of identifying
different places where they see
Real or Fictional Violence and
examples of Real or Fictional
Violence with several minor
errors or omissions
the concepts taught of different
places where they see Real or
Fictional Violence and examples
of Real or Fictional Violence with
few minor errors or omissions
almost all of the concepts taught
of different places where they
see Real or Fictional Violence
and examples of Real or
Fictional Violence with practically no errors or omissions
Student Names
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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Real or Fictional Violence: Violence
in Television
Name: __________________________________
Date: ___________________
Program Name: _________________________
Television Station: ________
Time of Day: ____________________________
Duration of Show: _______
1.Is there an example of real violence or fictional violence?
real violence
fictional violence
Give reasons for your answer:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.What is the main problem?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.How was the problem solved?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Unit 1 – Appendix J
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4.a) Describe the different types of violence:
________________________________________________________________________
1
b) How many violent acts were there?
________________________________________________________________________
5.a) List the types of violent acts with consequences.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b) List the types of violent acts without consequences.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
c) How many times was a man violent? ___________________________________
How many times was a woman violent? _______________________________
d) Number of times a man was the victim: ________________________________
Number of times a woman was the victim: ____________________________
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Healthy Living
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UNIT
2
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OVERVIEW
Healthy Eating
Duration
7 Sub-Tasks
Description
Students describe the relationship among healthy eating practices, healthy active living, and healthy
bodies. Students identify foods from different cultures, classifying them by food groups, describe
the benefits of healthy food choices, physical activity, and healthy bodies, and describe
a variety of ways to prevent tooth decay.
Sub-Task Title
Expectation Code
1. Where in the World
3p1, 3p5
2. Healthy Food Around the World
3p1, 3p5
3. Classify These Foods
3p1, 3p5
4. The Healthiest Me
3p1, 3p6, 3p7
5. Searching for the Healthiest Possible Me
3p1, 3p6, 3p7
6. Caring for Your Teeth
3p1, 3p7
7. A Healthy Smile
3p1, 3p7
A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Performance Task: Discovering Healthy Foods Research Booklet (see Unit 2 Appendix A).
Use the Research Rubric (see Unit 2 Appendix C) to assess.
• Pencil and Paper Task: Classifying These Foods (see Unit 2 Appendix C). Use Rubric for
Assessment of Healthy Eating (see Unit 2 Appendix A).
• Performance Task: Healthy Eating Collage (see the Healthy Eating Recording, Unit 2 Appendix G).
• Pencil and Paper Task: Healthy Me (see Unit 2 Appendix G for Healthy Eating Recording Chart).
In Grade 2 the students reviewed Canada’s Food Guide to Healthy Eating, learned how to create a
balanced diet and menu, and were able to describe the importance of food to the body, and explain
the negative effects of poor nutrition on healthy teeth.
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Healthy Living – Healthy Eating
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Notes to Teacher
Accommodations
Not all students in a Grade 3 classroom will be able to complete independently all unit suggestion
or assessments. Adapt the teaching/learning strategies to accommodate the needs of exceptional
students consistent with the strategies outlined in their IEP. Students may require scribing, instructions repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner
provides a complete list of accommodations and suggestions to address the needs of all students.
For example:
• Announce what you are going to say before you say it, say it, then say what you said. This kind of
structure helps to “glue” the ideas in place.
• Provide a structured overview of the lesson prior to beginning instruction.
• Use visual aids, demonstrations, simulations and manipulatives to ensure that students understand concepts presented.
• Provide opportunities to “pair-share” or activity breaks to assist the student's ability to focus on instruction.
• Make use of computer technology where possible.
• Review important vocabulary.
• Break instruction/learning periods into smaller units of time with a plan to increase.
• Simplify instructions, choices and scheduling.
• Provide models of completed tasks so the student can visualize a completed project.
• Have the student tape to support writing or, if necessary, as an alternative to support draft work.
• Provide visual aid models of the writing process.
• Provide overviews of lessons at the beginning of class where possible (e.g., visual organization
scheme such as maps or webs).
• Relate material to students' lives and real-life situations.
• Clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking
students to retell or paraphrase instructions.
• Allow a significant response time when questioning to allow the student time to process the request.
Ontario Catholic School Graduate Expectations:
CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience
CGE4f Applies effective communication, decision-making, problem-solving, time and resource
management skills
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CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
CGE4h Participates in leisure and fitness activities for a balanced and healthy lifestyle
Fully Alive:
integrated with the Family Life Education program, Fully Alive. Many expectations can be woven into
the themes and topics presented in Fully Alive. The Fully Alive Program provides the students with a
context of values within the Catholic faith tradition to teach the Healthy Living expectations. The
program reinforces learning and provides a strong basis for decision making.
In Theme 1, Created and Loved by God, the students are encouraged to learn to value who they are.
Making healthy lifestyle choices related to eating, physical activity and good dental care are important for building positive self-esteem.
Theme 2, Living in Relationship, provides an opportunity for students to see the richness of different
cultural backgrounds and the variety of family customs and food. It also provides a special opportunity for students to share pride in their family heritage. Special occasions and meals which families
share are signs of love and care for each other.
Theme 1, Created and Loved by God, Topic 2, I’m Glad I’m Me
• Identify and express personal qualities
• Be encouraged to affirm the value of being who they are Teacher Manual TM pp. 8-10,
Student book (SB) pp. 5-7
Theme 2, Living in Relationship, Topic 1, Our Families
• Explore some unique characteristics of families
• Be encouraged to appreciate special family customs TM pp. 26-28, SB pp. 18-21
Activity Sheet No. 5 My Family Flag TM p. 30
Theme 2, Living in Relationships, Topic 2, Family Love is Open
• Identify special occasions when families share love with others
• Be encouraged to appreciate that family love is open to others TM pp. 31-35, SB pp. 2-24
Fully Alive (Grades 1-8)
, Ontario Conference of Catholic Bishops, Prentice-Hall Canada.
, Institute for Catholic Education, Toronto, 1998.
Canada’s Food Guide to Healthy Eating
In 1992 Canada’s Food Guide was redesigned and renamed Canada’s Food Guide to Healthy Eating
to reflect the messages of the 1990 document Canada’s Guidelines for Healthy Eating. The names of
the food groups are Grain Products, Vegetables and Fruit, Milk Products, and Meat and Alternatives.
The Food Guide consists of a rainbow with arcs of different lengths which guides people four years
of age and older in the selection of all foods, including such items as butter, oil and candies. This
approach to healthy eating is referred to as the total diet approach. This approach supports a
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greater level of health than simply surviving and the range of recommended servings allows for
differences in the amounts of food individuals need.
The total diet approach recognizes that healthy eating is the sum total of all food choices made over
time. It is the overall pattern of foods eaten, and not any one food, meal, or even a day’s meals, that
determines if an eating pattern is healthy.
Canada’s Food Guide to Healthy Eating uses the rainbow to show that just as different colours make
a rainbow, different food groups are the basis of a healthy eating pattern. The Food Guide gives
direction on which foods to emphasize and how to expand the range of foods we eat, including
more multicultural foods. All four food groups are important but the amounts needed from each
group are different; Canada's Food Guide to Healthy Eating recommends more servings from the
outer arcs.
Factors Influencing Food Choices*
A variety of factors influence a person’s food choices, body image and self-esteem.
Media Messages
Children absorb a great deal of information from the media. Advertisements, TV shows, movies,
celebrities and sports stars can have a big influence on children and on their food choices. Children
are often not aware of how much influence TV and other media have on their food choices.
Advertisers encourage children to consume foods that are high in fat and calories. At the same time,
the media delivers the message that “thin is in” and large is unacceptable.
Family and Traditions
Parents are children’s most important source of information and influence for healthy eating. Family
eating habits, activity patterns and attitudes toward food and eating have an enormous influence on
children. For example, if the parents eat breakfast, it’s likely that the children will also. Family
income is another factor that influences what children eat and the food choices that are available to
them.
Families develop patterns of eating including what they eat, when, and where. These eating patterns
accommodate their schedules, family size, and activity levels of different members. Families may eat
one or more meals a week in restaurants or from take-out establishments. They may also use prepared foods (e.g., frozen entrees).
School Policy and Practices
School has an important influence on what children eat. School nutrition education programs are a
key source of information about healthy eating. As well, school food policies can reinforce in-class
education. For example, children taught in class about nutritious snacks need to see them featured
during school events or in the cafeteria.
* Excerpts taken from Health Canada, Focus on Children Six to Twelve Years: Background for Educators and Communicators, 1997.
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Allergies
Children and adults alike need to be more aware and sensitive to food allergies. This means always
asking about food allergies before sharing food. The number of life-threatening reactions to food
allergies is increasing. These can happen anywhere - at home, in school or recreational facilities,
at camp and on field trips. Make sure your school has a policy for handling these allergies and that
you are familiar with it.
2
Heredity
Because body shape and size are largely determined by heredity, many heavy children will never
be “thin.” However, it is more important that they can be healthy, active people who feel good about
themselves and their lives. Being comfortable with their bodies is a key step in developing a good
sense of self. All children should be encouraged to establish a healthy eating pattern and participate
in regular physical activity as a way to feel healthy, energetic and fit.
Culture
Canada is made up of people from all over the world so there are many food choices available. For
example, pizza and a variety of pasta dishes came from Italy, sausages and hamburgers from
Germany, stir-fry dishes from China, and pita bread sandwiches from Lebanon. People from different
ethnic backgrounds have traditionally based their food choices on what has grown in the climates of
their country of origin. For example, North Americans have traditionally built their meals around
wheat or corn, and Asians around rice. Colder countries, like Scotland, have relied on heartier
grains such as oats and barley. Special foods that people eat on holiday occasions are also related to
ethnic background.
Children can learn about the differences in people’s eating habits, likes and dislikes and cultural
backgrounds. They can learn that people from different parts of the world can choose different, but
equally healthy, foods (e.g., bread, rice, tortillas, roti). Discussion about food in the classroom
should enable each child to feel individually involved by including foods that relate to their own
food habits.
When discussing the food practices of multicultural groups, understanding value systems of the cultural groups is required. Food habits are greatly influenced by the group’s values. The perception of
healthy foods differs from one cultural group to another. Because of family, culture, and religious
reasons, many children do not eat foods from the four food groups, but still meet their nutritional
needs. It is important that you do not make the students feel that one value system and food practice
is superior to another.
When there is discussion about cultural foods:
• Do not assume that students from a particular group have or have not adopted the food and
dietary practices of their new country. Ask students to share with the class their food practices
and current eating patterns of their family.
• Children sharing food experiences can help establish trust, as well as knowledge, among classmates. Ask questions with an open mind.
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Individual Preferences
Individuals develop eating habits based partly on culture and family but also on personal likes,
dislikes and idiosyncrasies. Some foods become associated with good times, and eating them makes
people feel good (e.g., cake, candy). Sometimes we eat simply out of habit or because we are
bored (e.g., when a certain television program comes on, out comes the popcorn or the bag of
chocolate chip cookies). The main reason children give for choosing a favourite food is almost
always taste. Children choose foods because they taste good and because eating those foods makes
them feel good.
Volunteers and Professionals Who Work with Children
People children look up to - coach, teacher, camp leader, group leader - can have powerful effects
on children through the example they set. Their unspoken example, such as munching on fruit for a
snack, can strongly support what children know about healthy eating and healthy living.
Peers
Peer pressure influences children of all ages and is particularly strong in the early teen years.
Although children identify strongly with their family, they also want to be like peers whom they
admire. Acceptance in a peer group can depend on eating, liking and doing the same things as the
other children in the group.
Glossary
(Source: Discover Healthy Eating! A Teacher
’s Resource for Grades 1-8
, Region of Peel Health Department, Toronto Public Health,
York Region Health Services, Toronto, 2000.)
Acid – a substance that makes a corrosive etching effect on the tooth surface. When food with sugar
is eaten, bacteria in plaque break down the food and change the sugar to acid.
Allergy – an unusual immune reaction to a normally harmless substance such as some components
of food.
Bacteria – microscopic organisms of many different types and shapes, some of which are capable of
producing disease.
Breakfast – the first meal of the day. Including fruit, grains and milk will provide important nutrients for the day.
Calorie – a unit to measure the amount of energy we get from foods we eat. One calorie is the
amount of energy required to raise the temperature of one kilogram of water by one degree Celsius.
Calories are available from protein, carbohydrate and fat.
Canada’s Food Guide to Healthy Eating – a rainbow that shows that different food groups are the
basis of a healthy eating pattern. The Food Guide gives direction on which foods to emphasize and
how to expand the range of foods to eat.
Cavities/Tooth Decay – occurs when acid produced by bacteria decalcifies (weakens) the tooth.
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Combination Foods – recipes made with foods from two or more food groups, such as pizza, tuna
sandwich, carrot muffins and lasagna.
Dental Assistant – a person who teaches people how to prevent dental disease, prepares patients,
sterilizes equipment, maintains patient records, and helps dentist examine teeth and take X-ray pictures.
Dental Hygienist – a person who teaches people how to prevent dental disease, cleans teeth, applies
fluoride, and takes X-ray pictures.
Dentist – a person who teaches people how to prevent dental disease, examines teeth, treats
decayed teeth and other oral diseases and problems.
Dental Floss – a special nylon thread used to clean plaque and food from the sides of the teeth.
Ethno-Cultural Groups – various groups of people with unique origins, characteristics, languages,
customs, institutions, or cultures.
Everyday Foods – a variety of nutrient-dense foods from each food group and the Other Foods category. Examples include whole grain cereals, pasta, rice, vegetables, fruit, lower fat milk products,
leaner meats, beans, and water.
First Permanent Molars – the first permanent back teeth that appear in the mouth. They are guides
for the position of the rest of the permanent teeth.
Food Group – groupings of foods based on commodity or agricultural base, use of foods, and traditional classifications in Canada’s Food Guide to Healthy Eating. Each food group provides its own set
of key nutrients. It is important to eat foods from all food groups as well as a variety within each
food group.
Gums – the tissue that covers the bone of the upper and lower jaws and surrounds the necks of the teeth.
Malnutrition – an inadequate or excessive intake of calories or one or more nutrient.
Mouth Guard – fitted, flexible mouth and tooth protector to prevent mouth injury. Used when playing in contact sports.
Nutrient – a chemical substance found in food that is used by the body for growth and health.
Nutrients provide energy, serve as building material, and help maintain or repair body parts.
Nutrients include water, carbohydrates, fats, proteins, vitamins and minerals.
Nutrient Density – a measure of nutrients provided per calorie of food. The addition of a lot of fat or
sugar decreases the nutrient density of the food by decreasing the amount of nutrients compared to
the number of calories in the food.
Nutrition – the study of the nutrients in foods and in the body. The study of human behaviours
related to food.
Other Foods – this is a food “category,” not one of the four food groups. It is included in Canada’s
Food Guide to Healthy Eating to guide people on the complete selection of all foods. Other Foods
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are a broad range of food items that do not belong in one of the four food groups, including water,
butter, jam, chips, and spices.
Permanent Teeth – teeth meant to last a lifetime. The first permanent tooth appears in the mouth at
six years of age. They replace primary teeth that are lost naturally.
Physical Activity – movement of the body. Doing a variety of endurance activities (for the heart,
lungs and circulatory system), flexibility activities, and strength activities (for muscles, bones and
posture) help to keep the body healthy.
Pits and Grooves – natural crevices and grooves on the surfaces of the teeth.
Plaque – a soft sticky, colourless layer of harmful bacteria and its by-products that are always
forming on teeth.
Primary Teeth – the first set of teeth developed by a child, which usually erupt between six and 33
months old.
Recipe – a list of ingredients and directions to make a food (e.g., soup, cookies, spaghetti sauce).
Sealant – a plastic coating that is painted on the chewing surfaces of the back teeth to protect them
against cavities.
Snack – a light meal that can be an important part of healthy eating for growing children. Examples
of snacks are cut-up raw vegetables or crackers with yogurt dip, fruit, cheese, milk, breads, cereals,
and muffins. Brushing teeth after eating can help decrease the risk of tooth decay related to snacking.
Sometimes Foods – foods from the food groups and/or Other Foods category which are high in
energy and not very nutrient-dense, such as cookies, cake, potato chips, cream cheese, fruit drinks,
pop, and fruit leathers.
Variety – choosing many different kinds of foods, prepared in different ways. Variety promotes an
adequate intake of essential nutrients, the use of cuisines from different ethno-cultural groups, and
the positive and pleasurable aspects of eating.
Appendices
Unit 2 Appendix A: Around the World Research Booklet
Unit 2 Appendix B: Letter Home
Unit 2 Appendix C: Research Booklet Rubric
Unit 2 Appendix D: Classifying These Foods Worksheet
Unit 2 Appendix E: Searching for the Healthiest Me
Unit 2 Appendix F: Healthy Me!
Unit 2 Appendix G: Healthy Me! Rubric
Unit 2 Appendix H: Healthy Teeth Crossword and Answer Sheet
Unit 2 Appendix I: Canada’s Food Guide to Healthy Eating
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Sources
Discover Healthy Eating! A Teacher
’s Resource for Grades 1-8 , Region of Peel Health
Department, Toronto Public Health, York Region Health Services, Toronto, 2000.
www.city.toronto.on.ca/health
, Durham Catholic District
School Board and Durham Region Health Department, Oshawa, 1999/2000.
Dairy Farmers of Ontario resources (e.g., food model pictures, posters, snacking booklet),
Tel: (905) 821-8970, Fax: (905) 821-3160.
Health Canada, “Canada's Food Guide to Healthy Eating Poster,” Canada Communication Group
Publishing, Ottawa, ON K1A 0S9, Tel: (819) 956-4802, Fax: (819) 994-1498.
Health Canada, “Canada's Food Guide to Healthy Eating Tearsheet” (available through local health unit).
Health Canada, “Focus on Children Six to Twelve Years: Canada's Food Guide to Healthy Eating”
(available through local health unit).
Health Canada, “Food Guide Facts: Background for Educators and Communicators” (available
through local health unit).
Health Canada, “Using the Food Guide Booklet” (available through local health unit).
Ontario Agri-Food Education Inc. (e.g., food model pictures, posters, snacking booklet), P.O. Box
460, 144 Town Line Rd., Milton, Ontario L9T 4Z1, Tel: (905) 878-1510.
The Ontario Chicken Producers’ Marketing Board (e.g., food model pictures, posters, snacking
booklet), P.O. Box 3380, South Service Rd., Burlington, Ontario L7R 3Y8. Tel: (905) 637-0025.
Ontario Egg Producers, “Snacking Posters,” Tel: (905) 858-9790, Fax: (905) 858-1589, $1 for first set.
Story Books:
Aliki, Milk From Cow To Carton , Harper Collins: New York, 1992.
Barrett, J., Cloudy With A Chance of Meatballs
, Scholastic, Toronto, 1978.
Bemelmans, L., Madeline , Viking Press, New York, 1939.
Berenstain, S. & J., The Berenstain Bears go to the Doctor
, Random House, New York, 1981.
Brown, Marcia, Stone Soup , MacMillan Publishing Co., New York, 1947.
Bryan Cauley, Lorinda, The Pancake Boy , G. P. Putnam’s Sons: New York, 1988.
Carle, Eric, Walter The Baker , Simon & Schuster, Inc., New York, 1972.
Carlson, N., Take Time To Relax , Penguin Group: New York, 1991.
Conrad, Pam, Molly and The Strawber ry Day , Harper Collins, 1994.
de Paola, Tomie, Strega Nona , Simon & Schuster, Inc., New York, 1975.
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de Paola, Tomie, Strega Nona: Her Stor y, G.P. Putnam’s Sons, New York, 1996.
Desantis, K., A Doctor ’s Tools , Dodd, Mead & Co., New York, 1985.
Devlin, W. & H., Cranberry, Trip to the Dentist , First Aladdin Books, New York, 1994.
Dooley, Norah, Everybody Cooks Rice , Carolrhoda Books, Inc., Minneapolis, 1991.
Dortleff, D., The Little Red Hen , Willowisp Press, St. Petersburg, Fla., 1995.
Egan, R., From Wheat to Pasta , Children’s Press, New York, 1997.
Fowler, A., It’s a Fruit, It’s a Vegetable, It’s a Pumpkin
, Children’s Press, Chicago, 1995.
Gibbons, G., The Milk Makers , Macmillan Pub. Co., New York, 1985.
Gillmor, Don, When Vegetables Go Bad , Doubleday Canada Ltd., 1994.
Golden Gelman, Rita, Pizza Pat , Random House, New York, 1999.
Griffin, Margaret, The Amazing Egg Book , Kids Can Press Ltd., Toronto, 1989.
Gross, R., What’s on My Plate? , MacMillman Pub. Co., New York, 1990.
Harrison, T., Aaron’s Awful Allergies , Kids Can Press, Toronto, 1996.
Hickman, Pamela, A Seed Grows , Kids Can Press Ltd., Toronto, 1997.
Jeunesse, Gallimard, Fruit , Moonlight Publishing, London, U.K., 1989.
Kalman, B., The Food We Eat , Crabtree Publishing Co., Toronto, 1986.
Karkowsky, Nancy, Grandma’s Soup , Kar-Ben Copies Inc., Maryland, 1989.
Keats, E.J., Goggles! , Macmillan Publishing, New York, 1969.
Knight, B., From Cow to Ice Cream , Children’s Press, New York, 1997.
Luppens, M., What Do the Fairies Do With All Those Teeth?
, Scholastic Canada, Ltd.,
Richmond Hill, 1991.
MacDonald, A., Rachel Fister ’s Blister , Houghton Mifflin, Boston, 1990.
MacDonald, Hugh, Chung Lee Loves Lobsters , Annick Press, Toronto, 1992.
McQueen, L., The Little Red Hen, Scholastic, New York, 1985.
Mollel, Tololwa, Ananse’s Feast , Clarion Books, New York, 1997.
Moss, Miriam, Eggs , A&C Black, London, U.K., 1990.
Parkinson, Kathy, The Enormous Turnip , Albert Whitman & Company, Illinois, 1986.
Rathmann, P., Ruby the Copycat , Scholastic, Toronto, 1991.
Rey, M. & H.A., Curious George Goes To The Hospital
, Scholastic, New York, 1996.
Rogers, F., Going to the Doctor , Scholastic, Toronto, 1986.
Ross, Tom, Eggbert the Slightly Cracked Egg
, G.P. Putnam’s Sons, New York, 1994.
Selsam, Millicent, Egg to Chick , Harper & Row, Pub., New York, 1997.
Smith, K., How Cows Make Milk , Vanwell Pub. Ltd., Ontario, 1989.
Smith, L., Glasses Who Needs 'em? , Scholastic, Toronto, 1993.
Stevens, Janet, Tops & Bottoms , Harcourt Brace & Company, San Diego, 1995.
Tregebov, R., Sasha and the Wiggly Tooth , Second Story Press, Toronto, 1993.
Turner, Dorothy, Eggs , Wayland Ltd., East Sussex, U.K., 1988.
Zevy, A., No Nuts For Me , Tumbleweed Press, 1995.
Health and Physical Education – Grade
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Healthy Eating
Sub-Task #1
Where in the World
Materials
Canada’s Food Guide to Healthy Eating Rainbow Poster
Large World Map
Food Pictures Set - Dairy Farmers of Ontario
Grocery Store Flyers
List of various fruits and vegetables
Plastic food models
Chart paper
Markers
Optional-Canada’s Food Guide to Healthy Eating- tearsheets
2
Description
The students review Canada’s Food Guide to Healthy Eating, and identify geographic regions from
which various fruits and vegetables originate.
Expectation Code
3p1
Describe the relationship among healthy eating practices,
healthy active living, and healthy bodies.
3p5
Identify foods from different cultures and classify them by
food groups.
• These expectations are a focus of this Sub-Task but will be assessed later in the Healthy Eating unit.
Review of the Four Food Groups
1. Using the Canada’s Food Guide rainbow poster, or individual Canada’s Food Guide to Healthy
Eating tearsheets, review the four food groups, and discuss the need to eat a variety of foods
from each group daily. Review the concept of combination foods (composed of foods from more
than one food group). Ask the students to give examples of foods from all four food groups.
Create a visual review tool for students by dividing a piece of chart paper into four sections,
labelling each section with one of the food groups and writing down the children’s responses in
the appropriate area.
Foods from Different Cultures
2. Ask students to give examples of food from their own culture. Discuss where in the world these
particular foods come from. If unsure of where a specific food originates, make this a mini-
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research project for the whole class. Use the Internet, or other sources of information to find out
the answer.
3. Ask students what countries various fruits and vegetables come from. For example, ask, “In what
country are bananas grown?” Point to the countries as students name them. Using the list of various fruits and vegetables, students attempt to identify the geographical region in which the specific food is grown. They can come up to the large map and point to the country. If students cannot
determine the geographical region provide them with the answers. Some examples:
– Kiwi from New Zealand.
– Granny Smith apples from South Africa.
– Bananas from South America.
– Mangoes from Mexico, Asia and the Caribbean.
– Plantain and eddo from the Caribbean, Vietnam and Africa.
– Bok choy, bamboo shoots, and rice from China.
– Lotus stems from South Asia.
– Lychees from Vietnam and Africa.
Notes to Teacher
CGE4g Examine and reflects on one’s personal values, abilities and aspirations influencing life’s
Food Groups
Canada’s Food Guide to Healthy Eating classifies foods into food groups on the basis of agricultural
commodity groupings and on the basis of customary use. For instance, cheese is part of the Milk
Products commodity group. Similarly, wheat grain, wheat flour and foods made with wheat flour
such as cookies, cakes and other pastries are grouped together as Grain Products. Beans. Peas and
lentils would be considered part of the Grain Products group if food classification were based on
nutrient similarity; however, these legumes are part of the Meat and Alternatives group because they
are customarily used as alternatives to meat.
Foods that don’t fit into any of the four food groups are classified as Other Foods. Other Foods is a
food “category,” not a “food group”; there are no recommended serving sizes or number of servings for Other Foods.
Foods and beverages that are part of the Other Foods category include:
– Foods that are mostly fats and oils such as butter, margarine, cooking oils and lard.
– Foods that are mostly sugar such as jam, honey, syrup and candies.
– Fatty and/or salty snack foods such as chips (potato, corn, etc.) or pretzels.
– Beverages such as water, tea, coffee, alcohol and soft drinks.
– Herbs, spices and condiments such as pickles, mustard and ketchup.
The Other Foods category includes a wide range of dietary items that are used very differently by
people. These foods can be used in making meals and snacks and are often eaten with foods from
the four food groups. Since they are not very rich in nutrients, these foods should be eaten in
moderation. However, water is an exception since it is essential for good health and should be consumed every day. Children especially need more water in hot weather and when they are physically
active. Ensure that children have easy access to water and encourage them to drink frequently.
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Healthy Eating
Sub-Task #2
Healthy Food Around the World
Materials
Storybook: Everybody Cooks Rice by Norah Dooley
Around the World research booklets one per student
Research books from the library on topics about food from other countries
Chart paper
Markers
2
Description
Students identify and research foods from different cultures by completing a discovering healthy
foods research booklet.
Expectation Code
3p1
3p5
Identify foods from different cultures and classify them by
food groups.
Assessment Opportunities: Suggestions for Assessing Expectations:
• Summative Assessment: Performance Task - Through completed Research Booklets, assess the
student’s ability to identify foods from different cultures and classify foods by food groups. Assess
using the Research Rubric booklet (see Unit 2 Appendix C).
Foods from Many Cultures
1. In a circle, read the storybook Everybody Cooks Rice or substitute it with another story.
Discuss some foods that people from many cultures share in common. Ask if anyone in the class
can name or describe a food that is particular to their culture. Create a wall chart with a list of
the names of some of these foods to post for future reference by the students. Tell the students
that they will be completing a research project about food from a country other than Canada.
They will interview a family member, friend or neighbour in order to complete their research
booklet.
Research Preparation
2. Students return to their desks. Hand out the sheets for the Around the World research booklet
(see Unit 2 Appendix A). They place their sheets in order and fold them along the appropriate
line. Staple each booklet twice along the fold. They fill in their name on the cover and begin
thinking about a person they can interview. Ask them to begin making a list of a few people they
think they could interview on the back of their booklet.
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Begin Research
3. Once all booklets are put together, students rejoin their groups with their research booklets.
Review the booklet and discuss what the expectations are for each research question. Tell the
students how much time they will have to complete the project, e.g., start the sub-task on a
Thursday and then send the project home for completion over the weekend. A letter may be sent
home to clarify the expectations of the assignment for child and the person chosen for the interview (see Unit 2 Appendix B). You may provide more class time for students to complete their
research booklets.
Optional Activities:
4. Once all research booklets have been handed in, students can present their booklets orally to
small or large groups. Or, you could arrange a class booklet exchange, with students reading and
reporting to each other about the country and foods that they learned about.
Notes To Teacher
Variety
Eating from all of the four food groups provides more than 50 nutrients our bodies need to function. This is why the message of variety is a focus of Canada’s Food Guide to Healthy Eating. Each
food group provides its own set of key nutrients. However, there are also nutrient differences among
foods within each group. Foods vary nutritionally because of natural differences and as a result of
processing, enrichment and preparation methods. Eating many different kinds of foods, prepared in
different ways, is what variety is all about. Variety promotes:
– An adequate intake of essential nutrients.
– The use of foods enjoyed by different ethnic and cultural groups.
– The positive and pleasurable aspects of eating by exploring a wide range of foods varying in
colour, flavour and texture.
Variety also supports moderation in the consumption of fat, salt, caffeine and alcohol.
Vitamin and mineral supplements cannot provide all the benefits of a healthy diet. There are many
components in food that simply cannot be replaced by a pill. The key to healthy eating is to find a
balance among many different kinds of food. Although we may need more of some foods and less
of others, each kind of food can be part of healthy eating. Balanced meals include choices from all
four food groups of Canada’s Food Guide to Healthy Eating.
Appendices
Unit 2 Appendix A: Around the World Research Booklet
Unit 2 Appendix B: Letter Home
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Healthy Eating
Sub-Task #3
Classify These Foods
Materials
Chart paper with four sample meals written out (see Teaching/Learning Strategy #1)
Canada’s Food Guide to Healthy Eating poster OR
Canada’s Food Guide to Healthy Eating- tearsheets
2
Description
Students identify foods from different cultures and classify them by food groups.
Expectation Code
3p1
Describe the relationship among healthy eating
practices, healthy active living, and healthy bodies.
3p5
Identify foods from different cultures and classify
them by food groups.
• Summative Assessment: Pencil and Paper Task: Through the “Classifying these Foods” worksheet
(Unit 2 Appendix D), assess the student’s ability to classify foods of different cultures into food
groups (see Rubric Unit 2 Appendix C).
Meals from Different Cultures
1. Using the student’s research booklets completed in Sub-Task #2, create four sample meals from
different cultures. Choose four meals, write them out individually on chart paper and post for
students to reference. Make sure to label the meals with the name of the country that they originate in.
2. Review the four food groups from Canada’s Food Guide (see Unit 2 Appendix I). Using one of the
four meals posted on chart paper, have the students assist you in placing the items listed into the
four food groups. Remember to review combination foods and discuss where certain ingredients
will be placed in the four food groups. A good reference for a recipe with ingredients will be
page 4 of the research booklet.
Food Classifying Worksheet
3. Hand out the Food Classifying worksheet (see Unit 2 Appendix D). Students choose one meal
and independently classify the foods using the worksheet.
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Notes to Teacher
• A prerequisite to this Sub-Task is Sub-Task #2.
• See Grade 1 and 2 Sub-Tasks on classifying food into four food groups if necessary.
Understanding “Everyday” and “Sometimes” Foods
When asked about healthy eating, children tend to classify foods as “good” or “bad.” This classification will not help children develop a positive approach toward eating. Healthy eating is the sum total
of all food choices made over time. It is the overall pattern of foods eaten and not any one food,
meal or even a day’s meals that determines if an eating pattern is healthy.
To help create a positive pattern of healthy eating, a secondary classification of foods as “everyday”
and “ sometimes” foods can be used. Foods which are high in nutrients can be considered “everyday foods” while “sometimes foods” are those which are low in nutrients. There are some “sometimes foods” which we eat almost every day. This is okay as long as we are eating lots of “everyday
foods.” It is important to recognize that it is not a clear-cut process and differs for each individual
depending on their needs and eating habits. For example, there is a difference between eating cookies every day for lunch with a sandwich, piece of fruit and glass of milk compared to eating a lunch
of potato chips, pop and snack cake every day.
Where Foods Come From
Foods from the Grain Products group come from grains. Grains include wheat, oats, barley, rice,
corn and rye. Choices from the Vegetables and Fruit group come from various parts of a plant,
including the root (e.g., carrots, radishes), the stem (e.g., celery, asparagus), the leaf (e.g.,
spinach, bok choy), the fruit (e.g., tomato, green pepper), or the flower (e.g., cauliflower, broccoli). Many foods that we eat as vegetables are botanically classified as fruits because they contain
seeds (e.g., tomato and cucumber). Fruits grow on trees (e.g., peaches, mangoes, lemons), vines
(e.g., grapes, pumpkins, melons), and bushes (e.g., blueberries, gooseberries).
Milk products, meats and eggs come from animals. Other protein-rich foods such as peanuts,
sesame seeds and soybeans, come from plants.
Combination Foods
Children need to understand the concept that some food dishes contain foods that belong to more
than one food group. They need to learn what happens to a food when it is cut, chopped, beaten,
mixed, heated or cooled, or combined with other foods (e.g., chili, pizza, soup). Casseroles, chili,
moussaka, pizza, spaghetti, soup, stew, tacos, fajitas, quesadillas and sandwiches are made from
foods of more than one food group as well as Other Foods. These are called combination foods.
Examples of Combination Foods. For example:
Dish: Pilau
– Rice: Grain Products
– Beef: Meat and Alternatives
– Beans: Meat and Alternatives
– Carrots, Onions: Vegetables and Fruit
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Healthy Breakfasts
Breakfast is a very important meal, especially for young children. Over night the body has been
using its reserved nutrients and energy sources. By the time morning arrives, it is ready for new fuel
- breakfast. Without something to eat in the morning, the young child may be drowsy, irritable and
inattentive at school, and this could inhibit their learning.
A complete breakfast should include foods from at least three of the four food groups: Grain
Products, Vegetables and Fruit and one from either the Milk Products or Meat and Alternatives food
groups.
Including a variety of different foods for breakfast helps to ensure that the body gets the nutrients
and energy that it needs. Foods served at breakfast do not have to be “traditional” breakfast foods
such as toast or cereal. All kinds of food can be eaten. For example, people from some cultures eat
soup, rice, fish, dahl, tortilla, leftover pizza or spaghetti for breakfast.
Breakfast does not have to be eaten as soon as a child wakes up, or even before the child leaves the
home. If breakfast can’t be eaten at home, eating a traveling breakfast or arriving early and eating at
school are also possibilities. Packing a healthy snack to eat during recess can also help a child
through the later part of the morning.
Healthy Snacks
Young children need snacks between meals to ensure that they get an adequate intake of the food
groups; they have high food needs because of their growth and activity demands. Fruit, vegetables
and yogurt dip, oatmeal cookies and milk, and crackers and cheese are great snacks. Research
indicates that most children do not eat the minimum five servings of Vegetables and Fruit, so focusing on foods from this food group as well as the Grain Products group is recommended. Snacks
that include foods from two of the four food groups should be encouraged.
Be cautious of sweet sticky snacks because even a small amount of sugar eaten between meals damages teeth. Snacks with molasses, syrup and dried fruits that stick to teeth should only be provided
if children can brush their teeth shortly after eating.
Some cultural groups are not accustomed to snacking. Some may only use fruits, while others use
sweet dessert-type foods for snacks. Snacking is a common practice in Canada and it can be a very
healthy behaviour for small children if nutrient-rich foods are chosen.
Appendices
Unit 2 Appendix D: Classifying These Foods Worksheet
Unit 2 Appendix I: Canada’s Food Guide to Healthy Eating
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Healthy Eating
Sub-Task #4
The Healthiest Me
Materials
Healthy Lifestyles Charts (created in Sub-Task #4)
Magazines, newspapers
Scissors
Glue
Markers
Chart paper (for creating a collage)
Description
Students identify the benefits of a healthy lifestyle by creating a collage of healthy food choices, physical activity and healthy bodies.
Expectation Code
3p1
3p6
Describe the benefits of healthy food choices, physical activity,
and healthy bodies.
3p7
Describe a variety of ways to prevent tooth decay (e.g., brush
ing, making appropriate food choices, rinsing the mouth).
• Formative Assessment: Performance Task - Through the collage activity, assess the student’s
understanding of the benefits of healthy food choices, physical activity and healthy bodies
(see Unit 2 Appendix G for an assessment Recording Chart).
Healthy Lifestyles
1. Students brainstorm a list of things that contribute to a healthy lifestyle. List these on chart paper
to post for future reference. Use headings such as Healthy Eating, Physical Health, Personal
Hygiene, etc., as they come up in discussion. Using these headings, students think of specific
concepts they remember from previous sub-tasks, or previous grades. The list should include
the following:
Healthy Eating
–
–
–
–
Choosing foods from all four food groups.
Drinking water every day.
Eating “sometimes” foods occasionally.
Choosing healthy snacks.
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Tooth Care
–
–
–
–
–
–
Brushing teeth daily.
Rinsing mouth with water after meals.
Flossing between teeth.
Choosing healthy snacks.
Protecting teeth while involved in sports.
Regular visits to the dentist.
2
Physical Health
–
–
–
–
–
–
Being active daily.
Getting proper sleep.
Following Medicine Rules (Grade 1).
Following Hazardous Products Rules (Grade 1).
Regular check-ups with the doctor.
Healthy alternatives to drug use.
2. Using the charts, students brainstorm the benefits of a healthy lifestyle. Including healthy eating,
physical activity, safety and hygiene. Some topics to consider:
– Energy
– Growth
– Endurance
– Muscles
– Bones
– Heart and lungs
– Stress
– Repair
– Teeth
Creating a Collage
3. Students look through magazines, newspapers, and grocery store flyers for pictures of food from the
four food groups, physical activity, following safety rules, good hygiene, etc. Students will cut these
out and glue them to a large sheet of chart paper to create a class collage of Healthy Lifestyles.
4. As a group, discuss the collage. Fill in the missing concepts on the collage with words at this
time.
Optional Activity:
5. Invite another class to your room to have your students share the collage they have created, and
present the concepts of a healthy lifestyle.
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Notes to Teacher
CGE3c Adopts a holistic approach to life by integrating learning from various subject areas and
experience
CGE4g Examine and reflects on one’s personal values, abilities, and aspirations influencing life’s
Importance of Food to the Body
Children in Grades 1 to 3 can begin to form an understanding of the relationship between healthy
eating and health. Children start to understand that healthy eating can help them be healthy now,
and stay healthy in the future. Eating a healthy diet is a way of showing respect for themselves (their
bodies/minds). In class, they share their ideas with people whose eating habits are different but
equally valuable.
The importance of food should be explained in simple terms, like “food gives you energy to learn,
work and play, it helps you grow and it keeps your body working.” Children can often relate to the
need for food when they think of how they feel when they don’t eat breakfast.
Children need to eat well because of their energy needs for growth, development and activity. Both
carbohydrate and fat are important sources of energy (calories) in foods. The Food Guide recommends that we try to get more of our food energy from complex carbohydrates (starchy foods). That
is why the Guide recommends more servings of Grain Products and Vegetables and Fruit, and why it
promotes legumes as a meat alternative.
The Food Guide recommends that we choose lower-fat foods more often. However, during the childhood years food choices should not be eliminated or restricted because of the fat content. During
early adolescence, an energy intake adequate to sustain growth should be emphasized with a gradual lowering of fat intake. Once linear growth has stopped, fat intake as currently recommended in
the Food Guide is appropriate. During childhood, learning to enjoy lower-fat milk products, leaner
meats, fish and poultry, and foods prepared with less fat helps set a pattern of healthy, lifelong eating. Be sure that children understand that some fat is necessary for good health. “Lower-fat food
more often” does not mean “no fat.”
All children are different, lead different lives and have different energy needs. Children need a varying amount of food depending on their gender, their body size, how physically active they are and
how fast they are growing. Although children’s energy needs tend to increase through puberty, this
increase is not steady. Children grow according to their own growth patterns. As a general rule, if
children eat according to their appetites and choose foods from the four food groups, over time
they will get the nourishment they need.
Benefits of Physical Activity
Active Living
Active Living promotes a way of life in which physical activity is valued and integrated into daily life.
It is more than fitness and sport - it is a commitment to a healthy mind, spirit and environment, all
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linked through physical activity. For children, regular physical activity is important for overall
health. Most children enjoy physical activities that they can do with their friends, and which give
them a sense of accomplishment - things like building a snowman, skating or swimming.
Children benefit from regular activity in many ways:
– Active children learn better, are more alert and are more self-confident.
– Healthy students are more ready to learn and to get along better with others.
– Young people who are physically active are less likely to smoke, drink, or use drugs, and more
likely to have healthy eating habits.
When fun and enjoyment are part of skill development and physical activity, children are more
likely to develop positive attitudes towards healthy active living.
Many children spend more time in less active pursuits such as watching TV or playing computer/video
games than in the past. Children may need both encouragement and the opportunities to get up and
move. Parents and educators can have a role in promoting this message to children.
Participation in physical education programs will provide lifelong benefits for children. Integrating
physical activity as an enjoyable part of their daily lifestyles helps to prevent heart disease, bone
disease and other health conditions. Some of the benefits of regular activity include better sleep,
fun, good times with friends, healthy body weight, healthy heart and lungs, less stress, optimal
learning ability, positive feelings about self, and strong muscles and bones.
Healthy Eating and Physical Activity
The concepts of healthy eating and active living are interrelated and complementary to each other.
Healthy eating provides the energy required for participation in regular physical activity. Regular
physical activity provides young people with opportunities for increasing their self-esteem and
appreciation for their own bodies. Healthy eating and regular physical activity have important roles
to play in growth and development. They are important components of a healthy lifestyle.
Appendix
Unit 2 Appendix G: Healthy Me Rubric
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Healthy Eating
Sub-Task #5
Searching for the Healthiest
Possible Me
Materials
Healthy Lifestyles Charts (created in Sub-Task #3)
Healthy Lifestyles Collage (created in Sub-Task #4)
Description
Students complete two activities that describe the benefits of healthy food choices, physical activities, and healthy bodies.
Expectation Code
3p1
3p6
Describe the benefits of healthy food choices, physical activity,
and healthy bodies.
3p7
Describe a variety of ways to prevent tooth decay (e.g., brushing, making appropriate food choices, rinsing the mouth).
• Summative assessment: Pencil and Paper Task: Through the Healthy Me activity sheet, assess the
student’s ability to identify and describe the relationship among healthy eating practices, healthy
active living and healthy bodies (see Rubric, Unit 2 Appendix G).
1. Using the charts and collage completed in the previous sub-task review what the students know
about the choices for a healthy lifestyle. Ask the question “What do you do to stay healthy?” Invite
individual responses from students. Tell the students that they will be doing an activity in which
they have to show what they can do to keep themselves healthy. Discuss ways in which they could
show this using pictures and words.
2 Students will complete the Healthy Me activity sheet (see Unit 2 Appendix F) using pictures and
words. Instruct students to remember to explain why these choices are important to a healthy
body. Once they have completed this activity they can go on to complete the Word Search (see
Unit 2 Appendix E) with statements directly linked to benefits of a healthy lifestyle.
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Optional Activity
3. If you prefer, students can complete the Word search prior to completing the Healthy Me activity
sheet. The Word Search provides specific statements directly linked to benefits of a healthy
lifestyle. All the words are vocabulary that the students can incorporate into their Healthy Me
activity sheet.
Notes to Teacher
2
Appendices
Unit 2 Appendix E: Searching for the Healthiest Me
Unit 2 Appendix F: Healthy Me!
Unit 2 Appendix G: Healthy Me! Rubric
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Healthy Eating
Sub-Task #6
Caring for Your Teeth
Materials
Toothbrush
Tempera paint
Pieces of yarn 30 cm long (one per student)
Dental floss
Description
Students review and learn new ways in which to prevent tooth decay through brushing, flossing,
and rinsing of the mouth.
Expectation Code
3p1
3p7
• These expectations are a focus of the Sub-Task but will be assessed later in the Healthy Eating unit.
Brushing Techniques
1. Review good brushing techniques:
– Brush twice a day (minimum).
– Brush for at least two minutes (use a sand timer to demonstrate two minutes).
– Brush all surface areas of teeth (outside, inside, and tops).
– Brush all teeth- back as well as front.
– Brush gums and tongue as well.
– Rinse mouth and toothbrush carefully after brushing.
Tell the children that if they cannot brush their teeth after a meal, they should rinse their mouth with
water thoroughly. This may help to prevent tooth decay (see Notes to Teacher).
2.Flossing Your Teeth
Introduce flossing, and tell children about the benefits:
– Helps clean teeth and gums.
– Removes plaque and debris from between teeth where toothbrush can’t reach.
– Helps protect against gum disease.
– Removes plaque that builds along the gum-line.
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Lead a demonstration with the students. Cover your hand with thick tempera paint. Then use a
toothbrush to clean off the paint, keeping your fingers held tightly together. The toothbrush will
not remove the paint from between the fingers. Show the children the paint still between fingers,
and connect it to the fact that toothbrushes do not remove plaque from between teeth. Introduce
the concept of flossing between the teeth with dental floss. Show the children a container of dental floss, and the floss inside.
3. Divide students into partners and hand out the pieces of yarn to partners. Have students practise
flossing by using the yarn and their partner’s hand. One student holds the yarn taut between two
hands (demonstrate the meaning of taut to children). The other holds one hand, fingers pointing
up and slightly apart. The student with the yarn flosses between the others fingers, keeping the
floss against the side of each finger.
Notes to Teacher
CGE4h Participates in leisure and fitness activities for a balanced and healthy lifestyle
• Teachers may wish to contact their local Public Health Unit. Support in teaching Dental health
may be available (e.g., visits from Public Health, Curriculum Materials, other resources).
Benefits of Oral Health
Optimal oral health is an integral part of total health. Healthy teeth and gums contribute in many
ways to our everyday lives. If they are cared for properly healthy teeth should last a lifetime!
Primary and Permanent Teeth
We get two sets of teeth, primary and permanent.
Primary Teeth
The primary teeth consist of 20 teeth, 10 lower teeth and 10 upper teeth. They are important for
eating, talking, smiling and self-esteem. The primary teeth also save the space for the permanent
teeth. When the permanent tooth is ready to erupt, the roots of the primary tooth absorb allowing it
to fall out. The permanent tooth then has room to move into the space.
Permanent Teeth
The permanent teeth consist of 32 teeth, 16 lower teeth and 16 upper teeth, and are also important
for eating, talking, smiling and self-esteem. The first permanent teeth that appear in the mouth are
the 6-year molars. They come in at the very back of the mouth, usually at 5 or 6 years of age.
Permanent teeth are meant to last a lifetime.
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Plaque – What is it?
Plaque is a soft, sticky, colourless layer of bacteria and food debris that is constantly forming on the
teeth. It clings to the teeth especially near the gum line, on the surfaces next to the other teeth, and
in the pits and grooves. Plaque is recognized as the primary cause of the two most common oral
diseases, tooth decay and gum disease.
The Relationship of Plaque to Dental Decay
The most widespread dental disease in children is dental decay. For dental decay to occur there
must be plaque, sugar and a susceptible tooth. When food containing sugar is eaten, the plaque
bacteria react to form acid. This sticky plaque then holds the acid to the tooth surface, allowing it
to attack the tooth. After repeated acid attacks, the surface of the tooth begins to dissolve and a
cavity results.
The Decay Process
Enamel, the hard outer protective covering of the tooth, is broken down by the acid. If left
untreated, the decay will spread into the dentin, a slightly softer layer that forms the bulk of the
tooth. If still not treated, the decay penetrates to the pulp, the soft center tissue containing blood
vessels and nerve tissue. An abscess may form at the root of the tooth. At this point, if the tooth is
not treated by root canal therapy, the tooth may be destroyed. (See Glossary)
Sugar and Tooth Decay
Sugars come in many forms and names (honey, fructose, sucrose, lactose, glucose, corn syrup,
corn sugar, maple sugar, invert sugar and molasses). Whether the sugars are in candy, cookies,
milk, fruits, breads or cereals, they can contribute to tooth decay.
When evaluating if a food is a good snack, be tooth smart! Consider these simple guidelines to help
encourage students to make good food choices:
– Discourage the use of sticky, sugary foods between meals. Reserve these foods (such as dried
fruit, fruit leathers and sweet sticky baked goods) for mealtimes or when children can brush
their teeth afterwards.
– Avoid daylong nibbling because it provides a steady food supply to acid producing bacteria.
– Not all sweets can be totally eliminated but the frequency of intake should be limited.
Protective Foods
Eating a piece of cheese after a meal or snack may actually protect teeth against cavities. Cheeses
such as cheddar, Swiss, blue, Monterrey jack, mozzarella, Brie and Gouda contain ingredients that
have been shown to protect teeth from acids and help keep teeth strong.
Brushing the Teeth
Brushing is one of the most effective ways of removing plaque from all surfaces of the teeth. It takes
at least two minutes to properly brush teeth and gums. Teeth should be brushed twice a day, in the
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morning and in the evening before bedtime. Supervision and assistance is required for children up
to six years of age. If brushing is not possible during the day, rinsing the mouth with water may help
to prevent decay.
Brushing Methods
Students should be given some basic advice to help them develop proper brushing habits. There are
many brushing methods available. The method taught will always depend on the dexterity and maturity of the student. It will be up to the dental professional to evaluate his/her skills and then decide
on the most suitable method. Students should grasp the brush handle in the palm of the hand, close
to the brush head so they can control it easily. The handle should be comfortable to hold.
Encourage students to use the easiest motion that allows them to clean the most surface area of the
teeth, gums and tongue. Stress that children are to clean the “outsides” (surface of teeth against
cheek), the “insides” (surface of teeth against tongue) and the “tops” (chewing surfaces) of the
teeth. Emphasize they must clean the back teeth, not just the front teeth! A counting system will
encourage thorough coverage and help the students concentrate on brushing; have them count five
to ten strokes in each area.
Brushing Tips
Do!
– Choose a toothbrush with soft bristles.
– Use a youth-sized brush.
– Always rinse your toothbrush after brushing and store it where bristles can dry.
– Replace your toothbrush when it is worn. A worn brush does not clean properly. The Canadian
Dental Association recommends replacing your toothbrush every three months, or after
infectious diseases.
Don’t!
– Share your toothbrush with anyone.
– Use your toothbrush for anything except brushing your teeth.
– Forget to brush, especially before going to bed.
Dental Floss
Thorough flossing once a day can help to prevent tooth decay and gum disease. Dental floss
removes plaque and debris from between the teeth where the toothbrush can’t reach. It removes
the plaque that builds along the gum-line. As soon as the child has sufficient manual dexterity
they should begin to floss. Encourage students to ask their dental health professional, parent or
caregiver to teach them to floss. Remind them that although they might find flossing their teeth
awkward at first, with continuous practice they can develop this skill.
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Healthy Eating
Sub-Task #7
A Healthy Smile
Materials
Chart paper
Markers
Storybook
Description
The students review the need for healthy teeth and identify a variety of ways to prevent tooth decay
through completing a discussion and crossword activity.
Expectation Code
3p1
3p7
• Formative Assessment: Pencil and Paper Task: Assess the student's ability to describe a variety
of ways to prevent tooth decay. Create a marking scheme to assess the Healthy Teeth Crossword
Puzzle (see Unit 2 Appendix H).
Healthy Teeth
1. Students brainstorm a list of all the things needed to maintain healthy teeth. While the students
are responding write the list on chart paper to post in the classroom for future reference. This
activity should include the review of knowledge previously taught in lower grades.
– Description of ways to care for teeth.
– Importance of regular brushing.
– Importance of regular trips to the dentist.
– Negative effects of poor nutrition on healthy teeth.
Snacks and Healthy Teeth
2. Students work in small groups to generate a T-chart of everyday and sometimes snacks in regards
to healthy teeth. The students need to understand which snacks can be detrimental to their teeth.
Once students have completed charts, each group displays their chart, while one person reads
the snack choices to the rest of the class. This is a good time to discuss why some snacks are for
sometimes, while others are for everyday.
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– Healthy teeth depend partly on nutritious foods.
– Sugars can contribute to tooth decay.
Lead a discussion about tooth decay. Review the decay process with the students (see Notes to
Teacher in Sub-Task #6).
Consider the following when choosing snacks:
– Amount of sugar in the food.
– Type of food (sticky foods can stick to teeth; much harder to remove and may cause more
damage).
– Number of sugary foods eaten during the whole day.
Everyday Snacks for teeth- apples, carrots, sunflower seeds, bananas, cheese and crackers
unsweetened orange juice. Sometimes Snacks for teeth- candy bar, cookies, lollipop, bubble gum.
Healthy Teeth Crossword Puzzle
3. Students individually complete the Healthy Teeth Crossword Puzzle (see Unit 2 Appendix H).
4. Students write a journal entry about healthy teeth. Give a prompt such as, “ Write a letter to your
dentist telling him/her what you know about preventing tooth decay. Don’t forget to write about
and describe a variety of ways to do this!” Depending on the needs of your class you may wish
to write some of these methods on the board for reference, or refer your students to the completed crossword to help remind them of important information.
Notes to Teacher
• Teachers may wish to contact their local Public Health Unit. Support in teaching Dental health
may be available (e.g., visits from Public Health, Curriculum Materials, other resources).
Fluoride
Fluoride is a naturally occurring mineral found in water, soil, rocks, air, some foods and plant and
animal tissues. The Canadian Dental Association (CDA) supports the appropriate use of fluorides in
the prevention of dental caries as one of the most successful preventive health measures in the
history of health care. Because of the availability of fluorides from a variety of sources, exposure to
more fluoride than is required simply to prevent dental caries can cause dental fluorosis, particularly in children under the age of six years. Mild fluorosis presents as chalky, white spots in the
enamel of permanent teeth. There is no evidence of any health problems being created by such
exposure, but it can cause cosmetic concerns.
Sources of Fluoride
Fluoridated Community Water
There is no question that water fluoridation is safe and does reduce the occurrence of dental
disease. Some communities do not have fluoride added to their water. For more information about
your water supply, contact your local Public Health Department.
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Topical Fluoride Treatment
This is a concentrated form of fluoride applied by a dental health professional. In selected cases,
where children are susceptible to dental disease, a dentist or dental hygienist will indicate the need
for professionally applied topical fluoride.
Fluoride Toothpaste
Children should brush twice a day with a “pea-sized amount” of fluoridated toothpaste that is
approved by the Canadian Dental Association. Make sure that the “pea sized amount” is emphasized, as swallowing of toothpaste should be discouraged. Children must learn to rinse with water
after brushing and spit out the rinse.
Fluoride Supplements
Recommended only for individuals or groups at high risk for dental decay, where the estimation of
fluoride exposure from all sources indicates a need. They are not recommended for use in fluoridated areas. Parents or guardians should receive necessary information from a health professional
before giving fluoride supplements to a child.
Dental Sealants
Dental sealants are thin, protective plastic coatings applied to the chewing surfaces of the molars
(back teeth). They act as a physical barrier, filling in the pits and grooves where food and bacteria
can get trapped and cause cavities. Sealants are applied to the child’s teeth by a dental health
professional. Once they are applied dental sealants can last for years. Sealants should be checked
during regular visits to the dental office. Dental sealants are tooth protectors but they do not ensure
that cavities will not occur. Even when sealants are placed, children must still practise good dental
health habits.
Visit to the Dentist
The dental visit should always be presented in a very positive way. Children should see the dentist
at least once a year for a check-up. Review some of the things the dental health team can do to help
keep children’s teeth healthy:
– Check their mouths to make sure teeth and gums are healthy.
– Teach proper methods for care of teeth and gums.
– Clean and polish teeth.
– Take X-rays, which are pictures that let the dentist check for cavities in teeth.
– Apply topical fluoride, if necessary.
– Apply dental sealants.
– Fill cavities to prevent decay from spreading deeper into the tooth.
Tooth Safety
Encourage students to protect their teeth from injury.
– Wear safety gear for playing sports such as helmets and mouth guards.
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– Be aware of others around you. Do not swing bats or kick balls when others are unaware or
within reach. Play safely!
– Always wear your seatbelt. Buckle Up!
– Don’t use your teeth as tools such as opening of beverage bottles or holding things like pencils
or eyeglasses.
– Don’t push others at the water fountain or on playground equipment.
– Make sure your shoelaces or buckles are done up at all times. Don’t trip or fall!
– Know first aid if a tooth is knocked out.
What to do if a tooth is knocked out
– If the tooth is dirty, rinse it gently under running water. Do not scrub it.
– If it is a permanent tooth, try to gently insert it back in its socket. If this isn’t possible, simply
place the tooth in milk, or cool water.
– Do not try to put a primary tooth back in the socket. If it’s a primary tooth, or if you are not
sure, simply place it in milk, or cool water.
– Take the child and the tooth to the dental office or hospital immediately!
Appendix
Unit 2 Appendix H: Healthy Teeth Crossword and Answer Sheet
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Reprinted with permission from Grade Three Curriculum Support for Healthy Living Strand, Durham Catholic District School Board and Durham Region Health
Department, Oshawa, 1999
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Letter Home
Dear Research Assistant,
The students in our class are completing research booklets about food
from other countries. Your job is to help the student who chose you to
complete pages 1 to 4 in their research booklet. The student should ask
you the questions in their booklet and write the answers as you give
them. You may help the student with any spelling of any unfamiliar
words. If you give the student names of specific food dishes, please
include a short description of the ingredients and method of cooking
(e.g., boiled, steamed, etc). Our unit of study is healthy eating, and we
are learning to identify foods from the four food groups of Canada’s
Food Guide to Healthy Eating: Grain Products, Vegetables and Fruit, Milk
Products, Meat and Alternatives, and Other Foods. Please help the
student to classify the foods that you have discussed into the food groups
on page 5 of their research booklet. The student will complete page 6
independently, once your interview is finished. Thank you for taking
the time to be a Research Assistant!
Sincerely,
Grade 3 teacher
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TEACHER
Rubric for Assessment of Healthy Eating:
Research Booklet
2
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Searching for the Healthiest Me
2
Healthy Food
• Helps us grow
• Helps keep us warm
• Makes strong bones and
teeth
• Helps repair the body
• Gives us energy
• Builds muscle
Physical Activity
• Strengthens the heart,
lungs, muscles, and bones
• Improves balance
• Reduces stress
• Increases endurance
• Helps maintain a healthy
body weight
Find the highlighted words (search across and down).
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Searching for the Healthiest Me –
Answer Sheet
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TEACHER
Rubric for Assessment of Healthy
Eating: Healthy Me!
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HER
2
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Health Department, Oshawa, 1999
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TEACHER
Name ______________________________
Healthy Teeth Crossword
Solution Activity
Follow the clues to complete
the crossword.
Use the circled letters to spell
the mystery word.
Take good care of your teeth
and you will have a healthy
beautiful
S
M
I
L
E
Down
Across
1. You need one of these to
keep your teeth clean.
1. Eating nutritious ______ is important
for healthy teeth.
2. This helps clean in
between your teeth.
2. Brushing and flossing help to keep
your gums ______.
3. A sweet, crunchy fruit, that is a
healthy snack.
3. When playing sports wear a
mouthguard to ______ your teeth.
4.
4. Brush your teeth at least _______
a day.
It is also important to
brush your __________.
5. You find your teeth
inside this.
5. This is the pink part around your
teeth. They need brushing too.
6. This favourite snack of mice is also
good for your teeth.
6. This person helps you care for your
teeth.
7. Foods that are sticky and ________
can cause cavities.
7. The colour of healthy, clean teeth.
Reprinted with permission from Grade Three Curriculum Support for Healthy Living Strand
Health Department, Oshawa, 1999
, Durham Catholic District School Board and Durham Region
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ER
Health
Canada
Santé
Canada
CANADA’S
2
T O H E A LT H Y E A T I N G
FOR PEOPLE FOUR YEARS
AND OVER
Enjoy a variety
of foods from each
group every day.
Choose lowerfat foods
more often.
Grain Products
Choose whole grain
and enriched
products more often.
Vegetables and Fruit
Choose dark green and
orange vegetables and
fruit more often.
Milk Products
Choose lower-fat milk
products more often.
119
Meat and Alternatives
Choose leaner meats,
poultry and fish, as well
as dried peas, beans
and lentils more often.
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120
Healthy Living
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UNIT
3
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OVERVIEW
Duration
8 Sub-Tasks
Description
Students learn about drugs, specifically alcohol, nicotine and caffeine, their effect on the body, and
practise making healthy choices regarding drug use.
Sub-Task Title
Expectation Code
1. All About Drugs
3p4, 3p13
2. Caffeine is a Drug
3p14
3. Nicotine the Cigarette Drug
3p14
4. Alcohol is a Drug
3p14
5. Take the Drug Quiz
3p14
6. Drug Use Influences and Avoidance Strategies
3p15
7. Practising Refusal Skills
3p15
8. Making Healthy Choices about Drug Use
3p15
3
included are:
• Personal Communication: Through observation, the teacher assesses if students can define the
term drug and a variety of legal and illegal drugs
• Pencil and Paper Task: The teacher assesses if students can define the term drug and a variety of
legal and illegal drugs
• Pencil and Paper Task: Take the Drug Quiz (see Unit 3 Appendix K for the Substance Use and
Abuse Drug Quiz Assessment Rubric)
• Personal Communication: Scenarios (see Unit 3 Appendix K for Assessment Rubric)
• Pencil and Paper Task: Clever Comeback Sheet (see Unit 3 Appendix F)
• Pencil and Paper Task: I Have A Decision to Make (see Unit 3 Appendix H Part B)
The following expectations and content for Substance Use and Abuse have been introduced in the
following grades:
• In Grades 1 and 2, students become familiar with Decision-making Model, rules concerning safe
use of medicines and hazardous products and ways to identify them. In Grade 2, students learned
background knowledge of what is a drug, why we take drugs and identifying healthy alternatives
to drug use.
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Notes to Teacher
The following expectations and content for Personal Safety and Injury Prevention have been introduced in the following grades.
Accommodations
Not all students in a Grade 3 classroom will be able to complete independently all unit suggestion
or assessments. Adapt the Teaching/Learning Strategies to accommodate the needs of exceptional
students, consistent with the strategies outlined in their IEP. Students may require scribing, instructions repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner
For example:
• Announce what you are going to say before you say it, say it, then say what you said. This kind of
structure helps to ‘glue' the ideas in place
• Provide a structured overview of the lesson prior to beginning instruction.
• Use visual aids, demonstrations, simulations and manipulatives to ensure that students understand concepts presented.
• Provide opportunities to “pair-share” or activity breaks to assist the student's ability to focus on
instruction.
• Make use of computer technology where possible.
• Break instruction/learning periods into smaller units of time with a plan to increase.
• Simplify instructions, choices and scheduling.
• Provide models of completed tasks so the student can visualize a completed project.
• Have the student tape to support writing or, if necessary, as an alternative to support draft work.
• Provide visual aid models of the writing process.
• Provide overviews of lessons at the beginning of class where possible (e.g., visual organization
scheme such as maps or webs).
• Relate material to students' lives and real-life situations.
• Clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking
• Allow a significant response time when questioning to allow the student time to process the
request.
CGE1d Develops attitudes and values founded on Catholic Social teaching and acts to promote
social responsibility, human solidarity and the common good
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management skills
CGE4g Examines and reflects on one’s personal values abilities and aspirations influencing life’s
CGE5e Respects the rights, responsibilities and contributions of self and others
Fully Alive:
integrated with the Family Life Program, Fully Alive. Many expectations can be woven into the
themes and topics presented in Fully Alive. The Fully Alive Program provides the students with a
context of values within the Catholic Faith tradition to teach the Healthy Living expectations.
The program reinforces learning and provides a strong basis for decision-making.
Learning About Decisions, Fully Alive, Grade 3, Theme 4, Topic 2 TM pp. 84-86, SB pp. 60-62
My Body Your Body, In God’s Image, Theme 4 Topic 2
We Get Help With Our Decisions, Fully Alive, Grade 3, Theme 4, Topic 3 TM pp. 88-91,
pp. 63-68
Fully Alive (Grades 1-8) , Ontario Conference of Catholic Bishops, Prentice-Hall Canada.
Education is critical to the prevention of drug abuse. Parents, guardians, educators and society in
general all have key roles to play in educating students about drug use and abuse.
The home is the primary source for young children to access to medicines/drugs therefore it is
critical to link with parents for this expectation. Parents need to be provided with safety information
regarding safe use and storage of medicine and other hazardous household products. Adults at
home need to offer the child safe choices and set standards for acceptable behaviour. Encourage
parents to practise with their children what they should do if someone offers them cigarettes,
alcohol, caffeine, medicines, etc. Local health departments and pharmacies, are often a good
resource for providing information and the latter may be suitable for a class outing. Alcohol and
tobacco are the drugs most readily available to Ontario students and smoking is the primary cause
of preventable illness, disabilities and premature deaths in Canada.
The Substance Use and Abuse learning expectations respond to the facts by focusing on an
understanding of the effects of drugs (all medicines contain drugs) – prescription drugs, non-prescription drugs, illicit drugs, tobacco, alcohol and the consequences of their use. This knowledge is
integrated with a variety of living skills that help students make healthy choices. By using problemsolving, decision-making, refusal and assertiveness skills effectively, learners can seek healthy,
drug-free behaviours based on accurate information.
Key attitudes and feelings about drugs, including medications, are shaped by what they see and hear
from a variety of sources. They are influenced by their role models: parents, coaches, older children, siblings, etc. Children’s perceptions related to drugs are also influenced by what they see and
hear in the media: TV, billboards, movies etc.
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Alternatives to Medication
(Review from Grade 1-2)
At times, children do not want to take medication that is prescribed for them or there may be other
things the children can do to feel better. Introduce the concept that there are alternatives to drug
use and that they too can help you feel better. A list of these include:
– Eating a balanced diet according to Canada’s Food Guide to Healthy Eating.
– Giving yourself timeout if you are getting too hot and tired from running around.
– Talking about your feelings and situations that are bothering you with a parent, trusted teacher
or friend.
– Taking a warm bath.
– Getting enough uninterrupted sleep.
– Daily exercise.
– Lying down in a quiet, dark room or sitting quietly reading if you have a headache.
– Relaxation exercises.
– Deep breathing.
Medicines can be helpful when used properly.
They can:
– Prevent sickness. Medicines like vaccines are given to prevent illness. Almost everyone is
vaccinated (usually by a needle) so that he/she will not get diseases such as measles and mumps.
– Help to heal the body. Bacteria cause certain diseases such as ear infections and pneumonia.
Some drugs like antibiotics fight infections by killing bacteria. Other medications can be put on
scrapes and cuts to kill germs. Vitamins and minerals are essential in the maintenance and repair
of the body. Supplements can be given when necessary. However, eating a variety of foods is the
best way to ensure you are getting enough nutrients. If a child is growing and eating according to
the food guide, vitamin/mineral supplements are rarely necessary.
– Help stop pain. There are medicines such as Tylenol that can help take away pain. The dentist
uses medication to prevent any pain when a cavity is filled.
– Help us feel better. Sometimes medicine will not make problems go away such as colds and
coughs but it can help us feel better while our body heals itself. A medicine that helps to stop a
cough or clear up a stuffy nose can be helpful.
Even though medicine can be very helpful, all prescriptions and over-the-counter medications can
be dangerous if they are not used properly, e.g. if you take too much or take too often, if you take
certain medications together or take someone else’s medication.
It is important that children have positive role models and that they are encouraged to explore
healthy alternatives to taking medication (e.g. rest, exercise, good nutrition as possible alternatives).
Laws are made by lawmakers and are related to concerns for the problems associated with its use
as well as by strong social and religious movements. In Ontario, store retailers are not allowed to
sell tobacco/nicotine and alcohol to children under 19 years of age because it is known to have a
strong negative effect on younger and developing bodies.
Sometimes medicines/drugs can be harmful for the following reasons:
– Prescribed for someone else.
– Not the correct amount (too little or too much).
– Taken for too short or too long a time period.
– Too old or out of date.
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– Antagonistic or stronger when used with another kind of medicine you are already taking.
– Taken in a different way than prescribed, e.g., crushed tablets when supposed to be swallowed
whole.
– Prescribed for some other condition.
– Exposed to sunlight, heat/cold or other environmental concern.
– Side effects, e.g., cold and cough syrups can make you sleepy.
– Allergic reaction.
– Related to means of ingestion (e.g., by injection).
Addiction
The addiction concept introduced in Grade 4 means that a person’s body has become dependent on
a substance and the body cannot work properly without that substance. If the person stops using the
substance, there will be physical and mental effects which are often unpleasant. This is called withdrawal and will affect the person’s mind, body and emotions.
Appendices
Unit 3 Appendix A: Take the Drug Quiz
Unit 3 Appendix B: Take the Drug Quiz Solutions
Unit 3 Appendix C: Drug Use Influences
Unit 3 Appendix D: Refusal Techniques
Unit 3 Appendix E: Refusal Techniques Practice Scenarios Teacher Reference
Unit 3 Appendix F: Clever Comebacks Worksheet
Unit 3 Appendix G: Clever Comebacks Sample Poster
Unit 3 Appendix H: I have a Decision to Make Teacher Sample
Unit 3 Appendix I: I have a Decision to Make Student Worksheet
Unit 3 Appendix J: Substance Use and Abuse Drug Quiz Assessment
Unit 3 Appendix K: Decision-Making Model Rubric
Unit 3 Appendix L: Decision-Making Model
Sources
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom , Centre for Addiction and Mental Health.
http://sano.arf.org/curriculum.htm
School Board and Durham Region Health Department, Oshawa, 1999/2000.
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Addiction Research Foundation –1-800-Info-ARF/ 1-800-463-6273 www.arf.org
Centre for Addiction and Mental Health, Marketing Department 1-800-661-1111 www.camh.net
Concerns Canada (Alcohol and Drug Concerns Inc.) 1-877-893-2227
Health Canada – www.hc-sc.gc.ca
Langsen, R., When Someone in the Family Drinks Too Much
New York , 1996.
, Dial Books for Young Readers;
OPHEA – www.ophea.net
Ontario Drug Awareness Partnership 1-800-746-3852
Ontario Ministry of Health – www.gov.on.ca/health
Ontario Public Health Association – www.opha.on.ca
PAD (Parents Against Drugs) Drug Education and Support Services – www3.sympatico.ca/pad
Substance Abuse Network of Ontario (SANO) – 416-595-6053 www.sano.arf.org
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Sub-Task #1
All about Drugs!
Materials
Chart paper
Markers
Description
Students will understand the definition of a drug, and classify drugs under the headings of
prescription, non-prescription and illegal drugs through teacher led discussion.
Expectation Code
3p4
Describe what a drug is, list several examples (e.g., nicotine,
caffeine, alcohol), and describe the effects of these substances
on the body.
3p13
Define the term drug and identify a variety of legal and
illegal drugs
• Diagnostic Assessment: Personal Communication - Through observation, the teacher will determine the student's ability to define the term drug and identify a variety of legal and illegal drugs.
Definition of a Drug
1. Students brainstorm, “What is a drug?” Write the word drug on the board. Ask the students what
they know about drugs – drawing short lines out from the word drug. The teacher will use the
following questions to add more extension (branches) form the word drug:
– What forms do drugs come in? (solid, powder, liquid, sprays, gases or creams)
– Can drugs be helpful and harmful?
– In which ways do we take drugs? (swallowed, by needle, breathe medication in, rub on skin,
eye and ear drops)
– Can drugs affect the body? (speed up or slow down the body, increase rate of breathing and
heart rate, effects the brain, can change the users feeling, thoughts or coordination)
Define a drug (a drug is something other than food that is taken into the body, changes the way you
think, act or feel).
2. Brainstorm a list of commonly known drugs (determine student knowledge base). Write these
on chart paper or the board. Students define the difference between a prescription and non-prescription drug is:
– Prescription drugs (drugs available with a doctors order, has a label etc.).
– Non-prescription drugs available without a doctor's prescription, can be bought at the store).
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– Ask a student volunteer to write a P for prescription Drug or NP for non-prescription next to
the list of brainstormed drugs on the chart paper.
Legal and Illegal Drugs
3. Introduce the concept of legal and illegal drugs.
– Students list illegal drugs or street drugs they know (e.g. marijuana, heroin, LSD, cocaine,
ecstasy, speed).
– Ask students why they think these drugs are illegal (e.g., concerns about the safety, and side
effects - law considers age and stage of development of the person).
– Legal drinking age and age to be sold tobacco vary from province to province. In Ontario,
it is illegal to sell or supply tobacco to a person under the age of 19 years.
Optional Activities
4. Review the rules for the safe use of medication.
5. Check your local library or school board resources for videos or picture books on this topic to
help introduce/reinforce content.
Notes to Teacher
CGE1d Develops attitudes and values founded on Catholic social teaching and acts to promote
management skills
Drugs:
Definition:
“A Drug is something other than food that which when taken into the body, changes the way you
think, act or feel.”
Drugs:
– Can either speed up the body or slow it down.
– A drug that speeds up the body can increase the breathing rate and cause heart problems,
including a heart attack.
– A drug that slows down the body can lead to unconsciousness and death.
– Drugs that affect the brain can change the user’s feelings, thoughts and coordination.
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– Some drugs can damage the reproductive organs of either males or females and cause children
to be born with birth defects and other problems.
Drugs can be divided into three categories:
– Prescription drugs are medications that only a doctor can order (e.g. inhalers, insulin,
antibiotics).
– Non-prescription drugs are available without a prescription (e.g. cough syrup, Tylenol,
cigarettes, alcohol).
– Illegal or street drugs (e.g. marijuana, heroin, LSD, cocaine, ecstasy, speed).
Medication Rules for Children (Review from Grade 1-2):
– Take medication only from an adult you trust.
– Take only the amount of medicine your doctor or a grown-up you trust says to take.
– Never share you medicine with another person.
– Never take someone else’s medicine.
– If you do not feel well after taking a medication, tell a grown-up you trust right away.
Prescription medicines/drugs are those taken only:
– When a doctor or dentist prescribes them.
– For a specific reason.
– For a specific person.
– When a specially-trained person, called a pharmacist, prepares them.
Non-prescription medications are those products that are displayed at a supermarket, department
store or drug store and that treat certain conditions:
– Anyone can buy non-prescription medications.
– You do not have to see a doctor first.
– They are also called “over-the-counter” medicines because you can take them off the shelf
and pay at the check-out counter.
The legality of a substance is based on many things:
– Concerns about the side effects of the drug.
– Social/public policy related to political will
– International drug policies.
– Concern about age and stage of development when use is initiated.
Parts of the preceding activities and background information are excerpted or adapted from
Education in Your Classroom
with permission from the Centre for Addiction and Mental Health.
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Sub-Task #2
Caffeine is a Drug!
Materials
Watch with a second hand
Student’s exercise book for journal entry
Description
Students learn caffeine is a drug. Students do a “caffeine count“ activity to illustrate the effect
caffeine would have on their bodies.
Expectation Code
3p14
Identify nicotine (in cigarettes), caffeine (in coffee and colas),
and alcohol as drugs
• Formative Assessment: Pencil and Paper Task: Assess the student’s ability to identify caffeine
through observation and journal entry.
Review of Commonly Known Drugs
1. The teacher will have the students review a list of commonly known drugs from Sub-task #1
(include medicines, caffeine, alcohol and nicotine in cigarettes).
Caffeine
2. The teacher will define caffeine (e.g., a white powdery substance added to food and drinks –
found commonly in dark and light colas, coffee, tea, chocolate).
3. The teacher should reinforce concept that drugs affect their bodies; that affect the way they think,
act and feel and so it is extremely important to make wise decisions about what they put into
their bodies.
Effects of Caffeine
4. Ask the student what are the effects of caffeine on the body (e.g., increased heart rate, increased
urine production, can’t sleep, nervousness, stomach upset, decrease appetite etc).
5. Do the “Caffeine Count” activity with the class. Students stand and place their hands on their
chest for 10-15 seconds. Then ask them to skip, hop, or walk vigorously for two to three minutes. Instruct them to stop and place their hands on their chest again. Ask them what changes
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they notice (increased heart rate/increased breathing). Reinforce the fact that some of the
changes are the changes that may occur on a regular basis to someone who is taking too much
caffeine.
Caffeine Count
6. Write this sentence on the board and ask the students to write it in their exercise book. “”One
thing I learned about the effects of caffeine on the body is… “ (three to four minutes). Students
complete the sentence and report back on a few responses. (Link the responses found back to
the “Caffeine Count“ activity e.g., increased heart rate.)
Optional Activity
7. Students monitor pulse rates before and after activity, use a stethoscope to hear heart rate.
Notes to Teachers
If a child is unable to participate in this activity (e.g. has asthma, cast etc.), have him/her to be a
timer for this activity.
Parts of the preceding activities and background information are excerpted or adapted from
Education in Your Classroom
with permission from the Centre for Addiction and Mental Health.
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Sub-Task #3
Nicotine…The Cigarette Drug!
Materials
Watch with a second hand so person who can time the activity
A straw for every student
Student journal entry in students own exercise book
Description
Students identify nicotine as a drug, learn the effects it has on the body and participate in an activity
that illustrates how tobacco decreases lung function.
Expectation Code
3p14
• Formative Assessment: Pencil and Paper Task– Assess the student’s ability to identify nicotine
(in cigarettes) through observation and a student journal entry.
Definition of Nicotine
1. Define nicotine: a highly addictive substance that is a stimulant and found in cigars, pipe tobacco,
chewing tobacco and cigarettes (see Notes to Teacher for more details)
Tobacco Truth Activity
2. Working in pairs, students march on the spot for one minute. (Instruct students to stop if they
feel dizzy or have difficulty breathing at any time) At the end of the time, ask the students to rate
the difficulty of the test - was it easy or difficult. Hand out straws, instruct students to put it in
their mouths, then have them march on the spot for another minute. Again ask them to rate the
difficulty level (students should express that it was more difficult, harder to breathe). Review
safety rules – remind students no horseplay, be careful with the straw, etc.
3. Discuss the effects tobacco has on the body, linking it with the “tobacco truth” activity.
The teacher will reinforce that some of the changes they notice are the same changes that may
occur when smoking cigarettes.
4. Teacher writes this sentence on the board and asks student to write it in their exercise book.
“One thing I learned about the effects of nicotine on the body is… .” Then have students
complete the sentence and report back on a few responses (three to four minutes). Review
answers list physical effects not mentioned.
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Notes to Teachers
If you have a student who is unable to participate actively in this activity, have them be a timer. Use
discretion when addressing this expectation. Assess maturity level of students and the appropriateness of the information given. In some settings talking about the illegal use of cigarettes and alcohol
will be sufficient. In other settings, children may be at greater risk for exposure to illegal drugs e.g.
marijuana, and therefore mentioning these drugs maybe appropriate.
Nicotine
– Is the main drug in tobacco and is a stimulant (upper).
– A highly addictive substance. The body quickly develops a craving for nicotine and people who
want to stop using tobacco find it very hard to do so.
– Makes people feel jittery and nervous. This is true even though some people say they smoke
because it calms them down.
– Nicotine shrinks the arteries, which cuts down on the amount of blood that goes to the brain,
harming its functions.
– Nicotine narrows the body’s arteries and the heart has to work harder to get blood to all the
body parts. Nicotine itself causes an increased heart rate, breathing rate, and blood pressure.
Smoking is closely related to heart disease, which is the leading cause of death.
– Nicotine is also contained in cigars, pipe tobacco and chewing tobacco.
– Chewing tobacco can cause damage to lips and gums.
Smoking
When tobacco is smoked, smoke enters through the mouth and nose. From there it passes through
the throat and to the lungs. The smoke contains nicotine and many other harmful substances. These
are passed from the lungs to the bloodstream affecting most of the body’s organs. Tiny hairs, called
cilia, usually clean the lungs of dirt and germs but they are paralyzed by nicotine so the smoker is
more vulnerable to colds, flu, bronchitis, and other diseases.
Nicotine, Caffeine and Alcohol
These substances are the three most abused mind-altering drugs, although they are not always recognized as drugs. These substances cause many cancers, including lung, throat, mouth, pancreas
and bladder, heart attacks, strokes and emphysema. They also cause asthma attacks, yellow teeth,
skin wrinkles, smelly breath and hair, and coughing. These substances reduce lung function and
decreases athletic ability and energy.
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Sub-Task #4
Alcohol is a Drug!
Materials
Masking tape
Two to four gymnasium mats
Student journal entry in students own exercise book
Description
Students identify alcohol as a drug and the effects it has on the body.
Expectation Code
3p14
Identify nicotine (in cigarettes), Caffeine (in coffee and colas),
• Formative Assessment: Pencil and Paper Task – Assess the student’s ability to identify alcohol as a
drug through observation and a journal entry.
Alcohol as a Drug
1. Ask the students why alcohol is a drug. Alcohol changes the way one thinks, acts, and feels.
Students briefly (discourage any personal stories) describe how some people act (e.g., on TV)
when they drink (e.g., they can be happy or sad, talk more, stagger and fall down, get sick,
headache etc.). Alcohol is found in a special store (liquor, wine or beer store, made and or
stored at home).
“Alcohol Alert” Activity
2. Mark out several lines on the floor (about three metres) with masking tape and places gymnasium mats on either side of the taped line. Ask for a student volunteer. The teacher has the student
walk the taped line and return and turns the student in a circle several times (the teacher can
judge when enough rotations have been completed). The student immediately walks the line
again (student should have difficulty).
3. Discuss the effects of this exercise – ask students how they feel. Link the effects noted from the
activity to the effects caused by drinking alcohol (e.g., impaired balance and coordination).
*Note the effect worsens with the amount of alcohol consumed.
4. Write this sentence on the board, and students copy it in their exercise book, “One thing I
learned about the effects of drinking on the body is… .” They complete the sentence and report
back on a few responses (three to four minutes). Review answers. List physical effects not mentioned. Link the Alcohol Alert activity to the effects of drinking on the body.
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Optional Activity:
5. Two students demonstrate the Alcohol Alert Activity to the whole class. Then, students do it in
pairs. Review safety information with the students prior to this activity and prepare a safe environment such as in a gymnasium with mats, no objects to fall on, caution students to spin partner two to three rotations maximum.
Notes to Teachers
This sub-task focuses entirely on alcohol as a drug, elaborating on other types of alcohol is not
needed (e.g., rubbing alcohol). Most children have seen alcohol and the effects it may have on
their family or someone they know. Again, the teacher will discourage personal stories in class
where possible. The teacher may speak with individual students in private if needed. The teacher
should be aware that some parents also give children alcohol in the home as part of their cultural
norms. The teacher must listen and use judgement if a concern arises.
Alcohol
– Alcohol is a depressant.
– Alcohol is a liquid made by fermenting (causing changes) in various organic substances such as
grapes and certain grains.
– Alcohol is absorbed from the stomach into the bloodstream and affects most of the body’s organs.
– The liver and kidneys filter out some of the poisons in the alcohol. The liver suffers more than
any other part of the body. Alcohol eventually kills liver cells.
– The flow of oxygen to the brain is cut down. Alcohol affects the drinker’s judgement, mood,
thinking and memory. Some people become depressed or angry when they drink. Other effects
may include poor coordination and balance. Alcohol can dull the drinker’s senses and heavy
drinking can permanently destroy brain cells. This causes problems with walking, talking,
driving a car or operating machinery.
– Alcohol slows the heart rate, weakens the heart muscle, cuts down the amount of blood pumped
to and from the heart and can produce dangerous changes in the rhythm of the heartbeat.
Drinking alcohol can also lead to high blood pressure.
– Drinking relaxes the eye muscles making it difficult to focus.
– Small doses of alcohol increase the breathing rate while large doses slow it down.
– Alcohol irritates the entire lining of the digestive system. It can cause problems ranging from
vomiting and ulcers to cancer.
– Alcohol leads to muscle weakness and breakdown.
– Alcohol goes directly from the mother’s bloodstream to the unborn baby. Drinking can cause a
number of birth defects.
For people who have used these substances over a long time, the reaction may seem quite different.
They may feel that a cigarette calms them down and a drink of alcohol livens them up. In actuality,
the substances continue to affect the central nervous system according to the category it is found in.
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Sub-Task #5
Take the Drug Quiz
Materials
See Appendix list
Description
Students complete the Drug Quiz to test knowledge of safe drug use, knowledge of nicotine,
alcohol, and caffeine effects on the body.
Expectation Code
3p14
• Summative Assessment: Pencil and Paper Task – Assess the student’s ability to identify nicotine,
caffeine and alcohol as drugs by completing a quiz and assessing it using the Substance Use and
Abuse Drug Quiz Assessment Rubric (see Unit 3 Appendix K).
Notes to Teacher
Make sure content of quiz is covered in class prior to giving quiz to students. Quiz can also be used
as a prior measurement of knowledge.
Appendices
Unit 3 Appendix A: Take the Drug Quiz
Unit 3 Appendix B: Take the Drug Quiz Solutions
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Sub-Task #6
Drug Use Influences and
Avoidance Strategies
Materials
See Appendix list
Description
Students explore what influences drug use and become familiar with refusal techniques by using
refusal techniques practice scenarios.
Expectation Code
3p15
Use decision-making skills to make healthy choices about
drug use, and recognize the effects of various substances
(e.g., nicotine, caffeine, alcohol) on the body
• Formative Assessment: Personal Communication – Assess the student's ability to use decisionmaking skills to make healthy choices about drug use, and recognize the effects of various
substances through the use of refusal techniques as applied to drug use scenarios using the
Decision-Making Model Rubric (see Unit 3 Appendix K).
Influence
1. Introduce the concept of Influence (things that have an effect on you and on various aspects
of your life. It can affect your choices. You have control over life choices). Give a concrete
example from their classroom. Reinforce the concept of being responsible for making choices.
A child’s attitude and feelings about drugs, including medications, are shaped by what they see
and hear from a variety of sources. Review with students, people who have influence on their
lives (family, friends, media, heredity etc.). Write these on the board. Ask the students the
following five questions and have them choose one of the responses from the list: Who has the
most influence on….
– What you eat at lunchtime?
– When you do your homework?
– How big your feet are?
– Who your friends are?
– What you and your friends do together?
2. Students share their responses with the class.
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Decisions Around Drug Use
3. Brainstorm with the class all the things that affect or influence their decisions around drug use
(see Unit 3 Appendix C). For example, family, friends, media, religion, self-esteem (confidence
level, level of self-love and respect), teachers/coaches, money, laws, sports, older kids, role
models, movies. Talk about peer pressure, what it is and how it can strongly influence the
decisions the students make.
4. Introduce ways to deal with peer pressure. Give the students an opportunity to share examples of
how they have used these.
Refusal Techniques
5. Discuss refusal techniques (see Unit 3 Appendix D). The teacher will give examples of the techniques and have the students illustrate how they would use them in various situations.
6. The teacher will read aloud a statement from the Refusal Techniques Practice Scenarios (see Unit
3 Appendix E). The students are asked to identify the influence presented in each scenario and
choose an appropriate refusal technique. The teacher may assess one or all of the scenarios. The
students may role-play the appropriate refusal technique. The teacher may want to incorporate
building self-esteem by asking students:
– How would this situation make you feel?
– What could you do to help yourself feel better (e.g., positive self-talk, playing an activity
you enjoy . . .)?
Optional Activity
7. Refusal Techniques and Influence cards (see Unit 3 Appendix D) can be enlarged as necessary,
cut and mounted in the classroom.
Notes to Teacher
management skills
Senior students can be brought into the class to present scenarios (or create new ones) in the form
of skits. They can help the Grade 3 students apply a decision-making model (see Unit 3 Appendix K)
and choose healthy assertiveness responses. This sub-task is outlined for Grade 7 teachers in their
Substance Use and Abuse Teacher Unit.
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Heredity:
To be born with characteristics from your parents and extended family that you can’t change.
Decision-Making
– It is important for children to identify situations that they may be confronted with and think
about what they would do in each situation. They need the opportunity to practise refusal
techniques.
– Decision-making skills are vital for all children. Preparing children to make wise, independent
decisions will make them less easily influenced by negative peer pressure.
– In primary grades, decision-making is most often an activity adults and children work on together. Children need to be guided to see the difference between helpful and harmful decisions.
– Adult provides information about safe choices as well as standards for acceptable behaviour
and is available to assist the child in making decisions.
– Use classroom example where possible, e.g., what will the consequences be if someone does not
clean up the classroom after himself or herself? Someone may trip, miss phy. ed. class etc.
– Discuss positive decisions you observe your students making. Learning from their decisions gives
them tools to employ in facing life’s challenging decisions.
To begin using this decision-making process, children need:
– Clear rules.
– To understand that the decisions they make have consequences that follow.
– To practise saying “No” to negative influences of peers and even some adults.
– Opportunities to practise stop, think (evaluate the situation and identify advantages and
disadvantages of each decision) and choose.
– To know who to ask – a trusted adult (e.g. parent, teacher, nurse, police officer, relative, friend)
and to be comfortable in asking for help.
Strategies for Saying “No” - Refusal Skills
It can be very difficult to say “no,” especially when peers are pressuring the young person. It is
important that students have the opportunity to practise techniques that can help them to say “no”:
– Change the Subject: Talk about something unrelated to what they are being pressured to do (“I
really like your hat, where did you get it?”).
– Give Alternatives: Suggest that they do something else (“Let’s play soccer instead.”).
– Turn the Tables: Reverse the situation so that they are not the one under pressure (“Why are you
bugging me?”)
– Give Reasons: Give an excuse (“No thanks, I’m in training for track.”).
– Use Humour: (“Know why dinosaurs became extinct? They smoked!”).
– Broken Record: Stick to an answer and keep repeating it (“No thanks, no thanks, no thanks.”).
– Leave: Walk away, go somewhere, talk to other friends (“Sorry, I’m late, I have to go.”).
Appendices
Unit 3 Appendix C: Drug Use Influences
Unit 3 Appendix D: Refusal Techniques
Unit 3 Appendix E: Refusal Techniques Practice Scenarios Teacher Reference
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Sub-Task #7
Practising Refusal Skills
Materials
(Optional) large piece of construction paper optional
Coloured markers
Description
Student applies learning of refusal skills and practises comebacks through participating in drug use
scenarios.
Expectation Code
3p15
Use decision-making skills to make healthy choices about drug
use, and recognize the effects of various substances
(e.g., nicotine, caffeine, and alcohol) on the body
• Formative Assessment: Pencil and Paper Task – Assess the student’s ability to use decision-making skills to make healthy choices about drug use and recognize the effects of various substances
by applying a marking scheme to the Clever Comeback handout (see Unit 3 Appendix F).
Being Pressured
1. Lead a discussion with students. Students think of situations where people try to get them to do
things they don’t want to (e.g., go to bed early, do homework during a favorite show, eat food
that you don’t like).
Saying No
2. Brainstorm situations where students would want to say “no” to something (e.g., unsafe situation,
something illegal, caregiver/teacher told you not to do it, something that makes you feel uncomfortable).
3. Distribute the Clever Comebacks Worksheet (see Unit 3 Appendix F) and have the students think
of clever comebacks to peer pressure as it relates to drugs. Review refusal techniques, if needed,
to get students started (see Unit 3 Appendix D).
4. Review responses with the whole class. Ask one or two students to share their response then ask
if anyone has any different responses.
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Optional Activity
5. Students choose their favorite clever comebacks and write them on poster size construction
paper and post in the classroom as a reminder (see Sample Poster, Unit 3 Appendix G).
6. The teacher could do role-play scenarios with situations mentioned in Teaching/Learning
Strategy #2.
Notes to Teacher
management skills
It is important for children to identify situations that they may be confronted with and think about
what they would do in each situation. It is also very important that children have opportunities to
practise refusal techniques. All children may not feel comfortable or have experience with refusal
skills and clever comebacks, however this activity provides an opportunity to enhance these skills.
Appendices
Unit 3 Appendix F: Clever Comebacks Worksheet
Unit 3 Appendix G: Clever Comebacks Sample Poster
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Sub-Task #8
Making Healthy Choices
about Drug Use
Materials
See Appendix List
Description
Students are presented with a scenario and must use a decision-making process to make healthy
choices about drug use.
Expectation Code
3p15
Use decision-making skills to make healthy choices about drug
use, and recognize the effects of various substances
(e.g., nicotine, caffeine, and alcohol) on the body
• Summative Assessment : Pencil and Paper Task – Assess the student's ability to use decision-making skills to make healthy choices about drug use, and recognize the effects of various substances
on the body by completing the I Have a Decision to Make Worksheet and assessing it using the
Decision-making Model Assessment Rubric (see Unit 3 Appendix K).
Decision-Making Scenarios
Group Activity
1. Distribute “I Have a Decision to Make” (see Unit 3 Appendix H) to each student. Instruct students to make a healthy choice concerning the scenario. The student has five minutes to complete the activity then gives it to another student to review. Peers then provide feedback to their
partner about their choices.
2. Reviews the students’ responses (see Unit 3 Appendix I).
Individual Activity
3. Distribute “I Have a Decision to Make” (see Unit 3 Appendix H, Part B) to each student. Instruct
them to again make a healthy choice concerning the scenario. Student is given 15 minutes to
complete the activity and hand it into the teacher for assessment (see Rubric, Unit 3 Appendix K).
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Optional Activity
4. If the students need more practice using a decision-making model, the teacher can develop relevant school/classroom scenarios. Students may also be able to provide real- life scenarios.
5. Enlarge Decision-Making Model Steps and post in classroom or put on an overhead (see Unit 3
Appendix L).
Notes to Teacher
management skills
Appendices
Unit 3 Appendix H: I Have a Decision to Make Teacher Sample
Unit 3 Appendix I: I Have a Decision to Make Student Worksheet
Unit 3 Appendix J: Substance Use and Abuse Drug Quiz Assessment
Unit 3 Appendix L: Decision-Making Model
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Take the Drug Quiz
Student Name: ___________________________________
Fill in the blanks
1. A drug is anything, other than food, which, when taken into the body changes the
way you _________, __________ or __________.
2. Only a doctor can order ___________________ medication.
3. The drug found in tobacco is _______________________.
4. Caffeine is a drug that can be found in ______________ and __________________.
5. Drugs can be ________________ to the body’s organs and systems if they are misused.
6. Alcohol is a drug that can affect a person’s ________________ and coordination.
7. Marijuana and _______________ are examples of ______________ or Street Drugs.
8. When taking any medicine it is very important to follow the _______________carefully.
cocaine
harmful
act
coffee
prescription
nicotine
feel
colas
Balance
Instructions
Illegal
Think
9. List one way drugs can help the body.
10. List one possible side effect of taking drugs.
11. Give one example of a drug that is legal for you to use.
12. Give one example of a drug that is illegal for you to use.
13. What is the legal age to drink alcohol or purchase cigarettes in Ontario
14. What can you do to make sure you take medicines/drugs safely?
Grade Three Curriculum Support for Healthy Living Strand
, Durham Catholic District School Board and Durham Region Health Department, Oshawa, 1999
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TEACHER
Take the Drug Quiz – Answer Sheet
Fill in the blanks
1.
A drug is anything, other than food, which, when taken into the body changes
the way you Think, Act or Feel.
2.
Only a doctor can order prescription medication.
3.
The drug found in tobacco is nicotine.
4.
Caffeine is a drug that can found in coffee and colas.
5.
Drugs can be harmful to the body’s organs and systems if they are misused.
6.
Alcohol is a drug that can affect a person’s balance and coordination.
7.
Marijuana and Cocaine are examples of Illegal or Street Drugs.
8.
When taking any medicine it is very important to follow the Instructions carefully.
cocaine
harmful
act
coffee
9.
prescription
nicotine
feel
colas
Balance
Instructions
Illegal
Think
List one way drugs can help the body. Make you well, take away pain,
cure infection, etc.
10. List one possible side effect of taking drugs. Sleepy, rash, nausea,
upset stomach, etc.
11. Give an example of a drug, which is legal for you to use. Tylenol, Aspirin,
Caffeine, etc.
12. Give one example of a drug that is illegal for you to use.
Heroin, Alcohol, crack, LSD or Acid, Hashish, etc.
13. What is the legal age to drink alcohol or to be sold cigarettes in Ontario?
Age 19 and over
14. What can you do to make sure you make safe and wise choices about drugs?
List safety rules, e.g., Stop and think, talk to a trusted adult, never
take anything you’re not sure about , etc.
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Drug Use Influences
Family
Teachers/Coaches
Friends
Money
Media
Laws
Religion
Sports
Self-Esteem
Older Kids
Grade Three Curriculum Support for Healthy Living Strand, Durham Catholic District School Board and Durham Region Health Department, Oshawa, 1999
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Refusal Techniques
Change the subject
Give alternatives
3
Turn the tables
Give reasons
Use humour
Broken record
Leave
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Refusal Techniques Practice Scenarios
Helping students make healthy choices around drug use.
1. You meet some of your friends at the park. Andy, a cool guy at school, pulls a pack
of cigarettes out of his pocket and offers them to everyone. Everyone takes one
but you don’t want to, but you want Andy and his friends to like you. Your friends
are saying, “Come on just try it, one won’t hurt you.”
2. You are visiting your friend’s house for the evening. He/she offers you a Coke to
drink. Before you left home your mom told you no colas because it keeps you
awake at night. You really want one.
3. You are playing soccer and your asthma starts to bother you. When you reach into
your pocket you find you have forgotten your puffer at home. Your friend Janice
says, “Here use mine, it is the same as yours.” When you say no and you have to go
home to get your own puffer, everyone gets mad at you and says, “You will wreck
the game.”
4. You have just moved to a new school. Some really cool kids ask you if you want to
sit with them to watch the volleyball game. While you are sitting there, one of
them hands you something that looks like candy, and says, “Take this, it will taste
really good.” You don’t want to take it, but you really want these new friends to
like you.
5. Your brother’s friends always treat you like a kid. They call you names, like loser
and geek. They offer you a cigarette and start to laugh and call you a chicken.
They always make you feel bad. What can you say?
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Clever Comebacks
Be Prepared. Think of Comeback lines for these statements.
1. Hey, want a smoke?________________________________________________
2. Try one, one won’t kill you! _________________________________________
3
3. What’s the matter, you chicken?_____________________________________
4. If you were my friend, you would try it. _____________________________
5. Try it, there’s nothing else to do. ____________________________________
6. You never want to have any fun. ____________________________________
7. Come on, don’t you want to be cool? _______________________________
8. You are such a baby, Wah, Wah! ____________________________________
9. Come on, Come on, Please, Please, Please. ___________________________
10. Don’t be such a goody-two shoes. _________________________________
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TEACHER
Clever Comebacks Sample Poster
Why
would I want
to smoke?
Nah, smoking is not
my thing.
No way, I hate the smell!
I’d rather be a chicken
than a dead duck.
Hey don’t nag me,
you sound
like a horse!
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I Have a Decision to Make
Your friend has a pack
of cigars. He/she
asked you to meet him
in the park behind the
school to smoke them.
All your friends have
decided to go.
1. What would be some
of your options?
of the consequences of
these options?
3. What do you think
is the best course of
action?
4. How could you best
follow through on this
course of action?
5. What could you learn
from this experience?
3
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Your friend offers
you something that
looks like candy. They
tell you that they
found it somewhere.
They want you to try
one.
1. What are some of
your options?
of the consequences of
these options?
action?
course of action?
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Sample Responses
Your friend has a pack
of cigars. He/she
asked you to meet him
in the park behind the
school to smoke them.
All your friends have
decided to go.
1. What would be some of your
options?
– try it
– avoid situation (make
excuse and go home)
– go along and not try it
2. What would be some of
the consequences of
these options?
– get caught
– get suspended
– someone sees you and tells
your parent
– get addicted
– get sick
– friends calls you names, gets mad
at you, excludes you from other
activities in future
3
action?
– go along and not try it
course of action?
– Its hard to say no to friends
I’ll say no thanks – I hate the smell
– You thought it would be easy to say
no but
it’s harder when you’re teased and
pressured
to try it
It makes me ill!
– Learned who your friends are
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Substance Use and Abuse Drug Quiz Assessment Rubric
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Decision-making Model - Assessment Rubric
3
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Unit 3 – Appendix K
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Primary Decision-Making Model
How to Solve Problems and Make Decisions
in Four Easy Steps
Step 1 STOP
– What’s going on?
– Is there a problem?
– How am I feeling?
Step 2 THINK
(Explore the Issue)
– Identify the problem
– List and evaluate choices
Step 3 ACT
– Make a choice to solve the problem
– Then try it
Step 4 REFLECT
– What happened?
– What did you learn?
– What will you do next time?
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Unit 3 – Appendix L
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UNIT
4
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OVERVIEW
Duration
4 Sub-Tasks
Description
Students describe the changes in growth and development from birth to childhood and outline the
basic human and animal reproductive processes.
Sub-Task Title
Expectation Code
1. Understanding the Basic Concept of Birth
and Reproduction
3p2, 3p8
2. Review of the Key Concepts of the Basic Human
and Animal Reproductive Process
3p8
3. Changes in Growth and Development from Birth
to Childhood
3p9
4. A Personal Journal of Growth and Development
from Birth to Childhood
3p2, 3p9
4
included are:
• Personal Communication: Discussion of Lesson Concept and small group oral/visual presentation (see Appendix D for Understanding Recording Chart D)
• Pencil and Paper Task: Assess for accuracy/completion of the handout, A New Life (see Appendix C).
• Performance Task: Observation of categorization and sorting exercise (see Appendix E for
Communication Rubric).
• Performance Task: Assess for accuracy/completion a personal journal and oral presentation
activity.
• Material covered in this unit links to Specific Expectation #2 of the Grade 2 Growth and
Development Unit (distinguish the similarities and differences between themselves and others
(e.g. in terms of body size or gender)).
Notes to Teacher
Accommodations
Not all students in a Grade 3 classroom will be able to complete independently all unit suggestions
or assessments. Adapt the teaching learning strategies to accommodate the needs of exceptional
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Healthy Living – Growth and Development
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students consistent with the strategies outlined in their IEP. Students may require scribing, instructions repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner
For example:
• make use of computer technology where possible;
• include a variety of activities for the student in each lesson;
• make expectations explicit;
• make use of contracts, as appropriate;
• pair students to check work;
• provide checklists, outlines, advance organizers, to assist in assignment completion;
• provide opportunity for discussion prior to writing;
• model and display examples of specific purposes in writing (e.g., letters, editorials, essays);
• relate material to student’s lives and real-life situations;
• clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking
Review the suggested Parent/Guardian Letter. This may be used to keep people informed as to the
specific material that will be covered in the unit. It should be distributed prior to the beginning of
instruction with the students. The teacher may need to make this letter specific to the requirements
of the district school board.
Strands in the Health and Physical Education Curriculum, provides background as to the role parents have in their child’s education (see Overview).
Refer to the “Guidelines for School Administrators” and “Value Set”. The teacher or Board may
need to adjust these guidelines to meet the needs of your school or Board of Education.
“The overall and specific expectations in this strand are age-appropriate and should be addressed
with sensitivity and respect for individual differences. Because of the sensitive nature of these topics,
parents and guardians must be informed about the content of the curriculum and the time of delivery. Teachers and learners must develop a comfort level with these topics so that information can be
discussed openly, honestly, and in an atmosphere of mutual respect. The ‘healthy sexuality’
expectations should be addressed only after teachers have developed a rapport with their students.
Opportunities should be provided for segregated as well as coeducational instruction.”
(The Ontario Curriculum: Health and Physical Education, Grades 1-8, p. 10)
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CGE(6) A graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community
CGE6(b)Recognizes human intimacy and sexuality as God given gifts, to be used as the
creator intended
Fully Alive
integrated with the Family Life Education Program, Fully Alive. Many expectations can be woven into
the themes and topics presented in Fully Alive. The Fully Alive Program provides the students with a
context of values within the Catholic faith tradition to teach the Healthy Living expectations. The program reinforces learning and provides a strong basis for decision-making.
Fully Alive (Grades 1-8)
, Ontario Conference of Catholic Bishops, Prentice-Hall Canada.
Appendices
Unit 4 Appendix A: Basic Human and Animal Reproductive Processes Key Information - Worksheet
Unit 4 Appendix B: A New Life - Worksheet
Unit 4 Appendix C: A New Life - Answer Sheet
Unit 4 Appendix D: Label the Diagrams Sheet
Unit 4 Appendix E: Answer Key for Labelling Sheet
Sources
School Board and Durham Region Health Department, Oshawa, 2000.
Selected resources from Thames Valley District School Board, Violence Prevention Committee.
Walker, Richard, The Children’s Atlas of the Human Body
London, 1994.
, Quarto Children’s Books Ltd.,
Rice, Christopher, My First Body Book , Scholastic Canada, 1995.
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GUIDELINES FOR SCHOOL ADMINISTRATORS
School Administrators must play a significant role in facilitating the successful implementation of the
Healthy Living-Growth and Development Unit.
It is particularly important for school administrators to review the “Value Set.”
In providing leadership for the implementation of this curriculum, school administrative teams are
encouraged to consider and address each of the following:
Areas of Administrator Focus:
1. Communication - Administrators have the responsibility to communicate with parents and guardians
by distributing the parent letter and providing opportunities for parents to become familiar with the
program at each grade level. This may include special evening curriculum presentations prior to
implementing the units.
2. Understanding the Sequence and Context
- The units address the specific expectations from the
Healthy Living Strand-Growth and Development of the Ontario Curriculum Grades 1-8, Health and
Physical Education, Gr. 3.
3. Guiding Principles and Values
upon which the unit is based.
- Administrators must be able to articulate the principles and values
4. The Curriculum Documents/Resources and Video
s - The school administrative team must be
familiar with the lessons and resources that may be used. Presentations by non-school personnel must
be reviewed to ensure consistency.
5. Dealing with Sensitive Ideas
- Administrators must work with parents who have concerns
regarding the unit. This includes making appropriate accommodation to meet student needs. This may
include modification to lesson activities and outcomes.
6. Understanding the Structure of the Document
- School administrators should be able to
differentiate between “teacher resources” and “student learning resources.” This is particularly
important when sharing curriculum information with parents.
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Value Set
These values are the driving forces of the sexual health education program.
• that the family/home environment is the most significant influence in the development of a child’s
values and behaviours related to human sexuality
• that self-worth is a key component in personal sexuality
• that respect for the values, beliefs, personal philosophies of faith, and decisions of others be inherent
in relationships
• that sexual relationships be based on mutual trust, caring, respect, love and longstanding commitment
to one another and an appreciation of the privacy and power of sexual intimacy
• that awareness of human differences is a prerequisite for complex societies
• that students have the information, motivation, skills, and supportive environment to make positive
health decisions
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Parent/Guardian Letter
The following is a sample letter to be used to communicate with the parents/guardians of students. The
letter will help to generate dialogue between child, parent and teacher, and should be sent home one to
two weeks prior to starting the Growth and Development unit. Replace this section with your school’s letterhead. To ensure that this communication is read by a parent or guardian, you are advised to require a
parent or guardian signature.
Dear Parent or Guardian:
In the near future, we will begin a health unit on Healthy Living - Growth and Development. The purpose
of this letter is to inform you of the topics that will be covered and to provide you with the opportunity to
speak with me prior to commencing our studies.
This unit extends the work begun in Grade 3 and will cover the following areas:
• describe the four stages of human development (infancy, childhood, adolescence, and adulthood) and
identify the physical, interpersonal and emotional changes appropriate to their current stage;
• identify the characteristics of healthy relationships (e.g., showing consideration of others’ feelings by
avoiding negative communication);
• identify the challenges (e.g., conflicting opinions) and responsibilities in their relationship with family
and friends.
It is our belief that you as parents/guardians play the most significant role in the formation of your children’s values and behaviours related to human growth and development. This unit offers you the chance
to discuss the classroom lessons and to consider them in view of your own family and religious beliefs.
Should you have any concerns or if you would like further information about this unit, I can be reached
at ______________________________. This includes the opportunity to view materials.
Yours truly,
________________________________________________________________________
Signature of Teacher
Please return to school by: _____________________________________________________
I have read the letter which introduces the health unit on Healthy Living, Growth and Development.
Name of Student and Class:
________________________________________________________________________
Parent/Guardian Signature:
________________________________________________________________________
Date: ____________________________________________________________________
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Strands in the Health and Physical Education
Curriculum
The curriculum’s major areas of knowledge and skills are organized around three strands:
• Healthy Living includes healthy eating, growth and development, personal safety and injury prevention, and substance use and abuse.
• Fundamental Movement Skills
• Active Participation
include locomotion/traveling, manipulation, and stability.
which includes physical activity, physical fitness, living skills and safety.
These strands combine the living skills (e.g., personal, interpersonal, communication, conflict-resolution,
goal-setting, organization, time-management, problem solving, and decision-making skills) that all students require.
4
The Role of Parents
Studies show that students perform better in school if their parents are involved in their education.
Parents, therefore, have an important role to play in supporting their children’s learning. By reading the
curriculum, parents can find out what their children are learning in each grade and why they are learning it. This knowledge of the curriculum will enable parents to discuss their children’s work with them,
to communicate with teachers, and to ask relevant questions about their children’s progress. Their
knowledge of the expectations of each grade will also help parents interpret their children’s report cards
and work with teachers to improve students’ learning. For this reason, parents are urged to read the
expectations for all grades rather than just the particular grades their children are in.
Parents can also participate in parent conferences, work on school councils, and become involved in
physical activities with their children. They should support classroom activities, promote and participate
both in special events held within the school and in practices. They should also support healthy eating
and take responsibility for developing their children’s self-esteem. (The Ontario Curriculum Grades 1- 8
Health and Physical Education, 1998)
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Healthy Living - Growth and Development
Sub-Task #1
Understanding the Basic Concept
of Birth and Reproduction
Materials
Books from the school library which have a focus on birth/reproduction of humans/animals.
Suggested titles are:
• You Were Born On Your Very First Birthday
by Linda Girard, Albert Whitman & Co., 1983.
• That’s My Baby by Andrea Wayne von Konigslow, Annick Press Toronto, 1986.
• A Puppy is Bor n by H & A Fischer-Nagel, G. P. Putnam & Son, New York.
• A Kitten is Bor n by H & A Fischer-Nagel, G. P. Putnam & Son, New York.
• A Calf is Bor n, Kaizuki, Kiyornori, Orchard Books, 1988.
• My Puppy is Bor n, Cole, Joanna, William Morrow & Co. Inc., 1991.
• The Baby Project , by Sarah Ellis, Groundwood, Vancouver, 1986.
• The Bare Naked Book by Kathy Stinson, Annick Press, Toronto, 1986.
• Mummy Laid An Egg , by Babette Cole, London, Jonathan Cope, 1992.
• How You Were Bor n, Joanna Cole, William Morrow and Co. 1993.
• Did the Sun Shine Before You W er e Bor n? Gordon, S. & Gordon J., Prometheus Books, 1992.
Paper, Markers, Crayons
Description
Students review the concept of human/animal birth and reproduction through a review of related,
age-appropriate, books.
Expectation Code
3p2
Outline characteristics in the development and growth of
humans from birth to childhood*
3p8
Outline the basic human and animal reproductive processes
(e.g. the union of egg and sperm)
• Diagnostic Assessment: Personal Communication - Through classroom discussion and small
group presentations, assess the students’ understanding of the concept of birth and reproduction
(see Appendix D for Understanding Recording Chart). *This expectation is a focus of this subtask, but will be assessed later in the Grade 3 Growth and Development Unit.
1. Human Birth
• Read a selected story book about human birth (see Materials list).
• Lead a discussion about newborn characteristics, choosing baby names, experiences with
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younger siblings etc., and how humans, like other mammals, are able to reproduce and create
new life.
• Students divide into groups of four to read a selection of books about human and other mammal
babies. They read the books together and select three major points found in the book (see
Materials list for suggested books).
2. Story Board
• On paper, students illustrate in a sequence (story board format) the three major points they
identified.
3. Presentation
• Allow each group two to three minutes to present their three major points and illustrations.
• Review the concepts presented by the class.
4
Notes to Teacher
This lesson is an introduction to more specific reproductive learning.
Major points can be explained to the students as those ideas/topics that they found most interesting
when reviewing the books. Have them focus on the concepts presented by the class.
CGE(6) A graduate is expected to be a caring family member who attends to family, school,
CGE6(b)Recognizes human intimacy and sexuality as God given gifts, to be used as the
Creator intended
Fully Alive
Links to Growth and Development
Theme 3, Created Sexual: Male and Female
, presents a Christian understanding of the sexual
nature of the human person and of the beginning of human life. All of the information about the
beginning of new human life, the development of the child in the uterus and the birth and care of a
new baby is presented in the context of a story about a family. It is important to note that in Grade
3, students will review terms such as sperm and ovum and will be introduced to the new terms cell
and conception. No other reproductive information is to be presented at this grade level.
Teachers are to follow the content of the Fully Alive program for each grade level.
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, Topic 2 Beginning of Life
• recognize that human life begins at the moment of conception as a single cell
TM pp. 61-64, SB pp. 42-44
Activity Sheet no. 10 The Gift of Life TM p.65
, Topic 3, Our First Home
• explore how the developing baby’s needs are met inside the uterus
• be encouraged to appreciate the beauty of God’s design for sustaining new life
TM pp. 66-69, SB pp. 45-48
Activity Sheet no. 11 Our First Home TM p.70
, Topic 4, Welcoming the New Baby
• deepen an understanding of how the human person is born
• explore some of the needs of newborn babies
TM pp. 71-73, SB pp. 49-50
Activity Sheet no. 12 Presenting Me TM p.74
Appendix
Unit 4 Appendix D: Label the Diagrams Sheet
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Healthy Living: Growth and Development
Sub-Task #2
Outlining the Basic Human and
Animal Reproductive Processes
Materials
Chart Paper
Description
Using guided worksheets, students review the concepts of human/animal birth and reproduction.
Expectation Code
3p8
Outline the basic human and animal reproductive processes
(e.g. the union of egg and sperm)
• Formative Assessment: Pencil and Paper - Collect and assess the handout, A New Life (see
Appendix B) to see that students have a basic understanding of the basic human and animal
reproductive processes.
1. Review of Sub-Task #1
• Review the key concepts presented in Sub-Task #1. Record these ideas on the board, overhead
or chart paper.
• Distribute the Key Information worksheet (see Appendix A). Review and have students underline
key words (egg, ovum, sperm, baby, conception, dividing, uterus, umbilical cord, birth canal).
2. A New Life
• Distribute A New Life worksheet (see Appendix B). Review and have students work in pairs to
complete the activity. Colour when completed.
• Take up A New Life worksheet (see Appendix C). Students self correct.
Notes to the Teacher
• Students need to bring in pictures (snapshots) of themselves from birth to the present as a
resource for Sub-Task #3 or pictures of children from magazines. Pictures should cover all ages
and stages of childhood.
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CGE6(b)
Recognizes human intimacy and sexuality as God given gifts, to be used as the
Creator intended.
Fully Alive
new baby is presented in the context of a story about a family. It is important to note that in Grade 3,
students will review terms such as sperm and ovum and will be introduced to the new terms cell
TM pp. 61-64, SB pp. 42-44
TM pp. 66-69, SB pp. 45-48
TM pp. 71-73, SB pp. 49-50
Appendices
Unit 4 Appendix A: Basic Human and Animal Redproductive Processes –
Key Information – Worksheet
Unit 4 Appendix B: A New Life – Worksheet
Unit 4 Appendix C: A New Life – Answer Sheet
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Sub-Task #3
Changes in Growth and Development from Birth to Childhood
Materials
Pictures (snapshots) of students from birth to present or magazine pictures of children
Bristol board, tape, glue, chart paper
Description
Students use pictures of themselves (birth to childhood) or pictures from magazines to sort,
identify, and categorize the changes in their physical growth and development.
Expectation Code
3p9
Describe basic changes in growth and development from birth
to childhood (e.g. changes to teeth, hair, feet and height)
• Formative Assessment: Performance Task - Assess students’ knowledge of the changes in growth
through an observation of their categorizing and sorting exercise using pictures (see Appendix E
for Communication Rubric).
1. Review of Basic Human and Animal Reproductive Processes
• Students review basic human and animal reproductive processes through a brief review of the A
New Life handout (see Appendix B).
• Students gather their pictures of themselves or magazine pictures and as a class, sort, identify,
and categorize the changes that are exhibited in these pictures of their physical growth and
development (e.g., teeth appear, hair lengthens, faces mature, height/weight gain).
2. Growth and Development
• Use chart paper to list or summarize the changes in development that the students categorized by
using their pictures (e.g., teeth appear, hair lengthens, faces mature, height/weight gain,
sit/crawl/walk, speech development).
• Students use Bristol board to mount their categorized pictures under headings identified in
Teacher Learning Strategy #3. Use tape, as the pictures will be needed for Sub-Task #4.
• Post/display the pictures (categorized) for reference in Sub-Task #4.
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Notes to the Teacher
CGE6(b)
Creator intended
Fully Alive
TM pp. 61-64, SB pp. 42-44
TM pp. 66-69, SB pp. 45-48
TM pp. 71-73, SB pp. 49-50
Appendix
Unit 4 Appendix B: A New Life - Worksheet
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Sub-Task #4
A Personal Journal of Growth and
Development from Birth to Childhood
Materials
Pictures (snapshots) of students from birth to present
Magazines
Paper (folded into booklet form)
Description
Students use pictures of themselves to complete a personal journal which reflects their changes in
development from birth to childhood.
Expectation Code
3p2
Outline characteristics in the development and growth of
humans from birth to childhood
3p9
Describe basic changes in growth and development from birth
to childhood (e.g. changes to teeth, hair, feet and height)
• Summative Assessment: Performance Task – Assess for content/quality etc., the prepared journal
which highlights personal changes in growth and development. Assess oral communication skills
during presentations (see Appendix E for Communication Rubric).
1. Review of Growth and Development
• Review the basic changes in growth and development from birth to childhood by referring to the
categorized pictures prepared in Sub-Task #3.
2. Making a Booklet
• Using a booklet format (two or more pages folded together) students complete a journal.
– Page One: Title Page: “I Am Growing”
– Page Two: “At one year of age I could...., and I had...”
– Page Three: “At two years of age I could..., and I had..”
– Subsequent Pages: Lead up to present age.
– On each page, where possible, mount personal picture and/or magazine picture
depicting that particular stage of development.
• Students share completed journals with peers using an informal presentation process.
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Notes to Teacher
A follow up lesson or extra class time may be necessary to ensure quality work.
CGE(6)
A graduate is expected to be a caring family member who attends to family, school,
CGE6(b)
Creator intended
Fully Alive
TM pp. 61-64, SB pp. 42-44
TM pp. 66-69, SB pp. 45-48
TM pp. 71-73, SB pp. 49-50
Appendix
Unit 4 Appendix E: Answer Key for Labelling Sheet
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Basic Human and Animal Reproductive
Processes: Key Information
• In a woman’s body there are egg cells.
• An egg cell looks round.
• An egg cell is also called an ovum.
(Greatly enlarged)
• In a man’s body there are sperm cells. The sperm cells
have long tails and can swim.
• They look an act like tadpoles
(Greatly enlarged)
• When a sperm and an ovum join together, they form a
special cell that can grow into a baby.
(Greatly enlarged)
.
This is about the
size of the cell.
• Life begins as a single cell. The sperm and ovum join
together inside the mother and become one cell.
That moment is called conception.
• Conception is the beginning of a new human life.
• All the information about the person is contained in
this tiny cell, e.g., hair and eye colour, height, etc.
• The special cell starts to grow by dividing, or splitting,
to make two cells.
(Greatly enlarged)
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Basic Human and Animal Reproductive
Processes: Key Information
• Then each of these cells divide again and again.
In a short time there are hundreds of cells.
• The cell plants itself in the soft wall of the uterus (womb).
• After a few weeks there are millions of cells.
They have formed a shape. The shape does not look very
much like a baby, but it is the beginning of one. It will
look more and more like a baby as it keeps growing.
(Cells greatly enlarged)
• The baby grows in the uterus or the womb. Food and
oxygen come from the mother through the umbilical
cord. Waste is also taken away by the umbillical cord.
Actual size at
• The egg continues its development for the next
nine months.
1 week
3 weeks
.
,
4 weeks
• At 9 months the muscles of the uterus starts squeezing
to push the baby out into the world. The baby travels
from the uterus into the vagina. The vagina is also
called the birth canal. It can stretch wide to let the
baby pass through.
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A New Life
Name ____________________________
Fill in the blanks from the word list below to tell the story of how new life begins.
• In a woman’s body there are __ __ __ cells. These cells look round.
• An egg cell is also called an __ __ __ __.
• In a man’s body there are __ __ __ __ __ cells. These cells have long tails and can
swim. They look like tadpoles.
• When a sperm and an egg join togther, they form one special cell that can grow
into a __ __ __ __.
• The sperm and ovum join together inside the mother and become one cell.
That moment is called __ __ __ __ __ __ __ __ __ __.
• Conception is the beginning of a new human __ __ __ __.
• This cell __ __ __ __ __ __ __ many, many times.
• The cell plants itself in the soft wall of the __ __ __ __ __ __.
• The baby grows inside the uterus. Food and oxygen come from the mother to the
baby through the umbilical __ __ __ __.
• When the baby is ready to be born it is pushed through the __ __ __ __ __ __
to the outside world.
divides
conception
ovum
egg
cord
vagina
baby
sperm
life
uterus
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Label the pictures from the word list
Word List
Cell division
Baby in the uterus
Egg cell
Sperm cell
Umbilical cord
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TEACHER
A New Life – Answer Sheet
Fill in the blanks from the word list below to tell the story of how new life begins.
• In a woman’s body there are egg cells. These cells look round.
• An egg cell is also called an ovum.
• In a man’s body there are sperm cells. These cells have long tails and can
swim. They look like tadpoles.
• When a sperm and an egg join togther, they form one special cell that can grow
into a baby.
• The sperm and ovum join together inside the mother and become one cell.
That moment is called conception.
• Conception is the beginning of a new human life.
• This cell divides many, many times.
• The cell plants itself in the soft wall of the uterus.
• The baby grows inside the uterus. Food and oxygen come from the mother to the
baby through the umbilical cord.
• When the baby is ready to be born it is pushed through the vagina
to the outside world.
divides
conception
ovum
egg
cord
vagina
baby
sperm
life
uterus
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TEACHER
Cell division
Baby in the uterus
Egg cell
Word List
Cell division
Baby in the uterus
Egg cell
Sperm cell
Umbilical cord
Sperm cell
Umbilical cord
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Understanding: Recording Chart
Understanding of Concepts
Outline Characteristics in the development and
growth of humans from birth to childhood
Outline the basic human and animal reproductive
processes (e.g., the union of egg and sperm).
Indicators
Level 1
Level 2
Level 3
Level 4
• outline characteristics
• outline basic reproductive
processes
the characteristics of growth and
development
development
development
almost all of the characteristics
of growth and development
4
Student Names
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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Communication Rubric
Describe basic changes in growth and development from birth to childhood
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Unit
Title
5
Fitness
183
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UNIT
Fitness
5
Duration
OVERVIEW
6 Sub-Tasks
Description
Students participate in the “Circle Circuit” at the beginning of the Fitness Unit and at least two times
during the unit. Students assess their degree of exertion and participate in a goal-setting process to
set short-term goals. Students record and develop an Action Plan. At the end of the unit, they determine whether their goals were reached. Students will be encouraged to develop an understanding of
the following:
• the importance of being physically active in their leisure time;
• the health benefits of participating in regular physical activity;
• new skills that are a result of improved physical fitness.
Sub-Task Title
Expectation Code
1. Fitness Circuit Challenge
3p30, 3p35, 3p36
2. Fitness Fun!
3p30, 3p31, 3p33
3. Heart Healthy Circuits
3p32, 3p33, 3p35
4. Meet the Challenge!
3p30, 3p31, 3p36
5. Fitness Games
3p30, 3p33, 3p34
6. Keeping Fit Is Fun!
3p32, 3p33, 3p35
5
• A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
Formative/Ongoing:
• Teacher assessment of vigorous participation using the anecdotal observational recording chart
in conjunction with the participation rubric
• Teacher assessment of fitness level using the anecdotal observational recording chart in conjunction with the fitness rubric
• Self-assessment of vigorous activity using a participation target or a four-finger rating scale
• Teacher assessment of goal setting using the anecdotal observational recording chart in conjunction with a goal setting rubric
• Self-assessment of goal setting sheet in conjunction with the Circle Fitness Circuit
• Teacher assessment of fitness knowledge expectations using the anecdotal observation recording
chart in conjunction with the fitness rubric during a variety of activities.
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Summative:
• Self-assessment of active participation using Participation Target Assessment tool
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board's safety policy. Please see overview page on safety and detailed
information in safety guidelines.
• Students have participated in vigorous physical activity for five to ten minutes.
• Students know the rules of safety in relation facility, equipment and activity.
• Student have worked in groups situations and can cooperate and use their interpersonal skills.
• Students have knowledge of the importance of stretching.
• Students have recognized that the body needs activity for sustained amounts of time to improve
its strength.
• Students have experienced class and individual goal-setting activities.
• Students have been introduced to a variety of locomotor patterns in their previous physical
education experience.
• Students have experienced working independently and can work at stations with little ongoing
direction once the activity is explained.
Notes to Teacher
• This unit can be taught as a whole or in sections throughout the year. Students would benefit
from a review of the content throughout the year.
• The pencil and paper tasks in this unit are more appropriate for second and third term. In the
first term, most of those tasks could be done orally or on chart paper.
• It is important to work on maintaining sustained vigorous physical activity with students as a goal
throughout the year.
• Review the safety procedures regarding the facility, equipment and activity when teaching each lesson.
• Preparation for this unit includes making a participation target wall chart (Grade 3 Appendix
O-9), and making station cards and mounting them for the gymnasium walls for Sub-Task #3.
• The Benefits of Physical Activity could also be a chart for the gymnasium wall (Sub-Task #4).
Appendices
Unit 5 Appendix A: Circle Circuit Cards
Unit 5 Appendix B: Fitness Self-Assessment and Goal Setting Rubric
Unit 5 Appendix C: My Personal Fitness Goal
Unit 5 Appendix D: Fit To Be Me
Unit 5 Appendix E: Reaching For My Goal – How Did I Do?
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Fitness
Sub-Task #1
Fitness Circuit Challenge
Materials
Circle Circuit
My Personal Fitness Goal
Paper plates or beanbags or Frisbees
4 pylons
Beanbags
Hoops
Description
Students participate in Circle Fitness Circuit and assess their degree of exertion after the completion
of the circuit. Students participate in a goal-setting process to set short-term goals related to performance in the circuit and leisure time activity.
Expectation Code
3p30
Participate vigorously in all aspects of the program (e.g., tag
games, outdoor pursuits).
3p35
Assess their degree of exertion in physical activities
(e.g., by taking a ‘talk test’).
3p36
Adopt an action plan based on an individual or group goal
related to physical activity (e.g., power walking for one
kilometre three times a week).
5
Formative/Ongoing:
(Grade 3 Appendix N) in conjunction with the participation rubric (Grade 3 Appendix G).
• Self-assessment of vigorous activity using a four -finger rating scale. The four-finger rating scale
is No fingers = I did not stop. One finger = I stopped once. Two fingers = I stopped twice.
Three fingers = I stopped three times. Four finger = I stopped four times or more.
• Initial peer assessment of action plan using discussion of goals.
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A) Warm-Up
• “Drive Fit.” In scatter formation, students hold a beanbag or paper plate or a Frisbee with two
hands and experiment, moving around the gymnasium like a car or truck.
• Challenge the students to do the following actions eight times each:
– Move it up and down (from stomach to high overhead and return).
– Move it down and up (from stomach to knees and back up).
– Move it to the left and back to the centre.
– Move it to the right and back to the centre.
– Alternately move it to the right and to the left.
• After completing the sequence, students hop in their cars, jog around the gymnasium and return
to place.
B) Skill Development
• Bear Family Tag. Select four taggers: Mama, Papa, Brother Bear and Sister Bear. The rest of the
class scatters. When a bear tags a player, he/she assume a “bear” position on all fours, arching
the back. Students “bear walk” to another student in “bear” stance, greet each other, then rejoin
the game as regular runners.
C) Skill Application
Circle Circuit
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• Introduce the Circle Circuit (Unit 5 Appendix A). Divide class into two groups. One group starts
in the middle, jogging around the cones, while the other group starts at the stations (one or two
students at each station). Every 30 – 45 seconds, signal the students at stations to move to the
centre and jog. Those in the centre then move to a station. Students proceed to the next station
in order.
• Circuit Set-Up:
– Stretchers: students stretch back to back with a partner
– Bicycles: students pedal feet together with a partner
– Trees in the Wind: students stretch and bend
– Step-Ups: place a bench against the wall, students step up and down
– Gorilla Walkers: students hold ankles and walk like a gorilla
– Seal Walk: students use arms to move like a seal
– Crab Walk: students crab walk around a bench
– Jumping Jacks: students jump as many times as they can
– Curl-Ups: students do curl-ups on a mat
– Ski Jumps: students jump side to side over a line
• After the circuit, ask students how they are feeling and what they look like after they have been
physically active; e.g., hot, sweating, heart beating faster, breathing faster. Students self-assess
using a four-finger rating scale. No fingers = I did not stop moving. One finger = I stopped once.
Two fingers = I stopped twice. Three fingers = I stopped three times. Four finger = I stopped
four times.
D) Cool-Down/Wrap-Up
• Pass the Shoe. Students sit in a circle. They all remove their left shoe and hold it in the right
hand. They follow the sequence:
– Tap shoe on floor next to right foot.
– Lie down (keep knees bent) and tap shoe on the floor overhead.
– Sit up and tap shoe by right foot again.
– Pass the shoe under your bent legs to the player on your left.
– Repeat the sequence until your shoe returns to you.
• Students practise keeping a rhythm and also stretching with the shoes.
• Students reflect on their performance in the Circle Circuit Activity. Using “My Personal Fitness
Goal” response sheet (Unit 5 Appendix C), they indicate three or more activities in the circuit
they will improve and what their goal is in those activities. They develop an action plan that
includes activities in school and at home that will help them reach their goal. Select a date,
e.g., seven days to reassess goal. Students discuss their goals with a partner.
Extension
• With a partner, create a new animal exercise for the circle circuit. Share this new station idea
with another pair.
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Notes to Teacher
• The written section of the cool-down could be completed in the classroom setting.
• Do as many or as few circuit stations as space and time allow.
Appendices
Unit 5 Appendix A: Circle Circuit Diagram
Grade 3 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 3 Appendix N: Anecdotal Observational Recording Chart
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Fitness
Sub-Task #2
Fitness Fun
Facility
Gymnasium
Materials
Hoops, music for musical hoops
Description
Students have an opportunity to be vigorously active and to discuss the benefits of being physically
active.
Expectation Code
3p30
Participate vigorously in all aspects of the program
(e.g., tag games, outdoor pursuits).
3p31
Demonstrate an awareness of the importance of being
physically active in their leisure time.
3p33
Participate in moderate to vigorous physical activity
(e.g. power walking) for eight to ten minutes.
5
Formative/Ongoing:
• Teacher assessment of fitness level using the anecdotal observational recording chart (Grade 3
Appendix N) in conjunction with the fitness rubric (Unit 5 Appendix B).
chart (Grade 3, Appendix N) in conjunction with the fitness rubric (Unit 5 Appendix B) during a
variety of activities.
A) Warm-Up
• Whistle Workout. Number off students 1, 2, 3, 4. Students are in scatter formation in the
entre of the gymnasium. Blow the whistle once. Students do stride jumps in the centre of the
gymnasium, while the number 1s jog around the outside of the gymnasium. Blow the whistle
twice. Number 2s jog around the outside of the gymnasium while the remaining students hop on
one foot. Continue in this pattern blowing the whistle three times for number 3s and four times
for number 4s. Suggested exercises for the remaining students are: walk and roll shoulders;
walk and shake arms above head; walk with a high leg kick.
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• Egg Cell. Students are in scatter formation Students work at trying to move continuously.
Students respond as quickly as possible to each of these commands:
– Scrambled Eggs: students run in random formation
– Hard-Boiled Egg: tuck position on the floor
– Fried Egg: crab walk position and raise stomach to ceiling
– Sunny-Side Up: lie on back, move arms and legs apart and together
– Omelette: run three steps forward and two steps sideways, repeat
• Call out commands in random order with the Omelet and Scrambled Eggs interspersed with the
other commands.
• Musical Hoops.
Place hoops in large circle with space in between (approximately one hoop for every two students). Students stand around the outside of the hoops. While the music is playing the students
move around the hoops in a designated fashion (e.g., run, walk quickly, hop). When the music
stops, they get inside a hoop. Remove a hoop and start the music again. More than one student
can be in a hoop. If too many are in a hoop or they fall out, students run a lap join the game
again.
• Fitness Tag. Brainstorm physical activities that students participate in during their leisure time
(e.g., cycling, hopscotch, skateboarding, Frisbee tossing, swimming). For each activity, decide
on an appropriate action (e.g., lie on back and pedal feet for cycling). Students scatter and three
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or four students are selected to be “It.” When an “It” tags a student, the tagged student names
a leisure activity and the two students do the action together before “It” moves on. Change
taggers frequently.
• Airplanes. Students walk around the outside of the gymnasium with arms outstretched. They
travel at different heights and in different patterns. On the signal, “Airplanes,” they come in for a
landing by slowing down and getting into a push-up position. They hold this position until told to
“Start your engines” at which time they stand and begin to fly again.
• Discuss with students the importance of being physically active during their leisure time.
See Notes to Teachers in Sub-Task #3 for some of the benefits.
Extension
• Students work with a partner and take turns guessing the leisure activity that their partner is
acting out.
Notes to Teacher
• With each subsequent lesson, ask students to identify the benefits of the various activities in the
class, e.g., crab walk builds muscle strength; musical hoops builds a healthy heart.
Appendices
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Fitness
Sub-Task #3
Heart Healthy Circuits
Facility
Gymnasium
Materials
Healthy Heart Circuit
Heart shapes, Station Task Cards (must be made)
Benches
Hoops
Mats
Hanging ropes
Description
Students participate in fitness circuits to understand what it feels like to be physically active.
They learn about the benefits of being physically active and its importance to the heart and lungs,
as well as learning about the importance of warming up before physical activity.
Expectation Code
3p32
Describe the health benefits of participating in regular physical
activity (e.g., developing a strong heart and lungs).
3p33
(e.g.,power walking) for eight to ten minutes.
3p35
Formative/Ongoing:
• Self-assessment of vigorous activity using the talk test with a partner.
chart (Grade 3, Appendix N) in conjunction with the fitness rubric (Unit 5 Appendix B) during
fitness circuit.
• Teacher assessment of knowledge of health benefits using question and answer during
cool-down.
A) Warm-up
• Thumbs Up. In scatter formation, students respond to the teacher’s hand signals:
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–
–
–
–
–
Page 193
Thumbs up: jump up and down
Thumbs down: jog in place
Thumbs out: stride jumps
One hand extended: high five a partner
Two hands extended: high ten a partner
• Give signals randomly and in quick succession
• Choose students to take turns giving signals.
• Around the World. Provide each student with a beanbag. Students stand in a circle with the
beanbag at their feet. Call out a color of one of the beanbags. All students with that color beanbag run clockwise around the circle and back to place. The remaining students jump back and
forth over their beanbag, two feet to two feet. Repeat with another color. Play the game with
smaller circles. Student can make up additional challenges to add to the game.
• Introduce the Healthy Heart Circuit. Encourage students to participate in the activities, trying to
move continuously.
• Move quickly around stations explaining activity and safety notes at each station.
• Post a “healthy heart” symbol at each station (with station numbers) When students complete
each activity, they jump up and touch the Healthy Heart on the wall
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Station #1 Blood Vessels (hanging ropes)
• In our bodies, blood travels through tubes called arteries, veins and capillaries. Hang on the
ropes, or climb and hang for 10 seconds.
Station #2 Artery (mats in a tent shape or mats suspended across two benches)
• Arteries carry blood away from the heart. Crawl through the artery without touching the walls.
Station #3 The Heart Pump
• The heart is a strong muscle that pumps blood throughout the body. To get your heart pumping,
do 25 jumping jacks.
Station #4 Lung Power (benches against a wall)
• Lungs expand as you breathe in and get smaller as you breathe out. Get your lungs working by
doing 25 bench steps.
Station #5 Cholesterol Buster (hoops)
• Cholesterol is a sticky substance that lines the blood vessel walls causing heart disease.
Hula dance with the hula hoop to clear the cholesterol.
Station #6 Veins
• Veins carry blood back to the heart. Use the veins in your legs to bring blood back to your heart.
Do 15 high leg kicks with each leg.
• Students assess their exertion using the talk test. Explain that students should be able to talk to
the people in their group while moving vigorously.
• After the circuit, ask students how they are feeling and what they look like after they have been
physically active; e.g., hot, sweating, heart beating faster, breathing faster.
• Shadows. Students work with a partner. One partner is the leader and moves around in general
space performing a variety of actions in slow motion. The partner follows the leader's actions.
Change roles.
• Ask students to list health benefits of being physically active. Emphasize the importance of
stronger heart, lungs and muscles.
Extension
• Students choose to repeat three of the Healthy Heart fitness stations.
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Notes to Teacher
• The purpose of this lesson is to provide students with opportunities to be vigorously active to
self-assess their level of exertion and to connect physical activity with health benefits.
• Teachers also have an opportunity to formatively assess participation, fitness and self-assessment.
• Use all or some of the Healthy Heart Circuit stations depending on equipment and space
available.
The Benefits of Being Physically Active
1. You have more energy.
2. Your heart becomes stronger.
3. You feel better about yourself.
4. It helps you stay fit and trim.
5. It tones your muscles.
5
6. You do not feel as tired.
7. It helps you feel relaxed and less tense.
8. It makes your lungs stronger.
9. If you feel sad, it helps you feel better.
10. It helps you fall asleep more easily and sleep well.
11. It is a great way to share an activity with friends.
12. It improves your health.
Appendices
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Fitness
Sub-Task #4
Meet the Challenge!
Facility
Gymnasium
Materials
Circle Circuit
4 pylons
Beanbags
Hoops
Utility balls
Pylons
Description
Students participate in Circle Circuit Fitness Circuit activities for a sustained amount of time. They
assess their degree of exertion after the completion of the Circuit. They review their goals on
Personal Fitness Goal sheet and reassess their Action Plan to support the achievement of the goals.
Expectation Code
3p30
3p31
Demonstrate an awareness of the importance of being
physically active in their leisure time.
3p36
Formative/Ongoing:
(Grade 3 Appendix N) in conjunction with the participation rubric (Grade 3 Appendix G).
• Teacher assessment of goal setting using the anecdotal observational recording chart (Grade 3
Appendix N) in conjunction with a goal setting rubric (Unit 5 Appendix B).
• Self-assessment using goal setting sheet (Unit 5 Appendix C).
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A) Warm-Up
• Jogercize. Students jog around the gymnasium and perform a variety of fitness activities.
• Jog five laps of the gymnasium and hold a V-sit for ten seconds.
• Jog four laps and hold body in push up position for ten seconds.
• Jog three laps and hold a wall sit for 15 seconds.
• Jog two laps and balance on one foot for ten seconds.
• Jog one lap and sit on floor with knees slightly bent and touch head to knees for ten seconds.
• Kangaroo Hop. In groups of four or five, students line up in single file, each with a utility ball
between his/her knees. On a signal, each team hops forward, all at the same time, around a
pylon and back to the start.
• Review the stations of the Circle Circuit. (See Sub-Task #1) Students move through circuit
stations, working to do the activities correctly as well as quickly.
• Seventh Inning Stretch. In scatter formation, students walk easily, swinging arms and snapping fingers. They walk and bounce (bend knees slightly). They lunge with right foot forward,
left leg extended straight back, both heels on the floor, weight on front leg, pull down and back
on back leg. Repeat left leg.
• Students reflect on their performance in the Circle Circuit Activity. Using “My Personal Fitness
Goal” (Unit 5 Appendix C) response sheet, students review their goals in the three or more
activities in the circuit. They reassess their action plan that included activities in school and at
home that will help them reach their goal. Students reflect with a partner what they intend to do
to reach their fitness goal. This will give students ideas and assist them in meeting their goals.
Extension
• One Behind. Lead the class in a series of exercises (e.g., side stretches, jumping jacks, toe
touches). The students stay one exercise behind the teacher. E.g., the teacher is running on
the spot, students stand still. Teacher then begins side stretches and students begin running
on the spot.
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Notes to Teacher
• The purpose of this lesson is to provide students with opportunities to be vigorously active for a
sustained period of time. Keep the lesson moving at a good pace. Provide students with the time
to revisit, and revise their goal and their action plan.
Appendices
Unit 5 Appendix A: Circle Circuit Diagram
Unit 5 Appendix C: My Personal Fitness Goal
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Fitness
Sub-Task #5
Fitness Games
Facility
Gymnasium
Materials
8 chairs
4 hoops
4 mats
4 benches
8 hoops
4 beanbags
Description
Students have opportunities to be vigorously active for a sustained period of time.
Expectation Code
3p30
3p33
(e.g., power walking) for eight to ten minutes.
3p34
Identify new capabilities (skills) that result from improved
physical fitness (e.g., power walking for one kilometre three
times a week).
5
Formative/Ongoing:
(Grade 3 Appendix N) in conjunction with the participation rubric (Grade 3 Appendix G)
• Teacher assessment of new skills using question and answer during cool-down.
A) Warm-Up
• Leadercize. Students are in rows with five or six per row. The teacher stands in front and leads
them in a series of exercises (e.g., jogging on the spot with arms up, high leg kicks, ankle circles). After every three exercises, the students follow the leader in their group and jog forward to
the end of the gymnasium and back in file formation. Begin again.
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• Line Tag. Designate two or three students to be “It.” The remaining students run throughout the
gymnasium staying on floor lines. If tagged by an “It,” students trade places with the tagger.
• Fitness Challenges. Students rotate through the following fitness stations:
1. Crab walk under hoops that are suspended on chairs.
2. Hop around mats in a push-up position. (Students push off with arms and try to “jump” with
hands and feet. They may walk in push-up position if jumping is too difficult.)
3. Sit on the floor with knees bent, arms across chest and lean back as far as possible without
touching the floor.
4. Lie face down on a bench and pull yourself with hands from one end of the bench to the other.
Repeat face up.
5. Place eight hoops on the floor and hop through hoops with one foot in each hoop
6. Beanbag shuffle. Move four beanbags from one line to another, shuffling them one at a time.
• Show Time. In groups of four, students take turns demonstrating new skills/abilities that they
have learned or practised (e.g., run faster, push-ups, sit-ups, active for longer periods of time
without getting tired, a sport skill).
• While sitting on the floor, students breathe in and out slowly. Students breathe while they cross and
uncross body parts. Cross legs, cross arms, cross fingers, cross one arm with one leg, cross the
other arm with the other leg, place one arm over your shoulder and across your back, place the
other arm over your shoulder and across your back. Stand and cross as many body parts as possible.
• Ask students what new skills they can do now as a result of their fitness activity practice.
Extension
• Students work in small groups to show their “showtime” skills to other students.
Notes to Teacher
• The purpose of this lesson is to provide students with opportunities to be vigorously active for a
sustained period of time. Keep the lesson moving at a good pace. Ask students to share new
capabilities in small groups and give groups an opportunity to share with the class.
Appendices
Unit 5 Appendix C: Fitness Self-Assessment and Goal Setting Rubric
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Fitness
Sub-Task #6
Keeping Fit is Fun!
Facility
Gymnasium
Materials
Circle Circuit:
4 pylons
Beanbags
Hoops
Scoops
Beanbags
Description
During this lesson, students self-assess their vigorous activity level using a participation target after
they have vigorously participated in the final Circle Circuit. Students also participate in three different fitness-type games and finish their action plan activities.
Expectation Code
3p32
Describe the health benefits of participating in regular physical
activity (e.g., developing a strong heart and lungs).
3p33
Participate in moderate to vigorous physical activity (e.g.,
power walking) for eight to ten minutes.
3p35
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Self-assessment of vigorous activity using the talk test with a partner.
• Teacher assessment of fitness knowledge expectations and fitness participation using the
anecdotal observation recording chart (Grade 3 Appendix N) in conjunction with the fitness
rubric (Unit 5 Appendix B) during a variety of activities.
Summative
• Self-assessment of vigorous activity using a participation target (Grade 3 Appendix O-9).
• Teacher assessment of participation and fitness level in conjunction with Participation, fitness
and goal setting rubric (Unit 5 Appendix B).
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A) Warm-Up
• Partner Power . Students work in pairs. One partner is in the centre of the gymnasium doing a
specific exercise while the other partner jogs around the outside of the gymnasium. When the
jogging partner has completed one lap, he/she tags the partner who goes to the outside and the
former jogger performs the same exercise as his/her partner did. Repeat with a new exercise
when the jogging partner returns. Centre circle activities could include:
– Crab walk sit-ups
– Jumping heel clicks
– Ski jumps
– V-sit
– Stride jumps
– Toe touches
• Super Scooper . In groups of three, students hold hands. One student has a scoop. Beanbags
are scattered on the floor. The object of the game is to run as a team in the gymnasium area and
pick up as many beanbags as possible in the scoop without using hands.
• “Beanbag Touch.” Students in pairs hold hands. Beanbags are scattered on the floor. The object
of the game is to touch as many beanbags as possible in a designated period of time. Both partners have to tag the beanbag.
• Hip to Hip.
In pairs, students power walk side by side around the gymnasium with a beanbag between their
hips. If the beanbag drops, they pick it up and place it between hips again before going on.
• Review the stations of the Circle Circuit. Students move from station to station, using the “talk
test” with their partner to check degree of exertion while moving.
• Give students a chance to go to three extra stations. Students choose the fitness activity they want
to improve and go to those stations.
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• Students walk around the gymnasium alternately shaking hands above head and below knees,
and changing direction on signal.
• For homework, students will complete Fit To Be Me (Unit 5 Appendix D) and Reaching For My
Fitness Goal Sheet (Unit 5 Appendix E). They will think about their fitness goals in relation to
future activity.
Extension
• In a group, students discuss what activities they do to stay active on a daily basis. Discuss what
new activities you might like to try.
Notes to Teacher
• The extension activity could be done in the classroom as part of the Fit To Be Me Activity sheet
discussion
Appendices
5
Unit 5 Appendix A:
Circle Circuit Cards
Unit 5 Appendix B:
Fitness Self-Assessment and Goal Setting Rubric
Unit 5 Appendix D:
Fit To Be Me
Unit 5 Appendix E:
Reaching For My Goal – How Did I Do?
Grade 3 Appendix O-9: Participation Target Example
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Circle Circuit
Stretchers
Stand back to back with feet shoulder width apart
and hands clasped. Bend to one side, then the other
side as far as possible. Return to the starting position.
Bicycles
Face partner with legs together and hands behind the
back on the floor. Place feet together and pedal your
legs like a bicycle
Trees in the Wind
Stand tall with feet shoulder-width apart and arms
overhead. Bend and stretch like a tree in the wind.
Step Ups
Step up on the bench first with one foot, then the other
foot. Step down one foot at a time and keep going!
Gorilla Walkers
Reach down and grab your ankles. Walk in and out
around the beanbags, like a gorilla.
Seal Walk
Pull yourself forward like a seal. Your arms do the work
and your legs drag behind. Move around the hoops.
Crab Walk
Move with your feet and hands on the floor and the
stomach and head facing the ceiling. Crab walk
around the bench.
Jumping Jacks
Jump! – Arms and legs together, then arms and legs
out. Keep going.
Curl-Ups
Lie on your back with feet on the floor and knees bent.
Cross arms over chest. Raise your head up to look at
your feet and return your head to floor. Keep going!
Ski Jumps
Keep your feet together and hands on hips. Jump side
to side over floor lines like a down hill skier
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TEACHER
FITNESS SELF-ASSESSMENT AND
GOAL SETTING RUBRIC
5
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Name _____________________________________________Grade _______________
Make an action plan based on an individual or group goal related to
physical activity.
1. After participating in the fitness activity circuit in class, my fitness goal is:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Actions I will take or activities that I will do to help me reach my goal are:
• Physical activities at school: ___________________________________________
______________________________________________________________________
______________________________________________________________________
• Physical activities at home: ___________________________________________
______________________________________________________________________
______________________________________________________________________
3. On __________________ I will check to see if I am getting closer to my goal.
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“FIT TO BE ME”
Name _____________________________________________Grade _______________
• demonstrate an awareness of the importance of being physically active in
their leisure time
• describe the health benefits of participating in regular physical activity
• identify new capabilities (skills) that result from improved physical fitness
1. In my spare time I do the following physical activities:
5
2. Participating in physical activities helps my body in the following ways:
3. Because I am physically active I can now do the following new things:
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REACHING FOR MY PERSONAL
FITNESS GOAL – “HOW DID I DO?”
Name _____________________________________________Grade _______________
• Make an action plan based on an individual or group goal related to
physical activity.
My fitness goal was:
Think about your fitness goal and complete the following:
Did I do the class and home activities that I planned to do to help me
reach my goal?
Class Activities
Home Activities
–
(most of the time)
–
(most of the time)
–
(sometimes)
–
(sometimes)
–
(a little
–
(a little)
–
(never)
–
(never)
Did I reach my goal?
YES
SOME OF IT
NO
What was the hardest part?
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
What would I change for my next fitness goal?
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
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Indoor and Outdoor Games
Unit
Title
6
7
8
9
10
11
Locomotor Games
Cooperative Games
Winter Activities
Outdoor Activities
International Games
Playground Games
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211
245
281
293
315
339
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6
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OVERVIEW
Locomotor Games
Duration
8 Sub-Tasks
Description
In this unit, students will explore and develop in two different areas. First, students will practise
their locomotor patterns in isolation, with a partner and in groups. Students design a locomotor
routine. Secondly, students will learn techniques of dodging and then participate in a variety of
dodging activities.
Sub-Task Title
Expectation Code
1. Practising Locomotor Patterns
3p18, 3p29, 3p30, 3p33
2. Practising Locomotor Patterns in
Different Directions
3p18, 3p29, 3p30, 3p33
3. Practising Locomotor Patterns at
Different Levels, Presenting a Routine
3p18, 3p29, 3p38
4. Locomotor Patterns in Different Pathways
3p18, 3p19,3p39
5. Explore Dodging with Balls
3p18, 3p19, 3p39
6. Explore Dodging with Rubber Chickens
3p18, 3p19, 3p39
7. Explore Dodging through Cones
3p18, 3p19,3p30,3p33
8. Skills Circuit
3p18, 3p19, 3p30,3p33, 3p39
6
included are:
Formative/Ongoing:
• Self-assessment of positive communication using a thumbs up/thumbs down rating.
• Teacher assessment of dodging skills using an anecdotal observational recording chart in
conjunction with a locomotor skills checklist.
• Teacher assessment of locomotor skills using an anecdotal observational recording chart in
• Teacher assessment of positive communication with others during skill development using an
Anecdotal Observation Recording Chart in conjunction with the social skills rubric.
• Class assessment of vigorous participation using a participation target for the class. Place this
on the wall and discuss strategies to achieve goal.
• Self-assessment of response to others using the “Response to Others” Assessment Tool
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Unit 6 – Overview
Indoor and Outdoor Games – Locomotor Games
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Summative
• Teacher assessment of locomotor skills during their routine using the locomotor skills during
their routine using the locomotor skills checklist in conjunction with the locomotor routine
assessment tool.
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
• Students will have been introduced to a variety of locomotor patterns in their previous physical
• Students have been exposed to different pathways, levels and directions.
• Student will have participated in vigorous physical activity for five to ten minutes, if able.
• Students understand the importance of safety with respect to facility, equipment and activity.
• Students have worked in groups and are able to co-operate and use their interpersonal skills.
Notes to Teacher
• Safety expectations should be reviewed prior to teaching this unit.
• Consider the safety issues of dodgeball-type games. Be aware that dodgeball games can be
threatening and use professional judgement before introducing these target activities. Students
can roll balls instead of throwing them. Use softballs and contact only below the waist or knees.
Take special care of head, eyes, ears and neck. Work in small groups with students of similar
ability. Or, modify games to use objects as targets instead of people.
• These lessons have been designed for the gymnasium but could easily be moved outside or to
an open space.
• Stop and start signal should be clear before starting this unit.
• This unit can be taught as a unit or in sections throughout the year. Students would benefit from
a review of basic movement patterns throughout the year. This unit could also be divided with
two different focuses: Locomotor Patterns Sub-Tasks #1-4; Dodging Games Lesson #5-8.
• Preparation for this unit would include making a Target Wheel on chart paper that you could
laminate and use throughout the year. There are also Fitness Challenge Activity Cards that could
be made using the samples in Unit 6 Appendix C.
Appendices
Unit 6 Appendix A: Locomotor Skill Checklist
Unit 6 Appendix B: Locomotor Routine Assessment Tool
Unit 6 Appendix C: Fitness Challenge Activities
Unit 6 Appendix D: Dodging and Travelling Circuit Cards
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Locomotor Games
Sub-Task #1
Practising Locomotor Patterns
Facility
Gymnasium, Utility Room or Playground
Materials
Lines on the gymnasium floor
Laminated Participation chart for wall
Fitness challenge activity
Description
During this lesson, students practise their locomotor patterns and work on their vigorous physical
activity level.
Expectation Code
3p18
Combine various locomotion/travelling movements with
changes in direction and level, both with and without
equipment (e.g., selecting two ways to travel on a bench
while performing a change in directions and level);
3p29
Follow safety procedures related to physical activity,
equipment, and facilities;
3p30
(e.g., tag games, outdoor pursuits);
3p33
6
Assessment Opportunities - Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher anecdotal notes describing a student’s readiness for class by observing students’
joining in the activities, wearing running shoes, and removing jewelry. Use the Anecdotal
Observation Recording Chart (Grade 3 Appendix N) in conjunction with the safety skills rubric
(Grade 3 Appendix I).
• Teacher diagnostic assessment of locomotor skills using an anecdotal observational recording
chart (Grade 3 Appendix N) in conjunction with a locomotor skills checklist (Unit 6
Appendix A).
• Class assessment of vigorous participation using a participation target for the class (Grade 3
Appendix O-1). Place this on the wall and discuss strategies to achieve goal. Some strategies are
to do it daily, start out small, rest and a good diet. These indicators need to be placed on the
generic target in Grade 3 Appendix O-1. To see a sample of this, refer to Grade 3 Appendix O-9
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A) Warm-Up
• Discuss with students what being ready to participate means. Ask students to give examples of
what “being ready” looks like and sounds like.
• F – Are you ready to have fun?
• A – Are you ready to be active? No jewelry.
• I – Are you ready to listen to instructions?
• R – Are you wearing your running shoes?
Fitness Challenges
• Students are divided up into six groups and they move around the gymnasium to the different
pictures and do the activity on the walls (Unit 6 Appendix C). They could include:
– Jump and slap heels
– Hold toe in front and hop
– Jump and click heels
– Tuck jump with a clap
– Coffee grinder
– Knee dip
• Discuss different ways people and animals move.
• Students explore different means of travel
– Tiptoes
– Marching
– Backwards
– Toes in
– Animal walks
– Sideways
• Students explore different way of running throughout the gymnasium.
– On heels
– With a wide gait
– On toes
– With or without the arms
– Can you change direction?
– Backward
– Sideways
– Forward
– Change the level or speed on signal
– Devise special running pattern
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• Introduce participation target chart and set a class goal to be met with the next activity. For
example, students will try to be continuously active for eight minutes and record their class
results on class participation target. Use a post-it note on a large chart. For more details, please
refer to notes to teachers.
• With a partner, students number themselves one and two. Number ones spread out randomly
around the gymnasium. Number twos stand an arm's length behind their partner facing his/her
back. On the teacher’s signal, all number ones run/walk/skip/leap/gallop about the gymnasium
in an attempt to put as much distance between themselves and their partner as possible.
• On a signal, all students freeze on the spot. If number two can touch number one by moving only
one foot and reaching with either arm, number ones change roles with number twos. If number
two is unable to touch number one using this method, students keep the same roles. If number
one eludes number two three times in a row, students switch roles.
• Continue game until all the locomotor patterns have been practised.
• Record level of class activity on Participation Target (see Grade 3 Appendix O-1).
• Students work in partners. One partner is blindfolded. The other partner places one hand on
his/her shoulder and uses verbal cues to direct the blindfolded partner to a destination. Switch
roles. Discuss trust and dependence on your partner.
• Discuss readiness to participate and ask students to give examples of good participation in the
class.
• Students work with partner to stretch, holding stretches for at least ten seconds.
Extension
Colour Tag
• The class scatters throughout the gymnasium. The teacher calls a colour. Students wearing that
colour, are “It” and they try to tag other students. If a student is tagged, then they must walk in a
move in a different way (sideways, backward, crab walk) until a new colour is called.
Notes to Teacher
• Stress good spacing and avoiding others during skill development.
• Share the unique ways students are moving. Stress the various levels and directions students
are moving with the different locomotor patterns.
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• Cue words for skipping, leaping and galloping are:
– Skipping: “knee up, knee up”
– Leaping: “Jumping Giant Step”
– Galloping: “apart - together” Students to gallop like a horse. When galloping, students
keep one foot in front and hop back foot up to meet the front leg
• The four levels of the Class Participation Target are:
– Level One: Stopped more than four times
– Level Two: Stopped three or four times
– Level Three: Stopped once or twice
– Level Four: Did not stop moving for three minutes.
• Students work towards moving continuously and stopping less often in an effort to develop
the concept of pacing and moderate continuous activity.
Appendices
Grade 3 Appendix I: Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 3 Appendix O-9:Participation Target Example
Grade 3 Appendix O-1:Participation Target Blank
Unit 6 Appendix A:
Locomotor Skill Checklist
Unit 6 Appendix C:
Fitness Challenge Activities
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Locomotor Games
Sub-Task #2
in Different Directions
Facility
Materials
Lines on gymnasium floor are needed.
Description
During this lesson, students will practise their locomotor patterns.
Expectation Code
3p18
while performing a change in directions and level)
3p29
equipment, and facilities
3p30
(e.g., tag games, outdoor pursuits)
3p33
6
Formative/Ongoing
• Teacher anecdotal notes describing a student’s readiness for class by observing students’
joining in the activities, wearing running shoes, and removing jewelry. Use the Anecdotal
Observation Recording Chart (Grade 3 Appendix N) in conjunction with the safety skills rubric
(Grade 3 Appendix I).
• Teacher assessment of locomotor skills using an anecdotal observational recording chart
(Grade 3 Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).
Students’ will need to practise the skill in a few lessons prior to being assessed.
• Student self-assessment of readiness to participate using a stand up/sit down rating.
Appendix O-1). Place this on the wall and discuss strategies to achieve your goal. Some strategies are to do it daily, start out small, rest and a good diet. These indicators need to be place
on the generic target in Grade 1 Appendix O-1. To see a sample of this, refer to Grade 1
Appendix O-9
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A) Warm-Up
• Review with students: What does it mean to be ready to participate? Read the checklist to the
class. Students stand up if they are ready.
– F – Are you ready to have fun?
– A – Are you ready to be active? No jewelry
– I – Are you ready to listen to instructions?
– R – Are you wearing your running shoes?
Touch the Color
• Students scatter throughout the gymnasium and instruct them to touch a specific color around
the gymnasium with a specific body part (e.g., touch black line with right knee, touch green with
both elbows).
• Encourage students to move quickly as they warm up and to find colours in different parts of
the gymnasium.
• Match colour lines on the playing area with different locomotor patterns (e.g., name the white
lines as the walking lines, green as galloping). On the teacher’s signal, students move on the lines
and use the correct locomotor movements.
• On the teacher's signal, the students switch directions and go the opposite direction.
• On the teacher's signal, the students travel at a different level (low, medium, high).
• Introduce the participation target chart and set a class goal to be met with the next activity.
Students will try to be active for five minutes and record their class results on class participation
target. Use a post-it note on a large chart. For more details, refer to notes to teachers.
Colour Connection Tag
• Create two teams of players by combining players from two colours of lines, for instance, the
green and yellow line players are a team. In this game, students move using the proper locomotor pattern, and also try to tag players from the other team. Tagged players join the opposing
team. Students change line colors, and play again.
• Class discusses level of activity and records on Participation Target (see Grade 3 Appendix O-1).
• Students find a colour line and lie on it face up.
• Students practise the locomotor pattern that corresponds with that line in slow motion.
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Extension
Steal the Bacon
• Place a beanbag on the centre of the floor. Split students into two groups and direct them to their
end zones. Assign each student a number (one, two, three…) in both groups.
• Call a number. Students with that number run to get the beanbag. The object is to pick up the
beanbag and return to end zone without being tagged by your corresponding number. If tagged,
the two players switch teams. If not tagged, the players remain on the same team.
• Once students understand the game, divide class into four or six teams and have two or three
games running simultaneously so that more students have an opportunity to participate.
• Caution students to avoid bumping heads when picking up beanbags.
Notes to Teacher
• Use Colour Connection Tag to observe basic locomotor patterns. Ask students to switch the line
color during skill development so you can observe them. Select some students to help others.
– Level One: Stopped more than four times
– Level Two: Stopped three or four times
– Level Three: Stopped once or twice
– Level Four: Did not stop moving for eight to ten minutes.
• Encouraging students to move without stopping helps them develop a concept of a steady, comfortable pace instead of sprinting and stopping. Moving continuously will help build fitness level.
Appendices
Grade 3 Appendix N:
Grade 3 Appendix O-9:
Unit 6 Appendix A:
Anecdotal Observational Recording Chart
Participation Target Example
Participation Target Blank
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Locomotor Games
Sub-Task #3
at Different Levels, Presenting
a Routine
Facility
Materials
Locomotor assessment sheet for each pair
Description
During this lesson, students will practise their locomotor patterns with emphasis on different levels
and review the different pathways.
Expectation Code
3p18
3p29
3p38
Follow the rules of fair play in games and activities
e.g., giving everyone a chance to play)
Formative/Ongoing
• Teacher assessment of students’ behaviour to take turns using the group interaction section of
the social skills rubric (Grade 3 Appendix H).
Students’ will need to practise the skill in a few lessons prior to being assessed.
• Self-assessment of readiness for Physical Education using a running shoes chart (see Grade 3
Appendix O-7).
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A) Warm-Up
Thunder, Lightning and Snow
• Students lie on floor and move their legs in response to words:
– Thunders - beat feet on the floor with their knees bent
– Lightning - legs go up and down with bent legs
– Snow – children's' legs criss-cross in the air
• Students move around the space, making up their own actions for thunder, lightening and snow.
• At the end of class, students complete self-assessment I am Ready (Grade 3 Appendix O-7)
Ask student what being ready for activity looks like (e.g., PE clothes, running shoes, listening).
6
• Students explore different levels.
• Students travel at a high level.
• Ask students: What things travel at a high level? Students imitate those objects.
• With a partner, students take turns guessing the object they are acting out.
• Repeat this activity with medium level and low level.
Corner Simon Says
• Have four Simon Says games going on at once. A game would be in each corner. When students
are eliminated from a game they jog to the next game and play there.
• Prior to playing the next game review three different pathways:
– Curved
– Zigzag
– Straight
• Encourage students explore these pathways at different levels.
• Students make up new pathways to follow (e.g., waves, spiral, broken).
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Horse Trap
• Divide the class in half. Half of the students are ponies and half are corrals. Students who are
corrals work in groups of two or three to hold hands up to make a “shelter” for ponies. Call,
“Run little pony run.” Ponies gallop freely around the space following as many different pathways
as they can. Ponies also try to move in and out of as many corrals as they can. Ponies may count
the number of corrals they visit.
• Call, “Close the corral” and students who are being corrals lower their hands shutting in any
ponies that are inside. Call “Run little pony run” again and ponies are free to gallop. Give ponies
three or four turns to gallop in and out, then switch roles.
• Students assess their readiness to participate in class using a self-assessment tool (Grade 3
Appendix O-7). They could use this periodically throughout the year.
Students pretend they have just come in from a rainstorm. Students make up actions to stretch and
cool down, including:
• Shake the water off your jacket.
• Tiptoe around all the water from your boots.
• Take off the wet clothes and curl up in your blanket.
Extension
• “Horse Trap” using a different theme (e.g., cat and mouse, bird and nest).
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Fish Net
• Two teams form a straight line at the opposite end of an area. One team is the net and the other
is the fish. The net team tries to encircle as many fish as possible. Fish cannot go under hands or
break through, but if the net breaks they can escape. Fish are safe by getting to the opposite goal
line. Play again, changing names.
Notes to Teacher
• Discuss moving at different levels with students and relate this to a theme from their classroom
studies.
• During Skill Development, students can make up their own routine incorporating three levels
with three different locomotor patterns. Make a checklist on the board or flip chart to help students help their partner improve their routine or use the Grade 3 locomotor routine assessment
sheet for peers (Unit 6 Appendix B).
Appendices
Grade 3 Appendix H:
Grade 3 Appendix N:
Unit 6 Appendix A:
Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Anecdotal Observation Recording Chart
I am Ready (for Physical Education)
6
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Locomotor Games
Sub-Task #4
Locomotor Patterns in
Different Pathways
Facility
Materials
Locomotor assessment sheet for each pair
Description
During this lesson, students will practise their locomotor patterns while exploring pathways.
Expectation Code
3p19
Travel in various ways, and dodge stationary objects or
opponents
3p18
equipment (e.g., selecting two ways to travel on a bench while
performing a change in directions and level)
3p39
Communicate positively to help and encourage others.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing
Anecdotal Observation Recording Chart (Grade 3 Appendix N) in conjunction with the social
skills rubric (Grade 3 Appendix H).
Summative
• Teacher assessment of locomotor skills during their routine using the locomotor skills during
their routine using the locomotor skills checklist (Unit 6 Appendix A) in conjunction with the
locomotor routine assessment tool (Unit 6 Appendix B).
A) Warm-Up
Birthday Game
• Students move in a circle. Call out three months at a time. Students born in that month go to the
middle and do an exercise or activity (tuck jumps). After they are finished, pick a new activity
and call a new three months.
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• Students in the circle step or march or move slowly around the circle to gradually bring heart
rate up.
• In a group of five, students do an agility run. Students weave in and out of all the members.
(in a circle, in a line, in a square)
• Students begin to develop a locomotor routine incorporating different levels, different directions
and different locomotor moves with a partner.
• Encourage students to communicate positively. Share examples of positive statements with class
when you hear them.
Locomotor Routine
• Students work with a partner to refine their locomotor routine. It should include:
– Definite beginning and end
– Use of different levels
– Movement in different directions
– Different ways of moving (e.g., walk run skip jump leap gallop)
• Students perform their routine for another pair who give feedback using the locomotor assessment tool (Unit 6, Appendix B). Encourage students to communicate positively. Share examples
about how to give feedback to a partner that is both helpful and positive.
6
• Students will work on their routine using feedback and prepare to show the class.
• Divide the class into four groups and have each group perform their individual routine.
Ask students: What did you like? What was original? What levels did you see?
D)
Cool-Down/Wrap-Up
Walnut Cracker
• Students lie on their back and pretend there is a walnut on their stomach. They raise heels off
the floor and pull knees to chest to try and crack the walnut.
Lying Down Stretches
• Lead students in other stretches while lying down:
– arms over head
– curl legs and roll hips to both sides
– knees to chest
– extend legs in air one at a time
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Extension
Locomotor Routine:
routines.
Students may work on their own or in larger groups to create locomotor
Notes to Teacher
• During Skill Development, students will make up their own routine incorporating three levels
with three different locomotor patterns. Make a checklist on the board to help students help their
partner improve their routine or use the Grade 3 locomotor routine assessment sheet for peers
(Unit 6 Appendix B).
• Share examples of positive communication throughout the class today.
Appendices
Grade 3 Appendix N:Anecdotal Observation Recording Chart
Unit 6 Appendix B: Locomotor Routine Assessment Tool
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Locomotor Games
Sub-Task #5
Explore Dodging with Balls
Facility
Materials
Gatorskin balls (one per pair)
Description
During this lesson, students avoid obstacles while changing direction and speed.
Expectation Code
3p18
3p19
opponents
3p39
Assessment Opportunities – Suggestions for Assessing Expectations:
6
Formative/Ongoing
• Teacher assessment of dodging skills using an anecdotal observational recording chart (Grade 3
Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).
• Teacher assessment of positive communication with others using an Anecdotal Observation
Recording Chart (Grade 3 Appendix N) in conjunction with the social skills rubric (Grade 3
Appendix H).
A) Warm-Up
Turtle Tag
• Choose five students to be “It.” Students will avoid being tagged by speed walking or assuming
turtle position (lying on back, waving arms and legs in the air). If tagged, the student trades
places with the tagger.
• Encourage students to move continuously to gradually warm up and to increase the heart rate.
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• Ask students why positive encouragement for each other is important and what kinds of things
might be heard from someone who is encouraging someone else (e.g., nice try, you can go first,
good move). Inform students that you will be listening to try to hear them using words of positive
encouragement during the lesson.
B)
Skill Development
Dodge Explore
• Students travel quickly around the gymnasium and change direction on the signal from the
teacher.
• In their own space, students explore ways of dodging (e.g. jumping, ducking, twisting,
collapsing).
• Students practise moving quickly around the gymnasium and on the signal practising dodging
technique.
• With a partner, stay as close as possible (shadow) while partner is dodging and darting away
from. Change positions often.
• Students give partner a five count, and speed walk after partner. Students freeze on teacher’s
signal, then try to touch partner without moving feet.
• Observe students for positive communication.
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Pylon Pinball
• Scatter pylons around the gymnasium. Students jog around the space. When they come close to
a pylon, they behave like a pinball and pretend that they are bouncing off and being sent in
another direction. Students pick up speed after contacting a pylon.
• Remind students to keep heads up and to avoid other players while changing directions.
• Encourage students to gradually pick up speed as they move through the gymnasium.
• With a partner, students sit facing each other and choose one student to be the leader. Students
try to mirror partner’s hand movements then switch leaders.
• Students take turns leading stretches for their partner.
Extension
• Pylon Pinball II – Use different types of pylons or different objects to represent different ways
of moving. For example, if students touch a red pylon, they change directions and start to skip;
if they touch a beanbag, they change directions and start to gallop.
Notes to Teacher
• Emphasize using a variety of techniques to dodge opponents (e.g., jumping, ducking, twisting,
collapsing).
• Have students demonstrate dodging techniques to assist other in developing those skills.
Appendices
Grade 3 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 3 Appendix N: Anecdotal Observation Recording Chart
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Locomotor Games
Sub-Task #6
Explore Dodging with
Rubber Chickens
Facility
Materials
One rubber chicken or other object per student
Description
During this lesson, students cooperatively catch and throw, as well as dodge stationary objects (rubber chickens) or opponents.
Expectation Code
3p18
3p19
opponents
3p39
Assessment Opportunities - Suggestions for Assessing Expectations:
Formative/Ongoing
Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A). Assessment
occurs after students have had ample practice time.
• Self-assessment of positive communication using the ‘Response to Others Assessment Tool’
(Grade 3 Appendix O-4).
A) Warm-Up
Chicken Crossing
• Give students an opportunity to throw, catch and touch rubber chickens.
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• Scatter chickens and other objects (beanbags, pylons) on the gymnasium floor.
• Students find a variety of ways to move over around and under the chickens and objects.
• Students run throughout the gymnasium and every time they meet a rubber chicken they travel at
a different level.
• Students continue travelling throughout the gymnasium and change their direction when they
meet a rubber chicken.
• In a group of four to six, students place their chickens on the floor and move through their
chickens in a zigzag pathway
• Students try moving in curved and straight pathways and make up their own pathways for moving
• Students make an obstacle course with rubber chickens and other objects. Students move
through the course at different levels and use different directions. Different groups can make different courses and students can visit and try other obstacle courses.
C)
Skill Application
Chicken Run
• Students play a dodging game. Frame the game with a story:
There was once a farmer who had to get her chickens ready to go to the store, so she went
out to the field and stood (stand in the centre of the gymnasium). All the chickens on her
chicken farm wondered what she was doing so they all came out and watched from the road
(students stand on the black line). At first they did not realize they were on the road. All of a
sudden a car was coming! The chicken needed to cross the barnyard quickly, so the farmer
calls out “Run chickens run!” (Students move across gymnasium.) The farmer tries to catch
as many chickens as possible to take to the store.
• Any student who is caught gets a rubber chicken and sits down where they were caught. They
can reach out their rubber chicken touch other students. Continue playing until five students
are seated, then restart the game and give the students a “fresh start.” (The chickens who were
seated escape.) Choose a new farmer to try to catch some chickens.
• At the end of the game, ask students to give a thumbs up or thumbs down rating to the following:
– Were your feelings respected by others in the group?
– Did you communicate positively to help and encourage others?
– Students share examples.
• Students place chickens on the floor and lie beside them, and do stretching.
• Students stretch up very tall, then very small. Students wrap around their chicken and relax
doing some deep breathing.
• Students can fill out the self-assessment tool called “Response to Others” Assessment Tool
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Extension
Amoeba Tag/Blob Tag/Chicken Galore
• One player is it and tries to tag another player. Players who are tagged link one chicken, forming
a progressively larger amoeba. Only those players on either end of the amoeba may tag, using
their free hand or their chicken.
Notes to Teacher
• Give examples of positive communication used by students in class today.
• Rubber chickens are available from the Canadian Intramural Recreation Association
(CIRA) www.intramurals.ca
• More rubber chicken activity ideas are available from Zany Activities with a Rubber Chicken
Canadian Intramural Recreation Association, Gloucester, 1995.
,
Appendices
Grade 3 Appendix O-4: Response to Others (Self-Assessment Tool)
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Locomotor Games
Sub-Task #7
Explore Dodging Through Cones
Facility
Materials
One cone per student, gatorskin ball
Three sets of ten different pieces of equipment to make an obstacle course with (e.g., chair, cone,
pinnie, hoop, beanbag, Frisbee, throw down base, scarves)
Description
During this lesson, students will practise dodging players and design an obstacle course.
Expectation Code
3p18
3p19
opponents.
3p30
(e.g. tag games, outdoor pursuits)
3p33
6
Formative/Ongoing
Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).
Appendix O-1). Place this on the wall and discuss strategies to achieve goal.
A) Warm-Up
Sitting Duck
• Students work with a partner. One person squats against the wall like a sitting duck, holding out
hands as targets. The other student tries to hit the duck’s hands with the Nerf ball. The duck
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keeps hands out and tries to avoid the ball by dodging and darting. Students change positions
often. Encourage students to step back from partner and work at a distance that is challenging.
• Review use of the participation target chart with students and set a class goal to be met with the
next activity, e.g., students try to be active for eight minutes and record results on class participation target. Use a post-it note on a large chart. Refer to Notes to Teacher.
Dodge-It Course
• Scatter many cones on the gymnasium floor.
• Students move throughout the gymnasium dodging cones.
• Three groups take ten pieces of equipment and make an obstacle course. Students complete
course, dodging and moving around obstacles.
• Group Challenge – Students count how many people can complete course in one minute.
• Students decide on class activity level and record it on Participation Target (see Grade 3
Appendix O-1).
C)
Skill Application
Octopus
• Players line up along gymnasium lines (away from the walls). One player is the octopus and
stands in the centre of the gymnasium. This player calls, “Octopus Run” and players on the line
attempt to run the length of the gymnasium without being tagged by the octopus. When touched,
students sit down on the spot and become part of the octopus by reaching out and tagging students, from their seated position, as they are running from one end of the gymnasium to the
other. The octopus calls out different ways of moving (e.g., octopus crab walk, octopus side step,
octopus gallop). Students moving must dodge the stationary and moving octopus.
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D)
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Cool-Down/Wrap-Up
Alphabet Soup
• Students lie on the floor and stretch to make their bodies into shapes of letters.
• Encourage students to be creative and use different parts of their body to make the shape.
Students work in small groups to spell words (e.g. FIT, ACTIVE)
Extension
Dodge It Course II
Students work together as a class to create a giant obstacle course or put the obstacle courses
together.
Alphabet Soup II
Students work in small groups to make letters with their bodies and spell words. Students take
turns working with another group to guess the letters and words that the group makes with their
bodies.
Notes to Teacher
• Observe students dodging skills during the octopus game.
– Level One: Stopped more than four times.
– Level Two: Stopped three or four times.
– Level Three: Stopped once or twice.
– Level Four: Did not stop moving for eight to ten minutes.
• Encouraging students to move without stopping helps them develop a concept of a steady, comfortable pace instead of sprinting and stopping. Moving continuously will help build fitness level.
Appendices
Grade 3 Appendix O-1: Participation Target Blank
Unit 6 Appendix A:
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Locomotor Games
Sub-Task #8
Skills Circuit
Facility
Materials
30 pieces of equipment (e.g., rubber chickens, beanbags, balls, pylons, floor markers)
15 beanbags
12 pylons
Description
During this lesson, students practise their locomotor patterns in a skill circuit. The skills circuit
is an ideal time to assess their progress in this unit. This lesson could be repeated throughout
the year.
Expectation Code
3p18
while performing a change in directions and level).
3p19
opponents.
3p30
(e.g., tag games, outdoor pursuits)
3p33
(e.g., power wallking) for eight to ten minutes.
3p39
Formative/Ongoing
• Teacher assessment of locomotor and dodging skills using an anecdotal observational
recording chart (Grade 3 Appendix N) in conjunction with a locomotor skills checklist
(Unit 6 Appendix A).
• Self-assessment of vigorous participation using participation target (Grade 3 Appendix O-9).
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A)
Warm-Up
Sport Hero Move
• Students move around the gymnasium imitating different famous athletes and their movements
(e.g., Michael Jordan jump shot, Elvis Stojko Quadruple Jump, Paul Kariya Slapshot, Donovan
Bailey start).
• Students suggest athletes and all students move together.
• Students make individual choices and move around the gymnasium.
• Students work with a partner and guess sport that partner is imitating.
• Sport hero freeze – on a signal, students freeze in sporting stance. Partners guess sport.
B) Skill Development and Application
Skills Circuit
6
• Students work in small groups and rotate to each station.
Obstacles
• Set up a course. Students have input into how the course is built. Students travel forward, backward and sideways through the obstacle course, using a variety of equipment. Students try to do
the course as many times as they can in thirty seconds.
Self-assessment Station
• Students use participation target to assess their participation at the other stations and during the
warm-up. Students place their name on a sticky note and place that on the target (Grade 3
Appendix O-9).
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Dancing Feet Station
• One student stands in the centre of circle and moves to avoid being touched by beanbags. Other
students in the group stand outside the circle and toss beanbags to try to hit the feet of the student in the middle. Each student on the outside gets three throws, then a new student takes a
turn in the middle.
Bench Station
• Students travel along the bench moving a different way every time they cross the bench. Students
can try going in different directions and at different levels.
Scatter Touch Station
• Set up station at one end of the gymnasium.
• Students scatter across the gymnasium you must try to run and touch everyone as you cross the
gymnasium floor. Students try to dodge to avoid being touched themselves.
C) Cool-Down/Wrap-Up
• Students make a number with their body and their partner guesses the number.
• Students can work with their partner and make a number have another pair guess the number.
• Encourage students to stretch as they make their number.
Extension
Touch the Castle
• Divide the class into three groups to play this game. Divide each group into two teams. Set up
four or five pylons in each area to represent castles. One team are dragons and they try to touch
the castles without being touched by the wizards. The other group are wizards and they protect
the castles and try to touch the dragons. Students keep playing if touched. Switch roles after three
or four minutes.
Notes to Teacher
• Use the names of famous Canadian athletes or local athletes who are relevant to your own individual students.
• This lesson could be done for two periods so there is more time to observe and assess students
at more than one station. Each station is to address a different expectation.
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Appendices
Grade 3 Appendix H:
Grade 3 Appendix N:
Unit 6 Appendix A:
Unit 6 Appendix D:
Participation Target Example
Dodging and Travelling Circuit Cards
6
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UNIT 6
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TEACHER
Locomotor Games
Locomotor Skills Checklist
3p18
combine various locomotion/travelling movements with changes in
direction and level, both with and without equipment (e.g., selecting
two ways to travel on a bench while performing a change in direction
and level)
3p19
travel in various ways, and dodge stationary objects or opponents
Level 1
Level 2
Level 3
Level 4
• Performs few skills
• Rarely applies skills
• Performs some skills
• Sometimes applies skills
• Performs most skills
• Usually applies skills
• Performs all or almost all skills
• Consistently applies skills
Combining Locomotion Movements
(i.e., skipping and galloping)
With Equipment
(i.e., bench)
Name
Directions
(i.e., forward,
backward, sideways)
Without Equipment
Levels
(i.e., high, medium,
low)
Directions
(i.e., forward,
backward, sideways)
Levels
(i.e., high, medium,
low)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30..
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Locomotor Routine Assessment
3p18
combine various locomotion/travelling movements with changes in direction and level,
both with and without equipment (e.g., selecting two ways to travel on a bench while
performing a change in direction and level)
3p19
travel in various ways, and dodge stationary objects or opponents
Name of Performer
_______________________
Name of Helper
_______________________
Please ( the appropriate box.
“Working on it”
1. Did your partner have a beginning?
2. Did your partner work at a high level?
3. Did your partner work at a medium level?
4. Did your partner work at a low level?
“Got it”
❏
❏
❏
❏
❏
❏
❏
❏
❏
❏
5. What locomotor patterns did your partner do?
Walk
Run
Skip
Jump
Leap
Gallop
❏
❏
❏
❏
❏
6. Did your partner have an ending?
7. My favourite part of the routine was …
8. A goal for next time is …
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Grade 3 Fitness Challenge Activities
1. Jump and Slap
Heels
2. Tuck Jump with a
clap or two!
Stand up straight with hands at
your side. Jump up and with open
palms, slap heels.
Stand up straight, jump, tuck your
knees and clap under your knees.
3. Jump and click
heels
4. Crossover Stand
Stand up straight and jump up,
bringing the left foot over to the
right and click heels together.
Stand with your legs crossed at
your ankles and your arms crossed.
Try to sit down and stand back up
again.
5. Thread the Needle
6. Coffee Grinder
From a standing position, with
your hands clasped, lift your leg
up. Bend your leg and body and
slip your leg through your arms
up to your knee.
With all your weight on one arm
and your body extended horizontally, try moving around in a circle.
Do this with both arms.
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Dodging and Travelling Skills Circuit Cards
Cut into cards and post on wall. Use blank card to make up your own station.
Obstacles
Self-Assessment
Station
Travel forward, backward and sideways
through the obstacle course. How many
times can you do the course in thirty seconds? Can you change the course to make it
more challenging?
How well have you participated? Put your
name on a sticky note and place that on the
target where you think it belongs. Make sure
you have a reason for why your name is
where it is. (What did your participation look
like? What did it sound like?)
Dancing Feet
Bench Station
6
Take turns standing in the circle. Move your
feet fast so no one can touch you! Team
members stand outside the circle and toss
beanbags trying to hit the feet of the student in the middle. Each student on the outside gets three throws, then a new student
takes a turn in the middle.
Travel along the bench moving a different
way every time you cross the bench. Try
moving in different directions and at different levels.
Scatter Touch
Run and touch as many people as you can as
you cross the gymnasium floor. Try to dodge
to avoid being touched yourself.
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Unit 7 – Overview
Indoor and Outdoor Games – Cooperative Games
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7
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OVERVIEW
Cooperative Games
Duration
9 Sub-Tasks
Description
This unit allows students to practise working cooperatively, communicating positively and demonstrating respect for other students while staying on task and participating vigorously in group games
and activities. Games with cooperative and communication elements are included. These lessons
focus on the partner activities, relays, large/small group challenges and parachute activities.
Sub-Task Title
Expectation Code
1. Cooperative Tag Games
3p19, 3p37
2. Small Group Activities
3p37, 3p39
3. Small and Large Group Games
3p37, 3p39
4. More Small and Large Group Games
3p37, 3p39
5. Relays
3p30, 3p39
6. Partner and Group Challenges
3p37, 3p39
7. Reintroduction to Parachute Activities
3p29, 3p37
8. More Parachute Activities
3p37, 3p39
9. Even More Parachute Activities
3p37, 3p39
included are
7
Formative/Ongoing
• Teacher assessment of locomotor skills using an anecdotal observational recording chart in conjunction with a locomotor skills checklist.
• Teacher assessment of students’ behaviour related to communicating positively and encouraging
others using the social skills rubric in conjunction with an anecdotal observational recording
chart.
• Teacher assessment of students’ behaviour related to respecting the abilities and feelings of others using the social skills rubric in conjunction with an anecdotal observational recording chart.
• Self-assessment of vigorous participation using a four finger rubric.
• Self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
• Self-assessment of “response to others” by moving to different designated areas of the playing
space to rate self.
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• Self-assessment of response to others using the “Response to Others Assessment Tool.”
• Peer assessment of response to others using the “Response to Others Assessment Tool.”
• Can travel in a variety of ways in different directions, in response to signals.
• Can travel using different pathways.
• Follow all safety procedures.
• Can work cooperatively with others and have had some opportunities to work with others before
this unit.
• Demonstrate respect for others.
• Follow instructions and attempt new activities.
• Participate vigorously in the program.
• Listen, and stay on task.
• Can throw a ball overhand.
Notes to Teacher
• Cooperative games should consistently emphasize the expectations for this unit. Stop and address
any disruptive behaviour immediately.
• Tag games must have at least a 2 metre safe zone before the wall. Identify boundaries clearly.
Appendix
Unit 7 Appendix A: Mission Possible Assignments
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Cooperative Games
Sub-Task #1
Cooperative Tag Games
Facility
Gymnasium or multi-purpose room
A large area outside
Materials
Pinnies or something to identify the “Its”
Description
The students practise demonstrating respect for abilities and the feelings of others while participating in a variety of tag games.
Expectation Code
3p19
opponents.
3p37
Demonstrate respect for the abilities and feeling of others
(e.g., accepting everyone into the group).
Formative/Ongoing
space to rate self (see social skills rubric Grade 3 Appendix H for indicators).
A) Warm-Up
Ship Ahoy
• This activity is better suited for indoors, but may be adapted for outside use
• Students line up on one side of the playing space in a long line.
• Designate one side of the space is the ‘ship’ and one side is the ‘shore’. When doing all the
actions, students always stop at the line in front of the wall.
• Students perform tasks as the teacher calls them out:
– SHIP AHOY – stand at attention in a salute position
– SHIP – move to one side of the playing space
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– SHORE – move to the other side of the playing space
– MAN OVERBOARD – partners make a bridge together
– SWAB THE DECK – coffee grinder: two hands on floor while feet move in a circle
around hands
– LIFE RAFT – three people stand in a line in straddle position
– SET SAIL – move around space with both hands up
– HIT THE DECK – hold a push-up (front support) position
– HOIST THE ANCHOR – do sit-ups (specific number) and salute
– BEACH – lay down on the floor
• Before beginning any of the activities, discuss the expectations for the cooperative games unit.
Review the importance of working together, playing fairly and respecting the other people in the
class. The students will be self-assessing and peer assessing, so be specific about what being
cooperative looks like and sounds like.
• Elvis Tag. Four students are chosen to be the “Its.” The rest of the students move around the
space trying to avoid being tagged by the “Its.” If students are caught they freeze in place, with
one hand up. Frozen players can return to the game when an unfrozen player gives them a high
five. When “frozen” students have been helped they do a little hip wiggle and say (in their best
Elvis voice) “ah thank you, ah thank you very much.” The students may not be tagged while they
are helping someone else or while they are thanking someone. Rotate taggers often.
Curly, Larry and Mo
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• Divide students into groups of three. Students sit outside of a large rectangular playing space
(e.g., the outer volleyball court lines in the gymnasium). Use pylons to indicate the four corners.
In their groups of three, the students decide who is Curly, who is Larry and who is Mo. On the
signal, one of the names is called, e.g., Mo. All the students who are Mo run in a clockwise
direction around the outside of the rectangular space, back towards the rest of their group,
who in the meantime have made a bridge with their legs or arms. The Mo's crawl underneath
their groups’ bridges and come together in the middle of the playing space. The Mo’s quickly
construct a group pose. Repeat several times calling all the names.
Body Shapes Feelings.
• Working with a partner, students use their bodies to pose in a way that reveals an emotion, e.g.,
angry: “What kind of pose could you do to show angry?” Encourage
students to stretch and hold their bodies tight.
• Discuss the four levels of self-assessment for Response to Others. Designate different areas of
the playing space levels 1, 2, 3, and 4. Establish the four levels using the social skills rubric:
1 – I need reminders to speak kindly and listen to others. 2 – I sometimes speak kindly and
listen to others. 3 – I speak kindly and listen to others. 4 – I always speak kindly and listen to
others. Direct the students to stand in the area of the playing space corresponding to the level
they feel they are at today.
Extension
Curly, Larry, Mo II.
• Play Curly, Larry and Mo, calling two names at a time. The student who is not called makes a
bridge for both players. The two groups of students who meet in the centre make two different
group poses.
Notes to Teacher
• Safe zones for tag games are at least two metres from the wall.
• Use something to identify the “Its” in the tag games.
Appendices
Unit 6 Appendix A: Locomotor Skills Checklist
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Cooperative Games
Sub-Task #2
Small Group Activities
Facility
Materials
Pylons
Description
The students communicate positively and demonstrate respect for one another while participating in
small group games.
Expectation Code
3p37
3p39
Formative/Ongoing
• Teacher assessment of students’ behaviour related to communicating
positively and encouraging others using the social skills rubric (Grade 3 Appendix H) in conjunction with an anecdotal observational recording chart (Grade 3 Appendix N).
space to rate self (See social skills rubric Grade 3 Appendix H for
indicators.)
A) Warm-Up
ABC Musical Movement
• Students move around the space in a variety of ways to the music. On the signal, the students find
a partner and make the shape of the letter the teacher called out. Repeat several times changing
the type of movement and calling out different letters each time. The students change partners
after every round.
• Teach the significance of the cooperative games unit. Students need to understand why it is
necessary to work together productively and communicate positively.
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• Submarine. Students form groups of four to six, and stand in line with hands on the shoulders
of the person in front. All students close their eyes except the “captain” at the end of each line.
Captain directs the ship by tapping the shoulders of the person in front and they relay the
message forward in the same way. A tap on the left shoulders means turn left, a tap on the right
means turn right and tapping both shoulders held means stop.
• Caution students to work slowly and carefully, watching for obstacles and respecting the space of
other groups.
Protect the Captain
• The students form groups of four. Three of the group members make a circle holding hands.
The player outside the circle is the “pirate.” One player in the circle is the “captain” and the
other two members are the “sailors.” The “captain” and “sailors” must always stay together in a
circle (never breaking the circle). The “pirate” tries to capture the “captain” while the “sailors”
try to protect the captain. The “sailors” dodge and move around in a circle to protect the “captain.” and still hold on hands. The “pirate” tries to catch the captain by running run around the
circle, not reaching through. Change roles frequently so all have a turn in every position.
Mission Possible
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• Students work in teams of four to six.
• Use pylons to indicate the four corner boundaries of the playing space.
• Place “missions” on small pieces of paper, in envelopes numbered 1 to 12.
• Staple the envelopes onto a big piece of bristol board (or the “Mission Board”) so all the
students can reach it.
• Students complete the “missions” in any order.
• Each team member must perform all the missions and team members stay connected while
moving around the space.
• Team members move around the space together, and come to the “Mission Board” for their
first assignment.
• Each time a team completes a “mission” they must move around the playing space in a different
way then come back to the board for their next assignment.
• Here are examples of missions:
– Touch the ground four times.
– Go to the furthest pylon and do eight jumping jacks.
– Do four push-ups in each of the four corners of the playing space.
– Jog around the space backward one time.
– Touch all four pylons in the space with your hands together as a group.
– Sing ‘Mary Had a Little Lamb’ in the centre of the playing space.
– Jump side to side at one of the pylons in the playing space 14 times.
– Touch five people wearing black.
– Do five jumps around one of the pylons in the space.
– Jump up as high as possible together at one of the pylons six times.
– Do eight High Fives with people not on your team.
– Return to the teacher and sit in a group circle.
Mission Cool-Down
• Students take a deep breath in through the nose and out through the mouth, repeating five times.
• Students stretch their entire body by standing on tiptoes while reaching arms and fingers as high
as possible
• Review the four levels of self-assessment for Response to Others. (See Sub-Task #1) Ask students
to move to the area of the gymnasium that corresponds to their performance.
Extension
Class Submarine
The class moves carefully through the playing space with only the “captain” at the end of the line
able to see. The rest of the class keeps their eyes closed and relays on the tapping procedures. The
students need to move slowly when performing this activity.
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Notes to Teacher
• Students need to have demonstrated good listening skills and respect for each other before doing
submarine activity.
• Have the “Mission Possible” board ready ahead of time. Add additional missions or assignments.
• Use pylons to indicate the boundaries of the playing space when not in a gymnasium with lines.
Appendices
Grade 3 Appendix H Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 7 Appendix A: Mission Possible Assignments
7
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Cooperative Games
Sub-Task #3
Small and Large Group Games
Facility
Gymnasium or Multi-purpose room
A large space outside
Materials
Mats (light aerobic mats) or blankets
Hoops
Description
The students continue to practise communicating positively and respecting others in large and small
group games.
Expectation Code
3p37
3p39
Formative/Ongoing
Teacher assessment of students’ behaviour related to respecting the abilities and feelings of others
using the social skills rubric (Grade 3 Appendix H) in conjunction with an anecdotal observational
recording chart (Grade 3 Appendix N).
A) Warm-Up
Winter Sport Movements
The students move around the playing space imitating a variety of winter sports called out by the
teacher (e.g., cross-country skiing, skating, hockey, tobogganing, downhill skiing). Encourage
students to add to the list and demonstrate some other winter activities.
• Remind students to work on cooperation in all activities. Ask students for examples of what they
will look like/sound like.
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Icy Water
• Scatter several hoops around the playing space. The students find a partner and one hoop to
stand in. The students imagine the ground is “icy water” and the hoops are big “ice floes.” In
partners the students finds ways to move around the playing space from “ice floe” to “ice floe”
without landing in the “water.” Students need to stay together as a team through the whole
challenge.
Yukon Adventure
• Four students are chosen to be the “cold” and four students are chosen to be the “dogsleds.”
The students who are the “dogsleds” have a light mat or blanket to drag with them. Dogsled
students can work in pairs to help pull the mat. The rest of the students are “explorers” who are
trying not to get caught by the “cold.” If students are tagged by the “cold” they freeze in place.
The “dogsleds” rescue them by getting the explorer to sit on the mat or blanket and pulling them
to the edge of the gymnasium. Once the “explorers” have been rescued they return to the game.
Rotate the players often.
• When being “rescued” the students sit down on the mat and hold on to the sides (no standing,
or lying down). Caution dog sleds to begin pulling slowly so the explorer is not jerked. Change
roles frequently.
Igloo
• Students work in teams of four or five players and select a leader for each group. Students move
around the room using the movements from the winter activities they performed in the warm-up
exercise (e.g., skating, shoveling snow, skiing).
• When students hear “Igloo,” they find their group and their leader. Students crawl through the
leader’s straddled legs, stand up and straddle their legs to let the next person through both player’s legs. Students keep going until the whole team has gone through the legs and is standing
in a line.
• Repeat the activity, with a new leader each time. Try the same activity with larger groups or as
a class.
Rain
• Students sit in a circle.
• Leader starts by rubbing hands together to indicate the start of the shower.
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• Leader snaps fingers for light raindrops.
• Leader pats thighs for a real downpour.
• Leader claps hands to indicate lightning.
• Leader reverses cycle and finishes with wind at the end to blow away the storm.
• Students should not talk during this activity.
• Lead students in some simple stretches to cool down. (Grade 3 Appendix A)
Extension
Igloo II
• Play the game the same way except that the team ends the activity by performing a group challenge (e.g., stand up altogether, line up in order from smallest to tallest).
Notes to Teacher
• The students sit (not stand or lie) on the mats during Yukon Adventure game. Lightweight mats
with handles work well.
• Emphasize positive communication.
Appendices
Grade 3 Appendix A: Safe Stretching
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Cooperative Games
Sub-Task #4
More Small and Large Group Games
Facility
A large space outside
Materials
Four blankets
Lightweight balls
Description
Students work cooperatively and communicate positively while participating in small and large
group games.
Expectation Code
3p37
3p39
Formative/Ongoing
• Teacher assessment of students’ behaviour related to respecting the abilities and feelings of
others using the social skills rubric (Grade 3 Appendix H) in conjunction with an anecdotal
observational recording chart (Grade 3 Appendix N).
• Peer assessment of response to others using the “Response to Others Assessment Tool” (Grade 3
Appendix O-4).
A) Warm-Up
Team Tag
• Divide the class in half and designate one group as the tagging group. Give each group a name
(e.g., running shoes and T-shirts). Call out one group. The non-tagging group moves around the
playing space trying to avoid the “taggers.” Tagged students keep moving at the side of the area,
doing warm-up activities (e.g., jogging, skipping, jump and twist). Students wear pinnies or
something to identify them as the “taggers.” When the second group is called, players switch
roles and all move around the space again.
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• Remind students to work together cooperatively and to communicate positively to one another.
Students should observe communication skills of other members in the group. Ask students for
examples of communication they might see and hear.
• This Old Blanket. Divide students into groups of six and give one blanket and ball for the
group. The students attempt a series a challenges with the blanket and the ball:
– throw the ball up and catch it with the blanket;
– throw the ball as high as possible;
– throw the ball up and catch it without the ball hitting the floor;
– use the blanket to catch a ball thrown by a group member standing away from the blanket;
– adding more balls, see how long the group can keep them moving on the blanket.
– make up their own challenges.
• From One Blanket to Another . Two groups work together to try to throw and catch the balls
back and forth using the blanket. Challenge groups to see how many times they can throw and
catch to each other without the ball dropping. The two groups together make up one challenge
for the combined group.
Blanket Catch
• Divide the class into two groups, with the space divided into side A and side B. Four students
from group A and four from group B are chosen to be the “catchers” for their teams. The
“catchers” for group A stand in a space behind group B and the “catchers” from group B stand
in the space behind group A. The “catchers” use the blankets (two “catchers” per blanket).
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Students from group A and B try to throw the ball over the heads of their opponents to their
“catchers” on the opposite side of the playing space. Use a boundary line so students stand
ahead of the catchers and do not block each other’s “catchers.” The group works together to
catch as many balls as they can. Rotate the “catchers” often.
Circle Pass
• Students pass a ball around the circle. Each student takes a turn leading a stretch for the class
when they have the ball. Students hold the stretch for 15-30 seconds then pass the ball to a new
leader.
• Hand out and discuss the Response to Others Peer Assessment Sheet. Describe what each level
looks like so those students may make an adequate assessment of their peers. The students will
put the name of their partner on the top of the sheet and the date with their initials beside the
level that best describes their partner’s performance that day.
Extension
This Old Blanket II
• The students make up their own challenge with the blanket and the balls. Students show those
challenges and other groups try them. Challenge the class to develop one big challenge.
Notes to Teacher
• When playing tag games, have some form of identification for the “taggers.”
• Blankets should not be too large, but should be big enough for a few balls to be caught
inside them.
Appendices
Grade 3 Appendix O-4: Response to Others (Peer-Assessment Tool)
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Cooperative Games
Sub-Task #5
Relays
Facility
Materials
Hoops
Soft balls
Description
The students communicate positively while participating vigorously in relay activities.
Expectation Code
3p30
3p39
Formative/Ongoing
•Self-assessment of vigorous participation using a four finger rubric. (See participation rubric
Grade 3 Appendix G for indicators.)
A) Warm-Up
Lily Pad Go!
• Two frogs are chosen and the rest of the players are ants.
• The students who are ants move about until a frog tags them.
• When an ant is tagged, it turns over and lies on its back with arms and legs in the air.
• Fellow ants must come to its rescue by moving the lily pad (hoop) over the ants to revive it.
• The frogs cannot tag ants when they are bringing “injured” ants a lily pad.
• Ants roll their shoulders, arms and hips when they are in the lily pad then move out.
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• Remind students to work together to keep the ants alive. Cooperation is required to accomplish
this task.
• Reinforce the importance of working together on tasks. Problems or challenges can be solved
when working together.
Simple Relays
• Students line up in groups of four at one end of the playing space.
No Hands
• The first two players in line carry a Nerf ball to the other end of the playing space and back again
without using their hands. When the first two players return, the next two players in line start.
Continue the relay, challenging the students to carry the ball in different ways.
Ring It
• The first students in the groups carry a ring to the other end of the playing field without using
their hands. When they get to the stopping point, the students throw the ring at the pylon and run
back with the ring. Students brings it to the next student in line.
Caterpillar Caper
• The groups line up single file at one end of the playing space. Students sit down and wrap legs
around the person in front of them to form the body of a caterpillar. Arms become the legs of
the caterpillar. Students push down with arms, lift bottoms and begin to move the caterpillar
toward a finish line. The goal of the group is to move while keeping the body of the caterpillar
together.
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More Relays
• Students work in groups of six or eight.
Pass the Hoop
• Groups line up and hold hands. Students must pass a hoop down the line by stepping through
but not using their hands.
Pass the Hoop in a Circle
• Groups hold hands in a circle. Introduce the hoop through one set of joined arms. Students pass
the hoop around the circle by stepping through but not using their hands. Students try to get the
hoop around the whole circle.
Pass the Ball
• The groups spread out along the floor. Each group is given one ball, which they pass all the way
down the line to the last player and back again using only their feet. The group decides the best
method for passing using their feet.
Toothpaste
• Students move around the room to the beat of the teacher’s clapping. Teacher calls out
‘toothpaste’ and students move around the gymnasium telling other students the type of toothpaste they use. They find the group that uses the type of toothpaste they use at home. Use other
categories e.g., (favourite cereal, vegetable, fruit, colour). While they are moving, students roll
shoulders, hips, arms and neck (forward). When in groups, students choose one group stretch
to do before moving in the space again.
• Discuss the four levels of self-assessment for participation. Describe what it means by holding up
one finger, two fingers, etc. Establish the four levels using the active participation rubric: 1- I participated actively with constant encouragement. 2 - I participated actively with occasional encouragement. 3 - I participated actively with no encouragement. 4 - I participated actively in a way
that encourages others to participate. Direct the students to hold up the number of fingers corresponding to the level that they feel they were at today.
Extension
Pass the Hoop II
• The whole class makes a big circle. A hoop is introduced through one set of joined arms. The
students pass the hoop around the circle by stepping through, but not using their hands. Time
how long it takes the class to pass the hoop around the circle and challenge the students to work
together to improve their time.
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Notes to Teacher
• Students must be careful not to hit students with the hoop during the Lily Pad game.
• When doing relays, use small groups so students have more opportunities to be active.
• Relays can be continuous – students continue pattern of activity until new pattern is called,
instead of stopping when each person has had a turn.
Appendices
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Cooperative Games
Sub-Task #6
Partner and Group Challenges
Facility
Materials
Beanbags
Blindfolds (or scarves)
Hoops
Square of carpet (that a person could have enough room to stand on)
Four ropes securely tied in circles
Description
Students communicate positively and demonstrate respect for others while performing group and
partner challenges.
Expectation Code
3p37
3p39
Formative/Ongoing
A) Warm-Up
Who's That Behind Me?
• Students form pairs. One partner stands directly behind the other. Students in back are the
“drivers” and they put their hands on their partner’s shoulders. The partners in front are the
“cars” and they close their eyes. The “drivers” guide the “cars” around the playing space, using
the following signals:
– Squeeze left shoulder = turn left
– Squeeze right shoulder = turn right
– Squeeze both shoulders = stop
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• The students practise their driving technique while the “car” can still see. Once both students
have had a chance to practise, try the activity with the partners in front closing their eyes.
• Students should work together and communicate appropriately when participating in partner
and group challenges. They should observe communication skills of the other group members,
because they will assess them at the end of the class. Ask students what good communication
will look like and sound like.
Blindfold Obstacles
• One partner is blindfolded, while the other leads them through obstacles or tasks. The other
partner can verbally direct the blindfolded partner, or guide them. Set up tasks for the blindfolded partner to complete (e.g., pick up beanbags or scarves, walk on lines, touch different
objects).
Trust Me
• Students move around the area in pairs. One partner moves backward and one moves forward.
Students begin by walking very slowly to establish their signals, then on the signal gradually
increase their speed until the students are finally jogging. They work to not bump anyone while
moving. They don't talk when they are moving. They set up hand signals or squeezes to tell the
partner which way to move.
Get Up Backward
• Partners stand back to back. Both partners gradually move the feet forward, leaning against each
other’s back until they are in a sitting position. Then, they press against each other’s back to
carefully rise up to the starting position. They find a new partner and repeat.
Tug of Peace
• In groups of five or six, the students work together on this challenge. Each group spreads a rope
on the floor in a circle, tying the ends together securely. All students in the group sit down and
hold onto the rope. They grip the rope with both hands and attempt to stand up all at once,
pulling each other up in unison.
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Stepping Up
• Students work in groups of eight or ten. They place hoops in a row with one more hoop than the
number of students in the line. Students stand in the hoops with the empty hoop in the middle of
the line. The two ends of the line face each other. Students work together to try to reverse the
order of the line from the way they are standing. Encourage students to communicate and help
each other find a solution. Students support each other while they are changing hoops and try to
avoid stepping out of the hoop.
Birthday Line-Ups
• Students line up according to birthdays with January in the front through to December in the
back. Students try to perform this activity with little or no communication.
• Stretch in Line. Students sit and stretch forward, leaning over each leg and stretching to the
middle.
Extension
Pick Me Up
• In groups of four or five, students sit in a tight circle with backs facing in. Students push together
and try to stand up at same time, then sit down at same time.
Notes to Teacher
• Students must be careful when leading students who are blindfolded. If students feel uncomfortable using blindfolds have students keep their eyes closed. Reinforce the care and respect for
each other that is required when working with someone who is blindfolded. The blindfolded
student should hold the arm of the student leading, as opposed to the leader holding and pulling
the blindfolded student.
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• In the Get Up Backward activity, emphasize communicating with partner and working together
carefully. Students should not push too hard or let partners fall.
• The Stepping Up game may be very challenging for some students, so allow a lot of time for communication. The success of the group depends on their ability to communicate
Appendices
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Cooperative Games
Sub-Task #7
Reintroduction to Parachute
Activities
Facility
A large space outdoors
Materials
Parachute
Beanbags
A variety of balls
Description
Students participate safely in a variety of parachute games and activities where cooperation and
respect for others is crucial to the success of the task.
Expectation Code
3p29
equipment and facilities.
3p37
Demonstrate respect for the abilities and feelings of others
Formative/Ongoing
• Self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
(See safety rubric Grade 3 Appendix I for indicators.)
A) Warm-Up
• Review the grip, how to stand, rules and the importance of working together when using the
parachute (see Notes to Teacher).
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Storm
• Students demonstrate different types of waves (e.g., calm, tiny waves, slow rolling waves, and
storm waves). The students listen for the type of waves the teacher calls and work together to
perform them. Call the type of waves faster to increase the students’ heart rate.
B) Skill Development/Application
Gold Rush Returned
(Variation on the original Gold Rush game)
• Place several beanbags under the parachute. Give each student a number from one to four
(or more). On the signal, the students inflate the parachute while the teacher calls out a number.
The students called run clockwise around the parachute until they get back to the space where
they started. Those students run underneath the parachute through their space, grab a beanbag,
place it on their heads and return to their original spot, balancing the beanbag on their head.
Students slide the beanbags back under the parachute for the next group that is called. Remind
students to keep their heads up and to watch out for other runners.
Under the Big Top
• Give each student a number from one to four (or more). On the signal, the students inflate the
parachute while the teacher calls out a number and an activity (e.g., hopping on one foot to the
new space, standing up and sitting down three times, holding a stork balance for three seconds).
The students called run underneath the parachute, perform the activity and find a new space
before the parachute deflates. Remind students to keep their heads up and to watch out for
other runners.
Time Bomb
• Place a number of different items on the parachute (e.g., balls, beanbags, rubber chickens, foam
Frisbees). On the signal, the students attempt to get all the items off the parachute before the
time runs out. Teachers can give the students 30 seconds for a start and then decrease the time
frame. Encourage students to explore the effectiveness of a variety of methods to get the objects
off the parachute in the least amount of time.
• Riddle Me This. The students make a tent by bringing the parachute to their feet and lifting it
above their heads on the count of three. The students than take one giant step towards the center
and pull the parachute down, sit on the edge of it to trap the air inside. Once underneath the students try to tell as many riddles or jokes as they can one at a time. Students try to set a class
record.
• Lead a group stretch to cool down.
• Ask the students questions regarding safety practices, so students can assess their performance,
e.g., “Did you play safely?” “Did you use the equipment safely?” Students use a thumbsup/thumbs-down rating to answer questions.
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Extension
Speedway
• Students should remove shoes and socks before the game begins to prevent damage to the parachute. Number students from one to four (or more). Call a number and those students climb on
the parachute. The students get down on their hands and knees (or hands and feet) ready to
crawl. On the signal, the students will move clockwise around the middle of the parachute on
their hands and knees while the rest of the class shakes the parachute. The students keep moving
around until they get back to where they started. Students take turns moving around the “speedway.” Alternately call different numbers so different students have the opportunity.
Notes to Teacher
• Review the procedures for the parachute before the students come over to start using it
Correct grip:
– Roll the edge over two or three times
– Overhand grip (fingers on top, thumbs underneath)
– Hands shoulder-width apart
• Reinforce the importance of working together when using the parachute.
• Establish safety rules and guidelines for the parachute (e.g., go under the parachute only when
directed, respond to clear starting and stopping signals, do not shake the parachute while the
instructions are being given).
• Repetition of games and activities is necessary to promote learning and assess cooperation.
• When students make a “tent,” health or safety concepts can be reviewed. Ask students questions.
See how many questions they can answer before the parachute deflates.
Appendices
Grade 3 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
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Cooperative Games
Sub-Task #8
More Parachute Activities
Facility
A large area outdoors
Materials
Parachute
Two different colour balls
A variety of different balls
Description
The students will develop a respect for others by participating in a variety of parachute games
and activities.
Expectation Code
3p37
3p39
Formative/Ongoing
• Self-assessment of response to others using the “Response to Others Assessment Tool”
A) Warm-Up
Popcorn
• Students practise shaking the parachute vigorously. Toss several lightweight balls into the centre
of the parachute. Students shake the parachute up and down, giving it the appearance of popping
corn. Assign a couple of students to retrieve balls that fall off and to throw them back into the
“popcorn machine.” The students try shaking the parachute at different speeds.
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Kite Relay
• Divide students into three equal groups. Team 1 starts in the center with the parachute; Team 2
will be on the left side of the gymnasium/field and Team 3 will be on the right side. On the signal,
Team 1 picks up one side of the parachute and runs toward Team 2 with the parachute fluttering
behind them. When they reach Team 2, Team 1 moves out of the way, Team 2 picks up the front
of the parachute and runs toward team 3. Once they reach Team 3, Team 2 moves out of the way
and Team 3 picks up the parachute on one side and runs toward the centre where the Relay
started. Repeat a few times to give the students an opportunity to increase their speed in
completing the relay.
Rim Ball
• The objective of this activity is for students to keep the ball rolling around the edge of the parachute without it rolling off, or into the center. This requires a great deal of cooperation and
coordination. Encourage students to problem-solve and find the most effective method. Students
move the parachute up and down in relation to the ball’s position on the parachute.
Team Ball
• Divide students into two groups. One half of the parachute will be the red ball while the other
half will be the blue ball. Both teams shake the parachute trying to get the other ball off while
protecting theirs. Assign a ball retriever for each team.
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Floating Cloud
• On the signal, the students inflate the parachute. On the count of three the students let go of the
parachute gently and watch as the parachute hovers and flies away. Remind students not to run
after the parachute. After it has landed the students help to get the parachute back into position
for another try. Discuss how to make the parachute float straight down without floating in
different directions (let go at the same time, with the same force).
• Hand out and discuss the Response to Others Self-Assessment Tool. Describe what each level
looks like so those students may make an adequate assessment of themselves. The students put
their name on the top of the sheet and the date beside the level that best describes their performance that day.
Extension
• Play some games and activities from previous lessons, e.g., Under the Big Top, Time Bomb.
Notes to Teacher
• Remind students about parachute expectations and cooperation required.
• Remind students to be careful not to step on the parachute during the kite relay.
Appendices
Grade 3 Appendix O-4: Response to Others (Self-Assessment Tool)
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Cooperative Games
Sub-Task #9
Even More Parachute Activities
Materials
Materials
Parachute
A few balls
Description
The students will practise a variety of living skills, e.g., respect for others while participating in
parachute games and activities.
Expectation Code
3p37
3p39
Formative/Ongoing
A) Warm-Up
• Repeat Kite Relay from Sub-Task #8. Encourage students to move in different ways while moving
with the parachute.
Pass the Butter
• Students remain standing in their space while trying to move the parachute around in a clockwise
direction at waist level. The students move only their arms and hands (not feet) and work to
move it around in a circle as quickly as possible. Put a piece of tape to mark where the parachute started and time how long it takes to get it back. Students work to keep the parachute tight
and move it at the same time.
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Hole in One
• Divide students into four sections on the parachute. Each section is represented by a different
colour of ball. Teams try to move the parachute so their ball goes through the center hole while
keeping the other teams from doing the same thing. If the parachute has a covering over the
hole, teams can work to make their ball roll over the center.
Cat and Mouse
• Choose several students to be “mice” and a few students to be “cats.” The “mice” go underneath
the parachute and to stay as low as they can. The “cats” go on top of the parachute and crawl
around trying to find the “mice.” The rest of the students shake the parachute to help conceal
the “mice.” If a “cat” catches a “mouse,” the “mouse” comes out from underneath the parachute right away and works with the rest of the class to shake the parachute. The “cats” move
carefully on their hands and knees so they just touch the mice and don't step on them. Choose
new students to be the “cats” and “mice.” Encourage students to shake the parachute vigorously
to conceal the location of the mice. The students should not tell the “cats” where the “mice”
are located.
Balloon
• On the signal, the students inflate the parachute and than take several steps towards the center,
which creates the balloon effect. As the parachute deflates the students quickly move back to
their original space. Students can count how long it stays floating before it starts deflating.
Extension
• Use this time to play the popular parachute games and activities, e.g., Gold Rush, Birthday
Switch.
7
Notes to Teacher
• Remind students about the importance of working together.
• Make sure students are following rules of the activities to ensure safety.
Appendices
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Mission Possible Assignments
Cut up “assignments” and place in envelopes to create a “Mission Possible” board.
(Unit 7 Sub-task #2). Add your own “assignments.”
Go to the furthest pylon and do eight
jumping jacks
Do four push-ups in each of the four
corners of the playing space
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Jog around the space backward one
time
Touch all four pylons in the space with
your hands together as a group
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Sing ‘Mary Had a Little Lamb’ in the
centre of the playing space
Jump side to side at one of the pylons
in the playing space 14 times
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Do eight ‘High Fives’ with people not on
your team
Touch five people wearing ‘black’
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Jump up as high as possible together at
one of the pylons six times
Do five jumps around one of the pylons
in the space
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OVERVIEW
Winter Activities
Duration
3 Sub-Tasks
Description
This unit focuses on being active and working well with others while participating in winter activities.
Students will have a chance to try winter relay and tag games, sculpture, team games and playday
activities.
Sub-Task Title
Expectation Code
1. Team Games
3p29, 3p33
2. Building Sculptures
3p33, 3p38
3. Winter Playday Activities
3p29, 3p30
included are:
Formative/Ongoing
• Teacher assessment of attention to safety rules using safety rubric.
• Teacher assessment of vigorous participation using participation rubric.
• Student self-assessment of vigorous participation using a “mitts up/mitts down” rating.
• Peer assessment of attention to fair play using a small group discussion.
• Peer assessment of attention to safety procedures using peer feedback at activity stations.
Safety Guidelines or their school board’s safety policy. Please see overview page on safety, and
detailed information in safety guidelines.
• Students have participated in locomotor games in beginning of the year, so they understand how
to chase and tag others properly.
• Students understand about proper attire for the gymnasium and must be prepared for participating outside. Students should wear a hat and sunscreen and appropriate winter clothing when
going outdoors.
• Students understand safety expectations for the gymnasium. The rules will be similar outside.
• Students should have knowledge of classroom routines.
• Students are demonstrating respectful behaviour to peers through fair play, manners and
cooperation.
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Unit 8 – Overview
Indoor and Outdoor Games – Winter Activities
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Notes to Teacher
• Many indoor lessons can be adapted for the outdoors.
• Discuss safety prior to going outside. Students should tuck in scarves, cover all extremities and
dress appropriately. Check play area for condition. Do not play running games on icy areas.
• Clearly establish boundaries before the activity or game begins.
• A first-aid kit should be on hand when going outside, just in case of emergency.
• Organize all equipment needed for the lesson in advance.
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Winter Activities
Sub-Task #1
Team Games
Facility
Snow-covered outdoor area
Materials
6 large orange garbage bags
12 pylons
6 hoops (obstacle course)
Level charts
Clothespins
Description
Students participate in cooperative relay and tag games.
Expectation Code
3p29
Follow safety procedures related to physical activity
equipment, and facilities.
3p33
Formative/Ongoing
• Teacher assessment of attention to safety rules using safety rubric (Grade 3 Appendix I)
• Student self-assessment of vigorous participation using a “mitts up/mitts down” assessment
8
A) Warm-Up
Winter Adventure
• Students work in groups of three or four, taking turns being leaders. Students walk around the
yard, leading their group in winter adventures. Groups can move like deer in the snow, polar
bears hunting seal, snow hares hopping and students skiing in the woods. Encourage students
to be creative and to keep moving. Students take turns being leaders.
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Roll It
• Students practise with the “snowling” rocks (block of ice in a margarine container). Students
work on the yard space in groups of three to practise throwing at a target. One student sets up a
pin or pylon. Another student rolls the snowling rock at it and a third student recovers the
“rock” and returns to the starting position. Students rotate positions each time and practise
rolling the snowling at a target.
Get Ready for Snoccer
• Students run across the field and back with their partner, practising lifting their boots high to get
through the snow.
Snowling
• Set up pins or pylons at one end of the yard. Students work in groups of four or five. Each
student gets three turns to throw at the target. Other students support him/her by recovering the
objects and giving feedback on the throw. Students use a block of ice in a margarine container to
slide down a lane to knock the pins down.
Snoccer
• Students play soccer in the snow. Use softer balls so that the ball will not freeze and be too hard.
• Divide students into small teams so they have more opportunities to touch the ball.
• Students do actions called out to them, e.g., backstroke, front stroke, luge, horseback riding,
bicycle riding. Encourage students to stretch as they cool down.
• Students self-assess their level of vigorous participation and hold their mitten high in the air or
low to indicate the level at which they felt they participated. Ask students for examples of what
excellent participation looks like and sounds like.
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Extension
• Students make an obstacle course in the snow that the teams have to take their players through
on the garbage bag, e.g., make hills, make curved path, etc.
Notes to Teacher
• Adjust activities based on the amount of snow or ice.
Appendix
8
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Winter Activities
Sub-Task #2
Building Sculptures
Facility
Materials
Scoops, shovels, liquid tempera watered down in large bottles
Description
Students work cooperatively to create a full class three-dimensional snow sculpture.
Expectation Code
3p33
3p38
(e.g., giving everyone a chance to play).
Formative/Ongoing
• Teacher assessment of vigorous participation using participation rubric (Grade 3 Appendix G)
• Peer assessment of fair play using peer discussion.
A) Warm-Up
• Once outdoors, students scatter on the paved area of the yard. Students move continuously,
doing different actions as they are called out:
– Stamp your feet six times.
– Clap your hands over your head five times.
– Wiggle your bottom four times per side.
– Shrug your shoulders six times.
– Spin around hopping three times.
– Touch your toes eight times.
– Reach for the sky ten times.
• Discuss the construction of three-dimensional figures. Figures will be looked at from all sides.
• Discuss the jobs to be done (e.g., builder, snow mover, planner, leader, decorator).
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• Challenge students to work together as a full class to plan and build a connected series of
structures.
• Students work in different areas of the field to create their sculpture. Call out “Building Break.”
Students stop building to run twice around the structures. After each “Building Break,” encourage students to trade jobs with another student and work in a different role.
• Provide shovels, tools and tempera paint in squirt bottles to help with the building.
• Sculpture shapes – Students imitate shapes from their snow sculpture, using their bodies.
Challenge students to stretch and hold shapes without moving.
• Discuss examples of fair play that were noticed while building sculptures.
Extension
Warm It Up Run
• Students run around the yard or field with a small group. Encourage students to keep moving
if the weather is cold. Running will be challenging in boots and snowsuits. Students may walk
quickly or skip or make up their own way of “snowsuit running.”
Notes to Teacher
• Taking a “Building Break” when building sculptures will help keep students warm and get them
to move vigorously.
Appendix
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Winter Activities
Sub-Task #3
Winter Playday Activities
Facility
Materials
Station #1: 4 beanbags, 2 plastic buckets
Station #2: 2 hoops, 2 chairs, 4 skipping ropes, climber
Station #3: 2 blankets, 2 pylons
Station #4: 2 trays, 2 plastic glasses, 4 pylons
Station #5: 4 chairs, 2 hula hoops
Station #6: 2 toboggans, 2 chairs
Description
Students participate in an outdoor winter playday moving through a variety of games and activities
with a team.
Expectation Code
3p29
Follow safety procedures related to physical activity
3p30
Formative/Ongoing
• Teacher assessment of attention to vigorous participation using participation rubric (Grade 3
Appendix G).
• Peer assessment of attention to safety procedures using peer feedback at activity stations.
A) Warm-Up
Station Tour
• Walk around the field visiting each station. Explain each station briefly. Lead the students between
each station moving like a different winter athlete (e.g., cross-country skier, luge runner, speed
skater, figure skater, snowshoer, downhill skier).
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Winter Playday
• See notes to teacher for things to consider “prior to the event.”
• Divide students between stations. Allot five to ten minutes at each station with travel time
between each station. Use a loud whistle or bell to indicate it's time to rotate.
• Each team creates a cheer to support their team.
B) Skill Application
Playday Games
• At each station, students check for safety, reinforcing guidelines for each other.
Station #1: Warm It Up
Materials: 4 beanbags, 2 plastic buckets
• Students work to try to add more “fuel to the fire” by throwing beanbags into a bucket. Students
stand with bucket in the centre and each student tries to throw their beanbag into the bucket.
Students collect their beanbags and take a step back to try again. All students in the group do not
need to step back at the same rate. Challenge students to stand where they will be challenged.
Try to get everyone to hit the bucket.
Station #2: Obstacle Course
Materials: 2 hoops, 2 chairs, 4 skipping ropes, climber
• Make an obstacle course with hoops, ropes and an outdoor climber or bench. Students follow
the leader through the course, crawling over, under and through obstacles. Variation: students
push a utility ball through the course.
Station #3: Polar Bear Express
Materials: 2 blankets, 2 pylons
• Students drape a blanket over their shoulders and back, and then move on hands and feet
around a pylon and back. Students can choose whether to move one at a time or as a group.
Station #4: Winter Waiter Race
Materials: 2 trays, 2 plastic glasses, 4 pylons
• Teams pile a tray with glass of snow. Students carry the tray and run, one at a time to the other
side of the field. They dump the tray, then return to the line to “fill it up again.” All players help
to fill up the tray.
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Station #5: In and Out the Igloo
Materials: 4 chairs, 2 hula hoops
• Balance a hoop between two chairs. Students run around the “igloo,” jump in and out, then run
back to their team to tag the next student. Encourage students to develop different ways of getting
in and out of the igloo. Students might crawl under or over, step or jump over, crawl under the
chair or weave through the chair.
Station #6: Toboggan Ride
Materials: 2 toboggans, 2 chairs
• Teams take turns pulling team members across the field. Students can be pulled one or two at
a time. Students can work one at a time or as a team when pulling.
• Students “tour” the stations again, stopping at each station to stretch a different body part. Lead
the stretches at each station. Ask students what muscles or body part they worked at the station,
to indicate what stretch could be done.
Extension
• Activity stations (e.g., reindeer gallop through the trees (pylons), blizzard dance) could be added
or stations could be repeated.
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Notes to Teacher
• Prior to the event, involve students in planning of the day. Some items for discussion may include
the focus of the event, choosing activities for the day from a list of possibilities, the goal of the
group and its members, and the steps to take to achieve goals. Students should know what group
they are in prior to the Playday.
• Students could be divided into smaller groups and two groups can work at a station at the same
time.
• This activity could be used for just one class, all the Grade 3 classes, or the primary division.
Activities could be done in class in two or three lessons.
• Designate a teacher, older students or parent volunteer to supervise each activity.
• Reinforce the need for proper outdoor clothing.
Appendix
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Unit 9 – Overview
Indoor and Outdoor Games – Outdoor Activities
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9
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OVERVIEW
Outdoor Activities
Duration
6 Sub-Tasks
Description
This unit focuses on locomotion/travelling skills, safety, active participation, fair play, respect for others and goal setting using outdoor games and activities. The students have already begun to develop a
variety of skills, so the teacher can focus on and assess the active participation expectations instead of
the movement skills. The sub-tasks increase in their level of difficulty. The development activities are
designed to give the students the skills to play the game at the end in the application section of the
lesson. The final activity was created as a “Playday” for a division, or just one class.
Sub-Task Title
Expectation Code
1. Tagging and Dodging Activities - Acorn Football
3p19, 3p30
2. Dodging and Tagging Activities - Gold Rush Teams 3p19, 3p30
3. Throwing and Targeting Activities - Beanbag Golf 3p36, 3p38
4. Throwing and Targeting Activities - Ringer
3p19, 3p30
5. Ball Handling Activities - Alaskan Baseball
3p30, 3p38
6. Playday - Wacky Olympics
3p36
included are
Formative/Ongoing
• (Diagnostic) Teacher assessment of locomotor skills using an anecdotal observational recording
chart in conjunction with a locomotor skills checklist.
• Teacher assessment of vigorous participation using the participation rubric.
• Teacher assessment of students’ participation in group discussions and goal setting using the
social skills rubric in conjunction with an anecdotal observational recording chart.
• Teacher assessment of fair play using fair play and activity etiquette sections of the social skills
rubric.
• Student self-assessment of participation in group, goal setting, moving to different designated
areas of the field to rate self.
• Self-assessment of cooperation and fair play by moving to different designated areas of the field
to rate self.
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• Students have participated in locomotor games in beginning of the year, so they understand how
to chase and tag others properly
• Students understand about proper attire for the outdoors and about preparing for participation
inside. Students should wear a hat and sunscreen when going outdoors.
• Students understand safety expectations which will be similar to those for inside
• Students should be able to travel using different pathways.
• Students should be able to follow instructions, pay attention and attempt new activities.
• Students should be able to work cooperatively with others.
• Students should be able to throw and catch balls and objects of various sizes.
• Students should be able to hit a slowly moving object.
Notes to Teacher
• Discuss safety for the outside environment prior to going outside.
• Establish boundaries before the activity or game begins.
• A first-aid kit should be on hand when going outside in case of emergency.
• Organize all equipment needed outside in advance.
• Explain signals and signs to stop and start
• The lead up games will help the students develop the skills they need to play the larger games,
which are more advanced in nature.
• It is a very active unit and will give the teachers an opportunity to assess students’ vigorous
participation.
• The lessons advance in level of difficulty and complexity.
• There are some expectations that are ongoing throughout the course of the outdoor activities
unit. These include 3p19, 3p30, and 3p38. Some suggestions as to where and how these
expectations are to be assessed are in place on specific lessons, but the teacher may want to
develop a system for assessing these expectations that will be consistent throughout the year
and in every activity.
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Outdoor Activities
Sub-Task #1
Tagging and Dodging Activities Acorn Football
Facility
Materials
Pinnies
Acorn (or other small object)
Description
Students practise dodging opponents and objects while participating vigorously in a variety of
outdoor activities.
Expectation Code
3p19
opponents.
3p30
Formative/Ongoing
• Self-assessment of vigorous participation using a four finger rubric. (See participation rubric
• (Diagnostic) teacher assessment of locomotor skills using an anecdotal observational
(Unit 6 Appendix A)
A) Warm-Up
9
Football Player
• Students imagine that they are football players coming on to the field for their warm up. Students
run on the spot with knees up, stamp feet quickly with small steps and do jumping jacks together
while counting out loud. Ask students for suggestions of exercises they think football players perform to warm up. Students imagine they are wearing all the equipment. The teacher could show
the students a picture of a football player in full dress for a more realistic image.
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Pizza
• Identify the boundary lines before the game begins. The students work together to build a pizza.
All the students are ingredients for the pizza. One person is chosen to be the “dough” for the
pizza and must stand in the middle, while the rest of the “ingredients” are standing on one side
of the field. The game starts with the centre person calling “pizza!” On this signal the rest of the
students must run from one end of the field to the other without getting caught by the “dough.”
The students stay at that side until “pizza” is called again. If a student is caught they must join the
“dough” in the centre and help to catch the rest of the ingredients, which will make the pizza
complete. Once everyone is in the centre start over with another student as the dough.
Object Tag
• Identify the boundary lines. Divide students into groups of three. One student will be “It” while
the two other students decide who will have a small object (eraser or a penny) hidden in their
hands. On the signal the “It” tries to chase the student that is believed to be holding the object. If
that student is caught; s/he must open her/his hands and expose the truth. If there is no object
the “It” stays “it,” but if the object is exposed then the person who had the object is the new “It.”
Acorn Football
• Identify the boundary lines before the game begins. Divide the class into two teams A and B.
Team A will start off with the acorn (or any small object that will fit in the students hands).
They have a quick huddle and the teacher gives it to a player to hide in her hands. Team lines up
along the edge of the field and they run quickly to the other side on the signal. Team B is on the
defense, so they are going to try to catch as many of Team A’s players as possible while they are
crossing the field. When the players on Team A are caught they must open their hands to show if
they have the acorn. The object of the game is to get the acorn across the field without it being
exposed. If the acorn is exposed before the player on Team A, who is carrying it, makes it to the
other side, Team B gets the point. If the person with the acorn crosses the field without being
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caught then Team A would get the point. Now the teams switch, so Team A is on defense and
Team B has the Acorn. Players must open their hands if they are caught. Use pinnies to identify
the teams. Players cannot hide the acorn in any locations other than in hands. Encourage teams
to develop strategies to protect the acorn without contact.
Football Player
• Students imagine that they are football players at the end of a game. Students move through a
series of stretches that football players might perform after the game is over. Students stretch
from head to toe. (Grade 3 Appendix A)
• Discuss the four levels of self-assessment for participation. Describe what it means by holding up
one finger, two fingers, etc. Explain the four levels using the active participation rubric, e.g.,
1 – I participated actively with constant encouragement; 2 – I participated actively with
occasional encouragement, 3– I participated actively with no encouragement; 4 – I participated
actively in a way that encourages others to participate. Students to hold up the number of fingers
corresponding to the level they feel they are at today.
Extension
• Students play acorn football in small groups, working on creative strategies to get the acorn
across the field.
Notes to Teacher
• Define the boundaries clearly before activities begin.
• Stress the importance of proper tagging of players.
• Any object (e.g., paper clip, whistle, penny) can be used as the acorn as long as it is small
enough to fit in a hand.
• Keep the whole theme of pretending to be a football player throughout the lesson.
• Playing fields are free from hazards such as glass, rocks and deep holes
Appendices
Grade 3 Appendix G : Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
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Outdoor Activities
Sub-Task #2
Dodging and Tagging Activities Gold Rush
Facility
Materials
2 hoops
4 pylons
12 rubber rings (different colours)
pinnies
Description
Students continue to practise travelling in variety of ways, while participating vigorously in a variety
of outdoor activities.
Expectation Code
3p19
opponents.
3p30
Formative/Ongoing
• Teacher assessment of vigorous participation using the participation rubric (Grade 3 Appendix K).
A) Warm-Up
• Partner Tag: Identify the boundary lines before the game begins. Students find a partner. Select
one of the pairs to be “It.” Partners run with their arms linked trying to avoid being tagged. If
partners get caught by the “Its” they are “It” too. Begin the game again with students moving a
different way (e.g., galloping, like a train, monkey step) when all the pairs have been tagged.
Encourage the players to work together with their partner and stay linked all the time.
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Ring Relay
• Divide students into teams of five and they stand in their lines on one side of the field. Give the
first runner in each team a rubber ring. On the signal, the first in line students start running to
the other side of the field and back. When the first player returns, he or she pass the ring to the
next players in line who continues the pattern.
Crows and Cranes
• Students find a partner and stand back to back a foot away from each other, facing in opposite
directions. The group of students facing north is called the “Cranes” and the group facing
“south” are called the “Crows.” When “Crows” is called, crows run as fast as possible towards
the side of the field they are facing while the “Cranes” turn around and start chasing them. If a
“Cranes” catch “Crows” before they reach the side, they become “Cranes” and join their line
facing their direction. If the “Crows” make it to the other side without being tagged, they remain
“Crows.” When the teacher calls “Cranes” the “Crows” become the chasers and the “Cranes”
run. Remind the students not to start before the call and stay facing their direction.
Gold Rush
• Identify the boundary lines before the game begins. Divide students into team A and B and
divide the field in half using pylons. One team should be wearing pinnies or some form of identification. At both ends of the field on each team’s side there is a hoop containing several rubber
rings. The object of the game is for students to run to the other team’s side, take a ring from the
hoop and run back to their side without being tagged. Students can be tagged when they are on
the opponents' side of the field. If players are caught on the opponents’ side, they are frozen.
Free players can run over and link arms with the frozen players to free them. When two players
are linked they cannot be tagged, but must return right away to their own side. There is a guard
for the hoop containing the rings, but no member of the team is allowed in their own hoop.
If players make it across the field to the opponents’ hoop they are allowed to stand inside it
without being tagged, but they still have to make it back to their side with the ring. If players get
tagged on the way back with a ring, they are frozen and must return the ring.
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Mining for Gold
• The students are taken through a series of stretches and cool down actions while they imagine
that they are mining for gold. All the stretches should be on this theme (e.g., reach for the gold
on the ground, on the wall, in front, behind).
Extension
Gold Rush II
• Add some challenges. The teams are allowed three guards instead of just one. The rings have
different point values to them e.g., if they are different colours, each one could have points
yellow = 20, red = 10.
Notes to Teacher
• Remind students to tag safely.
• Check the area for any potential hazards.
• Make sure the students are dressed appropriately for outdoors.
Appendices
Grade 3 Appendix K : Active Participation Recording Chart
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Outdoor Activities
Sub-Task #3
Throwing and Targeting Activities Beanbag Golf
Facility
Materials
Beanbags
22 or more hoops
Eighteen small boxes
Description
Students will adopt a plan to achieve an individual goal while following safety procedures in a variety of outdoor games.
Expectation Code
3p36
3p38
Follows the rules of fair play in games and activities
Formative/Ongoing
social skills rubric (Grade 3 Appendix H) in conjunction with an anecdotal observational
• Self-assessment of cooperation and fair play by moving to different designated areas of the field
to rate self (See social skills rubric Grade 3 Appendix H for indicators.)
9
A) Warm-Up
Rotating Hoops
• Hoops enough for everyone in the class are spread all over the field. Students begin by weaving
their way around all the hoops and on the signal jump into the closest one. Students hold a balance for five seconds, then continue moving. Hoops may be removed each round so students
must share a hoop and balance together with other students as they share hoops.
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• Students work together in partners to practise throwing and catching skills. Remind the students
about proper throwing and catching procedures. Students try throwing with one hand, two
hands, overhand, underhand.
• Students work in pairs will practise targeting skills with the hoop and beanbags (e.g., one student holds the hoop while the other throws the beanbag through it). Students try some throws
with the hoop on the ground, changing the distance, with the hoop moving.
• Discuss goal setting with students. Remind students about what it means to have a goal and how
to set a goal that is not too easy or too hard to achieve. Ask students to give some examples of
past goals.
Beanbag Golf
• Identify the boundary lines before the game begins. Eighteen hoops are carefully laid out with a
small box and a number inside each one. Students choose a partner and are given a score sheet,
pencil and two beanbags. Students write their name on the score sheet and each student uses
their own beanbag. Partners decide what is a realistic goal for them and write it on the back of
their score card. The teacher could check these goals before handing out the equipment.
• All the partners start at different hoops (or holes), so there is not a lot of crowding at one.
Students start by throwing the beanbag toward the number hoop they are aiming for, picking it
up wherever it lands and throwing it again until it is in the box. The partners go from hoop to
hoop recording how many throws it takes to get their beanbag into each box inside hoops.
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Remind students to go in the order of the numbers 1 to 18 (if they start on eighteen they go to
one and then back up to seventeen). Partners stay together to record their scores. Encourage
students to be honest when calculating the score. The students assess themselves using the fourfinger rubric for their ability to play fairly in this activity. (See Notes to Teacher.)
Robot
• Teachers give each student a beanbag, which is their “power pack.” Students balance the
“power pack” on their heads. When the power pack is balanced the students can move, but if
it falls off the student is frozen until one of the other students comes along and puts the power
pack back in place.
Extension
Beanbag Golf II
• Adapt the game so that the students work with only one beanbag and the partners take turns
throwing the beanbag and they record their score as one team. Partners can play against other
pairs with each team using one beanbag.
Notes to Teacher
• Check the area beforehand for any potential hazards.
• Follow up discussion about for goal setting at the end of the lesson.
• Students use the four levels using the social skills rubric to assess their fair play in the beanbag
golf game. E.g., 1 – I need reminders to cooperate and follow the rules of fair play. 2 – I sometimes cooperate and follow the rules of fair play. 3 – I cooperate and follow the rules of fair play.
4 – I always cooperate and follow the rules of fair play.
Appendices
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Outdoor Activities
Sub-Task #4
Throwing and Targeting Activities –
Ringer
Facility
Materials
Rubber Rings (beanbags could be used if there are not enough rings)
Pinnies
Hoops
Description
Students will continue practising vigorous participation and moving safely in relation to others while
playing outdoor games and activities.
Expectation Code
3p19
opponents.
3p30
Formative/Ongoing
• Teacher assessment of vigorous participation using the participation recording chart (Grade 3
Appendix K).
A) Warm-Up
Rubber Ring Stretch
• Students play Follow the Leader outside with the rings balanced on their heads. Lead the class
through a series gradual aerobic exercises using the ring (e.g., jog and toss, kick and pass ring
under leg, speed walk and trade rings when passing others). If the school does not have rings,
beanbags could be used.
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• In partners, students practise throwing and catching with the rubber ring using an underhand
throw and a two-handed or one-handed catch. Students practise increasing the distance between
partners.
• In partners the students practise hitting a target with the rubber ring. Partners take turns holding
up their hands with fingers together while the other person throwing tries to “ring” around their
hand. If a beanbag is being used, the students could make a round target with their arms.
• Partner Pass – In partners, the students practise moving together taking three steps and passing
the ring to their partner. The partner without the ring can take more than three steps, but the
partner with the ring cannot.
Ringer
• Students work in groups of four or five against another group of four or five. Students work in
their groups to pass the ring between team mates. Students can run anywhere in the field.
Students are trying to achieve five completed passes in a row. They should count each successful
pass out loud. The other team tries to catch the ring in the air. If the ring falls to the ground, the
other team gets possession. If two players get their hands on the ring in the air, the player whose
team already had possession keeps the ring. When the team achieves five passes, they score a
point and the ring goes to the other team.
• Students play a game of Simon Says while balancing the ring on various parts of the body.
Students include stretches using the ring (e.g., up above the head, to the toes, to the side,
around the back)
• Student go back into the school balancing the ring on their heads. Students should remove the
rings from their heads and carry them once they are inside the school.
Extension
Ringer with Bonus
• Play as above, but after the team achieves five passes, the students may attempt a “bonus shot.”
Designate a bonus area. One team member stands in the bonus area with an arm held up as a
target. If another team member can throw a ring onto the student’s arm, the team gets a bonus
point.
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Notes to Teacher
• Check the field for any potential hazards.
• Students should be encouraged to pass to everyone on their team.
• Before involving students in strenuous outdoor activity, take into account the temperature and
other weather conditions.
Appendices
Grade 3 Appendix K: Active Participation Recording Sheet
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Outdoor Activities
Sub-Task #5
Ball Handling Activities –
Alaskan Baseball
Facility
Materials
A utility ball
Pinnies
Bases
Description
The students practise following the rules of fair play while participating vigorously in outdoor games
and activities.
Expectation Code
3p30
3p38
Follows the rules of fair play in games and activities
Formative/Ongoing
rubric (Grade 3 Appendix H).
A) Warm-Up
9
Way to Go Tag
• Identify the boundary lines before the game begins. Choose five people to be the “It.” Students
move around the space trying to avoid being caught by “It.” If students are tagged they freeze in
place with one hand in the air and one hand sticking out. To get back into the game a “free”
player shakes the frozen person’s hand and says “way to go.” Rotate the “Its” and change the
way the students travel (e.g., skip, gallop, run).
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Over/Under
• Divide students into teams of six. Give each team a ball. Students make a straight line facing the
teacher. The first student in line passes the ball backward over his/her head with two hands and
the second student in line receives it. Students continue to pass the ball through their legs and
overhead to the end of the line. The last student brings the ball to the front to start again.
Bases Loaded
• Teachers set up four mini-diamonds using four pylons (or bases). Students take turns running
the bases. Students try to increase their speed every time, trying to beat their own personal
records.
Relay
• Using the four diamonds, divide the students up equally. On a signal, the first runners in each
group start running the bases. When the first runner returns the second player begins. All the
teams continue until they hear the signal to stop. Make sure everyone has had a chance to participate before ending the activity.
Alaskan Baseball
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• Set up one large diamond using bases (or pylons) and divide the class in half. One group starts
off in the field and one is “up to bat.” The players “up to bat” strike the utility ball with their
hands and run around the bases as many times as possible. The players in the field run to the
ball and line up behind the player who catches it. The fielding team passes the ball over and
under down the line until the last player holds it up in the air and yells “stop!” The players running the bases must stop immediately when they hear the call and count how many times they
ran past home plate. This process continues until everyone “at bat” has a turn, then the teams
switch places. Remind the students in the field to work together to move the ball over/under
quickly. Once a player in the field catches the ball the rest of the students line up behind that
person as quickly as possible.
Name Ball
• The students stand in a big circle. The student who starts with the ball calls the name of another
person in the circle. The student called tries to catch the ball. When they catch it they thank the
person who threw it to them and call the name of a different student in the circle. Repeat until
everyone has received and thrown the ball. Try to repeat the same pattern only faster.
• Students work in their circle to stretch their muscles. (Grade 3 Appendix A)
• Review the four levels of self-assessment for participation by holding up one finger, two fingers,
etc. Explain the four levels using the active participation rubric: 1 - I participated actively with
constant encouragement. 2 - I participated actively with occasional encouragement. 3 - I participated actively with no encouragement. 4 - I participated actively in a way that encourages others
to participate. Direct the students to hold up the number of fingers corresponding to the level
they feel they were at today.
Extension
• Alaskan Baseball can be changed slightly, so instead of the same person running the bases the
runner who hit the ball runs but when he returns, the next person in line is tagged who will continue the run and so forth until “stop” is called. The object of this game would be to see how
many different players on the team run the bases on each turn. The students are working as a
team to achieve their personal best.
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Notes to Teacher
• Check the field for potential hazards.
• Help the fielders with the over and under pattern.
• Encourage students to work together to be successful.
• Ensure playing surfaces whether indoors or outdoors, provide safe footing.
Appendices
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Outdoor Activities
Sub-Task #6
Playday – Wacky Olympics
Facility
Materials
Styrofoam plates
Straws
Tape
Ping pong balls
Badminton birds
Cones
Basketballs
Soccer balls
Badminton racquets
Pylons
Rubber rings
Description
Students will participate in adopting an action plan based on a group goal relating to the “Wacky
Olympics Playday.”
Expectation Code
3p36
Formative/Ongoing
social skills rubric (Grade 3 Appendix H) in conjunction with an anecdotal observational
9
A) Warm-Up
Group Aerobic warm up
• Students make one giant circle, where one student starts in the middle. That student chooses a
fitness activity e.g., jumping jacks, and everyone else follows. A new student is chosen every
twenty seconds to come to the middle and start a new warm up activity to get the body moving.
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• Designate two groups at each station to make the activities more challenging. Groups should
contain between four and six members. Allot fifteen minutes at each station with two-minute
travel time between each.
Team Discus Throw
• Using a Styrofoam plate the teams try to throw the plate the farthest overall distance. One by
one each team member throws the discus. Record the distance of each throw and add up for a
team total.
Team Long Jump
• The teams start behind the line and on the signal the first team member standing does a long
jump as far as possible. The second player in line starts his/her jump from where the first player
on the team landed. This pattern continues until everyone on the team has jumped. The teams
work to achieve the longest total jumping distance.
The 400-cm Dash
• Give each student straws. The teams line up so that half the players are on one side of the area
and the rest are on the other. On the signal, the first players must blow a ping-pong ball with a
straw 400 cm towards the second player. The next players repeat this pattern until everyone has
participated. The fastest, or most creative, or most cooperative team may be declared a winner.
Mini Javelin
• Make several javelins by taping several straws together (8-10). The teams compete against each
other to decide which team has the best overall distance. One by one each team member throws
the javelin and has the distance recorded. The team as a whole contributes to the total distance
of the throw.
Equipment Relay
• Teams line up along the starting line. On the signal the first students in line pick up a basketball,
soccer ball, rubber ring, badminton racquet and a pylon and runs with all of it to the other side
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of the field and back. When the first runner returns they carefully put down the equipment for
the next person. The following players repeat the process until everyone has participated.
Shuttle Shot
• Using badminton shuttles, the teams compete against each other to throw the shuttle the farthest.
One by one, each team member throws the badminton shuttle. Record the distance. The team as
a whole contributes to the total distance of the throw.
• Group Stretch. Student follow the leader, stretching their arms, legs, waist and back.
• Wrap up with a group clean-up and a large group discussion regarding trying new activities,
fair play, supporting other players and the spirit of fun in the playday.
Extension
• Additional centres (e.g., collective giant step, moonball keep it up, ping-pong ball roll) can be
added if the group is really large.
Notes to Teacher
• This “playday” activity could be used for just one class, all the Grade 3 classes, or in a small
school, for the whole primary division. Activities could be done in class in two or three lessons.
• Prior to the event, involve students in planning of the day. Some items for discussion may include
the focus of the event, choosing activities for the day from a list of possibilities, the goal of the
group and its members, and the steps to take to achieve goals. Students should know what group
they are in prior to the Playday. Games can be competitive or non-competitive depending on the
focus of the day.
• The group has already experienced goal setting in Sub-Task #3, so the students will have an
understanding of the process.
• There should be a teacher, older students or volunteers supervising each activity.
• On a hot day incorporate a refreshment/rest stop area.
• Proper attire and sunscreen is imperative.
• Alter equipment list depending on the numbers participating.
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Unit 10 – Overview
Indoor and Outdoor Games – International Games
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10
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OVERVIEW
International Games
Duration
6 Sub-Tasks
Description
Students learn and participate in a variety of games and activities from other countries.
These activities and games will develop an appreciation for a variety of cultures in a fun and
enjoyable way.
Sub-Task Title
Expectation Code
1. Hopscotch Games
3p18, 3p37, 3p38
2. Skipping and Jumping
3p18, 3p30
3. Target and Ball Games
3p29, 3p38
4. Striking Activities
3p37, 3p38
5. “Chinese Jump Rope”
3p18, 3p38
6. “Mixed Bag”
3p30, 3p37, 3p38
included are:
Formative/Ongoing
rubric.
• Teacher assessment of students’ behaviour related to cooperating with others using the social
skills rubric in conjunction with an anecdotal observational recording chart.
• Teacher assessment of vigorous activity using an Active Participation Recording Chart.
space to rate self.
• Self-assessment of attention to safety procedures using a Safe Activity Self-Assessment tool.
• Self-assessment of response to others using the “Response to Others Assessment Tool.”
• Peer assessment of fair play and Cooperation skills using the Cooperation/Fair Play Assessment.
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• Travel in a variety of ways in response to signals.
• Travel using different pathways.
• Students should have experienced a wide variety of activities that involve jumping, hopping and
balancing.
• Students should have been given opportunities to practise activities that require eye-hand coordination.
• Students should have had experienced activities that develop ball and striking skills.
• Students should have been given many opportunities to work with a partner and in small and
large group situations.
Notes to Teacher
• Integration with other areas of the curriculum (e.g., math, social studies) works well with
this unit.
• Children’s games and activities are basically universal in nature.
• Countries represented in these lessons may be pinpointed on a world map located in the
classroom.
• Note not only the differences in the games from other countries but the similarities they share.
• Some of the games are quite challenging. Make adaptations to the rules depending on the skill
level in the class.
• In order to meet the needs of all students, modify activities to promote maximum skill
development and participation:
– Use larger balls, slower moving balls that are easier to track visually and catch.
– Use balloons instead of balls.
– Allow the ball to bounce before catching.
• Avoid elimination-type activities or adapt them so that all players are constantly involved.
Often it is the student who is eliminated first that requires the greatest amount of practice to
develop the skill.
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International Games
Sub-Task #1
Hopscotch Games
Facility
Pavement
Materials
Sidewalk chalk
“Pucks” or markers (e.g., pebbles, beanbags, bottle caps)
Hoops (optional)
Description
Students learn and participate in a variety of hopscotch games from other countries.
Expectation Code
3p18
while performing a change in direction and level).
3p37
3p38
Formative/Ongoing
• Self-assessment of “response to others” by moving to different designated areas of the gymnasium to rate self. (See social skills rubric Grade 3 Appendix H for indicators.)
A) Warm-Up
• Students move around the area and on a signal change their mode of locomotion (e.g., skip,
hop, leap, gallop, jog). They suggest additional ways of moving.
• Students move around the area and on a signal change direction and level.
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7
“Ta Galagala”(Nigeria)
8
6
4
5
3
• Draw eight circles on the pavement or use hoops.
2
• Throw the puck (kwalo) into circle #1.
• Hop into circle #2 and then circle #3.
• Jump into circles #4 and #5 with one foot in each.
1
• Hop into circle #6 and jump into circles #7 and #8.
• Clap hands and jump, turning around to face the other way.
• Hop back through the circles, over #1 and turn around to pick up the puck.
• Repeat the pattern for each circle.
• Encourage students to use circles and hoops to develop their own game.
“Escargot” (France) or “Spiral Hopscotch” or “Snaily” or “Whorl” (Great Britain)
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• Students hop with one foot into each square of the whorl.
• Students may rest on both feet in the last square then hop back to the beginning.
• Variations: Students kick a puck from square to square as they hop through the whorl. This is
called “shooing.”
• Students hop through the whorl, tapping the ground with the free foot after each hop. This is
called “Killing ants.”
• Students hop through the whorl, tapping the ground twice with the free foot after each hop. This
is called “Killing beetles.”
“Hop Round” (Great Britain)
12
11
10
13
5 4
6
3
7
8 1 2
9
14
15
16
• This hopscotch activity is supposed to resemble the spokes of a chariot wheel and dates back
to when Romans inhabited Britain. Keep the pattern relatively small for primary students’ feet.
• Tossing : Students stand about 1.5 metres back from the pattern. The first student tosses three
pucks onto the pattern. The numbers are added together. That is the number of points the student receive after hopping around and back.
• Hopping : Starting in square #1, the first student hops through the numbered squares avoiding
the squares where a puck is resting. The student turns around at the end and hops back, bending and retrieving the pucks while hopping along. Challenge students to hop without touching
lines or putting their foot down.
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• “Electric Shock” Students stand in a circle, holding hands. The teacher lightly squeezes the
hand of the student on the right who passes the “shock” along to the next student and so on
around the circle. Discuss appropriate squeezes (gentle, “barely there”). The last student to
receive it calls out “Ouch.” Repeat a few times to improve the completion time.
• Pass the Stretch. Pass a stretch around the circle. Lead a stretch and students follow one by
one around the circle. Student hold stretch until a new stretch is passed around.
• Discuss the four levels of self-assessment for Response to Others. Designate different areas of the
playing space levels 1, 2, 3 and 4. Establish the four levels using the social skills rubric: 1 – I
need reminders to speak kindly and listen to others. 2 – I sometimes speak kindly and listen to
others. 3 – I speak kindly and listen to others. 4 – I always speak kindly and listen to others.
Direct the students to stand in the area of the playing space corresponding to the level that they
feel they achieved today.
Extension
• Students draw and use their own hopscotch patterns, and then demonstrate their versions to others.
• Hop Round Variation: Use only the inner, or the outer circle of the wheel (not both), reduce
the number of pucks thrown from three to two, use higher or lower numbers to make the activity
more or less challenging.
Notes to Teacher
• Make sure playing areas are free of hazards (rocks, glass).
• When patterns are drawn make them “child-friendly” in size. A square that measures approximately 30 cm by 30 cm is appropriate for primary children.
• Set up the hopscotch patterns ahead of time to use for the day (or have them made permanent).
• A beanbag makes a good marker (puck).
• Generally, in hopscotch games and activities, if a player loses balance, touches a line or misses
with the puck he/she has to repeat that challenge before moving on. Avoid eliminating any player
from the activity.
• Reinforce that everyone must wait their turn and play by the group rules.
• Hopping and jumping can be very tiring for children. It is also quite stressful on bones and
joints. Allow many opportunities to rest and recover.
• On a world map, mark the countries where these games originate.
Appendices
Grade 3 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
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International Games
Sub-Task #2
Skipping and Jumping
Facility
Gymnasium, general purpose room or playground pavement
Materials
Soft Nerf-like ball (size of a volleyball)
Long skipping ropes (5 - 6 metres long)
Description
Students learn and participate in a variety of skipping and jumping activities.
Expectation Code
3p18
3p30
Formative/Ongoing
A) Warm-Up
“Nations” (Czechoslovakia): similar to the game of “Spud.”
• Students work in groups of five or six.
• Groups stand a large circle (approx. 6 - 7 metres across).
• A leader stands in the middle with a soft Nerf-like ball.
• Going around the circle, each student calls out the name of a nation or country of choice.
• The leader calls out the name of any nation that was named.
• As soon as a nation is called all students begin to run away from the circle.
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• The student whose nation is called runs into the middle, grabs the ball and yells, “Stop!” to all
the other nations who have been running away. They freeze.
• The leader attempts to roll the ball through the legs of any student. At this point all students must
remain frozen.
• All students return to the middle. The game begins again with the student whose nation was
called throwing up the ball and calling out a new nation.
• Encourage students to remember all nations listed and call all nations in their group.
“El Reloj” (“The Clock,” Argentina, Guatemala, Peru), Version #1.
• Twelve students form a circle. Each is assigned one of the numbers of the clock. A student stands
in the centre of the clock, holding a rope (hand of the clock), and slowly sweeps the rope along
the floor around the “clock.”
• The “numbers” jump over the rope as they shout out their number. Traditionally, “numbers” who
touch or stop the rope are eliminated
• Challenge students to jump the rope so it swings several around several “hours” without stopping.
“El Reloj” (The Clock) Version #2.
• Two “enders” hold and turn the long rope, while the other students line up ready to jump in.
The first student runs in, jumps once, shouts “one o'clock” and runs out. The second student
immediately runs in, jumps twice, shouts “two o’clock” and runs out. Continue up to twelve
o’clock. Students try to jump without missing a beat. Change enders frequently.
“Paired Skipping” (China)
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• 3 long ropes being turned by enders (all ropes being turned in unison) – a student jumping in
each rope
• Three pairs of students are enders and they turn three long skipping ropes. Each pair stands
about 3 metres from one other, ensuring that the ropes do not hit. They should practise turning
the ropes in unison before proceeding to the next step. They start to turn the rope while the
other students line up behind the first pair.
• One at a time, the first pair of students run sideways into the first rope, jump once, and run out.
Start with one rope and let everybody try to make it in and out before adding the second rope.
• The two pairs of rope turners start turning the ropes in unison.
• One at a time, the students practise running into the first rope jumping once, running out and
then running into the second rope, jump once, and run out.
• Add the third rope, all three pair of “enders” must be turning the rope in unison.
• The students repeat the first two steps then proceed to the third rope, jump once and run out.
• The second student runs into the first rope when the first student runs into the third rope. This
is known as paired skipping.
• See Notes to Teacher.
• “Alle Vogels Vliegen” (“All the Birds Fly” – Netherlands).
Students stand or sit in a circle
with a student “leader” in the middle. The leader calls out one at a time, some animals that fly
and some that do not. An example might be, “Robins fly.” This is true; therefore, the students
raise both arms pretending to fly. If the leader says something like, “Dogs fly,” this is not true;
therefore, the students do not raise their arms. The leader should try to name the animals at a
fast pace in order to confuse the others.
• Review with students what active participation looks like. Ask students for examples of good
participation (e.g., getting hot, sweating, breathing hard, listening, on task). Ask students to rate
their participation by holding up one, two, three or four fingers.
Extension
“El Reloj” Version 2 Variation
• As the rope is being turned, students run straight through without jumping. Challenge students to
run through one after another without missing a beat.
• Repeat “Chinese Skipping” but skip down the line in a group of three.
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Notes to Teacher
• Discuss with students why elimination-type activities do not promote maximum participation
and skill development.
Paired Skipping
• Start with one rope before adding the next. Then, practise with two ropes.
• Present the three ropes later as a challenge for the students who can do two ropes successfully.
• Students work in small groups with this activity, working at their own level.
Appendices
Grade 3 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
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International Games
Sub-Task #3
Target and Ball Games
Facility
Gymnasium or general purpose room
Materials
A soft Nerf-like ball
Hoops
Playground balls
Beanbags
Skittles or pins (clubs)
Description
Students learn and participate in various target and ball games from different countries.
Expectation Code
3p29
3p38
Formative/Ongoing
• Self-assessment of attention to safety procedures using a Safe Activity Self-Assessment tool
A) Warm-Up
“Hunter and Rabbits” (Belgium)
• Use a soft Nerf-like ball. Students work in small groups of four or five. In each group, one
student is the “hunter” and has the ball and attempts to hit the other students (“rabbits”) with it
below the waist. The hunter may move around with the ball, bouncing it, in order to get closer
to the rabbits. If hit, a rabbit then becomes a hunter but neither hunter is allowed to travel with
the ball. Hunters pass the ball in order to get closer to the rabbits.
• Restart game frequently, giving each person in the group a turn to start off as a hunter.
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“Arrow Through the Hoop” (North American Aboriginal Peoples)
• Originally, spears or arrows were thrown through a rolling hoop. Students use small balls or
beanbags for this game.
• Working in small groups, one student rolls a hoop along the floor. The other students stand on
one side and throw a small ball or beanbag through the rolling hoop. Students start close and
move back after a few successful throws at that distance.
• Change the “hoop roller” position after each turn.
“Ver Ver Aras Lama” (New Guinea)
• Play in groups of four, and place four hoops evenly spaced out in a circular shape about 4
metres in diameter. Place five small balls in the centre between all the hoops. The object of the
game is for a student to collect three of the five balls inside their own hoop.
• Students stand behind their own hoop and on a signal one student from the group takes a ball
from the centre and returns it to their own hoop.
• They are then free to take balls from the centre or from other hoops, carrying (not throwing)
only one ball at a time.
• To avoid collisions remind students to keep their heads up and watch where they are going
• Students may not prevent others from taking their balls and may not steal a ball out of
someone’s hand
• Students are allowed to carry only one ball at a time.
• The game ends when one group has three balls inside their hoop. Start the next round with a
different person from each group running.
• The game can be played with more than one runner from each group running at each time, and
with more balls in the centre.
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“Tapu-ae” (New Zealand) modified version.
• Students play in groups of six or eight. Set up a pin or skittle inside a hoop, one at each end
of the playing area. No one is allowed inside the hoop.
• Use a small playground ball that bounces. The object of the game is to knock over your
opponent’s skittle.
• Start the game with a basketball “jump ball.” The ball is passed around from player to player.
• When holding the ball, students cannot move their feet. They can only pass the ball.
“Oware” (Ghana)
– Students sit in a circle with a “leader” in the centre. They repeat whatever the leader says and
pantomime whatever the leader does. The students then all lie down, the leader counts to ten
and everyone gets up as quickly as possible.
– In the traditional game, the last student standing becomes the new leader. For a cool-down,
students start stretching a body part used in class when they stand. Select a new leader to call
out a word and action.
• Explain the “Safe Activity” assessment tool and its levels. The students put their name on the top
and put the date next to the box that best describes their performance for that day. These should
be collected and reused on another occasion.
Extension
“Tapu-ae” Variations
• Add one or more of the following rules:
– Student can take some steps with the ball (e.g., three steps before passing).
– Restrict the passes to bounce passes only.
– Use more than one ball.
– Students pass the ball five times before the team can attempt to hit the skittle.
Notes to Teacher
• Remind the students about the importance of using equipment and facilities safely.
• In games that require students throwing and hitting other students with balls, emphasize that students should always aim below the waist and that throws are not done with a great deal of force.
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• Only use properly inflated balls, never use under-inflated ball for dodgeball-type activities.
• As an alternative, students can roll the ball at the others instead of throwing it.
• Encourage students to bring directions to favourite childhood games from family members to
share with the class.
Appendices
Grade 3 Appendix O–6: Safe Activity (Self-Assessment Tool)
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International Games
Sub-Task #4
Striking Activities
Facility
Gymnasium, general purpose room or pavement
Materials
Tennis ball or other small balls that bounce readily
Hacky-sacks, beanbags or small rattan balls
Description
Students learn and participate in various striking activities from other countries.
Expectation Code
3p37
3p38
Formative/Ongoing
skills rubric (Grade 3 Appendix H) in conjunction with an anecdotal observational recording
chart (Grade 3 Appendix N).
• Self/peer assessment of response to others using the “Response to Others Assessment Tool”
A) Warm-Up
“Crab Race” (Japan)
• This is only suitable for indoors. Students move around the room in a crab position (on all
fours, facing up). They might “race” along the lines or to different spots on the floor.
• On a signal, change direction (e.g., sideways, backwards) and/or speed (e.g., fast, slow).
Remind students to stay in “crab” position.
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• Students practise hitting a ball against the wall, using balls of various sizes.
• They practise bouncing and serving a tennis ball against a wall using their palm.
• They practise letting the ball bounce before hitting it again.
• They practise tossing and keeping a hacky-sack ball or similar object moving as they bounce it
off of different body parts, trying not to use their hands.
• They work alone first and then choose a partner. Suggest they choose a student with whom they
have not yet worked. Encourage them to be patient and to give each other tips and feedback.
“Palm Ball” (Italy)
• This game is played using a tennis ball on a large rectangular shaped court, divided in two with a
line. The game is played like tennis but without a racquet. The game is played with two or four
players. They bounce the ball on the floor and hit it with their palm to serve it to an opponent.
• The ball may bounce once before the other player hits it back. Or, students may catch the ball
after one bounce and then serve it back over.
“Chapete” (Mexico) or Sepak Raga (Malaysia)
• This is similar to the game “Hacky-Sack” and requires a hacky-sack or similar object such as a
beanbag or rattan ball.
• First, students practise individually, tossing the “ball” and hitting it with their hand/other body
parts, and trying to keep the ball it in the air.
• In groups of four to six, students stand in a circle with one “ball” per group. One student tosses
the ball up and others try to bounce it off their body parts. They try to keep the object in the air
and count the number of times the ball is hit before it lands on the floor.
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• Students move about the room, on the lines, off the lines, balancing their hacky-sack on various
body parts.
• They do some stretches, holding the hacky-sack at their feet, in the air, to the side and behind
their back.
• Explain the “Response to Others” assessment tool and its levels. The students put their name on
the top and put the date next to the step that best describes their performance for that day.
Collect the sheets and reuse them on another occasion.
Extension
“Sepak Takraw.”
• This is the national game of Malaysia and it is played with a rattan ball. It is similar to the game
of volleyball but uses different body parts to kick the ball across a dividing line or over a net. It
is quite challenging.
Notes to Teacher
• For Palm Ball, vary the size of the court and the ball. Smaller courts make play more difficult to
control and can be quite challenging. De-emphasize score keeping. Stress fair play and cooperation, and respecting the skill level of others. Students work together to see how many times they
can successfully hit the ball to each other. This shifts the emphasis to a group effort instead of an
individual one. If students have difficulties keeping the ball off of the floor between contacts,
allow the ball to bounce once, or more than once first. Students may also use a utility ball or
larger ball if a tennis ball is too difficult to contact consistently.
• To make the challenge easier with “Chapete,” use a beach ball or a balloon. Students can work
to keep the object in the air either by using any body part, or by using any body part except
hands.
Appendices
Grade 3 Appendix O–4: Response to Others (Self-Assessment Tool)
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International Games
Sub-Task #5
“Chinese Jump Rope“
Facility
Gymnasium, general purpose room or playground pavement
Materials
Elastic “jumpsies” ropes
Description
Students learn and participate in “Chinese Jump Rope” activities.
Expectation Code
3p18
3p38
Formative/Ongoing
• Teacher assessment of locomotor skills using an anecdotal observational recording chart (Grade
3 Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).
• Peer assessment of fair play and cooperation skills using the Cooperation/Fair Play Assessment
(Grade 3 Appendix O–8).
A) Warm-Up
• Students move in a variety of ways (e.g., walk, jog, skip, gallop). On a signal, they balance on
one foot and freeze for several seconds.
• Students continue to move but instead of freezing on the signal, they perform a jump (e.g.,
two-foot jump from side to side, downhill skier jump, jump and twist, one-foot jump from side
to side, straddle jump in place). Encourage students to be creative and to share ideas with each
other for jumping.
• Students suggest ways to move around the playing area and warm-up activities to do on a signal
(e.g., shoulder shrugs, arm circles, body circles)
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• Remind students to give everyone a turn and follow the rules of fair play. At the end of the
activities, the students will be completing the peer assessment sheet, so encourage them to look
for examples of fair play and cooperation.
“Chinese Jump Rope” (China) (“American“ version)
• This activity requires at least three students per group. Two students (enders) hold the double
elastic rope around their ankles, shoulder-width apart.
• The first student begins by straddling one rope.
• Jump four times from side to side, landing with the rope between the legs.
• Jump and land with both feet together inside the two ropes.
• Jump up and land with feet apart, straddling both ropes; jump again with feet together between
the rope and finally jump up and land with each foot trapping the rope to the ground.
• The “chant“ would be “side, to side, to side, to side…in, out, in, on.”
• Students repeat the pattern several times before moving to the next height. After everyone has
had a turn, the enders raise the rope to knee level and the activity begins again at this height.
• Change the enders regularly.
• Encourage students to make up their own patterns and their own chants.
Cliff
• One ender holds the rope at ankle level while the other ender holds the rope around the calf or
knee level. This creates two different heights to jump over. Students can choose to practise at a
lower or higher level.
“Gulf“
• Each ender holds the rope with their legs wide apart. This creates a more challenging jumping
activity. The width between the legs could gradually increase with each turn.
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• “Jumping” (West Africa). Two students jump up and down together five times. On the sixth
jump, they both extend one leg. The students try to put the same leg forward as their partner
without telling them. If the students put the same leg forward they receive a point. The students
try to earn as many points together as possible before the signal to stop.
• Partner Mir ror. Students work with their partner to stretch and cool down. They take turns
leading their partner in stretches and slow moving activities.
• Explain the “Cooperation and Fair Play” peer assessment. The students put the name of the student they are assessing at the top of the page and the date plus their own initials in the box with
the level that best describes their partner's performance that day. Students discuss examples of
fair play and cooperation that they noticed.
Extension
Jump Rope Variations
• The “jumpsies” rope can be raised higher than the knees (e.g., thighs, waist) for more of a challenge. Students create their own jump rope patterns to demonstrate to rest of class. Jump a pattern with a partner. Use three enders and create a three-sided jump rope. Use longer, elastic
jump ropes to allow several students to jump at once.
Notes to Teacher
• Make sure that playground pavement areas are free from hazards (e.g., rocks, glass).
• Elastic “jumpsies” ropes are easily made by tying elastics together. Have students bring elastics
from home to help make class sets. You can also make them by tying or sewing together a long
piece of sewing elastic.
• Commercial jump ropes are smooth and softer and are available from physical education equipment suppliers.
Appendices
Grade 3 Appendix O-8: Co-operation and Fair Play (Peer Assessment)
Unit 6 Appendix A:
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International Games
Sub-Task #6
“Mixed Bag”
Facility
Materials
Hoop, mat or pylons
Long skipping ropes
Playground balls
Two benches
Pinnies for team game
Description
Students learn and participate in a variety of activities and games from other countries.
Expectation Code
3p30
3p37
3p38
Formative/Ongoing
• Teacher assessment of vigorous activity using an Active Participation Recording Chart (Grade 3
Appendix K)
• Self-assessment of “response to others” by sitting, crouching or standing to rate self (see social
skills rubric Grade 3 Appendix H for indicators).
A) Warm-Up
10
“Boa Constrictor” (Ghana and Togo, Africa)
• Within the large playing area, mark off a home for the “boa” (it could be a hoop, mat or
pylons). Select a “boa” who attempts to tag the other students.
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• Students begin by speed walking and move faster as they warm up.
• If tagged, the student joins hands with the boa and they run together to tag the others.
• If the boa drops hands, the entire boa returns to its home to join together again before chasing
and tagging the free students.
• When the boa has six people, it splits into two snakes.
“Ball Pass Skipping” (China)
• This activity requires at least two groups of three and two long skipping ropes.
• The two long ropes are turned in unison by enders. Ropes are about 5 metres apart.
• One student skips inside each rope, facing the other.
• They pass a ball back and forth between them as they continue to skip.
• All the students involved must work together to make this activity a success
• Rotate positions regularly.
• Students work in small groups and can increase the challenge, or modify the activity for their
group. See Notes to Teacher.
“Bench Ball” (Ireland)
• The object of this game is to pass a ball to your team’s “catcher” who is standing on a bench at
one end of the playing area.
• Divide the class into two teams. If space allows, use the width of the gymnasium, and divide the
class into four teams so that two games may go on simultaneously.
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• Place a bench at either end of the playing area, and position a catcher on each bench.
Their team stands on the opposite side of the gymnasium.
• Each team plays with three or four balls.
• Once the catcher catches a ball then the game starts over.
• Rotate the catchers often.
• Each team sits together at their own bench and makes up a quick three or four line cheer that
praises the other team’s abilities or fair play
• The class comes together and both teams shout out their cheers for the other team to hear.
• Review the four levels of self-assessment for Response to Others. Ask students for examples of
working well with others. Students sit down, crouch or stand all the way up depending on how
well they felt they worked with others in class. Sitting down represents level 1, and standing
represents level 4.
Extension
Bench Ball Variation
• Add any of the rules below for variety or an additional challenge.
– Students with ball may not move their feet.
– Allow only bounce passes.
– Students must pass the ball at least four times before passing the ball to the catcher.
– Use three catchers per team on the bench.
Notes to Teacher
• There are many different ways to form teams. They can be chosen by numbers, colours worn,
birthdays, etc. Make sure that teams are balanced according to ability and gender. Avoid allowing
students to choose their own teams.
• Safe zones for tag are at least 2 metres from the wall
• Make sure that the benches are stable and don’t move when a student is standing on it. If it is
then have a couple of students sit on it or use a sturdy chair instead.
• Ball Pass Skipping. For more of a challenge, students to try to pass two balls back and forth,
more than one student can skip in the rope and pass balls at the same time. To simplify this
activity, students can begin by trying to skip in unison with a partner in another rope.
Appendices
Grade 3 Appendix K: Active Participation Recording Chart
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Indoor and Outdoor Games – Playground Games
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OVERVIEW
Playground Games
Duration
6 Sub-Tasks
11
Description
These lessons are an expansion and advanced versions of the playground activities (Hopscotch, Four
Square, and Skipping) learned in Grades 1 and 2. These activities require very little equipment and
can be played anywhere that has a hard surface (e.g., asphalt, sidewalk, gymnasium).
Sub-Task Title
Expectation Code
1. Reintroduction to Hopscotch
3p18, 3p39
2. Hopscotch Activities
3p18, 3p37
3. Traditional Four Square
3p22, 3p38
4. Make Your Own Four Square
3p22, 3p38
5. Introduction to Partner Skipping
3p18, 3p33, 3p39
6. Skipping Circuit
3p19, 3p30, 3p39
included are:
Formative/Ongoing
• Teacher assessment of students’ behaviour related to communicating with and encouraging others using the social skills rubric in conjunction with an anecdotal observational recording chart.
• Teacher assessment of hitting skills using a movement skills recording chart.
rubric.
• Teacher assessment of vigorous participation using the Active Participation Recording Chart
and rubric.
• Self-assessment of “response to others” by moving to different designated areas of the gymnasium to rate self.
• Self-assessment of fair play by moving to different designated areas of the playing space to rate self.
• Self-assessment of vigorous activity using a participation target.
• Self-assessment of communication with others by moving to different designated areas of the
playing space to rate self.
• Peer assessment of communication with others using peer discussion.
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• Students can travel in a variety of ways in different directions, in response to signals.
• Students can travel using different pathways.
• Students can travel and change from one kind of locomotion to another.
• Students follow safety procedures.
• Students work cooperatively with others.
• Students demonstrate respectful behaviour in physical activities.
• Students follow instructions and attempt new activities.
• Students can hit a slow moving object with various parts of the body.
Notes to Teacher
• Discuss the safety rules for the activities and equipment before starting the lesson.
• If the area outside does not have pre-made courts for hopscotch and Four Square use sidewalk
chalk to draw the courts prior to the start of the class.
• There will be variation of skill in each activity and between each student. Progress to the next
level when the class is ready. Be prepared to accommodate all the levels in the class with modifications. Encourage students to work at their own level. Avoid penalizing students by eliminating
them for making errors. Provide students with as many opportunities as possible to continue to
play and develop their skills.
• Check the area for any potential hazards before using the playing space.
• Clearly establish the signals for starting and stopping.
• Make sure there are enough courts and equipment so students are active.
• Proper shoes (running shoes) must be worn when participating in skipping activities.
• Ensure students wear hats and sunscreen when outdoors.
Appendices
Unit 11 Appendix A: Additional Hopscotch Patterns
Unit 11 Appendix B: Beginning Skipping Progressions
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Playground Games
Sub-Task #1
Reintroduction to Hopscotch
11
Facility
Outdoors on a hard surface
Asphalt
Materials
Chalk
Beanbags (or other objects to act as markers)
Description
The students encourage each other while using various types of travelling movements in hopscotch
activities
Expectation Code
3p18
3p39
Communicates positively to help encourage others.
Formative/Ongoing
• Teacher assessment of students’ behaviour related to communicating with and encouraging
A) Warm-Up
Hopscotch Tag
• Choose several students to be the “Its.” The “Its” move around the playing space trying to tag
the rest of the students. When students get caught they go to one of the hopscotch courts and
hop/jump through the pattern. Players cannot get tagged while they are performing the pattern.
Once the students perform the pattern they are back in the game. Rotate the “Its” often.
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Fire Hopscotch
• The students practise hopping and jumping the pattern before they begin the game, so they
become accustomed to the pattern.
• The students toss the beanbags in each of the boxes trying to land right inside (not on the line,
or in another square)
• This game is similar to the others in the way that the players toss the beanbags into the required
boxes, hop through the pattern and pick up the marker on the way back.
• Shaded areas between the boxes 3 and 4, and 6 and 7 are “Hot Spots.”
• If a player throws into a “Hot Spot” they repeat their turn (e.g., if they were working on hitting
square #8, they do square #8 two times).
• If a player is tossing at square #5 and the beanbag lands inside the circle, the player gets an
extra turn.
The Longest Hopscotch
• Students work together to create the longest hopscotch.
• Students are broken up into groups of four. Each group starts by building one box. When everyone in the group hops in and out of the box, the group can adds another box.
• Students try to avoid jumping on any lines as they build a longer hopscotch and add more boxes.
Encourage students to add sets of side-by-side boxes (or double beds) and to be creative in their
pattern.
• Challenge the group to create a long and interesting pattern.
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• Students move in a variety of slow-moving ways (e.g., walk, tiptoe, sneak) in different directions.
Students trace the various hopscotch patterns as they move.
Extension
• Once the students have created their long hopscotch patterns, the groups rotate to another
group's court and attempt to hop/jump through it without touching the lines.
Notes to Teacher
• Prepare hopscotch courts ahead of time.
• The teacher must be sensitive to the skill level of the class and adapt the activities when necessary. Avoid eliminating students for making mistakes.
• Check playing area for any potential hazards.
Appendices
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Playground Games
Sub-Task #2
Hopscotch Activities
Facility
A hard surface outdoors
Asphalt
Materials
Chalk
Ropes
Cardboard boxes
Description
The students use a variety of movements and directions as part of their own games of hopscotch
which they will work together to create.
Expectation Code
3p18
3p37
Formative/Ongoing
• Self-assessment of “response to others” by moving to different designated areas of the gymnasium
to rate self (See social skills rubric Grade 3 Appendix H for indicators).
A) Warm-Up
Jumping Relay
• Divide students into groups of four, lined up on one side of the playing space. On the signal, the
first students hop to the other side using the left foot on the way there and the right foot on the
way back. While students are jumping, team members do small hops in place to get warmed up.
When the students return the next members in line start. Continue until everyone in the groups
have had a turn and ask students for suggestions of other interesting ways to hop and jump.
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Create a Hurdle Hopscotch
• Using the groups from the warm-up, the students work together to create a Hurdle Hopscotch
court.
• The teacher gives the students some equipment, e.g., cardboard box, beanbags, chalk, rope.
The group determines:
– The layout of the court (what it looks like).
– Where the obstacles are placed.
– How the students move through the court (hop, jump, left foot, right foot).
– What direction the students must move (forward, backward, sideways).
– Any special rules.
– A representative from each group explains their hopscotch to the rest of the class.
Hurdle Hopscotch Circuit
• All the groups have the opportunity to try the other groups’ Hurdle Hopscotch courses. One
representative from each group stays with their own court to help explain and guide the others
through their game.
• Students remain at each station for three to five minutes.
• Groups continue to work together to make the circuit successful.
• Remind students to listen to the representatives from each group, as their role is to help the
other people that come to their station.
• Students move around the space picking up all the equipment and carrying it back to the
teacher. As the students move around the space they take deep breaths and stretch to the sky.
Direct the students to stand in the area of the playing space corresponding to the level they feel
they displayed.
Extension
• At each of the Hurdle Hopscotch Courts the students try to come up with another step (or rule)
that may add to the challenge of the various patterns.
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Notes to Teacher
• Have the necessary equipment ready to be brought outside.
• Add other pieces of equipment to the list to make the courts more challenging.
• Encourage students to work together and at their own level. Avoid eliminating students for
making mistakes.
Appendices
Grade 3 Appendix H:
Grade 3 Appendix N:
Unit 6 Appendix A:
Unit 11 Appendix A:
Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Additional Hopscotch and Four Square Patterns
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Playground Games
Sub-Task #3
Traditional Four Square
11
Facility
Asphalt
Materials
Pre-painted Four Square courts (or sidewalk chalk)
Utility balls
Description
The students practise hitting the ball with their hands while demonstrating fair play skills in Four
Square games and activities.
Expectation Code
3p22
Hit a slowly moving object (e.g., a ball or a balloon)
using various parts of the body, directing it to a partner or a
large target.
3p38
Formative/Ongoing
• Teacher assessment of hitting skills using a movement skills recording chart (use indicators
from the lesson with Grade 3 Appendix J-1).
• Self assessment of fair play by moving to different designated areas of the playing space to rate
self (See social skills rubric Grade 3 Appendix H for indicators).
A) Warm-Up
Four Square Circle Tag
• The game is played inside the Four Square court in groups of six. One student is chosen to be
the “It” while the rest of the students join hands and make a circle. One member from the circle
is chosen to be the “protected player.” The “It” tries to tag the “protected player” without reaching through or under the players in the circle, trying to tag by dodging around and moving
quickly. The rest of the group circles around making sure the “It” doesn’t touch the “protected
player.” If the “It” is successful then the player who was touched becomes the new “It” and a
new player is chosen to be the “protected player.”
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• In partners, the students practise simple bouncing and catching using different heights and
speeds each time.
• The students practise bouncing the ball and then hitting it with an open hand to their partner.
The students try to get the ball right to their partner. Remind students to think about focusing
their eyes on the ball, keeping their body in line with incoming object, pulling their hand back
to hit the ball, contacting the ball, then following through with their hand in direction of target.
(“Look, line up, hit, point”)
• The partners mark a chalk X in the space between them. The partners take turns trying to get the
ball to touch the X after bouncing the ball and hitting it with an open hand.
• One partner serves the ball by bouncing the ball and hitting it with an open hand while the other
partner hits it back after one bounce. The two partners try to keep this pattern going as long as
possible.
• In a group of four, the students practise using an open hand to hit a bouncing ball into another
group member’s square. The ball is started with a bounce serve to a square; the receiving player
allows the ball to bounce once before hitting it into another player’s square.
Traditional Four Square
• Assign four players per court. The goal of the game is to move up to the number one square. The
player in square one puts the ball into play by dropping the ball and hitting it with an open hand
into one of the other squares. The ball may bounce once (or not at all) in any square before the
player in that square hits the ball into another square. Play continues until a player fails to return
the ball or commits a fault. The player who misses or faults moves to the number four square and
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the rest of the students rotate up one number. If there are more than four players and there is a
challenge line waiting to play, then the player who missed or faulted comes off the court to the
back of the challenge line and the new player starts at square number four. *See Notes to Teacher.
11
Possible “Faults” (Choose from this list. All do not need to be counted as faults.)
• Failure to return the ball to another square after it strikes in the player’s area.
• Striking the ball with the fist or hitting it overhand.
• Causing the ball to land on a line.
• Allowing ball to touch any part of the body other than the hands.
• Catching or carrying the ball.
• Hi Ball, Bye Ball. The students work in their Four Square courts. All the students in the group
position themselves outside of the court. One student throws the ball to another member of the
circle. As the player is throwing the ball they say “Bye Ball.” The student who is receiving the ball
says “Hi Ball.” This pattern of throwing and catching is repeated. The students say “hi” and
“bye” to the ball each time they receive and throw. The goal of the group is to try and move the
ball around the circle as quickly as possible.
• Students work in their group of four to stretch. The person with the ball leads a stretch then
passes the ball to the next person.
• Discuss examples of good cooperation (e.g., play fairly and show consideration for others).
Designate each square of the Four Square pattern as levels 1, 2, 3 and 4. Direct the students to
stand in the area of the playing space that corresponds to what level of cooperation they feel
they displayed.
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Extension
• The students play Traditional Four Square except the player in square one can change the way the
ball is moved in each round.
Notes to Teacher
• Draw enough Four Square courts so few students are waiting in line.
• The game may be adapted to the appropriate level of difficulty for the class.
• In traditional Four Square, the person who makes the least errors becomes the “#1 player” and
stays on the court while others challenge his/her position. That player gets the most playing practice while students needing more practice are sent off the court. Modify the game to eliminate the
waiting line, or rotate players every time so all players move up one space and the #1 player
moves to the end of the line, regardless of which player made the error.
• Another modification includes limiting the number of faults counted. Allow students to use an
extra bounce or to touch the ball with other body parts. Add additional fault rules only as needed
for additional challenge.
• Ensure the playing surface is clear of any potential hazards.
Appendices
Grade 3 Appendix J–1: Movement Skills Recording Chart
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Playground Games
Sub-Task #4
Make Your Own Four Square
11
Facility
Asphalt
Materials
Pre-painted Four Square courts
Utility balls
Description
The students continue to work together following the rules of fair play while they practise hitting
the ball in student-created Four Square games.
Expectation Code
3p22
large target.
3p38
Formative/Ongoing
• Teacher assessment of hitting skills using a movement skills recording chart. (Use indicators
from lesson with Grade 3 Appendix J–1).
A) Warm-Up
The Four Square Dodge
• The game is played on the Four Square court in groups of three or four. One student is chosen
to stand in the middle while the rest of the group stands outside the court. The students use one
soft Nerf (or gator skin) ball to try to hit the player in the centre below the waist. Students take
turns staying in the centre for 30 seconds each, then switch places with a player on the outside.
Encourage students on the outside to move around and work together to pass the ball to try to
throw or roll at the person’s legs.
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• The students work in groups of four on the courts to practise hitting the bouncing ball with an
open hand to another player’s square.
• The students experiment with different methods of passing the ball, using an open hand to hit the
ball. Students practise serving by bouncing and hitting to another square. Challenge students to
try some different passes:
– Spin – Spin is put on the ball when it is hit to the other player's square.
– Baby – Ball is hit so that it bounces low in the other players square so it will usually bounce
more than once before the player can hit it.
– High – Ball is hit so that it bounces as high as possible (e.g., over the head).
– Low – The ball is hit so that it bounces low.
– Around the World – The ball is hit on an angle so that it zooms out of the square before the
player can hit it.
– Rotation – Ball is hit clockwise or counterclockwise around the square.
– Anywhere, Anytime – The ball is hit to any player.
– Tricky – The ball is hit directly to the player without bouncing it.
• The students make up a challenge, or a method of passing the ball for the group. It should be
different from the ones they have already tried.
Create a Game of Four Square
• The students work in groups of four to make up their own game of Four Square. They need to
decide: the rules of the game, the method of moving the ball, what are the “faults,” what happens
if the players commit a fault (consequences).
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• Encourage students to keep the game simple, limit the number of faults and avoid eliminating
players for making mistakes.
• Once the students have decided all the rules and criteria, they try playing their game. Encourage
students to change and adjust the rules to keep the game challenging and fun.
• Each group explains the way their game is played to the rest of the class.
• The students try playing the other groups’ Four Square game.
• Keep Up. The students work in the same Four Square groups. Give the students a light ball or
balloon. The students work together as a group to keep the ball from touching the ground. The
group can challenge themselves to see how many times they can hit the ball before it touches
the ground.
Extension
One Giant Game
• There are groups of five at each Four Square court. The students play the traditional game of
Four Square. When a student makes a fault, instead of going to his/her own challenge line,
he/she goes to another court’s line. Each time a player gets out they go to a new court.
Notes to Teacher
• The games and skills can be adapted for ability level of the class. If the students are encountering
difficulty hitting the ball to the court then they can continue to throw and catch.
• When playing the dodging game, encourage the students to target the students’ legs.
Appendices
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Playground Games
Sub-Task #5
Introduction to Partner Skipping
Facility
Asphalt
Materials
Skipping Rope
Small utility balls
Description
During this lesson, students work together to practise their skipping with a partner.
Expectation Code
3p18
while performing a change in directions and level).
3p33
3p39
Formative/Ongoing
• Teacher assessment of students’ behaviour related to communicating with others using the social
• Self-assessment of vigorous activity using a participation target (Grade 3 Appendix O-9).
A) Warm-Up
• Before starting the warm-up, remind students of the safety rules when using the ropes (e.g.,
make sure there is enough space around the skipper, do not walk into anyone else’s space while
they are skipping, do not use the ropes for hitting, or tying people up). Review how to choose the
rope that is the correct size: when standing in the middle of the rope the handles should come to
the underarms.
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• Students practise their skipping skills, while trying to skip continuously for five minutes.
Encourage students to move continuously.
11
• Review and practise the various methods for skipping:
– Scissors: Feet start together and then alternate them one in front and one behind.
– Twister: Feet start together and then twist to the left, twist to the right just like the dance move
except with a swing of the rope between each one.
– Side Straddle: Feet start together and then they alternate apart, together with the swing of
the rope.
– Skier: Feet start together on one side of a line on the asphalt and then ask students to jump to
the other side of the line.
– Bell: Feet start together in front of a line on the asphalt and them ask them to jump behind
the line. Keeping repeating forward - backward.
• Working with a partner the students practise skipping in time with each other. The students
develop a pattern of five different skipping techniques and try to perform them at the same time.
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• Students practise skipping with a partner and developing tricks and challenges using one rope.
Students can try the following tricks:
– Both partners begin skipping face to face. Take turns being the rope turner.
– Both partners begin skipping face to face and then the partner turns around so his/her back is
to the partner. Switch roles.
– One partner begins skipping and the second partner jumps into the turning rope face to face
with partner. The partner who ran in now tries to turn around and run out of the rope while it
is still moving. Change roles.
– The partners make up a pattern to follow.
– Partner B tries to go under Partner A's arm to the back and then go under partner A's other
arm to the front of the rope while still skipping.
– One partner begins skipping and the second partner jumps into turning rope face to face. The
second partner bounces a ball while jumping.
• Partner Rope Shapes. In partners, the students make a shape using their bodies and rope.
• Hand out and explain the participation target (Grade 3 Appendix O-9).
• Ask students for examples of participation at each level. What would it look like? Sound like?
The students put their names on the top and put the date beside the level that best describes their
performance for the day. These sheets can be collected and used again on another day.
Extension
• Make up a partner skipping routine.
Notes to Teacher
• Caution students to be careful when running in and out of the rope.
• Students must always have shoes, no bare feet when skipping.
• There will be a great variation in skill, so encourage students to work at their own pace. If students are beginning skippers, follow the progressions in Unit 6 Appendix B.
Appendices
Grade 3 Appendix O–9: Participation Target Example
Unit 6 Appendix A:
Unit 6 Appendix B:
Beginning Skipping Progressions
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Playground Games
Sub-Task #6
Skipping Circuit
11
Facility
Asphalt
Materials
Individual skipping ropes
10 long skipping ropes
Description
Students practise a variety of skipping techniques during a circuit activity.
Expectation Code
3p19
opponents.
3p30
3p39
Formative/Ongoing
• Teacher assessment of vigorous participation using the Active Participation Recording Chart
(Grade 3 Appendix G).
• Peer assessment of communication with others using peer discussion (See social skills rubric
Grade 3 Appendix H for indicators.)
A) Warm-Up
• Students work with a partner to try to develop a rhythm. One partner jumps 20 times, then rests
and counts while the other partner jumps 20 times. The first partner tries to begin again without
missing a beat. Students begin jumping again if they trip. Students can adjust the number of skips
each and work to develop a continuous motion sequence.
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• Working in groups of three, the students:
– Practise turning the rope with two enders and no students in the middle. The rope should
make an arch while hitting the ground on the downswing.
– Practise swinging the rope with enders and having one person run through the rope with no
skipping. The challenge is to make it in and out without the rope hitting them.
– Practise skipping in the long ropes. Start in the rope first and later progress to running in,
skipping, and running out without making any contact with the rope.
• Divide the students into six groups. Each group starts at a skipping station. Explain the stations
then rotate the students through the stations every three minutes.
Individual Skipping
• The students practise rhymes, tricks, fancy footwork, and create individual skipping challenges.
Partner Skipping
• Partners practise taking turns turning the rope while both students try to jump it at the same
time. Partners practise a variety of skills (e.g., one partner running in and out, fancy footwork,
rhymes, patterns, or even other challenges).
Snake Station
• Two students hold the ends of a single rope and shake it on the ground so that it resembles a
moving snake. The other students jump or leap over the moving rope trying not to hit it with a
foot or leg. Students switch places with enders.
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Helicopter
11
• The group forms a large circle with one player in the middle. The person in the centre swings
the rope along the ground in a circle and the rest of the group tries to jump over it as it
approaches their feet
Skipping Routine
• The students make up a skipping routine. It includes five different types of skipping (e.g., scissors, Skier, hopping, backwards jumping), a beginning and an ending.
Group Skipping
• Two enders turn the rope and the rest of the group practises the rhymes while skipping in the
rope. Rotate the enders.
Hello, hello, hello sir.
Meet me at the grocer
No sir, why sir?
Because I had a cold, sir,
Where did you get the cold, sir?
At the North Pole sir,
What were you doing there, sir?
Counting Polar Bears, sir,
How many did you count, sir?
1, 2, 3, 4, 5,
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• Line Limbo. In groups of three or as a whole class, have a limbo contest. Two students are chosen to hold the ends of the rope or string beginning at shoulder height. Each player goes under
the line one at a time, leaning backward. Lower the rope after everyone has had a chance at the
present height.
• Discuss the four levels of self-assessment for communication. Designate different areas of the
need reminders to communicate and show consideration for others. 2 – I sometimes communicate and show consideration for others. 3 – I communicate and show consideration. 4 – I always
communicate and show consideration. Direct the students to stand in the area of the
playing space corresponding to level they feel they are at today.
Extension
• Repeat each station and create a new rule or challenge for the activities. Choose some groups to
demonstrate their challenges to the rest of the class.
Notes to Teacher
• Set up stations and instructions before starting.
• Caution students to be careful when using the ropes that no one is in their space.
• Use beginning skipping progression (Unit 6 Appendix B) to help beginner skippers.
Appendices
Unit 6 Appendix B: Beginning Skipping Progression
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Additional Hopscotch Patterns
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Beginning Skipping Progressions
Get the Rhythm:
Place rope and the ground and:
– Jump forward over the rope from a stationary position
– Jump backward
– Jump forward and backward continuously
– Hop and leap over the rope (forward, backward, continuously)
Individual Skipping Progression:
– Hold the handles and rest the rope on the ground.
– Keep the rope still and jump over the rope.
– Progress to jumping back and forth over the rope.
– Put both handles in one hand and swing the rope on one side of the body,
with the rope touching the ground. Repeat on the other side.
– Swing the rope to the side, but focus on watching and listening for the
rope. Listen for the sound and jump when the rope hits the ground.
– Start with the rope behind the heels. Bring the rope over head and stop it
with toes. Step over the rope and repeat.
– Bring the rope over head and stop it with the instep by lifting the feet.
Step over the rope and repeat.
– Bring the rope over their head and jump over it once. Repeat.
– Bring the rope over their head and jump over it more than once.
Extra Practice: Swing to the beat
– Using music or an instrument, swing the rope beside the body to the beat
of the music.
– Use different music (or beat) to practise with different speeds.
Turning the Rope
– Keep arms close to the sides.
– Keep forearms are out from the hips.
– Keep wrists loose.
– Practise turning keeping even time.
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Unit
Title
12
13
14
15
Balance
Jumping and Landing
Transfer of Weight
Rhythm and Movement
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UNIT
Balance
12
Duration
OVERVIEW
4 Sub-Tasks
Description
Students explore movement through activities that involve balance with and without equipment.
Students begin the unit with a review of static balances and then move to more challenging individual (e.g., tripod and headstand) and partner balances. Several routines will be created during the
course of this unit, incorporating some pieces of equipment and including balances in different
positions using a variety of body parts and levels.
Sub-Task Title
Expectation Code
1. Introduction or Review of Balances
3p24, 3p29
2. Advanced Balances
3p24, 3p29
3. Challenge Circuit (with equipment)
3p24, 3p18, 3p37
4. Static Balance Routines
3p24, 3p29
included are:
Formative/Ongoing
• Teacher assessment of balancing skills using a movement skills recording chart. Use indicators
from lesson in combination with blank movement skills recording chart.
• Teacher assessment of attention to safety procedures using the safety rubric.
• Teacher assessment of students’ behaviour related to demonstrating respect for the feelings and
abilities of others using the social skills rubric in conjunction with an anecdotal observational
recording chart.
• Self-assessment of attention to safety procedures using a thumbs up/thumbs down rating.
• Peer assessment of balancing skills using a teacher developed checklist. Use indicators from
lesson in combination with blank movement skills checklist.
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Movement Exploration – Balance
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• Students should be able to travel in a variety of ways and in different directions in response to
signals.
• Students should be able to combine various locomotion movements with changes in direction
and level both with and without equipment.
• Students should be able to follow safety procedures related to physical activity, equipment, and
facilities.
• Balance on a variety of body parts, on and off equipment, while stationary and moving.
• Transfer body weight over low pieces of equipment, in a variety of ways.
• Students should be able to follow instructions, pay attention and attempt new activities.
• Students should be able to work cooperatively with others and demonstrate respect for other
people's feelings.
• Students must be dressed appropriately for Physical Education specific to the activity and
equipment being used.
Notes to Teacher
• In order to meet the needs of all the students in the class, allow for variations, and look for the
basic elements of a balanced position. Work with all students to help them achieve success at
their own level.
• Owing to the nature of the Balance unit, classroom routines must be firmly established prior to
teaching the unit.
• There are some expectations that are ongoing throughout the course of the Balance unit. These
include 3p29, 3p37. Some suggestions as to where and how these expectations are to be evaluated are stated for specific lessons, but the teacher may want to develop a system for evaluating
these expectations that will be consistent throughout the year.
• Allow time for those students who want to show their routines an opportunity to do so.
• Organize equipment to be used in the lessons ahead of time.
• The lessons in this unit have been written using very little equipment, since some schools do not
have large gymnastics equipment. Schools that have the equipment should pay particular attention to information proceeding each activity where it gives examples and possibilities of how
these could be used.
Appendices
Unit 12 Appendix A: Traditional Static Balances
Unit 12 Appendix B: Advanced Balance Positions
Unit 12 Appendix C: Challenge Circuit Cards
Unit 12 Appendix D: Grade 3 Balance Circuit
Unit 12 Appendix E: Partner Balances
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Balance
Sub-Task #1
Introduction or Review of Balances
Facility
Materials
Music
12
Description
Students practise using a variety of body parts to perform static balances without equipment.
Expectation Code
3p24
Balance in different positions, using different body parts and
levels (e.g., on and off gymnastic equipment, responding to
stimuli in creative dance)
3p29
equipment and facilities
Formative/Ongoing
from lesson in combination with blank movement skills recording chart (Grade 3 Appendix J-1).
Warm-Up
Bridge Tag
• The teacher chooses some students to be “It.” Students move around the gymnasium trying to
avoid the “Its.” When students are tagged they make a bridge with their body and wait until
someone who is free crawls under them so that they can return to the game. The “Its” cannot
tag someone who is crawling under a bridge.
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Skill Development
• Before starting the static balances ask students to identify points of a proper static position e.g.,
1) tight body position (controlled); 2) focus on a stationary object; 3) centre the body weight
over the base of support; 4) hold from three to five seconds.
• Review all the static balances by name (front support, rear support, stork stand, knee scale,
scale, pike, squat, straddle stand, V-sit) (Unit 12 Appendix A). Students perform each position as
the teacher calls it out.
• In their own space, students choose a starting static balance. Every five seconds, give a signal to
change. Students change their level and body parts each time.
• Students move around the gymnasium in a variety of ways while balancing on the lines. On a signal, the students freeze in a balanced position. They change their position every three seconds,
changing the level, speed and direction.
• Students find partners and mirror each other’s static balances for three seconds. Students take
turns being the mirror.
Static Balance Routine
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• In partners, students choose two individual and two partner balances (see Unit 12 Appendix C)
to put together in a routine. Students create a routine and: a) use a variety of body parts; b) use
a variety of levels; c) hold each position for five seconds; d) work together.
• Once the partners have a basic routine students try putting it together with music.
• One set of partners shows the routine to another set of partners. They teach the other set of
partners their routine.
• One half of the class shows the other half the partner routine. Switch roles.
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• How Many Can Balance? Students start with groups of two. Each time the students are
successful increase the group by one e.g., groups of three, four, five and so on. Students work
towards having as many students balancing together as possible.
• Teacher asks the student questions regarding safety practices, so students can assess their
performance e.g., “Did you play safely?” “Did you use the equipment safely?” Students use a
thumbs up/thumbs down rating to answer questions.
Extension
• Perform static balance routine in groups of three or four. Use the same criteria as the partners
routines.
Notes to Teacher
• Starting and stopping procedures must be clearly identified before starting any activities.
• Make sure to review all the static balances.
• Remind the students about what makes a good static position.
• Prior to teaching the skills of an activity, procedures and rules for safe play are introduced.
Appendices
Grade 3 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Unit 12 Appendix A: Traditional Static Balances
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Balance
Sub-Task #2
Advanced Balancing
Facility
Materials
Mats
Music
Description
Students learn some more sophisticated static positions and use them in routines in combination
with ones already learned.
Expectation Code
3p24
3p29
Follow safety procedures related to physical equipment and
facilities
Formative/Ongoing
from lesson in combination with blank movement skills recording chart (Grade 3 Appendix J–1).
A) Warm-Up
Musical Balances
• Students move around the gymnasium in a variety of ways, changing direction, speed and level.
They begin by walking and gradually increase speed as they warm up. When the music stops, they
get into a balanced position as quickly as possible. To reinforce good listening and quick stopping, the last student in position comes out of the game and the next round begins. After each
round, someone is eliminated and the student who was out in the last round returns to the game.
If all students are stopping quickly, select a student who is doing an outstanding balance to watch
for a round, then rejoin the group when a new student is selected.
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• Inform students that they will be assessing their safe participation in this class. Ask students what
safe participation looks like/sounds like (e.g., listening to instructions and following them, wearing gymnasium clothes, using equipment properly).
• Students find a space on a mat. The teacher calls out a number and the students balance using
only that number of body parts. Repeat a few times.
• Introduce some more challenging balances (see Unit 12 Appendix B). Students work from the
easiest challenge to the more difficult. Students work at their own pace and should not advance
to the next level until they are comfortable with current level.
Bunny Jump
• Kick hips high as possible, hold in air for a moment, bend knees to return feet to floor. It is a
little hop or kick up with the legs. The hands are flat on the mat and weight is on the hands and
arms for a few seconds
Tip-Up
• Students assume crouch position, hands on floor shoulder-width apart, knees outside and resting
on elbows, lean forward moving head and shoulders towards the mat (but not touching), tip-up
and balance. Support the weight of the body on the arms. Students try to focus on a stationary
spot and centre their body weight on the hands and arms to maintain a balanced position.
Tripod
• In tip-up position, put forehead on mat with hands underneath shoulders flat on the mat, elbows
bent at 90 degrees, place knees on elbows, raise hips in the air and lift feet from the floor one at
a time. Avoid rolling out and placing the weight on the top of the head. Ensure arms are in the
correct position before attempting to put the knees on top. Students should centre the body
weight over the base of support. Once in position, keep body tight.
Headstand
• From tripod position, keep knees bent with all weight on hands and forehead, keep feet together,
slowly raise knees and extend legs, hold for several seconds. Be careful not to put the weight of
the body towards the back of the head. Hands should be flat to help to take some of the pressure
off the forehead. The hands (arms) and forehead are the base of support, if the legs are too far
forward or back this balanced position is not possible.
• Headstand/tripod variations – legs parted side to side, front and back. Raising and lowering with
legs straight.
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• Students put together five different static positions to create a routine, making sure to incorporate
one or more of the new static balances.
• Encourage students to: a) hold each balance position for several seconds; b) change levels;
c) balance on a variety of body parts; d) make a smooth transition from one position to the next;
e) keep tight and controlled balances.
• Put it together with the music.
• Choose some students to show the rest of the class.
B) Cool-Down/Wrap-Up
• I Know My Poses. Students are scattered around the gymnasium. Call out the name of a static
balance and all the students try to get into that position as fast as they can without wobbling.
Select students to call out other balances.
• Encourage students to breathe deeply and emphasize body control.
• Introduce and explain the “Safe Activity” self-assessment tool. The students put their name on the
top and the date beside the box that best describes their performance that day. This sheet can be
used over and over.
Extension
• Students try to mirror another partner’s routine. Students perform one of the routines together or
they could combine the best static balances of both routines.
Notes to Teacher
• Make sure students have enough space for an attempt.
• Talk about safety (comfort level).
• The students should not attempt more difficult balances until they can perform the easy ones.
• Make sure that students are following all the safety rules and listening to the instructions to avoid
any injuries.
• Review with the students the criteria for good static balances.
• Physical Education skills are taught in a proper progression.
Appendices
Grade 3 Appendix J-1: Movement Skills Recording Chart
Grade 3 Appendix O-6: Safe Activity (Self-Assessment Tool)
Unit 12 Appendix B:
Advanced Balance Positions
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Balance
Sub-Task #3
Challenge Circuit
Facility
Materials
Mats
Benches
Chairs
Circuit cards with specific challenges
12
Description
Students practise a variety of balance challenges around the gymnasium individually and in groups.
Expectation Code
3p24
3p18
while performing a change in direction and level)
3p37
Demonstrate respect for the abilities and feelings of others in
the group (e.g., accepting everyone into the group)
Formative/Ongoing
• Teacher assessment of students’ behaviour related to demonstrating respect for the feelings and
abilities of others using the social skills rubric (Grade 3 Appendix H)
• Peer assessment of balancing skills using a teacher-developed checklist. Use indicators from
lesson in combination with blank movement skills rubric (Grade 3 Appendix J-2).
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A) Warm-Up
Zoo
• Students travel around the gymnasium like their favorite animal at the zoo. Designate a few
students as the zookeepers. When the zookeepers tag animals, they must come to the side and
pose like their animal. When there are six animals on the side, they may all return to the game.
Rotate the zookeepers.
• Incorporate any available gymnastic equipment (e.g., benches, trestles, box horse, climber)
to use in the lesson. Review the safety procedures for the specific pieces that are being used.
• Students practise moving along the benches in a variety of ways and at different levels, e.g.,
forward, backward, sideways, on tiptoe, etc. Remind the students of the proper procedure for
balancing while moving: 1) maintain tight body position; 2) eyes looking ahead focused on a
stationary object while glancing down periodically; 3) arms out to the sides for balance; and
4) while walking, use the foot to actually touch the side of the beam or bench to help find the
foot placement.
• Students move around the gymnasium travelling from floor, to bench, to chair, to floor, etc.
• Students move around the gymnasium performing a variety of static balances all around the
gymnasium. They perform two balances on each piece of equipment.
• Students move around the gymnasium changing their direction, speed and level. On the signal,
they perform three static balances on the closest piece of equipment.
Challenge circuit
• Set up six stations that incorporate a variety of equipment. Students choose a partner they can
assess with the checklist created by the teacher with the indicators. See Unit 12 Appendix C for
circuit cards.
Station #1 Mats
• Students perform a Bunny Hop, Tip-Up, Tripod, Headstand and Headstand variations. Encourage
students to try a challenging pose. Challenge students to use one or two in a sequence.
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Station #2 Bench
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• Students move along the bench forward, backward, sideways, balancing a beanbag. Students
make their own variations.
Station #3 Bench
(narrow side up)
• Students move along the bench in a variety of ways, as in Station #2.
Station #4 Mats
• Students perform all the static balances they know. They move from balance to balance every five
seconds and make a routine with a partner using five different balances.
Station #5 Bench
• Students perform static balances on the benches. Students use four static positions to create a
routine alone and with a partner.
Station #6 Bench and Mats
• Students create a routine using movement along a bench and static balances both on and off the
bench.
• Partners take a few moments to talk about the peer assessment, what they saw and areas for
improvement.
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Group Alphabet
• In groups, the students make the shapes of letters in the alphabet using their bodies. The teacher
calls out a letter and students work in their groups to make the shape. Repeat several times.
Encourage students to stretch into the shapes as they slowly cool down.
Extension
• Students create their own challenges at each station.
Notes to Teacher
• Explain the safety guidelines clearly at the beginning of the circuit.
• Review proper positions for the tip-up and other balances.
• Set up the equipment for the circuit ahead of time (before class or during warm-up).
• Other pieces of equipment could be incorporated into the circuit (e.g., climber, beam, box
horse).
• Make students aware of the importance of assuming some responsibility for their own safety.
Appendices
Grade 3 Appendix J-2: Blank Movement Skills Rubric
Unit 6 Appendix A:
Unit 12 Appendix B: Advanced Balance Positions
Unit 12 Appendix C: Partner Challenge Circuit
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Balance
Sub-Task #4
Static Balance Routines
Facility
Materials
Mats
Benches
Chairs
12
Description
Students perform various static balances using a variety of different body parts, with and without
equipment, in a routine, alone and with groups.
Expectation Code
3p24
3p29
Follow safety procedures related to physical equipment and
facilities
Formative/Ongoing
• Teacher assessment of attention to safety procedures using the safety rubric (Grade 3 Appendix I).
from lesson in combination with blank movement skills recording chart (Grade 3 Appendix J–1).
A) Warm-Up
Line-Bridge Tag
• A combination of two tag games. Choose several students to be “It.” All the students travel on the
lines around the gymnasium. If students are tagged they must make a bridge with their body on
the line. Students can get back into the game is if a non-tagged player goes under them. Rotate
the “Its” frequently. When “Its” change, all students who are frozen are free.
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• Review important steps in balancing in a static position before starting the lesson.
• Students move around, on top and over the equipment to the music, changing the speed,
direction and level of the movement each time.
• On the signal the students:
– Find spaces on a mat and perform a tip-up or a tripod balance. Review the proper steps
(See sub-task #4)
– Find space on a chair or bench and perform a static balance of choice.
– Find a partner and perform a static partner balance.
– Find a piece of equipment and perform a balance using only the number of body parts the
teacher calls.
– Find a spot on the floor and perform a static balance, change the position every time the
teacher signals.
Balance routine
• Students create a routine using all the previous balance experiences. See Unit 12 Appendix D to
post on the wall.
• Criteria:
– Do five static balance positions on and off equipment.
– Use a variety of body parts for balancing (try to incorporate one of the more challenging
positions (e.g., tripod).
– Change level of balances (high, middle, low).
– Hold static balances for three to five seconds.
– Tight body positions.
• Teacher chooses some students to show the rest of the class. Have three or four students go at
one time and give anyone who wants to demonstrate the opportunity to do so.
Grab Bag
• Put the name of the static balance positions in a bag. Pull out a name and call it out. The students
perform the statics as they are called. Students hold positions for varying lengths of time as they
wait for the next static to be called.
Extension
• Balance routine created and performed with a group or a partner, same criteria as above.
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Notes to Teacher
• Other equipment can be used in a routine (e.g., climber, box horse, or beam). Incorporate as
many different pieces as possible in the lessons to give the students the opportunity to use them,
practise balancing in different ways and feel comfortable with different balances. Teachers must
be aware of the Ontario Elementary Curricular Safety Guidelines or their own boards’ policy
when using any piece of equipment.
• Remind students to keep a tight body position and focus on one spot while balancing.
Appendices
Unit 12 Appendix D: Grade 3 Balance Routine
Unit 12 Appendix E: Partner Balances
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Traditional Static Balances
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Advanced Balance Positions
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Partner Challenge Circuit
Cut cards, expand and post on wall for circuit. (Sub-task #3)
Station #1 Mats
Station #2 Bench
Station #3 Bench
Station #4 Mats
Station #5 Bench
Station #6 Bench &
Mats
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Grade 3 Balance Routine
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Partner Balances
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OVERVIEW
Jumping and Landing
Duration
4 Sub-Tasks
Description
Students explore movement through activities that involve jumping (stability skills) with and
without equipment.
Sub-Task Title
Expectation Code
1. Over Low Objects
3p23, 3p29
2. Vertical Jump
3p23, 3p37
3. Benches
3p23, 3p18, 3p29
4. Jumping, Landing, Rolling
3p23, 3p37
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included are:
Formative/Ongoing
• Teacher assessment of jumping and landing skills using a movement skills recording chart.
Use indicators from lesson in combination with blank movement skills recording chart.
• Teacher assessment of students’ behaviour related to cooperating and respecting others using
the social skills rubric in conjunction with an anecdotal observational recording chart.
• Teacher assessment of jumping skills using a movement skills recording chart. Use indicators
from lesson in combination with blank movement skills recording chart.
• Self-assessment of “response to others” by moving to different designated areas of the
gymnasium to rate self.
• Peer assessment of jumping and landing skills using a teacher developed checklist. Use
indicators from lesson in combination with blank movement skills checklist.
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• Students must have knowledge of classroom routines (e.g., signals).
• Students must be able to move safely in the gymnasium (body and space awareness).
• Students should be able to assist in the safe movement of equipment.
• Students should be able to jump and land safely using take-off combinations of one or two feet.
• Students should be able to balance on a variety of body parts, on and off equipment, while stationary and moving.
• Students should be able to transfer body weight in a variety of ways.
Notes to Teacher
• Owing the nature of the Movement Exploration unit, classroom routines must be firmly established prior to teaching the unit.
• This unit has been written using a minimum of equipment (e.g., mats, benches). Teachers are
encouraged to use other available pieces of large equipment to extend and enhance their lessons.
Such equipment might include agility boxes, box horses, balance beams, climbers.
• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p.60) for jumping rubric.
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Jumping and Landing
Sub-Task #1
Over Low Objects
Facility
Materials
Mats
Chalk
Pylons
Long ropes or elastics
Description
13
Students practise jumping for distance over mats and other low objects.
Expectation Code
3p29
3p23
Jump for distance or height over low objects
Formative/Ongoing
• Teacher assessment of jumping and landing skills using a movement skills recording chart. Use
indicators from lesson in combination with blank movement skills recording chart (Grade 3
Appendix J-1).
A) Warm-Up
• Set up mats around the room.
• Discuss how to move equipment safely into place (e.g., bending knees to pick up, watching for
obstacles in the way, adequate distance between equipment, and cooperating with others).
• Students walk throughout the room and jump over each mat they come to.
• Stress looking before jumping.
• Make sure that students jump into open spaces.
• Repeat the above while skipping, galloping and jogging.
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Students:
• Move to a mat and stand beside it.
• Jump beside the mat.
• Land softly, bending at the knees, in control (“Toes, heels, knees, freeze”).
• Jump across the mat (use arms to reach forward).
• Compare jumping across the mat without using arms to using arms for distance.
Students:
• Work in pairs or in a small group (depending on number of mats available).
• Mark their own body length on a mat with a piece of chalk.
• Attempt to jump their own body length.
• Place two pylons on either side of the mat. A rope or elastic is suspended between them and at
a low level. Students will practise jumping over the rope or elastic.
• Attempt to jump their body length over the rope or elastic.
• Try again and attempt to improve the distance jumped
Cooperative Long Jump
• Students work in groups of three or four.
• One student jumps forward with a two-foot take-off (standing long jump). Mark the landing spot.
• The second student takes off from that mark and jumps forward. Mark that landing.
• The third student takes off from that mark, and so on.
• Make note of the total distance that the group jumped.
• Repeat, trying to improve the distance.
Giant Steps
• Students continue to work in their groups, cooperatively stepping as far as they can.
• Students stretch legs as they stretch and cool down.
• Teacher asks the students questions regarding safety practices, so students can assess their performance e.g., “Did you play safely?” “Did you use the equipment safely?” Students use a thumbs
up/thumbs down rating to answer questions.
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Extension
• Students attempt the skill application activities, but try to jump sideways this time.
• Students raise the rope or elastic to a higher level and then attempt to jump over it for distance.
Notes to Teacher
Jumping Indicators
• Encourage bent knees, arms forward for balance.
• Weight is forward on balls of feet.
13
• Pump arms a few times as knees bend prior to jumping.
• Landing should be controlled.
• Use arms to help balance the body on landing.
• Instruct students to push off with their toes when jumping and reach forwards with arms to help
gain more distance.
• Stress being able to jump one’s length instead of comparing actual distance jumped with one
another. A tape measure is not required.
• This is a good lead-up activity for track and field (standing long jump).
• Jumping and hopping can be stressful for bones and joints. Give students plenty of rest and
recovery time.
Appendices
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Jumping and Landing
Sub-Task #2
Vertical Jump
Facility
Materials
Chalk
Benches
Stable chairs
Paper
Long rope
Long “jumpsies” elastic
Description
Students will practise jumping for height in a variety of activities.
Expectation Code
3p23
3p37
(e.g., accepting everyone into the group)
Formative/Ongoing
• Teacher assessment of jumping and landing skills using a movement skills recording chart. Use
Appendix J-1).
• Self assessment of “response to others” by moving to different designated areas of the gymnasium
A) Warm-Up
• Students walk around the gymnasium and jump up towards the basketball net(s) as they
approach it.
• On a signal, direction is reversed.
• Repeat the above while skipping, galloping and jogging.
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Vertical Jump
13
• Students stand against a wall reaching above them with an outstretched arm.
• Mark the wall with chalk or tape at the highest point of their reach.
• Students jump from a medium crouched position and touch the wall with a piece of chalk at the
highest point of their extension.
• Measure the distance between the two chalk marks. This is their vertical jump result.
• Attempt several tries to better the distance.
• Discuss various ways that students could improve results (e.g., use arms more, crouch lower, etc.)
• Reinforce that it is not important how high one jumps; rather, it is the distance between their
extended standing reach and their jumping extended reach.
Hit It
• Working in small groups, one student stands on a stable chair or bench holding a piece of paper
extended to the side and up.
• One at a time, students take a few running steps, jump up and attempt to touch the piece of paper.
• The chair should not be in the path of the jumper.
• Stress jumping up not forward in order to touch the paper.
• If successful, the paper is raised to a higher level; if not, then paper is lowered.
• Give students several attempts to touch the paper.
Helicopter
• In groups of three or four, one student takes a long rope (at least 3 metres long), crouches and
swings the rope along the ground while the other students jump over the rope as it passes.
• Students who hit the rope become the turner or switch the positions frequently.
• Students can try jumping over the rope with a two-foot take-off and then a one-foot take-off.
• Students can try to jog around the circle as they jump over the rope.
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Jump It
• Students form groups of three or four.
• Two students each hold the end of a long piece of elastic (like a “jumpsies” rope).
• They stand approximately 3 metres apart.
• Starting at ankle level the other students take a few running steps and attempt to jump over the elastic.
• The elastic is gradually raised higher (calf, knee).
• For safety reasons do not raise the elastic over 0.5 metres above floor.
Jumping Stick
• Students jump, keeping body stiff and springing on toes with small jumps and knees bent (like a
pogo stick).
• Encourage students to:
– Use arms out in front or at the side for balance.
– Try jumping in all directions (forward, backward, sideways).
– Try one last jump, freeze and then slowly “crumple” down to the ground.
– Jump slowly with small jumps as they cool down.
gymnasium levels 1, 2, 3, and 4. Explain the four levels using the social skills rubric, e.g., 1 – I
need reminders to speak kindly and listen to others, 2 – I sometimes speak kindly and listen to
others, 3 –I speak kindly and listen to others, 4 – I always speak kindly and listen to others.
Direct the students to stand in the area of the gymnasium that corresponds to the level they feel
they are at today.
Extension
• Working in groups with a “jumpsies” elastic rope, students create a routine of jumping back and
forth over the rope.
• Double the elastic rope and students jump in between the two ropes and out again, creating a
routine. (e.g., inside, outside, legs apart, etc.).
Notes to Teacher
• Stress the importance of using arms upward and forward for height. Use toes to push off and up.
• Give students plenty of “recovery” time between jumps. Depending upon the surface, jumping
can be stressful for bones and joints.
• Tell students that these activities lead up to sport skills used in volleyball (jumping up to spike a
ball) and Track and Field (long jump, high jump, hurdles).
Appendices
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Jumping and Landing
Sub-Task #3
Benches
Facility
Materials
Beanbags
Benches
Description
Students practise jumping on and off benches in a variety of directions.
13
Expectation Code
3p23
3p18
Combine various locomotion /travelling movements with
3p29
Formative/Ongoing
• Peer assessment of jumping and landing skills using a teacher developed checklist. Use
indicators from lesson in combination with blank movement skills checklist (Grade 3
Appendix O–10).
A) Warm-Up
Spring Tag
• Students balance a beanbag on their head and walk around the gymnasium. If the beanbag falls
off, they pick it up and continue.
• Identify two taggers. If tagged, students help the tagger.
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• Students each place a beanbag between knees and travel is by jumping only. One student who is
“It” attempts to tag the others.
• Once tagged, the student then helps the original “It” to tag others.
• Move benches into spaces around the gymnasium.
• Review how to move equipment safely into place (e.g., bending knees to pick up, watching for
obstacles in the way, adequate distance between equipment, and cooperating with others).
• Students make sure that all landing areas are a safe distance away from walls and equipment.
• Working in small groups per bench, students:
– Try different ways of jumping off a bench – forward, backward, sideways, landing with
control.
– Try jumping from the floor onto the bench – forward, backward, sideways, carefully
strive for more height and distance as they practise.
• As they jump off the bench, students will:
– Land inside a hoop and jump quickly out of it, landing with control.
– Land inside a hoop, jump out of it and into a second hoop and quickly out of it, landing with
control (distance between hoops may be widened for further challenges).
– Land facing different directions.
– Strive for height or distance as they practise.
• Working in the bench group, make a jumping and landing sequence that demonstrates all three
directions and has a beginning and ending position.
• The sequence can be mirrored or shadowed with others in the group.
• Demonstrate it to other groups.
• Observers identify the directions used in the jumps.
• Students assess each other using the Jumping and Landing Skills Checklist. Create a checklist
using indicators from the lesson. Students provide each other with feedback.
• In pairs, one partner curls up and the other “leap frogs” over a few times.
• Join with another group and play the same game.
• Remind students not to leap over others until they are well positioned and to watch for obstacles
(including hands and toes) before leaping.
• Students work in small groups to stretch their muscles used in this lesson. (See Grade 3
Appendix A)
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Extension
• Make a body shape (small, tall, wide, twisted) while in flight off of the bench.
• Land with feet together.
• Add a roll after the landing.
• Demonstrate to rest of group or class.
Notes to Teacher
• Stress the importance of safety and control when jumping off the bench. Teach “toes, heels,
knees, freeze” phrase as a self-check procedure.
• When attempting any backward move, check behind carefully before jumping.
• Benches must not move when students jump from them. Other students should sit on the bench
to stabilize it.
• Refer to Transfer of Weight and Balance units for technique progressions and further challenges
and activities.
Appendices
Grade 3 Appendix A:
Safe Stretching
Grade 3 Appendix I:
Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 3 Appendix N:
Grade 3 Appendix O-10: Blank Movement Skills Checklist
Unit 6 Appendix A:
Locomotor Checklist
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Jumping and Landing
Sub-Task #4
Jumping, Landing, Rolling
Facility
Materials
Benches
Mats (other apparatus if available – balance beams, agility boxes, planks and trestles)
Description
Students will practise safe jumping, landing and rolling while changing direction and shape.
Expectation Code
3p23
3p37
Demonstrate respect for the abilities of others (e.g., accepting
everyone into the group)
Summative
• Teacher assessment of jumping skills using a movement skills recording chart. Use indicators
from lesson in combination with blank movement skills recording chart (Grade 3 Appendix J-1).
Formative/Ongoing
• Teacher assessment of students’ behaviour related to cooperating and respecting others using the
social skills rubric (Grade 3 Appendix H) in conjunction with an anecdotal observational recording chart (Grade 3 Appendix N).
A) Warm-Up
• Set up mats and benches around the room.
• Review how to move equipment safely into place (e.g., bending knees to pick up, watching
for obstacles in the way, adequate distance between equipment, and cooperating with others).
• Students travel through the room and jump over mats and benches as they come to them.
• Remind students to:
– Use arms for greater height.
– Keep their heads up, eyes open.
– Jump across the equipment only if the space is open.
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13
• The class will be working on this activity as the teacher observes one small group of students at a
time for “jumping for distance.”
• Working in groups of four, students will:
– Jump and land from the bench (land with good control, knees bent).
– Jump, make a shape before landing (e.g., small, tall, wide, twisted).
– Roll across the mat after landing (think of the four shapes while rolling).
– Change direction each time they jump, land and roll (forwards, sideways).
• Working with the teacher, students mark off their length on a mat.
• A long elastic is held across the width of the mat by holding it or tying it on two pylons (approx.
10-15 cm above the ground).
• Students practise jumping over the elastic and landing on the mat.
• They attempt to jump their own length.
• Teacher records observations on Movement Skill Recording Chart.
• The class will be working on this activity as the teacher continues to observe one small group of
students at a time for “jumping for distance.”
• Students will:
– Create a sequence that includes travelling along the bench, jumping, landing and rolling with
a change of direction.
– Include a definite starting and finishing position.
– Demonstrate to others in their group.
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Rocking Chair
• Students sit on mats, bring knees to chest, and hug knees.
• Gently lean back onto lower back and attempt to rock back and forth.
• Bring one knee to chest and cross over opposite straight leg and hold. Repeat on other side.
Extension
• Work with a partner to create a matching sequence that demonstrates jumping, landing and
rolling with a change in direction.
• Include a definite starting and finishing position.
Notes to Teacher
• If benches move when students are jumping from them, have other students sit on the bench to
stabilize it.
• Review controlled landings (“toes, heels, knees, freeze”).
• Look for a variety of jumps, body shapes and landings.
• Refer to Transfer of Weight unit for rolling technique and progressions.
• Refer to Balance unit for additional challenges and activities.
• This assessment may require more than one class period to complete.
Appendices
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14
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OVERVIEW
Transfer of Weight
Duration
4 Sub-Tasks
Description
Students will explore movement through activities that involve transfer of weight with and without
equipment.
Sub-Task Title
Expectation Code
1. Travelling in Space
3p18, 3p25, 3p29
2. Different Levels
3p18, 3p25
3. Rolling in Different Shapes
3p25, 3p29
4. Build Your Own Skill Circuit
3p25, 3p37
4
included are:
• Teacher assessment of transfer of weight skills using a movement skills recording chart. Use
indicators from lesson in combination with blank movement skills recording chart.
• Peer assessment of transfer of weight skills using a teacher developed checklist. Use indicators
from lesson in combination with blank movement skills checklist.
• Peer assessment of listening skills using the “I Listen” Self Assessment Tool.
Safety Guidelines or their school board’s safety policy. Please see overview page on safety, and
detailed information in safety guidelines.
• Knowledge of classroom routines (e.g., signals).
• Move safely in the gymnasium (body and space awareness).
• Move equipment safely into place.
• Travel and change from one kind of locomotion to another.
• Travel in a variety of ways using different pathways and directions.
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• Balance on a variety of body parts, on and off equipment.
• Transfer body weight over low equipment in a variety of ways.
Notes to Teacher
• There are other on-going expectations throughout the Transfer of Weight unit. These can be
assessed at any time during the course of the unit. These include 3p19, 3p29.
• Owing to the nature of the Transfer of Weight unit, classroom routines must be firmly established
prior to teaching the unit.
• Even schools with little equipment will be able to follow these lesson plans. Schools that do have
the equipment can introduce the pieces and incorporate the basic ideas. Be sure to introduce
each piece of equipment and outline the safety rules for it.
• Rolls and other skills must be taught in the proper progressions.
• Make sure that equipment meets the safety standards for your school board.
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Transfer of Weight
Sub-Task #1
Travelling in Space
Facility
Gymnasium or General Purpose Room
Materials
Chairs
Bean bags
Ropes
Hoops
One bench for every four or five students
Chart with space word vocabulary (over, under, around, along)
Description
Students transfer weight in a travelling sequence including at least two space words (under, over,
through, around).
Expectation Code
3p18
3p25
Move their bodies in various ways (e.g., over, under, through
and around equipment)
3p29
Formative/Ongoing
• Teacher diagnostic assessment of transfer of weight skills using a movement skills recording
chart. Use indicators from lesson in combination with blank movement skills recording chart
(Grade 3 Appendix J-1).
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A) Warm-Up
• Remind students of the important safety expectations for this unit. Review the guidelines for the
all the equipment and the facilities.
• Students balance a beanbag on one part of body and travel through the gymnasium without
allowing it to fall. On the signal, the students freeze with the beanbag still balanced.
• After each freeze, the students must change the type of movement and the part of the body on
which they are balancing the beanbag.
• Set up several pieces of equipment around the room, e.g. benches, chairs, hoops, ropes.
(Incorporate more equipment e.g., box horse, or climber if available.)
• The students move through the gymnasium demonstrating different ways of travelling along,
under and around equipment. On a signal, the students freeze and listen for the next set of
instructions
• Indicate the type of movement (e.g. walking, skipping) and the method for travelling (e.g. along,
over, under, etc.) each time.
• Direct students to change the direction and level (high, medium, low) each time there is a signal.
• Students use their hands to travel under, over and along. They lead with a different part of the
body each time. The teacher can indicate the part of the body, or take suggestions from the class.
• Student will develop sequences that include:
– two different types of movement;
– two ways of travelling (on, under, over, etc);
– two pieces of equipment;
– two different levels (low, med., high);
– two different body parts that they must use to lead (e.g. hands, feet, bottom).
• Students work on the sequence alone and then show the finished product to a partner.
• The students try each other’s sequences.
• Choose a few people at a time to show their sequences to the rest of the class.
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• Tr ekking Through the Gymnasium.
Take the students through an imaginary trek using all the
equipment in the gymnasium. The trek could be anything from a jungle adventure to a mountain
climbing expedition. All that is needed is a good imagination and the equipment that is already
set up.
• Teacher asks the students questions regarding safety practices, so students can assess their performance e.g., “Did you play safely?” “Did you use the equipment safely?” Students use a
thumbs-up/thumbs-down rating to answer questions.
Extension
• Create a movement sequence with a partner. Follow the same criteria as in the application section.
Notes to Teacher
14
• Encourage students to use different pieces of equipment.
• Reinforce safe use of equipment.
Appendices
Unit 6 Appendix A:
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Transfer of Weight
Sub-Task #2
Different Levels
Facility
Materials
Hoops
Ropes
Benches
Mats
Description
Students transfer weight at different levels in different ways.
Expectation Code
3p18
3p25
Formative/Ongoing
• Peer assessment of transfer of weight skills using a teacher developed checklist. Use indicators
from lesson in combination with blank movement skills checklist (Grade 3 Appendix O-10).
A) Warm-Up
Maze Run
• Choose one student to be the leader. The leader travels through the gymnasium creating a pathway around the equipment that the rest of the students follow. Once the leader has gone around
the whole gymnasium, choose a new leader and continue.
• Students begin by moving slowly and can increase speed as they warm up.
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• The students work with a partner to give feedback on transfer of weight. Students encourage
each other to make smooth transitions, use a variety of body parts, use a variety of levels and use
a variety of equipment.
• In partners, the students discover ways of transfering body weight from feet to hands using a
hoop on the floor. The students place hands in hoop, move feet around outside of hoop, moving
feet over hoop, bunny jump across hoop. Students suggest other ways of moving to their partners.
• In groups of three, the students discover ways to transfer weight over and under a rope
e.g., donkey kick, front roll, crab walking).
• Choose some students to demonstrate their methods.
• Students try crab walking using floor and bench, then just the bench.
• Students move through a hoop while travelling on the bench.
14
Partner and Group Challenges with a Bench
• Partners simultaneously travel along a bench trying to pass each other while remaining balanced
and not falling off.
• Partners try passing each other at various levels, e.g., pass over, under, side by side, face to face,
spinning, crawling, slithering.
• Groups of three try passing each other while remaining balanced on the bench. Students should
end up in different positions on the bench from where they started.
• Groups of three or four try passing each other at various levels while remaining on the bench.
• The more people added the more difficult the task becomes.
• Move to music with a partner. When the music stops, the students join the designated body parts
(e.g., leg to leg), and hold a balance.
• The students will give their partners some feedback on balances.
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Extension
• Students transfer weight from one part of the body to another in order to travel under and over
partner.
• Transfer weight from feet to hands to feet while travelling over partner.
• Students transfer weight over partners who have their body in a wide/narrow/twisted/curled
shape.
Notes to Teacher
• When using the hoop on the bench, keep hoop moving continuously by stepping through, over,
around, across, spinning or twirling.
• Partner is on hands and knees with straight back during extension activity.
• The benches must be very sturdy for challenge activities (or any bench activity).
Appendices
Grade 3 Appendix N:
Grade 3 Appendix O-10: Blank Movement Skills Checklist
Unit 6 Appendix A:
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Transfer of Weight
Sub-Task #3
Rolling in Different Shapes
Facility
Materials
Hoops
Mats
Ropes
Bean bags
Description
Students transfer weight by rolling in different shapes in a sequence.
Expectation Code
3p25
3p29
Formative/Ongoing
• Self assessment of attention to safety procedures using a Safe Activity Self Assessment tool
• Teacher assessment of transfer of weight skills using a movement skills recording chart. Use
Appendix J-1).
A) Warm-Up
• Students work with a partner. One partner follows the other through the gymnasium space, and
around the mats. On the signal to stop, the students focus on bending their knees so they are
able to stop quickly. The partners switch roles and change the way they are moving at each
signal. Repeat several times.
• Review the safety rules for rolling and using mats. Students must make sure the mat space is
clear before they start to roll.
• Review the rolls learned in Grade 2.
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Log Roll
• Arms stretch out above head, body straight and tight, turn with entire body.
Egg Roll
• Lying on mat in ball position.
• Hug knees.
• Roll in a sideways direction, over knees, to shoulders/side, to back, to shoulders/side, etc.
Front Roll
•
•
•
•
•
•
•
•
•
Start in a squat (tucked) position, feet together.
Fingers point forward, arms out.
Tuck chin to chest, between arms.
Reach forward.
Lift hips straightening legs.
Bend arms to roll onto shoulders.
Stay tucked all the way through.
Reach forward, arms do not push off the mat. (“Reach for the prize.”)
Stand up, feet together and body tight.
• Students review and practise these rolls.
• Students try variations of these rolls, e.g., straddle front roll (start and end in a straddle position,
or start in a straddle and end in a tucked position, front roll jump up at the end, front roll to
straddle sit, forward roll end in a pike, etc.
• Students practise rolls with equipment e.g., hoop, rope, incline mat, etc.
Students experiment with different ways of doing front rolls:
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• Students develop a rolling sequence on their own using equipment. The sequence should
include:
– Three different kinds of rolls.
– A starting and an end balance position.
– One piece of equipment (hoop, rope, beanbag etc.).
– A change of direction.
– Two different ways of travelling (over, under, through).
– Smooth transitions.
– Tight, controlled body position.
• The students show their sequences to their partner.
• Choose some students to perform their sequence for the class.
• Group Roll. Four mats are set up next to each other approximately 2 metres apart. Students
should set up in group of four with a mat. On the count of three, all four students perform a
front roll. The object of this activity is for the students to roll on their individual mats at the exact
same time as the other members of the group.
• Students work with their group of four to stretch slowly and cool down. See Grade 3 Appendix A.
• Discuss the “Safe Activity” Self-Assessment and the levels. The students put their names on the top
and the date in the box that best describes how they performed that day. Collect the sheets and
reuse them at another time.
Extension
• The students create a rolling sequence in a group of three. The students use the same elements
as above in the Skill Application section.
Notes to Teacher
• Tell students to keep their chin tucked in when rolling.
• Encourage students to link their rolling sequence smoothly by following through and finishing off
each roll (smooth transitions).
• Reinforce mat safety.
Appendices
Grade 3 Appendix O–6: Safe Activity (Self-Assessment Tool)
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Transfer of Weight
Sub-Task #4
Build Your Own Challenge
Skill Circuit
Facility
Materials
Mats
Benches
Hoops
Ropes
Bean Bags
Description
Students work in small groups to build a transfer of weight challenge.
14
Expectation Code
3p25
3p37
Formative/Ongoing
• Teacher assessment of transfer of weight skills using a movement skills recording chart.
Use indicators from lesson in combination with blank movement skills recording chart
(Grade 3 Appendix J–1).
• Peer assessment of listening skills using the “I Listen” Self-Assessment Tool (Grade 3
Appendix O–5).
A) Warm-Up
• Place equipment (benches, hoops, ropes, beanbags) around gymnasium.
• Students move around the gymnasium in a variety of different ways. On a signal, the students
move to the closest piece of equipment and perform the transfer of weight activity indicated.
They change the type of movement, direction and level each time.
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• Divide students into six different groups. Each group is given a piece of equipment to work with,
e.g., a) a rope and mats b) hoops and mats c) benches d) beanbags and mats e) just mats
f) chairs. The students work together to discover ways to transfer weight over, around, under,
and through the pieces of equipment they were given.
• The students pick the best challenges from their exploration time and present them to the class.
Before the students choose their challenges they must answer the questions: 1) Is it safe? 2) Does
it involve a transfer of weight using the equipment? 3) Does it involve a transfer of weight over,
under, around, or through the equipment?
• Each group will present their challenges one by one to the class.
• Remind students to work together and listen to each other’s ideas.
Transfer of Weight Circuit
• Set up circuit with six stations, using all the challenges that the students created. The groups will
move from station to station trying to perform the challenges that were created by their classmates.
• The students will stay together in their group and remain at each station until the signal to switch
(every two to four minutes).
• Students walk like Raggedy Ann and Andy. Eventually the students crumple their bodies to the
floor and pretend to go to sleep. They wake up slowly stretch every part of the body and get ready
to leave.
• Discuss the “I Listen” peer assessment and the four levels. The students put the name of the student they are assessing on the top of the sheet. The students put the date with their own initials
on the step of the ladder that best describes how they felt about their partner’s performance that
day. Collect these sheets and reuse them at another time.
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Extension
• Repeat the circuit with the students creating their own challenges at each station. Students
should work together on the challenges.
Notes to Teacher
• Equipment must be ready and the set-up areas established.
• Reinforce the safety aspect of the challenges.
• Encourage students to work together in a positive way.
• Students should choose partners at the beginning of the class so they can watch and give feedback to their partner.
Appendices
14
Grade 3 Appendix O-5: I Listen (Peer Assessment Tool)
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414
Movement Exploration – Rhythm and Movement
Grade 3 Section
1/12/01
UNIT
15
11:07 AM
Page 415
OVERVIEW
Rhythm and Movement
Duration
12 Sub-Tasks
Description
Students will explore basic whole body movements experimenting with space, energy, levels,
quality of movement, direction and relationships with and without equipment. Students will also
practise responding to signals and following directions as they are introduced to basic steps used
in folk dance and line dance. The dances taught are a variety of scattered line dances, partner
dances and square dances.
Sub-Task Title
Expectation Code
1. Exploring Pathways
3p30, 3p37
2. Body Shapes and Directions
3p18, 3p39, 3p30
3. Energy and Levels
3p18, 3p37
4. Balance and Move
3p19, 3p24
5. Poetry and Dance
3p18, 3p37
6. Creative Dance Stations
3p18, 3p24, 3p37
7. Simple Mixer, Popping High
3p30, 3p39
8. Serious Stompin’, La Bastringue
3p19, 3p30, 3p37
9. Angus Reel
3p18, 3p39
10. Sicilian Circle
3p30, 3p37
11. Novelty Dances: Cotton-Eyed Joe
3p18, 3p39
12. Elvira
3p37, 3p39
15
• A variety of assessment methods may be used in this unit. Some assignment strategies and tools
included are:
Formative/Ongoing
• Teacher assessment of vigorous participation using the participation rubric.
• Teacher assessment of locomotion and travelling skills using an anecdotal observation recording
chart and locomotor checklist.
• Teacher assessment of communication and social skills using anecdotal observation recording
chart and social skills rubric.
• Student self-assessment of group work using “Response to Others” self-assessment chart.
• Student self-assessment of vigorous participation using participation target.
• Peer assessment of balancing skills using peer feedback in discussion.
• Student self-assessment of positive communication using pyramid assessment tool.
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• Students will be comfortable working with partners in a cooperative manner.
• Students will respect the feelings of other people.
• Students will communicate positively with peers.
• Student will know how to express emotion through movement.
• Students will know the safety procedures in the gymnasium and with equipment
Notes to Teacher
Safety Guidelines or their Board’s safety policy. Please see overview page on Safety, and detailed
information in the Ontario Elementary Safety Guidelines.
• Prepare self-assessment tools to post on wall.
• Many dance steps are introduced in this unit. Grade 3 students are expected to travel in a variety
of pathways, directions and levels with and without equipment and to work cooperatively and
communicate with others. Additional concepts are introduced to help students build movement
skills.
• Dance is an excellent movement activity to include students with modified programs.
Tips for teaching Dance
• Allow students to experiment, without worrying about right and left.
• Use verbal cues, speaking on the beat of the music.
• Teach dances in chunks, introducing one part at a time, “Watch then join.”
• Practise the dance using “half time” – giving each action a double count.
• Keep explanations brief – give students time to practise.
• Assist students in selecting partners so students work with different people.
• Give students opportunities to practise listening to the music and counting the beats.
• Try traditional dances to novelty music. Encourage students to help with music selection.
Use a variety of music for classes. Sources for music include:
1. Asking students for suggestions
2. Music Teachers, musicians
3. Libraries
4. Retail Music Outlets
6. Music Videos
7. Local Dance Schools, choreographers, dance teachers.
8. Internet music sites
9. Books on music and composers
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OVERVIEW
Types of Music include:
– Music from shows – TV and stage performances (e.g., Science Fiction, Musicals - Cats, Rent,
Phantom of the Opera, Movie Themes - Star Wars, Star Trek,
X-Files, Disney classics - Lion King, Cinderella)
– Children’s Music (e.g., Raffi, Sharon, Lois and Bram, Fred Penner)
– Children’s Popular Music (e.g., Rock, New Age, Novelty, Hits of the Year CDs)
– Folk and Ethnic Music
– Electronic and Synthesized Music (e.g., Tomita, Tangerine Dream, Jean Michel Jarre)
– Classical and Symphonic Music (e.g., William Tell Overture, Peter and the Wolf, Grand Canyon
Suite, Carnival of the Animals)
– 20th Century and New Age Music (e.g., Steve Reich, Vangelis, Yanni, Philip Glass)
Resources
Basic Skills Series: Creative Dance
, Canadian Association for Health, Physical Education,
Recreation and Dance, Gloucester, 1988.
Folk and novelty music is available from:
• Can-Ed Media , 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: 416-445-3900,
Fax: 416-445-9976
• Jack Grunsky Productions
Tel./Fax 416-928-9375
, 383 Wellesley Street East, Toronto, Ontario, M4X 1H5,
Appendices
Unit 15 Appendix A: Action Word Cards
Unit 15 Appendix B: Creative Dance Cards
Unit 15 Appendix C: Elements of Dance
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Rhythm and Movement
Sub-Task #1
Exploring Pathways
Facility
Gymnasium, foyer, hallway
Materials
Tape/CD player
Variety of music
Sticky notes
Description
Students move vigorously to music while exploring moving on different pathways, with different
body shapes, with twirls and with swings.
Expectation Code
3p30
games, outdoor pursuits)
3p37
Formative/Ongoing
• Teacher assessment of vigorous participation using the participation rubric (Grade 3
Appendix G).
• Student self-assessment of group work using “Response to Others” self-assessment chart
A) Warm-Up
• Students explore moving in different ways as they move around the gymnasium.
• Encourage students to be creative and to use all the spaces.
• Challenge students to move in specific ways. Ask students “Can you
– Take a trip across the gymnasium and back, using bends, stretches, twists, skipping and
swings to being a plane and a car? (truck, jet, ocean liner, speedboat, submarine)?
– Come toward me using skipping and back up using arm swings?
– Stretch your body out as far as it will go while you are moving in a curved line?
– Bend all the joints in your body?
– Twist as though you were a lid on a jar?
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– Swing your arms when you walk? March? Skip? Ask students how the swing is different for
each.
– Walk and bend at the waist gradually?
– Skip and stretch at the same time?
• Let students know that they will be assessing their group work today. Ask students what working
well with others looks like and sounds like (e.g., will be partners with anyone, encourages
peers, taking turns)
Travelling
• Students demonstrate whole body actions such as walk, run, jump, slide, stop, leap, gallop and
turn.
Shapes
• Students illustrate stretch and bend action words such as flexing, extending, reaching, growing,
expanding, shrinking, shortening, lengthening, widening, straightening.
Twists
• Students explore with twist and turn action words such as spiral, revolve, whirl, spin, whip, twirl,
wring and pivot. Students make a dance with a partner that has a seat-spin, a twist and a skip.
Swings
• Students explore swing action words such as sweep, drop, swoop, swish, suspend, hang, extend,
release. Students work in groups of four to perform three swing actions in sequential order.
Students pass the action from one person to the next like a wave.
Students explore by themselves and with a partner. With a partner, students create some matching
movements. Encourage students to work at different speeds and levels.
Deal a Dance
• Students use word cards (Unit 3 Appendix A) to create a sequence. In groups of three or four,
students select one card each from travelling, body shapes, twists and swings. Students use
action words to create a sequence. Encourage students to think about the connections between
the words, using different levels and speeds, and to think about their formation (e.g., line, circle,
together, apart).
• Allow students ten minutes to organize their routine, then students present their routine for the
class or in small groups.
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• Students pretend to be swings on a porch. Show how the swing rests, swings gently, swings high,
then slows back down again.
• Students stretch forward, up, down and back as they pretend to swing.
• Students will complete a “Response to Others” self-assessment. Post assessment tool on the wall
and have students place their name on a sticky note on the appropriate place on the chart.
Review examples of each level.
Extension
• With a partner, students make a ‘plant’ dance that has bending, stretching, twisting and turning.
Students tell the story of a plant seed and how it grows.
• Students create a ‘sun’ dance. Students explore the rising and sinking actions of the sun. Use
stretching and bending to show the suns rays, and twisting and turning to indicate the reaction
of humans and plants to its light. Remind students to use different paths and levels.
Notes to Teacher
• Use one pile of action cards at a time if it is too challenging for students.
• Students may select more than one card from each group if they need more of a challenge.
• Encourage students to swing arms and legs when attempting swing movements.
Appendices
Grade 3 Appendix O–4: Response to Others (Self-Assessment Chart)
Unit 15 Appendix A:
Action Word Cards
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Rhythm and Movement
Sub-Task #2
Body Shapes and Directions
Facility
Materials
Tape/CD player
Variety of music
Hoops
Description
Students explore moving in a variety of shapes and directions while using hoops. Students also
practise expressing different feelings and emotions using movement.
Expectation Code
3p18
3p39
3p30
Formative/Ongoing
chart (Grade 3 Appendix N) and locomotor checklist (Unit 6 Appendix A)
• Student self-assessment of vigorous participation using participation target (Grade 3 Appendix O–1)
A) Warm-Up
• Students warm up by moving like a variety of animals around the space. Remind the students to
move in their own space. Ask students: “Who can
– Move like a fish? A snake? An octopus? A spider?
– Make up an animal that moves at a low level?
– Move like a cat? A dog? A pony? A crab?
– Move like a human being going forward? Backward? Sideways?
– Move like a crab going round in circles? Backward? Forward? What part of the body moves
first with a crab?
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– Move with a partner and only use your head to tell him/her where you want to go?
– Move with a partner and only use your elbow to show them directions?
– Sit down like an ape?
• Inform students that they will be assessing their level of participation today. Ask students for
examples of excellent participation. What will you see? Hear? (E.g., always moving, sweating,
rosy cheeks, hot, positive comments, on task.)
• Review the actions from Sub-Task #1 (travelling, shapes, twists, swings). Pull a series of cards
and read them aloud. Students move in response to the action words.
• Students explore using shapes and gestures to express feelings. Ask students to make a shape that
express different feelings (e.g., joy, anger, happiness, fear, excitement, nervousness, confusion).
• Ask students to make the following shapes (curled up, twisted, wide, stretched and narrow) and
ask students what feelings those shapes remind them of.
• Students use hoops to add another dimension to their shapes.
• Using hoops, students continue to explore shapes and gestures while moving. Students work individually or with a partner to show an emotion or feeling using a hoop. Encourage students to
move around the space, use different pathways, twists and swings.
• Students work in small groups to show their sequence to another student. The other student tries
to guess the emotion or feeling that is being expressed.
• Students stretch and relax with their hoop. Students hold their hoop overhead, stretch it to the
side and to the front. Students step though the hoop and reach it to all sides.
• Students assess their level of participation using a participation target. Post the target on the wall.
Students post a sticky note with their name on it on the level they feel they deserved. Review with
student examples of participation at each level.
Extension
• With feeling/emotion sequence, students can create a sequence to express a series of feelings
• Create an ‘alien dance’: Students move as aliens from different worlds. Students create a dance
using the hoop as part of their body.
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Notes to Teacher
• Use the feelings/emotions activities to help students realize that feelings and emotions can be
expressed in many ways, not just with words and facial expressions
Appendices
Grade 3 Appendix N:
Grade 3 Appendix O–1:
Unit 6 Appendix A:
Unit 15 Appendix A:
Locomotor Checklist
Action Cards
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Rhythm and Movement
Sub-Task #3
Energy and Levels
Facility
Materials
Tape/CD player
Variety of music
Description
Students explore movement working at different levels and experimenting with different amounts of
energy and force of movement.
Expectation Code
3p18
3p37
Formative/Ongoing
chart (Grade 3 Appendix N) and locomotor checklist (Unit 6 Appendix A).
chart (Grade 3 Appendix N) and social skills rubric (Grade 3 Appendix H).
A) Warm-Up
• Students move in their own space.
• Call out “change level” and students continue moving, but at a different level.
• Call out “change direction” and students continue moving but in a different direction.
• Call out “change energy” and students continue moving but exhibit a different amount of energy
or force in their movements.
• Encourage students to try these additional challenges. Ask students: “Can you…
– Grip hard with your legs and feet to move to the black line and back?
– Keep gripping and try to make your feet and legs move slow and strong?
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Make your hands move strong and slow?
Move backwards in a light movement at a low level?
Move sideways at a medium level in a heavy way?
Do light, slow movements with your hands and feet?
Do fast, heavy movements with your hands?
Pat the floor lightly and quickly?
Make your feet go high with quick, light movements?
Make your hands go high with quick, light movements?
Move with a partner to show me heavy movements at all three levels?
• Review the use of body shape and directions to present feelings to an audience. Ask students to
show a silly movement with a twist, an excited movement in different directions, a nervous movement with a small body shape.
• Ask students how energy can be used to express feelings. Ask student what cartoon characters
give the feeling of strength and power. Students move like strong cartoon characters. On the
freeze signal, ask students what cartoon character they are representing.
• Students experiment with heavy and light movements with different body parts. Ask students to
show heavy and light movements with their arms, hands, legs and trunk. Ask students to try to
show a heavy looking movement without a heavy sound.
Heavy/Strong/Light/Soft
• Students use the words “heavy, strong, light and soft” to create a short sequence of four moves.
• Student may work alone or with a partner. They make up a sequence with actions that demonstrate these four words. Students may use their whole bodies or just one part (e.g., hands,
arms). Students join another group to show their routine. Students watching try to identify the
movements (e.g., “Were you showing soft – strong – heavy – light?”) Encourage students to
show a clear transition between movements.
• Give students time to practise and refine their sequences after working in groups. Select some
groups to show their sequence to the class.
• Students move slowly, pretending they are a particle at the outside edge of the earth’s protective
layer. They are being pulled by gravity. They float freely then get tugged a bit harder until they
become a particle on the earth. Students finish by lying down, stretching and relaxing their body
parts and breathing deeply.
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Extension
• Join your routine with a partner to make a building action. Show me how a skyscraper is built.
• Don’t forget the cranes and the material which must be lifted. Use the scarves in a linear way,
holding them taut to indicate straight lines. Include direction, bending and stretching, twisting
and turning and swinging in your construction.
• Construct a simple building sequence with four members in the group. Include sound effects and
use the scarves to add to the shape of the building.
Notes to Teacher
• The differences between the movements (e.g., heavy and strong) may be subtle. Encourage students to use different pathways or different levels to help distinguish between movements. Moving
with different forces and energy is challenging and is not assessed at this level. Encourage students to experiment and explore.
Appendices
Unit 6 Appendix A: Locomotor Checklist
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Rhythm and Movement
Sub-Task #4
Balance and Move
Facility
Materials
Tape/CD player
Variety of music
Cardboard tubes or lummi sticks
Description
Students explore combining balances with movement.
Expectation Code
3p19
opponents
3p24
levels (e.g., on and off gymnastics equipment, responding to
15
Formative/Ongoing
A) Warm-Up
• Students warm up by moving around the space using different body parts and levels. Remind
them to move in their own space. Ask students: “Who can…
– Make a light movement with two parts of their body at two levels?
– Balance using two parts of their body at a low level? medium level? high level?
– Quickly change a balance from one level to another?
– Begin slowly and end quickly to bend and twist like a plant growing?
– Suddenly jump up and land low?
– Make themselves as tiny as possible and then burst out to be as enormous as possible?
– Be a race car at the Indianapolis speedway starting at the starting flag?
– Use a low-level balance with a total of five extremities touching the floor?
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• Review the use of energy with movement. Ask students to show movements that are heavy, light,
strong and soft. Select several students to show each type of movement and encourage students to
show the movements in different ways. Let students practise.
• Review balances (Unit 12). Ask students to balance in several different ways using one body
part, two parts, three parts and four. Students work with a partner and create a series of balances. Ask them to create a short routine with five different balances each. They may use the
same balances or do complementary balances.
• Students incorporate movements with balances. Students begin in a shape, then move around the
space. Call out “freeze“ and students end in a shape. Add music. Students hold a balance for
eight counts, move for eight counts then hold a new balance for eight counts.
• With a partner, students make a routine to music that shows body parts supporting and leading,
two different speeds and two different directions. Students may pretend to be a machine that
starts up, runs and closes down. Encourage students to use balances to show the beginning and
end of the routine and to use smooth transitions between movements.
• Give students ten minutes to develop this movement routine.
• Students present their routine to the class.
• Students provide feedback for each other about balancing and moving. Encourage students to be
specific about what they like and what suggestions they are making to enhance the routine.
• Students perform a series of balances in slow motion. Play quiet music as students move from
balance to balance. Encourage students to hold body positions tight without moving while
continuing to breathe.
Extension
• Students work on balances and moving while counting. Students create routines that begin with
a balance, then contain a series of different movements with 8 counts each, and ending with a
balance. Encourage students to show a clear difference between each of the types of movement.
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Notes to Teacher
• Allow students to work on their own or in small groups. Encourage students to work with different students in different classes with students eventually working with everyone in the class.
Appendices
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Rhythm and Movement
Sub-Task #5
Poetry and Dance
Facility
Materials
Tape/CD player
Variety of music
Description
Students use poetry to travel in a variety of ways. All elements of dance will be employed as the
students create their dance.
Expectation Code
3p18
3p37
Formative/Ongoing
A) Warm-Up
• Students warm up pretending to be different objects and people as they move in space.
Encourage students to use all spaces in the gymnasium. On a signal, students freeze in a distinctive shape. Ask them what shape they are representing. Encourage students to try the following
actions:
– A backwards skip with a twist.
– A sideways swing with bend.
– A car that is swerving all over the road.
– A roller coast ride. Don’t forget levels and directions!
– A ride on a merry-go-round.
– A ride in a truck on a bump road.
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– A beetle that zigzags all over the place.
– A creature that can be as high as the sky and as low as a mouse.
• Let students know that they will be assessing their group work today. Remind students for what
working well with others looks like and sounds like (e.g., will be partners with anyone, encourages peers, taking turns).
• Read the poem “Danny O’Dare”, by Shel Silverstein. Students suggest the actions that could be
used for each of the lines. Explore ideas encouraging students to use different body actions,
changing pathways and directions and using energy, time and levels.
• Students spread out in scatter formation and do the actions suggested by the poem.
Danny O’Dar e
Danny O’Dare, the dancing bear,
Ran away from the County Fair,
Ran right up to my back stair
And thought he’d do some dancing there.
He started jumpin’ and skippin’ and kickin’,
He did a dance called the Funky Chicken,
He did the Polka, he did the Twist,
He bent himself into a pretzel like this.
He did the Dog and the Jitterbug,
He did the Jerk and the Bunny Hug.
He did the Waltz and the Boogaloo,
He did the Hokey-Pokey too.
He did the Bop and the Mashed Potata,
He did the Split and the See Ya Later.
And now he’s down upon one knee,
Bowin’ oh so charmingly,
And winkin’ and smilin’ – it’s easy to see
Danny O’Dare wants to dance with me.
15
• Students work in groups of three or four. They decide on the actions that they will use to interpret the poem. Teacher reads the poem out loud or posts the poem on the wall while students
are working so they become familiar with the poem.
• Students explore with equipment such as balls, scarves, hoops, ropes.
• One half of the class may perform their poem while the other half watches. Read the poem while
the students perform.
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• Students imagine that they are on a trapeze swinging over the audience. One of the strings lets go
and the student is swaying holding onto one rope. Finally the arm lets go and the artist falls to the
net below. Students relax and sway on the netting below. Students breathe deeply and stretch.
• Students complete a “Response to Others” self-assessment. Post assessment tool on the wall and
have students place their name on a sticky note on the appropriate place on the chart. Review
with students examples of each level.
Extension
• Give students a copy of a poem and let groups of two, three or four present their interpretation of
the movement, making it a creative dance. Other students read or recite the poem while the
group performs. Students could use “Shine, Shine, Shine” by Sheree Fitch.
Shine, Shine, Shine
One little firefly
In a jar
Lovely lonely
Fallen star
On little firefly
Flying free
Shining Star
In a galaxy
Notes to Teacher
• Use familiar poems that the students have read in class. Encourage students to memorize the
poems so half the class can recite the poem while the other half of the class moves to the words.
• Integrate this lesson with language expectations.
• “Danny O’Dare” can be found in Falling Up , by Shel Silverstein, Harper Collins Publishers,
1976.
• “Shine, Shine, Shine” can be found in If You Could Wear My Sneakers
Doubleday Canada Limited, 1997.
, by Sheree Fitch,
Appendices
Grade 3 Appendix H:
Grade 3 Appendix N:
Unit 6 Appendix A:
Response to Others (Self-Assessment Tool)
Locomotor Checklist
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Rhythm and Movement
Sub-Task #6
Creative Movement Stations
Facility
Materials
Tape/CD player
Variety of music
Activity Cards
Description
Students explore different dance elements at stations and create a sequence using skills from
stations.
Expectation Code
3p18
3p24
levels (e.g., on and off gymnastics equipment, responding to
3p37
Formative/Ongoing
A) Warm-Up
• Teacher offers challenges to students using all the elements of dance.
• Remind students to use levels, action, direction, pathways while they move.
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Students show the following emotions/feelings with their bodies:
– Relaxed
– Mysterious
– Uneasy, nervous
– Itchy about something
– Cold or freezing
– Angry
– Frustrated
– Ecstatically happy
– Excited
– Shocked
• Use creative movement cards (Unit 15 Appendix B) to encourage students to use different
pathways, speeds, directions and shapes to create movements.
• Choose cards to read aloud while students interpret what they hear by doing the action.
• Students move in pairs to seven stations in the gymnasium. At each station, students work with a
partner to put together a series of movements using that element of movement. See Elements of
Dance in Unit 15 Appendix C. Cut into cards to post on the wall.
• Stations:
– Body – What the body does
– Space – Where the body moves
– Quality – How the body moves
– Relationship – How the body moves with others
– Combination – Combine two elements
– Combination – Combine three elements
– Combination – Combine all elements
• Students move in a counterclockwise direction to the activities of the next group.
• Students provide feedback for each other about their movements. Encourage students to be
specific about what they like and what suggestions they are making to enhance the movement.
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D) Cool Down /Wrap Up
Turning Mirror Stretch
• Students face the front and follow the actions of a leader at the front of the class. Students hold
stretches for 15 – 30 seconds. After two or three stretches, the leader turns a quarter turn to
face a new direction. Select a new leader from the new front of the group. Continue turning one
quarter turn at a time and selecting a new leader for stretches in each direction.
15
Extension
• Students create a sequence of movements using only one dance element. Discuss how this is
different from a dance that combines several elements.
Notes to Teacher
• Students beginning at the combination stations will have a more challenging task than students
who begin at a single station. Post all elements of dance at the combination stations so students
can choose the ones they use.
• This lesson can be repeated to give students more time to explore at stations.
Appendices
Unit 15 Appendix B: Creative Dance Cards
Unit 15 Appendix C: Elements of Dance
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Rhythm and Movement
Sub-Task #7
Simple Mixer, Popping High
Facility
Materials
Tape/CD player
Variety of music
Sticky notes
Description
Students participate vigorously and encourage each other while learning simple partner and
scatter dances.
Expectation Code
3p30
3p39
Communicate positively to help and encourage others
Formative/Ongoing
• Teacher assessment of vigorous participation using the participation rubric (Grade 3 Appendix G).
• Student self-assessment of positive communication using pyramid assessment tool (Grade 3
Appendix O–2).
A) Warm-Up
Simon Says
• Select two leaders for Simon Says.
• Each leader leads students in warm-up activities. If a student does an action when the leader
does not say “Simon Says,” the student changes to the other group and works to follow the new
leader.
• Encourage students to use warm up activities that will gradually increase the heart rate and move
joints through their range of motion.
• Inform students that they will be assessing their use of positive communication today. Ask students for examples of what positive communication sounds like. (e.g., good try, you could try
this…, I like the way you…)
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• Students move to the music, reviewing different dance steps. Use cue words to remind students
– e.g., Grapevine – side, behind, side, touch
– Bleking Step – hop, heel, hop, heel
– Rock step – forward, touch, back, touch
• Students experiment with different steps to the music (e.g., heel, toe, shuffle, turn, slide, step,
forward, back)
Partner Clap
• Introduce partner clapping sequence used in the Simple Mixer.
• Students will stand facing their partner and:
– Slap own thighs twice
– Clap hands twice
– Bend elbows and hit right forearms with partner
– Bend elbows and hit left forearms with partner
– Walk to the right – 1, 2, 3 kick
– Walk back to partner – 1, 2, 3 kick
• Students practise the sequence and add variations once they can do the basic sequence.
15
Simple Mixer
• Use any music with a strong beat.
• Formation: Scatter formation with a partner, facing each other.
Part A
Counts
2 beats
2 beats
4 beats
4 beats
4 beats
16 beats
Part B
2 beats
2 beats
2 beats
2 beats
4 beats
4 beats
Action
Sway your upper body to the right,
(with a small double bounce)
Repeat to the left
Repeat both sides
Walk backwards four steps (away from partner)
Walk forwards four steps (toward partner)
Repeat Part A
Slap own thighs two times
Clap own hands two times
With elbows bent touch right forearms two times
With elbows bent touch left forearms two times
Walk to the right side three steps and kick
Walk to the left side three steps and kick
Cue Words
Sway, sway
Back, back, back, back
Forward…
Slap, slap
Clap, clap
Right, right
Left, left
1, 2, 3 kick
1, 2, 3 kick
• Repeat both parts
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• Students work with their Simple Mixer Partner to stretch and cool down. Students reach high,
low and to both sides. Students stretch their arms down their back, twist and lunge.
• Students assess their use of positive communication by posting their name on a pyramid chart
(posted on the wall) at level 1, 2, 3 or 4. Review with students examples at each level. Students
post their names using sticky notes.
Extension
Simple Mixer
• Repeat Simple Mixer, changing partners. When students walk forward each time, they walk four
steps forward to face a new partner. Use the centre circle of the gymnasium as the “lost and
found.” If students do not find a partner in four beats, they quickly go to the centre, pair up with
another student and continue the dance.
Popping High
• Introduce this dance to practise the grapevine and moving to the music.
• Formation: Scatter, facing front.
Counts
4 beats
4 beats
2 beats
2 beats
4 beats
2 beats
2 beats
4 beats
Action
Grapevine to the right, (R, L, R, L)
Grapevine to the left, (L, R, L, R)
Step forward on right foot and hop on it
Step forward on left foot and hop on it
Step forward on R, L, R, Kick with left
Rock forward on left foot, two bounces
Rock backward on right foot, two bounces
Walk forward L, R, L, and a 1/4 turn
to next wall with L
Cue Words
Side behind side touch
Side behind side touch
Step hop
Step hop
Forward, 2,3, kick
Rock, bounce, bounce
Back, bounce, bounce
Forward, 2, 3, turn
• Repeat dance.
Notes to Teacher
• Do any dance with a turn facing forward until students have grasped basic steps.
• Once turn is introduced, select a “leader” who has a good grasp of the steps in each direction so
students have someone to follow to help them remember the steps.
Appendices
Grade 3 Appendix O–2: Participation Pyramid
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Rhythm and Movement
Sub-Task #8
Simple Mixer, La Bastringue
Facility
Materials
Tape/CD player
Variety of music
Description
Students practise working together while working with a variety of partners doing dances.
Expectation Code
3p19
opponents
3p30
3p37
Formative/Ongoing
• Student self-assessment of vigorous participation using participation target (Grade 3 Appendix
O–1).
A) Warm-Up
• Students move around the gymnasium. Call out different ways of moving (e.g., walk, trot, gallop,
leap, jump, hop, skip) and students change their locomotion as the words are called.
• Remind students to be aware of others and to move in open spaces.
• Call out “freeze” occasionally and check to see if students are frozen in their own space.
• Inform students that they will be assessing their level of participation today.
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• Play the music for “Serious Stompin’.” Use any bluegrass music with a strong beat. Encourage
students to explore moving to the music. Challenge students to include some stomping, turning,
sliding and clapping.
Serious Stompin’
• Use bluegrass music with strong beat.
• Formation: Double circle with partners facing each other.
Counts
2 beats
2 beats
4 beats
8 beats
6 beats
2 beats
8 beats
Action
Clap hands three times
Stomp right foot three times
Repeat claps and stomp with left foot
Walk eight steps forward on circle with partner
Slide six steps counterclockwise
Walk to new partner
Slide eight times in opposite direction with
new partner
Cue Words
Clap…
Stomp…
Walk forward 1, 2, 3, 4, 5, 6,7, 8
Slide back…
New -partner
Ready –slide – 3, 4, 5, 6, 7, 8
• Repeat dance.
• When sliding, students can hold hands up, palms together.
• Play slow music. Students stretch for eight counts, holding the stretch in the greatest extension of
the muscle, e.g., curl up and press hands against knees to hold tight, pull knees to chest when
lying on the floor and hold, stretch body out as long as possible and hold.
Students post a sticky note with their name on it on the level they feel they deserved. Review
examples of participation at each level.
Extension
La Bastringue
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• Formation: Single circle, standing beside partner (designate one partner as A – on the right,
one as B - on the left)
Counts
4 beats
4 beats
4 beats
4 beats
4 beats
4 beats
16 beats
15 beats
1 beat
Action
All walk into the centre three steps, stomp on fourth step
All walk backwards three steps, stomp on fourth step
A's walk into the centre three steps and stomp
on fourth step (B's clap)
A's walk backwards three steps, stomp on fourth step
B's walk into centre three steps and stomp on fourth
step (A's clap)
B's walk back to new partner, on A's right
With new partner, hook right elbows and skip around
each other for 16 beats.
With new partner, link elbows, B's on the left (inside),
A's on the right (outside) promenade for 15 steps
Step back into the large single circle with the As on
the right, B's on the left
Cue Words
In, 2, 3, stomp
Out, 2, 3, stomp
As in, 2, 3, stomp
A’s out, 2, 3, stomp
B’s in, 2, 3, stomp
B’s on-to-the next
Skip 2, 3, 4 …
Walk, walk, walk…
Ready
• Repeat all dance until music ends.
Notes to Teacher
• Music for La Bastringue is available from “Easy Folk Dance Lessons For Children” - Tape 3
(Can-Ed Media, 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: 416-445-3900,
Fax: 416-445-9976).
• When walking forward with partner during La Bastringue, “Promenade” could be introduced.
See Sub-Task #2.
• You could make a class presentation of dances to the kindergarten class or other younger class.
Students could plan the dances and a short dialogue they will present to the younger classes,
encourage students to join dance clubs during lunch time or after school, or to be physically active.
Appendices
Grade 3 Appendix H:
Grade 3 Appendix N:
Unit 6 Appendix A:
Locomotor Checklist
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Rhythm and Movement
Sub-Task #9
Angus Reel
Facility
Materials
Tape/CD player
Variety of music
Sticky notes
Description
Students work with a partner to combine movements, changing direction and moving to the beat.
Expectation Code
3p18
3p39
Formative/Ongoing
• Student self-assessment of positive communication using pyramid assessment tool (Grade 3
Appendix O–2).
A) Warm-Up
How Does it Sound?
• Students move to a variety of music as they warm up. Use fast, slow, movie themes, classical and rock.
• Tell students that you cannot hear the music and that they have to show you what kind of music is
being played by the way they move. Select small groups of students to show their actions. While
each group is showing, other students continue moving, but move on the spot while they are
observing.
• Inform students that they will be assessing their use of positive communication today. Ask students for examples of what positive communication sounds like. (e.g., good try, you could try
this…, I like the way you…)
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• Students practise a do-si-do and promenade with a partner.
Do-si-do
–
–
–
–
Students face a partner
Walk past their partner passing right shoulders
Step to the right while back to back with partner
Back up to original spot returning to face partner
• Students can practise doing a do-si-do right and a do-si-do left.
Formal Promenade position
–
–
–
–
Students face each other and shake right hands.
Holding onto right hands, students turn to face forward, holding right hands in front.
Student on the left puts their left hand up by their shoulder.
Student on the right reaches their left hand behind their partner’s back to hold their partner’s
hand by their shoulder.
• Students practise moving in and out of this position and practise walking and skipping in promenade position.
• Students move around the space with their partner. Call out “Do-si-do” and “Promenade.”
Students try the actions when they are called.
Angus Reel
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• Use any bluegrass music with a strong quick beat.
• Formation: Partners form a double circle one partner facing in and one partner facing out.
Counts
8 beats
4 beats
2 beats
2 beats
8 beats
8 beats
Action
Promenade with partner eight steps, ending
by facing partner.
Back up from partner four steps
Stomp three times
Clap three times
Do-si-do partner, passing right shoulders
Do-si-do neighbour on the left of your partner
Cue Words
Walk, walk, walk…
Back, 2, 3, 4
Stomp, stomp, stomp
Clap, clap, clap
Do-si-do right
Do-si-do left
• Repeat dance with new partner (neighbour) until partners change again.
• Teacher puts on slow classical music. Students lie on floor and imagine they are fish in an aquarium. Students move in different ways: What happens when the fish is frightened? Is feeding? Is
tired? What happens when the water surface is churned up?
• Students assess their use of positive communication by posting their name on a pyramid chart
(posted on the wall) at level 1, 2, 3 or 4. Review with students examples at each level. Students
post their names using sticky notes.
Extension
• Student use steps from Angus Reel and make up their own variation. Encourage students to
include promenade, do-si-do, stomping and clapping in their dance.
Notes to Teacher
• Students may use formal promenade position. They may also hold hands, link elbows or each
hold the end of a scarf held between the two partners.
Appendices
Grade 3 Appendix O-2: Participation Pyramid
Unit 6 Appendix A:
Locomotor Checklist
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Rhythm and Movement
Sub-Task #10
Sicilian Circle
Facility
Materials
Tape/CD player
Variety of music
Description
Students will work together in small groups, learning new dance steps and participating vigorously.
Expectation Code
3p30
3p37
Formative/Ongoing
• Teacher assessment of vigorous participation using the participation rubric (Grade 3 Appendix G).
A) Warm-Up
Three Section Move
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• Students move around the gymnasium/area, moving differently in each section of the space.
• Designate a different type of movement for each area of the gymnasium (e.g., high, medium,
low/ fast, medium, slow/ heavy, medium, soft).
• Students move accordingly when they are in the different areas of the gymnasium.
• Let students know that they will be assessing their group work today. Remind students what
working well with others looks like and sounds like (e.g., will be partners with anyone,
encourages peers, taking turns)
• Students work in groups of four, circling right and left and making “star” shapes.
• Circle Right. Students hold hands (or scarves held between hands) and circle to the right.
• Circle Left. Students hold hands (or scarves held between hands) and circle to the left.
• Students practise circling right and left for 8 and 16 counts, switching smoothly between directions.
• Star Right. Students place right hands together in the middle and walk clockwise.
• Star Left. Students place right hands together in the middle and walk counter-clockwise.
• Student practise placing their hands carefully so that each holds the wrist of the person opposite
to them. Their hands form a square in the middle
• Students practise alternating smoothly between circle right, circle left, star right and star left.
Sicilian Circle
• Formation: Groups of four in a circle, partners facing each other. Designate one pair as the
head couple.
Par t Counts Action
Cue Words
1
8 beats Groups of four join hands and circle to the left eight steps. Circle left
8 beats Circle to the right eight steps
Circle right
2
8 beats Star right eight steps
Star right
8 beats Star left eight steps
Star left
3
8 beats Do-si-do right (head couple’s right)
Do-si-do right
8 beats Do-si-do left (head couple’s left)
Do-si-do left
4
4 beats Head couple walk forward two steps and back
In – two, out - two
4 beats Other couple walk forward two steps and back
In – two, out – two
8 beats Repeat
• Repeat all.
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• Play Caribbean music and ask students to imitate a bird of paradise, a flamingo or an exotic
bird. How do they move? How do they fly? How do they rest?
• Students stretch as they relax – stretching their wings, their legs, their neck.
• Students complete a “Response to Others” self-assessment. Post assessment tool on the wall and
have students place their name on a sticky note on the appropriate place on the chart. Review
examples of each level.
Extension
• Students work in groups of four, using the steps from the Sicilian Circle and creating their own
dance that includes circling right and left, star right and left and do-si-do.
Notes to Teacher
• Music for Sicilian Circle is available from “Easy Folk Dance Lessons for Children” - Tape 3
(Can-Ed Media, 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: 416-445-3900,
Fax: 416-445-9976).
• Some of these steps are challenging. Students will not be assessed on their mastery of the steps.
Encourage students to participate vigorously and support each other as they work together.
Appendices
Grade 3 Appendix O–4: Response to Others (Self-Assessment)
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Rhythm and Movement
Sub-Task #11
Novelty Dances: Cotton-Eyed Joe
Facility
Materials
Tape/CD player
Variety of music
Description
Students practise a novelty dance using dance steps used in previous lessons.
Expectation Code
3p18
3p39
Formative/Ongoing
• Teacher assessment of communication skills using an anecdotal observation recording chart
(Grade 3 Appendix N) and social skills rubric (Grade 3 Appendix H).
A) Warm-Up
• Lead an aerobic warm up with focus on moving large muscles (e.g., lunges to front, to side and
to back, arms in a power pose and hold, arm lifts to side and to vertical hold, leg lifts to side and
front, knee bends, crossovers - opposite knee with elbow).
• Choose students to take turns leading some active warm-up actions.
• Review dance steps used in Cotton-Eyed Joe (Bleking Step, Grapevine, Step-Turn).
• Play music for Cotton-Eyed Joe. Students move to the music, practising steps (See Sub-Task #7
for Bleking Step and Grapevine).
• Step-Turn – Step forward on right foot, brush left foot forward and turn.
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Cotton-Eye Joe
• Use any music with a strong beat.
• Formation: Students are in a scattered formation facing forward or they may work with a partner.
Par t Counts
1
4 beats
4 beats
8 beats
2
2 beats
2 beats
4 beats
3
2 beats
2 beats
1 beats
1 beats
2 beats
Action
Grapevine to the right, R, L, R, L
Grapevine to the left, L, R, L, R
Repeat
Tap right heel to front two times
Tap right toe to back two times
Spring Changes (Bleking),
R heel, L heel R heel, L heel
Hip Rocks - two to the left
Hip Rocks - two to the right
Hip Rock - one left
Hip Rock - one right
Step forward on left, brush right
beside (turn 1/4 turn for variation)
Cue Words
Step behind step touch
Step behind step touch
Heel, heel
Toe, toe
Hop, hop, hop, hop
Left, left
Right, right
Left
Right
Step-turn
• Repeat all the dance until music runs out
• Play classical music. Students move like a hummingbird as it flies from flower to flower.
• Students slow down to move like an eagle, slowly stretching their wings and soaring.
Extension
• Students try the actions to Cotton Eyed Joe working in partner or groups of four, so that the
dance is presented in an interesting formation.
• Groups share their formations with the class.
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Notes to Teacher
• Cotton-Eyed Joe music is available in retail stores on CD mixes.
• Practise Cotton-Eyed Joe facing forward. Add the turn when students are familiar with the steps.
Choose a “leader” who is comfortable with the steps to stand at the front when students are facing each direction.
• Encourage students to provide suggestions of music to use with novelty dances.
Appendices
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Rhythm and Movement
Sub-Task #12
Novelty Dances: Elvira
Facility
Materials
Tape/CD player
Variety of music
Description
Students practise novelty dances and work in small groups to modify and enhance them.
Expectation Code
3p37
3p39
Formative/Ongoing
• Student self-assessment of vigorous participation using participation target (Grade 3 Appendix O–1).
A) Warm-Up
• Students lead peers in aerobic warm up. Teacher begins music and each student provides an
exercise that students can follow. Teacher calls name of next student. Each student leads the
activity for 8-12 counts.
• Inform students that they will be assessing their level of participation today.
• Play music for Elvira.
• Students experiment, moving to the music, creating their own steps.
• Give students an opportunity to integrate their steps with the dance steps taught to the song.
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Elvira
• Students scatter, facing front
• Use any music with a strong beat. This dance provides a good opportunity for practising counting
and repeating and remembering actions.
Par t
Counts
1 (verse) 4 beats
4 beats
4 beats
4 beats
8 beats
8 beats
32 beats
2 (verse) 4 beats
4 beats
4 beats
4 beats
4 beats
4 beats
8 beats
Chorus Giddy-up 8 beats
8 beats
16
Action
Cue Words
Stomp right foot four times fast
Stomp, stomp, stomp, stomp
Stomp left foot four times fast
Stomp, stomp, stomp, stomp
Slow kick right foot two times
Kick, kick
Slow kick left foot two times
Kick, kick
Charleston moves (hands on knees,
move knees in and out while crossing
hands over and back)
knees
Eight fast bounces in the air
Bounce…
Repeat
Whistle pull with right hand four times fast
Pull
Whistle pull with left hand four times fast
Pull
Right elbow nudges four times
Nudge
Left elbow nudges four times
Nudge
Slow right shoulder shrugs two times
Shoulder
Slow left shoulder shrugs two times
Shoulder
Side to side head nods four times slowly
Head
Repeat
While rocking your body forward and
“Giddy-up” –2-3-4
backward pretend to crack a whip with an
overhead whipping action,four times
Still rocking pretend to twirl a lasso overhead - Lasso – 2-3-4
four times
(Hi, ho silver) Pretend to ride a horse and
Hi-Ho-Silver
hold reins and bounce
Repeat Part A two times
Repeat Part B
Repeat chorus
End with Part A
• Students pretend to be puppets with strings. Pretend to pull strings to make different parts of the
students’ bodies move to stretch and cool down.
• Students stretch from head to toe, holding stretches for 15-30 seconds.
Students post a sticky note with their name on it on the level they feel they deserved. Review with
student examples of participation at each level.
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Extension
• Using the same music as for Elvira, students create their own sequence of repeating actions to
the song.
• Students teach their actions to another small group, then the groups together present to the class.
Notes to Teacher
• Elvira (Oak Ridge Boys) music is available in retail stores on CD mixes.
• Encourage students to provide suggestions of music to use with novelty dances.
Appendices
Grade 3 Appendix O–1: Participation Target Blank
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Action Word Cards
Travelling – walk
Shapes - flexing
Twists - spiral
Swings - sweep
Travelling – run
Shapes - extending
Twists - revolve
Swings - drop
Travelling – jump
Shapes - reaching
Twists - whirl
Swings - swoop
Travelling – slide
Shapes - growing
Twists - spin
Swings - swish
Travelling – stop
Shapes - expanding
Twists - whip
Swings - suspend
Travelling – leap
Shapes - shrinking
Twists - twirl
Swings - hang
Travelling – gallop
Shapes - shortening
Twists - wring
Swings - extend
Travelling – turn
Shapes - lengthening
Twists - pivot
Swings - release
Shapes - widening
Shapes - straightening
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Creative Dance Cards
• You and your partner are beanstalk in ‘Jack and the Beanstalk’. Show how you start from a seed
and grow up to the sky and wrap yourself around the giant’s castle. Remember to use twist, turns,
curls and body shapes to show the movement.
• You and your partner create an Egyptian dance. Use your arms and body to show your stuff!
• You and your partner create a machine for the class. Show how you use your energy and use
turns, bends, levels and changes in speed.
• You and your partner are a robot attached at the hip. The two sides do the same thing.
Work on being good shadows of each other. Remember to use your body shape to show us what
you can do!
• You are a sports car and your partner is an 18-wheel truck driving down the road and then in
to the city. How do your movements differ? How are they the same?
• You and your partner are the stars of the “Toy Story” movie. Show us how you come to life
and what you can do now that you can move. Show the adventure you have. Use levels,
movement and body shapes.
• You and your partner are magnetized. You can’t get apart from each other no matter how hard
you try. What will happen when you try to go in opposite directions? How will you both run?
Or skip? Show how you move!
• You are a magician who can’t get the rabbit out of the hat. Your hand is stuck and even your
assistant cannot get you out. Slowly but surely you are getting sucked into the hat! Show how
you finally get swallowed.
• There is a fire in the jungle. The animals are all running away from it. You and your partner
are scientists looking for a new bug that can hop up and down no matter how heavy the load.
As the animals come toward you, you find the bug! What will you do? Show your actions.
• There is a funny odor in your bedroom. You are not happy about having to find what it is.
Show us your adventure as you enter the Room of Disaster! Use levels and body shapes.
Include directions and pathways.
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ELEMENTS OF DANCE
Body, Space, Quality, Relationships
BODY: What the body does
Whole Body Actions
Body Parts
Body Shapes
walk, run, jump, leap,
gallop, slide stop, bend,
stretch, twist, turn, skip,
swing
in isolation, support,
weight, lead, gesture
curled, twisted, wide,
stretched, narrow
SPACE: Where the body moves
Levels
Size
Directions
Pathways
high – on your feet
medium – on your
knees
low–back, tummy,
bottom
small, big, huge,
tiny, enormous,
wide, flat,
balled-up, etc.
forward,
backwards,
sideways,
diagonally
curved, straight,
zigzag, bumpy,
round, etc
QUALITY: How the body moves
Time
Energy
Flow
sudden – sustained
speed – fast, slow,
accelerate,
decelerate, rhythm
muscular force: strong-light
weight: heavy-light
free - held
RELATIONSHIPS: How the body moves
individual
partner
groups
contrasting
matching
mirroring
shadowing
following
supporting
connecting
meeting/parting
echoing
action/reaction
near/far
with objects
456
scattered
lines
squares
circles
groups shapes
groups forms
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Unit
Title
16
17
18
19
Bouncing
Manipulative Activities
with Equipment
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459
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Blank
Page 458
DO NOT PRINT
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16
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OVERVIEW
Duration
12 Sub-Tasks
Description
This unit focuses on developing the basic fundamental skills of throwing and catching. Students
progress and develop their cooperative skills as they use of a variety of equipment in a number
of activities and games.
Sub-Task Title
Expectation Code
1. Catching with Beanbags
3p21, 3p30
2. Catching During Relays
3p21, 3p29
3. Catch Me If You Can
3p21, 3p30
4. Overhand Throw to a Target
3p20, 3p29, 3p38
5. Target Toss
3p20, 3p29, 3p38
6. Throwing to a Target
3p20, 3p30, 3p38
7. Throwing to a Partner
3p20, 3p21, 3p30
8. Catching with a Partner
3p21, 3p30
9. Catching
3p30
10. Hitting with Balloons
3p22, 3p30
11 Hitting with Balls
3p22, 3p29
12 Skills Circuit
3p20, 3p21, 3p22, 3p38
16
Assessment and Evaluation:
included are:
Formative/Ongoing
• Teacher assessment of attention to safety procedures with respect to equipment using the
safety rubric.
• Teacher assessment of vigorous participation using the participation rubric in conjunction with
an anecdotal observational recording chart.
• Teacher assessment of catching skills using a movement skills recording chart).
• Teacher assessment of throwing skill using a Overhand Throw Movement Skills Checklist.
• Teacher assessment of fair play using the Social skills rubric in conjunction with an anecdotal
observational record chart.
• Self-assessment of fair play using a thumbs-up/thumbs-down (see Social Skills for indicators).
• Self-Assessment of vigorous participation using a four finger rubric scale.
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Skill Building Activities – Throwing and Catching
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• Teacher assessment of hitting skill using teaching points given to student throughout the lesson in
conjunction with an anecdotal observational recording chart.
Summative
• Self-assessment of fair play using a Self-Assessment Cooperation and Fair Play Tool in conjunction
with a social skills rubric.
• Teacher assessment of throwing skills using an movement skill recording chart in conjunction
with the Overhand throw movement skills checklist.
• Teacher assessment of catching skills using a Catching Skill recording chart.
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
• Students will know the rules of safety in relation to facility, equipment and activity.
• Students will have worked in group situations and be able to cooperate and use their interpersonal skills.
• Students will have knowledge of the importance of stretching.
• Students will have recognized that the body needs activity for sustained amounts of time to
improve its strength.
• Students will have experienced class and individual goal setting activities.
• Students will have been introduced to a variety of locomotor patterns in their previous physical
• Students will have experienced working independently and be able to work at stations with little
ongoing direction once the activity is explained.
Notes to Teacher
• When using the Overhand Throw Movement Skills Checklist take some pictures of your own students and place in the Get Ready, Action and Follow Through boxes. This could be made on chart
paper for the gymnasium wall.
• This unit can be taught as a unit or in sections throughout the year. Students would benefit from
a review throughout the year.
• The pencil and paper tasks of this unit are more appropriate for second and third term. In the
first term, most of the assessment tasks could be done orally or on chart paper.
• Work on sustained vigorous physical activity as a goal throughout the year.
• Review the safety procedures with regards to facility, equipment and activity over the course of
the year.
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• Review the safety issues of dodgeball-type games. Modify games to use objects as targets instead
people. Using people provides moving targets which offers an additional challenge. Be aware that
dodgeball games can be threatening and use professional judgement before introducing these
target activities. Students can roll balls instead of throwing them. Use soft balls and contact only
below the waist or knees. Take special care of head, eyes, ears and neck. Work in small groups
with students of similar ability.
• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 60) for overhead
throwing rubric.
Appendices
Unit 16 Appendix A: Overhand Throw Movement Skill Checklist
Unit 16 Appendix B: Catching Recording Chart
Unit 16 Appendix C: Create-A-Game Activity Cards
16
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Sub-Task #1
Catching with Beanbags
Facility
Gymnasium
Materials
Beanbags (one per student)
Description
Students practise catching with beanbags.
Expectation Code
3p21
Catch, while stationary, objects of various sizes and shapes
using two hands both above and below the waist
(e.g., catch a nerf ball).
3p30
Formative/Ongoing
• Teacher assessment of active participation using the participation rubric (Grade 3 Appendix G) in
conjunction with an anecdotal observational recording chart (Grade 3 Appendix N).
• Teacher assessment of catching skills using a movement skills recording chart (Unit 16 Appendix B).
A) Warm-Up
Beanbag Move
• Students move around the gymnasium, balancing beanbags on different body parts (e.g., head,
shoulder, hand, arm, thigh). If the beanbag falls off, students pick it up and continue moving with
the beanbag balanced on a different body part. Encourage students to move continuously as they
warm up.
• Students toss and catch the beanbag focusing on catching.
• Select several students to demonstrate catching. Use the indicators from the Catching Skills
Recording Chart (Unit 16 Appendix B) and point out the key points that the students should try
to remember.
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• Students work on the following catching challenges:
– Toss and catch a beanbag, tossing progressively higher.
– Toss and catch the beanbag so that students must move in order to catch it; toss and move
forward, backward then sideways.
– Place beanbag on their foot and then flick it up and catch it.
• With partners:
– Students toss the beanbag high so the partner has plenty of time to catch it.
– Students toss the beanbag to their partner so that their partner must move in order to catch it;
frontward, backward, sideways.
– Have one partner lie flat on their back and place the beanbag on their feet. Students try to
flick the beanbag over their head to their partner using only their feet. Partners try to catch
the beanbag.
Beanbag Toss
16
• Divide class into three or four groups of equal numbers. Divide each group into two rows that
face one another about 3 metres apart. The first person in line throws across to the first person
opposite them. That person throws the beanbag across to the second person in line who throws
it across. The beanbag gets tossed across the row in a zigzag fashion until it reaches the end of
the line, then gets sent back to the front until it reaches the first player.
North, South, East, West
• Assign different walls of the gymnasium as North, South, East, West. Give movement and direction
signal. (e.g., Skipping to North, Galloping to South, Walking to West). Students move toward the
wall and stop at a line in front of the wall. Movements begin quickly and end slowly as students
cool down.
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Extension
• Beanbag Toss. Students can toss back and forth using different patterns.
Notes to Teacher
• If one beanbag per student is not possible, substitute with balls or other objects. Beanbags are
easier to catch than balls.
• Refer to the indicators on the movement skills recording chart to assist students.
• Use cue words to assist catching (e.g., eyes, reach, hug).
Appendices
Unit 16 Appendix B: Catching Skills Recording Chart
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Sub-Task #2
Catching During Relays
Facility
Gymnasium
Materials
Yarn ball (one per student)
Beanbag (one per student)
5 or 6 hoops to use for the relay game.
Description
Student use yarn balls and beanbags to practise catching skills.
Expectation Code
3p21
3p29
16
Formative/Ongoing
• Teacher Assessment of attention to safety procedures with respect to equipment using the safety
rubric (Grade 3 Appendix I).
• Teacher assessment of catching skills using a movement skills recording chart (Unit 16
Appendix B).
A) Warm-Up
• Students warm up with partner relays. They take turns moving across the gymnasium in a variety
of ways (e.g., skipping relay, star jump relay, jumping jacks in the hoop at the other end). These
relays all focus on locomotor patterns and gradually warming up the body to get ready to move.
• Students toss the yarn ball with their eyes closed then open their eyes to catch it.
• Students toss the yarn ball and see how many times they can clap their hands before catching it.
• Students toss the yarn ball and turn around in place before they catch it.
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• Students toss two yarn balls to one another, trying to keep both moving.
• With their partner, students move around the gymnasium, catching and throwing the yarn ball.
• While stationary, one partner throws the yarn ball over their head so that their partner will catch it.
• Students try the same activities with a beanbag then with a partner. The beanbag will move more
quickly than the yarn ball and will be more challenging.
Sneaky Leader
• Students stand in one large circle with everyone holding a beanbag. Choose one student to leave
the room and ask one student to be the leader. The leader does a variety of beanbag activities
that students have practised in this lesson. The students follow what the leader is doing. When the
appointed student comes in the class, s/he tries to guess who the leader is. Choose new leaders
and new people to guess. Encourage the students to keep moving.
The Passing Lane
• In pairs students sit facing one another. They try to pass a beanbag from:
– One foot to their partner’s foot.
– Both feet to their partner’s feet.
– Elbow to elbow.
– Stomach to stomach.
– Knee to knee.
• Encourage students to stretch as they move.
Extension
• In groups of four to six:
Beanbag “Over-Under” relay:
• Students stand in a line about a foot apart and pass the beanbag over their heads then under
their legs. When the beanbag reaches the end of the line the last player brings it to the front of
the squad and continues. Repeat with throwing and catching relays.
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Notes to Teacher
• Refer to the catching skills recording chart, and emphasize the indicators required to build a
student's skill level.
• With relay activities, use small groups so students get maximum opportunities to be active. Do
continuous relays with students continuing the activity even after all have had a turn, until the
new relay is introduced.
Appendices
Unit 16 Appendix B: Catching Skills Recording Chart
16
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Sub-Task #3
Catch Me If You Can
Facility
Gymnasium
Materials
Beanbags (one per student or more)
Description
Students use beanbags to practise catching skills while moving.
Expectation Code
3p21
3p30
Formative/Ongoing
• Teacher assessment of catching skills using a movement skills recording chart (Unit 16 Appendix B)
• Self-assessment of participation using a thumbs up/down rating scale (see participation rubric
Grade 3 Appendix G for indicators).
A) Warm-Up
Choose a Leader
• Students move around the gymnasium in a variety of ways. Select students to choose a new way
of moving (e.g., skipping, hopping, leaping galloping). Remind students that warm-up activities
should gradually warm up the body and exercise joints to get ready for activity.
• Students practise throwing and catching while moving.
• On teacher signal, students change direction: forward, backward, sideways.
• Challenge students to throw and catch using two beanbags.
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• With a partner, students practise moving around the gymnasium passing to their partner.
When holding the beanbag, they stand still. As soon as the beanbag is passed they move again.
Encourage students to move to as many spaces as possible.
• Students try moving while catching with only one hand.
Two on Two Keep Away
• Students work in partners with another pair. The object is to pass the beanbags back and forth
without the other team intercepting it. If intercepted the other team tries to pass the beanbag
without it being intercepted. Students cannot run with the beanbag and interceptors cannot
touch the other team, only the beanbags.
• Students self-assess using a thumbs-up/thumbs-down “I played fairly.” Discuss what playing fairly
means at Grade 3 level.
Pass and Stretch
• Students work in small groups, passing the beanbag around. The student holding the beanbag
leads a stretch for the group, then tosses the beanbag to the next student.
Extension
• Play “Keep Away” in groups of three.
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Notes to Teacher
• The skills of passing while stationary, guarding and intercepting are challenging. Encourage students to limit their movement while holding the beanbag and remind students to give each other
space when guarding.
Appendices
Unit 16 Appendix B: Catching skill recording chart
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Sub-Task #4
Overhand Throwing to a Target
Facility
Gymnasium
Materials
Utility or gator skin ball, (one per student)
Bowling pins for targets
Description
Students use balls to practise overhand throw at a target.
Expectation Code
3p20
Throw a ball overhead using two hands while stationary, to a
large target or a stationary partner.
3p29
3p38
16
Formative/Ongoing
• Teacher assessment of throwing skills using a movement skills recording checklist (Unit 16
Appendix A).
• Self-assessment of fair play using a thumbs up/down rating scale (see social skills rubric
Grade 3 Appendix H for indicators).
A) Warm-Up
• The students explore different ways of travelling with a ball, changing directions and speeds and
levels of travelling.
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• The students practise throwing the ball overhand against the wall, using two hands. Students find
a target on the wall and aim at it. Students challenge themselves by aiming below the target,
above it, and beside it, increasing and decreasing the distance from the target and throwing
harder/softer. *See Notes to Teacher.
• Select several students to demonstrate overhand throwing.
• Place a pylon near the wall. Students change their level, speed, direction and distance, and practise throwing overhand and aiming at the cone.
Partner Knock Down
• In partners, one guards the pin while the other tries to hit the pin over. Guards may deflect the
ball using hands and feet. Student throwing can practise throwing from different distances, while
stationary and while moving.
Knock Down Circle
• In groups of five or six, students form a circle with several bowling pins in the middle. Students
try to contain all the balls in the circle and throw them at the pins. Students share balls and
throw to knock down all the pins. When all pins are down, students reset them and step back to
try the activity again from a greater distance.
• Students self-assess fair play using thumbs-up/thumbs-down in conjunction with the indicators on
the social skills rubric.
Circle Stretch
• Students stretch in a circle, reaching up, leaning to one side, to the other and behind. Students
sit with legs in the centre and stretch over both legs.
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Extension
• Knock Down Circle. Choose one or two students to stand in the centre of the circle with the
pins. Those students try to protect the pins. They pick up the pins as they are knocked down.
Students on the outside work to try to have all the pins knocked down at once. Caution students
to be careful not to hit players in the centre – especially when they are leaning over to pick up
a pin.
Notes to Teacher
• When using the Overhand Throw Movement Skills Checklist take some picture of your own
students and place in the Get Ready, Action and Follow through boxes. Students provide examples of the stages of the throw. This could be made on chart paper for the gymnasium wall.
• Discuss the safety issues of target games. Use objects as targets.
• Encourage students to work with the activities and to find their challenge point. Students should
adjust the activity by throwing harder or softer, stepping closer or farther away and working with
larger or smaller targets to increase or decrease the challenge.
• During the activity time in skill development, select students to demonstrate.
• Check and correct students’ throwing techniques.
Appendices
Grade 3 Appendix H: Social Skill Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 3 Appendix I: Safety Skill Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 16 Appendix A: Overhand Throw Movement Skills Checklist
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Sub-Task #5
Target Toss
Facility
Gymnasium
Materials
Beanbags (one per student)
Hoops
Description
Students use beanbags to practise accuracy in throwing.
Expectation Code
3p20
3p29
3p38
Formative/Ongoing
Appendix A).
• Self-assessment of fair play using a thumbs up/down rating scale (see social skills rubric Grade 3
Appendix H for indicators).
A) Warm-Up
• Scatter hoops throughout the gymnasium floor. Students move around the gymnasium with a ball.
Challenge students to move in a variety of different ways. On a signal, students throw ball to
bounce in a hoop, then continue moving.
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• With a partner and one soft ball, students throw the ball and try to hit partners’ hands or feet.
Students give each other challenges, directing partners to try to hit a specific hand or foot (e.g.,
left hand, right foot). Students stretch their arms and legs wide so fingers and toes are far from
their body. Students practise throwing five times, then switch roles. They can increase the distance for more challenge.
Beanbag Target Toss
16
• Divide students into four groups, one in each quadrant of the gymnasium. Place a pylon with a
ball on top in each quadrant. On each side, place three pylons with balls on top. Students throw
beanbags to try to knock the ball off the pylon. Students may throw at any pylon and they try to
protect their own without touching it. Students may not step within a metre of their pylons. When
all balls have been knocked off, replace the balls. Half of the students on each team rotate one
quadrant and play again.
• Student self-assess fair play using thumbs-up/thumbs-down in conjunction with the indicators on
the social skills rubric.
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• Students place their beanbags in a pile on the floor. They form a line and try to pass the beanbags
down the line to make a pile at the opposite end of the gymnasium. Students stretch and reach as
they pass the beanbags.
Extension
• With a partner, students discuss ways to encourage fair play in game situations.
Notes to Teacher
• To move from partners to teams, ask partners to number themselves one and two. All the ones
are one team and all the twos are another team. Students find partners and divide again to create
four teams.
• Rotating half of the team one quadrant after each round of Beanbag Target Toss mixes up the
teams and gives students a chance to play with different students.
• Placing a skipping rope around the pylon will help students to keep their distance from the
pylons during Beanbag Target Toss.
Appendices
Grade 3 Appendix H:
Grade 3 Appendix I:
Grade 3 Appendix N:
Unit 16 Appendix A:
Social Skill Rubric (Getting Assessment Right: HPE: Grades 1-8)
Safety Skill Rubric (Getting Assessment Right: HPE: Grades 1-8)
Overhand Throw Movement Skills Checklist
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Sub-Task #6
Throwing to a Target
Facility
Gymnasium
Materials
Hoops
Balls (one per student)
Pylons (10)
Description
Students use a ball to practise throwing at a target.
Expectation Code
3p20
3p30
3p38
16
Formative/Ongoing
• Teacher assessment of vigorous participation using the Participation Rubric (Grade 3, Appendix G)
Appendix A)
• Self-assessment of fair play using a thumbs up/down rating scale (see Social Skills rubric
Grade 3 Appendix H for indicators).
A) Warm-Up
• Spread hoops around the gymnasium. Students practise moving around the gymnasium tossing the
balls into the hoops from various distances. Students retrieve their own ball and keep moving.
• Students practise throwing balls in a variety of ways against the wall (e.g., overhand, underhand,
high, low, soft).
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• Students work with a partner. One partner stands and one sits. The partner standing returns
his/her ball and puts hoop away.
• Partners stand by a wall with one person holding a hoop above his/her head for the partner to
throw the ball through. Change the level and direction of the hoop. Switch positions after a certain number of throws (5). Encourage students to challenge themselves by changing the distance
or force of throw.
Rounding Out Your Team.
• Divide the class into groups of four or five. Two groups play together. The leader of one team
throws the ball as far as she/he can then the team runs together around two pylons. A person
on the opposite team retrieves the ball and holds it high in the air. His/her team runs behind
him/her and do an over under relay (ball over head, under the next student's legs) until the last
person in line runs to the front and calls out “stop.” When “stop” is called, the running team
stops and gets ready to receive the ball. Teams take turns sending the ball and students on the
team take turns throwing.
• Student self-assess fair play using thumbs-up/thumbs-down in conjunction with the indicators on
• Number Call. In a large circle formation with “It” in the centre, give each student in the circle
a number. “It” tosses the ball and calls out a number. Students with that number must come in
and catch the ball. That student leads a stretch for the group to follow, then tosses up the ball
and calls out a new number.
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Extension
• Four Bench Balance. Place a bench along the boundary line on each side of the gymnasium.
Create boundaries so students can move in the centre area but cannot go near the benches.
Place targets (bowling pins, cones, plastic jugs with the lids) on the bench. Divide the students
into protectors and throwers. Protectors move close to the benches and try to keep objects from
being knocked off. Throwers throw soft balls at the objects, trying to knock them off, but avoiding hitting the protectors. If a protector is hit, place an extra object (or one that has fallen off)
on a bench. Replace objects and change roles after three or four minutes.
Notes to Teacher
• Refer to Sub-Task #4 for information on Challenge Points.
• With “Rounding out the Team,” challenge students to throw the ball away from the target (the
other team).
• Students may need some suggestions on target throwing after you watch the warm-up. Refer to
the Overhand Throw Movement Skills Checklist (Unit 16, Appendix A) for details.
• Move bench closer or farther from the throwing area to adjust the challenge in “Four Bench
Balance.”
• Use the Social Skills Rubric (Grade 3 Appendix H) for indicators when discussing fair play.
Appendices
Grade 3 Appendix G: Participation Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 3 Appendix H: Social Skill Rubric (Getting Assessment Right: HPE: Grades 1–8)
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Sub-Task #7
Throwing to a Partner
Facility
Gymnasium
Materials
Tennis balls (one per student)
Ropes
Description
Students use balls to practise throwing to a partner.
Expectation Code
3p20
3p21
(e.g., catch a ball).
3p30
Formative/Ongoing
Appendix A).
• Teacher assessment of catching skills using a movement skills recording chart (Unit 16 Appendix B).
• Self-assessment of vigorous participation using a four-finger rating scale in conjunction with the
participation rubric Grade 3 Appendix G (for indicators).
A) Warm-Up
• Place balls, ropes and cones on the floor. Students travel around and over the equipment the
equipment. Students use different levels and use different locomotor patterns (e.g., run, walk,
skip).
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• With a partner, students lay a rope on the floor and practise throwing and catching over the
rope, trying not to let the ball touch the floor.
• Students count how many consecutive passes they can make before the ball touches the floor,
then repeat trying to improve their score.
Throw Tennis
• Students practise throwing a tennis ball with their partner, throwing the ball to make it difficult
for the partner to catch. Students develop their own rules and boundaries so that this activity is
challenging but can also be accomplished.
• With a partner, students make a defined area (court) for the game using two cones and a rope to
make a net. Students throw the ball back and forth within the court boundaries over the net so
opponent cannot get it. Students change partners frequently.
• Students self-assess vigorous participation using a four-finger rating scale in conjunction with the
participation rubric Please refer to the teaching notes for the four-finger rating scale.
• Pass It On. Students stand in a circle around a rope, holding it a waist level. Two balls are
passed in one direction around the circle, two more balls are started in the opposite direction.
The object is for the players to pass the balls around the circle using one hand while the other
hand holds the rope.
• Students play Follow the Leader doing some stretches without the rope and balls.
Extension
• Play Throw Tennis with four people (two versus two) on a large court, and passing on your own
side. Try it with a beanbag or quoit.
• Play three versus three.
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Notes to Teacher
• The four-finger rating scale is: One finger = I rarely participate and usually experience difficulty
with the group; Two fingers = I sometimes participate in all the activities; Three fingers = I participate in all activities without encouragement; and four fingers = I vigorously participate and
promote all activities. Ask students for examples of participation at each level.
Appendices
Grade 3 Appendix G: Participation Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 16 Appendix B: Movement Skills Recording Chart (Catching)
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Sub-Task #8
Catching with a Partner
Facility
Gymnasium
Materials
Balls (one per student)
Description
Students use balls to practise catching.
Expectation Code
3p21
3p30
Formative/Ongoing
• Teacher assessment of catching skills using a movement skills recording chart (Unit 16 Appendix B)
participation rubric Grade 3 Appendix G (for indicators). The four-finger rating scale is:
One finger = I rarely participate and usually experience difficulty with the group; Two fingers =
I sometimes participate in all the activities; Three fingers = I participate in all activities without
encouragement; and four fingers = I vigorously participate and promote all activities.
A) Warm-Up
• Place the balls on the floor. With a partner, play follow the leader while travelling around the
balls. Students change methods of travelling, directions, speed and levels. On a signal, change
leaders.
• Review catching indicators from the Unit 16 Appendix C Movement Skills Recording Chart.
• Select several students to demonstrate throwing and catching and point out key tips for students
to remember.
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• Challenge students to throw and catch while moving:
– Can you overhand toss and catch the ball as you move (e.g., walking, running, skipping,
hopping) around the gymnasium?
– Can you overhand toss the ball at the wall and have your partner catch it?
– Can you catch after one bounce, after two bounces, after no bounces?
– Can you overhand toss and catch the ball with your partner?
– Can you increase the distance apart and increase the height of the toss?
Raptor Wall Relay
• Divide students into groups of three or four for throwing and catching relays. Each team lines up
about 6 metres from the wall. The first student in lines throws overhand to the wall, catches the
rebound and hands the ball to the next person in line. The thrower then goes to the end of the
line. Encourage students to keep the line moving as smoothly as possible.
• Variation: The first person in line throws the ball then goes to the end of the line. The next person in line must catch the ball, throw it to the wall and then go to the end of the line.
• Keep Away: In groups of three, using an overhand throw, the two on the outside throw and
catch. The middle student tries to intercept. If successful, they switch places with the thrower.
Discuss with the students what playing fairly looks like when you are playing Keep Away.
Encourage students to switch positions so all have about equal time in the middle.
• Arm Swings. Start with both arms straight up into the air. One arm begins circling action backwards and downward. At the same time, the other arm begins a circling action forwards and
downwards. Continue trying these opposing circling actions. The actions should be simultaneous.
Extension
• Guard the Apples. Make a circle of eight players with two or three students in the centre
as the guards. Circle students throw the ball to hit the basket of apples (a pile of balls/beanbags).
Guards try to stop the apples from being hit, using hands and feet. Change throwers and guards
frequently.
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Notes to Teacher
• Continue to assist students with their throwing or catching skills by referring to the indicators in
the appendix (Unit 16 Appendix C).
• During Keep Away, emphasize fair play (e.g., taking turns, identifying problems, thinking of solutions, making rules to help the game, volunteering to go in the middle)
with the group; Two fingers = I sometimes participate in all the activities; Three fingers = I
participate in all activities without encouragement; and four fingers = I vigorously participate
and promote all activities
Appendices
Unit 16 Appendix B: Catching Movement Skills Recording Chart
16
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Sub-Task #9
Catching
Facility
Gymnasium
Materials
Balls (one per two students)
Description
Students use balls to practise catching in more challenging activities.
Expectation Code
3p30
Formative/Ongoing
• Teacher assessment of vigorous participation using the Participation Rubric (Grade 3, Appendix G).
A) Warm-Up
Target Toss
• Students throw and catch a ball, with a partner, throwing against a wall. Encourage partners to
move around the gymnasium, so they are throwing and moving constantly and gradually increasing heart rate.
Continuous Throwing Game
• With a partner, students see how many times they can throw and catch, standing on the spot,
sitting, and on the move.
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Around the World
• Split the class into four groups. Each group forms into a triangle/square/circle. Challenge students to see how many times can they toss the ball around the group in two minutes. Students
pick up dropped balls and continue counting.
• Discuss four-finger rating scale, and what vigorous participation looks like at Level 1, 2, 3 and 4.
Use Notes to Teacher as a guide.
Four Bench Balance
16
• Place a bench along the boundary line on each side of the gymnasium. Create boundaries so students can move in the centre area but cannot go near the benches. Place targets (bowling pins,
cones, plastic jugs with the lids) on the bench. Divide the students into protectors and throwers.
Protectors move close to the benches and try to keep objects from being knocked off. Throwers
throw soft balls at the objects, trying to knock them off, but avoiding hitting the protectors. If a
protector is hit, place an extra object (or one that has fallen off) on a bench. Replace objects
and change roles after three or four minutes.
• Students self-assess vigorous participation using a four-finger rating scale.
• Students form a line with five students and one ball. The first student has a ball. On the signal,
they make a two-handed pass over their head to their team player behind them. The second
student makes a two-handed pass between their legs. The over/under pattern continues down
the line.
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Extension
• Play throw tennis with four people (two vs. two) on a larger court, and passing on own side. Try
it with a beanbag or quoit.
• Play with six people (three vs. three).
Notes to Teacher
• Discuss the safety issues of target games. Use objects as targets instead of people.
• Discuss the issue of fair play with respect to the game using the social skills rubric
with the group; Two fingers = I sometimes participate in all the activities; Three fingers = I participate in all activities without encouragement; and four fingers = I vigorously participate and
promote all activities
Appendices
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Sub-Task #10
Hitting Balloons
Facility
Gymnasium
Materials
Balloons
String
Extra balloon
Description
Students hit balloons to develop hitting skills.
Expectation Code
3p22
large target.
3p30
16
Formative/Ongoing
• Teacher assessment of vigorous participation using the participation rubric (Grade 3 Appendix
G) in conjunction with an anecdotal observational recording chart (Grade 3 Appendix N).
• Teacher assessment of hitting skill using teaching points given to students throughout the lesson
in conjunction with an anecdotal observational recording chart (Grade 3 Appendix N).
A) Warm-Up
• All students stand in a hoop with a balloon. Call out a body part and the student must try to keep
the balloon up with that body part and keep it inside the hoop.
• Students explore hitting the balloon in their own space.
• As a class, discuss tips for hitting (e.g., keeping their eyes on the balloon, hitting the balloon
with the heel of hand, hitting the balloon in an upward direction).
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• Students can try the following challenges:
– Hit the balloon against the wall and catch it on the rebound.
– Ask students to try alternating the hand they hit it with. Encourage students to follow through
once they have hit it.
– Use different body parts to hit the balloon.
– Hit the balloon at different levels (high, medium and low).
– Hit the balloon at different speeds (fast, medium, and slow).
– Hit the balloons in different directions (sideways, forward and backward).
– With a partner and one balloon, cooperate to hit the balloon against the wall. Vary the method
of hitting.
• Discuss which methods of hitting are most effective. Challenge students to divide the skill of hitting into three phases: Get Ready, Action and Follow Through.
Balloon Volley
• Divide the class into four or six equal teams. Students work with another team, hitting a balloon
or beach ball back and forth over a net. Encourage students to work together to keep the balloon
in the air. The balloon cannot be hit by the same player twice in a row. Challenge students to have
every team member hitting the balloon before sending it over the net.
• In a line formation, play an over-the-head/under-the-legs relay game with one balloon per line of
four or five students.
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Extension
• Students walk with a balloon between their knees.
• Students move the balloon around their neck, arms, body and legs.
Notes to Teacher
• Use blank movement skill checklist to list hitting indicators. Take students’ pictures showing the
stages of hitting. Put pictures on the movement skill checklist and post on the wall.
Appendices
16
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Sub-Task #11
Hitting
Facility
Gymnasium
Materials
Hitting Balls
Description
Students use balls to practise hitting skills.
Expectation Code
3p22
Hit a slowly moving object (e.g., a ball or a balloon) using
various parts of the body, directing it to a partner or a
large target.
3p29
Formative/Ongoing
in conjunction with an anecdotal observational recording chart (Grade 3 Appendix N).
• Teacher assessment of safety with respect to the equipment using the safety rubric (Grade 3
Appendix I) in conjunction with an anecdotal observational recording chart (Grade 3 Appendix N).
A) Warm-Up
Cradle the Ball
• Students carry a ball, pretending to be carrying an egg and move around the gymnasium with it.
Challenge students to move backwards, walk only on lines, move against walls and move close to
others without touching them while holding the ball.
• Students practise hitting the ball against the wall. Challenge students to:
– Hit the ball against the wall after one or two bounces, hit it in the air.
– Hit the ball with the left and right hands.
– Hit alternately to each hand.
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–
–
–
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Hit a target on the wall (e.g., a line, tape or picture) and on the floor.
Take turns with a partner hitting the ball.
Challenge partner to return ball after one or two bounces.
Move father from the wall.
• Give students time to experiment with different types of hits and catches.
One Wall Handball
• Students work with a partner and alternate hits against the wall. The ball may be played directly
off the wall or after it bounces once on the floor. Increase the number of bounces depending on
the skill of the players.
• Students move the ball around various body parts (e.g., figure eight’s and circles around waist,
legs, head).
Extension
Keep Away, Two Aside, Two vs. Two
• Students work in small groups and try to keep the ball away from the other team by moving and
passing with their teammates. Teams can keep track of the number of consecutive passes.
Notes to Teacher
• Encourage students to modify the games, adding and taking away rules to make the games
challenging and fun for themselves.
Appendices
Grade 3 Appendix I: Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
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Sub-Task #12
Skills Circuit
Facility
Gymnasium
Materials
Many things could be substituted or eliminated from the following list. Please check the skill
development section and choose from this equipment list.
Beach balls
Cones
Utility balls
Ropes
Chairs
Quoits
Boxes/wastebasket
Balls
Balloons
Scarves
Tennis balls
Ribbons
Description
Students use of a variety of equipment to practise throwing and catching skills.
Expectation Code
3p20
3p21
3p22
various parts of the body, directing it to a partner or a
large target.
3p38
Formative/Ongoing
• Self-assessment of fair play using a Self-Assessment Cooperation and Fair Play Tool (Grade 3
Appendix 0-8)
in conjunction with an anecdotal observational recording chart (Grade 3 Appendix N)*
• Teacher assessment of throwing skills using an movement skill recording chart (Grade 3
Appendix J-1) in conjunction with the Overhand throw movement skills checklist (Unit 16
Appendix A)*
• Teacher assessment of catching skills using an Catching Skill recording chart (Unit 16
Appendix A)*
*See Notes to Teacher
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A) Warm-Up
• Students travel around the equipment on the floor. When they come to a piece of equipment,
they change the direction and way of travelling.
• In partners or small groups, students invent a variety of games. They can use the following
combinations:
– catching games
beach balls
– two-handed overhand throwing game
cones and utility balls
– throwing and catching game
ropes, chairs and quoits
– target game
boxes or waste baskets and balls
– hitting game
balloons and various body parts
– find different ways to throw and catch
scarves, tennis balls, stress ball, ribbons,
dollar store soft animals
• Self -assessment of fair play using a self-assessment Cooperation and Fair play chart (Grade 3
Appendix O–8)
• Each group demonstrates their favourite game they designed today.
Group stretch
• Lead the class through a variety of stretches, moving joints from head to toe and stretching and
relaxing muscles (see Grade 3 Appendix A)
Extension
• With a group, students will play the favourite game they observed today.
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Notes to Teacher
• Adjust equipment for the create-a-game situation depending on the facilities and the location of
the class. Be sure students are following the directions of each station, especially for the type of
throwing and catching involved.
• The station activity could be used for two or three classes so students have more time to play
each game.
• Ask students in their groups to all create-a-game with the same criteria to see the difference in
what they invent and then do a jigsaw so they are able to share there inventions.
• *Throwing, catching and hitting skills have been assessed throughout this unit. Use this class to
observe any of these skills/expectations.
Appendices
Grade 3 Appendix 0-8: Cooperation and Fair Play (Self-Assessment Tool)
Unit 16 Appendix B: Catching Recording Chart
Unit 16 Appendix C: Create-A-Game Activity Cards
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Student Assessment – Movement Skill
Checklist
Two-Handed Overhand Throw
Get Ready
❏ feet shoulder-width apart
❏ face target
❏ ball in two hands
Action
❏
❏
❏
❏
bring ball back behind head
elbows point forward
step towards target
shift weight forward and
release ball
16
Follow Through
❏ point arms
towards target
"cast a spell"
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TEACHER
Movement Skills Recording Chart
Indicators
Movement Skills
3p21 Catch, while stationary, objects of various sizes
and shapes using two hands both above and below
the waist (e.g., catch a Nerf ball)
Level 1
• hands are outstretched ready to catch • performs few of the skills
• both palms up and thumbs pointing
as described
out (below waist catch)
• rarely applies skill in other
• both palms out and thumbs together
situations or activities
(above waist catch)
• eyes on the object all the way to the
hands
• reach hands out to receive object
• clasp and bring object into body
Level 2
Level 3
Level 4
• sometimes performs the skills
as described
• sometimes applies skill in other
• usually performs the skills
as described
• usually applies skill in other
• consistently performs the skills
as described
• consistently applies skill in other
Student Names
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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Create-A-Game Activities
1. In partners or
small groups, invent a
catching game using
beach balls. You must
be stationary when
you catch the ball.
2. In partners or
two-handed overhand
throwing game using
cones and utility
balls.
16
3. In partners or
small groups,
invent a throwing and catching
game using
ropes, chairs
and rings/quoits.
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4. In partners or
small groups, invent
an aiming game using
boxes or waste baskets and balls.
5. In partners or
hitting game using
balloons and various
body parts.
6. In partners or
small groups, find
different ways to
throw and catch the
equipment (i.e.,
scarves, tennis balls,
stress ball, ribbons,
dollar store soft
animals, etc.)
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OVERVIEW
Bouncing
Duration
5 Sub-Tasks
Description
This unit is designed to reintroduce the skill of bouncing a ball with one hand while moving.
Since this manipulation skill is not assessed at this grade it allows the teacher to focus on other
aspects of the curriculum such as the living skills and safety. The ball bouncing skill is still taught
in progression, since the students are expected to perform it in later grades. The emphasis can
now be moved away from the mechanics of the skill towards the way students function in large
and small group activities. The last lesson is a skill circuit, which provides an opportunity to
assess respect for others, fair play and cooperation.
Sub-Task Title
Expectation Code
1. Re-Introduction to Bouncing
3p29, 3p37, 3p38
2. Directional Bouncing
3p19, 3p29, 3p38
3. Bouncing – One Minute Challenges
3p29, 3p37, 3p38
4. Bouncing Combined with Relay and Tag Games
3p19, 3p38
5. Bouncing Skill Circuit
3p29, 3p37, 3p38
included are:
Formative/Ongoing
• Teacher assessment of students’ behaviour related to cooperating with others and following the
rules of fair play using the social skills rubric in conjunction with an anecdotal observational
recording chart.
• Teacher assessment of fair play and respect for others using fair play, respect for others and
activity etiquette sections of the social skills rubric.
• Self-assessment of response to others by moving to different designated areas of the gymnasium
to rate self.
• Self-assessment of fair play skills using Cooperation and Fair Play Assessment Tool.
• Self-assessment of attention to safety procedures using a Safe Activity Self-Assessment Tool.
• Peer assessment of cooperation and fair play skills using Cooperation/Fair Play Assessment.
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Skill Building Activities – Bouncing
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• Travel in a variety of ways in different directions in response to signals.
• Bounce a ball while moving, using either hand.
• Travel in a variety of ways, changing pathways and directions.
• Follow safety procedures related to physical activity, equipment and facilities.
• Stay on task, follow instructions, pay attention and see tasks through to completion.
• Demonstrate appropriate interpersonal skills and respectful behaviour in physical activities.
Notes to Teacher
• Ensure the safety rules for the facility, equipment and activity are always clear before proceeding
with the lesson.
• Explain general rules for the equipment, e.g., keeping the balls still while instructions are being
given.
• These lessons are designed for the gymnasium, but could easily be done in a large space where
the balls are able to bounce.
• Equipment should be ready and activities set up before starting.
• The students must be reminded regularly about the necessary steps for dribbling the ball and
maintaining control.
• Starting and stopping signals must be clearly established.
• Teachers notice a great variation in the skill. Encourage the students to work at their own level
when participating in the activities. Expect differences between classes as well and adapt the
lessons accordingly.
• Use markers to identity the “its” during tag and other chasing games, e.g., pinnies, a ball.
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Bouncing
Sub-Task #1
Re-introduction to Bouncing
Facility
Materials
Utility balls or mini-basketballs
Description
The students are reintroduced to ball bouncing skills and encouraged to follow the rules for fair
play and safety in all games and activities.
Expectation Code
3p29
3p37
3p38
(e.g., giving everyone a chance to play)
Formative/Ongoing
• Self-assessment of attention to safety procedures using a thumbs up/thumbs down rating. (See
safety rubric Grade 3 Appendix I for indicators.)
• Teacher assessment of students’ behaviour related to cooperating with others and following
the rules of fair play using the social skills rubric (Grade 3 Appendix H) in conjunction with
an anecdotal observational recording chart (Grade 3 Appendix N).
A) Warm-Up
Elvis Tag
• The teacher chooses a few people to be the “its.” On the signal the rest of the students move
around the space trying to avoid the “its.” When players get tagged they must freeze with their
hand in the air. They may return to the game when another player gives them a “high five.”
Before the player can continue in the game they must say to the player that helped them, “Ah
thank you, thank you very much.” Rotate the “its.”
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• Review the safety rules for the equipment and remind the students to keep balls still when the
instructions are being given. Ball should always be kept in control.
• Review the steps for proper bouncing while stationary: keep eyes ahead; use fingers (the whole
finger not just the tip) to control the ball; push it – do not hit it, the shoulders, keep elbows and
wrists are flexible while ball bouncing; put the foot opposite the dribble hand forward a little and
bend forward slightly.
• Students practise bouncing the ball at different levels using one hand, e.g., high, medium and low.
• Students bounce the ball using one hand with their bodies in different positions, e.g., standing,
kneeling, lying down.
• Students practise their own ball challenge on the spot using one hand.
On the Move
• Remind the students about proper dribbling procedures a) use fingers (the whole finger not just
the tip) to control the ball; b) push the ball – don’t hit it; c) the shoulders, elbows and wrists are
flexible while ball bouncing; d) bend forward slightly; e) have the ball ahead and slightly to the
side of the body; and f) eyes must be looking both at the ball and where the student is going.
• The students bounce the ball using one hand while moving around the gymnasium. On the signal,
they bounce the ball on the spot.
• The students bounce the ball using one hand while moving in a variety of different ways, e.g.,
galloping, skipping, hopping.
• In partners, the students stand facing each other four metres apart. One partner stands stationary
bouncing a ball with one hand, while the other bounces the ball around him and back to his
original spot. The stationary students count how many bounces it takes their partners to travel
around them and back to their position. Rotate roles. Remind the students to maintain control of
the ball.
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Red Light, Green Light Bounce
• Students all have a ball and are bouncing it on the spot. Choose one student to be the “caller”
and he/she stands at the other side of the room with his/her back turned to the group. The
“caller” yells “green light” with back still turned to the group. The rest of the students start to
move towards the “caller” while bouncing the ball. When the “caller” yells “red light” he/she
spins around and the students who have lost control of the ball or are still moving take three
steps backwards. The first student to make it to the end is the new “caller.”
• Partners Bouncing Contest.
In partners, the students bounce the ball on the spot. They try to
maintain control of the ball for as long as possible with their partners. Add some challenges,
e.g., stand on one foot, with eyes closed, bounce below the knee.
• Ask questions regarding safety practices, so students can assess their performance, e.g., “Did
you play safely?” “Did you use the equipment safely?” Students use a thumbs up/thumbs down
rating to answer questions.
Extension
Dribble Tag
• All the students bounce the ball with one hand. Choose three students without a ball to be “it.”
The rest of the students must bounce the ball around the gymnasium trying to avoid the “its.”
When players are tagged they come outside of the playing boundaries and bounce the ball on the
spot, five times with the right and left hand. After completing this activity, they return to the game.
Rotate the “its.”
Notes to Teacher
• Make sure the safety rules for the facility, equipment and activity are always clear before proceeding with the lesson.
• Remind the students about the necessary steps for dribbling the ball and maintaining control.
• Remind students of the importance of keeping the balls still while the instructions are being
explained.
• Clearly establish starting and stopping signals.
Appendices
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Bouncing
Sub-Task #2
Directional Bouncing
Facility
Materials
Pylons
Description
Students practise following the rules of fair play while developing their bouncing skills and
participating in related games and activities.
Expectation Code
3p19
opponents
3p29
3p38
Formative/Ongoing
• Teacher assessment of locomotor skills using an anecdotal observational recording chart (Grade
3 Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).
• Self-assessment of fair play skills using Cooperation and Fair Play Assessment Tool (Grade 3
Appendix O-8).
A) Warm-Up
Partner Bounce Tag II
• Partners face each other while bouncing a ball with one hand. Both partners are “it” and try to
tag each other while keeping the ball bouncing. Their boundaries are the whole gymnasium, so it
is important to reinforce keeping heads up. If one partner tags another, he/she gets a point and
they continue playing. Partners must be sure to watch out for other groups.
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Bouncing While Stationary
• Remind the students of the proper procedure for stationary bouncing.
• Students stand in a big circle with one person in the centre. The students take turns coming into
the middle and performing one challenge. As the centre person is demonstrating, the rest of the
students are bouncing the ball while looking up. The other students see what the challenge is
and try it on the spot.
Bouncing on the move
• Remind the students of the proper technique for bouncing the ball on the move.
• Scatter several pylons around the gymnasium. The students move around as many pylons as possible while bouncing the ball. On the signal, students stop and bounce the ball on the spot.
• Students move around the pylons while bouncing the ball. On the signal, the students change
direction.
Red, Green, Yellow
• Use three pieces of paper: one red, one yellow, and one green. Students bounce a ball and observe
which piece of paper the teacher is holding up. When teacher holds up the green paper, the students move around the gymnasium while bouncing the ball. When teacher holds up the yellow
paper, the students bounce the ball on the spot. When the teacher holds up the red paper, everyone
freezes as quickly as possible. Students must be sure they are following the rules of the game. Hold
up the papers slowly at first and gradually increases the speed. Ball must be in control.
Ham, Chicken, Eggs with a Side of Bounce
• The students move and change direction while bouncing the ball. The teacher designates three
areas as ham, chicken and eggs. In the gymnasium, identify the end line on one side of the gymnasium as “chicken,” the centre line as “ham” and the end line on the opposite side as “eggs”
(stop at least two metres from the wall). Students run in the direction towards the name the
teacher calls. Once the students are confident with the directions and the names, the teacher can
try to challenge the students' listening skills by pointing in the wrong direction or calling the line
they are standing on. This game is a continuously moving game.
Add On
• Students work with a partner and stand in their own space in the gymnasium. The partners start
off with one bouncing challenge. When they are both successful in performing the challenge,
they add another, but they have to do the first one and then the second in a sequence. This pattern continues of adding a challenge and then starting from the beginning. The students see how
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many they can add before they must stop. Have some students demonstrate from the beginning
of their sequence.
• Discuss the criteria for the levels of the self- assessment sheet of fair play and cooperation.
The students should write the date beside the level they believe themselves to be for the day.
Extension
Ham, Chicken Eggs with a side of Bounce II
• The game is the same as above with some more challenging rules. If students lose control of the
ball, or go in the wrong direction they must come outside the boundaries and do a bouncing
challenge (e.g., use alternate hands, bounce low and high) then re-join the game.
Notes to Teacher
• There are many variations in skill development. Allow the students to work at their own level
and suggest alternatives to make the experience easier (e.g., allow students to use both hands,
be supportive and focus on technique instead of speed, use a larger ball, use unconventional
equipment).
Appendices
Grade 3 Appendix I:
Grade 3 Appendix N:
Unit 6 Appendix A:
Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Cooperation and Fair Play (Self-Assessment Tool)
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Bouncing
Sub-Task #3
Bouncing – One Minute Challenges
Facility
Materials
Description
The students continue to practise following the rules of fair play and safety procedures while
demonstrating bouncing skills, stationary and on the move, in games and activities.
Expectation Code
3p29
3p37
3p38
Formative/Ongoing
(Grade 3 Appendix O-6)
• Teacher assessment of fair play and respect for others using fair play, respect for others and
activity etiquette sections of the social skills rubric (Grade 3 Appendix H).
A) Warm-Up
Hoop Bounce Tag
• Scatter several hoops around the gymnasium and choose four players to be “it.” All the students
including the “its” bounce the ball on the move. The “its” move around the gymnasium trying to
tag as many players as possible. The rest of the class is trying to avoid being tagged. When players are tagged they come out of the playing area and bounce the ball on the spot five times with
the right and left hands and then can return to the game. Players are allowed to take a rest inside
the hoops, but they must keep bouncing the ball and can only stay in there for ten seconds. Only
one player at a time is allowed in the hoops. The “its” are not allowed to guard the hoops, they
must continue to chase the active players.
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One Minute Challenges
• Students perform a series of challenges for one minute each to further develop bouncing skills.
Students can simply remember their scores or keep track of them on paper. Students must follow
the rules of fair play. Encourage the students to try to do the best they can and be honest when
answering.
• Bounce with the right hand.
• Bounce with the left.
• Bounce with either hand and put a leg over the ball.
• Bounce alternating hands.
• Bounce moving from standing to kneeling position.
• Bounce and move the ball around the body.
• Bounce and hop on one foot.
• Bounce and run between two lines identified by the teacher before beginning the activity.
Group Bouncing Routine
• In groups of four, the students create a ball bouncing routine. It should have five distinct parts,
and should include a definite beginning and ending, a variety of levels, stationary and moving
challenges. Students should practise and polish their routine. Choose some students to demonstrate to the class.
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Sunrise/Sunset
• The students are bouncing the ball while lying down, pretending they are in bed. On the signal,
the students get up and out of bed very slowly. Once they are standing up they realize it is
Saturday and they don’t have to get up, so they can slowly lay back down to get back into bed.
Students must keep the ball bouncing the whole time.
• Discuss the criteria for the levels of the Safe Activity Self-Assessment tool, which measures attention to safety. The students should write the date beside the level they believe themselves to be
for the day.
Extension
• Groups for the bouncing routines combine with another group. The groups take turns teaching
the other group their routines. The whole group chooses parts from both routines to make an
even bigger one. Have each group perform their new routine to the class.
Notes to Teacher
• Post the criteria for the group bounce routine so the students can constantly refer to it and see if
they are missing parts in their routines.
• Encourage students to work together on their routines, listen to each other and respect the
opinions of others.
Appendices
Grade 3 Appendix O-6: Safe Activity (Self-Assessment Tool)
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Bouncing
Sub-Task #4
Bouncing Combined with Relays
and Tag Games
Facility
Materials
Pinnies
Scarves
Description
The students continue to practise traveling in a variety of ways, dodging stationary objects and
following the rules of fair play while developing their ball bouncing skills in games and activities.
Expectation Code
3p19
opponents
3p38
e.g., giving everyone a chance to play)
Formative/Ongoing
• Peer assessment of cooperation and fair play skills using Cooperation/Fair Play Assessment
A) Warm-Up
Fitness Warm-Up with a Bounce
• Lead a complete warm-up routine (See Grade 3 Appendix A). Students perform a variety of fitness activities with the ball. The students can use the ball to stretch, and they bounce the ball
while completing aerobic activities, e.g., line jumps or jumping jacks, etc.
• Students choose the peers that they assess for the activities and the teacher reviews the criteria
of the assessment.
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Bouncing on the Move
• Repeat each one several times:
– The students bounce the ball around the gymnasium and freeze on the signal.
– The students bounce the ball around the gymnasium and on the signal lay down and bounce
the ball.
Circle Relays
• Students are divided into groups of six and find their own space. Each student in the group has a
ball. Each group forms a circle. Each member of the group receives a number. On the signal, the
first player weaves his/her way around the people in the circle, dribbling the ball, and returns to
his/her original space. When the first player returns, the next person is allowed to begin and the
pattern continues. Once everyone in the group has participated the group sits down or they keep
going until the teacher signals. Emphasize keeping ball in control.
• Right hand circle relay – The students use their right hand to compete the relay.
• Left hand circle relay – The students use their left hand to complete the relay.
• Galloping circle relay – The students gallop instead of running in the relay.
Dragon’s Tail Tag
• Students are given a scarf to tuck into the side of their shorts with the end sticking out. All the
students are bouncing the ball and moving around the gymnasium trying to take other players’
Dragon’s tail while protecting their own. When a player loses their tail they must come to the
side and perform three bouncing stunts before they can return to the game. There can be several
winners (or no winners) for the game, the last people to keep their tail and the players who
collected the most tails. They should keep the balls in control at all times. Repeat several times.
• Pattern Ball. The students practise bouncing their ball in a specific pattern, which can be
repeated over and over. The students can use the beat of a song to make their pattern. Students
share their pattern with a partner. Partners combine both patterns together.
• The students complete the peer assessment of fair play skills using the Cooperation and Fair Play
Assessment sheet.
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Extension
Hopping Circle Relay
• The students hop on one foot instead of running in the relay (can alternate feet).
Skipping Circle Relay
• The students skip instead of running in the relay.
There and Back Circle Relay
• The students bounce the ball around the circle the one way and upon reaching their spot turn
around and go the other way.
Notes to Teacher
• Have all the equipment needed for the activities ready ahead of time.
• Explain the Peer Assessment sheet before the students start the activities so they can make an
evaluation at the end.
Appendices
Grade 3 Appendix O-8: Cooperation and Fair Play (Peer Assessment Tool)
Unit 6 Appendix A:
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Bouncing
Sub-Task #5
Bouncing Skill Circuit
Facility
Materials
Utility balls
Pylons
Description
This lesson is designed as a skill circuit to provide the teacher with the opportunity to assess how
students participate in small group activities while performing a variety of ball bouncing tasks.
Expectation Code
3p29
3p37
3p38
Formative/Ongoing
A) Warm-Up
• Students lead their own warm-up and spend a few minutes practising bouncing and controlling
the ball.
• Set up a skill circuit with five stations that are designed to allow practice in all the skills taught in
this unit and provide the teacher with assessment opportunities. Divide students into five groups
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and place each group at a station. The group stays together and rotates every 3 – 5 minutes. Have
the stations set up with numbers beside them and the activities for each one explained clearly
before beginning the circuit. Students should already be very familiar with the proper procedure
for bouncing the ball on the move.
Circuit
Pylon Bounce
• Set up a line of pylons two metres apart. The students take turns bouncing the ball around the
pylons on the way there and back. The students use alternate hands each time. With each successful attempt, the students increase the speed.
One-Minute Challenges
• Post two or three one-minute challenges on the wall for the students to perform. Provide a
stopwatch for this station or have the students watch the clock.
– Bounce the ball with your favourite hand
– Bounce the ball on one foot
– Bounce the ball with eyes closed
Group Routine
• The group creates a ball bouncing routine. Routine should have five distinct parts, and include a
definite beginning and ending, a variety of levels, stationary and moving challenges. The routine
should be complete before the students rotate to the next station. Have groups demonstrate at
the end of the circuit.
Partner Bouncing Challenges
• Post a list of partner bouncing activities on the wall for the groups to try.
– One partner takes both balls and bounces them together.
– Partners stand back to back and attempt to bounce one ball around both of them.
– Partners stand back to back and attempt to bounce both balls around both of them.
– Partners each bounce the ball in the same pattern. On their signal, they switch balls and
continue the pattern.
– Partners bounce once to themselves and bounce the ball to their partner. Partners maintain
this pattern with one ball first and then try both.
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Continuous Bounce
• The students start bouncing the ball as soon as they rotate to this station. The students keep the
ball bouncing the whole time without stopping. Students keep track of the number of times they
had to stop.
• The students try carrying the ball around the gymnasium without the use of their hand. They
experiment with a few different methods before carrying the ball to the equipment bin to be
put away.
gymnasium levels 1, 2, 3, and 4. Establish the four levels using the social skills rubric, e.g., 1– I
need reminders to speak kindly and listen to others, 2 – I sometimes speak kindly and listen to
others, 3 – I speak kindly and listen to others, 4 – I always speak kindly and listen to others.
Direct the students to stand in the area of the gymnasium that corresponds to the level they feel
they are at today.
Extension
• Students repeat the circuit. This time they could try to come up with a challenge for each station
with the help of the students in their group, instead of just doing the requirements set by the
teacher.
Notes to Teacher
• The students should be reminded to work at their own level and the circuit is just an opportunity
to try new challenges.
• The circuit should be set up before the class begins.
17
Appendices
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518
Skill Building Activities – Kicking and Dribbling
Grade 3 Section
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UNIT
18
11:09 AM
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OVERVIEW
Duration
5 Sub-Tasks
Description
This unit is designed to re-introduce and develop kicking and dribbling skills. Kicking skills are
not assessed in Grade 3 but are addressed to help students continue to build skills. Due to the
number of group activities present in this unit, there is also a focus on living skills, e.g., cooperation and respect for others in relation to kicking and dribbling. The final lesson is a skill
circuit. In all the lessons there is a focus on following safety procedures and maintaining control
of the ball.
Sub-Task Title
Expectation Code
1. Re-Introduction to Trapping
3p29, 3p38
2. Re-Introduction to Dribbling
3p19, 3p29
3. Hitting Slowly Moving Objects with Feet
3p22, 3p37
4. Passing and Kicking, Partner and Group Challenges
3p22, 3p37
5. Skill Circuit
3p22, 3p29, 3p37
included are:
Formative/Ongoing
rubric.
skills rubric in conjunction with an anecdotal observational recording chart.
• (Diagnostic) Teacher assessment of locomotor skills using an anecdotal observational recording
chart in conjunction with a locomotor skills checklist.
to rate self.
• Self-assessment of attention to safety procedures using a Safe Activity Self-Assessment tool or I am
Ready for Physical Education Self-Assessment tool.
• Peer assessment of hitting skills using a teacher-developed checklist. Use indicators from lesson
in combination with blank movement skills checklist.
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• Travel in a variety of ways in different directions in response to signals.
• Kick a stationary ball, using either foot, to a partner.
• Dribble a ball over a short distance using their feet.
• Travel in a variety of ways, changing pathways and directions.
• Follow safety procedures related to physical activity, equipment and facilities.
• Stay on task, follow instructions, pay attention and see tasks through to completion.
Notes to Teacher
• Ensure the safety rules for the facility, equipment and activity are always clear before proceeding
with the lesson.
• The lessons have been designed for outdoor and indoor use (if indoors be sure to deflate the
balls slightly so they will not bounce as much).
• Explain general rules for the equipment, e.g., keeping the balls still while instructions are being
given.
• Equipment should be ready and activities set up before starting.
• Remind students about the steps for kicking and dribbling the ball while maintaining control.
• Explain starting and stopping signals.
• Teachers will notice a great variation in the skill levels. Encourage the students to work at their
own level when participating in the activities. Expect differences between classes as well as individuals and make changes in the lessons accordingly. Provide modifications (e.g., variety of balls
available – large balls, slightly deflated balls, foam balls that will roll slowly).
• Have something to identity the “Its” during tag and other chasing games e.g., pinnies, or a piece
of cloth etc.
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Sub-Task #1
Re-introduction to Trapping
Facility
Materials
Utility balls or small soccer balls
Pinnies
Description
Students will practise trapping the ball from a variety of heights and distances while keeping control
of themselves and the equipment in the playing space.
Expectation Code
3p29
3p38
Follow the rules of fair play in games and other activities
Formative/Ongoing
18
A) Warm-Up
Free Rainbow
• Divide students into four different colours (use pinnies or pieces of coloured paper to identify
the teams) and students go to the four corners of the gymnasium. On the signal, all the students
start moving (speed walking, jogging, skipping) around the playing area. Once all the students
are moving call one of the colours. The students who are that colour become the “Its” and try
to tag as many other colours as they can. Once players are caught they go to their original
corner and keep moving. Call out “Free Rainbow” and all students move freely around the
gymnasium again.
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• Review the different ways a ball can be trapped:
1. Place the sole of the foot on top of the ball (students must be careful with this method so as
not to go over the ball with the ankle.)
2. Move one foot in front of the ball to cut off its path.
3. Use the inside of the foot and cradling the ball(allowing the foot to go back slightly with
the ball).
4. Use the outside of the foot.
• Students practise rolling the ball to the wall and trapping it. Students should try both feet.
• Students practise bouncing the ball to the wall softly and trapping it using only their feet.
• Introduce two new methods of trapping the ball:
1. Shin trap: face the ball, flex both knees, arms out at either side, trunk bent slightly on
contact
2. Leg trap: face the ball, lift leg so the thigh is horizontal to the ground, contact is made at
the midpoint of the thigh, move the thigh back slightly with the ball so it does not bounce
back (cradle it).
• Students bounce the ball much higher to practise the two new techniques.
• Students practise kicking the ball against the wall and trapping it.
• With a partner, students take turns bouncing the ball to each other and trapping it. They strive to
keep the ball in control.
Line Soccer
• Students are divided into two teams and placed on opposite sides of the playing area, wearing
pinnies or some other identifying marker.
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• The students on each side are lined up at the back of the playing area between two pylons, which
leaves a large space in the middle (if students were in the gymnasium both sides could be standing on the very end lines before the wall).
• The players on both teams are given the same numbers and stand on the line between the pylons
on their respective sides until their number is called.
• Call out three or four numbers at a time and the students on both teams whose numbers were
called will come out into centre of the playing area towards the ball. Both sides will be trying to
get the ball across the opponent’s line.
• The students that were not called have the responsibility of keeping the ball from crossing their
line. The students may only use their legs to trap the ball, not their hands. Balls must be below
the waist to count as a point going across the line.
• Play is continued for approximately one minute or until a team scores, at which time the students return to their side and new numbers are called.
• The team works together to keep the ball from going across the line.
Walk and Stretch
• Students move around the gymnasium slowly in a variety of different ways. On the signal, they
stretch a certain part of the body (e.g., shoulders, back, arms, legs). The students will hold the
stretch for ten seconds and continue walking. Repeat.
• Ask questions regarding safety practices, so students can evaluate their performance, e.g., “Did
you play safely?” “Did you use the equipment safely?” Students use a thumbs-up/thumbs-down
rating to answer questions.
Extension
Circle Soccer
• Students make one big circle in the centre of the playing space. Two students are chosen to be in
the middle of the circle, each with a ball. The object of the game is for middle players to try and
kick the balls out of the circle while the people in the circle keep the balls in. Rotate the centre
players often. This activity should be played with softer balls.
Notes to Teacher
• Change taggers often and use signal to free “caught” players so that all students are active during
tag games.
• Clearly identify boundaries before an activity begins.
• Students should understand the proper techniques for kicking and trapping.
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• Remind students how to move through the space safely and that they must maintain control of
their bodies and equipment.
• Students are encouraged to work at their own ability level.
• Teachers using the gymnasium for the activities may want to deflate the balls slightly, so they will
not bounce as high.
Appendices
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Sub-Task #2
Re-introduction to Dribbling
Facility
Materials
Pylons
Pinnies
Description
The students practise proper ball dribbling techniques with their feet, while moving safely with
equipment in the playing space.
Expectation Code
3p19
Travel in various ways and dodge stationary objects or
opponents.
3p29
Formative/Ongoing
• (Diagnostic) teacher assessment of locomotor skills using an anecdotal observational recording
chart (Grade 3 Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).
18
A) Warm-Up
Musical Stops
• The students dribble the ball around the space when they hear the music, but when it stops they
quickly trap the ball. Encourage students to move in a variety of ways (e.g., zigzag pathway,
around other players, along lines).
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• Review the proper dribbling techniques:
– push the ball with the inside of either foot
– keep the ball close to feet (approximately 1 metre)
– eyes focused ahead (occasionally glancing at the ball)
– maintain control of the ball
• Scatter pylons around the playing area. The students:
– Dribble the ball in control around all the pylons. On the signal they stop as quickly as
possible.
– Dribble through the pylons changing direction on the signal without stopping the ball.
– Dribble through the pylons changing speeds on the signal while keeping control of the ball.
• In partners, the students decide who is number one and who is number two. Partners start out
back to back each with a ball, waiting for the teacher to call out one of the numbers. The number the teacher calls will be the chasers and the others will be chased. Partners must only chase
each other while dribbling the ball and keeping control. Students must be careful to avoid other
players by keeping their eyes up as well as on the ball. On the signal to stop the students freeze
and the teacher calls again. If a chaser catches the partner before hearing the signal to stop, their
roles are immediately reversed.
Circle Dribble
• Divide students into groups of six. In their own space each group makes a large circle. Everyone
in the circle is numbered off and must have a ball. On the signal the first student in each group
weaves in and out around the people in their circle while dribbling the ball. Once they get back
to their original position the second person in the group starts. When everyone in the group has
taken their turn the group sits down. The group repeats this activity trying to perform more
quickly than before.
• Around the Fence. All the students line up on one side of the playing area with their ball.
Four or five students are chosen to be in the centre of the space without a ball. On the signal the
centre students will call “come around the fence” and the rest of the students dribble the ball in
control from one side of the playing area to the other, without having their ball taken by one of
the centre players. Once players make it to the other side they wait there until they hear the
signal to cross again. Players who lose their balls go to the centre and try to take someone else’s
ball as they are dribbling are crossing. This game requires a lot of space.
Tallest to Smallest
• Students will line up from the smallest to the tallest without talking. Students see how long it
takes them to complete. Once in the line the students can start passing the balls down the line to
the bin.
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Pass the Stretch
• While standing in line, the first student does a stretch. In turn, each student follows the stretch.
When the last person in line gets into stretching position, the first person changes the stretch to
stretch another body part.
Extension
• In a group of six, the students create a group challenge or game using dribbling as the main
focus. Demonstrate to the class.
Notes to Teacher
• Teachers should be aware of a variation in skill level from class to class and student to student.
Adapt activities to suit for all the levels in the class (e.g., encourage students to move more slowly, provide larger balls or balls that move more slowly, create smaller groups).
Appendices
18
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Sub-Task #3
Hitting Slowly Moving
Objects with Feet
Facility
Materials
Utility Balls or small soccer balls
Pylons
Chairs
Nets
Pinnies
Targets
Description
Students practise proper kicking techniques while demonstrating respect and
maintaining the safety of themselves and others in the playing space.
Expectation Code
3p22
different parts of the body, directing it to a partner or a
large target.
3p37
Formative/Ongoing
to rate self (See social skills rubric Grade 3 Appendix H for indicators).
in combination with blank movement skills checklist (Grade 3 Appendix O-10).
A) Warm-Up
Crab Walk Dribble Tag
• Similar to regular Dribble Tag, this activity uses the crab walk instead of running. All the students
have a ball. Choose four or five students to be “It.” All the students must dribble around the gymHealth and Physical Education – Grade 3
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nasium keeping control of their ball while crab walking. If players are tagged by the “Its” they
must come outside the playing area and complete a fitness activity e.g., tuck jumps etc. Once the
student has completed their fitness activity they are free to return to the game. Repeat choosing
new “Its.” The teacher can add a rule that if the players or the “Its” lose control of the ball they
must complete a fitness activity.
• Set up a variety of targets set up near the wall, e.g., chairs, pylons, paper targets or nets.
• The students practise kicking a stationary ball using both feet.
• Review techniques of a hitting a moving object with the feet:
– eyes focus on object throughout
– body in line with incoming object
– pull back body part (e.g., hand, elbow, head, foot, knee) to hit object
– contact object and follow through with body part in direction of target
• Rolling : Starting back further the students push the ball ahead lightly and attempt to kick the
ball at the wall while it is rolling. Make sure the students keep their eyes on the ball until contact. Repeat using both feet.
• Students try to hit the targets while kicking a moving ball.
• With a dribble : Students try to dribble the ball around the space very slowly and in control. On
the signal they kick the moving ball at the wall. Repeat several times.
• With a partner : One partner starts rolling the ball slowly while the other practises kicking.
Switch roles after the fifth turn.
• Try again with the other foot.
• One partner bounces the ball lightly and the other kicks it. Switch after the fifth turn.
Soccer Pinball
18
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• Divide the playing area into four quadrants, and divide students into four groups, sending each
group into one quadrant. Each group has four pins to protect. Students may not go outside the
boundaries of their quadrant. Scatter several balls around the playing area. The object of the
game is for the students to protect their team's pins while trying to knock down the other team's
pins. Students practise kicking the ball while it is moving and trapping using their legs and feet.
Kicks must be kept low. On the signal, they begin kicking until all of their pins are knocked
down. Use softer balls for this activity
• I Can Dribble with My… Students explore using different parts of the body to dribble the ball
(soccer style not basketball) e.g. dribble with my nose, elbow, knee, etc.
• Discuss the four levels of self-assessment for Response to Others. Designate different areas of
the gymnasium levels 1, 2, 3 and 4. Establish the four levels using the social skills rubric: 1 – I
Direct the students to stand in the area of the gymnasium corresponding to the level they feel
they are at today.
Extension
Cooperative Horse
• Groups of three form a triangle. The first person rolls it to the second, who kicks it to the third.
The third person traps the ball, starts the roll over again and the pattern is repeated. This way
everyone in the group has the opportunity to roll, kick and trap the ball. The object of the game
is to keep control of the ball. If one of the players misses the ball and it goes out of control the
group gets a letter. When the group spells out horse they must start over again.
Notes to Teacher
• Clearly identify boundaries before an activity begins.
• Students should understand the proper techniques for kicking and trapping.
• Students must be reminded how to move through the space safely and that they must maintain
control of their bodies and equipment.
• Teachers using the gymnasium for the activities may want to deflate the balls slightly, so they are
not so bouncy.
• Remind students how to move through the space safely and that they must maintain control of
their bodies and equipment.
• If using the gymnasium for the activities, teachers may wish to deflate the balls slightly so they
will not bounce as high.
Appendices
Grade 3 Appendix O–10: Blank Movement Skill Checklist
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Sub-Task #4
Passing and Kicking, Partner
and Group Challenges
Facility
Materials
Pinnies
Pylons
Description
Students practise passing and kicking a moving ball while using the playing space and
equipment safely.
Expectation Code
3p22
large target.
3p37
Formative/Ongoing
A) Warm-Up
Monkey in the Middle
• Play in groups of three. The two outside players make successful passes to each other, while the
middle player tries to get the ball. If the “monkey” gets the ball, the person who passed it is now
in the middle. If one player is in the middle too long call a switch.
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• In partners, students review some tips for kicking (e.g., use the inside or the outside of foot,
keep eyes on the ball until contact is made, place non-passing foot beside and behind the ball).
Partners work on two touch passing, where the ball is trapped before passing (one touch – the
trap, two touch – the pass). Partners observe each other and give feedback about their passes.
• Partners attempt one touch passing: partners pass a moving ball instead of trapping it first.
Kick and Run
• In a group of four, two players stand facing the other two players with open space in between
them. The first player passes the ball across the open space to the other side and then moves to
join the end of the line where they passed the ball (the players follow their pass). The next player
passes the ball without stopping it across the space and joins the end of the line where they
passed. This process is continuous, every time a player passes the ball they join the opposite line.
The two groups start out close and gradually move back. Emphasize control of the passes.
Students should not move further apart until they have are successful at a closer range.
Triangle
• In groups of three, the students position themselves in the shape of a triangle. Two players have a
ball and one does not. On the signal the students with the balls take turns passing to the other
players, who kick the moving balls back to the passers. Rotate positions so everyone has the
opportunity to be the kicker.
Partners on the Move
• Partners move around the space together with one dribbling the ball and the other keeping pace
with their partner. When the teacher calls out “change” the student with the ball must pass it in
control to their partner remembering to pass to the space that the partner is moving to and not
right at them. Teacher continues to call the changes making them more and more frequent.
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Mini-Soccer
• Play in teams of three versus three, identified by pinnies. Use cones to create the goals. Students
must have their boundaries identified before starting. Designate three positions, forward, defense
and goalie. Teacher signals to rotate positions so everyone has a turn to play all three.
Soccer Juggling
• Students start by bouncing the ball of one knee, alternate knees. Progress to two knees in a row,
then three etc. Students should try alternating each time.
• Students put away balls and work with a partner to stretch legs, arms and back.
Extension
One-Base Soccer
• Divide the class into two teams. One team will be fielders and the other team will be kickers.
Fielders spread out behind a restraining line while kickers line up single file. The first kicker
kicks the ball as hard as possible and runs around the first base and back to the goal line. The
fielders trap the ball dribble it to the restraining line, and kick it through the goal before the
kicker makes it back. If the kicker makes it around the first base and back before the ball goes
past the goal line, they get a point, but if the goal is made first, the fielding team gets a point.
Once all the kickers have been “at bat” the fielders and the kickers switch.
Notes to Teacher
• Students must work cooperatively in the games and activities to be successful.
• Encourage students to be accepting of various levels of ability.
• Be sensitive to the variation in skill level and adapt activities accordingly.
18
Appendices
Grade 3 Appendix H:
Grade 3 Appendix N:
Grade 3 Appendix O-10: Blank Movement Skill Checklist
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Sub-Task #5
Skill Circuit
Facility
Materials
Pylons
Nets
Description
Students practise kicking skills in a circuit while following safety requirements and working
positively in their group.
Expectation Code
3p22
large target.
3p29
3p37
Formative/Ongoing
• Self-assessment of attention to safety procedures using a Safe Activity Self-Assessment tool (Grade
3 Appendix O-6) or I am Ready for Physical Education Assessment tool (Grade 3 Appendix O-7).
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A) Warm-Up
Partner Dribble Tag
• Students divide into partners and have one ball between them. Choose two pairs to be the “Its.”
On the signal, the students link arms and stay that way while taking turns dribbling the ball. The
“Its” must also be linked and dribble the ball, as they try to tag other pairs. If a pair gets tagged
they must come off to the side and pass the ball back and forth to each other, with their feet, five
times. Once they have completed the passes they can rejoin the game.
Culminating Skills Circuit
• Divide students into five groups and place them at stations. The group must stay together and
will rotate every three to five minutes. Set up and clearly explain the stations before beginning
the circuit. Before beginning any activities stress the importance of control.
Dribbling and Shooting
• Set up three pylons in a row in front of a net. The pylons are two metres apart and the space
in front of the net is approximately five metres (vary the distance if it is too difficult for the
students). The students take turns dribbling the ball through the pylons and than shooting when
reaching the final pylon. The ball is not stopped between the dribble and the kick at the net.
Students practise kicking with right and left feet.
Square Shooting
18
• Students work in groups of three and spread out. Instead of the shape of a triangle they form a
square with one person missing in the bottom corner. The two people at the top two corners of
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the square will have a ball. The student at the bottom corner, without the ball, will run back and
forth between the two bottom corners to kick the passes that are made by the top two players.
The bottom player is like a pendulum going back and forth. The kicks made must be in a straight
line back to the passing player. Students rotate positions.
Trapping
• In partners the students take turns trapping the ball and passing the ball back to their partners.
Students trap the ball with the shins and the thigh and passing back as quickly as possible. The
object of this activity is not to let the ball stop, to pass it right after it is trapped. The students not
trapping will be bouncing the ball to their partners varying the height, speed and distance. The
partners switch after five.
Target Shoot
• Set up a number of paper targets inside of a net. Vary the positions and heights of the targets. The
students take turns kicking, remembering to use both feet. Students may increase the
distance.
Star Pass
• The students spread out into a circle formation. There must be an uneven number of players in
each group. Students pass the ball using their feet to the player two positions to the left, so a
player will always receive the ball from the player and pass the ball to another (same) player. The
student keeps eye on the player they receive the ball from, and only take their eyes off them when
passing the ball to the next player. The ball circles around always following the same path. As the
students know who their passers and receivers are they can speed up the drill. A second ball can
be added. You could do this activity with any number of students but approximately 7 students
would work well.
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Beach Ball Antics
• Students hit the beach ball and keep it in the air. They count how many times they can hit the
ball before it hits the floor. Encourage the students to use a variety of different parts of the body
(e.g., head, knee, foot, elbow) instead of just hands, and to stay in their own space.
• Students complete the self-assessment of attention to safety procedures (Grade 3 Appendix O-6).
Make sure the students put the date on the level they feel they are at, so the sheets can be used
again. Review the levels before the sheet is distributed.
Extension
• Students repeat the circuit, but create their own challenge for each station. At the end, the
students could share their challenges with the whole group.
Notes to Teacher
• Set stations up ahead of time.
• Students must be clear on the proper techniques for all the skills they have learned to date.
• Stations should be explained very clearly before the students begin.
Appendices
Grade 3 Appendix H:
Grade 3 Appendix N:
Safe Activity (Self-Assessment Tool)
I am Ready (Self-Assessment Tool)
Blank Movement Skill Checklist
18
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538
Skill Building Activities – Manipulative Activities With Equipment
Grade 3 Section
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UNIT
19
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OVERVIEW
Manipulative Activities With Equipment
Duration
10 Sub-Tasks
Description
Students explore a variety of equipment and continue to develop their manipulative, movement,
participation and social skills. Teach this unit in sections to introduce use of different equipment.
Sub-Task Title
Expectation Code
1. Introduction to Scooters
3p29, 3p39
2. Partner Scooter Board Activities
3p29, 3p39
3. Scooter Games
3p29, 3p39
4. Review of Stick Skills
3p29, 3p37, 3p39
5. Stick Games
3p29, 3p39
6. Review of Throwing a Frisbee
3p29, 3p37
7. Throwing and Catching a Frisbee
3p21, 3p37
8. More Throwing and Catching a Frisbee
3p21, 3p37
9. Tossing and Catching with Scoops
3p29, 3p37, 3p39
10. Scoops and Scooter Boards
3p29, 3p37, 3p39
included are:
Formative/Ongoing
• Self-Assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
• Teacher assessment of students’ behaviour related to communicating positively to help and
encourage others using the Social Skills Rubric in conjunction with an anecdotal observational
recording chart.
• Self-Assessment of response to others using the Response To Others Self-Assessment Tool.
• Teacher assessment of students’ behaviour related to respecting and communicating using the
Social Skills Rubric in conjunction with an anecdotal observational recording chart.
• Peer/Self-assessment of student’s respect for others using T-shirts and clothespins in conjunction
with the social skills rubric (Grade 3 Appendix H)
• Teacher assessment of catching skills using a movement skills recording chart in conjunction
with the catching indicators in the Notes to Teacher.
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• Students follow safety procedures related to physical activity, equipment and facilities.
• Students understand the expected routines of the gymnasium (e.g., stopping signals, fire drill
procedures, circle formation etc.).
• Students can follow instructions and stay on task.
• Students have been formally taught how to throw and catch a variety of objects.
• Students have been taught the importance of being in control of the equipment and self while
participating in activities.
• Students have been formally taught different locomotor pattern, pathways. levels and direction.
• Students have experience working independently and can work at stations with little ongoing
direction once the activity is explained.
• Students understand the importance of stretching.
Notes to Teacher
• Explain the safety rules for the equipment, the facility and the activity prior to the lessons.
• Teachers may notice a great variation in skill level, encourage students to work at improving their
skill level
• At Grade 3, most basic skills have been introduced. If students have a good grasp of the basic
manipulative skills and show safe practices in the gymnasium, then parts of this unit can be used
in any term.
• The sub-tasks in these units can be taught in combination with locomotor skills or any manipulative (throwing, catching, bouncing, kicking) units
• This unit would be best if it was broken up into the sections: scooter boards, foam sticks,
Frisbees and scoops.
• Establish safety rules for equipment before every unit. Review the safety procedures in terms of
boundary lines during tag games, putting away equipment and taking equipment out. Walls are
not use as turning points in relays. Use a line, pylon or marker before the wall. Safety zones for
tag games are at least 2 metres away from the walls.
• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 60) for overhead
throwing and hitting rubrics.
• Foam sticks should be used at the junior level. The hockey type activities should be skill building
in nature and encourage participation. Be prepared for a broad range of ability in this area due
to the students’ prior experience.
Appendix
Unit 19 Appendix A: Scooter Board Positions
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Manipulative Skills with Specialized Equipment
Sub-Task #1
Introduction to Scooters
Facility
Materials
Scooter boards
Description
Students will use a scooter in a variety of challenges and in a safe manner.
Expectation Code
3p29
3p39
Formative/Ongoing
• Self-Assessment of attention to safety procedures using a thumbs-up/thumbs-down rating
(see Grade 3 Appendix I for indicators).
encourage others using the Social Skills Rubric (Grade 3 Appendix H) in conjunction with an
anecdotal observational recording chart (Grade 3 Appendix N).
• Teacher assessment of attention to safety procedures using the safety rubric (see Grade 3
Appendix I for indicators).
A) Warm-Up
Line Tag
• One or two students wear a pinnie and they are “It,” Students avoid the “Its” and move through
the room on the lines only. When tagged, students choose a fitness activity to do together with
“It” when tagged.
• Switch the “Its” often.
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• Review safety rules with students prior to allowing students access to the scooter boards (See
Notes to Teacher) and reinforce these rules throughout the class.
• Remind students to check their personal space and to look carefully before attempting and while
participating in all activities.
• Students sit on the scooter (See Unit 19 Appendix A) using hands only to move forward.
• Seated on their scooters, students explore ways to get around the room using various body parts
to propel themselves. Students try pushing with:
– One foot
– One hand
– Two feet
– Two hands
– One foot and one hand
– One foot and two hands
– Two feet and one hand
– Two feet and two hands
• Students try pushing themselves with different body parts while moving backward and sideways.
• Caution students to constantly check behind them when moving backward.
• Students try moving only along the lines.
Simon Says on the scooter board
• Select two students to be Simon
• Students each lead a group, giving instructions, e.g., “Simon says move three pushes back,”
“Simons says turn in a circle.” If students move without “Simon” saying, students move on their
scooter to the second game. Students move between games as they respond to instructions.
• Change leader often.
• Remind students to check their personal space and to look carefully before moving.
• Students put together a sequence using five different ways of moving (from above list) about the
room and including at least two different directions (e.g., forward, backward, sideways).
• Select students to demonstrate their sequence to the class. Identify the different ways and directions of moving.
• Give students time to work on their sequence again, after observing.
• Students will self-assess attention to safety using a thumbs-up/thumbs-down rating.
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• Students lie on their stomachs on their own scooter board and the teacher pretends to be the
Grandfather Clock. Say the time, and the students make the time with their hands or feet while
keeping their stomach on the scooter board.
Extension
• Students create a sequence with a partner using a variety of directions and movements.
Notes to Teacher
• Establish safety rules prior to starting scooter activities:
• No standing on scooter boards.
• Keep fingers away from wheels.
• Tie back long hair.
• Keep loose clothing away from the wheels.
• Move carefully and in control. Do not run and dive onto scooter boards.
• In scooter board relay games, allow for a slow-down area.
• Avoid contact with other scooters.
• Tell students that scooter board wheels are different than skateboard wheels. Scooter board
wheels turn in all directions.
• Keep in mind that scooter boards are very loud when students are moving on them. Ask students
to sit with the board in their lap or the board upside down on the floor in front of them when
the teacher is giving instructions.
• Students who have mobility limitations should be able to attempt several of the scooter activities.
Students may work with a “buddy.”
Appendices
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Sub-Task #2
Partner Scooter Activities
Facility
Materials
Scooter boards
Beanbags
Balls that bounce
Description
Students will work with a partner in a variety of scooter activities with an emphasis on safety.
Expectation Code
3p29
3p39
Formative/Ongoing
A) Warm-Up
Partner Tag
• Students choose a partner and together identify a fitness task (e.g., bench step ups, jumping
jacks, sky reaches) and designate one partner as “It.” “It” does the fitness task that the students
chose, then tries to tag his/her partner. When tagged, students switch roles. The new “It” does
the fitness task each time to allows the partner some time to get away.
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• Refer to and reinforce Safety Rules found in Sub-Task #1 prior to using the scooters.
• Partner Tasks: (see Unit 19 Appendix A) Each student has a scooter board. Working with a
partner, students:
– Link elbows and move forward, backward, sideways (sit back-to-back, side-by-side).
– Lie face down on scooters, join hands and move around the room.
– Reverse roles.
– Create other ways in which to move together safely.
– Demonstrate their favourite way to move to the class.
Relays
• Students line up in groups of four at one end of the play area (use width of gymnasium) opposite a pylon.
• Each student has his/her own scooter board.
• On a signal the first pair of students move across the room, around the pylon and back to touch
the next pair.
• This new pair travels across the floor, repeating the challenge, and taking new challenges.
• Move with elbows linked.
• Move while passing a beanbag back and forth to one another.
• Move while bouncing a ball back and forth to one another.
• Students self-assess attention to safety using a thumbs-up/thumbs-down rating scale.
• Students sit back-to-back with elbows linked while each is on a scooter.
• Each pair does one circuit of the room slowly and carefully. They put the scooter away.
Extension
• Four students/Four scooters
• Each student uses own scooter for base of support.
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• Group of four moves as a unit.
• Three students are off the floor, no body parts touching the floor, while the fourth student
provides the locomotion.
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Notes to Teacher
• See Sub-Task #1 for safe scooter guidelines.
• Safe zones for tag games are at least 2m from the wall
• Walls are not used as turning points in relays…a pylon or marker is used in advance of the wall
• When doing relays, use small groups so students have more opportunities to be active.
• Relays can be continuous – students continue pattern of activity until new pattern is called,
instead of stopping when each person has had a turn.
• Asking students to provide reasons for their decisions when assessing their own attention to
safety procedures helps to clarify the criteria and indicators for assessment. Discussing indicators
publicly clarifies the targets for both students and teachers.
Appendices
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Sub-Task #3
Scooter Games
Facility
Materials
Scooters
Beanbags
Balls
Hoops
Description
Students participate in a variety of scooter board activities and games with an emphasis on fair play.
Expectation Code
3p29
3p39
Formative/Ongoing
A) Warm-Up
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Snap
• In pairs, with one beanbag between them, students move around the room on scooters.
• Call “Snap“ and students stop, looks for their partner, make eye contact and then the student
with the beanbag throws it to his/her partner.
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• Repeat a number of times.
• Caution students to look carefully before they throw their beanbags in order not to interfere or
hit other students or partner groups.
• Refer to and reinforce the scooter safety rules (see Sub-Task #1 under Notes to Teachers).
Have students explain rules prior to these activities.
Partner Catch
• Students choose their own partner and play catch using a beanbag or small soft ball with a
partner while sitting on a scooter board.
• Try this while moving and not moving.
• Students try using a bounce pass (use a small ball that bounces).
Monkey in the Middle
• Students pass a beanbag or small ball between partners while another student tries to make an
interception.
• Rotate positions regularly and discuss the importance of giving each group member equitable
time as a “passer“ and as an “interceptor.“
• Students self-assess their attention to safety procedures using the Safe Activity Self-Assessment
Tool (Grade 3, Appendix 0-6)
• Discuss the game rules to be established. Use a minimum number of rules. Stress playing fairly,
passing the ball, giving everyone an equal chance to play, rather than keeping score.
Scooter Hoop Ball
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• Divide the gymnasium into three playing areas and place a hoop at both ends of each playing area.
• In each area, two teams work to pass a ball and bounce it into the hoop at the opposite end of
the gymnasium.
• Students stay seated on the scooter board, use their feet to move the scooter board and pass the
ball to their team members.
• Add additional rules as required (e.g., an area close to the hoop where offensive players cannot
enter, a certain number of passes required before scoring).
• Students avoid any contact with other scooters.
• Students put away scooter boards and stretch with their teams.
• While stretching, students make up a short cheer for their own team as well as for their opponent.
• Remind everyone that cheers should be positive about all players.
Extension
• Students create their own scooter team game or activity, give it a name, make it cooperative and
include safety rules.
• Use more than one ball with Scooter Hoop Ball.
• Add more hoops for scoring opportunities.
Notes to Teacher
• See Sub-Task #1 for safe scooter guidelines.
• Modify activities to use slower moving or larger objects for passing activities (e.g., beanbags)
and place scooter boards closer together.
Appendices
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Manipulative Skills using special equipment
Sub-Task #4
Review of Stick Skills
Facility
Materials
Foam hockey stick for each student
Beanbags, foam balls or rings, cones, hoops hockey nets, face masks
Description
Students review stick skills in a station format.
Expectation Code
3p29
3p37
3p39
Formative/Ongoing
• Self-Assessment of response to others using the Response To Others Self-Assessment Tool
(Grade 3 Appendix 0-4)
Social Skills Rubric (Grade 3 Appendix H) in conjunction with an anecdotal observational
A) Warm-Up
• Scatter the sticks around the gymnasium. Students jog, run, skip, hop and gallop around all the
sticks as they warm up.
• Students pick up a stick and continue moving carefully around the gymnasium, keeping the
stick on the ground. Ask students to tell a classmate what they like about the way they are holding
the stick.
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• Review stick holding, passing, shooting techniques. See Notes to Teacher for indicators.
• Students work with a partner, passing a beanbag, foam ball or ring back and forth
• Review with students how they could help each other during station time. See Social Skills
Rubric for indicators (Grade 3 Appendix H)
• Students practise different skills at stations. Divide students into five groups and review safety
expectations at each station.
Stick Handling Circuit
Station #1: Dribble Shoot Relay
• Students take turns dribbling around the pylons and then shoot on an empty net.
Station #2 : Passing to a Partner
• With a partner students practise passing the ball back and forth.
Station #3: Target Shooting
• Students individually take turns shooting at the cones, hoops or targets hanging in the hockey net.
Station #4 : Goalie Practice
• In a group of four, one student is a goalie and the other three take turns shooting at a guarded
net. The goalie wears a mask and calls the student’s name before they shoot. Students take turns
being goalie.
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Station #5: Backhand
• Forehand: Students practise shooting the ball against the wall alternately backhand and forehand.
• Students will self-assess response to others using the Response to Others self-assessment tool
• Students use a stick and follow the teacher in a stretching routine with the sticks. For general
stretching ideas refer to Grade 3 Appendix A (Safe Stretching).
Extension
• Students rotate through stations two times, trying to improve their performance at each station.
Notes to Teacher
• Activities with sticks are presented to give students opportunities to build and develop basic stick
handling skills. Grade 3 students will not be assessed on these skills. The focus of the activities is
safety, respecting others and communicating with others.
• Students must understand that the stick may be dangerous. Be very vigilant about allowing no
sticks above waist height.
• When using implements such as racquets or scoops, space students so that there is room for an
uninterrupted swing.
• Use only soft foam balls, felt rings or beanbags (no pucks or hard balls). Use beanbags if
students are having difficulty controlling a ball.
• Students talking to peers about proper technique will help them to remember those points.
• Remind students to keep their eyes on the ball and use a smooth sweeping motion with a follow
through that does not go above the waist when hitting the ball. Feet should be shoulder-width
apart.
• Put away in proper storage location equipment not being used so it is not a tripping hazard.
Dribbling Tips
• Try to develop split vision. Dribble with head up but try to watch ball out of bottom of eyes.
• For controlled dribbling, keep the ball close to the stick and watch for empty spaces to travel to
with the ball.
Shooting Tips
• Grip the stick firmly and keep wrists locked.
• Snap the wrists as the ball is projected.
• One hand should be lower than the other.
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• Keep eye on the ball.
• Follow through with your whole body and do not bring the stick above the waist.
• Make sure that there is room for an uninterrupted swing.
Passing Tips
• Use beanbags for easier control.
• Pass the ball into a space ahead of the receiver. The receiver moves to meet the pass.
• Keep eyes on the ball and use a smooth sweeping motion with a follow through that does not go
above your waist.
• Feet should be shoulder-width apart.
Appendices
Grade 3 Appendix 0-4: Response To Others (Self-Assessment Tool)
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Manipulative Skills using special equipment
Sub-Task #5
Stick Games
Facility
Materials
Foam hockey stick for each student
Beanbags, foam balls or rings, cones, hoops, hockey nets
Description
Students will use the skills in a variety of stick games.
Expectation Code
3p29
3p39
Formative/Ongoing
Social Skills Rubric (Grade 3 Appendix H) in conjunction with an anecdotal observational
A) Warm-Up
• Students move around the gymnasium, controlling a ball with their stick. On a signal, students
shoot their ball at the wall, then regain control of the ball. Remind students to watch for other
students and to keep sticks low to the ground.
• Students travel with a partner, passing the ball back and forth.
Truck and Trailer
• The front person is the truck and uses a stick to move the ball while the trailer follow closely.
The truck drops the ball and falls behind becoming the trailer. The original trailer becomes the
truck, stick handling the ball.
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• Students encourage and help their partners while being the “trailer“
• Discuss with students the different roles of the forward and defense players. Forwards work to
get into a scoring position and score. Defense players try to prevent scoring and gain possession.
“Bench Hockey“
• Set up several modified hockey games with three to five players on each team.
• The goal is a bench laid on its side. Teams pass and try to score by hitting bench with ball.
• Within their groups, students can add more rules as required (e.g., ball must be passed to all
players before an attempt to score, use a goalie to protect bench from both teams, bonus points
for hitting a certain part of the bench).
• More than one group can share a bench.
• Remind students to be cautious with sticks.
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• Students use the end of the stick to spell the name of their favourite hockey team, their favourite
position or their favourite player.
• Students stretch their bodies into letters from the words they spelled.
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Extension
• Play Bench Hockey with two balls per team so that there is more contact with the ball for more
students.
Notes to Teacher
• See Sub-Task #4 (Notes to Teacher) for safety, shooting, passing and dribbling tips
• Ensure that students play all positions.
• De-emphasize scoring.
• This lesson could be done over two days, splitting stations and game play over two classes
Appendix
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Sub-Task #6
Review of Throwing the Frisbee
Facility
Materials
Foam Frisbees (or plastic Frisbee if outside)
Garbage cans
Hoops
Ropes
Targets
Four T-shirts and a class set of clothespins for assessment
Description
The students practise demonstrating respect for other people and their abilities while practising
throwing the Frisbee at targets.
Expectation Code
3p29
3p37
Formative/Ongoing
• Teacher assessment of student’s attention to safety procedures using the Safety Rubric (Grade 3
Appendix I) in conjunction with an anecdotal observational recording chart (Grade 3 Appendix
N).
• Self-assessment of student’s respect for others using T-shirts and clothespins in conjunction with
19
A) Warm-Up
• Par tner Frisbee Switch – Students choose a partner before the activity starts. Students move
around the gymnasium on their own in a variety of ways carrying the Frisbee. On the signal, the
students stop, look for their partners, call their name and throw their Frisbee towards them. Both
partners should throw at approximately the same time. Remind students to make eye contact with
their partners before throwing so they know the Frisbee is coming. Repeat several times.
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• Review the important safety procedures for the activity, equipment and facility before the lesson
begins. Clearly establish stopping and starting signals. A review of proper throwing techniques
would also be helpful for the students (see throwing tips in Notes to Teachers).
Targeting
• Review some helpful hints for throwing the Frisbee in a straight line and have students practise by
throwing across the gymnasium.
• Set up a targeting circuit to facilitate improvement in targeting skills. Divide students into five
groups for stations. Encourage students to work together, help and support one another. Remind
students of rules for the circuit to maintain safety (e.g., stay in the station until it is time to
switch, make sure the path is clear before throwing, one or two people throw at a time).
Station #1
• Throwing Frisbees into hoops on the floor. Increase the distance with each successful throw.
Station #2
• Throwing Frisbees over and under a rope. Students take turns holding the rope. Change the
height and distance of the rope.
Station #3
• Throwing Frisbees into garbage cans. Increase the distance with each successful throw.
Station #4
• Throwing the Frisbees at targets on the wall. Increase the distance with each successful throw.
Station #5
• Throwing the Frisbees at a moving hoop. The students take turns holding and moving the hoops
in slow and steady speed.
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Frisbee Golf
• Set up nine hoops around the gymnasium with numbers attached to them. Students work with a
partner and one Frisbee. Different pairs start at different hoops (or holes), so there is not a lot
of crowding at one. The partners take turns throwing the Frisbee from hoop to hoop in as few
throws as possible. Remind students to throw in the order of the numbers 1 to 9 (if they start on
nine they go to one and up to eight). Partners work together, encourage and wait for each other.
• Students self-assess their respect for others by deciding what criteria listed below the T-shirt best
describes them. Student clip their clothespin to the appropriate T-shirt (see Notes to Teacher).
• Students work with their partner to stretch and cool down. Students pass the Frisbee back and
forth as they stretch up, down, to both sides and behind.
Extension
• Students repeat the Frisbee golf course, trying to improve their throwing records.
Notes to Teacher
• Set up the circuit while students are warming up. Keep the hoops and the rest of the equipment
easily accessible so they can be set up quickly.
• Encourage students to work together during the game.
• Frisbee Golf can be played inside and outside. Use plastic Frisbees outside.
• Remind students to be aware of their limited space and safety while using it.
• Tips for Throwing the Frisbee
– stand on slight angle, so the arm extends out in a straight line towards the target (one foot
ahead of the other)
– put the thumb on top and the fingers underneath
– curl the Frisbee in towards the body
– put the pointer finger along the edge of the Frisbee
– uncurl the arm, making sure the Frisbee is flat upon release
– the arm extends out until straight and the index finger points at the target
• Draw four T-shirts (or use actual T-shirts) on a large piece of paper and give each shirt a number – 1, 2, 3 and 4. Ask students for examples of what “demonstrating respect for the feelings of
others” looks like and sounds like. Level 1 means demonstrating a few of these examples. Level
2 means demonstrating some of the examples. Level 3 means demonstrating most of the examples and level 4 means demonstrating all of the examples. Write the name of each student on a
clothespin. Students try to judge how well they are showing respect for others and clip their
clothespin under the appropriate T-shirt. This assessment technique could be used in a variety of
subject areas. Use the social skills rubric for more criteria for each level.
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Appendices
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Sub-Task #7
Throwing and Catching a Frisbee
Facility
A large outdoor space
Materials
Foam Frisbees or plastic Frisbees
Pinnies
Description
The students will continue to practise accepting and respecting individuals in partner and group
activities while improving their Frisbee catching skills.
Expectation Code
3p21
3p37
Formative/Ongoing
• Peer-assessment of student’s respect for others using T-shirts and clothespins in conjunction with
the social skills rubric (Grade 3 Appendix H)
• Teacher assessment of catching skills using a movement skills recording chart (Unit 16 Appendix
B) for catching.
A) Warm-Up
Trio Tag
• Students work in a group of three with only one Frisbee. One student starts out as the “It.” When
an “It” is holding the Frisbee their feet are frozen. The “Its” throw the Frisbee to tag their group
members. If the “Its” miss hitting their targets they can run and pick it up and try to throw again
from that spot. If they hit a group member the person they hit is now “It.” Remind students to
watch out for others. Students use foam Frisbees for this activity.
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• Review correct procedures for catching a Frisbee using the indicators in Notes to Teachers.
• Encourage students to work together to enable both partners to be successful when practising.
• Students throw and catch increasing the distance with each successful catch.
• Students practise catching on the move. The partner throwing is stationary while the one catching
is moving. The focus is on the catching on the move.
• Students throw and catch on the move. Both partners are moving. The focus is on catching the
Frisbee from a partner who is moving.
Grassroots Ultimate
• This is a very basic form of Ultimate Frisbee. Divide the students into two teams. Students work
with their team to get the Frisbee across the gymnasium (or field) on the opponent’s side behind
the designated line (or end zone).
• A player on team A begins with the Frisbee, and passes it to another member on the same team.
Once players have the Frisbee in their hand they cannot move their feet and must pass. Team A
continues throwing the Frisbee to different team members until they get it across the opponent’s
end zone. If team B catches, or intercepts the Frisbee before it is caught in the end zone, team B
can start this pattern of throwing and catching. Any time the Frisbee is intercepted by an opponent they can try to make it across the other teams line.
• Use a foam Frisbee for indoor use.
• Add additional rules as required. See Notes to Teacher.
• Students peer assess their respect for others by deciding what criteria list below the T-shirt best
describes them. Students clip their clothespin on the appropriate T-shirt (see Sub-Task #6).
Frisbee Spin Contest
• Divide students into groups of three or four. Each group member uses a plastic outdoor Frisbee
and on the count of three they all spin their Frisbees on the ground. Students try to spin their
Frisbee so it keeps spinning the longest time. Students try spinning several times, then work
together as a group of three to stretch up, down, sideways and back.
Extension
• Variation of Grassroots Ultimate
– Add rules so that students can take three steps with the
Frisbee before throwing it. Students pass it five times before reaching the end zone. Start with one
Frisbee, and add more to give students more contact with the Frisbees.
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Notes to Teacher
• Students must be reminded of the space limitations of the gymnasium and to be careful in all of
the games and activities.
• Games and activities can be adapted for use inside and out.
• Additional Rules for Grassroots Ultimate (add only if needed):
– Students can hold the Frisbee for three seconds before throwing it.
– Opponents give the other team a metre of room to throw (they cannot grab the Frisbee from
the other team’s hand).
– The Frisbee must be caught in the end zone. It cannot be thrown across.
– To encourage a variety of people receiving the Frisbees add a rule that a player can never
throw to the same person twice.
Catching Tips for Frisbees:
• Keep arms relaxed in preparation for the catch.
• Keep eyes on the Frisbee all the way into the hands.
• Keep hands apart out in front with the palms up fingers spread.
• Reach for the Frisbee.
• Bring the Frisbee close to the body.
• Continue using the four T-shirts with the numbers 1-4 on them. Continue to reinforce the criteria
listed below them and speak to students about how they can move to the next level. Leaving the
clothespins on the shirts from day to day assists students with growth and consistency.
Appendices
Unit 16 Appendix B: Movement Skills Recording Chart for Catching
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Sub-Task #8
More Throwing and Catching
a Frisbee
Facility
Materials
Foam Frisbees
Plastic Frisbees
Benches
Ropes
Hoops
Garbage cans
Description
Students will practise demonstrating respect for the abilities of others while participating in partner
challenges and games using the Frisbee to assess catching skills.
Expectation Code
3p21
3p37
Formative/Ongoing
• Teacher assessment of catching skills using a movement skills recording chart (Unit 16 Appendix
B) for catching.
• Teacher assessment of student’s respect for others using the social skills rubric (Grade 3
Appendix H) in conjunction with an anecdotal observational recording chart (Grade 3
Appendix N).
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A) Warm-Up
The Frisbee Mile
• Students are along the outside of the gymnasium holding their Frisbee. On the signal students
move clockwise around the gymnasium throwing the Frisbee ahead of them. When they get to
their Frisbee, they pick it up and throw it again. The students try to keep a steady pace of throwing and running.
• Encourage students to change the style, speed and direction of movement.
Self Challenges
• Students create challenges they can perform in their own space (e.g., spinning the Frisbee on
their finger, catch around the back).
• Select students to demonstrate and the rest of the class attempts these challenges.
Partner Challenges
• Students work in partners to create throwing and catching challenges (e.g., throw behind the
back, through the legs). Challenge students to work together to create unique challenges where
both partners will be successful
• Half of the class demonstrates their challenges and the rest of the class watches, then they
switch.
• Give students time to practise again after observing.
Group Challenge
• Students work together in groups of four to invent their own throwing and catching games using
the Frisbees. Give each group slightly different combinations of equipment to work with (e.g.,
ropes, benches, chairs, garbage cans, hoops). The game should incorporate both throwing and
catching skills, a variety of levels and distances. Encourage students to work together and listen
to each other’s ideas to come up with the best game.
• Choose some groups to demonstrate their games. Combine groups to try some of the games.
• Students self-assess their respect for others by deciding what criteria best describes them. Hang
four T-shirts on the wall, representing different levels of “respect for others”. Student will take
their clothespin (with their name on it) and clip it on the appropriate T-shirt
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Partner Frisbee Catch
• Partners receive throws from a partner using their hands. Students experiment with a variety of
non-hand throwing techniques. Partners can track their score by awarding points for the successful catches. Partners can set a goal at the beginning of the activity and see if they can achieve
it (e.g., partners will make three successful throws without using their hands and try to use at
least two different parts of the body).
Extension
• Take time to play more of the student invented games.
Notes to Teacher
• Remind students to be careful of the amount of space. The games the students invent should have
safety as an expectation.
• This lesson can be used inside outside the gymnasium.
clothespins on the shirts from day to day assists students with development and consistency.
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Sub-Task #9
Tossing and Catching with Scoops
Facility
Materials
Scoops
Balls
Pylons
Hoops
Description
Students practise throwing and catching with scoops.
Expectation Code
3p29
Follows safety procedures related to physical activity,
3p37
3p39
Formative/Ongoing
• Teacher assessment of student’s behavior with respect for others using the social skills rubric
(Grade 3 Appendix H) in conjunction with an anecdotal observational recording chart (Grade 3
Appendix N).
• Teacher assessment of attention to safety procedures using the safety skills rubric (Grade 3
Appendix I) in conjunction with the anecdotal observational recording chart (Grade 3
Appendix N).
19
A) Warm-Up
• Students practise using a scoop and ball, experimenting on their own and trying the following:
– Underhand throw and catch.
– Underhand throw, bounce and catch.
– Underhand throw, overhand catch
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• Discuss with students how to throw and catch a ball using the indicators found in Unit 16
Appendix A and B. Emphasize control.
• Students:
– practise against a wall, throwing and catching underhand;
– against a wall, throwing overhand and catching underhand;
– creating their own catch/throw combination.
Hit the Target
• With a partner, students take turns trying to hit the pylon between them.
Target Practice on the Wall
• Place circle targets (paper) on the gymnasium walls and divide the class into six to eight groups.
• Behind a designated line and facing the target, students aim for the target and try to catch the ball
on the rebound.
• Spread students out as much as possible.
Hoop Target Throw
• Partners stand about 3 metres from each other
• One partner holds hoop horizontally at waist height open to the other partner.
• Students work with their partner to see how many times they can throw a ball through the hoop
using the scoop.
• Alternate partners, distance and level of the hoop.
• Students self-assess their respect for others by deciding what criteria best describes them.
Students clip their clothespin to the appropriate T-shirt.
Mirror Stretching
• Students use scoops and ball and follow the teacher’s stretches and movements in slow motion
while maintaining control of the ball in the scoop.
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Extension
• Students work in groups of four. Two students roll a hoop back and forth to each other. The
other two try to throw ball through rolling hoop for partner to catch. Students switch roles.
Notes to Teacher
• Give students the opportunity to show others their combinations.
• Reinforce proper throwing and catching techniques using indicators from Unit 16 Appendix A
and B indicators.
• Encourage students to work in their own space.
clothespins on the shirts from day to day assists students with growth and consistency.
Appendices
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Sub-Task #10
Scoops and Scooter Boards
Facility
Materials
Scoops
Balls
Scooter boards
Description
Students will work cooperatively with a scooter boards and scoops
Expectation Code
3p29
Follows safety procedures related to physical activity,
3p37
3p39
Formative/Ongoing
• Self-assessment of student’s attention to safety procedures using a thumbs-up/thumbs-down rating scale.
• Teacher assessment of student’s respect for others using the social skills rubric (Grade 3 Appendix
H) in conjunction with an anecdotal observational recording chart (Grade 3 Appendix N).
• Teacher assessment of attention to safety procedures using the safety skills rubric (Grade 3
Appendix I) in conjunction with the anecdotal observational recording chart (Grade 3 Appendix N).
A) Warm-Up
• Students use a scoop each and one ball per pair. Students walk around the gymnasium passing
the ball back and forth maintaining control.
• Students gradually increase their speed, moving faster as they warm up.
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• Review with students the safety rules with respect to scooter boards. Please refer to Sub-Task #1.
• On a scooter board with a partner, students:
– Throw the ball back and forth underhanded keeping it in control.
– Throw and catch underhand and gradually increase the distance.
– Throw overhand and catch underhand from a short distance.
– Throw overhand and catch underhand and gradually increase distance.
– Bounce throw ball to partner.
– Create their own throw and catch combination on the scooter boards.
• In partners or small groups invent an aiming game using wastebaskets, scoops, scooter boards
and balls.
• Encourage students to communicate positively with others.
• Student self-assess their safety in conjunction with scoops and scooter boards using a thumbsup/thumbs-down rating.
• Imitate the following actions with a scoop: digging a hole, catching a butterfly, and flipping a
pancake.
• Students create their own hoop actions as they stretch and cool down.
Extension
• Ask students to tell their group one comment that they heard from someone in their group which
was encouraging to others.
Notes to Teacher
• Encourage students to maintain consistent spacing for all partner activities.
• Encourage increases in distance, as students become confident in their throwing and catching.
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Scooter Board Positions
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APPENDICES
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F-1
Appendix F-2
Appendix F-3
Appendix F-4
Safe Stretching (Kindergarten/Primary)
Daily Vigorous Physical Activity (Primary)
Sample Long Range Plans (Primary)
Sample Timetables/Timetable Suggestions
Summary of Evidence Chart
Summary of Evidence Chart – Active Participation
Summary of Evidence Chart – Communication
Summary of Evidence Chart – Movement Skills
Summary of Evidence Chart – Understanding of
Concepts
Appendix G
Participation Rubric
Appendix H
Social Skills Rubric
Appendix I
Safety Rubric
Appendix J-1
Movement Skill Recording Chart
Appendix J-2
Movement Skill Rubric
Appendix K
Active Participation Recording Chart
Appendix L
Communication Recording Chart
Appendix M-1 Understanding of Concepts Recording Chart
Appendix M-2 Understanding of Concepts Rubric
Appendix N
Appendix O-1 Participation Target
Appendix O-2 Participation Pyramid
Appendix O-3 Participation Star
Appendix O-4 Response to Others (Primary)
Appendix O-5 I Listen (Primary)
Appendix O-6 Safe Activity (Primary)
Appendix O-7 I am Ready (Primary)
Appendix O-8 Cooperation and Fair Play (Primary)
Appendix O-9 Participation Target Example (Primary)
Appendix O-10 Blank Movement Skill Checklist
Appendix P
Transferable Skills: Strategies and Tactics
Appendix Q
Transferable Skills: Sending/Receiving/Carrying
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APPENDIX A
Safe Stretching Kindergarten/Primary
“Get Your Heart Pumping” Activities
Use “Get Your Heart Pumping” activities to prepare students, physically and psychologically, for
more vigorous activity. Warm up with some easy aerobic activities that will gradually elevate the
heart rate. Keep activities simple and move major joints (neck shoulders, trunk, hip, knee and
ankle) through their range of motion. Avoid deep stretching until muscles are warm. Flexibility
can be improved by stretching during cool-down activities.
Moving on the Spot
• March on the spot or around the room; lift the knees high and perform a variety of arm actions
while marching.
• Jogging: on the spot or around the room; slow pace, faster pace, touch heels to hands (behind back).
• Lift knees high in front; use accompanying arm actions.
• Jumping: feet together, slow, fast; while turning; make a square pattern; make a triangle pattern.
• Kicking: combine hop and kick forwards, sideways; with bent knee or straight leg; alternate legs.
Around the Room
• Hopping: one foot then the other, slow, fast.
• Skipping: around the room, change the lead leg.
• Galloping: around the room forwards, backward.
Bingo Warm-Up
• Skip or run around the gym to BINGO music (sing or play).
• When the dog’s name is spelled out slowly, students make shapes with their bodies:
B = stretched high and tall
I = wide
N = as low as possible, staying on feet
G = lying face down
O = rollover onto back
• Students get up and start skipping again.
Animal Relays
• Partners stand on opposite sides of the gym.
• Choose two animals: One partner moves like a seal (or any other animal) to their partner, who
moves like an alligator (or any other animal) back to their partner’s spot.
• Pick any animal. One partner moves like any animal across the gym to their partner. The waiting
partner guesses the type of animal then moves to the opposite side of the gym and back, moving like
that animal. Students switch roles
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Speedy Lines
• Students walk on the lines of the gymnasium. On a signal, students change directions, move to a
new line or vary the type of movement.
Shake Your Sillies Out
• Students stand on the spot singing and shaking their arms and legs:
Shake, shake, shake your sillies out,
And wiggle your worries away.
• Vary this each time by singing the song with different words and changing movements, for example:
Hop, hop, hop your sillies out,
Jump, jump, jump your sillies out,
Dance, dance, dance your sillies out...
Grab Bag Moves
•
•
•
•
Students move around the gymnasium in their own space.
Pull out a series of objects from a “grab bag”, e.g., Slinky, toy train, animal puppets, airplane drawing.
Students move around the room, moving like the object.
Remind students to move in their own space and gradually increase speed and intensity as they
warm up.
Popcorn
• Students move into a squat position, with head tucked in and arms wrapped over the head.
• Students pretend they are kernels of popcorn and that the pot is
getting hotter.
• They begin to jump up and down on the spot when the “popcorn”
begins to pop.
• Continue for 20 - 30 counts, rest, and then repeat.
Full Body Warm-Up and Cool-Down Stretch: Kindergarten/Primary
After “Get Your Heart Pumping” activities, include some active stretches to increase mobility while
still keeping heart rate elevated. Stretches gradually increase muscle elasticity and the range of
motion at joints. Stretch major muscle groups and those muscles to be used in the activity. During
the cool-down, hold stretches longer (15-30 seconds) to work on improved flexibility. Stretch
major muscle groups and those muscles used during the lesson. Some exercises below are designed
to stretch muscles and some are designed to move the joints through their range of motion. Some
exercises stretch more than one body part.
NECK
Neck Stretches
• Slowly bend neck to the right side, moving right ear toward right shoulder. Hold.
• Repeat on left side.
• Slowly bend neck forward, moving chin toward chest. Hold.
• Slowly roll head across chest from shoulder to shoulder in a half circle, repeat four times.
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“I Don’t Know!”
• Slowly tilt head side to side, shrugging shoulders.
• Raise hands in a gesture to indicate, “I don’t know!”
SHOULDERS
Swan Dive
• Raise arms outward from sides to shoulder height.
• Slowly press arms backward and hold.
• Feel a stretch across chest and down arms. Repeat.
Snail Stretch
• In a kneeling position, with arms stretched forward in front (on the floor), try to touch armpits
to the floor.
• Keep rear end high, and pretend it is the snail’s shell. Press low to the ground and pretend to be
a small snail.
ARMS
Tall as a House, Small as a Mouse, Wide as a Wall
• Students stretch “tall as a house, small as a mouse and wide as a wall.”
• Stand on tiptoes with arms overhead, stretching fingers up to the sky. Hold. Crouch down hugging
knees and tucking head down toward chest to curl up like a mouse. Hold.
• Slowly return to standing position and extend arms and legs out on each side of body to stretch
as wide as a wall. Hold.
Growing Flowers
• Stand with feet shoulder-width apart.
• Crouch down, tucking head toward the chest and folding arms across the front of body, like the
closed petals of a flower.
• Slowly rise to standing position while unfolding arms.
• Extend arms overhead, like a flower opening. Repeat.
Shake and Splash (range of motion activity)
• Gently shake hand as if shaking water off fingers.
• Flick fingers away as if splashing water.
• Flick other body parts (e.g., toes, hips, arms) as if flicking water.
Arm Swing (range of motion activity)
• Swing arms slowly forward and back.
• Swing arms in front of body.
• Swing arms overhead.
Scarecrow (range of motion activity)
• Pretend to be a scarecrow, putting arms out to the side, parallel to the ground, palms facing
backwards.
• Bend arms at the elbows and let hands swing down and towards the body.
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FOR HANDS AND WRISTS
Fist and Stretch
• Make a tight fist then spread out and relax the fingers.
Finger Press
• Press finger end pads together.
• Pretend to make hands look like a spider doing push-ups on a mirror!
Wrist Circle
• Rotate wrists by drawing circles with hands
BACK
Be a Star
• Stand with feet placed wide apart, moving onto tiptoes and extending arms over head to look like
five points of a star.
• Hold stretch while standing on tiptoes.
Hug Me
• Hug yourself, hug tightly and release.
Cat Stretch
• Stand with feet shoulder-width apart, knees slightly bent.
• Bend forward, placing hands on knees and keeping the back flat.
• Slowly arch the back upward, into a rounded position.
• Hold, then return to flat back. Repeat.
Horse/Camel
• Assume a position on hands and knees.
• The horse position is with back slightly arched and head up; the camel position is with back
curled and head down. Hold each position.
ABDOMINALS and WAIST
Side Bends
• Stand with feet shoulder width apart, knees slightly bent. Bend at the hips from one side to the other.
• Hold the position, do not bounce.
• Keep body facing straight forward.
Sit n’ Twist
• Sit, with one leg stretched out in front, the other bent with foot flat on the floor.
• Twist body around from the waist, on the straight leg side, and try to look behind.
Slow Motion Lie Down (strengthening exercise, not a stretch)
• Sit with knees bent, feet flat on the floor, arms parallel to the floor and forward.
• Lower the body slowly, hold at the halfway point, return to start.
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Crunches (strengthening exercise, not a stretch)
• Do a partial sit-up, hands touching forehead or hands crossed at the waist.
• Lift head and shoulders off the ground, hold.
• Knees must be bent throughout, with feet either flat on the floor, or legs in a vertical position
(with knees slightly bent).
HIPS
Butterfly (and inner thigh stretch)
• Sit with legs bent in front, knees to the side, soles of feet touching.
• Using hands, gently press knees towards the floor. Hold.
Seat Walk (range of motion activity)
• In a sitting position with legs straight out in front and together, move forward using only the hips
to initiate movement.
LEGS
Shin Stretch
• Hold onto desk, chair or wall for balance. Stand with feet slightly apart.
• Lift one foot, and move it slightly behind you, gently pressing the top of the toes into the floor.
Feel a stretch up the shin.
• Keep knee of supporting leg slightly bent. Hold. Repeat with the other leg.
Elbow Lunge
• Stand with legs wide apart and knees bent.
• Place hands resting on thighs or on the floor in front of the feet.
• Lunge to the side by bending one leg and straightening the other, keep feet flat on the floor.
• Try to touch your elbow to the floor on the bent leg side.
• Alternate sides.
Calf Stretch
• Place both feet together and hands on the floor ahead of the feet. Press with arms to straighten
legs and push with shoulders. Push up with arms and straighten arms and legs
• Cue words: “Make your body into a triangle.”
ANKLES AND FEET
Foot Flexers (range of motion activity)
• Lie on back, legs vertical, knees bent.
• Alternately flex and extend the ankles.
• Try both feet together.
Ankle Rotation (range of motion activity)
• Lie on back or sit, using hands for support, legs bent in front.
• Raise one leg off the ground and rotate the foot at the ankle.
• Repeat with other foot.
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FULL BODY
Sky Stretch
While standing on tiptoes, stretch arms over head, reaching up as high as possible. Hold and repeat.
Funny Body Shapes
• Make interesting shapes (poses) with bodies or by using specified body parts, expressing the
following emotions:
– Angry
– Strong/weak
– Tired/full of energy
– Sad/happy
• Hold body in each shape.
Body Stretch
• Pretend to be a puppet being controlled by strings.
• Be loose and limp, then tighten and stretch.
• Stretch up high, reaching with fingers, arms, legs, tiptoes, whole body.
Tight Body Exercise
• Make whole body as stiff and tight as possible.
• Tighten one body part at a time: one arm, both arms, one leg, both legs, buttocks, whole body.
• Be as straight as a pencil and tighten all your muscles to stay straight.
• Teacher can check their tightness by trying to move or lift their bodies to see if they stay tight or
go loose and bend.
Kindergarten/Primary Animal Moves
Use “Animal Moves” to encourage movement in a variety of ways. Animal moves can be used in
warm-ups and cool-downs and as a part of many activities in the lesson. Encourage students to
explore and create their own animal moves.
Bear Walk
• Get in position with hands and feet touching the floor.
• Move the foot and the hand on the same side together, then the other side (right hand, right foot,
left hand, left foot).
• Keep arms and legs stiff.
Rabbit Hop
• Squat, placing hands on the floor in front of feet.
• Move the hands first, then move feet to hands.
Elephant Walk
• Bend forward at the waist.
• Clasp hands together, arms straight to form a trunk.
• Walk with big slow steps, keeping the legs straight.
• Swing trunk from side to side.
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Gorilla Walk
• Bend knees and move upper body forward.
• Let arms hang at sides.
• As each step is taken, touch floor with fingers.
Cricket/Chicken Walk
• Squat with knees apart.
• Place arms between the knees and grasp the outside of the ankles with hands.
Seal Walk
• Get in a push-up position (straight arms and straight legs).
• Walk forward with the hands and drag the feet.
Crab Walk
• Squat down and reach back with arms (fingers are pointed away from the body).
• Touch the floor with only feet and hands.
• Move backward.
Frog Jump
• Squat down, placing hands on the floor slightly in front of feet.
• Jump forward with hands and feet at the same time.
Camel Walk
• Place one foot in front of the other and bend at the waist.
• Clasp hands behind the back.
• Walk, raising head and chest with each step.
Kangaroo Hop
• Begin in a squat position and fold arms across chest.
• Keep body weight over toes.
• Jump up and forward, landing on feet.
Inchwor m
• Begin with hands and feet touching the floor, hands close to feet.
• Bend knees slightly.
• Reach hands forward, bring feet up to meet hands.
Lame Dog
• Move across the floor with two hands and one foot.
• Hold one foot off the floor – it hurts!
Alligator
• Move along the floor, staying as low as possible.
• Keep feet and hands close to body.
• Keep head in line with back.
Mouse
• Run with weight on hands and feet, taking little steps.
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Cat
• Spring forward from a crouch, from feet to hands.
Penguin Walk
• Place both legs together and feet point outward towards side.
• Place arms straight against body with hands facing outward.
• Shuffle forward, waving hands and staying very straight.
Turtle Walk
• Move forward in push-up position.
• Keep back as straight as possible – it is the shell!
Kindergarten/Primary Cool-Down Activities
Cool-down activities focus on slow stretching, allowing the heart rate to return to normal after
vigorous activity. Use full body stretches to work on improved flexibility. For primary students, use
creative movement activities to slow down and change the mood. Cool-down activities also help to
prepare the students for the transition back into the classroom setting. Use the following activities
to gradually slow down movement and provide a period of relaxation. Take long, slow, deep breaths
during the cool-down.
Itsy Bitsy Spider
• While standing on the spot, sing the song and do the hand actions to the words:
The Itsy Bitsy spider went up the waterspout,
Down came the rain, and washed the spider out,
Out came the sun and dried up all the rain,
So, the Itsy Bitsy spider went up the spout again.
Side Arm Circles
• While marching on the spot, raise arms out from the sides of the body to shoulder height.
Now slowly circle arms forward 8 – 10 times and backward 8 – 10 times.
Circles in the Sky
• While marching on the spot, students raise arms overhead.
• Students pretend they are drawing circles in the sky. Students keep arms overhead and draw
a variety of shapes.
Climb the Ladder
• Students stand with feet slightly apart.
• Move arms and legs up and down as if climbing a ladder to the sky.
• Climb a ladder for 20 – 30 steps.
On-the-Spot Follow the Leader
• Choose a leader to lead some slow, cool-down movements:
– Walk on the spot, moving arms in a gentle swinging motion.
– Touch shoulders with hands, then reach up over head. Repeat five times.
– Skip slowly on the spot.
– Skip side to side.
– Jump or hop on the spot.
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Slow March
• March slowly on the spot, keeping knees low and gently swinging the arms for 15 counts.
Skating on the Spot
• While standing on the spot, imitate a skating motion by extending the right then left leg away
from the body at a back/side angle.
• Swing the arms.
• Continue this skating motion for 15 – 20 counts.
• Variation: students can “skate” around the gym either by pretending to have skates or by standing
on scrap paper, and using the paper as skates.
Deep Breaths and Hug
• Slowly take a deep breath in through the nose and out through the mouth. Repeat three times.
• Wrap arms around shoulders and give self a big hug and a pat on the back.
Low Kicks
• A variation of walking on the spot, with students alternating their feet in low forward kicks.
• Slowly swing arms by sides.
Tr ee in the Wind
• Stand with both arms overhead, feet placed wide apart, and knees slightly bent.
• Gently wave arms from side to side and forward like a tree in the wind.
Slow Leak
• Stand, arms circled over their heads, pretending to be a great big balloon.
• Pretend there is a hole in the balloon and the air is slowly leaking out.
• Move slowly downward to the floor, until the balloon has no more air.
Digging in Your Heels
• Stand with one foot forward, pressing heel into the floor and raising toes up.
• Continue this movement while alternating feet, swinging arms in a strolling movement.
Action Stories
• Tell a story with actions that the students can do.
– Some Theme Suggestions:
– Rainstorm coming and then leaving, with fingers and hands tapping the floor in beat to the
intensity of the rain.
– Walk through the forest, listening to the birds and the wind in the trees.
– Visit to a planet in outer space, exploring new terrain.
Strolling on the Spot
• Begin by standing on the spot. Stroll one step forward, then one step back, one step forward,
then one step back gently swinging arms by sides. Do not raise arms above waist. Continue
“strolling” on the spot for 20 – 30 counts.
Bubble Gum Game
• Students pretend to be a piece of bubble gum that is being chewed.
• Students expand like a bubble blowing up, then , “pop” the bubble breaks!
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Body Shake
• Gently shake one arm, the other, both.
• Shake one leg, the other, both, head, hips, whole body.
Some ideas and activities for this section have been reprinted or adapted with permission from Moving on the Spot , Toronto Public
Health, Toronto, 1999. www.city.toronto.on.ca/health
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APPENDIX B
Primary Daily Vigorous Physical Activity
Learning Expectations:
Grade 1:
• Participate on a regular basis in physical activities that maintain or improve physical fitness.
• Participate in moderate to vigorous physical activity for five to ten minutes.
Grade 2:
• Participate in moderate to vigorous physical activity for five to ten minutes.
Grade 3:
• Participate in moderate to vigorous physical activity for eight to ten minutes.
Outdoor Activities
For all activities, designate boundaries. Students should be within a distance that they can hear the
teacher and can respond to stop signals.
Speedway
Equipment Required: None
Students stand in a circle. They choose the names of three different “fast cars” (e.g., Camaro, Corvette
and Porsche). Each student is given the name of one car. The teacher calls out the name of one
car at a time. When their name is called, the students step out of the circle and run laps around the
circle. If another student passes them, they need to duck into the centre of the circle to “get some gas.”
To get gas, students do a designated fitness task (e.g., five tuck jumps). After they have “gassed up,”
students should look at the traffic running around the circle and carefully re-enter the traffic and continue running laps. When the teacher calls out “Parking Lot,” all students return to their home spot.
The teacher then calls the next car. More than one car can be called at one time if students
are good at watching carefully and moving safely.
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Here There Everywhere
When the teacher calls out “Here,” students stand as close to him/her as possible. When the teacher
calls out “There,” students run in the direction where he/she points. When the teacher calls out
“Everywhere,” the students spread out and find their own space within the designated area.
Challenge students to move as quickly as possible from one command to another. Challenge
students to move without touching any other students.
Onesies Twosies
Designate two thirds of the class to be “twosies.” Twosies move in partners, one holding onto the
others’ waist. The rest of the students are “Onesies.” In this game, “Onesies” try to catch a “twosie”
and hold onto the waist of the back person on the twosie team. When they succeed, the onesie calls
out “threesies” because they have formed a group of three. The front person in this group is then
released. That person becomes a onesie and looks for another group.
Ice Cube Tag
Equipment Required: Three or four blue markers for the “Ice Cubes” and two or three red markers
for the “Melters.”
Choose three or four students to be “Ice Cubes” and two or three students to be “Melters.” When an
Ice Cube tags a runner, the runner is frozen until a Melter saves them. The student who was caught
“melts” to the ground then re-joins the game. Ice Cubes cannot catch Melters. Stop the game frequently
to give many students an opportunity to be an Ice Cube or a Melter.
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Touch Blue
The teacher gives students a challenge and instructs them to touch the objects then return to the
starting point as quickly as possible. Challenges could include: “Touch the far fence then touch
three blue things then come back;” or “Touch the climber, touch the fence, touch four different
lines on the playground then come back;” or “Touch two different fences, touch something blue,
something red, something yellow, then come back.”
Freeze It Quiz
The class moves around a designated area in a variety of ways (hopping, skipping, galloping). One
pair of students is selected to be the “Quiz Master.” As other students are moving, that pair works
with the teacher to come up with a question for the class. The question should relate to a topic
being studied in the class (e.g., name three provinces in Canada, what is 7 × 4 ?, touch a primary
colour with your right toe). A student who answers the question gets to choose a partner and be the
next quiz master. The rest of the class continues to move while the new quiz masters decide on the
question. Choose different students to be quiz masters each time.
Protect It
Equipment Required: Five or six small objects (balls, scarves).
Divide the class into small groups of four or five. One person in each group is the “protector”.
The protector tries to protect the ball or scarf that sits at his/her feet. The protector cannot touch
the object he/she is protecting and tries to tag other players. The other people in the group try to
touch the object without being tagged by the protector. If they touch the object, they move to another
group and try to touch the object in that group. Change roles frequently so all students have a chance
to be a protector.
587
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Jumpin’ Math
Students complete a variety of activities which involve counting:
• Jump across the field, counting the total number of jumps. How many jumps did the whole class do?
• Jump across the field working with a partner. One partner takes off from where the other partner
landed. Challenge the students to use as few jumps as possible.
• Walk across the field and count steps. Repeat and try to cross the field with fewer steps.
• Jog across the field while a partner counts to time run. Students repeat the activity trying to take
exactly the same amount of time. Students repeat this activity, setting different goals (e.g., try to
cross the field five seconds faster).
Twizzle
Students form two circles with one person in the centre of each circle. Circles should be well
spaced out so students do not bump into each other when moving. Students in the centre randomly
call out commands: Go (students walk around the circle), Stop (students freeze), Turn (students
turn and walk the other direction), Jump (students jump up and keep walking), Twizzle (students
jump and turn and freeze). Additional commands can be created. Students work to respond as
quickly as possible to the commands. If they make a mistake, or do not freeze when “stop” is called,
or after “twizzle,” students move to the other game. Students should be encouraged to switch
between games quickly to keep the flow going. To make it more tricky, “code” words can be used for
the commands so that students must remember and respond. Change leaders in the middle frequently.
588
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Fitness Eggs
Equipment Required: Small plastic eggs (3 – 4 per student), can substitute painted rocks.
Give each student three or four eggs to take within designated boundaries and “hide” in the school
yard. When all the eggs are distributed, students return to the teacher. The class’ task is to collect
the eggs as quickly as possible. Students may retrieve only one egg at a time. They bring each egg
they retrieve back to the basket at the starting point. When the class is finished, send students out to
check their original hiding places to see if all eggs have been collected. This activity can be repeated
and the class can try to beat their record – collecting all eggs as quickly as possible. For an added
variation, if using plastic eggs available from dollar stores, fitness tasks can be written on small
pieces of paper and put inside the eggs. Students can choose an egg and do a task when all eggs
have been collected.
Indoor Activities (use classroom, hallway, utility room…)
Couch Potato
Equipment Required: Couch Potato signs to be markers for “It.”
Students walk quickly around the classroom. Three or four students are “It.” If tagged by “It,”
students “sit” in a crouch position and pretend to be sitting on the couch, watching TV or playing
an electronic game. Designate two or three “Active Angels” who visit each couch potato. The couch
potato tells the Active Angel an activity that they could do to be active in their free time. They are then
free to re-join the game.
Red Yellow Green
Equipment Required: Red/Yellow/Green cards or pieces of material
Students walk quickly around the room. Teacher can designate type of movement (skipping, galloping,
hopping). When a red card is held up, students freeze. When a yellow card is held up, the students
keep moving in place. When a green card is held up, students move quickly around the room.
Students practice being aware of the change in signals without any audible indication.
589
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Keep It Clean
Equipment Required: Small balls or objects (math manipulatives or crunched-up balls of paper).
Divide the class into two groups. Place all objects in the centre of the room. One group stands at the
back of the room; one group stands at the front of the room. On a signal, students walk quickly to
the centre, pick up ONE object and return it to their end of the room. When all objects are gone
from the centre, students can walk to the other side and take an object from the other side. Students
work as quickly as they can to get many objects on their side of the room. Teacher may challenge
the class to move in different ways or to carry the objects in unique or creative ways. Students may
also work at grouping or counting their objects as they gather them.
Bridges and Rivers
Students walk quickly around the room. Half of the students are designated as “bridges.” The other
half are “Rivers”. When the teacher calls out “Bridges”, all the bridges stop and make a shape with
their body like a bridge. All the rivers crawl under as many bridges as they can. The teacher gives
another signal for everyone to move again. When the teacher calls out “Rivers”, all the river students
make their bodies into a river shape on the floor. All the bridges jump over as many rivers as they can
before the teacher gives the signal to move again. Change roles so that students have an opportunity
to be both a bridge and a river.
590
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Alphabet Soup
Students walk quickly around the room. When the teacher calls out a letter, students form that letter
with their bodies, making the room into a big bowl of alphabet soup. The teacher can encourage
students to be creative and think of their own unique way of forming that letter. Make sure students
have an opportunity to move vigorously between forming of the letters, so that their shape making is
a short rest amidst the movement. For variety, the teacher can call out a spelling word and have students
choose a letter from that word to form. Half the class could also form letters while the other half
guesses the letter. Students may work in pairs or small groups to form letters. For another variation,
the teacher can call out a math question and the students think of the answer and form the number
with their bodies.
Popcorn
Equipment Required: Music, tape/CD player.
Students move to the music like popcorn. They need to keep “popping” for the entire song. Vary the
kind of jumping – one foot, two feet, jumping forward, jumping backward, feet out and in. If possible,
use the song “Popcorn.” If it is not available, use any music that has a quick tempo.
Animal Relays
Using a hallway or an area in the class where students can move from one side to the other, students
work in teams. Select small teams of three or four students so that students are moving most of the
time. Students move to one end of the room and back moving like different animals. Choose animals
that will encourage vigorous movement (e.g., kangaroo, horse, frog, three-legged dog, flamingo).
Call out the next animal as the first team finishes, rather than waiting for all teams to finish. This
de-emphasizes “winning” and encourages continuous movement. For variety, the teacher may try
a “silent” animal race.
591
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Fitness Circuit
Equipment Required: Fitness Task Cards.
Create six fitness task stations around the room or in the hallway. Divide students into groups and
assign them to a station. Students work at their station for one to two minutes until a signal is given
to move to the next station. Music can be used as a signal. When the music stops, students freeze,
point to the next station then walk to the next station. The students can track their progress by
completing a fitness log or journal after this activity. Fitness stations can be changed and adapted
and given catchy names to fit with themes and units in the class.
Station 1: Jump and wall touch.
Station 2: Stand up/ sit down.
Station 3: Jump and twist.
Station 4: Cancan kicks.
Station 5: Jogging on the spot with arm circles.
Station 6: Alternate knee lifts.
Tambourine Move
Equipment Required: Tambourine or other music maker.
Students move around the room to the beat of the tambourine. The teacher uses the tambourine to
change the tempo and patterns of movement. Teacher can direct the students to move by walking,
hopping, jogging or skipping to the beat.
Music Move and Freeze
Equipment Required: Music, tape or CD player.
Play any upbeat music. The students may bring in music or suggestions. Students move around the
room in beat with the music. When the music stops, students freeze in place. Students may take
turns suggesting different ways of moving (e.g., hopping, “cool walking,” chicken walk, wiggle walk,
one-legged, slow motion, baby speedy steps). For another variation, change the music every time.
Students should change their way of moving to match the music being played.
592
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Roll the Dice
Equipment Required: Two dice.
The teacher or students choose a fitness activity (e.g., jumping jacks, tuck jumps, star jumps).
Students move around the room to music if desired. Students take turns rolling the dice. They call out
the number and the students stop moving to do that number of the fitness activity, then the students
continue moving. Continue the activity so that the class is moving continuously and several students
have an opportunity to roll the dice.
593
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A Year at a Glance
APPENDIX C
594
Appendix C
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A Year at a Glance
595
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APPENDIX D
Scheduling for Maximum Participation in Health
and Physical Education
Creative Timetabling (see sample timetables)
• Combine classes with specialist; or teacher with more Physical Education background or expertise
takes lead on planning, giving instructions, planning assessment, demonstrations.
– Second teacher supports and learns; he/she assists with tracking and assessment, change
room monitoring, group formation, equipment distribution, safety and injury prevention,
supervision.
• Combine classes for large group fitness activities (i.e., fitness circuits, aerobics, dance, fitness
monopoly, etc.).
• Split classes for some periods with one teacher working inside and one working outside.
• Split 50 minute periods into two 25-minute periods for fitness classes.
• Take two minutes from each period and use the time saved for daily vigorous physical activity.
• Use 10 minutes with opening exercises for vigorous activity.
• Use entire time allotted for the use of the gymnasium for physical education. Changing for class
and some instructions can be done prior to the scheduled physical education time period
• Benefits: Opportunity to schedule more physical education classes; professional development
opportunity for teachers to team teach and learn from each other; opportunity for students to
work in different groupings; opportunity for maximum use of time allotted for physical education.
• Challenges: More students in the gymnasium can make it more challenging to ensure active participation for all; more challenging to monitor safety procedures; scheduling of classes could be
more challenging.
School-Wide Activity Days
• Plan to work together with other classes to organize school-wide activity days, e.g., Activ8
celebration, hop-a-thon, Jump Rope for Heart, Skip-a-thon, kilometer club, neighbourhood walk,
school yard jog, health hustle, school-wide fitness breaks, running clubs, carnival days.
• Plan to do the activities once per year, once per term or once per month.
• Rotate responsibility for organizing the events.
• Link events to other school functions and celebrations.
• Benefits: Opportunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for students to get fresh air; opportunity to build community spirit in the school;
opportunity to link activity to a fundraiser; build awareness of the value of activity; opportunity
for comprehensive school planning by linking the “active” event to other school functions;
opportunity to involve parents and community; public relations opportunity.
• Challenges: Requires time to organize; need to be flexible because of varying weather conditions.
596
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Using Community Facilities
• Use local rinks, fields, courts, pools and other facilities.
• Develop relationships with parks and recreation staff.
classes; opportunity for students to get fresh air; opportunity to expose students to activities and
experiences that they may try again outside of school time; public relations opportunity to build
links with local community.
• Challenges: Requires time to organize; sometimes costs involved if a reciprocal agreement
cannot be negotiated; sometimes challenging to find a mutually convenient time to use facilities;
may involve transportation costs; need to be flexible because of varying weather conditions.
Scheduling Outdoor Classes
• Schedule an outdoor period for all classes every week, regardless of the time of year.
• Designate specific units and expectations to be covered in an outdoor setting.
classes; opportunity for fresh air.
• Challenges: Need to overcome challenge of organizing equipment and spaces in advance; need
to be flexible because of varying weather and field conditions.
Using Alternative Spaces
• Plan to use halls, stairwells, utility rooms, stages and other available spaces for limited space
activities.
• Schedule activity time in these alternative spaces.
classes; opportunity for students to take responsibility for their own fitness improvement if using
these spaces for students to work on fitness challenges.
• Challenges: Need to overcome challenge of organizing equipment and spaces in advance; space
may require more vigilance to ensure safe participation.
Fostering an “I Can” Attitude
•
•
•
•
Teachers support each other by doing group activities with several classes together.
Provide classroom incentive (golden sneaker award, kilometer club, participation awards).
Make the link to staff personal wellness.
Provide staff support for wellness (fitness breaks at staff meetings, announcements about physical
activity, encouragement to be active at recess and lunch, support to wear running shoes and
active attire).
• Build in student support. Train student monitors in routines to care for classroom equipment,
set up gym equipment and support playground activity.
• Benefits: School culture of activity and wellness is created, staff role models emerge, comprehensive school health is a focus.
• Challenges: May require a shift of attitude and priorities.
597
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Developing and Expanding Partnerships
• Involve parents. Assign active homework (students can track this in an “Active Fitness Log”).
• Solicit support from school councils (funds for playground equipment, help with school-wide events).
• Create links with high schools and middle schools (opportunities for co-op students and volunteers
in programs, shared facilities).
• Student partnerships. Create “PE buddies” like reading buddies. Older students work with
younger students to teach games and skills and to be active.
• Benefits: Efficient use of resources, long-term support is built into the system; fosters broader
buy-in and support for the value of quality Health and Physical Education.
• Challenges: Fostering partnerships requires time and energy.
598
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Sample Timetables
Sample 1:
Features:
Timetable for grade 4-6 based on:
• 6-day cycle.
• 4 periods of PE and 1 period of health per cycle.
• Vigorous activity on non-PE days.
Percentage of Curriculum Time per cycle (1920 minutes)
Mathematics – 480 minutes (25%)
Language – 480 minutes (25%)
French as a Second Language – 240 minutes (12.5%)
Science and Technology – 160 minutes (8.3%)
The Arts (Music, Drama, Visual Arts) – 240 minutes (12.5%)
Health and Physical Education – 160 minutes (8.3%)
Social Studies – 120 minutes (6.3%)
TAG – 40 minutes (2.1%)
SAMPLE 1: SIX-DAY SCHEDULE WITH A FOUR-WEEK ROT
ATION FOR DAILY VIGOROUS ACTIVITY
Times
8:45 – 9:25
Day 1
Math/Integrated
Programming
Day 2
Language/Integrated
Programming
Day 3
Math/Integrated
Programming
Day 4
Language/Integrated
Programming
Day 5
Math/Integrated
Programming
Day 6
Language/Integrated
Programming
9:25 – 10:05
Math/Integrated
Programming
Language/Integrated Math/Integrated
Programming (Health) Programming
Language/Integrated
Programming
Math/Integrated
Programming
Language/Integrated
Programming
10:05 – 10:20
Recess
Recess
Recess
Recess
Recess
Recess
10:20 – 11:00
Language/Integrated
Programming
Math/Integrated
Programming
Language/Integrated
Programming
Math/Integrated
Programming
Language/Integrated
Programming
Math/Integrated
Programming
11:00 – 11:40
Language/Integrated
Programming
Math/Integrated
Programming
Language/Integrated
Programming
Math/Integrated
Programming
Language/Integrated
Programming
Math/Integrated
Programming
11:40 – 12:40
Lunch
Lunch
Lunch
Lunch
Lunch
Lunch
12:40 – 1:20
Social studies
Science/Tech
Physical Education
TAG
Drama/Dance
Physical Education
1:20 – 2:00
French
French
French
French
French
French
2:00 – 2:15
Recess
Recess
Recess
Recess
Recess
Recess
2:15 – 2:55
Physical Education
Social Studies
Music
Visual Arts
Social Studies
Science/Tech
2:55 – 3:35
Music
Drama/Dance
Science/Tech
Visual Arts
Physical Education
Science/Tech
Week One: Add Vigorous Activity on Day 2, 11:00 (Math) and Day 4, 9:25 (Language)
Week Two: Add Vigorous Activity on Day 2, 12:40 (Science/Tech) and Day 4, 9:25 (Language)
Week Thr ee: Add Vigorous Activity on Day 2, 9:25 (Language) and Day 4, 10:20 (Math) (Teach Health
on Day 2 at 9:25 with Language)
Week Four: Add Vigorous Activity on Day 2, 2:15 (Social Studies) and Day 4, 11:00 (Language)
599
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Sample 2: K-8 School
Features:
• 10.5 classes (three kindergartens every other day).
• Primary classes are 25 minutes in length, junior and intermediate are 37.5 minutes.
• When blocking two intermediate periods, there are three primary periods (2 × 37.5 = 3 × 25).
• Junior/intermediate classes have physical education in the afternoon.
• Morning classes run as follows for primary:
8:50 – Opening exercises
8:55 – period 1
9:20 – period 2
9:45 – period 2b
10:10 – recess
10:25 – period 3
10:50 – period 4
11:15 – period 4b
11:40 – lunch
12:45 – period 5
1:20 – period 6
1:55 – recess
2:10 – period 7
2:45 – period 8
1
MONDA Y
3/4
TUESDA Y
3/4
WEDNESDA Y
3/4
THURSDA Y
3/4
FRIDA Y
3/4
2
2
2
2
2
2
2b
1/2
1/2
1/2
1/2
1/2
3
KA/KC
KA/KC
KA/KC
KA/KC
KA/KC
4
KB
KB
4b
1
1
1
1
1
5
8
7
8
7
7/8
6
7
5/6
7
8
4/5
7
5/6
7/8
7/8
7/8
5/6
8
4/5
4/5
5/6
4/5
8
Period
RECESS
KB
LUNCH
RECESS
600
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Page 601
Sample 3: Daily PE – 15 Classes
Features:
• Multi classes in gym booked for Fitness Sessions e.g., aerobics to video, STEP routines, circuits.
• All classes get physical activity every day: (Two full periods each plus three Fitness periods of
15 minutes each).
• Transition time is recognized and not included in timetable, e.g., 10 minutes at beginning of day.
SAMPLE SCHEDULE FOR DAILY PHYSICAL EDUCATION: 15 CLASSES
9:10 – 9:45
Monday
1
9:45 – 10:20 10:40 – 11:15 11:15 – 11:45
2 & 3 & 14
4
(15 Min. Fitness)
5
2
1& 4
3
(15 Min. Fitness)
1
12 & 9
4
(15 Min. Fitness)
6
7 & 11 & 15
9
(15 Min. Fitness)
2
7 & 10
5
(15 Min. Fitness)
7
3 & 5 & 13
10
(15 Min. Fitness)
3
1 & 2 & 14
6
(15 Min. Fitness)
8
1 & 3 & 13
9
(15 Min. Fitness)
Recess
10:20 – 10:35
12
14
11
15
12
14
13
15
4& 6
(15 Min. Fitness)
7
8&9
10
(15 Min. Fitness)
4& 5
(15 Min. Fitness)
Entrance
9:00
13
6& 8
(15 Min. Fitness)
11 & 15
(15 Min. Fitness)
Friday
3:00 – 3:35
11
13 & 10
(15 Min. Fitness)
14 & 2
(15 Min. Fitness)
Thursday
2:30 – 3:00
6 & 10
(15 Min. Fitness)
5& 8
(15 Min. Fitness)
Wednesday
1:30 – 2:05
7 & 12 & 15
8
(15 Min. Fitness)
6& 9
(15 Min. Fitness)
Tuesday
12:55 – 1:30
11 & 12
(15 Min. Fitness)
Lunch
11:45 – 12:50
601
Recess
2:10 – 2:35
Dismissal
3:40
Appendix D
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Page 602
APPENDIX E
Summary of Evidence Recording Chart
Class: ______________________________________________ Grade: ________________
Understanding
of Concepts
(Weight of 1)
Movement
Skills
(Weight of 1)
Active
Participation
(Weight of 2)
Communication
of Required
Knowledge
(Weight of 1)
Highest, Most
Consistent Level
of Achievement
Student Names
602
Appendix E
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Page 603
APPENDIX F-1
Active Participation – Summary of Evidence Chart
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Active Participation
Level 1
Level 2
Level 3
Level 4
• Participates actively only with constant
encouragement.
• Applies few of the required skills.
• Requires constant reminders regarding
safety procedures and the safe use of
• Participates actively needing only occasional encouragement.
• Applies some of the required skills.
• Requires occasional reminders regarding
safety procedures and the safe use of
• Requires no encouragement to participate
actively.
• Applies most of the required skills.
• Follows safe procedures and uses
equipment and facilities safely.
• Participates actively in a manner that
encourages others to participate.
• Applies all or almost all of the required
skills.
• Follows safe procedures and uses equipment
and facilities safely, and encourages others
to do so.
Unit: _______ Unit: _______ Unit: _______ Unit: _______ Highest Most
Consistent
Expectation:
Expectation:
Expectation:
Expectation:
Level
Student Names
603
Appendix F-1
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Page 604
APPENDIX F-2
Communication of Required Knowledge –
Summary of Evidence Chart
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Communication of Required Knowledge
Level 1
Level 2
Level 3
Level 4
• Communicates poorly, making many
errors or omissions.
• Rarely uses appropriate terminology.
• Communicates with some clarity, making
some errors or omissions.
• Sometimes uses appropriate terminology.
• Communicates clearly and precisely, making
few errors or omissions.
• Usually uses appropriate terminology.
• Communicates clearly and precisely, making
no or almost no errors or omissions.
• Uses appropriate and varied terminology.
Consistent
Expectation:
Expectation:
Expectation:
Expectation:
Level
Student Names
604
Appendix F-2
F-2
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Page 605
APPENDIX F-3
Movement Skills – Summary of Evidence Chart
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Movement Skills
Level 1
Level 2
Level 3
Level 4
• Performs few of the skills as described.
• Rarely applies skill in other situations
or activities.
• Performs some of the skills as described.
• Sometimes applies skill in other situations
or activities.
• Performs most of the skills as described.
• Usually applies skill in other situations
or activities.
• Performs all or almost all of the skills as
described.
• Consistently applies skill in other situations
or activities.
Consistent
Expectation:
Expectation:
Expectation:
Expectation:
Level
Student Names
605
Appendix F-3
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Page 606
APPENDIX F-4
Understanding of Concepts – Summary of Evidence Chart
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Understanding of Concepts
Level 1
Level 2
Level 3
Level 4
• Shows understanding of few of the
required concepts taught, with major
• Shows understanding of some of the
required concepts taught, with several
minor errors or omissions.
• Shows understanding of most of the
required concepts taught, with few
minor errors or omissions.
• Shows understanding of all or almost all
of the required concepts taught, with practically no errors or omissions.
Consistent
Expectation:
Expectation:
Expectation:
Expectation:
Level
Student Names
606
Appendix F-4
F-4
Chart
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Page 607
APPENDIX G
Grades 1 to 8
Categories
Level 1
Specific Expectation:
• participate vigorously in all aspects of the program
Level 2
Level 3
Level 4
Readiness to Participate
• enters the gym late more
than half of the occasions
• infrequently participates
actively
• usually ready to participate
on time
• usually participates in class
activities
• regularly ready to participate on time
• regularly takes part in class
activities
• always ready to participate
on time
• always takes part in class
activities
Physical Participation
• infrequently participates
in a variety of physical
activities
• infrequently participates in
physical activities outside
of the classroom program
• sometimes participates in a
variety of physical activities
• regularly participates in
all physical activities
independently
• regularly participates in a
wide variety of physical
activities outside the
classroom program
• frequently participates
positively as an individual
and in a group setting
• always or almost always
promotes active participation in all physical activities
• routinely promotes and
organizes physical activities
outside the classroom
program
• always participates positively as an individual and in a
group setting
• regularly attempts new
activities
• always tries new activities
and encourages others to
do the same
• routinely asks to play a
leadership role in class
• experiences difficulty participating as an individual
or in a group setting
Initiative
• infrequently tries new
activities
• infrequently takes on a
leadership role
• relies on others to begin
physical activities
Effor t
• sometimes participates in a
outside of the classroom
program
• sometimes participates
positively as an individual
or in a group setting
• sometimes attempts new
activities with encouragement
• sometimes with encouragement leads the class in
activities
• sometimes begins activities
with some teacher
intervention
• regularly takes on a
leadership role in class
• frequently begins activities
independently
• routinely is a self-starter
and provides opportunities
for others to participate
• infrequently works hard
(e.g., goes through the
motions)
• easily distracted from task
and often distracts others
• sometimes works hard
with encouragement
• regularly demonstrates a
determined effort
• always strives for personal
best
• sometimes easily distracted
from task and sometimes
distracts others
• regularly stays on task
• routinely encourages
others to stay on task
Enjoyment
(Based on the activities they
choose to participate in)
• infrequently demonstrates
enjoyment from participation in physical activities
• sometimes demonstrates
• regularly demonstrates
demonstrates enjoyment
from participation in
physical activities
Social Interaction
• infrequently recognizes
physical activity as a positive opportunity for social
interaction
• infrequently recognizes the
role that participation in
physical activity plays in
getting to know and understand self and others
• sometimes recognizes
physical activity as a posi tive opportunity for social
interaction
• sometimes recognizes the
getting to know and
understand self and others
• regularly recognizes physical
activity as a positive opportunity for social interaction
seeks out and motivates
others to participate
together
recognizes the role that
participation in physical
activity plays in getting to
know and understand self
and others
Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com
607
• regularly recognizes the
getting to know and
understand self and others
(p. 68, 69), Data Based Directions Inc., 1999.
Appendix G
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Page 608
continued
Categories
Level 1
• participate vigorously in all aspects of the program
Challenge
Respect and Support for
Others
Level 2
Level 3
Level 4
• infrequently able to describe
the feelings resulting from
challenges, successes, and
failures in physical activity
• sometimes able to accept
the feelings resulting from
challenges, successes, and
• regularly accepts the
feelings resulting from
challenges, successes and
• infrequently open to new
challenges or trying new
activities
• sometimes open to new
challenges or trying new
activities
• regularly open to new
challenges and trying new
activities
accepts the feelings resulting
from challenges, successes
and failures in physical
activity and encourages
others to do so
open to new challenges
or trying new activities
• infrequently plays or interacts with other students
• sometimes will partner with
other students
• regularly participates with
anyone in class
• infrequently accepts others
with different ability,
culture and gender
• sometimes accepts others
with different ability,
culture and gender
• regularly accepts others,
including those of different
ability, culture and gender
• infrequently offers positive
comments to others
• sometimes offers positive
comments to others
• regularly encourages others
with positive comments
(e.g., fabulous, great work,
you’re getting better)
608
initiates changes in partners or groups to resolve
conflict or address an
imbalance
encourages the inclusion
of others of different ability,
culture and gender
encourages others with
positive comments
(p. 69), Data Based Directions Inc., 1999.
Appendix G
1/12/01
10:19 AM
Page 609
APPENDIX H
Grades 1 to 8
Categories
Level 1
• follow the rules of fair play in games and activities
Level 2
Level 3
Level 4
Self-Expression
• rarely expresses
personal feelings,
ideas and experiences
• sometimes expresses
personal feelings,
ideas and experiences
• regularly and accurately expresses own
feelings, ideas and
experiences with an
awareness of audience (e.g., uses “I”
messages)
• always or almost
always accurately
expresses own
feelings, ideas and
experiences with an
awareness of audience
Response to Others
• listens to others when
topics are of personal
interest and is attentive for short periods
of time
• with assistance
follows basic instructions and directions
• sometimes listens
attentively to others
always listens actively
to others
• sometimes follows
and outlines instructions and directions
for familiar games,
activities and events
• regularly listens
actively to others
(e.g., restates information accurately, uses
effective questioning)
• regularly follows and
explains instructions
when pursuing a task
individually or with
others
• rarely shows respect
for other people’s
ideas
• sometimes shows
respect for other
people’s ideas
• regularly shows
respect for other
people’s ideas
• with extensive
support, shows consideration for others
• sometimes shows
consideration for
others
• regularly shows consideration for others
• with encouragement,
accepts leadership of
teachers, peers and
officials
• based on examples
modeled in class,
encourages others
• with direct supervision stays on task
• sometimes accepts
leadership of teachers,
peers and officials
• regularly accepts
leadership of teachers,
peers and officials
• sometimes encourages others
• regularly encourages
others
• with some supervision
stays on task
• rarely gives and
accepts assistance
• sometimes gives and
accepts assistance
• regularly stays on task
without direct supervision
• regularly gives and
accepts assistance
Cooperation
609
• encourages others to
listen (e.g., assists the
group in maintaining
the focus, demonstrates active listening,
states different points
of view)
always shows respect
for other people’s
ideas and encourages
others to do so
always shows consideration for others and
encourages others to
do so
always accepts leadership of teachers,
peers and officials
always encourages
others
always stays on task
and is self-directed
always gives and
accepts assistance
Appendix H
1/12/01
10:19 AM
Page 610
continued
Categories
Level 1
• follow the rules of fair play in games and activities
Level 2
Level 3
Level 4
• shows limited patience with
others of different abilities
• sometimes shows patience
with others of different
abilities
• regularly shows patience
with others of different
abilities
• with encouragement, treats
others of diversity equally
• sometimes treats others of
diversity equally
• regularly treats others of
diversity equally
• with encouragement uses
appropriate language when
talking with peers and
teachers
• sometimes uses appropriate language when talking
with peers and teachers
• regularly uses appropriate
language when talking with
peers and teachers
shows patience with others
of different abilities and
encourages others to do so
treats others of diversity
equally
uses appropriate language
when talking with peers
and teachers and encourages others to do so
• rarely follows the rules of
fair play in games and
activities
• sometimes follows the rules
of fair play in games and
activities
• regularly follows the rules
of fair play in games and
activities
• rarely respects the decisions made by officials, be
they students, teachers or
coaches
• sometimes respects the
decisions made by officials,
be they students, teachers
or coaches
• regularly respects the decisions made by officials be
they students, teachers or
coaches
Group Interaction
• with encouragement works
well with others
• with encouragement takes
turns
• sometimes works well with
others
• sometimes takes turns
• regularly works well with
others
• regularly takes turns
works well with others
takes turns and encourages
others to do so
Group Decision-Making
• with encouragement and
support, discusses options
and agrees with the group’s
decisions
• sometimes discusses
options and agrees with the
group’s decisions
• regularly discusses options,
participates in making
decisions and agrees with
the group’s decisions
discusses options, participates in making decisions
and agrees with the group’s
decisions
Respect
Fair Play and Activity
Etiquette
610
follows the rules of fair
play in games and activities
and encourages others to
do so
respects the decisions
made by officials, be they
students, teachers or
coaches
Appendix H
1/12/01
10:19 AM
Page 611
APPENDIX I
Safety Rubric – Grades 1 to 8
Grades 1 to 8
Categories
Level 1
Level 2
Level 3
Level 4
Overall Expectation:
• follow safety procedures related to physical activity, equipment and facilities, and begin to take responsibility for their safety
Activity
• rarely dresses appropriately
for vigorous physical activity
• sometimes dresses appropriately for vigorous physical
activity
• regularly dresses appropriately for vigorous physical
activity
• with direct instruction participates in appropriate
warm-up conditioning and
cool-down activities
• sometimes participates in
appropriate warm-up conditioning and cool-down
activities
• regularly participates in
appropriate warm-up conditioning and cool-down
activities
• with frequent reminders
listens attentively to promote
safe and successful participation in class
• beginning to use and
explain (when asked) the
importance of safe and
controlled movements
• with reminders listens
attentively to enhance safe
and successful participation
in class
• sometimes uses and
explains (when asked) the
importance of safe and
controlled movements
• listens attentively to achieve
• with assistance can suggest
modifications to activities
to ensure safety
• beginning to modify activities
to ensure safety
• with assistance applies safety
rules and safety procedures
while participating in a
• sometimes applies safety
Equipment
• rarely recognizes and
reports unsafe conditions
and situations and suggests
changes
• rarely assumes responsibility
for self and others
• sometimes recognizes and
changes
• sometimes assumes
responsibility for self and
others
• regularly recognizes and
changes
• regularly assumes responsibility for self and others
(e.g., helping to set up
equipment in a safe manner
with adult assistance)
recognizes and reports
unsafe conditions and situations and suggests changes
assumes responsibility for
self and others
Facility
• with assistance, recognizes
environments unsafe for
playing
• requires encouragement to
practise modifications of
rules to suit facility
• sometimes recognizes environments unsafe for playing
• regularly recognizes environments unsafe for playing
• requires encouragement to
practise odifications of
rules to suit facility
• rarely reports unsafe conditions to teacher and
peers
• sometimes reports unsafe
conditions to teacher and
peers
• regularly accepts and practises modifications of rules
to suit facility use (e.g.,
identifying an area out of
bounds if part of the field is
unsafe)
• regularly reports unsafe
conditions to teacher and
peers
recognizes environments
unsafe for playing
accepts and practises modifications of rules to suit
facility uses and encourages
others to do the same
611
• regularly uses and explains
(when asked) the importance of safe and controlled
movements
• regularly practises modifications to activities to ensure
safety (e.g., reducing the
size of the playing surface if
walls are too close)
• regularly applies safety
dresses appropriately for
vigorous physical activity
and is able to explain the
reasons for doing so
participates in appropriate
warm-up conditioning and
cool-down activities independently
listens attentively to achieve
• always or almost always uses
and explains (when asked)
the importance of safe and
controlled movements and
encourages others to do so
practises modifications to
activities to ensure safety
and can explain why
applies safety rules and
safety procedures while
participating in a variety
of physical activities
to teacher and peers
Appendix I
1/12/01
10:19 AM
Page 612
APPENDIX J-1
Movement Skills Recording Chart
Knowledge/Skill Category: Movement Skills
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _____________________________________________________
___________________________________________________________________________
Skill Indicators:
Level 1
Level 2
Level 3
Level 4
•
• Performs few of the
skills as described.
• Sometimes performs
the skills as
described.
• Sometimes applies
skills in other situations or activities.
• Usually performs the
skills as described.
• Consistently performs
the skills as
described.
• Consistently applies
skills in other situations or activities.
•
•
•
• Rarely applies skills
in other situations or
activities.
• Usually applies skills
in other situations or
activities.
Student Names
612
Appendix J-1
1/12/01
10:19 AM
J-1
Page 613
APPENDIX J-2
613
Appendix J-2
1/12/01
10:19 AM
Page 614
APPENDIX K
Active Participation Recording Chart
Topic: ______________________________________________ Grade: _______________
___________________________________________________________________________
Indicators:
Level 1
Level 2
Level 3
Level 4
•
•
•
•
•
•
• Participates actively only with
constant Encouragement.
• Participates actively needing
only occasional encouragement.
• Requires no encouragement to
participate actively.
• Applies few of the required
skills.
• Requires constant reminders
regarding safety procedures
and the safe use of equipment
and facilities.
• Applies some of the required
skills.
• Requires occasional
reminders regarding safety
procedures and the safe use of
• Applies most of the required
skills.
• Follows safe procedures and
uses equipment and facilities
safely
• Participate actively in a manner that encourages others to
participate.
• Applies all, or almost all, of
the required skills.
• Follows safe procedures and
uses equipment and facilities
safely, and encourages others
to do so.
Student Names
614
Appendix K
XK
1/12/01
10:19 AM
Page 615
APPENDIX L
Communication of Required Knowledge Recording Chart
Knowledge/Skill Category: Communication of Required Knowledge
Topic: ______________________________________________ Grade: _______________
___________________________________________________________________________
Indicators:
Level 1
Level 2
Level 3
Level 4
•
•
•
•
•
•
• Communicates poorly,
making many errors
or omissions.
• Communicates with
• Communicates clearly
and precisely, making
few errors or omissions.
• Usually uses appropriate terminology.
• Communicates clearly
and precisely, making
no, or almost no,
• Uses appropriate and
varied terminology.
• Rarely uses appropriate terminology.
some clarity, making
some errors or
omissions.
• Sometimes uses
appropriate
terminology.
Student Names
615
Appendix L
1/12/01
10:19 AM
Page 616
APPENDIX M-1
Understanding of Concepts Recording Chart
Knowledge/Skill Category: Understanding of Concepts
Topic: ______________________________________________ Grade: _______________
___________________________________________________________________________
Indicators:
Level 1
Level 2
Level 3
Level 4
•
•
•
•
•
•
• Shows understanding
of few of the required
concepts taught, with
major errors or
omissions.
of some of the
required concepts
taught, with several
minor errors or
omissions.
of most of the
required concepts
taught, with few
minor errors or
omissions.
of all, or almost all,
of the required
concepts taught, with
practically no errors
or omissions.
Student Names
616
Appendix M-1
1/12/01
10:20 AM
M-1
Page 617
APPENDIX M-2
617
Appendix M-2
1/12/01
10:20 AM
Page 618
APPENDIX N
*Use for ongoing assessment of expectations in combination with an assessment tool to provide indicators.
Class: ______________________________________________ Unit: __________________
Expectation(s): _____________________________________________________________
___________________________________________________________________________
618
Appendix N
XN
1/12/01
10:20 AM
Page 619
APPENDIX O-1
Self/Peer Participation
Assessment Target
Name: _______________________________ Class: _____________ Grade: __________
Knowledge/Skill Category: __________________________________________________
Expectations: ________________________________________________________________
____________________________________________________________________________
1
2
3
4
619
Appendix O-1
1/12/01
10:20 AM
Page 620
APPENDIX O-2
Assessment Pyramid
Name: _______________________________ Class: _____________ Grade: __________
Expectations: ________________________________________________________________
____________________________________________________________________________
4
3
2
1
620
Appendix O-2
O-2
1/12/01
10:20 AM
Page 621
APPENDIX O-3
Assessment Star
Name: _______________________________ Class: _____________ Grade: __________
Expectations: ________________________________________________________________
____________________________________________________________________________
3
2
4
1
621
Appendix O-3
1/12/01
10:20 AM
Page 622
APPENDIX O-4
Response to Others
Self-Assessment (primary)
Name: _______________________________ Class: _______________________________
Grade: 1, 2, 3
Expectations:
1p33
Follow instructions, pay attention, attempt new activities.
1p38
Demonstrate respect for others in group situations (e.g., being courteous,
speaking kindly).
2p40
Demonstrate appropriate interpersonal skills and respectful behaviour
(e.g., displaying etiquette, playing fairly, cooperating) in physical activities.
3p37
Demonstrate respect for the abilities and feelings of others (e.g., accepting
everyone into the group).
3p39
Draw yourself on the step that describes you today.
I always speak
kindly, and listen
to others.
I speak kindly and
listen to others.
I sometimes speak
kindly and listen to
others.
I need reminders
to speak kindly and
listen to others.
622
Appendix O-4
1/12/01
O-4
10:20 AM
Page 623
APPENDIX O-5
“I Listen”
Name: _______________________________ Class: _______________________________
Grade: 1, 2
Expectations:
1p33
Follow instructions, pay attention, attempt new activities.
2p34
Stay on task, follow instructions, pay attention, and see tasks through to
completion.
Write the DATE on the rung of the ladder
that best describes you today.
I always pay attention and
follow instructions. _________
I pay attention and follow
instructions. ______________
I sometimes pay attention and
follow instructions. _________
I need help and reminders
to pay attention and follow
instructions. ______________
623
Appendix O-5
1/12/01
10:20 AM
Page 624
APPENDIX O-6
Safe Activity
Name: _______________________________ Class: _______________________________
Grade: 1, 2, 3
Expectations:
1p30
Follow safety procedures related to physical activity, equipment and facilities.
2p30
3p29
Follow safety procedures related to physical activity, equipment and facilities
Write the DATE in the box
that best describes you today.
With help and reminders, I play safely.
______________
With reminders, I play safely.
______________
I play safely.
______________
I play safely and help others play safely.
______________
624
Appendix O-6
O-6
1/12/01
10:20 AM
Page 625
APPENDIX O-7
I am Ready for Physical Education (primary)
Name: _______________________________ Class: _______________________________
Grade: 1, 2, 3
Expectations:
1p30
Follow safety procedures related to physical activity, equipment, and facilities.
1p32
Display readiness to participate in the instructional program (e.g., joining
in readily, wearing appropriate clothing, removing jewelry).
2p30
2p33
Display readiness to participate in the instructional program (e.g., taking
out and putting away equipment, joining in readily, wearing appropriate
clothing, and applying sun protection when necessary).
3p29
Write the DATE in the box that best describes you.
I wear my running shoes once in a while.
______________
I wear my running shoes some days.
______________
I wear my running shoes most days.
______________
I wear my running shoes every day.
______________
625
Appendix O-7
1/12/01
10:20 AM
Page 626
APPENDIX O-8
Cooperation and Fair Play
Name: _______________________________ Class: _______________________________
Grade: 1, 2, 3
Expectations:
1p37
Work cooperatively with others (e.g., sharing equipment, helping others).
2p40
Demonstrate appropriate interpersonal skills and respectful behaviour
(e.g., displaying etiquette, playing fairly, co-operating) in physical activities.
3p38
Follow the rules of fair play in games and activities (e.g., giving everyone a
chance to play).
Write the DATE under the picture that describes you today.
I sometimes play fairly and cooperate.
I need reminders to play fairly and
cooperate.
(frog egg)
(tadpole)
I always play fairly and cooperate.
I play fairly and cooperate.
(froglet)
(frog)
626
Appendix O-8
1/12/01
O-8
10:20 AM
Page 627
APPENDIX O-9
Self/Peer
Assessment Target (primary)
Name: _______________________________ Class: _______________________________
Expectations:
1p31; 2p31; 3p30
1p34; 2p35; 3p33
Participate in moderate to vigorous physical activity for 5-10 minutes
(Grades 1 and 2) or 8 – 10 minutes (Grade 3)
Stopped more
1 than
four times
Stopped
2 3-4
times
3
Stopped once
or twice
Did not stop
4 moving
for
5-10/8-10
minutes
627
Appendix O-9
1/12/01
10:20 AM
Page 628
APPENDIX O-10
Student Assessment – Movement Skill
Checklist
Grade: _______________________________ Skill: _______________________________
What to look for:
Get Ready
Insert picture
Action
Insert picture
Follow-Through
Insert picture
628
Appendix O-10
-10
1/12/01
10:20 AM
Page 629
APPENDIX P
TRANSFERABLE SKILLS – STRATEGIES AND TACTICS
It is helpful to teach games by grouping them into categories with games of similar type. Widening
the focus can help to bridge the gap between developing skills and learning strategies. As students
learn strategy while playing, they develop an intrinsic motivation to build their skills. With a balanced
skills/strategy approach, students learn more than just “the rules of the game.” They become thinking
players, learning to deal with the challenge of the unexpected and using opportunities to give and
receive feedback. Ask students to think about making connections to the game experience and to
take responsibility for increasing the challenge in games. Students who are engaged in the activity
are more likely to continue seeking out opportunities to be active.
Grouping games and activities into categories can help students see the connections between the
activities. Junior and intermediate students can use similar game strategies in each of these game
categories.
Tar get-type games (e.g., croquet, golf, archery, curling, bowling)
Target-type games emphasize accuracy and control. Modify challenges by changing target size,
distance and equipment, by using stationary or mobile targets and by having the players shoot
while stationary or mobile. Strategies used in target games include:
Strategy
Criteria
Offensive
• Planning path to target
• Blocking path of object
Defensive
Net/Wall-Type Games (e.g., tennis, 4-square, badminton, table tennis, volleyball)
Net/wall-type games involve moving and controlling an object and hitting it within a specified space.
Players work to make it difficult for other players to gain possession of the object or to send it back
to the wall or across the net. Small numbers of players are usually involved in net/wall games.
Strategies used include:
Strategy
Criteria
Offensive
• Place object in a difficult spot for opponent to return
• Varying shots; speed, distance, height
• Assume “ready position”
Defensive
629
Appendix P
1/12/01
10:20 AM
Page 630
Striking/Fielding-Type Games
(e.g., baseball, cricket, rounders, softball)
Striking/fielding-type games can involve running, striking, throwing, kicking and catching. Runners
hit, kick or throw an object then score runs by running to designated areas. Fielders retrieve the
object and get it to a specified place to stop runs from being scored and to get opponents out.
Because of the many aspects of the game, strategy for striking/fielding games can be challenging.
Basic strategies include:
Strategy
Criteria
Offensive
• Placement of object where the defender can’t easily make a play
• Score runs by advancing to safe areas
• React and anticipate object movement
• Assume “ready position”
• Quick fielding of object
Defensive
Invasion/Territory-Type Games
(e.g., soccer, handball, ultimate Frisbee, football, basketball,
lacrosse, field hockey).
Invasion/territory-type games involve controlling an object, keeping it away from opponents and
moving it into a scoring position to score on a target. Games can be modified to be simple running
games or to use a specified skill (kicking, throwing). Depending on whether the team has control
of the object or not, the team uses offensive or defensive strategies:
Strategy
Criteria
Offensive
• Keeping possession of ball/object
• Attempting to move in the direction of the goal
• Moving into and creating open spaces
• Staying between the offensive player and the goal
• Using hands, feet, stick or body to prevent a pass or scoring
attempt
Defensive
Considerations
All games and activities can be adapted to meet the level appropriate for students. With any activity,
consider the following questions and adapt the activity as needed:
• Is the activity safe?
• Do all students have an opportunity to be active?
• Does the activity build on skills and strategies that the student has been taught?
• Can adaptations be made so that students of all abilities can be involved?
• Are positive social skills reinforced?
• Does the structure need to be adjusted (e.g., play in smaller groups with rule variations)?
• How can the challenge/fun factor be increased?
630
Appendix P
1/12/01
10:20 AM
Page 631
APPENDIX Q
TRANSFERABLE SKILLS – Sending/Receiving/Carrying
Developing the fundamental movement skills of locomotion, manipulation and stability are a focus
of the elementary Health and Physical Education curriculum. In Grades 1-8, students have opportunities to develop and combine fundamental movement skills .
Basic locomotion skills
fleeing, dodging.
include: walking, running, hopping, skipping, galloping, chasing,
Stability skills include: turning, rolling, twisting, balancing, transferring weight, jumping and
landing, stretching, curling
Manipulation skills include throwing and catching, kicking, dribbling, punting, collecting,
volleying, striking with implements.
Combining movement skills or adding the elements of effort, relationships, body awareness and
space awareness can make the skills more complex.
Effort
(how the body moves)
Relationships
Body Awareness
Awareness of Space
• Time (slow, fast)
• Force (strong, light)
• Flow (bound, free)
• Of body parts (round,
narrow, curved, wide,
twisted, symmetrical)
• With objects and/or
people (over/under,
on/off, near/far, in
front/behind,
along/through, meeting/
parting, surrounding,
around, alongside)
• With people
(leading/following,
mirroring/matching,
unison/contrast,
between groups,
groups, partners,
solo, alone in a group)
• Individual, whole body,
body shapes, body
parts
• Levels (low, medium,
high)
• Directions (up/down,
forward/backward,
right/left,
clockwise/counter
clockwise)
• Location (self, general
space)
• Pathways (curved,
straight, zigzag,
smooth, broken)
• Extensions (far/near,
large/small)
631
Appendix Q
1/12/01
10:20 AM
Page 632
When combining movement skills, students will be performing a variety of sending, receiving and
carrying skills. Helping students make connections between the skills will help students transfer
knowledge and apply what they already know to learning new skills. Each sending, receiving and
carrying skill should include a ready position, execution and follow-through. Breaking down skills
into component parts, and simplifying skills can make it easier for students to understand and
improve.
The following critical elements of sending, receiving and catching skills can be transferred from
sport to sport and can be emphasized in any sending, receiving and carrying skill.
Strategy
Critical Elements
Sending
• Intent to move an object
• Weight evenly distributed
• Back swing (wind up)
• Square to target
• Weight transfer
• Follows through
• Intent to catch an incoming object
• Eye contact/focus
• Anticipation
• Ready Position
– weight evenly distributed on both feet
– knees bent
– low centre of gravity
• Maintain possession of object while stationary or travelling
• In control with/without opponent
• Ability to change directions, speed/levels
Receiving
Car rying
632
Appendix Q
2 pages
1/11/01
these
1:16 PM2 pages
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