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Course Overview

Healthy Active Living Education, Grade 10, Open

Identifying Information

Course Title: Healthy Active Living Education

Grade: 10

Course Type: Open

Ministry Course Code: PPL2O

Credit Value: 1.0

Course Developer(s)

Sandy Haliburton, York Region District School Board

Lynn Kociuk, Grand Erie District School Board

Heidi Kolb, Waterloo Region District School Board

Susan Orchard, Halton District School Board

Dave Phillips, Durham District School Board

Nancy Schad, Toronto District School Board

Myra Stephen, Ontario Physical and Health Education Association

Greg Sora, Halton District School Board

Rosemarie Walker, York Region District School Board

Martha Wenn, Waterloo Region District School Board

Description/Rationale

This course emphasizes regular participation in a wide variety of enjoyable physical activities that promote lifelong healthy active living. Students will apply movement principles and sport/game strategies to refine skills, actively participate in sports and games to enhance their personal competence and personal fitness. They will investigate and examine issues related to healthy sexuality, healthy eating, substance use and abuse, and will participate in activities designed to apply informed decision-making, conflict resolution and social skills in making personal choices.

Unit Titles (Time + Sequence)

Unit 1	Outdoor Interactive Activities	12 hours
Unit 2	Personal Fitness	23 hours
Unit 3	Healthy Living	30 hours
Unit 4	Large and Small Group Activities	30 hours
Unit 5	Body Management Activities	15 hours

Unit Organization

Unit 1: Outdoor Interactive Activities

Time: 12 hours

Description

In this unit students will participate and interact in supportive, enjoyable, and challenging outdoor settings on and off site. They will experience various types of physical activities that promote participation, responsible behaviour, effective group work skills, personal safety, and the safety of others.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living, Living Skills

Overall Expectations: PAV.02, ALV.01, ALV.03, LSV.03.

Specific Expectations: PA2.02, AL1.01, AL1.02, AL3.01.

Unit 2: Personal Fitness

Time: 23 hours

Description

Students will develop and revise their fitness program to address personal goals for health-related fitness. Through assessing the effectiveness of various activities, students will identify the factors that will affect lifelong participation. Students will create a repertoire of physical activities that will be used to maintain or improve personal fitness and demonstrate leadership.

Strand(s) and Expectations

Strand(s): Active Living, Physical Activity, Living Skills

Overall Expectations: ALV.01, ALV.02, ALV.03, LSV.03.

Specific Expectations: AL1.01, AL1.02, AL1.03, AL1.04, AL2.01, AL2.02, AL2.03, AL2.04, AL3.01, AL3.02, PA2.02, LS1.01, LS1.03, LS3.01.

Unit 3: Healthy Living

Time: 30 hours

Description

This unit emphasizes the knowledge and skills students need to lead a healthy active life. Students will investigate the impact of health issues on themselves and others while studying responsible sexuality and substance use and abuse. Students will demonstrate an understanding of strategies related to conflict resolution, anger management, and mediation. The relationship between healthy eating, physical activity, and body image will be examined and connected to a healthy lifestyle. The continual development of age appropriate social and decision-making skills related to healthy eating and physical activity will be emphasized.

Strand(s) and Expectations

Strand(s): Healthy Living, Living Skills

Overall Expectations: HLV.01, HLV.02, HLV.03, HLV.04, LSV.01, LSV.02, LSV.03.

Specific Expectations: HL1.01, HL1.02, HL1.03, HL1.04, HL2.01, HL2.02, HL2.03, HL3.01, HL.02, HL3.03, HL3.04, Hl3.05, HL3.06, LS1.01, LS1.02, LS1.03, LS1.04, LS2.01, LS2.02, LS2.03, LS2.04, LS2.05. LS2.06, LS2.07, LS2.08, LS3.01, LS3.02.

Unit 4: Large and Small Group Activities

Time: 30 hours

Description

Throughout this unit, students will participate in a balanced selection of activities from each of the four sport/game categories (Invasion/Territory, Net/Wall, Striking/Fielding, Target). They will experience opportunities in challenging settings to enhance their physical skills and develop their ability to apply sport/game strategies. Each activity will focus on two aspects.

1. Personal improvement of physical skills (specific skills connected to sports/games) through the application of the movement principles (biomechanical principles) to refine movement.

2. Understanding sports/games strategies by addressing the primary elements of play (e.g., possession, invasion and scoring).

Recognizing that the physical skills and strategies they learn in one sport/game are transferable to many sports/games encourages ongoing learning and promotes healthy active living.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living, Living Skills

Overall Expectations: PAV.01, PAV.02, ALV.01, ALV.03, LSV.03.

Specific Expectations: PA1.01, PA1.02, PA1.03, PA1.04, PA2.01, PA2.03, PA2.04, PA2.05, AL1.01, AL1.02, AL3.01, AL3.02, AL3.03, LS3.01, LS3.02.

Unit 5: Body Management Activities

Time: 15 hours

Description

This unit will provide opportunities for students to practise, develop, and refine their movement skills and build their levels of fitness through physical activities that teach body management, control of body rhythm, creativity, sequencing, composition, and stability. Students will develop their aesthetic understanding of movement through dance, aquatics, fitness enhancers, weight training, gymnastics, recreation/leisure activities, and track and field.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living, Living Skills

Overall Expectations: ALV.01, ALV.03, LSV.03.

Specific Expectations: PA1.01, PA1.02, PA2.04, PA2.05, AL1.01, AL1.02, AL2.03, LS3.01, LS3.02.

Course Notes

Throughout the course the teacher will:

· frame each lesson by identifying the learning expectations and connecting and clarifying the assessment/evaluation strategies to ensure students have clear targets to work towards;

· focus on providing maximum participation opportunities for students to learn, practise, and demonstrate their knowledge and skills;

· include a warm-up, fitness blast, a game experience, opportunities to build/improve skills, opportunities to apply skills, and a cool down in physical activity sessions. The amount of time spent during a lesson on each component will vary based on whether it is the introductory lesson or final lesson of the activity.

Teaching/Learning Strategies

Direct Instruction

Lecture – an oral presentation of facts or principles during which the learner is responsible for taking appropriate notes

Demonstrations/modelling – performing a skill or activity in order to show how to do it

Didactic Questions – guiding students to pre-determined learning through the use of lower order questions

Drill and Practice – repetition of fundamental skills to enhance speed and accuracy of performance

Guides for Reading, Listening, and Viewing – structured formats intended to direct students to appropriate learning expectations in reading, listening or viewing

Indirect Instruction

Inquiry – an organized process for investigating a significant question

Problem Solving – an organized process for solving a problem

Research – gathering and interpreting data on a specific topic

Case Studies – investigation of a specific event, situation, or person to develop an understanding of factors that can be generalized to other situations

Concept Formation – an inductive thinking strategy in which the student sorts and classifies or groups items, ideas, opinions, etc. into categories to draw inferences, make generalizations and develop concepts from it

Concept Attainment – clarifying a concept by providing positive and negative examples of that concept

Reflection – process of thinking about and connecting ideas, experiences, and learnings

Debate – the presentation of opposing sides of an issue by two teams/individuals before an audience or judge

Interactive Instruction

Co-operative Group Learning – a variety of interdependent learning structures where students learn in small heterogeneous groups

· Jigsaw – Students are divided into “home” groups. Each student in the group moves into a different expert group to gather information [provided by teacher, or through research], then goes back to the home group to share information.

· Think/Pair/Share – Students begin thinking about a concept on their own, then work with a partner to share and discuss ideas.

· Snowballing – pairs of students begin sharing ideas. After a few minutes, the pairs join with another pair to form a group of four to share ideas. The groups continue to combine to form groups of 8 then 16. New ideas are added and discussed.

Learning Circles – small groups of students who discuss a common test, topic, or problem in order to deepen understanding

Brainstorming – a group activity in which participants are encouraged to think uncritically about all possible ideas, approaches, or solutions

Role Playing – assuming the role of another and acting out a situation to develop understanding and insights

Peer Coaching – a structured situation where students teach and learn from each other

Experiential Learning – a situation requiring a high level of active involvement in their own learning. These activities may include analysing, drawing inferences or conclusions, providing reasons and evidence for conclusions, or reflecting on experiences in analysing, inferring, decision-making, drawing conclusions, or reflecting on experiences.

Independent Instruction

Independent Project – a formal assignment on a topic related to the curriculum

Learning Centres – a specially organized space containing specific resources and/or equipment

Learning Contracts – a plan of instruction allowing students to proceed at their own rate in learning specified material

Access the ministry electronic Curriculum Unit Planner for a complete collection of teaching/learning strategies.

Assessment and Evaluation

The process of moving from The Ontario Curriculum, Grades 9 and 10 to completing the Provincial Report Card involves a number of steps.

· connecting the learning expectations and Achievement Chart categories to clarify the expected student learning

· gathering evidence of student learning

· recording the evidence

· making a judgement

· reporting

The course profile focusses on the first two steps and provides a variety of explanations, tips, examples, and templates to assist the teacher.

Connecting Learning Expectations to the Achievement Chart

The learning expectations in the curriculum are the content standards and identify what the student needs to know and be able to do at each grade level. The verbs used in the expectations should prompt the teacher to make the connection to the appropriate Knowledge and Skills category in the Achievement Chart.

The Achievement Chart identifies the performance standards and describes how well the student has achieved the curriculum expectations. This requires looking at the students’ performance through the window of the Knowledge and Skills categories.

The following are examples of verbs used in the health and physical education expectations organized by Knowledge and Skill category.

· Knowledge/Understanding (identify, demonstrate an understanding)

· Thinking/Inquiry (review, analyse, assess)

· Communication (explain, describe)

· Application (demonstrate, use, participate, monitor, maintain, apply, produce, contribute, give)

By examining the Achievement Chart, teachers can focus on the significant aspects of learning that they should be assessing. Is the learning expectation asking the student to demonstrate knowledge, thinking skills, application or communication? Use this as the starting point and work with students to determine the specific criteria and performance indicators for the demonstration of learning. (The above information has been adapted from Getting Assessment Right.)

Gathering Evidence of Student Learning

Assessment Strategies

One of the critical professional judgements teachers must make is to appropriately match the assessment strategy(ies) to the type(s) of learning being assessed. There are a wide variety of assessment strategies available to teachers. Assessment strategies are “what the teacher will have the students doing to demonstrate their learning”. (This following list has been adapted from Quality Assessment: Fitting the Pieces Together.)

Personal Communication

Performance Assessment

Paper and Pencil(Tests and Quizzes)

· instructional question

· conferences

· questionnaires

· response journals

· learning logs

· oral tests/exams

· writing assignments

- story

- play

- poem

- paragraph(s)

- essay-research paper

· demonstrations (live or tape)

- movement skill/sport/game

- role play

- debate

- reading

- recital

- retelling

- co-operative group work

· presentations (live or tape)

- oral

-dance/gymnastics/aerobic/sport

- visual (photos or video)

· seminars

· projects

· portfolios

· fitness/healthy active living profile

· contract

· true/false

· matching items

· completion items

· short answer

· visual representation

· multiple choice

· essay style

Assessment Tools

The following are assessment tools that may be used by teacher, peers, or students to gather the evidence of learning: marking scheme, checklist, rubric. Teachers should choose assessment tools appropriate to the assessment task (e.g., a rubric for a performance task).

Learning Evidence Management Considerations

Ongoing assessment of student participation (ALV.01 and corresponding specific expectations) is critical in this course. Students need to have a clear picture of the behaviour they are expected to exhibit and consistently receive feedback on how they are measuring up to the criteria. Managing the assessment of this component and all of the other fitness and living skills expectations needs to be considered and then thoughtfully and purposefully planned.

In order to have adequate evidence of student learning, ensure self and peer assessments are incorporated into the summary of evidence. Provide students with clear targets and request regular reflections (e.g., journal/log entries, rubric responses) from students related to participation and fitness progress. Reflection and monitoring sheets should be focussed and easy for students to complete. Develop methods of collecting evidence without using lots of paper (e.g., laminated target, checklist or rubric charts that students jot their names on with dry erase markers). This will provide the teacher with the specific evidence they need to make a judgement on each student’s achievement.

Teachers should consider student assessments with their own observations. Don’t try to observe all students every day. Identify a few students each day to observe and jot down notes as part of the evidence to determine the students’ progress and achievement when making the judgement regarding students’ final grades.

The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment document states:

A final grade is recorded for each course, and a credit is granted and recorded for every course in which the student’s grade is 50% or higher. The final grade for each course will be determined as follows:

· Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course.

· Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Consider using some of the assessment strategies throughout the program as building components that lead up to the summative evaluation of the course (e.g., journal/log entries, fitness assessment, action plan and monitoring). The student should recognize the value of monitoring and reflecting on their progress and how this impacts their learning. Ensure that students know they will be expected to use the data and thoughts they have collected throughout the course to demonstrate their learning in the summative evaluation task(s).

Consider using a Healthy Active Living Profile as one aspect of the summative evaluation for the course. The Healthy Active Living Profile should be a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements related to the key learnings. It should be a product that encourages self-directed learning by incorporating the student’s ongoing recording, reflections, planning, and revisions to assist in maintaining the focus on personal goals. Include student work related to sport/game skill development, fitness improvement, participation, social skills and living skills development to ensure that it is a comprehensive record of his/her growth and development throughout the course. (See Unit 2, Activity 5 and Unit 4, Activity 6 for specifics leading to the development of the Healthy Active Living Profile.)

Accommodations

Accommodations have been identified in the unit overview of each unit to specifically address the activities. Access the Special Education Companion from the ministry electronic Curriculum Unit Planner for additional suggestions to ensure the success of exceptional students.

Resources

Amos, Sue and Susan Orchard. Getting Assessment Right: Health and Physical Education, Grade 9 & 10. Barrie: Data Based Directions, 1999. ISBN 1-894369-03-3 (705) 739-4614 Fax (705) 739-7520 www.databdirect.com

Begun, Ruth Weltmann. Ready-to-Use Social Skills Lessons and Activities for Grades 7 – 12. New York: The Center for Applied Research in Education, 1996. ISBN 0-87628-866-2

Grade 9, Public Healthy Active Living Education, Open Course Profile.

Harper, Mark, Ken O’Connor, and Marilyn Simpson. Quality Assessment: Fitting the Pieces Together. Toronto: Ontario Secondary School Teachers Federation, July 1998. ISBN 0-920930-47-6

Ontario Physical and Health Education Association. Moving to Inclusion. Toronto (416) 426-7120
Fax (416) 426-7373) www.ophea.org

Ontario Physical and Health Education Association. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997 (416) 426-7120 Fax (416) 426-7373 www.ophea.org

Randazzo, Deborah and Kris Coreless. Activity for Everyone. Virginia: American Association for Active Lifestyles and Fitness, 1998. ISBN 0-88314-650-9

Zakrajsek, Dorothy B., Lois A. Carnes, and Frank E. Pettigrew, Jr. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics. 1994. ISBN 0-87322-671-2 1-(800) 465-7301

Coded Expectations, Healthy Active Living Education, PPL2O

Physical Activity

Overall Expectations

PAV.01

– demonstrate personal competence in applying movement skills and principles;

PAV.02

– demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities.

Specific Expectations

Movement Skills and Principles

PA1.01

– demonstrate the use and combination of motor skills in a variety of physical activities (e.g., moving towards the ability to perform skills on their own);

PA1.02

– demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills (e.g., manipulation, locomotion, and stability);

PA1.03

– describe appropriate movement principles (e.g., maximum force requires the use of all the joints that can be used) in learning and refining movement skills (e.g., in an overhead serve in volleyball);

PA1.04

– demonstrate personal skill improvement.

Sports and Recreation

PA2.01

– demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play);

PA2.02

– describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities;

PA2.03

– explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., tipping rather than spiking against an effective blocker in volleyball, hitting the ball to one side of the fairway to compensate for cross-wind conditions in golf);

PA2.04

– identify community sport and recreation opportunities related to personal interests;

PA2.05

– describe career opportunities related to sport and recreation.

Active Living

Overall Expectations

ALV.01

– participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;

ALV.02

– demonstrate personal health-related physical fitness;

ALV.03

– demonstrate responsibility for personal safety and the safety of others.

Specific Expectations

Active Participation

AL1.01

– participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities);

AL1.02

– demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings;

AL1.03

– demonstrate leadership (e.g., leading an in-class activity such as a warm-up or cool-down activity);

AL1.04

– identify the factors (e.g., social interaction, enjoyment, relaxation, self-esteem) that will affect their choice of activities with potential for lifelong participation and enjoyment.

Physical Fitness

AL2.01

– review and make appropriate revisions to their personal plans for daily, health-related fitness activities (e.g., self-designed or computerized programs);

AL2.02

– participate in revised personal health-related fitness programs;

AL2.03

– maintain or improve personal fitness levels by participating in vigorous physical activities for sustained periods of time (e.g., a minimum of two ten-minute time periods or one twenty-minute time period for a minimum of four times a week);

AL2.04

– assess the effectiveness of various activities for maintaining or improving health-related fitness (e.g., cross-country skiing versus downhill skiing).

Safety

AL3.01

– apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury);

AL3.02

– demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training);

AL3.03

– describe resources and community agencies that assist in emergency situations related to physical activity.

Healthy Living

Overall Expectations

HLV.01

– explain strategies to promote positive lifestyle choices and relationships with others;

HLV.02

– demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others;

HLV.03

– demonstrate understanding of the issues and coping strategies related to substance use and abuse;

HLV.04

– explain how healthy eating fits into a healthy lifestyle.

Healthy Growth and Sexuality

HL1.01

– describe environmental influences on sexuality (e.g., cultural, social, and media influences);

HL1.02

– explain the effects (e.g., STDs, HIV/AIDS) of choices related to sexual intimacy (e.g., abstinence, using birth control);

HL1.03

– identify available information and support services related to sexual health concerns;

HL1.04

– demonstrate understanding of how to use decision-making skills effectively to support choices related to responsible sexuality.

Substance Use and Abuse

HL2.01

– describe the factors that lead to substance dependence;

HL2.02

– describe the physiological and sociological effects of substance use;

HL2.03

– demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding under-age drinking, impaired driving, the Tobacco Control Act).

Healthy Eating

HL3.01

– explain how healthy eating is beneficial to various physical activities (e.g., sports, school);

HL3.02

– explain the risks of dieting and other unhealthy eating behaviours for controlling weight;

HL3.03

– analyse the relationships among healthy eating, physical activity, and body image;

HL3.04

– make appropriate revisions to personal plans of action (e.g., using self-designed or computerized programs) that promote healthy eating and physical activity;

HL3.05

– explain strategies and ideas for focusing on a healthy lifestyle rather than on body weight;

HL3.06

– identify the relative effectiveness of different types of resources and support services related to healthy eating.

Living Skills

Overall Expectations

LSV.01

– identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;

LSV.02

– demonstrate understanding of conflict resolution, anger management, and mediation;

LSV.03

– use appropriate social skills and positive attitudes when interacting with others.

Decision Making

LS1.01

– identify short- and long-term goals for personal growth (e.g., using a student planner);

LS1.02

– analyse the impact of media and culture on decision making;

LS1.03

– produce a sequential action plan (e.g., using the IDEAL model) to achieve personal goals related to new situations (e.g., those requiring time management);

LS1.04

– explain their reasoning for their personal choices and actions related to health and well-being.

Conflict Resolution

LS2.01

– demonstrate understanding of the varied dynamics of conflict (e.g., the context, escalators, perception);

LS2.02

– describe different styles of handling conflict and their effectiveness in different situations;

LS2.03

– describe the benefits of developing anger management strategies;

LS2.04

– identify techniques for dealing with angry disputants;

LS2.05

– describe the impact of non-verbal (e.g., body language) and verbal responses;

LS2.06

– identify the characteristics of an effective mediator;

LS2.07

– describe the phases of mediation;

LS2.08

– explain the difference between mediation and adjudication.

Social Skills

LS3.01

– demonstrate behaviours that are respectful of others’ points of view (e.g., listening actively, showing appreciation, criticizing ideas not people);

LS3.02

– describe their own contribution to and effectiveness within a group.

Acknowledgments

Identifying Information

Description/Rationale

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: Outdoor Interactive Activities

Unit 2: Personal Fitness

Unit 3: Healthy Living

Unit 4: Large and Small Group Activities

Unit 5: Body Management Activities

Course Notes

Teaching/Learning Strategies

Direct Instruction

Indirect Instruction

Interactive Instruction

Independent Instruction

Assessment and Evaluation

Connecting Learning Expectations to the Achievement Chart

Gathering Evidence of Student Learning

Learning Evidence Management Considerations

Accommodations

Resources

Physical Activity

Specific Expectations

Active Living

Specific Expectations

Healthy Living

Living Skills