Grade 1 - 3



|Grade 1 - 3 |Term I |Term II |Term III |

| |Personal Safety and Injury Prevention |Substance Use and Abuse |Growth and Development |

| |- Exploitative Behaviours and how to prevent |- Identify medications and household products |- Understanding the life cycle of plants and |

| |them, |that may be harmful, |animals and identifying parts of the body, |

|Health |- Safety Risks and relative safety procedures, |- Understand safe uses of medication and the |- Identify changes in growth and development |

| | |differences between prescription |throughout the life cycle, |

| |Healthy Eating |non-prescription medications, | |

| |- Identify and classify food groups, | | |

| |- Importance of food and a healthy diet, | | |

| |Football & Volleyball |Basketball & Dance |Track and Field & Soccer |

| |- Learn and develop throwing and catching |- Move bodies in a variety of creative ways, |- Improve personal fitness levels, |

|Fundamental Movement Skills |skills, |- Transfer weight from one body part to another,|- Dribble a ball using both feet, |

| |- Encourage active participation in all aspects|- Bounce a ball while moving in a variety of |- Kick a ball to a stationary or moving partner,|

| |of the Physical Education program, |directions, | |

|Health and Physical Education - Long Range Plan - Grade 1 | |

|2013 - 2014 |Term 1 |Term 2 |Term 3 |

|Mr. Blais | | | |

| Health |Personal Safety: - staying safe: at home, at school, |Healthy Eating: (continued) - foods for growing, for energy, |Growth and Development: - understanding the life cycle of |

| |outside and in the community -|good snacks. Personal |plants and animals, identify parts of the body, identify |

| |injury prevention, looking for unsafe situations, avoiding |Safety: - exploitative behaviours - strangers, how to stay |changes in growth and development from birth into |

| |unsafe choices |safe (prevention), how to get help, |childhood |

| |Healthy Eating: - identify and classify food groups, | | |

| |importance of good food, identifying poor foods and good food | | |

| |choices | | |

|Fundamental |Encourage active participation in all aspects of the Physical |Dance: - move in a variety of creative ways |Track and Field and Outdoor Games: |

|Movement Skills|Education program: |-transfer weight from one body part to another - |- utilize ball skills in game participation |

| |Ball Skills: - practise throwing and catching skills using a |move in a sequence of steps in time to music |- practise kicking and dribbling skills |

| |variety of objects and balls |Ball Skills: - bounce a ball in a variety of ways while |- improve personal fitness |

| |Games: - learn and participate in cooperative group games |standing and when moving, pass and volley a ball to a partner | |

| | |in a variety of ways | |

|Grade 4-6 |Term I |Term II |Term III |

| |Personal Safety and Injury Prevention |Substance Use and Abuse |Growth and Development |

| |- Decision Making Skills, |- Long and short term effects of smoking, |- Identify stages of development, |

| |- Strategies to deal with potentially dangerous|- Long and short term effects of alcohol use and|- Physical changes that take place throughout |

|Health |situations, |abuse, |puberty, |

| | |- Long and short term effects of illicit drugs, | |

| |Healthy Eating | | |

| |- Factors that influence body shape and size, | | |

| |- Effects of Media on body image, | | |

| |- Analyze personal eating habits, | | |

| |Football & Volleyball |Basketball & Dance |Track and Field & Soccer |

| |- Throw while stationary and moving, |- Combine locomotion skills in repeatable |- Display a variety of running techniques, |

|Fundamental Movement Skills |- Hit ball with various body parts, |sequences, |- Kick balls of varying size at moving and |

| |- Throw objects overhand or sidearm to a |- Transfer body weight in a variety of ways, |stationary targets, |

| |stationary or moving target, |- Apply the creative process to the composition |- |

| | |of short dance pieces using elements of dance to| |

| | |communicate feelings and ideas, | |

|Grade 7/8 |Term I |Term II |Term III |

| |Personal Safety and Injury Prevention/Healthy |Substance Use and Abuse |Growth and Development |

| |Eating |-Understand how preocupation with body image can|-Describe age-appropriate matters related to |

|Health |-Describe benefits and dangers, for themselves |contribute to substance abuse, |sexuality, |

| |and others, that are associated with the use of|- Identify and describe the warning signs of |-Identify the physical, emotional, interpersonal|

| |computers and other technologies, |substance misuse or abuse, addicitions, and |and spiritual aspects of healthy sexuality, |

| |-Evaluate personal food choices on the basis of|related behaviours, |-Apply living skills to respond to matters |

| |a variety of criteria, | |related to sexuality, drug use, and healthy |

| |-Demonstrate an understanding of different | |eating habits, |

| |types of nutrients, | | |

| |Football/Rugby & Volleyball |Basketball/Fitness & Dance |Track and Field & Soccer |

| |-Apply movement strategies appropriately, |-Identify factors that can affect health-related|-Apply a variety of tactical solutions to |

|Fundamental Movement Skills |demonstrating an understanding of the |fitness, |increase chances of success as they participate |

| |components of a variety of physical activities,|-Develop, implement, and revise a personal plan |in physical activities, |

| |-Send, receive and retain a variety of objects,|to meet personal fitness goals, |-Demonstrate an understanding of how movement |

| |while taking into account their position and |-Recognize the difference between health-related|skills, concepts and strategies are transferable|

| |motion in relation to others, equipment, and |components of personal fitness and skill related|across different physical activities within |

| |boundaries while applying basic principles of |components and explain how training can enhance |various categories, |

| |movement, |both, | |

| | |- Apply the creative process to the composition | |

| | |of short dance pieces using elements of dance to| |

| | |communicate feelings and ideas, | |

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