Project #452

	Alternative Environment Activities
Foundational Objectives Through participation in physical education, students will develop the knowledge, skills and attitudes necessary to become physically educated persons. Students will: 1. Demonstrate increasing 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 the learning and development of 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 understanding of and capacity to apply movement principles related to stability and force in a variety of alternative environment activities

Sample Learning Experiences Through participation in a variety of activities in a natural or alternative setting, students will develop and demonstrate specific movement skills and safe behaviours. 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 . Discuss the safety procedures and routines used when participating in an activity (e.g., skiing - with a partner, etiquette, clothing; camping - life jackets, clothing; snorkeling - with a buddy). Have students plan a nutritious menu for a four-day camping trip. Working in small groups, have students plan an exercise program in preparation for the alternative environment activities (e.g., skiing: prepare leg muscles, shoulders). (PSVS) Have students assess student-prepared first-aid kits to ensure that appropriate supplies are available. (IL) Discuss how to care for minor cuts, burns and fractures. Have students discuss and demonstrate how to prepare and preserve the natural environment when using it for activities (e.g., camping, backpacking). (CCT, PSVS, C) Invite local park employees or naturalists to discuss participation in wilderness areas, the programs available and possible career opportunities and qualifications. Using a compass, have students follow a map to locate controls on an orienteering course. (N)

Sample Assessment Strategies After students participate in an activity, have them develop symbols or graphics that convey each of the following: their participation the skill they demonstrated their enjoyment of the activity (C) Students can create their symbols by drawing, using photographs or other found materials, or using a computer graphics program. After students participate in orienteering activities to learn how to identify magnetic North, locate bearings on a compass and controls or stations on a map. Complete a checklist of criteria. For example: locates magnetic North on the compass orients the compass on a map to locate controls or stations sets the bearing on the compass and travel in the correct direction completes courses in the designated time frame (N)

Educational Rhythmics and Dance

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

Sample Learning Experiences Through dance, students explore their knowledge, creativity and self-expression. Students create and practice a variety of rhythms and dances from different cultures through imitation, improvisation and exploration. They may work individually, with partners or in small groups, to learn a variety of dance forms . Review a previously learned dance or learn a new dance (e.g., folk, square, jazz, Aboriginal). Perform established modern, folk or multicultural dances using a parachute and modifying steps when necessary. Create dance sequences using a parachute to make shapes and movements. (CCT) Perform dance patterns and combinations for various audiences (e.g., peers, parents, teachers). Make musical instruments from recycled items, such as bottles, boxes and spoons. Create movement sequences to rhythms and sounds made with these instruments. Study other cultures and countries and perform multicultural dances. (PSVS) Put together a sequence of four movements in 4/4 time to demonstrate rhythm. Use simple items (e.g., ribbons, fans) as stimuli to create dances or perform an established dance pattern. Use themes such as sports or transportation to create dance sequences.

Sample Assessment Strategies As students engage in dance activities, focus your observations on one or more of the following: Effort: how the body moves (e.g., time, weight, flow) Body: what the body does (e.g., actions, shapes) Space: where the body moves (e.g., directions, levels, pathways) Relationships: to people and equipment Have small groups demonstrate their understanding of 4/4 time by clapping or stamping. Notice how effectively they are able to keep the beat and maintain unison. After designing and practicing a dance sequence, have students perform and videotape. Watch the videotape. With a peer or teacher, have students analyze their own performance as follows: I demonstrated the following steps and skills: What I did well: What I will focus on next time: (IL) Record observations for each heading, such as: each element flows smoothly into the next body shape and control are evident uses space appropriately for elements selected

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 competitive games using Basic Movement Patterns (CCT) create, modify, adapt, analyze and explain games using Movement Variables of Body, Space, Effort and Relationships demonstrate increasing understanding of and capacity to apply movement principles related to stability and force in a variety of game activities select and combine locomotor and non-locomotor skills when creating and participating in game activities (CCT) use critical-thinking and problem-solving skills to create competitive and cooperative games (CCT)

Sample Learning Experiences Students continue to develop Basic Movement Patterns (locomotor and non-locomotor skills) using a variety of equipment. They then apply these movement patterns to specific game activities, such as territorial games (e.g., soccer, lacrosse), or innovative and cooperative games (e.g., team building challenges). Through educational game activities, students learn cooperation, etiquette, fair play and an understanding of rules and strategies . Use different body parts to strike and control objects (e.g., soccer ball, volleyball) in personal or general space, and in different directions, pathways and levels. Practice controlling an object (e.g., ball) with the foot, sending it long or short distances, and trapping it on return, using different parts of the foot, leg, chest, head or shoulders. Individually or with a partner, strike a ball against the wall, demonstrating activity-specific movement skills, such as volleying, serving or dribbling. Use implements (e.g., bats, rackets, lacrosse sticks) to strike and control an object (e.g., ball, birdie, puck, beanbag). Use a racket or paddle to practise various strokes (e.g., forehand, backhand, smash, lob). In small groups, create simple game challenges using skills and concepts taught, and add equipment. (e.g., Create a game or challenge using two different pieces of equipment). (CCT, PSVS, C) Research and teach games from other countries. (IL, C) Participate in cooperative games and discuss the components of a cooperative activity.

Sample Assessment Strategies As students perform striking skills using body parts or an implement, you (or other students) can observe and complete a checklist of criteria. (IL) For example: strikes ball with the correct part of the body or point on the implement (form) strikes ball a short distance consistently (control) strikes ball a long distance consistently (distance and power) strikes ball to a specified target consistently (accuracy) assumes correct offensive positions in a variety of situations assumes appropriate stance and defensive positions in a variety of situations Present students with a task and ask them to develop their own challenge or try to beat their best record (e.g., number of volleys in a row). Observe as they work to meet their challenge. Offer individual feedback and suggestions. Record their performance on feedback sheets, in notes or as a rating (e.g., beginner, intermediate, advanced). Have students watch a videotape of their own or their peers' performance of game skills. Selecting one performance, represent it in diagrams or sketches that show one or two aspects of body mechanics (e.g., balance, motion, force, levers). As an option, students could sketch while watching a live performance. Students should include one suggestion that could improve the skill performance. (C, IL)

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) select, perform and refine Basic Movement Patterns-Landings, Locomotions, Statics, Rotations, Swings, Springs-varying elements of Body, Space, Effort and Relationships select, refine and combine locomotor and non-locomotor skills in movement sequences, alone or with others, with or without equipment (PSVS) select elements of Body, Space, Effort and Relationships to create individual movement sequences (CCT) create and perform sequences using small and/or large equipment, individually or with others (CCT) solve movement problems using creative/critical thinking skills

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 BMPs: Landings, Rotations, Springs and Statics (e.g., a landing on the hands, a rotation around the longitudinal axis, a spring from the hands, a balance, a landing with rotation, a rotation around the lateral axis, a spring from the feet, a 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 also 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.

Sample Learning Experiences Continued Have students copy, match or mirror a partner's sequence. In pairs (or small groups), create "add-on" sequences. The first student performs one Basic Movement Pattern (e.g., a rotation); the second student performs the rotation and immediately connects another Basic Movement Pattern (e.g., a static position). The first student performs the first two Basic Movement Patterns and adds a new skill to the sequence. And so on.

Sample Assessment Strategies As students work on gymnastic movement challenges, look for evidence that students are: challenging themselves committed to improving increasing in poise and confidence increasing their body awareness and control aware of safety procedures To help students focus their efforts, share assessment information with them as they work. You may choose to keep a checklist or comment form to record your observations. (IL) As students work in groups to develop sequences, have other students observe and provide feedback about the design of the sequence using task requirements and criteria they have developed. For example, criteria may include: a start position three different locomotions a one-point balance a rotation about the longitudinal axis a landing on the hands a finish position As students demonstrate their sequences, look for evidence of control, balance and smooth transitions between skills. You may wish to develop a rating scale to guide your observations.

Individual and Dual Activities

Learning Objectives It is expected that students will: 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 continue to improve their ability to run, jump and throw show continuous improvement in their ability to select and perform Basic Movement Patterns (locomotor and non-locomotor skills) 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 Students apply their running, jumping and throwing skills in activities such as track and field, target activities and individual manipulatives. Students focus on developing personal training programs to improve and analyze performance, and may participate in combative activities, such as self-defence or wrestling . Discuss and practise safety procedures for handling equipment (e.g., discus, weights). Plan and lead warm-up and cool-down activities (e.g., skipping, running). Practise ways to jump using indoor and outdoor jumping pits, high jump standards and so on. Practise running and jumping with equipment (e.g., hurdles, benches, ropes, bar). Discuss and practise body position and control during the flight phase of various jumps. In small groups, have students practise baton passing and running a set course. Using stations designed to develop the elements of fitness, have students set, record and modify their personal fitness goals. Invite qualified personnel to introduce self-defense or wrestling skills. Ensure that self-defense is taught in the context of gender issues. Using items such as scarves, balls and sticks, have students create a juggling sequence with a partner or small group. Use Frisbees, softballs and other objects to practise field events, such as shot put and discus. Use quoits, balls, sticks or hoops to create target activities related to horseshoes, archery, bocci and bowling.

Sample Assessment Strategies Set up a team-juggling activity, using different pieces of equipment and manipulative skills (e.g., bounce pass, between-the-legs pass) to create a new juggling routine to present to the class. Have other students observe and provide feedback on the quality and creativity of the routine. (IL, CCT) Work with the students to develop a list of required criteria to use in peer assessment. (IL, CCT) For example: executes at least two kinds of jumps (e.g., long, standing, high, triple, hurdles) accelerates to the takeoff spot hits takeoff spot (e.g., paces off, executes) uses proper takeoff (e.g., one or two feet) controls body position during flight phase lands under control successfully clears barrier or attains distance (relevant to personal goal) At the beginning of a unit, have students identify the activities and skills they will work on, and select one or two as a focus. Develop a feedback sheet with criteria. At the end of the unit, have students reflect on their progress and write a summary (IL, CCT) using the following prompts: How do you feel about your progress? What improvements did you show? What helped you improve? What kinds of feedback helped you the most?

Teacher Notes