Project #452

Foundational Objectives

Alternative Environment Activities

Through participation in physical education, students will develop the knowledge, skills and attitudes necessary to become physically educated persons. Students will: Demonstrate increasing competency in many physical activities and become increasingly proficient in a few physical activities. 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

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 Students participate in a variety of activities in a natural or alternative setting. Activities could take place outdoors, perhaps in a wilderness setting, local park or outdoors school. Students will discover links between active living and our environment . Program in preparation for hiking, orienteering, snowshoeing or skiing. Have students prepare a first aid kit and safety provisions for a one to three-day outdoor trip.(PSVS) Discuss ways to adapt to outdoor conditions in any season. Include ways to prevent hyperthermia or hypothermia. (PSVS) Use seasonal clothing to demonstrate ways to prevent hypothermia, heat exhaustion and so forth. Role-play first-aid situations and have students work individually or in teams to attend to the injuries. (C) Have students read and design maps, identifying cardinal directions and following directions to complete an activity station circuit. (N, C) Have students plan meals for a one to three day trip, selecting appropriate foods. Invite a local conservation officer or a guest speaker from an outdoors school or parks agency to speak about protecting the environment while visiting a wilderness area. Have students participate in activities at an outdoors school. The program could include land and water-based activities (e.g., orienteering, following a map while hiking, environmental awareness, plant and animal identification). Have students work in small groups to solve problems while participating in outdoor activities, such as scavenger hunts, wall climbing or relay races. (PSVS, CCT, C)

Sample Assessment Strategies Ask students to create a map, with directions, for an outdoor environment near the school. This could be a playground or nearby park. Note the accuracy and efficiency of their responses. Invite them to explain their choice of location. Check the accuracy of their map by exchanging with partners. Have them write journal entries on the processes used to develop the map and on their partner's findings. (C) Examine their work for accuracy, scale and complexity. Note the extent to which students persevere with the task. With partners, have students write a rap on the importance of respecting the environment and on safety while engaged in outdoor activities. Have students present their rap in class. Have peers evaluate the presentation. Look for evidence that the presenters included information on: ways to demonstrate respect for the environment leaving the area as it was found safety skills needed to participate safely in the activity. (CCT, C)

Educational Rhythmics and Dance

Learning Objectives It is expected that students will: demonstrate rhythmic and dance patterns from a variety of dance forms, alone and with others (CCT) perform increasingly complex movement sequences using Movement Variables of Body, Space Effort and Relationships, alone and with others, with and without equipment use creative processes to develop rhythmic and dance sequences, alone and with others demonstrate an increasing capacity to use the body for expression and communication through movement (CCT, C) demonstrate use of and capacity to apply movement principles related to stability and force in a variety of rhythmic and dance activities expand personal movement vocabulary

Sample Learning Experiences Through dance, students can connect with themes in social studies by participating in dances reflecting Canada's pioneer heritage (e.g., square, round, Aboriginal). Have students perform rhythmic actions of their own design to simple songs. (CCT ) Have students learn and practice dance steps, such as promenade, skip, swing, do-si-do. Using traditional dance calls and music, have students learn simple dances (e.g., Canadian Breakdown, Virginia reel, La Bastringue). Have students perform dance steps from contemporary line dances (e.g., Texas line dance, Slap Leather). Have students create, perform and teach a simple line dance of their own making. (CCT, C) Invite performers to present traditional and line dances. Invite a caller from a local dance club. Research the origin of square, folk, round and Aboriginal dances. (IL) Compile a list of musical instruments used to accompany these dances. Include dance as part as part of a celebration of Canadian heritage. (PSVS) Listen to a piece of music, a story or poem, and create dance steps and patterns. (CCT) Use ribbons, drums, fans, clubs, balls, hats to create dances. Use themes (e.g., the ocean, monsters, sports) to create dances with or without music. (CCT)

Sample Assessment Strategies Look for evidence that students are able to: change direction without interruption in rhythm or footwork perform a dance sequence with a group move cooperatively, matching the movements of another (when appropriate to the dance) make smooth transitions from one step or connection to another use imaginative responses to music use changes of level and direction respond to music cues and rhythm or other stimuli demonstrate positive attitude, effort and participation use body shapes as a form of expression in dance Develop criteria for the dance routine presentation with the class. Have the criteria visible in the gym or classroom as groups of students are creating their dance sequence. (CCT) Notice: the number of different steps the difficulty of the steps the complexity of the dance formations the extent to which the students develop movements that fit with the rhythm, music and lyrics ' Following the presentation, have students complete the following assessment in their journals: (IL) The best part about the way the group worked together was... the best part of our dance sequence was... we met the criteria for our dance sequence because we... one thing I noticed about myself was... To assess students' abilities in dance, look for evidence students are able to: dance with controlled, balanced steps move to the beat and count phrases change direction sharply and maintain rhythmic steps accurately complete the dance

Teacher Notes

Educational Games

Learning Objectives It is expected that students will: demonstrate ways to send objects with increasing control and accuracy, individually and with others, using a variety of body parts and implements demonstrate ways to receive and retain possession of objects with increasing control, individually and with others, using a variety of body parts and implements create, modify, adapt, analyze and explain simple games using Basic Movement Patterns (CCT) create, modify, adapt, analyze and explain simple games using Movement Variables of Body, Space, Effort and Relationships (CCT) demonstrate an increasing awareness of the Movement Variables when performing game skills activities select and combine locomotor and non-locomotor skills when creating in game activities (CCT) use critical thinking and problem solving skills to create and modify competitive and cooperative games (CCT)

Sample Learning Experiences Students select and combine locomotor and non-Through game activities, students learn cooperation, etiquette, fair play and an understanding of rules and strategies. (PSVS ) Discuss group activities and set out criteria for cooperative game challenges. (C) Demonstrate different ways to travel using different levels, pathways and directions (e.g., run, hop, slide). Use manipulative skills (e.g., throwing and catching, striking with hand, implement or feet) when creating cooperative and competitive games. Ask students to find different ways to move a piece of equipment (e.g., ball, puck) in personal and general space. Review stationary bouncing skills, using right and left hands, while standing, kneeling and sitting. Investigate ways to bounce with control, height and speed. Practice bouncing balls while moving, using activities such as start-and-stop signals and obstacles courses, and while playing dribble tag and follow-the-leader. Play modified games in small groups to practice specific game skills (e.g., keep away, pig-in-the-middle). Send an object at a target (e.g., wall, cone, hoop) from a stationary positions, then while moving. Play lead-up games, such as newcomb, bench ball, bucket ball. Work in pairs or groups to practice basic offensive and defensive skills. (PSVS) Research and write about the origin and history of a game or sport from a different culture. (C, IL) Write a news story about a real or imagined game as a journalist for radio, television, a magazine or a newspaper. (C, CCT)

Sample Assessment Strategies Assign a group of students to research (e.g., library, Internet) and report on the origin and history of a game or sport from a different country or culture. Let students decide how to work together and how to present their findings (PSVS, C) (e.g., teach others to play the game, role play, video). Ask the following questions as they work: How is this game similar to or different from Canadian games? How do the games from the country or culture you are researching vary? Students working in groups create a cooperative or competitive game and teach it to others. (PSVS, C) Have students in groups develop criteria to assess and evaluate the games. Record the responses of each group on a class chart. (CCT, C, PSVS) Notice the extent to which students are able to use creative and critical-thinking and problem-solving skills to create games, the degree to which they communicate their game, and their ability to present information. Look for evidence that students are able to: select the appropriate formats to display their game so that it can be understood by others demonstrate body and space awareness when performing game activities initiate or engage in problem-solving and decision-making processes to create their game understand the implications of their choices and review their decisions perform specific motor skills required in the game

Teacher Notes

Educational Gymnastics

Learning Objectives It is expected that students will: perform and refine a variety of landings on the feet, on the hands and while rotating (safety/shoulder rolls) (PSVS) select, refine and perform 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 or with others (CCT) demonstrate increasing capacity to apply movement principles related to stability and force in a variety of gymnastics activities solve movement problems using creative and 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 . Review safety procedures and landings (on the feet, on the hands, with rotation) for use in a gymnastics environment. (PSVS) Participate in warm-up activities to develop strength, flexibility and endurance using small and large gymnastics equipment. Incorporate Landing, Swinging, Rotating, Springing and Statics skills into simple games that can be used for warming up. Create, individually or with a partner, a sequence consisting of two skills from each of the following Basic Movement Patterns: Landings, Rotations, Springs, and Statics (e.g., landing on the hands, rotation around the longitudinal axis, spring from the hands, balance, landing with rotation, rotation around the lateral axis, spring from the feet, support). (CCT) Balance (hold unstable positions) on different body parts and equipment, demonstrating control and various body shapes (wide, narrow, round, twisted, angular). Using small apparatus (e.g., hoops, clubs, ropes), students create a sequence consisting of various Locomotions, Rotations, Springs and Statics. Set up several learning stations with a variety of equipment (and perhaps some task cards) at each one. After dividing the class into small groups to match the number of stations, have students rotate to each station. Using large apparatus, have students mount and dismount, demonstrating body shapes during flight and landing in control. Have students copy, match or mirror a partner's sequence. Create statues or structures by having students (in pairs, threes or fours) hold static positions, while in compression (pushing against each other) or while in tension (pulling away from each other), using different body parts. (CCT)

Sample Assessment Strategies Using a simplified form of notation, students draw their gymnastic sequence in their journal (IL, C) and respond to the following When I performed the sequence in my group, I was happy with... I have learned ____________________ from these gymnastic activities... The gymnastic skills I perform the best are ___________________ because... The gymnastic skills I find difficult are __________________ because... In order to improve I will have to... (IL, C) Have students keep a personal log of the activities they are able to do. For example, for the sub-concept Balance, the personal log could list these accomplishments: (IL, C) I'm able to hold a 10-second balance on five different body parts. I can perform a forward roll finishing in a V-sit (piked shape) balance without letting my feet touch the ground. I'm able to consistently roll out smoothly after having held an inverted head and hand balance. While balancing on one foot, I can demonstrate a wide shape at a high level, a round shape at a low level, and a curved shape at a medium level. In a star (wide) shape and with my eyes closed, I can hold a balance on one foot for _____ seconds (or to a count of _____ alligators). Using the sub-concept of Landings on the feet, the personal record log could list these task requirements: from a hip level height, land toe-ball-heel 8 times out of 10 from a hip level height, land without bending the knees more than 90 degrees 8 times out of 10, from a hip-level height land with the feet shoulder-width apart 8 times out of 10 from a hip-level height after performing a 180 degree turn about the longitudinal axis while in the air, land with the feet shoulder width apart 8 times out of 10

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 show increasing competency at selecting and combining activity specific movement patterns involved in individual and dual activities demonstrate increasing ability to select and perform Basic Movement Patterns (locomotor and non-locomotor skills) in a variety of individual and dual activities demonstrate increasing understanding of and capacity to apply movement principles related to stability and force in a variety of individual and dual activities

Sample Learning Experiences Students continue to participate in running, jumping and throwing activities to develop strength, coordination and stamina. These qualities will enhance their performance when participating in individual and dual activities . Skip, using short and long ropes, with a partner or in small groups. Create skipping routines, individually or with partners. (Music may be added.) Review and practise takeoffs and landings in preparation for long jump and high jump. Using stations, have students practise different athletic events, such as long jump, high jump, sprinting and skipping. Review and practise aiming at a target and throwing, using a variety of objects. Have students set goals for throwing and jumping for distance and record progress over a set period of time (e.g., three to four weeks). Rotate through track and field stations to practise skills involved in hurdles (benches), relays, shot-put, discus, long jump, high jump, sprinting, distance runs and so on. Use a variety of objects to practice juggling (e.g., scarves, beanbags) using a variety of patterns. Have the class plan and prepare for an excursion (e.g., walking, biking) or special event (Terry Fox Run, Milk Run) by discussing and implementing a training program. Discuss and create individual fitness sequences that include cardiovascular endurance, muscular endurance, strength and flexibility. Lead the class or small groups in warm-up and cool-down activities.

Sample Assessment Strategies Have students work in small groups to create a fitness circuit for the class. Possible criteria for assessment are that it: includes an activity from each of the fitness components (e.g., strength, flexibility, muscular endurance, cardiovascular endurance) includes an activity that is sustained for an appropriate time period uses all major muscle groups Note the extent to which students are able to create a safe circuit and describe their reasoning for including specific activities. Have students select one throwing, running and jumping event, and set a personal short-term goal. Have students chart their progress in their logs over several weeks. Set target dates, measure throws and jumps and time running distances. Have students reflect on their performance and results in the events selected by completing frames such as the following: The goal I set was (too easy, too difficult, appropriate) because... I selected these four events because... I plan to make the following changes to improve my performance... I found __________________because... One piece of advice that might help someone else with the same goal is... One thing I've learned is... Look for evidence that students are using the correct form, improving their results and working towards achieving their goal.

Teacher Notes