Physical and Health Ed 2 - Planning KDU CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Physical Literacy Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments Apply methods of monitoring exertion levels (activities with or without equipment - Example of a method of monitoring exertion levels in physical activity: using a 1-5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot,; Choose the number that you feel best describes how you are feeling in relation to your exertion level) in physical activity Develop and demonstrate safety, fair play, and leadership in physical activities Identify and explain factors that contribute to positive experiences in different Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our Learning how to participate and move our bodies in different physical activities helps us develop physical literacy. Questions to support inquiry with students: How does daily physical activity affect all aspects of well-being? proper technique for fundamental movement skills, including non-locomotor (movement skills performed “on the spot” without travelling across the or surface - balancing; bending; twisting; lifting), locomotor (movement skills that incorporate travelling across the floor or surface - rolling; jumping; hopping; running; galloping), and manipulative (movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; skills could include: bouncing; throwing; catching; kicking; striking) skills ways to monitor physical exertion levels (could include using a 1-5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, and students choose the number that they feel best describes how they are feeling in relation to their exertion levels) how to participate in different types of physical activities, including individual and dual activities (activities that can be done individually and/or with others: jumping rope; swimming; running; bicycling; Hula Hoop), rhythmic activities (activities
are some factors that influence your healthy eating choices?) Describe ways to access information (Where can you find health information when you are at school?) on and support services for a variety of health topics Explore and describe components of healthy living (What does healthy living mean to you?) Social and community health Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations (What can you do to stand up for yourself in an BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Adopting healthy personal practices and safety strategies protects ourselves and others. Having good communication skills and managing our emotions enables us to develop and maintain healthy relationships. Our physical, emotional, and mental health are interconnected. Questions to support inquiry with students: What does healthy living mean to you? What are some factors that influence your healthy eating choices? What are some factors that might make a situation unsafe and/or uncomfortable? What factors contribute to how you see yourself? Practices that promote health and including those relating to physical activity (getting 60-90 minutes of moderate to vigorous physical activity each day), nutrition (getting the recommended nutrients from the different food groups each day) and illness prevention (washing hands; covering mouth when coughing; resting when sick; staying away from others when sick) strategies for accessing health information (speaking to a trusted adult; speaking to a medical professional; looking for health and safety signs) strategies and skills to use in potentially hazardous, unsafe, or abusive situations (using a strong voice to say “no,” “stop,” “I don’t like this”; calling out for help and getting away if possible; telling a trusted adult until you get help; not giving out personal information (to strangers, on the Internet)) Effects of different substances (poisons; medications; psychoactive substances) and strategies for preventing personal harm Managing and expressing emotions Factors that influence self-identity (could include: self-esteem; self-efficacy; cultural heritage; body image) Evidence of Experience (Show)