Operation: ParticipAction. Driving Question: Fitness and healthy eating are being passed over for convenience and apathy. The Canadian Broadcast Corporation has asked your group to create a wellness plan and motivational program for 6 different age groups to air on television across Canada: - Elementary,
- Middle Years,
- High School,
- Young Adult,
- Adult,
- Aging.
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| Arts Ed | Phys Ed |
| CP7.3 - Create and refine transitions within choreographic forms (e.g., ABBA, narrative). | PE7.1 - Create and implement a personal health-related fitness plan targeting the health-related fitness components of cardiovascular endurance, muscular endurance, and flexibility that involves setting a goal for improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and Time), and incorporates daily moderate to vigorous movement activity. |
Students must know:- Choreographic forms – ABBA, narrative, binary (AB), ternary (ABA), theme and variations, collage, chance, organic
- Vocabulary – sequence, dance phrases, transition, focus, dance problem, alignment, clarity of action
- How to – create dance phrases, create and refine transitions, extend skills and flexibility
| Students must know:- F.I.T.T.
- Fitness components
- Traits of safe flexibility exercises
- Examples of aerobic activity
- How to measure heart and respiration rates
- Target heart zones
- Muscular endurance exercises
- Examples of reasons to focus on certain target areas
- Data collection tools
Vocabulary – cardiovascular, endurance, muscular, flexibility, aerobic, anaerobic, data collection, analyze, consistent, participation, challenging, progression, consecutive, target, zone, heart rate, monitor, fitness appraisal |
Student Tasks:- Sequence movements purposefully to support transitions when creating and combining dance phrases
- Demonstrate clarity of transitions between dance phrases
- Develop and refine transitions – use reflection, decision making and movement problem solving
- Create dance transitions for various forms
- Demonstrate how the whole body contributes to focus that can be inward or outward during movement phrases and transitions
- Repeat movement phrases and transitions of increasing difficulty with accuracy
- Take risks and solve dance problems in new ways
- Extend body’s range of movement, strength, balance
- Pay attention to correct alignment and clarity of action
| Student Tasks:- Demonstrate and use safe and proper techniques for flexibility exercise consistently.
- Demonstrate and regularly use challenging and safe strategies during continuous aerobic activity in a progression towards 11 consecutive minutes consistently.
- Sustain participation in aerobically challenging lead up games that increase heart and respiration rates – 11 consecutive mins. regularly.
- Describe cardiovascular and muscular endurance and flexibility benefits of participation in a variety of striking/ fielding games, net/ wall games, low-organizational and inventive games, alternate environment activities, and body management activities.
- Communicate the relevance of target heart zone – to determine the effectiveness of participation in movement activities to support cardiovascular fitness.
- Practice monitoring heart rate and calculating target heart zone – draw conclusions about personal achievement of maintaining a target heart zone – 11 minutes eventually.
- Distinguish the difference between aerobic and anaerobic activity to draw conclusions about connection to cardiovascular and muscular endurance.
- Demonstrate safe and effective technique – repetitive physical movement that challenges muscular endurance consistently.
- Design and lead others in flexibility and muscular endurance workout – follow guidelines.
- Identify responsible decisions that promote daily participation in movement activity and improved personal health-related fitness.
- Determine and monitor own levels of fitness (cardiovascular, muscle and flexibility) – data collection tools.
- Analyze (with guidance) personal fitness appraisal data – gather and compare data over time – all three fitness areas in this outcome.
- Make comparisons over time to personal progress and to standards – determine strengths and weaknesses.
- Create and implement fitness plans (F.I.T.T.)
- Compare own fitness results and participation over time to evaluate success of plan
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| Students must answer:How can I stay safe while challenging my fitness?How do I know what fitness looks, sounds and feels like? What standards can I refer to?Why is participation important in physical education?How do I know when I am engaging in moderate to vigorous movement activity?Why are all three components of fitness important? Why can’t I just work out?Why does my plan look different from other people? Why can’t I just follow “the plan”?How do I create a good fitness plan that will lead to success? |
| Health USC7.1 - Commit to personal safety practices while acquiring basic first aid knowledge and skills. | PE7.2 - Examine personal daily nutritional habits and fluid intake practices that support healthy participation in various types of movement activities and the attainment or maintenance of healthy body weight and body composition. |
Know:How do each of the following factors influence development of personal standards? - cultural norms
- societal norms,
- family values,
- peer pressures,
- mass media,
- traditional knowledge,
- white privilege,
- legacy of colonization,
- heterosexual privilege
Vocabulary: Criteria, personal commitment, personal standards, resiliency, reinforce, challenge, healthy, discrepancies, strategies, supports, justify, inner self, inner resources, values, virtues | Know:- Nutrient contributions
- Essential nutrients
- Ways to monitor food intake and fluid intake
- Places to inquire about nutritional requirements of professional athletes
- Safe practices for using snow and other natural sources for fluid intake
- Malnutrition and dehydration-related injuries and illnesses
Vocabulary: energy, nutrient, vitamin, essential, diet, consume, consumption, hydration, resources, detriments, malnutrition, dehydration, body composition, Examples of sports and energy drinks |
Student Tasks:- How do you define personal commitment? And how do you promote it in yourself?
- Investigate concept of resiliency and determine its importance and how to promote it in yourself and others.
- Analyze when personal standards may be reinforced or challenged.
- Examine factors (+, -) that influence one’s commitment to personal standards.
- Analyze discrepancies between what people say the commit to and what they show they commit to.
- Justify supports needed to commit.
| Do:- What are the main contributions of the essential nutrients in the performance of the body as it relates to movement?
- What are the recommended diets for athletes who specialize in various areas (examples include, but not limited to: long distance runner, hockey player, speed swimmer)?
- Describe benefits of water consumption.
- Explain how to safely use snow and natural water resources for hydration.
- Inquire about the nutritional and performance benefits and detriments of commercially produced sports and energy drinks.
- Describe the best type and quantities of fluid to consume during various movement activities under different conditions.
- Identify potential illnesses and injuries that can result from malnutrition and dehydration that have a direct impact on the body’s ability to participate in movement activities.
- Evaluate whether own food consumption choices and levels of participation will increase, decrease or maintain body composition.
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| How is resiliency important to actualizing our personal standards?What other factors impact our ability to live out our personal standards?How do personal standards affect the choices we make?What strategies and supports help us actualize our personal standards so we can make healthy choices?How does our inner self help us be true to ourselves?How do values and virtues impact our personal standards and the choices we make? | Why are nutrients so important? What are essential nutrients? What makes them essential?How does our lifestyle affect the choices we can make in terms of food and drink? How is everything connected?Why is water so important? How can I make natural water sources safe?How do malnutrition and dehydration affect humans?Why are energy and sports drinks not the best choice?How can I determine my health? |
| PE7.3 - Demonstrate an understanding of the effects of exercise and inactivity on the skeletal system (i.e., increased/ decreased bone density, increased/decreased bone mass) and the function (i.e., shape support, protection) of the skeletal system in relation to participating in movement activities. |
Know:- The different bones and their significance. For example: – humerus, ulna, radius, femer, tibia, fibula, scapula, clavicle, ribs, pelvis, skull
- Function of skeletal system
- Skeletal joint configurations
Vocabulary – skeletal system, skeletal joint, ligament, muscle |
Do:- Demonstrate location bones referring to them by proper name.
- Explain impact of exercise and inactivity on skeletal system.
- Communicate how different skeletal joints are configured and how they work in cooperation with muscles and ligaments.
- Tell a story that represents the importance of exercise during adolescence as a means of preventing skeletal-related injuries, illnesses and diseases both now and in the future
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- Why is our skeletal system important?
- How can we protect our skeletal system?
- How are our muscles, ligaments and skeleton all connected?
- Why use correct terminology?
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| PE7.4 - Examine and apply strategies to incorporate cross-training using different movement activities to improve fitness and skill (e.g., aerobic dance develops coordination and agility used in basketball; golf and hockey develop hand/eye coordination/striking skills) while participating in movement activities. |
| Know:Possible criteria to address – agility, speed, muscular endurance, power, coordination, strength (throwing, reception, etc.)Body management activities examples – resistance training, core strength training, circuit training, pilates, yoga, gymnasticsVocabulary – flexibility, routine, sports movement, skill station, health-related, skill-related, body management activityStrategies for creating own routines and stations (criteria)Ways to represent understanding |
| Do:How does being a “one sport person” limit us?Why should I cross train if I don’t play sports?Why should I get involved in the creation of my own routines and stations?How does cross training increase my skills?Why is variety so good in athletics? |