Healthy Active Living Education, Grade 9
open, Catholic
Unit 1
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 9 secondary school curriculum. These materials were created by writing
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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
UNIT # 1
Activity 1
| Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity
6 | Activity 7
Unit #1: Active Participation and
Physical Fitness
Time: 26 Hours
Unit Developer(s):
Scott Campbell -- Huron Perth Catholic DSB
Theresa Conklin -- Huron Perth Catholic
DSB
Steve Henry -- Bruce-Grey Catholic DSB
Heather Marcy -- Huron Perth Catholic DSB
Michele May -- Simcoe Muskoka Catholic DSB
Steve Peck -- Bruce-Grey Catholic DSB
Development Date: April 6, 1999
Unit 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 actively and safely participate 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
1i, 3e, 4e, 4g, 4h, 5c, 5f, 5g.
Strand(s): Active
Living, Physical Activity, Living Skills, Healthy Living
Overall Expectations: PAV.01X, PAV.02X, ALV.01X, ALV.02X,
ALV.03X, HLV.04X, LSV.01X, LSV.03X
Specific Expectations: PA2.02X, PA2.04X, AL1.02R, AL1.03X,
AL2.01X, AL2.02X, AL2.03X, AL2.04X, AL2.05X, AL3.01X, AL3.02X, AL3.03X,
AL3.04X, HL4.06X, LS1.01X, LS1.02X, LS1.04X
Activity Titles (Time + Sequence)
|
Activity
1 |
Active
Participation in Group Activities |
150
- 200 min |
|
Activity
2 |
Healthy
Active Living as a Concept |
80
- 120 min |
|
Activity
3 |
Physical
Fitness Assessment/Appraisals |
150
- 200 min |
|
Activity
4 |
Goal
Setting/Action Plan |
80
- 100 min |
|
Activity
5 |
Designing
a Personal Fitness Program |
60
- 80 min |
|
Activity
6 |
Participation
in Physical Fitness Activities |
600
- 800 min |
|
Activity
7 |
Final
Physical Fitness Assessment |
150
- 200 min |
Unit Planning Notes
In order to help students develop positive self concepts, teachers will accept students for whom they are in order to help them achieve their God given potential.
As
physical fitness is an integral part of
daily living, this unit should be interspersed throughout the entire course
(e.g., Substance Use and Abuse are
delivered Monday, Wednesday and Friday and physical fitness activities
delivered Tuesday and Thursday).
Due
to varying environmental conditions, school schedules, facility and community resource
availability, programming of this unit will vary.
Make
a tentative allocation of time for the entire unit.
Arrange
to have a variety of physical fitness resources available.
The
Personal Fitness Program and Assessment should be introduced to the students
toward the beginning of this unit.
Equipment needed for this Unit
grip
dynamometers
task cards
stop
watch
metre sticks
pencils
scale
measuring
tapes
Prior Knowledge Required
The
knowledge and skills necessary to successfully achieve the expectations of this
unit include:
participate
actively in physical fitness activities
awareness
of the importance of time lines
cooperative
learning skills
work
productively with others
peer/self
assessment
communication
skills (e.g., brainstorming, obtaining information, note-making)
computer
skills
Teaching/Learning Strategies
A
variety of teaching/learning strategies are used in this unit including:
brainstorming note making
practice
(active participation in fitness activities) cooperative
learning
self-reflection conferencing
task
cards direct instruction
think/pair/share journal logs
work
sheets
Assessment/Evaluation
Teachers
assess and evaluate student progress continually using appropriate resources
and strategies to facilitate and improve each student's learning. These different strategies will provide the
opportunities to allow the students to demonstrate the full range of their
learning. It is essential that all
students have a clear understanding of the course expectations and specific
achievement levels. It is important for
teachers to be aware of the prior knowledge and skills students bring with them
to the course.
The
following chart identifies a list of suggested assessment tools that the
teacher could use for this unit.
|
Tool |
Type |
Who |
Activity |
|
observation |
formative |
teacher |
Activity
1, 2, 4 |
|
participation
rubric |
formative/summative |
teacher/self |
Activity
1, 2, 3, 6 |
|
worksheets |
formative/summative |
teacher/self |
Activity 2, 3, 5, 7 |
|
fitness
appraisals |
diagnostic/formative/ summative |
teacher/self |
Activity
3, 7 |
|
action
plan and journal/log |
formative/summative |
teacher/self |
Activity
4, 5 |
|
personal
fitness assessment |
summative |
teacher/self |
Activity
3, 5, 7 |
|
conferencing |
formative |
teacher/peer |
Activity
3, 4, 5 |
Accommodations
To
make accommodations most successful, the following suggestions should be
considered by the teacher:
1. Teachers
should adapt the circuit to address the needs of individual students.
2.
Pair or group students to assist with
the note-making task.
2. Students
should be afforded the opportunity to lead a fitness activity for other
students, either within the high school or as a cooperative activity at the
elementary level.
4. Teachers should recognize that there are
other opportunities for those with different learning styles to express their
learning and skill abilities.
5.
Teachers should be aware of safety
concerns regarding the student with special needs.
6.
Teachers should plan to make effective
use of Instructional Assistants assigned to students.
Resources
1.
Lifetime Fitness, Johnson
Publications, 1993.
3. Moving
to Inclusion: Active Living Through Physical Education:
Maximizing Opportunities for Students with a Disability, Active Living Alliance
for Canadians with a Disability (Canada)
3.
The Canadian Physical Activity,
Fitness & Lifestyle Appraisal, Health Canada, 1996.
4.
Charles S. Williams, et. al., Personal
Fitness: Looking Good Feeling Good, Maxwell MacMillan Canada, 1994.
5.
FitStat computer software,
FitStat Data management Systems Inc., Aurora, 1995.
6.
Costill, David and Wilmore, Jack. Physiology of Sport and Exercise,
Human Kinetics Publishers.
7.
Zakrajsek, D., et. Quality Lesson Plans for Secondary
Physical Education, Human Kinetics, 1994.
Websites:
1. Eastnet Schools
(http://schools.eastnet.ecu.edu/pitt/ayden).
2. Physical Education Central
(www.pecentral.vt.edu).
Activity #1: Active Participation in Group Activities
Time: 150 - 200 minutes
Description
In
this activity students will actively and safely participate in a supportive,
fun, and challenging setting to experience various types of activities that
promote participation, responsible behaviour, and effective group work skills. The students will focus on fair play,
cooperation, encouraging others, social skills, active listening, following
rules and procedures and the proper uses of equipment.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations:
The graduate is
expected to be:
An
effective communicator who:
2a. listens
actively and critically to understand and learn in light of gospel values.
A self-directed, responsible, life long
learner who:
4h. participates
in leisure and fitness activities for a balanced and healthy lifestyle.
Strands: Active Living, Living Skills
Overall Expectations:
At the end of grade 9, students will:
ALV.01X participate regularly in a balanced
instructional program that includes a wide variety of enjoyable physical
activities that encourage lifelong participation;
ALV.03X demonstrate safe practices regarding the
safety of themselves and others;
LSV.03X use appropriate social skills when working
collaboratively with others.
Specific Expectations: Students will:
AL1.01X participate regularly in physical activities, choosing a wide range of activities (e.g., individual, small and large group, outdoor, and aquatic activities);
AL1.02R demonstrate positive, responsible personal
and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, playing fair (in
physical activity settings);
AL3.01X 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);
LS3.01R contribute
to the success of the group verbally and non-verbally (e.g. by completing a
fair share of the group task, acknowledging others contribution to the task).
Planning Notes
Teachers
will develop a repertoire of low organizational, initiative, co-operative and adventure
games that will have all students vigorously participating throughout this
activity.
Teachers
will review safety guidelines, responsible behaviour, rules and procedures
related to the activities.
Teachers
will incorporate activities suitable to a variety of facilities and weather
conditions.
Establish
groups that include diverse membership (e.g., special needs, cultural
backgrounds, skill levels).
Prior Knowledge Required
cooperative
learning skills
safe
practices
communication
skills
active
listening skills
Teaching/Learning Strategies
1. Outline
the safety concerns, routines, procedures (e.g., attendance, punctuality,
appropriate dress) of the physically active classroom and stress the importance
of following instructions, working
cooperatively and playing fair.
2. Provide
appropriate equipment for the students to be physically active prior to the
beginning of class.
3. Provide
warm-ups that promote health-related fitness (cardiovascular endurance,
muscular strength, muscular endurance, and flexibility) and group interaction.
4. Introduce
the idea that every physical fitness workout should contain three components;
1) warm-up,
2)
conditioning and 3) cool down. These
components will be part of the physical fitness activities learned throughout
the course.
5. Students
will vigorously participate in low organizational, cooperative, initiative and
adventure games (e.g., individual, partner, small group, large group) that will
help them identify the key components of participation.
6. Work
with students to develop a clear picture of good participation and to create a
rubric to assess participation throughout the unit. Some categories to assess participation may include the following
list. Teachers may incorporate some or
all of the categories in the development of this rubric (Appendix 1a outlines a
Participation Rubric that may be adopted for classroom use).
readiness
to participate
physical
participation
initiative
effort
motivating
factors
enjoyment
social
interaction/social skills
challenge
respect
for self and others
safety
Assessment/Evaluation
1.
A formative assessment using observation
and rubric to assess participation.
Resources