Course Profile

 

Healthy Active Living Education, Grade 9 open, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum.  These materials were created by writing partnerships of school boards and subject associations.  The development of these resources was funded by the Ontario Ministry of Education.  This document reflects the views of the developers and not necessarily those of the Ministry.  Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

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Acknowledgments

 

Catholic Curriculum Cooperative Writing Partnership

 

Lead Board

Bruce-Grey Catholic District School Board

            Steve Henry, Manager

 

Course Profile Writing Team

Scott Campbell, Huron Perth Catholic District School Board

Theresa Conklin, Huron Perth Catholic District School Board

Steve Henry, Bruce-Grey Catholic District School Board

Heather Marcy, Huron Perth Catholic District School Board

Michele May, Simcoe Muskoka Catholic District School Board

Steve Peck, Bruce-Grey Catholic District School Board

 

Course Profiles for Catholic Secondary Schools

 

Course Overview

Healthy Active Living Education, Open, Grade 9

 

School:                                                                                    Department:

District:                                                                       Course Developer(s):

Course Title: Healthy Active Living Education, Open    Scott Campbell

                                                                                    Theresa Conklin

Grade: 9                                                                      Steve  Henry

Course Type:     Open                                                 Heather  Marcy

                                                                                    Michele May

Development Date:                                                    Steve Peck

Ministry Course Code:               PPL 10                                 Special Assistance From:

Course Revisor(s):                                                     Patrick Cureton

Secondary Policy Document:  Health and Physical      Dianne Metcalfe

                                                Education

Publication Date: April 6, 1999                                    Revision Date:

Credit Value:                              1                              Additional Codes:

 

Description/Rationale

This course emphasizes participation in a variety of  physical activities that promote lifelong healthy active living.  Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention.  Through the achievement of the Ministry and the Ontario Catholic School Graduate expectations the student will investigate issues related to healthy sexuality, causes of abuse and violence, the use and abuse of alcohol, tobacco, and other drugs, and will participate in activities designed to develop goal-setting, communication, social skills and personal competence.  Aspects of this course may include career education, community resources, and education for exceptional students.

 

How This Course Supports the Ontario Catholic School Graduate Expectations

Through Healthy Active Living Education students learn to appreciate the health and well-being of the entire person from a physical, social, emotional, intellectual and spiritual perspective.  In addition, students gain respect for the many different ways and levels in which we have all been gifted by God. This course encourages respect for the dignity and welfare of self and others and promotes the living of gospel values.

 

Unit Titles

Unit 1

Active  Participation  and  Physical Fitness

26 hours

Unit 2

Substance  Use  and Abuse

9  hours

Unit 3

Relationships  and  Sexuality

13 hours

Unit 4

Personal Safety and Conflict Resolution

10 hours

Unit 5

Individual/Dual Activities

26 hours

Unit 6

Team Activities

26 hours

 

Healthy Active Living Education, Open, Grade 9

Unit Organization

 

Unit #1:  Active Participation and Physical Fitness

Time:      26 Hours

 

Description

Students will develop a positive self-concept through active participation, which will assist each student in assessing and realizing his/her God given potential: "You are the light of the world" (Matt  5:14).  Students will assess their personal physical fitness levels through activities that emphasize the health-related components of fitness (cardiovascular endurance, muscular strength, flexibility, muscular endurance, and body composition).   Students will design a personal fitness program intended to address self-identified goals in order to improve their personal fitness level.  Students will participate actively and safely in a variety of leisure and fitness activities designed to attain a balanced and healthy lifestyle now and in the future.

 

Ontario Catholic School Graduate Expectations:   CGE 3c, 4a, 4e, 4f, 4g, 4h, 5c, 5f, 5g.

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

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

Specific Expectations:      PA1.01X, PA1.02X, PA2.02X, AL1.01X, AL1.02R, AL1.03X,                                              AL2.01X, AL2.02X, AL2.03X, AL2.04X, AL2.05X, AL3.01 X,                                       AL3.02X, LS1.01X, LS1.02X, LS1.03X, LS1.04X

 

Unit #2:     Substance Use and Abuse

Time: 9 Hours

 

Description

Choices which students make determine their path in life and ultimately their relationship with God. Students will develop an understanding of the facts, myths and effects related to the use and abuse of alcohol, tobacco, and other drugs (e.g., cannabis).  Students will identify the major environmental factors (e.g., peer pressure, media) in their lives that contributes to the use of these substances.  Students will demonstrate the moral decision-making model (See, Judge, Act and Evaluate) according to the faith perspective of the Catholic Church.  Students will identify the school and community resources (e.g., health unit, police department) involved in the education, prevention and treatment of substance use and abuse.  St. Paul reminds us “Do you know that you are God’s temple and that God’s spirit dwells in you?” (I Cor. 3:16)

 

Ontario Catholic School Graduate Expectations:   CGE 1a, 1j, 2a, 2e, 3c, 3d, 4c, 4f, 4g, 5e, 5f,

  5g, 7a, 7b

Strand(s):                    Healthy Living, Living Skills

Overall Expectations:      HLV.03X, LSV.01X, LSV.03X

Specific Expectations:      HL3.01X, HL3.02X, HL3.03X, HL3.04X, HL3.05X, LS1.01X, LS1.03X,                                     LS2.01R, LS2.06R, LS3.01R

 

Unit #3:           Relationships  and Sexuality

Time: 13  Hours

Description

Students demonstrate a respect for the human body in light of the sacredness of human life created by God. They appreciate the life-giving and love-giving meaning of God's gift of sexuality, specifically demonstrating a knowledge and understanding of the sacred gift of human fertility. Developmental stages of sexuality, factors leading to responsible sexual relationships, and methods of preventing pregnancies and sexually transmitted diseases are important concepts in this unit. Students learn specific strategies for making informed moral decisions with a Catholic Faith Perspective (e.g., chastity) regarding healthy sexuality.  The Genesis story points out that God “created human kind in his image, in the image of God he created them; male and female he created them” (Gen 1:27).

Ontario Catholic School Graduate Expectations: CGE 1d, 1e, 1i, 1j, 2a, 2c, 2e, 3c, 3d, 4a, 4f, 4g, 5e, 6b, 7a, 7b, 7c, 7d.

Strand(s):                         Healthy Living, Living Skills

Overall Expectations:    HLV.01R, HLV.02X, LSV.0lX, LSV.03X

Specific Expectations:    HL2.01X, HL2.02R, HL2.03X, HL2.04R, HL2.05X, LS1.03X, LS3.01R.

 

Unit #4:              Personal Safety and Conflict Resolution

Time: 10 hours

Description

Students develop an understanding of violence and abuse (types, causes, impact, and prevention).  Students have the opportunity to discuss and develop conflict management skills from a Catholic perspective.  Topics include conflict resolution, active listening, reconciliation, and coping skills.  This unit also deals with personal safety, injury prevention, first aid, and CPR.  This unit is delivered through active participation, as well as classroom-based instruction.

Ontario Catholic School Graduate Expectations: CGE 1d, 1j, 2a, 3c, 3d, 7a, 7c, 7e, 7j.

Strand(s):                        Active Living, Healthy Living, Living Skills

Overall Expectations:    ALV.03X, HLV.04X, LSV.02X, LSV.03X

Specific Expectations:    AL3.03X, AL3.04X, HL4.01R, HL4.02X, HL4.03X, HL4.04X, HL4.05X,

                                        HL4.06X, LS2.01R, LS2.02R, LS2.03R, LS2.04R, LS2.05R, LS2.06R,

                                        LS3.04R.

 

Unit #5:              Individual/Dual Activities

Time: 26 Hours

Description

Students participate regularly in a variety of enjoyable individual/dual activities to enhance overall fitness, health, movement skills, and personal competence.  The Book of Sirach states “There is no wealth better than health of body, and no gladness above joy of heart” (Sir 30:16).  Students demonstrate understanding of the importance of movement principles (e.g., manipulation, locomotion, and stability) and apply knowledge of guidelines and strategies that enhance participation in recreation and sport activities.  Students develop skills and an appreciation of physical activities in order to enjoy leisure time pursuits now and in the future.

 

Ontario Catholic School Graduate Expectations:      CGE 3e, 4a, 4g, 4h, 5a, 5c, 5e, 5f, 7b.

Strand(s):    Physical Activity, Active Living

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

Specific Expectations:       PA1.01X, PA1.02X, PA1.03X, PA1.04X, PA2.01X, PA2.02X,                               PA2.03X, AL1.01X, AL1.02R, AL2.03X, AL3.01X, AL3.02X.

 

Unit #6:           Team Activities

Time:              26 Hours

 

Description

Students participate regularly in a variety of enjoyable team activities to enhance overall fitness, health, movement skills, and personal competence.  Students develop a sense of fair play through involvement on teams.  As St. Paul points out, “Now there are variety of gifts, but the same Spirit; and there are variety of services, but the same Lord; and there are variety of activities, but it is the same God who activates all of them in everyone.  To each is given the manifestation of the Spirit for the common good” (1 Cor 12:4-7).  Students demonstrate understanding of the importance of movement principles (e.g., manipulation, locomotion, and stability) and apply knowledge of guidelines and strategies that enhance participation in recreation and sport activities.  Students develop skills and an appreciation of physical activities in order to enjoy leisure time pursuits promoting lifelong active living.

 

Ontario Catholic School Graduate Expectations: CGE 3e, 4a, 4c, 4h, 5a, 5c, 5e, 5f, 7b, 7c, 7j.

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

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

Specific Expectations:            PA1.01X, PA1.02X, PA1.03X, PA1.04X, PA2.01X, PA2.02X,                                     PA2.03X, PA2.04X, AL1.0IX, AL1.02R, AL3.01X, AL3.02X,                                     LS3.01R.

 

Course Notes

The intent of this course is that the expectations will be met through activity-based experiences.  The units listed do not have to be delivered in the order presented.  Due to varying environmental conditions, school schedules, facility and community resource availability, programming of this course will vary.  As physical fitness is an integral part of daily living, the physical fitness unit should be interspersed throughout the entire course (e.g., Substance Use and Abuse are delivered Monday, Wednesday, Friday, and Physical Fitness delivered Tuesday and Thursday).  Given the nature of topics and class activities in this course, it is imperative that the teacher be sensitive to student needs, comfort levels and individual life circumstances.

 

Accommodations

The following strategies will allow teachers to adapt or alter the course to ensure growth, development and success for all students throughout the learning activities.  These strategies will provide opportunities for remediation, consolidation and enrichment of all students.

•           Teachers will be sensitive to and aware of prior learning experiences.

•           Teachers will adapt activities to address the needs of exceptional students.

•           Teachers will be sensitive to cultural concerns and religious beliefs regarding all course topics.

•           Teachers will use a variety of teaching strategies to meet the needs of all students.

•           Teachers will be aware of safety concerns regarding students with special needs.

•           Teachers will be sensitive to ESL and ESD students.

 

Ontario Secondary School Policy Application

There are number of OSS policies which will impact on the delivery of this program.  These policies include guidance/career education, cooperative education, work experience, violence prevention education, computers across the curriculum, using the community as a resource, and safety.

 

 

Strategies and Resources

 

Teaching/Learning Strategies

Assessment Strategies

Main Resources

 

Brainstorming - group generation of initial ideas expressed without analysis.

 

Collaborative/Cooperative

Learning - small group interaction to achieve specific goals.

 

Community Assisted Learning - use of community and community resources to learn and/or reinforce knowledge and skills.

 

Conferencing - student to student and student to teacher discussion.

 

Independent Study - students

explore and research a topic.

 

Issued Based Analysis - summarize information to distinguish facts from opinions in order to apply to their lives.

 

Modelling - purposeful and repeated demonstration of an action.

 

Practice - repeated encounters with facts, rules, patterns, skills, procedures or strategies.

 

Role Playing - explore thoughts and feeling of another person by responding in a dramatic situation.

 

Think/Pair/Share - think alone, then form pairs to discuss and share response with the class.

 

Visual Organizers - a variety of strategies to make learning more visual.

 

The assessment plan will include

the following:

 

Personal Communication

•       journals/portfolio

•       self assessment/reflection

 

Conferencing

•       Student-Teacher conferencing

•       Peer conferencing

•       Parent-Teacher conferencing

 

Paper and Pencil Tests

•       unit tests (knowledge)

•       mid-term and final exams

 

Observation:

•       formal/informal

 

Performance Assessments

•       presentations, performances

•       demonstrations

•       role play performances

•       formal written assignments (essays, research projects)

•       projects (posters, video production, Fitness Assessment Project)

 

Assessment tools will include:

•       checklists

•       marking schemes

•       rubrics

•       anecdotal comments with suggestions for improvement.

•       worksheets

•       peer evaluation

•       self evaluation

 

Books

Be With Me, Teachers Manual, Year 9 (National Office of the Canadian Conference of Catholic Bishops, Ottawa, 1997)

Everybody Is a Somebody, The Body Image Coalition of Peel (Peel, 1997)

Glencoe Health: A Guide to Wellness, Glencoe McGraw-Hill (California, 1999)

Healthy Active Living Standards for Physical and Health Education in Ontario, OPHEA (Toronto, 1997)

Just for the Health of It! (Unit 4, 5, 6), The Centre For Applied Research In Education (New York, 1993)

Lifetime Fitness, Johnson

Publications, 1993

Moving to Inclusion: Active Living Through Physical Education: Maximizing Opportunities For Students With A Disability (Active Living Alliance for Canadians with a Disability (Canada)