Through participation in physical education, students will develop the knowledge, skills and attitudes necessary to become physically educated persons.

Students will:

1. Demonstrate increasingly competency in many physical activities and become increasingly proficient in a few physical activities.

2. Become more able to apply movement concepts and principles to understand and develop movement patterns and skills.

Competency - Beginner to Intermediate level of skill learning

Proficiency - Advanced level of skill learning

Alternative Environment Activities

Learning Objectives It is expected that students will: move safely in a variety of alternative environments (PSVS) use Basic Movement Patterns and Movement Variables to participate in alternative environment activities perform activity-specific movement patterns with increasing competency in a variety of alternative environments demonstrate increasing capacity to apply movement principles related to stability and force in a variety of alternative environment activities

Sample Learning Experiences Children participate in a variety of activities in alternative environments, which may be land or water-based. The selection of activities will depend on the climate, resources and facilities available in the school or community . Have students design a route for a walk or hike. (CCT, PSVS) Have students brainstorm equipment needs for a day trip (e.g., footwear, clothing, food, first aid kit) and review safety rules. (C, PSVS) Have students follow an orienteering course on the school grounds or in a local park. Have students, with a partner or in small groups, locate check points on a course and participate in physical activities listed at each checkpoint. (C) Discuss, demonstrate and practice the safe use and care of equipment used in a variety of activities (e.g., skates, ski boots, roller blades). (IL, C, PSVS) Have students plan a short bike trip using local bike trails. Review safety equipment and procedures (e.g., bike rodeo). (C, PSVS, TL) Use local facilities and resource people or activities requiring special facilities and expert instruction (e.g., instructors at the local swimming pool or at the ski hill). (C, TL) Have students list the activities they enjoy participating in. (IL) Discuss water safety and make a poster displaying safety rules. (C, PSVS) Create a collage of alternative environment activities using magazine pictures. (C) Have students play snow golf or snowball using a brightly colored playground ball.

Sample Assessment Strategies As students demonstrate ways of moving safely in alternative environments (e.g., skating rink, swimming pool, nature trails), look for evidence that they show a willingness to share ideas and equipment with others and to follow rules and routines safely. (PSVS) Make anecdotal notes to record the extent to which students' Basic Movement Patterns are developing. Reflect on the activity and respond to the following statements in their journals: (CCT, C, IL) Three things I did that demonstrated how I moved safely on our field trip were... The most difficult thing I had to do was... THE P time next make would I changes are... The part I enjoyed the most... Design a pennant or collage to represent one of their favourite alternative environment activities. Show how movement skills in alternative environment activities relate to movement skills from other activity areas. Invite other students to guess the name of the activity and the connection. Ask students to explain their pennants and describe the connections. Notice the extent to which students are able to explain their reasoning. (C, CCT)

Teacher Notes

Educational Rhythmics and Dance

Learning Objectives It is expected that students will: · demonstrate basic dance steps and patterns alone and with others · perform simple movement sequences using Movement Variables of Body, Space, Effort and Relationships, alone and with others, with and without equipment · respond to a variety of stimuli to create movement sequences, alone and with others (CCT, C) · demonstrate an increasing capacity to use the body for expression and communication through movement (C, CCT) · expand personal movement vocabulary (C) · demonstrate an increasing understanding of and capacity to apply movement principles related to stability and force in a variety of rhythmic and dance activities

Sample Learning Experiences Through rhythmics and dance, children gain an awareness of and respect for their own and other cultures, enhance their self-esteem, express feelings and cooperate with others. Children are encouraged to create more complex movement sequences, such as those used in different dance forms (e.g., folk, square, multicultural, jazz) and in rhythmic gymnastics, in response to a variety of stimuli . (PSVS, C, CCT, IL) · Use vigorous rhythmic activities for warm-ups. · Using movement vocabulary flash cards, ask students to show how they move to each word (e.g., slink, creep, stretch, curl, crawl, slither, roll). (C, CCT) · Perform locomotor and non-locomotor movements with a partner, demonstrating different relationships (e.g., mirroring, leading, following). · Move (e.g., hop, skip, clap, run) to 3/4 or 4/4 time. Discuss how to move to the beat of the music. (N) · Provide a variety of stimuli such as poetry, stories and music. Have students create movements and then a sequence, individually and with a partner. (C, CCT, PSVS) · Use music as a stimulus. (Show me different ways you can move to this music.) · Create rhythmic patterns of non-locomotor or locomotor movements by choosing activities such as follow-the-leader, and adding movements. (CCT) · Individually sequence movements into a pattern (e.g., three movements performed for eight counts, repeated three times). (CCT, N) · Create and perform a partner sequence using three non-locomotor movements. (CCT) · Perform rhyming patterns (e.g., hand jive). · Perform dance patterns to music from different cultures (e.g., Aboriginal, African, Asian, European). (PSVS)

Sample Assessment Strategies · Observe students as they practice locomotor and non-locomotor movements, following the rhythm (e.g., music, tambourine). Look for evidence that students can combine these skills into various sequences. · Have students work, alone and with others, to create a movement sequence. As students present their movement sequence, look for evidence that the students: (CCT, PSVS, IL) create movements at high and low levels (CCT) use rhythm and musical cues to initiate direction changes link movements smoothly develop expressive and original movements (CCT, C) show positive attitude, effort and participation work cooperatively with partners (PSVS) · Have students work with partners to develop a hand jive, using a poem, song lyrics or music, to teach other students. Notice to what extent the presenting students: explore various patterns create a non-locomotor sequence that develops control and precision of hand movements can recall the sequence (C, CCT, PSVS) · As students are teaching the hand jive sequence, notice the extent to which the watching students are able to replicate the pattern, or whether they require further support to develop this skill. (C)

Teacher Notes

Educational Games

Learning Objectives It is expected that students will: · demonstrate ways to send, receive and retain possession of objects using a variety of body parts and implements · create, modify, adapt, analyze and explain simple games using Basic Movement Patterns (CCT, C) · demonstrate an increasing awareness of the Movement Variables when performing simple game-skills activities · design, modify, adapt, analyze and explain simple games using Movement Variables of Body, Space, Effort and Relationships (CCT, C)

Sample Learning Experiences Game activities play an important role in the development of a child's physical skills and attitudes toward physical activities and provide experience in working cooperatively. Students begin to develop activity-specific motor skills and more refined game strategies and rules. They use a variety of equipment, and learn various scoring systems. Appropriate competition with self and others is introduced . · Select a variety of simple games that emphasize body and space awareness as warm-up activities. · Throw and catch scarves, then beanbags and balls (music may be used) to develop hand-eye coordination. · practice throwing and catching with two hands, one hand to same hand, one hand to other hand and so on. · Challenge students to create movement sequences. (CCT) · Dribble a ball with alternate hands, stationary and moving. · Use beanbags and scoops to practice throwing and catching, sending and receiving. Then progress to paddles with birds and balls. · Use whiffle balls and paddles in a variety of ways (e.g., balance ball on paddle, tap with paddle and catch). · Create simple cooperative or competitive games using equipment (e.g., cones, floor hockey sticks, pucks, parachutes). (CCT, C) · Use activities such as hop changes or dribbling to develop foot-eye coordination. · Use games that provide practice sending and receiving with control and protecting an object (e.g., line soccer, bench ball). · Play modified games to develop game skills for more complex game activities.

Sample Assessment Strategies · In assessing students' ability to create and play challenging and interesting games (CCT), note the extent to which students: follow the rules of the game, demonstrating their ability to cooperate with others (PSVS) participate willingly and with enthusiasm (IL) perform the specific movement skills used in the game demonstrate understanding of game strategies (e.g., passing an object ahead of a moving receiver) demonstrate appropriate Body and Space awareness · Have students create a game with a partner using various objects (e.g., balls, scarves, beanbags) and demonstrate their game to the class. Students should be encouraged to explain the purpose of the game and the rules. Listen for evidence that students are able to make a connection to a game they know (CCT, C, PSVS). Have their peers complete the following written evaluation: The part that is clearest to me is... I'm confused about... Could you do it another way? I would like to know more about... Ask students to identify one important piece of feedback that changed their thinking and the design of the game. Students could respond orally or in writing.

Teacher Notes

Educational Gymnastics

Learning Objectives It is expected that students will: · perform and refine a safety sequence consisting of a run, a jump with a landing on two feet (forward, backward, or sideways) and immediately follow with a safety/shoulder roll (PSVS) · select, perform and refine Basic Movement Patterns-Landings, Locomotions, Statics, Rotations, Swings, Springs-varying elements of Body, Space, Effort and Relationships · select elements of Body, Space, Effort and Relationships to create individual movement sequences · select, refine and combine locomotor and non-locomotor skills in movement sequences, alone or with others, with or without equipment · create and perform sequences using small and/or large equipment, individually and/or with others (CCT) · demonstrate increasing understanding of and capacity to apply movement principles related to stability and force in a variety of gymnastics activities · solve movement problems using creative/critical thinking skills (CCT)

Sample Learning Experiences Students continue to develop skills and understandings of the concepts and principles associated with the locomotor and non-locomotor Basic Movement Patterns - Locomotion, Landings, Swinging, Rotating, Springing, Statics. Students use the Movement Variables to create and solve movement challenges and tasks, alone or with others, with or without equipment . (CCT) · Discuss and practice safety procedures and routines, including taking out, setting up, taking down and putting away equipment. (C, PSVS) · Regularly practice landings on the feet, landings on the hands and safety rolls. Review performance cues and provide feedback. Emphasize soft, smooth, quiet landings. · Create sequences by connecting locomotor and non-locomotor Basic Movement Patterns together. (Create a sequence that contains a static stable position, a static unstable position, a rotation, and two different locomotions.) (CCT) · Use the Movement Variables to challenge the students. For example, the sequence above could be made more challenging by asking students to balance at a low level with a round body shape, support at a high level while maintaining a wide shape, rotate clockwise around the anterior/posterior axis, and travel in a zigzag pathway. · Help students refine their sequences by emphasizing smooth, flowing transitions from one movement to another. · On a sheet of paper, students draw curved, straight and zigzag lines representing the floor pathways for a gymnastics sequence. They then determine the movement patterns that will correspond to each line and perform the sequence. · Using small and large equipment, set up stations and use task cards to guide students' exploration of movement themes. (IL, C) · Invent sequences, with a partner or small group, on mats or other equipment. (CCT, PSVS) · Explore the Relationships category of Movement Variables by performing a variety of locomotions-beside, under, through, in front of, behind, parallel to, onto, on, over, off from- a folding mat (bench, box, hoop, rope, partner, mat, etc.).

Sample Assessment Strategies · Have students draw and write their gymnastic movement sequence on a large piece of heavy paper. Instruct students to create a travel map that shows the equipment used in the sequence and the direction of travel when performing each movement. Have students draw themselves at each movement using a speaking and thinking bubble that describes what they would say to explain each movement, and what they are thinking while they are demonstrating it. Notice if the travel map corresponds to the sequence they have demonstrated. (C) · After observing a short gymnastics sequence performed live by a classmate or on videotape, have students identify the Basic Movement Patterns and the Movement Variables.

Teacher Notes

Individual and Dual Activities

Learning Objectives It is expected that students will: · demonstrate increasingly efficient ways to run, jump and throw safely · demonstrate ways to send an object to a target with increasing accuracy and/or force · select and combine activity specific motor skills involved in individual and dual activities · select and perform locomotor and non-locomotor skills involved in a variety of individual and dual activities · demonstrate increasing capacity to apply movement principles related to stability and force in a variety of individual and dual activities

Sample Learning Experiences Children continue to participate individually and with partners in running, jumping and throwing activities to develop stamina, strength and coordination. Personal fitness will be enhanced through a planned program that includes walking, jogging, running, aerobics and rope jumping . · Review how to run safely within an area (general space), avoiding obstacles while varying speed, directions and levels. (PSVS) · Play follow-the-leader using a variety of locomotions. · Participate in a walk and jog program increasing distance over time (e.g., Run for Fun, cross country). · practice jumping and landing safely (one foot to one foot, one foot to other foot, two feet to two feet). · practice games like hopscotch, Chinese skip, single skip, long rope skipping, double-dutch, hoop skipping and jumping over floor lines, benches and cones. · practice throwing objects for distance and accuracy. Review the mechanics of overhand and underhand throwing and how to put using a lightweight shot or softball. · Use Frisbees like a discus to practice holding and throwing. · Use a variety of objects to practice throwing an object at a target (e.g., softballs, Nerf balls, balloons, scoops, whiffle balls). · Run and jump (one-foot take-off, two-foot landing) in the sand and on grass. Measure distances and set personal goals. (N, IL) · In small groups, use three or four beanbags to practice team-juggling skills, using the underhand throw. (Begin with one bag, throwing in a designated pattern to each person in the circle, until everyone has thrown to another person. Then add a second, third and fourth beanbag, until they can keep all the bags moving from person to person without dropping them.)

Sample Assessment Strategies · Videotape students demonstrating one of the individual or pair movement activities. Have students watch the video and record their observations on a data collection sheet. They can later discuss their observations with each other. (C) Students should look for evidence of: working well with their partners (e.g., Brian making sure Susan got a turn, said, Susan, you missed, so you can have another turn.) (PSVS) throwing an object accurately and with distance (e.g., Nancy threw the Frisbee across the field to Warren, and he caught it.) running and changing speed with control jumping (estimate how high) (N) working on their personal fitness goal (only if the personal fitness goals are known to the other students) (IL) Have students record their observations on a data collection sheet. Students write their responses during the viewing of the video and discuss with each other. (C)

Teacher Notes