Sample Learning Experiences
By participating in a variety of activities from all movement categories, students gain experience and knowledge of the benefits of active living and the development of a personal functional level of physical fitness. Lifelong participation is fostered through exposure to a variety of recreation and outdoor activities. Regular physical activity continues to be important for students' physical, emotional, social and intellectual development.
- When students enter the gym, have them choose and use a piece of equipment for the first five minutes of class.
- Use stations and task cards to provide students with fitness activities as a warm-up or a lesson focus. (e.g., Skip for one minute. Use the bench for step-ups.) (C)
- Have students use a concept map to brainstorm the meaning of active living. (C, IL)
- Have students in groups create a movement sequence demonstrating their meaning of active living. (CCT, C)
- Have students design posters or write poems about active living. (CCT, C)
- Working in small groups, have students plan and participate in a fitness circuit using activities to develop muscular endurance, strength, flexibility and cardiovascular endurance. (PSVS)
- Set and modify personal fitness goals and in a journal identify the factors that influence participation in physical activity. (IL)
- Have students keep an activity calendar and record participation in activities in and out of school. (IL)
- Have students list appropriate warm-up and cool-down exercises for specific activities.
- Have students take their pulse before and after an activity. Discuss recovery rates and resting heart rates.
- Have students list the foods they eat and their nutritional value.
- Research the benefits of activity and nutrition and how the body uses food for physical activity. (IL)
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Sample Assessment Strategies
In assessing and providing feedback about their participation, notice the extent to which students:
- are dressed to participate in vigorous activities
- talk about community or family activities
- organize or seek out physical activities at recess or lunch hour
- are tired or out of breath from physical activity after recess or lunch hour
- frequently suggest specific physical education activities
- remind you when it is time for physical education
- are enthusiastic about a wide variety of physical education activities
- Record your observations as brief notes and conference with students about their participation.
Assign students to work with a partner or in small groups to create a poster, chart or other visual representation showing the relationships among physical activity, body systems and nutrition. (CCT, C)
Have students keep a log of their participation in physical activities in and out of school, recording date, activity and time spent. (IL, C) Students complete prompts such as:
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