Course Profile Healthy Active Living Education, Grade 9 open, Public

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 partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. 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 education 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 and Training or by the Partnership of School Boards that supported the Production of the document.

Acknowledgments

Public District School Board Writing Team - Healthy Active Living Education

Lead Board

Halton District School Board

Susan Orchard, Manager

Course Profile Writing Team

Martha Deacon, Waterloo Region District School Board

Don Lidstone, Waterloo Region District School Board, Retired

Pam Masales, Durham District School Board

Susan Orchard, Halton District School Board

Dave Phillips, Durham District School Board

Carol Rocks, Toronto District School Board

Course Profile Prototype Writing Team

Kathy Coyle, Toronto District School Board

John Michaluk, Toronto District School Board

Carol Rocks, Toronto District School Board

Gail Stewart, York Region District School Board

Unit #1: Interactive Activities

Activity 1 | Activity 2 | Activity 3

Time: 600 minutes

Unit Description

Throughout this unit, students will participate and interact in a supportive, fun, and challenging setting to experience various types of activities that promote participation, responsible behaviour and effective group work skills.

Strand(s) and Expectations

Strands: Active Living, Living Skills

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

Specific Expectations: AL1.01X, AL1.02R, AL3.01X, LS3.01R, LS3.02R, LS3.03R, LS3.04R

Activity Titles (Time and Sequence)

Activity 1	Creating the Participation Picture	200 minutes
Activity 2	Taking Responsibility for Self and Others	200 minutes
Activity 3	Exploring Group Interaction and Promoting Team Building	200 minutes

Unit Planning Notes

The focus of this unit is to engage students in an active setting that provides them with numerous opportunities to participate as responsible members of a team/group. It is important for the teacher to develop a repertoire of inclusive non-threatening and challenging physical activities that the students will enjoy. The use of equipment and facilities, indoor and outdoor, must be planned and where appropriate booked in advance.

Prior Knowledge Required

Students will require some prior knowledge and experience in the following to successfully accomplish

the activities in this unit.

• cooperative learning skills

• safe practices

• social skills

• communication skills

• self and peer assessment

Teaching/Learning Strategies

1. The students will focus on and practice attaining the skills and knowledge through low organization, cooperative, initiative and trust activities. A variety of teaching/learning strategies are used in this unit including:

• think/pair/share

• cooperative learning

• task cards

• worksheets

• logs

• small and large group work

• self-reflection

• personal inventory

• direction instruction

Assessment/Evaluation

This unit will introduce students to the Living Skills in the course and provide opportunities for them to assess their participation, responsible behaviour and group working skills. The teacher and students will collect evidence of learning using observational checklists, rubrics and personal communication tools. Formative assessment will be the major focus as this is the first opportunity for students to become familiar with the expectations, practice them and then apply them. The expectations will be summatively evaluated later in the course.

Resources

Print

1. Barbarash, Lorraine. Multicultural Games. Human Kinetics, 1997. ISBN 0-88011-565-3

2. Kasser, Susan. Inclusive Games. Human Kinetics, 1995. ISBN 0-87322-639-9

3. Morris, Lisa and Schultz, Linda. Creative Play Activities for Children with Disabilities. Human Kinetics, 1989. ISBN 0-87322-933-9

4. OPHEA. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997 (416) 426-7120 Fax (416) 426-7373

Activity #1: Creating the Participation Picture

Time: 200 minutes

Description

Students will actively and safely participate in a variety of physical activities that promote individual initiative and effort. They will work cooperatively and enthusiastically with their peers, demonstrating fair play and active listening skills. Students will develop an awareness of what motivates them to be physically active and the routines and procedures of the active classroom.

Strand(s) and Expectations

Strands: Active Living and 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)

• 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 in minimizing injury)

Planning Notes

• develop a repertoire of low organization, initiative, cooperative and adventure games that will

• use physical activities that will encourage and stimulate maximum interaction and not require a high degree of movement skill competence

• review safety guidelines related to the activities (see Activity Resource list #8)

• incorporate activities suitable to the indoors and outdoors to accommodate varying weather conditions

• develop a set of procedures and routines for the active classroom

• create an outline for students to follow when completing personal communication assessments (e.g., journal/log)

• establish criteria for assessing participation, responsible behaviour, safe practices and group work skills (see Unit 1 Appendix A, B and C)

Prior Knowledge Required

Students will require some prior knowledge and experience in the following to successfully accomplish

the activities in this unit.

• group work skills

• safety practices related to physical activities

• communication skills

• social skills

Teaching/Learning Strategies

1. Students will vigorously participate in low organization, cooperative, initiative and orienteering games designed to help them identify the key components of participation. See Unit 1 Appendix A for Participation Rubric.

• readiness to participate

• physical participation

• initiative

• effort

• motivating factors

• enjoyment

• self-expression

• social interaction

• challenge

• respect for self and others2. The teacher will:

• outline the routines and procedures (e.g., attendance, punctuality, appropriate dress, guidelines for safe participation) of the physically active classroom and stress the importance of following instructions, helping other students, playing fair and playing safe

• provide appropriate equipment for the student to be physically active prior to the beginning of the class

• provide warm-ups that promote health-related fitness and group interaction (e.g., tag games)

• provide indoor and outdoor physical activities that do not require a high level of movement skill ability

• engage students to work individually, in partners and in large and small groups

• outline strategies to check heart rate and breathing (e.g., talk test)

• ensure students practice a variety of communication skills while interacting with others (e.g., active listening, using appropriate language, encouraging others)

• work with students to develop a clear picture of good participation and create a rubric to assess participation (see Unit 1 Appendix A)

Assessment/Evaluation

The teacher and students will gather evidence of the specific expectations outlined for this activity.

• a formative self-assessment using a journal to monitor vigorous participation (e.g., heart rate and breathing) and safe practices

• a formative assessment using observation and rubric (see Unit 1 Appendix A) to assess participation

Accommodations

• be prepared to change the composition of groups

• demonstrate or provide written directions

• use a buddy system

• use various visual aids

• provide instructions to accommodate wheelchairs, walkers, etc.

• use a variety of teaching strategies to accommodate learning styles

Resources

Print

1. Canada’s Physical Activity Guide to Healthy Active Living

2. CIRA. Zany Activities with Panty Hose, Boxer Shorts and Leotards. 1997. ISBN 1-895716-38-1

3. CIRA. Zany Activities with a Rubber Chicken. 1997. ISBN 1-895716-30-6

4. Lumsden, Ken, and Jones, Sally. Ready to Use Secondary P.E. Activities Program. Parker Publishing Company, 1996. ISBN 0-13-470007-4

5. Rohnke, Karl. Cowtails and Cobras II. Kendal/Hunt, Project Aventure Inc., 1989. ISBN 0-843-5434-7

6. Rohnke, Kar. Silver Bullets. Kendal/Hunt, Project Adventure Inc., 1984 ISBN 0-8403-5782

7. Zakrajsek, D. B.; Carnes, L. A.; and Pettigrew, F. E. Quality Lesson Plans for Secondary Physical Education. Human Kinetics, 1994. ISBN 0-87322-671-2

Activity #2: Taking Responsibility for Self and Others

Time: 200 minutes

Description

Students will practice responsible behaviour while participating in a variety of cooperative, initiative and adventure games. They will focus on playing fair, cooperation, encouraging others, active listening, following rules and the proper use of equipment.

Strand(s) and Expectations

Strands: Active Living and 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:

• AL1.02R demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practicing regularly, encouraging others, playing fair) in physical settings

Planning Notes

• develop a repertoire of low organization, initiative, cooperative and adventure games that will have all students vigorously participating throughout each lesson

• use physical activities that encourage responsible behaviour and do not require a high degree of movement skill competence

• review safety guidelines related to the activities

• incorporate activities suitable to the indoors and outdoors to accommodate varying weather conditions

• prepare task cards and equipment related to activities

Prior Knowledge Required

Students will require some prior knowledge and experience in the following to successfully accomplish

the activities in this unit.

• group work skills

• safe practices related to physical activities

• communication skills

• social skills (e.g., taking responsibility for self)

• cooperative learning skills

Teaching/Learning Strategies

1. Students will vigorously participate in cooperative, initiative and adventure games designed to help them identify the key components of responsible behaviour in the active classroom. See Unit 1 Appendix B for Safety Rubric and Unit 1 Appendix C for Social Skills Rubric.

• demonstrates safe practices related to activities, equipment and facility

• cooperation

• respect

• fair play and activity etiquette

2. The teacher will:

• provide appropriate equipment for the student to be physically active prior to the beginning of the class

• provide warm-ups that promote health-related fitness and responsible behaviour while working with others (e.g., arm wrestling and leg wrestling)

• provide indoor and outdoor physical activities that do not require a high level of movement skill ability

• engage students to work individually, in partners and in large and small groups

• ensure students practice a variety of communication skills while interacting with others (e.g., active listening, using appropriate language, encouraging others)

• work with students to develop a clear picture of responsible behaviour and create an observation checklist with students

• provide task cards for challenging activities that allow students to start taking responsibility for their participation

Assessment/Evaluation

The teacher and students will gather evidence of the specific expectations outlined for this activity.

• a formative self-assessment using a journal to monitor vigorous participation (e.g., heart rate and breathing) and safe practices

• a formative assessment by the teacher and student using a rubric (see Unit 1 Appendix B and C) or checklist to assess responsible behaviour

Accommodations

• provide written directions and task cards with pictures

• use buddy system

• use various visual aids

• provide instructions to accommodate wheelchairs, walkers, etc.

• provide simple overview of lesson

• use variety of teaching strategies to accommodate learning styles

Resources

Print

1. Begun, Ruth, Wetmann. Social Skills Lessons and Activities for Grades 7-12. The Centre for

Applied Research in Education. 1996. ISBN 0-87628-866-2

2. Huggins, Pat. Teaching Cooperation Skills. Sorpris West, 1990-94. ISBN 1-57035-005-1

Activity #3: Exploring Group Interaction and Promoting Team Building

Time: 200 minutes

Description

Students will practise group work skills while participating in a variety of cooperative, initiative and adventure games. They will focus on contributing to the success of the group, peer mentoring and reaching group agreement.

Strand(s) and Expectations

Strands: Active Living and 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:

• LS3.01R contribute to the success of the group verbally and non-verbally (e.g.,by completing a fair share of the group task, by acknowledging others’ contributions to the task)

• LS3.02R explain the benefits and disadvantages of working with others

• LS3.03R give and receive assistance (e.g., through peer mentoring)

• LS3.04R use appropriately a variety of methods for reaching group agreement (e.g., by consensus, by taking votes in which the majority rules)

Planning Notes

• develop a repertoire of cooperative and adventure games that will provide students with the opportunity to work in groups and practice group work skills

• use physical activities that encourage group work and do not require a high degree of movement skill competence

• review safety guidelines related to the activities

• incorporate activities suitable to the indoors and outdoors to accommodate varying weather conditions

• prepare assessment tools, task cards and equipment related to activities

• establish set groups that include diverse membership where appropriate prior to the class

Prior Knowledge Required

Students will require some prior knowledge and experience in the following to successfully accomplish

the activities in this unit.

• group work skills

• safe practices related to physical activities

• communication skills

• social skills (e.g., taking responsibility for self)

• group agreement

• cooperative learning skills

• responsible behaviour in a physical setting

• collaboration

• peer mentoring

Teaching/Learning Strategies

1. Students will vigorously participate in cooperative, initiative and adventure games designed to help them identify the key components of group work skills in the active classroom.

• self expression

• response to others

• group interaction

2. The teacher will:

• provide appropriate equipment for the student to be physically active in groups prior to the beginning of the class

• provide warm-ups that promote health-related fitness and group work (e.g., students must work together to get across the gym as quickly as possible in wheelbarrow race)

• provide indoor and outdoor group activities that do not require a high level of movement skill ability

• engage students to work in partners and in large and small groups

• ensure students practice a variety of communication skills while interacting with others (e.g., active listening, using appropriate language, encouraging others)

• work with students to develop a clear picture of group success (e.g. addressing task and process), the benefits and challenges of working in a group and methods of reaching group agreement

• create assessment tools for students to log personal responses to group tasks (e.g., group success, benefits and challenges of group work, contributions to the group effort)

• provide task cards for challenging activities that encourage group interaction, communication, initiative and decision-making

Assessment/Evaluation

The teacher and students will gather evidence of the specific expectations outlined for this activity.

• a formative self-assessment using a journal to monitor vigorous participation (e.g., heart rate and breathing) and safe practices

• a formative assessment by the teacher and student using a worksheet to assess group success and individual and group contribution and rubric (see Unit 1 Appendix C) to assess social skills

• a formative assessment using a checklist that addresses methods of reaching group agreement, giving and receiving assistance(e.g., checklist could include questions like… Did the group consider a number of ideas before coming to a decision?, Was there a method agreed upon to reach the group decision?, Did everyone agree to the decisions that were made?, Was there any organization in the group?, Did students provide support/assistance to one another during the task?)

• a summative evaluation using a direct written response to address the benefits and disadvantages of working with others

Accommodations

• be prepared to change the composition of groups

• use buddy system

• use various visual aids

• provide instructions to accommodate wheelchairs, walkers, etc.

• provide simple overview of lesson and model skills where appropriate

• use a variety of teaching strategies to accommodate learning styles

• offer students the opportunity to provide oral responses rather than written when appropriate

Resources

Print

1. CIRA. Activities for Groups of 50 or More. (905) 575-2083 Fax (905) 575-2264

2. Glover, Donald, and Midura, Daniel. More Team Building Challenges. Human Kinetics, 1995. ISBN 0-87322-785-9

3. Glover, Donald, and Midura, Daniel. Team Building Through Physical Challenges. Human Kinetics, 1992. ISBN 0-87322-359-4

4. Parker, Glenn, and Knapp, Richard. 50 Activities for Team Building. Human Resource Development Press, 1992. ISBN 0-87425-174-5

5. Scearce, Carol. 100 Ways to Build Teams. IRI/Skylight Publishing, Inc. ISBN 0-932935-47-8

Appendix A – Participation Rubric

Categories

Level 1

Level 2

Level 3

Level 4

Readiness to Participate

• enters the gym late more than half of the occasions

• infrequently participates actively

• usually ready to participate on time

• usually participates in class activities

• regularly ready to participate on time