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The Ontario Physical and Health Education Association (OPHEA) exists to positively influence the lifestyles of
Ontario’s children and youth through the provision of quality leadership, advocacy and resources in the area of physi-
cal activity and health.

The Ontario Health and Physical Education Curriculum Support: Kindergarten to Grade 10 was created
to assist teachers with the implementation of The Ontario Curriculum: Health and Physical Education.
OPHEA wishes to acknowledge the contribution of many individuals, school boards, groups and organizations that
participated in the development and refinement of these curriculum support documents. For a complete list of
writers, contributors and partners please refer to page 36.

Financial support for the design and production of this project was provided by the Ontario Ministry of Health and
Long-Term Care, Community and Health Promotion Branch.

Every effort has been made to trace the owners of copyrighted material and to make due acknowledgement. If cases
have been identified where this has not been done, please notify OPHEA so appropriate corrective action can be
taken.

OPHEA, its representatives, and all program writers and contributors are not responsible for the implementation
of the materials and they shall not be liable for any damages, direct or indirect, special or consequential, which
result from the use of or misuse of or negligent use of the materials, including, without limiting the generality of
the foregoing, any damages arising from injury incurred by participants.

1185 Eglinton Avenue East, Suite 501

Toronto, Ontario M3C 3C6
Tel: (416) 426-7120
Fax: (416) 426-7373
Email: info@ophea.org
Web site: www.ophea.org

Copyright © 2000 The Ontario Physical and Health Education Association (OPHEA)

All rights reserved. No part of this program may be reproduced, stored in a retrieval system or transmitted in any form or by any means,
electronic or mechanical, including photocopying, without the prior written permission of OPHEA.

ISBN 0-921868-34-0

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Table of Contents

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Vision, Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Key Components of a Quality HPE Program . . . . . . . . . . . . . . . . . . . . . . 7
Creating a Positive Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . 8
Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Program Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Teaching and Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Daily Vigorous Physical Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Safe Stretching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Recommended Minimum Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Writers, Contributors and Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Grade 4 Curriculum Expectations and Codes/Unit Cross Reference . . . . 31

Section Unit Title

Healthy Living 1 Personal Safety and Injury Prevention 35

2 Healthy Eating 85
3 Substance Use and Abuse 139
4 Growth and Development 183
Fitness Building Activities 5 Fitness 215
6 Aerobic Fitness 247
7 Track and Field Lead Up Activities 275
Indoor and Outdoor Games 8 Cooperative Games 301
9 Outdoor Activities 329
10 Limited Space Activities 359
Movement Exploration 11 Moving and Balancing 385
12 Mats and Benches 401
13 Combining Skills in Sequence 415
14 Creative Movement with Equipment 435
15 Creative/Interpretive Dance 463
16 Traditional Dance 481
Skill Building Activities 17 Lead Up to Soccer 505
18 Lead Up to Basketball 525
19 Lead Up to Volleyball 549
20 Manipulative Activities with Equipment 573

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Grade 4 Appendices
Appendix A Safe Stretching (Junior/Intermediate) . . . . . . . . . . . . . . . . . . . . . 601
Appendix B Daily Vigorous Physical Activity (Junior) . . . . . . . . . . . . . . . . . . . . 612
Appendix C Sample Long Range Plans (Junior) . . . . . . . . . . . . . . . . . . . . . . . . 624
Appendix D Sample Timetables/Timetable Suggestions . . . . . . . . . . . . . . . . . . 626
Appendix E Summary of Evidence Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 632
Appendix F-1 Summary of Evidence Chart – Active Participation . . . . . . . . . . . 633
Appendix F-2 Summary of Evidence Chart- Communication . . . . . . . . . . . . . . . 634
Appendix F-3 Summary of Evidence Chart – Movement Skills . . . . . . . . . . . . . . 635
Appendix F-4 Summary of Evidence Chart – Understanding of Concepts . . . . . 636
Appendix G Participation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 637
Appendix H Social Skills Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 639
Appendix I Safety Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 641
Appendix J-1 Movement Skill Recording Chart . . . . . . . . . . . . . . . . . . . . . . . . . 642
Appendix J-2 Movement Skill Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 643
Appendix K Active Participation Recording Chart . . . . . . . . . . . . . . . . . . . . . . 644
Appendix L Communication Recording Chart . . . . . . . . . . . . . . . . . . . . . . . . . 645
Appendix M-1 Understanding of Concepts Recording Chart . . . . . . . . . . . . . . . . 646
Appendix M-2 Understanding of Concepts Rubric . . . . . . . . . . . . . . . . . . . . . . . . 647
Appendix N Anecdotal Observation Recording Chart . . . . . . . . . . . . . . . . . . . 648
Appendix O-1 Participation Target . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 649
Appendix O-2 Participation Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 650
Appendix O-3 Participation Star . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651
Appendix O-4 Response to Others (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652
Appendix O-5 I Listen (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653
Appendix O-6 Safe Activity (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 654
Appendix O-7 I am Ready (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655
Appendix O-8 Cooperation and Fair Play (Primary) . . . . . . . . . . . . . . . . . . . . . . . 656
Appendix O-9 Participation Target Example (Primary) . . . . . . . . . . . . . . . . . . . . 657
Appendix O-10 Blank Movement Skill Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . 658
Appendix P Transferable Skills: Strategies and Tactics . . . . . . . . . . . . . . . . . . . 659
Appendix Q Transferable Skills: Sending/Receiving/Carrying . . . . . . . . . . . . . . 661

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Preface

Curriculum Support Document

This curriculum support document was created to assist teachers with the implementation of The Ontario
Curriculum, Grades 1-8: Health and Physical Education, 1998 (hereafter referred to as Ontario
Curriculum HPE).

The Ontario Health and Physical Education Curriculum Support: Grades 1 to 8 resource is comprised of
two distinct sections: Healthy Living and Physical Activity (fundamental movement skills/active participation). The
Ministry of Education learning expectations for HPE and the key components of a quality program provided the
framework for the development of the units within this document. There is an emphasis on fitness and concrete
development of fundamental movement skills with opportunities for Daily Vigorous Physical Activity woven throughout
the document. Choices for students and teachers, and suggestions for providing learning opportunities both in the
gymnasium, in the classroom and outdoors are included.

Resource Development Partnership

The Ontario Physical and Health Education Association (OPHEA), in partnership with district school boards and
health departments from across Ontario, have made significant financial and “in kind” contributions to support the
development of this resource. Diverse writing teams and reviewing teams from across the province were assembled to
develop the resource. Teams included classroom teachers, subject specialists, Health and Physical Education consult-
ants, public health educators and representatives from both Public and Catholic School Boards.

OPHEA also wishes to acknowledge the following key organizations that have significantly contributed to the develop-
mental process through their provision of personnel, and program resources.

Centre for Addiction and Mental Health Note :

Data Based Directions Inc. • Curriculum expectations are identified using Ministry
Durham Catholic District School Board of Education codes (Ontario Curriculum
Durham Region Health Department Expectations Grades 1-8, 1998) on the Unit
Halton District School Board Overviews with the full expectations listed on
Hamilton-Wentworth District School Board Subtasks. Catholic Graduate Expectations and links
Hastings and Prince Edward District School Board to the Fully Alive program are identified in the Unit
London Catholic District School Board Overviews of each Healthy Living section.
Middlesex-London Health Unit • Several web sites and resources are listed in this
Thames Valley District School Board document. These sites and resources are listed as
Toronto Catholic District School Board a service to identify potentially useful ideas for
Toronto District School Board teaching and learning. The responsibility to evaluate
Toronto Public Health these sites and resources rests with the user.
University of Western Ontario
Waterloo Region District School Board
York Region District School Board
York Region Health Services

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Vision, Philosophy

The purpose of the Ontario Curriculum HPE is to assist students in developing:

• an understanding of the importance of physical fitness, health and well-being and the factors that
contribute to them;
• a personal commitment to daily vigorous physical activity and positive health behaviours;
• the basic movement skills they require to participate in physical activities throughout their lives.

Students should begin early to acquire basic knowledge about a wide variety of health-related topics
and to develop relevant skills. They need to understand how their actions and decisions affect their
health, fitness and personal well-being and how to apply their learning to make positive, healthy
decisions in all areas of life and personal development (Ontario Curriculum HPE, page 2).
Learners with the commitment and capacity to lead healthy active lives have the personal, social
and decision-making skills to obtain and use health information.

The Grade 1–8 Curriculum

The elementary HPE curriculum is organized into three strands, corresponding to three major areas
of knowledge and skill:
Healthy Living includes healthy eating, growth and development, personal safety and injury preven-
tion, and substance use and abuse.
Fundamental Movement Skills includes locomotion/travelling, manipulation and stability.
Active Participation includes physical activity, physical fitness, living skills and safety.

These strands combine the living skills (e.g., personal, interpersonal, communication, conflict reso-
lution, goal-setting, organizational, time-management, problem-solving and decision-making skills)
that all students require, according to the Ontario Curriculum HPE.

Lifelong Participation
Through Physical Education, students will recognize the commonalities of movement skills and how
these skills can be transferred to new activities. This promotes lifelong participation in physical
activities. Students must have an opportunity to participate in a wide range of physical activities in
order to recognize those specific activities that motivate them to maintain a high activity level. The
curriculum promotes a comprehensive approach to health education that emphasizes living skills
and a shared responsibility between parents, schools, health care systems and a variety of other
community supports.

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Assessment and Evaluation

Assessment is the systematic and ongoing process of collecting, describing and analyzing informa-
tion about student progress and achievement in relation to curriculum expectations. The purpose of
assessment is to improve student learning and program planning. Students benefit when they clearly
understand the learning expectations and reason for assessment. The assessment and evaluation of
student progress and achievement are integral components of the teaching and learning process.
They provide the basis for a communication process that is clear and meaningful for students and
parents. “The aim of assessment is primarily to educate and improve performance, not merely audit it.”
(G. Wiggins, Educative Assessment: Designing Assessments to Inform and Improve
Students’ Performance, p.7)

Fostering a Culture of Assessment for Learning

Effective teaching and learning takes place when:

A) Teachers:

• determine a starting point for instruction through diagnostic assessment;

• anticipate program interventions or accommodations which may be required to meet individual
needs;
• ensure that students and parents understand the focus for learning and the achievement
expectations;
• provide multiple and varied opportunities for students to demonstrate their learning;
• make decisions about the effectiveness of instruction and program;
• determine students’ achievement based on the expectations and the achievement chart in the
Ontario Curriculum HPE (page 9).

B) Students:
• are an integral part of the assessment and evaluation process;
• assess their own performance and recognize where they are in relation to the curriculum
expectations;
• reflect on their own achievement and set their own goals;
• have multiple opportunities to practise the skills required;
• use self-evaluation, peer assessment and teacher feedback to understand and track their progress
in relation to the expectations; and understand how their achievement will be assessed.

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Designing Down
“Designing lessons for understanding begins with what we want students to be able to do and pro-
ceeds to the evidence we will accept that they have learned it. Only then does it turn to how they will
learn it.” (G. Wiggins and J. McTighe, Understanding by Design )

This HPE resource document was written using a design down model for curriculum planning. In
other words, lessons (sub-tasks) were designed to fulfill curriculum expectations. Guiding questions
for the lesson development included: What are the curriculum expectations? How can the expecta-
tions be clustered for program planning and assessment and evaluation purposes? How will the stu-
dents demonstrate their knowledge, skills and attitudes? How will I know if the students have
achieved the expectations? What will I teach to give the students an opportunity to demonstrate the
expectations? What opportunities do the students need to practice? Given the nature of Physical
Education and the focus on activity, a variety of strategies to assess the ongoing development of skills
in the various movement categories were used.

The Planning Cycle

Plan Assessment
Plan
Teaching/Learning
Strategies

Possible Initial
Communication/ Curriculum
Diagnostic
Reporting Expectations
Assessment

Summative Teaching/Learning
Assessment/ Strategies and
Evaluation Formative Student Practice
Assessment/
Student Feedback

The planning cycle (adapted from Curriculum Expectations for York Region Schools)
can be used as a guide to planning. Assessment may be diagnostic, formative or summative.

Assessment is the process of gathering information from a variety of sources and providing stu-
dents with descriptive feedback that leads to improvement. Assessment drives the development and
modification of the teaching/learning strategies.
• Diagnostic Assessment determines student attitudes, prior knowledge and/or skill level prior
to instruction. This will enable the teacher to determine the starting point for the teaching/learn-
ing strategies. This is a form of assessment not evaluation.

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• Formative Assessment supports student improvement by gathering information to provide

feedback and guidance on an ongoing basis. Information gathered is used to plan interventions
to reinforce, consolidate or enrich student learning. Teachers, students and peers can have a role
in formative assessment on an ongoing basis in Health and Physical Education.

• Evaluation involves making a judgement about overall student performance using established
criteria for the purpose of assigning a value (grade/mark) and communicating results.

• Summative Evaluation occurs towards the end of the period of instruction. The purpose is to
measure students in an end performance or knowledge in relation to provincial expectations,
and to provide data for grading. Students should have had ample opportunity to practice before
being evaluated.

Assessment and Evaluation in the OPHEA HPE Curriculum Resources

There is an “Assessment Opportunities” section in each sub-task contained in this resource, with
suggestions for assessing curriculum expectations. These suggestions should help to guide teachers
when they are planning for assessment. Teachers should use their professional judgement regarding
the use of appropriate assessment strategies for their students. For some units, several assessment
strategies have been listed to address the curriculum expectations. Teachers may choose to use the
strategies as suggested or to assess the expectations at another time or in a different way.

Guiding principles were used in developing the units and sub-tasks included in this curriculum
resource document. Teachers will note that:

A) Consistent terminology was used, for example:

• Recording Chart: device with class list to record levels;
• Summary of Evidence chart: device to record final marks throughout term/year;
• Language from achievement chart was used for descriptors on assessment tools.

B) Assessment tools included address only curriculum expectations.

C) Where possible, expectations have been clustered and a summative assessment task has been
included for clusters of expectations.

D) A combination of assessment tools have been provided so teachers may use a task-specific tool,
or may take indicators from sub-tasks and use these with assessment templates provided in the
appendix.

E) Students are given an opportunity to learn and practise before summative evaluation occurs.

Achievement Levels in Health and Physical Education

The Achievement Levels chart in Ontario Curriculum HPE (page 9) identifies four categories of
skills in Health and Physical Education. By examining the verbs used in the curriculum expectations,
teachers can determine which category of the achievement chart should be used to assess the
expectations. Also by analyzing the verbs, it will be evident that the achievement chart categories are
not equal in weighting (unlike other subject areas i.e., Language Arts). Teachers will note that there
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are many more expectations that are assessed through Active Participation and/or Movement Skills
in Health and Physical Education. This should be considered when determining a final grade. The
chart below lists the first word of each expectation (the verb) and indicates which category of the
achievement chart can be used to assess the expectation.

Verbs Denoting Understanding of Concepts:

identify, recognize, label, examine, outline, distinguish, define, analyze, relate, determine.

Verbs Denoting Movement Skills:

dribble, throw, kick, send, pass, balance, perform, dismount, jump, balance, move, travel,
bounce, demonstrate, combine, hit, stop, grip, hang, swing, use, stick-handle, shoot, intercept.

Verbs Denoting Active Participation:

use, employ, apply, display, work, follow, demonstrate, stay, assess, participate, implement,
improve, maintain, adopt, provide, acquire, incorporate, transfer, monitor.

Verbs Denoting Communication of Required Knowledge:

explain, describe, communicate, discuss, present, suggest.

(Getting Assessment Right: Health and Physical Education: Grades 1-8, page 20)

Getting Assessment Right: Health and Physical Education:

Grades 1-8

Getting Assessment Right: Health and Physical Education: Grades 1-8 is an assessment
resource which outlines a five-step process (page 5) in moving from understanding the Ontario
Curriculum to completing the Provincial Report Card. The steps are:

1. Understanding the Ontario Curriculum

2. Collecting the Evidence
3. Recording the Evidence of Student Learning
4. Evaluating… Making a Judgement
5. Completing the Provincial Report Card

This resource will provide further direction for teachers in the area of assessment and evaluation.

Resources

Amos, S. and S. Orchard, Getting Assessment Right: Health and Physical Education:
Grades 1 -8 , Data Based Directions Inc., Barrie, 1999. www.databdirect.com
Wiggins, G., Educative Assessment: Designing Assessments to Inform and Improve
Students’ Performance , Jossey-Bass, San Francisco, 1998.
Curriculum Expectations for York Region Schools – A Curriculum Framework , York
Region District School Board, Aurora, 1999.
Wiggins, G. and J. McTighe, Understanding by Design , ASCD, Virginia, 1998.

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Key Components of a Quality

Health and Physical Education Program

The Ontario Curriculum HPE focuses on healthy active living for all students. In order to
incorporate this philosophy into a quality program, teachers need to address several key elements
when planning learning and assessment opportunities. The following statements summarize the
essence of a quality Health and Physical Education program:

• Skills and activities always relate back to Curriculum Expectations.

• Students have an opportunity for daily vigorous physical activity.
• The program includes a balance of developmentally appropriate opportunities for skill development,
movement education, games/sports and health-related activities. (For example, self-improvement
is a focus.)
• Physical activities are planned and organized: recess or free play is not a substitute.
• Knowledge and skills are presented in a progression that is appropriate for the developmental
level of all students to ensure their safety and promote their success.
• Students have opportunities to improve or maintain their fitness levels on an ongoing basis.
• The program is inclusive and preserves dignity and self-respect for all students.
• Activities are challenging and engage students to build a commitment to leading an active life.
• The program offers maximum participation in all activities and in a variety of contexts by using
all available resources and facilities (e.g., gymnasium, outdoors, classroom, hallways, community
facilities).
• Students are able to articulate why they are doing what they are doing.
• There are a variety of assessment strategies available to provide a rich sampling of evidence
(e.g., formative and summative, self and peer).

(Adapted from Getting Assessment Right: Health and Physical Education: Grades 1-8,
page 8)

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Creating a Positive Learning

Environment

Class management can be defined as the ability of the teacher to organize the elements of the
learning environment and to maintain the appropriate behaviour of pupils. Health and Physical
Education, is taught in a variety of settings (gymnasiums, outdoors, hallways, classrooms, recreation
facilities, etc.) and, as a result, class management can be challenging. Poor class management
results in a decrease in the time students spend engaged in learning activities. The following strate-
gies may be used to help with class management to help maintain a positive learning environment.

Setting the Tone

• Engage in comprehensive teaching of rules and procedures in the first few weeks of your health
and physical education classes (getting to the gymnasium, change room procedures, fair play,
respect for others, use of appropriate terminology, etc.).
• Teach and reinforce routines and rules. Students’ knowledge and respect for rules and proce-
dures in the gymnasium and classroom play a vital role in the long-term success of the program.
• Establish routines to provide a positive and safe environment.
• Post rules and routines in the gymnasium/classroom. (This could include guidelines for ques-
tions in health classes.)
• Use organizational tools such as course outlines, schedules and assignments to support the rou-
tines and expectations of the program.
• Make expectations clear to your students and be consistent.
• Immediately redirect those students who stray off task.
• Avoid using physical exercise for discipline or students may quickly come to believe that physical
exercise is punishment.
• Outline the learning expectations for day and unit to help students share the responsibility of
meeting the learning expectations.

Starting and Stopping

• Use start and stop signals with your students. Whistles can be effective if not overused. Start signals
are just as important as the stop signal. (“When I say go, you can go and get a ball from the bin.”
“GO!”) Remind students that by learning to respect the signals, their activity time will increase.
• Use positive reinforcement when students are learning the starting and stopping routines.
• Use consistent key words or signals such as “begin” or “stop” or the school nickname
“When I say Giants you…”

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• Use an audio and visual signal (music stopping and hand up) where appropriate.
• Use creative signals (e.g., in the primary grades, use a tambourine) to help ensure that these
routines have a lasting effect.

Space Awareness and Safety

• Teach students to understand and respect the concept of personal space.
• Give students, particularly primary children, opportunities to practise moving through larger
spaces without endangering themselves or others. Practise this in a game format to help prevent
collisions in the future.
• Use visual cues, such as lines on the floor, to help identify boundaries during activities.

Outside
• Class management is more challenging in the outdoors. Take your class outside after they have
been taught the rules and procedures for physical education. Remember that your voice does not
carry as well outdoors. Encourage the students to stand in front of you and as close as possible.
Try to direct your voice towards the students at the back of the group.
• Ensure that students stand with their backs turned to the sun, and turned away from any other
distractions that may prevent them from being able to concentrate on the instructions.
• Be aware that it may not be appropriate for students to be seated for instructions (the grass may
be wet). Students could stand or rest on one knee.
• Be prepared to adapt your lesson to conditions on windy, hot, cold or wet days.
• Remind students of the importance of wearing hats and sunscreen.
• Recommend to students that they bring water bottles and drink water when out in the sun.
Provide opportunities to get a drink at a water fountain if students do not have water bottles.

Equipment Room
• Select classroom equipment monitors to help organize and maintain equipment. Distribute this
responsibility equally between girls and boys.
• Enable student monitors to organize the equipment in advance to increase activity time.
• Designate several areas for equipment distribution and collection to avoid line-ups and crowding
for equipment.
• Encourage proper handling of equipment by students. (For example: Put equipment down and
keep it still when asked to stop and listen. Treat equipment with respect and care. Use the equip-
ment for its intended use.)
• Instruct monitors/students to collect/return equipment in an orderly fashion.
• Train senior students or designate staff members who are responsible for overall organization
and inventory in the school equipment room.

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Changing for Physical Education

Students should be required to dress appropriately for physical education. Refer to your school
board’s safety policy for a regional directive. The Physical Education: Ontario Safety
Guidelines Elementary Curricular Guidelines (hereafter referred to as Ontario Safety
Guidelines) states that, “Running shoes are a minimum requirement. Shorts/sweatpants and T-
shirts are examples of appropriate clothing. Some ill-fitting clothing, scarves, jewelry, hard-soled
shoes and socks without shoes can inhibit movement and possibly cause injury during active move-
ment. Where cultural dress presents a safety concern, modifications must be made. Hanging jewelry
must not be worn. Jewelry which cannot be removed and which presents a safety concern, e.g.,
Medic Alert ID, religious/cultural jewelry must be taped. Long hair must be secured so as not to
block vision.” Links can be made to concepts taught in healthy living (e.g., changing for Physical
Education supports good personal hygiene). (Ontario Safety Guidelines, page 6)

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Accommodations

All students deserve a quality Health and Physical Education program that addresses their strengths
and needs. With input from support staff, ensure that program accommodations and modifications
are put in place to support students with special needs, so that they have the opportunity to learn and
perform to their full potential. Be familiar with students’ Individual Education Plans, and establish
good communication with students and their parents to develop a better understanding of how to
meet special needs.

Safety
The safety of all students is paramount in planning the Health and Physical Education program.
Planning accommodations and modifications to address the needs of some students is essential in
order to ensure their safety. Routines that are repeated and reinforced establish predictable expecta-
tions and a clear consistent environment for all students to be safe.

The Learning Environment

Health and Physical Education is an area where all students can shine. It is fundamental to provide a
learning environment where individuals can achieve their full potential. Students need to see them-
selves reflected in the curriculum. An inclusive curriculum provides learning experiences that foster
an understanding of diversities and sensitivity to the interests, values and experiences of every student.

Program delivery influences students’ opportunities. A variety of teaching and learning strategies is
necessary to address different learning styles. Instructions presented in a clear manner, with gradual
steps and logical progressions allow tasks to be easily managed. Distractions must be minimized
during instruction delivery and information presented in steps slowly and clearly. The following are
accommodations or adaptations that may assist students:

• Establish routines of hand signals, flags, colours and hand clapping;

• Provide physical, visual and auditory cues to address a variety of learning styles;
• Decrease the complexity of the task, rules or scoring system (e.g., allow kicking instead of
throwing);
• Adapt or modify equipment (e.g., use smaller, softer or lighter equipment);
• Identify methods of providing assistance (e.g., peers, teacher assistant, classroom volunteers,
senior students, parents);
• Provide opportunities for extension and more practice.

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Adaptations can also be made to equipment to increase the opportunities for success.
See suggestions below:

Equipment Modification Effect for Student

Lighter balls/bats/racquets Reduces fear

Less effort required to attain success
Gives more time for response and to get into position
Easier to control
Requires less strength

Larger Balls Increases success

Easier to manipulate
Can be dribbled along the floor by the front caster
of a wheelchair

Use of Other Objects (e.g., Easier to grasp and catch

beanbags, scarves, towels Will not roll when dropped
instead of balls)
Travel more slowly

Balls with Tails (e.g., ball in a More catching surface – increases success
sock) Slows the ball down

Under-inflate balls Easier to catch

Reduces fear
Rolls more slowly

Shorten handle (e.g., of bat, Simplifies eye-hand coordination

racquet) Increases opportunity for contact

Larger striking surface (e.g., Fewer misses

oversize tennis racquet) More successful contact

Larger target area (e.g., use Increased confidence

whole court or entire wall as More successful contacts with target
target)

Adapted from CAHPERD Journal, Spring 2000, Inclusive Physical Education: Ecological
Instruction Approaches and the Use of Adaptation and Modification by Donna Goodwin,
University of Regina

The Social Environment

The social environment of the Health and Physical Education program is a rich learning environ-
ment for all students. Health and Physical Education promotes interaction between students. Positive
and natural opportunities to interact are essential for the well being and feeling of self worth of stu-
dents. Student grouping can be organized in a variety of ways with an emphasis on safety and fun,
not competition. Peer buddies will also provide opportunities for interaction. A clear focus on par-
ticipation and cooperation as well as self-improvement, rather than competition between classmates
will develop a cooperative and enriching environment.

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Health Education
The health education environment provides excellent opportunities for students to learn about their
own health issues. Addressing the situations that students face themselves and with each other will
also be addressed in the body image and self esteem components of the health curriculum. Effective
sexual health education (growth and development) recognizes and responds to the specific sexual
health needs of all students. It is important to use age and/or developmentally appropriate information
and opportunities to help students develop the skills needed for healthy interpersonal relationships.

Other Resources
The diversity of student needs must be taken into account when planning for Health and Physical
Education. Refer to Moving to Inclusion (available from CAHPERD) and Adapt Program –
Competition for All (Special Olympics Resource) for more detailed information.

Teachers, parents and coaches can also access information on sport specific adaptations for children
with disabilities at www.readysetgo.org .

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Program Planning

A balanced Health and Physical Education program has a broad selection of activities that meet a
diversity of needs in order to ensure that all students are given every opportunity to learn and perform
to their full potential. The Ontario Curriculum HPE has three distinct strands: Healthy Living,
Fundamental Movement Skills and Active Participation. These strands provide an organizational
framework for program planning and provide a balanced instructional program.

• The purpose of the Healthy Living strand is to enable the learner to develop, maintain and
enjoy a healthy lifestyle within a healthy environment. Healthy Living includes healthy eating,
growth and development, personal safety and injury prevention and substance use and abuse.
• The Fundamental Movement Skills strand provide the foundation for building the capacity to
lead a healthy active life through a variety of lifetime physical activities. Physical skills taught in
progression are as fundamental to Physical Education as spelling skills are to language and com-
putation skills are to mathematics. Fundamental movement skills include locomotion/travelling,
manipulation and stability.
• The Active Participation strand emphasizes the importance of physical activity and physical fitness.
“The curriculum requires that students participate in vigorous activity for a sustained period of
time each day.” (Ontario Curriculum: Health and Physical Education, Grades 1-8,
page 5.) Active participation includes physical activity, physical fitness, living skills and safety.
Teachers should aim to integrate the living skills (communication, decision making, problem
solving, goal setting) into all strands of the curriculum.

(Adapted from Getting Assessment Right: Health and Physical Education: Grades 1-8,
pages 6-7)

School-Level Planning
Concepts and skills will be taught through a variety of instructional approaches to ensure that a
balanced program includes students’ prior knowledge, attitudes, learning styles and exceptionalities.
There are a number of variables from school to school that may influence planning. These variables
include staff expertise, school timetabling, class size, school priorities and plans, facilities and equipment,
student background, needs and interests, socioeconomic factors and community needs. These factors
need to be taken into consideration when developing a quality program. Planning as a school team
will help coordinate activities efficiently. Grade by grade year at a glance outlines, detailed long range
plans and additional suggestions for timetabling to ensure maximum participation are provided in
this Health and Physical Education resource document to assist with planning. (See Appendix D)
These outlines will guide the implementation of the Health and Physical Education program.

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Where possible, the Health and Physical Education curriculum will include curricular, intramural and
interschool components. Intramural and interschool programs complement the physical education
program by allowing students to further develop the skills, knowledge and attitudes developed in the
instructional program. Intramural programs allow all students to participate in activities that are
informal and not highly competitive. The Canadian Intramural Recreation Association (CIRA) is an
excellent source of information for developing quality intramural programs. Interschool programs
offer students opportunities to participate in more organized and competitive activities. Careful
consideration of the structure of these activities will ensure maximum participation for as many
students as possible. Other recreational activities and clubs also provide opportunities for students
with common interests and a desire to participate in physical activities in non-competitive settings.
In planning and organizing the health and physical education curriculum, schools should use
available community organizations, facilities and programs as resources to provide students with
additional experiences and opportunities for physical activities.

Unit and Lesson Planning

The warm-up and cool-down are essential components of each lesson. The warm-up ensures that
student can participate safely reducing the risk of injury while the cool-down provides an opportunity
for the heart rate to return to a resting state and prepares the students to return to class. (See
Appendix A) It is important to give the students an opportunity to participate in vigorous activity as
a part of every lesson.

Knowledge and skills are taught in progression in order to ensure that skills are developed to their
full potential. Students require multiple opportunities in order to develop skills, reinforce knowledge
and demonstrate success. Skills must be appropriate to the developmental level of the students.

Learning situations may arise where coeducational or segregated environments are considered due
to the sensitive nature of lesson topics. Teachers will need to be sensitive to the needs of the students
regarding healthy living topics.

To complement this curriculum support document, there are numerous community organizations
and resources available to teachers. The resource lists in unit overviews provide many sources for
additional information. Contact your local health unit and community recreation centres for local
information and additional support. The OPHEA website is the host of the HPE Inventory, a database
of Health and Physical Education resources linked to the HPE curriculum. (www.ophea.net)

The rich content of the Health and Physical Education curriculum provides many opportunities for
integration. Teachers are able to complement other courses of study, such as Science and Technology,
Language Arts, French, Mathematics, The Arts and Social Studies/History/Geography.

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Safety

It must be recognized that all physical activity involves an element of risk and there is an obligation
on the part of all participants to minimize that risk. Concern for safety should be an integral part
of curriculum planning and implementation. The primary responsibility for the care and safety of
students rests with the school districts and its employees. Reasonably foreseeable risks must be
identified and procedures must be developed to help prevent or minimize the risk of accidents or
injuries. Safety awareness by the teacher based on up-to-date information, common sense observation,
action and foresight, is the key to safe programming.

Most school boards in Ontario have adopted the Ontario Safety Guidelines for physical education,
produced in partnership by the Ontario Physical and Health Education Association (OPHEA), The
Ontario Association of Supervisors of Physical and Health Education (OASPHE), Ontario School
Board Insurance Exchange (OSBIE), Canadian Intramural Recreation Association (CIRA) and Ontario
Federation of Secondary Athletic Associations (OFSAA) in 1997. Educators have a responsibility to
be aware of the contents of this document or their school board’s safety policy. By implementing safe
instructional practices (e.g., teaching progressions, age-appropriate activities, safe use of facilities
and equipment) in program planning and daily teaching, educators can reduce risks and guard against
preventable injuries. Health and Physical Education programs should challenge the innate desire of
each child to explore, experiment and be creative. It should provide the child with opportunities that
enhance his or her self-confidence and provide a safe environment in which children are physically
active participants.

Shared Responsibility
Safety is a shared responsibility and students of all ages need to take some responsibility for their
own safety. Being aware of safety risks, using equipment for its intended purpose and wearing
appropriate footwear for active participation are ways in which students can contribute to their safety
in physical activity. Exercising in the outdoors presents safety issues for which students and teachers
need to take responsibility (e.g., wearing hats, sunglasses and sunscreen). Safety is addressed in the
Overall Expectations of the Active Participation Strand in the Ontario HPE curriculum and is implied
in all Specific Expectations. Students need to act in a safe and responsible manner, to ensure the
safety of themselves and others.

A Safety Plan
Procedures need to be developed to ensure the highest possible level of safety, while allowing students
to engage in a broad range of challenging activities. To ensure that clear and consistent messages
are delivered, each school should implement a safety plan outlining the practices to be followed for
each activity. The safety plan should address equipment, clothing, facilities, special rules, instructions
and supervision. (See Ontario Safety Guidelines – Elementary Curricular Guidelines or
school board safety policy.)
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Occasional Teachers
Safety information needs to be made available for occasional teachers. Some physical activities
(e.g. such as track and field events, basketball and badminton) pose a higher risk than other activities
(e.g., soccer and volleyball). Teachers should take this information into consideration and incorporate
lower risk activities into occasional teacher plans. The occasional teacher must have students participate
in activities that are commensurate with his/her experience or qualifications. Teachers should include
safety guidelines or policy information with lesson plans. Teachers should ensure that the occasional
teacher is aware of the location of an administrator or contact teacher in case of an emergency. The
teacher should specify restrictions/modifications for students with health or behavioural problems
(adapted from the Ontario Safety Guidelines – Elementary Curricular Guidelines, page 8).

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Teaching and Learning Strategies

Teaching and Learning Strategies for Health

Designing a program that promotes the development of positive health behaviours begins with relevant
and engaging health education at the elementary level. Through the promotion of life-long learning,
students will develop attitudes that will assist them in making positive life choices. In results-based
teaching, planning begins with the end in mind. The “end” is defined by the learning expectations
outlined in the Ontario Curriculum HPE. The teacher provides the opportunities for the students to
demonstrate their learning. The teacher needs to select a variety of dynamic, authentic and relevant
instructional strategies that will meet the needs of all learners. The use of technology is an important
teaching learning strategy. Schools should provide an opportunity to use current technology to enhance
student learning where possible. The Teaching Learning companion resource from the Ministry
Curriculum Planner outlines numerous strategies which may be used.

Some teaching/learning strategies used in this document include:

• cooperative group work (jigsaw puzzle, student teams, think/pair/share)

• family involvement
• journal writing
• scenarios, role-playing and case studies
• literature links
• whole-class lecture, direct teaching
• modeling
• brainstorming
• performance demonstration
• large & small group discussion
• learning centres
• investigation
• computer-assisted learning
• personal reflection/goal setting
• peer teaching and coaching

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Teaching and Learning Strategies for Physical Activity

Teachers should endeavor to provide students with positive, successful experiences in a wide range
of physical activities. Appropriate competitive experiences should emphasize fun, success, coopera-
tion and self-fulfillment. Activities should meet the needs and interests of all students and should
strive for maximum participation (e.g., minimize waiting for turns, provide sufficient equipment and
choose appropriate activities). Students need opportunities to practise and repeat activities to
improve their skills. Teachers are encouraged to vary teaching styles to assist students in becoming
independent learners.

Some of the common teaching/learning strategies used in this document include:

• Command Style (e.g., “When I say go, you…”)

• Demonstration and Exploration (e.g., “Try this,” “What other ways can you…”)
• Discovery and Exploration (e.g., “How many ways can you…”)
• Guided Discovery (e.g., “Balance with three body parts touching the ground.”)
• Teaching by Task (e.g., “At each station, read the card, look at the picture and do the task.”)
• Problem Solving (e.g., “Move from the red line to the black line while keeping the ball away
from your partner.”)

Forming Groups
There are many ways to divide students into groups or teams. Avoid choosing two captains and
allow them to “pick” the teams. Use different ways used to divide classes into groups to provide
variety and to give students opportunities to work with different people.

Simple games can be used to divide classes into groups, for example:

Whistle Mixer
• Students jog on the spot. When whistle is blown a certain number of times, students form groups
corresponding to the number of whistles. (This can also be done by calling out numbers.)

Partners
• Any method of forming partners will also serve as a method of dividing a class into two teams.
• Select a Partner – If students choose their own partner, two teams can be created by either
choosing several pairs to form one team and other pairs to form the other team, or by splitting
partners so that one partner goes to one team and one partner goes to the other. If students are
choosing their own partner, designate an area to be the “lost and found” where anyone without a
partner can go to find one. Challenge the class to make sure that the same people are not
required to go to the “lost and found” on a regular basis. If this is the case, the teacher should
use other methods for dividing the students into groups.
A B Line A becomes one team, line B the other team
* *
* * Next time, count down the line - the first half of the pairs are one team,
* * the second half of the pairs become the other team.
* *
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• “Back to Back”: Have the students stand back to back (or shoulder to shoulder, elbow to elbow)
with another student as quickly as possible. Change partners and body parts connecting. The goal
is to emphasize rapid selection. To make two teams, at any point, one partner sits, the other
stands. Those standing move to one area, those sitting move to another.
• “Similarities”: Ask students to find a partner with, the same shoes, the same color shirt, the same
colour eyes, color hair, birthday in the same month, etc.
• Have students line up (use a line on the floor, field) and number the students off 1, 2, (or
orange/apple, sky/tree, red/blue, etc.)

Formations
Two important principles apply to the use of formations:

• Students should be aligned in such a way that all participants are able to view the leader (and
therefore the leader can view the participants). If outside, be aware of placement in regard to the
sun. To support better listening, stand so that the sun shines in the eyes of the teacher, not stu-
dents.
• Ensure adequate spacing between groups so that, if working in several groups, one group’s activ-
ity does not interfere with another group’s activity. Use formations that are appropriate to the spe-
cific type of activity.

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Daily Vigorous Physical Activity

As stated in the Ontario Curriculum HPE (page 5): “This curriculum requires that students
participate in vigorous physical activity for a sustained period of time each day.” The degree to which
an activity is vigorous is directly related to its ability to raise the heart rate and maintain this increase
for a sustained period of time. Vigorous physical activities are aerobic in nature, enhancing the
health of the heart and lungs. The amount of time required for vigorous activity depends on the
students’ ages and stage of development. Students need to be active for enough time on a daily basis
to develop a training effect so that they can participate in continuous aerobic activity without undue
fatigue. The times required in the curriculum expectations for sustained aerobic activity are as follows:

Gr. 1 5 to 10 minutes Gr. 5 10 to 15 minutes

Gr. 2 5 to 10 minutes Gr. 6 10 to 15 minutes
Gr. 3 8 to 10 minutes Gr. 7 15 minutes minimum
Gr. 4 10 to 15 minutes Gr. 8 15 minutes minimum

Research
Research has shown that children receiving a quality daily physical education program are not only
healthier, but perform better academically. Studies suggest that students involved in daily vigorous
activity tend to perform as well as or better than their less active counterparts, even though their
academic curricular time is reduced. The Canadian Association for Health, Physical Education,
Recreation and Dance states that, “On average, children watch over 26 hours of television a week,
in addition to sitting in school for 25 to 30 hours per week.” By implementing the Ontario
Curriculum HPE, students will be provided with the skills to be physically active into adulthood.
The curriculum expectations encourage students to develop a personal commitment for healthy
active living throughout their lives.

Vigorous Activity Support

This document provides a variety of daily vigorous activities, grouped by division (see Appendix B).
There are activities that can be done outdoors, in a classroom, hallway or limited space. All activi-
ties can be done with minimal or no equipment. Incorporating these activities into daily classroom
routines is important. There are a variety of strategies to assist in the implementation of daily vigor-
ous activity, such as using peer leaders, doing whole school activities, scheduling a regular activity
time, working with another class to be active, and using task cards or fitness stations for independ-
ent activity.

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Suggestions for planning to maximize time for Health and Physical Education are included in
Appendix D. These suggestions can be used to assist schools in making daily vigorous physical activity
a part of school and class routines. See Appendix D for more information on:

• Creative Timetabling
• Scheduling Outdoor Classes
• Using Alternative Spaces
• School Wide Activity Days
• Using Community Facilities
• Fostering an “I Can” Attitude
• Developing and Expanding Partnerships
• Sample Timetables

More Resources
Refer to OPHEA’s HPE Inventory to find more resources for daily vigorous activity. The inventory is
a database of resources directly linked to the Health and Physical Education Curriculum, found at
www.ophea.net.

Good resources for limited space activities include:

Active Kids: Any Time Any Place , OPHEA, Toronto, 1992. 416-426-7120 or www.ophea.net
Heart Healthy Kids Toolbox , Heart and Stroke Foundation of Ontario, Toronto, 1999.
Apacki, Carol, Energize , Quest International, 1991.
No Room in the Gym , CAHPERD, Gloucester, 1989. 613-748-5622

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Safe Stretching

It is important that students do a warm-up prior to starting the lesson. A warm-up sets the tone for
the class and reduces the risk of injury during activity. To warm up, students should participate in
some low-intensity aerobic activity using large muscles. This type of activity gradually increases the
heart rate and increases blood flow to the muscles, and it can be followed by light stretching of the
muscle groups to be used in the lesson. Keep stretching to a minimum in the warm-up to help keep
the heart rate elevated; deep stretching is most appropriate during the cool-down. During the warm-up,
it is more important to move the joints through their range of motion using exercises such as arm
circles and flexing and extending the arms and legs.

Safe Stretching Appendix A for Kindergarten, Grades 1, 2 and 3 includes age-appropriate warm-up
and cool-down activities, specifically “Warm-Up” activities to get the heart pumping faster, “Full Body
Stretches” for different parts of the body, “Animal Walks” that can be used in numerous activities,
and “Cool-Down” activities designed to bring down the heart rate and improve flexibility. The
Junior/Intermediate Safe Stretching Appendix A includes age-appropriate “Get Your Heart Pumping”
Activities, Full Body Stretches and Cool-Down Activities. A section on strength-building activities is
also included. These appendices can be used to supplement and support specific activities in lessons.

Sample “Get Your Heart Pumping” activities for Grades K – 3:

• Rabbit jump: Students begin by walking, then jump around the gymnasium, once on two legs and
once on all fours.
• Jog and Toss: In pairs, students throw a soft ball back and forth while they jog around a soccer
area or relay route. Students increase speed gradually as they warm up.

Sample “Get Your Heart Pumping” activities for Grades 4 – 8:

• Students complete a series of tasks, gradually increasing speed and intensity as they warm up.
• Walk briskly and touch the line in front of every door in the gymnasium.
• In the centre of the gymnasium, roll shoulders forward five times and backward five times.
• Under the clock, do eight jumping jacks.
• Stand under the basketball net and do eight arm circles for each arm.
• Find a line on the floor and do eight two-foot jumps (skiing motion).

After vigorous physical activity, a cool-down period of more gentle activity helps the body to return
to its normal resting state. Slow-moving activities and stretches will help the heart rate gradually
return to normal, normalize the blood flow to the muscles and improve flexibility. The cool-down
activities concentrate on unhurried, slow stretching. Because the muscles are warm during stretches,
the risk of injury is reduced. Stretches should include all the major muscle groups (starting with the
largest muscles first) and each stretch should be held without bouncing for 15 to 30 seconds. For

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primary grades the stretching should be imaginative and creative. Students can reach for the sky, or
pretend to be a tree that is growing, or stretch their arms out as “wide as a wall.” See the stretching
descriptions and diagrams in the appendix for proper form reference for stretching and additional
warm-up/cool-down ideas. The cool-down also prepares students for the transition back to class.

Sample cool-down activities to bring heart rate down, for K – 3:

• Students become hummingbirds with their arms rotating in both directions.
• Skip and float: Students skip softly around the gymnasium. When teacher gives the signal, they
float to the floor like a leaf.
• Number one moves: Using their favorite step, students move in slow motion toward the gymnasi-
um doors.

Sample cool-down activities to bring heart rate down, for Grade 4 – 8:

• Walk and Count: Students walk with a partner around the gymnasium while counting as high as
they can in as many languages as they can. Students gradually slow down as they cool down.
• Body Part Shake: Students walk in their own space, moving around the gymnasium. Call out
different body parts one at a time, such as arms, legs, fingers, hips, shoulders. Students shake
out that body part and roll their joints through their range of motion as they continue to move,
gradually slowing down.

Music can be an excellent motivator in stretching and warm-up activities. Play upbeat music with a
fast tempo during the warm-up to motivate students to move quickly and with energy. During the
cool-down, play slower and quieter music to help create a calm and relaxed mood. Allowing stu-
dents to select music (within guidelines) can make a significant positive impact on the atmosphere
in the class.

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Recommended Minimum Equipment

When purchasing materials schools must consider the needs of the students, age-appropriate
equipment, safety and long-term budget plans. The list below is comprehensive and schools can
work towards building a quality stock of equipment over time. It is important to provide sufficient
equipment so that all students will be engaged in activities. Care, maintenance, security and regular
inventories are all critical to maintaining a quality supply of equipment. Schools are encouraged to
identify a key staff person to take responsibility for the Physical Education equipment.

A fully-stocked first-aid kit should be readily accessible to the gymnasium. See school board safety
policy or Ontario Safety Guidelines for a comprehensive list of recommended contents.

All Purpose Sports Equipment

bean bags soccer balls (variety of sizes and types)
skipping ropes basketballs (variety of sizes and types)
variety of balls (e.g., gator skin, nerf, volleyballs (variety of sizes and types)
Koosh, rubber, tennis, sponge)
footballs (variety of sizes and types)
hoops
paddles and racquets (variety of sizes
parachute and types)
scooter boards softballs
Frisbees bases (indoor/outdoor)
scoopball bats (assorted)
plastic bowling batting helmets
Velcro catching sets batting tees
flag football belts mushballs
portable scoreboard goalie helmet and mask
pinnies goalie gloves
pylons floor hockey sticks
safety glasses broomball equipment
floor markers weighted high jump rope
relay batons
shot put (indoor/outdoor)
rake
badminton racquets
shuttlecocks
rhythmic gymnastics ribbons

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Large Equipment Miscellaneous

table tennis table basketball nets
tumbling mats tape measures
benches stop watches
mini tramp megaphone
wall climber whistles
trestle set nylon or mesh bags
beat board carts
box horse storage bins
floor mats plastic pails
wall mats floor tape
rims/backboards file boxes
volleyball/badminton nets class set of pencils
volleyball/badminton standards
floor hockey nets
landing mat
high jump crossbar
high jump stands
tape/CD player
ball inflator and needles
timer (desk model)

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Writers, Contributors and Partners

OPHEA gratefully acknowledges the contribution of many individuals, groups and organizations that participated
in the development and refinement of Ontario Health and Physical Education Curriculum Support:
Kindergarten to Grade 10.

Thanks to: Junior: Fundamental Movement Skills / Active

Myra Stephen, OPHEA, Provincial Curriculum Consultant Participation
Jodie Lyn-Harrison, OPHEA, Projects Leader Jan Murphy, Division Manager
Joanne Macrae, Editor Sue Amos
Alison Clandfield
Nancy Crawford
Dave Gillies
CURRICULUM ADVISORY COUNCIL Cathy Hall
Debra Courville Mark Harper
Frank Gurney Mary Pat Hayes
Laura Hodgins Mark Leslie
Dan Koenig Steve Lipskie
Susan Orchard Brenda Ramsay
Cathy Portt Intermediate: Fundamental Movement Skills / Active
Ian Press Participation
Kate Sharpe Debbie Sprentz, Division Manager
Sari Simkins Bev Amaral
Gail Stewart Sue Amos
Richard Ward Darlene Baker
Julie Lobsinger
WRITERS Lara Paterson
Julie Roberts
Kindergarten Lee Anne Underwood
Carol Rocks, Division Manager Elizabeth Watson-Morlog
Fabrian Ius
Linda MacDonald Grades 1-8: Healthy Eating / Substance Use and Abuse
Bev Mummery Gail Stewart, Division Manager
Cheryl Shannon Karin Anderson
Suzanne Sutcliffe Loretta Bernard
Sharon Delurey
Primary: Fundamental Movement Skills / Active Phil Fitchett
Participation Sarah Horner
Marg Thompson, Division Manager Anna Marchetti Landry
Sue Amos Jane Paterson
Marie Armstrong Patricia Scott-Jeoffroy
Rhonda Daigneau Heather Sears-Hochfellner
Peter Finch Denise Vavaroutsos
Mary Kelly
Pam Roycroft

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Grades 1-8: Growth and Development / Personal Safety Dan Koenig

and Injury Prevention Carol Krieger
Jayne McCullough, Division Manager Sharon LaBonte-Jaques
Mark Seaton, Division Manager Belinda Lyn
Lorea Boogerman Mary-Anne McBean
Janet Bracken Josie Paul-Mills
John Clements Carol Robertson
Peter Cocurullo Pat Sanagan
Justine Deluca Cindy Seligman
Helene Diesbourg Helen Tunney
Janice Graham Denise Vavaroutes
Don Hewey Rose Walker
Cathy Hird Terry Wollenzien
Greg Jespersen
Judy Kwasnica
Sue Martin
CONTRIBUTORS AND REVIEWERS
ACT Foundation
Irene Mitchell Association to Reduce Alcohol Promotion in Ontario
Susan Nicoletti Canadian Intramural Recreation Association
Barb Seaton Canadian Intramural Recreation Association of Ontario
Paul Szorenyi Canadian Society for Exercise Physiology
Mike Taylor Centre for Addiction and Mental Health
Lisa Trewin Data Based Directions Inc.
Peter Valiquet Durham Catholic District School Board
Flora Walker Durham Regional Health Department
Halton District School Board
Grades 9/10 Supplement
Hamilton-Wentworth District School Board
Dan Koenig, Division Manager
Hastings and Prince Edward District School Board
Richard Ward, Division Manager
London Catholic District School Board
Herwig Baldauf
Middlesex-London Health Unit
Leslie Boldt
Ontario Fitness Council
Mac Bury
Ontario Principals’ Council
Andy Cecchini
Ontario Public Health Association
Dave Clipper
Ontario Secondary School Teachers’ Federation
Doug Cronkite
PAD Drug Education and Support Services (Parents Against Drugs)
Lauren Crosby
Region of Hamilton-Wentworth Social and Public Health Services
Kris Ewing
Division
Rod Fuentes
Thames Valley District School Board
Georgia Gallagher
Toronto Catholic District School Board
Mary Helen Hartman-Hayes
Toronto District School Board
Brian Hunt
Toronto Public Health
Peter Hurley
University of Western Ontario
Donna Lemon
Waterloo Region District School Board
Belinda Lyn
York Region District School Board
Barbara MacPherson
York Region Health Services Department
Daryl Mahler
Marilyn Booth
Kit Pizzey
Dana Boynton
Brian Quistberg
Margaret Chaput
Dale Roberts
Kathy Clouthier
Peg Sheahan
Christie Corey
Marios Tenentes
Martha Deacon
Josephine Wong
Margaret Good
Liane Woodley
Sue Guaglio
Andrew Yap
Sandy Haliburton
Grade 10 Supplement Cathy Hall
Gail Stewart, Division Manager Claudia Hanson
George Adams Dave Hawkins
Diane Buhler Livio Iannucci
Patricia Coburn Cathy Jaynes
Debra Courville Patricia Keeble
Susan Crabtree Jon Keighan
Jody Hamilton Bill King
Pauline King-Taylor Greg Kostyk

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Lorna Mardlin-Yoon Renfrew County Catholic District School Board

Kathy Masters Simcoe County District School Board
Tim McAlpine Simcoe Muskoka Catholic District School Board
Neil McBeth St. Clair Catholic District School Board
Dean McGregor Superior North Catholic District School Board
Christine Mortimer Superior-Greenstone District School Board
Sharon Mytha Thames Valley District School Board
Lynne Newell Thunder Bay Catholic District School Board
David Newman Toronto Catholic District School Board
Anna-Lee Pitman Toronto District School Board
Selma Savage Trillium Lakelands District School Board
Nancy Schad Upper Canada District School Board
Doug Searle Upper Grand District School Board
Sharon Seslija Waterloo Catholic District School Board
Mike Sheahan Waterloo Region District School Board
Kara Smith Wellington Catholic District School Board
Steve Soroko Windsor-Essex Catholic District School Board
Bob Thomas York Catholic District School Board
Mary Turfryer York Region District School Board
John Van Dommelen
Vicki Walker
Tricia Wilkerson
Anita Wright

PARTNERSHIP BOARDS
Algonquin and Lakeshore Catholic District School Board
Avon Maitland District School Board
Bluewater District School Board
Brant-Haldimand-Norfolk Catholic District School Board
Bruce-Grey Catholic District School Board
Catholic District School Board of Eastern Ontario
District School Board of Niagara
District School Board Ontario North East
Dufferin-Peel Catholic District School Board
Durham Catholic District School Board
Durham District School Board
Grand Erie District School Board
Greater Essex Country District School Board
Halton Catholic District School Board
Halton District School Board
Hamilton-Wentworth Catholic District School Board
Hamilton-Wentworth District School Board
Hastings and Prince Edward District School Board
Huron Perth Catholic District School Board
Kawartha Pine Ridge District School Board
Keewatin-Patricia District School Board
Kenora Catholic District School Board
Lakehead District School Board
Lambton Kent District School Board
Limestone District School Board
London Catholic District School Board
Near North District School Board
Niagara Catholic District School Board
Nipissing – Parry Sound Catholic District School Board
Northeastern Catholic District School Board
Northwest Catholic District School Board
Ottawa-Carleton District School Board
Ottawa-Carleton Catholic District School Board
Peel District School Board
Rainbow District School Board
Rainy River District School Board
Renfrew County District School Board

29
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Grade 4 prelims 1/15/01 11:48 AM Page 31

31
Health and Physical Education – Grade 4 Grade 4 Curriculum Expectations and Codes/Unit Cross Reference
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UNIT 1 Personal Safety and Injury Prevention

Healthy Livingof Concepts Recording Chart

Understanding

Unit Title
1 Personal Safety and Injury Prevention 35
2 Healthy Eating 85
3 Substance Use and Abuse 139
4 Growth and Development 183

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UNIT Personal Safety and Injury Prevention

OVERVIEW
1 Duration 8 Sub-Tasks
Description
Students will identify decision making and problem-solving steps as well as resources and will apply
1
this knowledge in situations which compromise personal and physical safety.

Sub-Task Title Expectation Code

1. Identification and Review of Injury Prevention Guidelines 4p10

2. Presentation of Injury Prevention Guidelines 4p10
3. Identification of and Solution to Threats to Personal Safety 4p10
4. Identification and Application of Decision Making Model 4p10
5. Identification of Support Network 4p11
6. Identification of Support Network 4p10
7. Application of Decision Making Model/Problem Solving Model 4p10
8. Application of Decision Making Model/Problem Solving Model 4p10

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Performance Assessment: Group Checklist - Presentation (see Unit 1 Appendix C)
• Pencil and Paper Task: Threats to Personal Safety Worksheet (see Unit 1 Appendix P)
• Personal Communication/Pencil Paper: Interview - Getting Along (see Unit 1 Appendix F)
• Pencil and Paper Task/Personal Communications: Journal - Decision Making Steps and Personal
Reflections (see Unit 1 Appendix H)
• Pencil and Paper Task: Decision Making Worksheet (see Unit 1 Appendix I)
• Performance Assessment: Group Checklist-Role-Play
• Pencil and Paper Task: Resource Card

Links to Prior Knowledge

The following expectations and content for Personal Safety and Injury Prevention have been intro-
duced in the following grades.

• From the primary program, students will have had opportunities to become familiar with safety
risks and practices at home and at school. Students will have experienced the need for fire, bus,
schoolyard and railway/road crossing rules. Students should have been exposed to some infor-
mal instruction on recognizing threats to personal safety and who to go to if they are in a physi-
cally threatening situation.

Unit 1 – Overview
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Notes to Teacher
Safety messages need to be reinforced and practised at home, therefore it is important that safety
messages be communicated to parents. Involve parents in discussing “what if” situations with their
children, helping them think through their choices, talking about possible solutions, and practicing
their solutions.

Board and school policy provide many guidelines for ensuring the safety of staff and students, (e.g.
Safe Schools, Physical Education: Ontario Safety Guidelines). Staff, students and parents need to
know these guidelines.
• Many national and local events in the community reinforce and enrich the messages the children
receive at school
• March - Poison Prevention Week and Farm Safety Week
• April - Injury Prevention Week and Provincial Seatbelt Campaign
• May - National Road Safety Week and Bike Week
• June - National Water Safety Week
• October - Fire Prevention Week
• November - Drug Awareness Week
• December - National Safe Driving Week
• Many programs and supports are available to the schools to assist in teaching safety messages,
e.g., The Children’s Safety Village, local fire department, Block Parents, Stay Alert/Stay Safe,
Canadian Safety Council, Hydro and The Railway Association of Canada’s Operation Lifesaver.
• Before completing this unit, identify students who may require modifications and accommoda-
tions to the activities outlined. The method of instruction, pace of instruction, quantity of work,
type of work, and type of assessments must be examined in regards to the identified students. For
specific lists of accommodations, please refer to the Ministry of Education’s Curriculum Planner.

Accommodations

Not all students in a Grade 4 classroom will be able to complete independent unit suggestions or
assessments. Adapt the Teaching/Learning Strategies accommodate the needs of exceptional students
consistent with the strategies outlined in their IEP. Students may require scribing, instructions
repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner pro-
vides a complete list of accommodations and suggestions to address the needs of all students. For
example:
• Make use of computer technology where possible
• Include a variety of activities for the student in each lesson
• Make expectations explicit.
• Make use of contracts, as appropriate.
• Pair students to check work.

Unit 1 – Overview
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• Provide checklists, outlines, advance organizers, to assist in assignment completion.

• Provide oral discussion prior to writing.
• Model and display examples for specific purposes in writing (e.g., letters, editorials,
essays). 1
• Relate material to students’ lives and real-life situations.
• Clarify definitions, terms and vocabulary in assignments, and ensure understanding by
asking students to retell or paraphrase instructions.

Background Information

Ontario Catholic School Graduate Expectations

CGE3 The Graduate is expected to be a reflective, creative and holistic thinker who solves prob-
lems and makes responsible decisions with an informed conscience for the common good.

CGE6 The Graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community.

Fully Alive

The expectations in the Ontario Healthy and Physical Education Curriculum Healthy Living Strand
can be effectively integrated with the Fully Alive Family Life Program. Many expectations can be
woven into the themes and topics presented in the Fully Alive Program. The Fully Alive Program pro-
vides the students with a context of values within the Catholic faith tradition to teach the Healthy
Living Strand expectations. Links to this program will be provided in the “Background Information”
section of each lesson in the unit for Catholic educators referencing.

Fully Alive (Grades 1-8) , Ontario Conference of Catholic Bishops, Prentice-Hall Canada.

Ontario Catholic School Graduate Expectations , Institute for Catholic Education, Toronto,
1998.

Appendices
Unit 1 Appendix A: Injury Prevention Guidelines
Unit 1 Appendix B: Guidelines for Presentations / Role-Plays
Unit 1 Appendix C: Group Checklist
Unit 1 Appendix D: Threats to Personal Safety
Unit 1 Appendix E: Responses to Conflict
Unit 1 Appendix F-1:Interview - Getting Along
Unit 1 Appendix F-2:Interview - Getting Along Rubric
Unit 1 Appendix G: Decision-Making Model
Unit 1 Appendix H: Decision-Making Steps
Unit 1 Appendix I: Decision-Making Worksheet

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Unit 1 Appendix J: Foudations of Decision-Making

Unit 1 Appendix K: Solving Problems Song
Unit 1 Appendix L: Kids Help Info
Unit 1 Appendix M: Calling 9-1-1
Unit 1 Appendix N: Scenarios

Sources
Background information, materials and activities used in this unit have been developed in partner-
ship with Violence Prevention Education Curriculum , University of Western Ontario, London,
2000.

Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:

Grade One to Eight Curriculum Support for Healthy Living Strand , Durham Catholic District
School Board and Durham Region Health Department, Oshawa, 1999/2000.

Selected resources from Thames Valley District School Board, Violence Prevention Committee.

Additional Resources

Kits

AMC Media Corporation, A to Z by Bike, AMC Media Corporation, Vancouver, B.C., 1995, (1-800-
667-6119).

Canada Safety Council, Elmer the Safety Elephants Railroad Activities , Ottawa, ON, 1996,
(613-739-1535).

Canadian Institute of Child Health, “Bicycle Helmet Resource Kit,” “Safe and Happy Personal Safety
Kit,” “Max the Cat Kit on Sexual Abuse,” “Healthy Habits for Healthy Happy Kids,” Ottawa, ON, 1990,
(Phone 613-230-8838, Fax 613-230-6654).

C.A.R.E. Productions Association, “The C.A.R.E. Kit - Personal Safety for Grades K-3 Primary
Program,” P.O. Box 183, Surrey, B.C., 1997, (604-581-5116, Fax 604-581-307).

Committee for Children, “Second Step: A Violence Prevention Curriculum - 2nd Edition,” Seattle,
WA, (Phone 206-322-5050, Fax 1-800-634-4449).

National Fire Protection Association, “Risk Watch K-2,” One Battery Mark Park, Quincy, MA, 1994.

Standfield, James, “Ed. E. Be Cool - Coping with Bullying Module 3,” Jones Stanfield Publishing
Company, Inc., Santa Barbara, CA, 1998.

State Farm Insurance, Safety Lessons for Children - “Creative Differences, Inside Out, The Smoke
Detectives, Thought-Word and Deed,” Scarborough, ON, (www.statefarm.com) (416-290-4737)

Unit 1 – Overview
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Stay Alert, Stay Safe Foundation, “Stay Alert, Stay Safe Program,” Toronto, ON, 1990, (Phone 1-800-
301-7277, Fax 416-480-8556).

Sunburst Communications, “All About Anger,” Sunburst Communications, 1991 (Phone 1-800-431-
1934, Fax 519-971-2712). 1
The Community Child Abuse Council of Hamilton-Wentworth, “Sexual Abuse Kit,” Hamilton, ON,
1995, (Phone 1-800-470-2111).

The Metropolitan Toronto Special Committee and Child Abuse, “Touching” Teachers Kit,” Toronto,
ON, 1996.

Think First Foundation of Canada, “Think First For Kids - A Comprehensive Brain and Spinal Cord
Prevention Program,” The Canadian Neurosurgical Society and The Canadian Association of
Neuroscience Nurses, 1996.

Trauma Prevention Council, “Kidestrians: Practicing Traffic Safety With Kids,” Hamilton ON, 1995.
(Phone 905-528-8300, Fax 905-577-9966)

Safety Video Resources

Accident Prevention

War Amps of Canada, “Play Safe and Play Safe 2,” 1984, 1988.

Bicycle Safety

Magic Lantern, “Zone of Danger,” 1994.

Magic Lantern, “I’m No Fool on a Bicycle,” 1992.

Magic Lantern, “Bike Safety With Bill Nye,” 1996.

International Telefilm, “Calling All Safety Scouts - Wheels,” (www.itf.ca).

Petro Canada, “Right Riders,” 1992.

Construction Site Safety

Construction Safety Association, “Danger Keep Out,” 1987.

Dog Safety

Magic Lantern, “Bite Free - Playing It Safe With Dogs,” 1996.

Exploitive Behaviours

Sunburst Communications, “My Body Belongs to Me,” 1993.

Sunburst Communications, “When Should You Tell? - Dealing with Abuse,” 1995 (Phone 1-800-431-
1934, Fax 519-971-2712).

Unit 1 – Overview
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Farm Safety

International Telefilm, “Calling All Safety Scouts - Country,” (www.itf.ca).

Fire Safety

Magic Lantern, “Donald’s Fire Drill,” 1991.

Magic Lantern, “Rescue Ranger’s Fire Safety Adventure,” 1991.

State Farm Insurance, “Smoke Detectives,” 1990, (www.statefarm.com) (416-290-4737).

School Services Canada, “Dudley Meets Flammo,” 1994.

Hallowe’en Safety

A-V Discovery Ltd., “Having a Safe Hallowe’en,” 1996.

Magic Lantern, “Hallowe’en Safety - 2nd Edition,” 1995.

Home Safety

Health Canada, “Home Safety With Radar,” (Phone 613-952-1014, Fax 613-941-4376).

National Film Board, “Eugene Levy Discovers Home Safety,” 1987.

Poison Safety

Ontario Regional Poison Information Centre and Hospital for Sick Children, “You Be Safe,” 1991.

Problem Solving for Personal Safety

Magic Lantern, “That’s Trouble,” 1991.

“Be Cool, Be Safe” (Gr. 1-3), 1996.

Railway Safety

CP Rail, “Consequences,” 1993.

School Safety

Magic Lantern, “I’m No Fool with Safety at School,” 1992.

National Film Board, “Every Dog’s Guide to the Playground,” 1992.

International Telefilm, “Calling All Safety Scouts - School Safety,” (www.itf.ca).

International Telefilm, “Calling All Safety Scouts - Play,” (www.itf.ca).

School Bus Safety

Kinetic, “Rain or Shine: School Bus Safety and You,” 1996.

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Stranger Safety

The Bennie Foundation, Inc., “Say No to Strangers,” 1990.

Block Parent Association, “The Secret Code,” 1994. 1

Street Safety

Canadian Tire Child Protection Foundation, “Stay Alert, Stay Safe,” 1992, (1-800-301-7277 or web-
site - www.sass.ca).

Block Parent Association, “What’s A Block parent?,” 1995, (1-800-663-1134).

Magic Lantern, “I’m No Fool in a Car,” 1992.

Sun Safety

Magic Lantern Communications, “Cover UP: A Music Video on Sun Safety,” 1995. ($20.00)

Violence Prevention

Kinetic, “Tulip Doesn’t Feel Safe,” 1993.

Keyeye Productions Inc., “Keyeye,” 1996.

Sunburst Publications, “How I Learned Not to be Bullied,” Video, Guide and Activity Sheets and
“What is Teasing; What is Respect,” 1996.

Water Safety

CPASS, “Boatwise: Safe Boating Guide,” 1994.

Metropolitan Toronto Police, “Child in the Water,” 1990.

International Telefilm, “Calling all Safety Scouts - Water Safety,” (www.itf.ca).

Books

Atkinson, Lynne, I Belong to Me , Whortleberry Books, Kelowna, B.C., 1984.

Bannatyne-Dugnet, J.O., Estelle and the Self Esteem Machine , Red Deer College Press, Red
Deer, AB, 1993.

Berenstain, S. & Berenstain, J., The Berenstain Bears and the Bully , Random House of Canada
Limited, Toronto, ON, 1993.

Berenstain, S. & Berenstain J., The Berenstain Bears and the Love Match , Random House of
Canada Limited, Toronto, ON, 1998.

Berenstain, S. & Berenstain J., The Berenstain Bears and Too Much Teasing, Random House
of Canada Limited , Toronto, ON, 1995.

Unit 1 – Overview
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Berry, Joe, Living Skills - Every Kid’s Guide to Handling Family Arguments , 1988.

Bottner, B., Bootsie Barker Bites , Putnam Publishing Group, New York, NY, 1997.

Bourgois, Paulette, Franklin is Bossy , Kids Can Press, Toronto, ON, 1993.

Canada Safety Council, Elmer ’s Safety Book , (Phone 613-739-1535, Fax 613-739-1566, website
www.elmer.ca)

Cole, J., Bully T rouble , Random House of Canada Limited, Toronto, ON, 1989.

Communications and Public Affairs, Department of Justice Canada, The Secret of the Silver
Horse , Ottawa, ON, 1989.

Davis, Diane, Something is W rong at my House , Parenting Press Inc., Seattle, WA, 1992.

Dube, Pierette, Sticks and Stones , Scholastic, Richmond Hill, ON, 1993.

Garay, Luis, The Long Road , Tundra Books, Plattsburgh, NY, 1997.

Hofmann, G., The big bad bully bear , Random House of Canada Limited, Toronto, ON, 1996.

Howe, J., Pinky and Rex and the Bully , Aladdin, New York, NY, 1996.

Lionni, Leo, Six Crows: A Fable, Knopf , New York, NY, 1988.

Little, Jean, Jess Was the Brave One , Viking, Toronto, ON, 1991.

Mayer, G. and Mayer, M., Just a Bully , Golden Books, New York, NY, 1999.

Moss, M., Amelia Take Command , Pleasant Company Publications, Middleton, WI, 1999.

Murphy, Joanne Brisson, Feelings , Black Moss Press, Windsor, ON, 1985.

Otto, Maryleah, Tom Doesn’t Visit Us Anymor e, The Women’s Press, 1987.

Peet, B. , Big Bad Bruce , Houghton Mifflin Company, Boston, MA, 1982.

Petty, Kate and Charlotte Firmin, Being Bullied , Baron’s Educational Series, 1991.

Pinsonneault, Chrystele, The Safety Bear Activity Book , RCMP, Ottawa, ON.

Quinlan, Patricia, Planting Seeds , Annick Press, Toronto, ON, 1988.

School Bus Safety , available from Charterways Buses.

Slater, T.L., Who’s Afraid of the Big Bad Bully? , Scholastic Canada Ltd, Toronto, ON, 1995.

Stinson, Kathy, The Bare Naked Book , Annick Press, Toronto, ON, 1989.

Unit 1 – Overview
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Websites
Child Sexual Abuse
http://www.cs.utk.edu/~bartley/index/chidSexualAbuse/

Canada Safety Council

1
http://www.safety-council.org/
information on playground, rail, bicycle safety, etc.

Canadian Red Cross Aqua Tots and Aqua Quest Water Safety
www.redcross.ca then click “Water Safety Services”

Discovery Channel
www.discoveryschool.com/schoolhome.html
a variety of related resources and activities

Elmer the Safety Elephant

http://www.elmer.ca
information on bus, rail, playground, bike and pedestrian safety. Activity sheets can be downloaded
in bus safety and a story on rail safety

First Aid Services

www.redcross.ca then click “First Aid Services”

Fire Safety
www.sparky/org/

Kids Help Phone

http://www.kidshelp.sympatico.ca
information about the Kids Help Phone

Ontario Physical and Health Education Association (OPHEA)

www.ophea.net
resources and information on physical and health education throughout the province

Ontario Safety League

www.osl.org

Road Safety (Car Safety)

www.tc.gc.ca/roadsafety

Safe Communities
www.safecommunities.com

Safe Kids Canada Website (Safe Kids Week)

www.safekidscanada.com

Safe Seasons Calendar Publications, Health Canada

www.safeseaons.com

Unit 1 – Overview
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Brochures
Health and Welfare Canada, Family Violence Prevention Division, Sexual Abuse, “Counselling - A
Guide for Children and Parents,” Ottawa, 1993.

Health and Welfare Canada, “Sexual Abuse: What Happens When You Tell - A Guide for Children,”
Ottawa, 1993.

Health and Welfare Canada, “When Boys Have Been Sexually Abused - A Guide for Young Boys,”
Ottawa, 1993.

Ontario Ministry of Community and Social Services, “Reporting Child Abuse - Your Responsibility
Under the Child and Family Services Act,” Toronto, Queen’s Printer, 1995.

Teacher Resources
Canadian Association for Health, Physical Education, Recreation and Dance (CAHPERD), “The
Clipboard,” Preventing School Violence, Health Education, Toronto, February 2000.

Craig, W.M. & Peplar, D.J. “Naturalistic Observations of Bullying and Victimization in the
Schoolyard”. Manuscript submitted for publication, 1995.

Craig, W.M. & Peplar, D.J. “Children Who Bully - Will They Just Grow Out of It?” Orbit, 29(4), 16-
19, 1999.

Floyd, N.M. “Pick on Somebody Your Own Size!: Controlling Victimization,” Pointer, 29(2), 9-17,
1985.

Olweus, D. “Bullying at School: What We Know and What We Can Do.” Blackwell Publishers, Oxford,
1993.

Ross, P.N. “Arresting Violence: A Resource Guide for Schools and Their Communities.” Ontario
Public School Teacher’s Federation, Toronto, 1998.

Stones, R. “Don’t Pick on Me: How to Handle Bullying.” Pembroke Publishers, Markham, 1993.

Suderman, M. Teacher resource section on bullying. In Sudermann, M., Jaffe, P & Schieck, E.,
A.S.A.P.: “A School-Based Anti-Violence Program,” London Family Court Clinic, London, ON, 1996.

University of Western Ontario, Violence Prevention Education Curriculum , London, 2000.

Ziegler, S. & Rosenstein-Manner, M. “Bullying at School: Toronto in an International Context.”

Toronto Board of Education: Research Services, August 1991.

Unit 1 – Overview
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #1 Identification and Review of Injury

Prevention Guidelines 1
Materials
Bristol board
Markers

Description
Students identify and review safety rules and safe practices to prevent injury.how to deal with it.

Expectation Code Learning Expectation

4p10 Apply decision making and problem solving skills in addressing

threats to personal safety (e.g., from abuse or physical fight-
ing) and injury prevention (e.g., bicycle safety, road safety).

Assessment Opportunities: Suggestions for Assessing Expectations

• This expectation is a focus of this Sub-Task, but will be assessed later in the Personal Safety and
Injury Prevention Unit.

Teaching/Learning Strategies

Injury Prevention Guidelines

1. The teacher will divide the class into groups of three or four students; each group picks, or is
assigned, an area of safety (water, fire, sun, electrical, choking, strangulation, bus, bike, play-
ground, etc.).
2. The groups develops and writes down rules or guidelines for their area (see Unit 1 Appendix A
for sample listing of “Injury Prevention Guidelines”).
3. Discuss “Guidelines for Presentations/Role-Plays (see Unit 1 Appendix B).
4. Provide each group with a bristol board.
5. Each group decides how to present their information - written, illustrations, and/or a combina-
tion of written and illustrations.
6. The teacher will observe each group as they work (see Unit 1 Appendix C).

Unit 1 – Sub-Task #1
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Notes to Teacher
Check the safety rules that the groups develop to see that the rules adhere to the safety practices
outlined in Appendix A so that students are not presenting unsafe guidelines to the rest of the class.

Group presentations should be limited to about two minutes.

Background Information

Ontario Catholic Graduate Expectations

CGE6 The graduate is expected to be a caring family member who attends to family, school,
parish and the wider community.

Fully Alive

One of the topics in Theme 4, Growing in Commitment, topic 1 focuses on the meaning of commit-
ment. This could be a good introduction to reviewing the need for rules.

Appendices
Unit 1 Appendix A: Injury Prevention Guidelines
Unit 1 Appendix B: Guidelines for Presentations / Role-Plays
Unit 1 Appendix C: Group Checklist

Unit 1 – Sub-Task #1
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #2 Presentation of Injury Prevention

Guidelines 1
Materials
Overhead projector

Description
Students make a presentation on class safety rules and safe practices to prevent injury.

Expectation Code Learning Expectation

4p10 Apply decision making and problem solving skills in addressing

threats to personal safety (e.g., from abuse or physical fight-
ing) and injury prevention (e.g., bicycle safety, road safety).

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Performance Task - Assess the students’ ability to apply decision making
and problem solving skills in addressing threats to personal safety and injury prevention through
role-play using the “Group Checklist - Presentation/Role-Play” (see Unit 1 Appendix C).

Teaching/Learning Strategies

Injury Prevention Guidelines

1. Provide groups with ten to fifteen minutes to find information and prepare for presentation.

Injury Prevention Presentations

2. Each group presents their information to the class using approximately two minutes. Allow time
for questions and comments after each group’s presentation.

Notes to Teacher
Not all groups need to assess each presentation

Unit 1 – Sub-Task #2
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Background Information

Ontario Catholic Graduate Expectations

CGE6 The graduate is expected to be a caring family member who attends to family, school,
parish and the wider community.

Fully Alive

One of the topics in Theme 4, Growing in Commitment , topic 1 focuses on the meaning of

commitment. This could be a good introduction to reviewing the need for rules.

Appendix
Unit 1 Appendix C: Group Checklist

Unit 1 – Sub-Task #2
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #3 Identification of and Solutions to

Threats to Personal Safety 1
Materials
Scissors
Glue
Cut activity strip

Description
Students will identify physical and emotional threats to personal safety as well as possible ways to
handle these threats.

Expectation Code Learning Expectation

4p10 Apply decision making and problem solving skills in addressing

threats to personal safety (e.g., from abuse or physical fight-
ing) and injury prevention (e.g., bicycle safety, road safety).

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Pencil and Paper Task: Collect and assess for completion and accuracy
the worksheet, “Threats to Personal Safety” (see Unit 1 Appendix D).

• Summative Assessment: Personal Communication / Pencil and Paper Task - Collect and assess
“Interview - Getting Along” using the rubric provided (see Unit 1 Appendix F).

Teaching/Learning Strategies

Threats to Personal Safety

1. Ask the students how they could be threatened physically and emotionally. Distinguish between
the two types of threats as the students offer examples. The students will cut out words and
phrases (see Appendix D) and paste in the correct column on the worksheet, “Threats to
Personal Safety” (see Appendix D). The students have the opportunity to add words and/or
phrases to the blank boxes. Discuss where the students placed the words and phrases and for
what reasons. Collect the sheets to assess whether students can distinguish between the two cate-
gories of abuse/violence. Ask how students feel in the situations provided on the worksheet,
“Threats to Personal Safety”. Ask students what they can do when they feel this way, e.g., What
can a person do when they feel angry? Brainstorm anger management techniques.

Unit 1 – Sub-Task #3
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- Learn how to calm your anger ahead of time, e.g., self talk, deep breathing,
counting, thinking nice thoughts.
- Recognize what your anger signs are.
- Recognize your inside/outside triggers so you can think ahead to prevent outbursts.
Ask students what they can do about these situations. List the responses on chart paper or chalk-
board.

Responses to Conflict
2. Post and discuss Responses to Conflict (see Unit 1 Appendix E). Have the students, as a class, put
their responses from above into one of the three groupings. Define what a passive, aggressive and
assertive response is (see Notes to Teacher).

Getting Along Principles

3. Elicit responses from students as to what is needed in order to get along with others. List
responses on chart paper.

Interview - Getting Along (Assignment)

4. Hand out and discuss the assignment - the requirements and rubric (see Unit 1 Appendix F).
Have students provide possible questions they may ask in the interview.

Notes to Teacher

Teaching/Learning Strategy #2
• Assertive response means you are able to express yourself - your feelings, wants, needs - in a way
that protects your own rights while also respecting the rights of others.
• Passive response means you act directly opposite to that of an assertive response, sometimes giv-
ing up your own needs for that of someone else.
• Aggressive response means you act in a hostile fashion.
• Anger and bullying are two negative behaviours often seen at school that lead to threats to per-
sonal safety.
• These discussions may be a source of anxiety and stress for some children. Information needs to
be presented in a way to make the children feel empowered, not fearful. Stress to children that
they will not get in trouble if they ask for help. They need to know there are people available to
help them should they feel comfortable in asking. Discussions related to personal safety can
result in a student disclosing physical or sexual abuse. Please follow the protocol for disclosure.
• Display Conflict Management Techniques and Getting Along Principles.

Unit 1 – Sub-Task #3
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Background Information

Ontario Catholic Graduate Expectations

CGE6 The graduate is expected to be a caring family member who attends to family, school,
1
parish and the wider community.

Fully Alive

One of the topics in Theme 1, Created and Loved by God , topic 5 focuses on having students rec-
ognize that what they say and do affects other people positively or negatively. Students are encour-
aged to be more sensitive of other people’s feelings.

Appendices
Unit 1 Appendix D: Threats to Personal Safety
Unit 1 Appendix E: Responses to Conflict
Unit 1 Appendix F: Interview

Unit 1 – Sub-Task #3
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #4 Identification and Application of

Decision Making Model
Materials
Chart paper
Markers
Overhead

Description
Students will learn and apply a Decision Making Model through discussion and worksheet.

Expectation Code Learning Expectation

4p10 Apply decision making and problem solving skills in addressing

threats to personal safety (e.g., from abuse or physical fight-
ing) and injury prevention (e.g., bicycle safety, road safety).

Assessment Opportunities: Suggestions for Assessing Expectations

• This expectation is a focus of this Sub-Task, but will be assessed later in the Grade 4 Personal
Safety and Injury Prevention unit.

Teaching/Learning Strategies

Teacher Led Discussion

1. Define the term “decision” by class discussion and using the dictionary.
2. List decisions made by students during the course of the day on chalkboard/chart paper.
3. Students list steps in “Decision Making Model” (see Unit 1 Appendix G). List them on chart
paper through guided discussion Make sure students understand the progression of steps in the
model.
4. Students copy steps onto handout, “Decision-Making Steps and Personal Reflections” (see Unit 1
Appendix H).

Role-Play Simulation
5. With the whole class, guide the students through the Decision Making Model with an overhead of
the “Decision-Making Worksheet” (see Unit 1 Appendix I) using the following scenario:
You have finished basketball practice at school at 5:00 p.m. You are waiting outside of the
school. It is now 5:15 p.m. It’s getting dark. Your mother said she would pick you up at 5:00
p.m. Your mom is never late picking you up. What should you do?

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6. Teacher Lecture: Display on chart paper some of the principles of decision making (see Unit 1
Appendix J). Post chart paper on chalkboard, bulletin board or easel.
7. Personal Communication (Homework): Students examine their opinions about problem- solving
and the ways in which they address problems on the handout “Decision Making Steps and
Personal Reflections” (see Unit 1 Appendix H).
1
Optional Activities
8. Teach the “Solving Problems Song” (see Unit 1 Appendix K) as a way of reinforcing the concepts
in the lesson outline.

Notes to Teacher
The role play scenario may be used as an introduction and the steps of the decision making model
may be formally taught to save time.

The model can be laminated and left displayed in the room for periodic review.

Background Information

Ontario Catholic Graduate Expectations

CGE3 The Graduate is expected to be a reflective, creative and holistic thinker who solves prob-
lems and makes responsible decisions with an informed conscience for the common good.

Fully Alive

One of the topics in Theme 2: Living in Relationship , topic 5 presents a variety of typical Grade 4
friendship interactions. The students explore some effective strategies for making friends.

Appendices
Unit 1 Appendix G: Decision-Making Model
Unit 1 Appendix H: Decision-Making Steps
Unit 1 Appendix I: Decision-Making Worksheet
Unit 1 Appendix J: Foudations of Decision-Making
Unit 1 Appendix K: Solving Problems Song

Unit 1 – Sub-Task #4
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #5 Identification of Support Network

Materials
Chart Paper

Description
Students will identify and know how to contact people and community agencies that can assist with
injury prevention, emergency prevention and violence prevention.

Expectation Code Learning Expectation

4p11 Identify people and community agencies that can assist with
injury prevention, emergency situations, and violence preven-
tion

Assessment Opportunities: Suggestions for Assessing Expectations

• This expectation is the focus of this Sub-Task, but will be assessed later in the Grade 4 Personal
Safety and Injury Prevention unit.

Teaching Learning Strategies

Teacher Directed Activity

1. Draw a large target (four circles) on the chalkboard. Write “students” in the centre of the target.
The students identify people who are closest to them (mom, dad, brother, sister, aunt, grandpar-
ent, best friend) that they could go to if they need help. Write the responses on the target circle
closest to the centre. The students identify all of the people (teacher, coach, friend, neighbour,
principal, minister) they know that could help them and write these in the next circle. The stu-
dents identify agencies (police, fire, block parents, Kids’ Help Phone, 9-1-1) in the community
that could help them and write them in the outer circle. This reinforces the concept that each
person is surrounded by people who can help them when they are experiencing problems or are
in distress.

Sources of Support
2. Inform students about resources and how they can help (see Unit 1 Appendix L).

Unit 1 – Sub-Task #5
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Simulation - Matching Situations With Helpers

3. Present the situations listed below and ask the students to identify who they would ask for help if
they found themselves in these predicaments:
- You see a fire. 1
- You are lost.
- You see a boat turned over in the lake.
- A stranger asks you to get in the car to show him where a street is.
- You are locked out of your house.
- You miss your school bus.
- You cut your finger.

Notes to Teacher
Tell children when they see an emergency, or someone who needs help, their own safety is most
important. They should not try to help someone if it means putting themselves at risk (e.g.) going
into traffic, on train tracks, electrical wires). The safest thing to do is call for help, 9-1-1.

Background Information

Ontario Catholic School Graduate Expectations

CGE6 The graduate is expected to be a caring family member who attends to family, school,
parish and the wider community.

Fully Alive

One of the topics in Theme 5 Living in the World topic # 3 involves students exploring the ways
people contribute towards looking after one another.

Appendix
Unit 1 Appendix L: Kids Help Info

Unit 1 – Sub-Task #5
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #6 Identification of Support Network

Materials
Card stock paper

Description
Students will learn how to contact people and community agencies that can assist with injury pre-
vention, emergency prevention and violence prevention.

Expectation Code Learning Expectation

4p10 Apply decision making and problem solving skills in addressing

threats to personal safety (e.g., from abuse or physical fight-
ing) and injury prevention (e.g., bicycle safety, road safety).

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Pencil and Paper Task - Assess the students’ ability to identify people and
community agencies that can assist with injury prevention, emergency prevention and violence
prevention by creating a marking scheme to assess the resource card.

Teaching/Learning Strategies

Drill and Practice

1. Write 9-1-1 steps on chart paper; post and discuss (see Unit 1 Appendix M). The students will
practise calling 9-1-1 or a local emergency number in a role-play situation.

Resource Card
2. The students decide on a few pertinent phone numbers of people and/or community resources
(four phone numbers). They design a wallet sized card on card stock paper with this information
to carry on their person for emergency purposes. Discuss with students the options of where they
could carry the card (backpack, lunchbox, book, etc.).

Notes to Teacher
Tell the children when they see an emergency, or someone who needs help, their own safety is most
important. They should not try to help someone if it means putting themselves at risk (e.g., going
into traffic, on train tracks, electrical wires). The safest thing to do is call for help, 9-1-1.

Unit 1 – Sub-Task #6
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Background Information

Ontario Catholic School Graduate Expectations

CGE6 The graduate is expected to be a caring family member who attends to family, school,
1
parish and the wider community.

Fully Alive

One of the topics in Theme 5 Living in the World topic # 3 involves students exploring the ways
people contribute towards looking after one another.

Appendix
Unit 1 Appendix M Calling 9-1-1

Unit 1 – Sub-Task #6
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #7 Application of Decision Making

Model/Problem Solving Model
Materials
See Appendix

Description
Students will apply a Decision Making Model through discussion and worksheet, and role-playing.

Expectation Code Learning Expectation

4p10 Apply decision making and problem solving skills in addressing

threats to personal safety (e.g., from abuse or physical fight-
ing) and injury prevention (e.g., bicycle safety, road safety).

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Pencil Paper - Assess for completion and understanding of Decision
Making steps using the handout, “Decision Making Worksheet” (see Unit 1 Appendix I).

• Summative Assessment: Performance Assessment: Using the checklist, “Group Checklist -

Presentation / Role-Play” (see Unit 1 Appendix C), assess each group for group work and knowl-
edge. The groups also assess themselves for group work and knowledge.

Teaching/Learning Strategies

Review Decision-Making Model

1. Students outline steps of Decision-Making Model covered previously in Sub-Task #4 (see Unit 1
Appendix G).
2. Make groups of nine and request that each person in the group assume the roles outlined here:
- Person 1 makes up a problem
- Person 2 describes how the person would feel
- Person 3 provides one option to the problem
- Person 4 comments on the previous option - pros and cons
- Person 5 offers another option
- Person 6 comments on the previous option - pros and cons
- Person 7 offers another option
- Person 8 comments on the previous option - pros and cons
- Person 9 chooses the best option
Repeat so students have turns with different roles.

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Scenarios/Role-Playing/Skit
3. Divide the class into groups of three or four. Each group receives a scenario (see Unit 1
Appendix N) and uses the “Decision-Making Model” (see Unit 1 Appendix G) to work through
the problem. A group member records their thoughts on the worksheet, “Decision-Making
Worksheet” (see Unit 1 Appendix I).
1
4. Students write a script portraying their scenario and the solution they chose.
5. Students practise their skits.
6. Discuss Guidelines for Presentations/Role-Plays (see Unit 1 Appendix B).

Notes to Teacher
The students may not write a script if there is not enough time. Audio tapes of the scenarios may be
an alternative.

Background Information

Ontario Catholic School Graduate Expectations

CGE3 The Graduate is expected to be a reflective, creative and holistic thinker who solves prob-
lems and makes responsible decisions with an informed conscience for the common good.

Fully Alive

One of the topics in Theme 2 Living in Relationship topic 2 involves family relationships. Many of
the scenarios presented for students to role play take place in the context or setting of the home.
Topic 2 is a natural follow up to this activity as it involves how family members can express accept-
ance and appreciation for family members.

Appendices
Unit 1 Appendix C: Group Checklist
Unit 1 Appendix G: Decision-Making Model
Unit 1 Appendix I: Decision-Making Worksheet
Unit 1 Appendix N: Scenarios

Unit 1 – Sub-Task #7
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #8 Application of Decision Making

Model/Problem Solving Model
Materials
See Appendix

Description
Students apply a Decision Making Model through role-playing and discussion.

Expectation Code Learning Expectation

4p10 Apply decision making and problem solving skills in addressing

threats to personal safety (e.g., from abuse or physical fight-
ing) and injury prevention (e.g., bicycle safety, road safety).

Assessment Opportunities: Suggestions for Assessing Expectations

• Summative Assessment: Performance Task - “Group Checklist - Presentation/Role-Play (see Unit1
Appendix C). Using the checklist, the teacher, group and all/some peer groups assess the role-
plays (skits) for content and oral communication skills.

Teaching/Learning Strategies

Role-Playing Skits
1. The students will have a few minutes to review their skit within their groups.
2. The groups will perform the skits in front of the class.
3. After each role-play/skit engage the students in a discussion. Examine the decision of the group
and identify other options, and consequences if necessary.

Notes to Teacher
Role-plays/skits should be limited to two to three minutes.

Background Information

Ontario Catholic School Graduate Expectations

CGE3 The Graduate is expected to be a reflective, creative and holistic thinker who solves prob-
lems and makes responsible decisions with an informed conscience for the common good.

Appendix
Unit 1 Appendix C Group Checklist

Unit 1 – Sub-Task #8
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Injury Prevention Guidelines

This list will provide you with basic content that can be built on with your class and
with safety experts in your community. 1

Safety Rules to Prevent Falls

- Stay away from open windows.

- Do not play on stairs or escalators.

- Follow safe play rules, i.e., wait for your turn, do not push, etc.

Safety Rules to Prevent Fire and Burns

- Do not play with matches, lighters, or play near stove, barbeque, or fireplace.

- Plan a fire escape route in your home.

- Get out quickly and call 9-1-1 when the smoke detector/alarm sounds

- Stop, drop and roll if your clothes catch fire.

- Run cool water over affected area to avoid burns from hot water.

Safety Rules for Water Safety

- Swim always with a grown up.

- Wear a personal floatation device (PFD) when in and around water. Water wings are
not a PFD.

- Stop, look, and have an adult test the water before entering lakes and pools.

- Go in feet first.

- Play safely, i.e., no pushing, dunking, etc.

- Stay off of ice-covered pools, lakes, rivers, ponds, etc. Ice must be carefully tested
frequently by an adult for safety.

Unit 1 – Appendix A
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Sun Safety
- Limit sun exposure between 11 a.m. and 4 p.m.

- Seek shade.

- Cover up. Wear clothing to cover arms and legs. Wear a wide-brimmed hat and sun-
glasses that offer UVA and UVB protection.

- Use sunscreen with SPF 15 or higher that offers UVS and UVB protection. Apply
according to the product’s instructions, e.g., apply 15-30 minutes before going out-
doors. Reapply every two or three hours or after swimming.

- Use a SPF lip balm.

Safety Rules to Prevent Poisoning

- Take medicine only from an adult you trust.

- Check with a grown-up before eating or drinking anything you do not know or rec-
ognize.

- Tell a grown-up if someone finds something you think is poison.

- Do not touch anything that has on it the symbols for poison, corrosive, explosive or
flammable.

Safety Rules to Prevent Choking, Suffocation, and Strangulation

- Put only small amounts of food in your mouth and chew slowly and well.

- Do not run or play with food in your mouth.

- Do not carry objects in your mouth or put objects in your mouth, i.e. toys, pencils.

- Do not tie or put things around your neck.

- Zip up your jacket, remove strings on your hood, hat and jacket, tuck in your scarf.

- Do not wear a bicycle helmet or hat with straps tied around your neck when on
playground equipment.

- Do not tie ropes and skipping ropes to slides, swings, etc.

- Do not play with plastic bags.

- Do not go inside anything that can trap you, i.e., fridge, freezer, car trunk, washers,
toy boxes.
Unit 1 – Appendix A
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Safety Rules of Electrical Safety

- Do not use an electrical appliance (hair dryer, curling iron, etc.) in or near water.

- Do not handle an electrical appliance with wet hands. 1

- Do not stick anything into an electrical outlet.

- If flying a kite, choose a safe site, away from telephone and electrical wires.

- Do not decorate a kite string with anything metal, tinsel, or wires that could con-
duct electricity.

- Do not touch anything that is tangled in an electrical wire. Do not touch a downed
wire. Report the problem.

Safety Rules to Prevent Motor Vehicle Injuries

- Ride buckled up in the back seat

- Learn and practise school bus safety rules.

Waiting for the Bus

- Do not arrive too early at your bus stop.
- Make sure a driver can always see you and you can see the driver.
- Stand off and back from the road.
- Wait quietly in line.

Getting on the Bus

- Stay back until the bus stops, its lights start flashing and the door opens.
- Enter the bus in single file.
- Do not push or shove.

On the Bus
- Sit properly in your seat, never stand when the bus is moving
- Do not throw things.
- Do not yell and shout.
- Do not fight.
- Do not bring your pet on the bus.

Unit 1 – Appendix A
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Getting Off the Bus

- Do not run into the street. Stop and look both ways.
- Walk at least 3 metres away when crossing in front of the bus.
- Do not stop to pick up anything that drops on the street while you are crossing in front of or
behind the bus.
- Go straight home, from the bus.
- Have a plan with your parents about what you should do if you miss your bus.

Safety Rules of Bike Safety

- Wear a helmet that fits properly and is positioned correctly on your head every time
you ride.

- Cross the street with a grown-up.

- Ride on sidewalks or paths where permitted.

- Do not ride on busy streets.

- Stop for all stop signs.

- Stop completely at all intersections e.g., a driveway, sidewalk, path, or road, to

ensure that the way is clear. Look left, right, then left again.

- Know and use correct hand signals.

- See and be seen, i.e., use bike reflectors and wear reflective clothing, do not ride at
night.

- Wear shoes that cover your toes.

- Have a light on your bike.

- Put a bell on your bike.

- Ride on the right with traffic.

- Ride in a straight line (single file) when riding with friends.

- Be alert, watch where you are going, look ahead for any dangers.

- Ride a bike that is the right size for you.

- Keep your bike in good repair and have regular safety inspections.

Unit 1 – Appendix A
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Safety Rules for Pedestrians

- Look all ways before you cross the street.

- Do not play games near parked cars, play in a safe place away from traffic. 1
- Do not play on the road.

- Obey traffic signals and signs.

- Walk, do not run when you leave the curb.

- Walk on the left side of the road, facing traffic, when there are no sidewalks.

Safety Rules for Schoolyard Play

- Be a peacemaker.

- Talk to an adult, if you feel threatened or cannot peacefully resolve a conflict.

- Do not fight, hit, push, etc.

- Be courteous, take turns and play fair.

Safety Rules for Weapons

- Do not touch a gun or bullets

- Do not play with knives, bows and arrows, etc.

- Do not pick up any weapon if found. Tell a grown up.

Animal Safety
- Do not go near wild animals.

- Stay away from animals you do not know.

- Avoid sick or dead animals.

- Report sick animals to parents.

- Report bites or scratches to parents or teachers.

- Have your pets vaccinated.

Unit 1 – Appendix A
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Guidelines for Presentations/Role-Plays

Guidelines for Presentations

- Be prepared. Have supplies, equipment, charts, etc., ready.

- Introduce the topic. Present information in an organized manner. Wrap up presenta-

tion.

- Keep the presentation to the specified amount of time.

- Use effective communication (tone, volume, expression, facing audience, eye con-
tact, gestures).

- Give each group member an opportunity to participate.

Guidelines for Role-Plays

- Introduce the time, place and characters involved

- Few if any props should be used

- Keep the role play brief (two to three minutes)

- No physical contact during the role play

- If a group member does not feel comfortable acting in the role-play, that person
can do more work when preparing for the role-play

Guidelines for the Audience

- Respect and value every person’s involvement in each presentation/role-play (no

judging, criticizing, of anyone’s presentation/performance)

- Suggestions can be offered by classmates not involved in the presentation/role-play

if requested by those performing the presentation/role play

- Listen without interrupting

- Focus on the positive aspects of the presentation/role play

- Focus on the presentation/role-play not a person when giving feedback

Unit 1 – Appendix B
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Group Checklist - Presentation/Role-Play

Teacher, Peer, and/or Group 1

Put a check mark (√) in the appropriate column for each indicator (item)

INDICATORS (ITEMS) FEW SOME MOST ALL

GROUP WORK
Group Members:

- participate

- listen to each other and wait their turn to speak

- maintain focus to complete task

- ask questions when help is needed

ACTIVE PARTICIP ATION

Group Members:

- applies decision making and problem-solving skills

in addressing threats to personal safety and injury
prevention

PRESENT ATION/ROLE-PLA Y
Group Members:

- use effective communication (tone, volume, expres-

sion, facing audience, eye contact, gestures)

- contribute to presentation role-play

Presentation/Role-Play:

- follows guidelines for presentations/role-plays

- demonstrates knowledge in presentation/role-play

Comments:

Unit 1 – Appendix C
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Threats to Personal Safety

Cut out the strips of paper and place the words and phrases in the correct column.
You may write additional threats on the empty strips and paste them in the correct
columns.

PHYSICAL EMOTIONAL

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Hitting
1
Poking

Name-Calling

Making Faces

Pinching

Shoving

Tripping

Passing Negative Notes

Pulling Hair

Sticking Out Tongue

Blocking
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Making Fun Of / Mocking

Ganging Up On

Making Offensive Comments

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Responses to Conflict
Assertive Response 1
- Determine why there is a problem

- Listen to another’s point of view

- Use decision-making / problem-solving steps to make a decision and solve the prob-
lem

- Express their feelings and thoughts in a straightforward and clear manner

- Establish eye contact

- Give honest feedback

- Have facial and body language to match what they are saying

- Take matters into their hands and respond to the situation immediately

- Accurately communicate how they feel and what they need in order to set the situa-
tion right

Passive Response
- Ignore and walk away (don’t give a reaction)

- Leave

- Deny feelings/make excuses

- Blame themselves when things don’t go their way

- Do not make eye contact with the person

Aggressive Response
- Become angry

- Use physical or verbal violence

- Use bribery and threats/bullying and intimidation

- Blame others
Unit 1 – Appendix E
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Interview - Getting Along

Assignment:

- Write at least four questions to ask someone (friend, sibling, parent, neighbour, etc.)
about why people do not always get along and what can be done

- Ask the person you would like to have participate in the interview. Explain what the
interview will involve. Be prepared to ask another person in case the first one refus-
es.

- Arrange the date, time, and place of the interview.

- Hand in questions by ______________________, and before the interview.

- Conduct the interview. Tape record the responses if possible.

- Hand in the assignment by _______________________.

Be sure to include the following:

- your name

- date

- person interviewed (no name needed, just relationship)

- questions and responses

- personal comments - Do you agree or disagree with what the per-

son said in each question? Why?

Unit 1 – Appendix F
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Interview - Getting Along Rubric

1
Indicators Level 1 Level 2 Level 3 Level 4
Inclusion of - includes a few of - includes some of - includes most of - includes all of
required elements the required ele- the required ele- the required ele- the required ele-
(name, date, per- ments ments ments ments
son interviewed,
questions and
responses, person-
al comments)

Organization of - organizes ideas - organizes ideas - organizes ideas - organizes ideas

Ideas incompletely in a mechanical appropriately appropriately
way and logically and in a complex
and logical way

Reasoning - makes comments - makes comments - makes comments - makes comments

on a few of the on some of the on most of the on all or almost
ideas of the ideas of the ideas of the all of the ideas
interviewee interviewee interviewee of the intervie-
- demonstrates an - demonstrates an - demonstrates a wee
understanding of understanding of general under- - demonstrates a
some of the some of the standing of the thorough under-
“getting along” “getting along” “getting along” standing of the
concepts concepts concepts “getting along”
concepts

Communication - communication is - communicates - communicates - communicates

unclear with some clarity clearly and pre- clearly, precisely
cisely and confidently

Application of - applies conven- - applies with sev- - applies with a - applies with
Language tions with several eral minor errors few minor errors practically no
Conventions major errors and/or omissions and/or omissions minor errors
(spelling, gram- and/or omissions and/or omissions
mar, punctuation
and style)

Comments:

Unit 1 – Appendix F
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Decision-Making Model

STEP1 Identify the Problem

What’s going on?

Is there a problem?

How am I feeling?

STEP 2 List Options/Choices Giving Pros and Cons for Each

What are the consequences for each choice?

Is the choice safe? Fair? Workable?

How do I feel about the choices?

How will people feel about the choice/solution?

STEP 3 Evaluate All Options/Choices

STEP 4 Make A Decision

STEP 5 Act — Follow Through on Decision

STEP 6 Reflect on the Decision

What happened?

What did I learn?

What would I do next time?

Unit 1 – Appendix G
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Decision-Making Steps and Personal

Reflections
1
Decision Making Steps

1._______________________________________________________________________________

2._______________________________________________________________________________

3._______________________________________________________________________________

4._______________________________________________________________________________

5._______________________________________________________________________________

6._______________________________________________________________________________

Personal Communications

1.Problems —- I Do ....... I Would .....

When I have a problem, I usually _______________________________________________

_______________________________________________________________________________

One problem that almost everyone has is________________________________________

_______________________________________________________________________________

In solving problems, it is important to ___________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

I think that most problems with other people are caused by ______________________

_______________________________________________________________________________

If I had a problem I did not know how to handle I would _________________________

_______________________________________________________________________________

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2.My Responses to Problems

Fill in the appropriate circle for things you always, sometimes, or never do.

When there is a problem, I try to: Always Sometimes Never

_________________________________________________________________________________

strike out at the other person O O O

avoid it by running away O O O

get help from another child O O O

talk it out O O O

ignore it O O O

understand the other point of view O O O

joke about it O O O

get help from an adult O O O

make the other kid apologize O O O

apologize O O O

tell the kid to leave me alone O O O

say swear words O O O

get friends to gang up on the other kid O O O

take my anger out on an object O O O

3. Tell about a decision you have made or a problem you have solved. Describe how
you arrived at your decision or solution. Include how it turned out and what you
learned. Would you do anything differently if you had the chance?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Decision-Making Worksheet
1
1.Situation/Problem:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2.Options/Choices

3.Evaluate the Options/Choices

Option/Choice Pros Cons

4.Make a Decision. Why is it the best choice?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

5.Act — Follow Through on Decision

6.Reflect on the Decision

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Foundations of Decision-Making

- there are many choices for every situation

- every decision has a consequence

- “no decision” also has a consequence

- best decision is one that is consistent with your own values

- a solution that satisfies someone else might not satisfy you

- each individual is responsible for his/her actions

- living with your decision may mean going against peer pressure

Unit 1 – Appendix J
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Solving Problems Song

1
(The More We Get Together Tune)
The more we solve our problems
Our problems, our problems
The more we solve our problems
The better off we’ll be.

We have to stop and think

Stop and think, stop and think
We have to stop and think
to solve a problem.

We have to decide what’s best

What’s best, what’s best
We have to decide what’s best
to solve a problem

Repeat Verse 1

Unit 1 – Appendix K
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TEACHER
Kids’ Help Phone and Block Parents
Information
Kids’ Help Phone

Kids’ Help Phone is a national telephone counseling and referral service for children
and youth. It operates 24 hours a day, 365 days a year. It is staffed by trained profes-
sional counselors and is bilingual. It has a comprehensive national computer database
of children’s services and counselors to connect kids to resources in their own community.

Tell students that:

- They can call kids help phone to talk to a counselor about anything that concerns
them including physical, sexual, and emotional abuse, loneliness and depression,
school related problems, family relationships, health and sexuality, pregnancy, alco-
hol and substance abuse, separation and divorce issues, and suicide
- Their call is anonymous and confidential
- They can find more about the Kids’ Help Phone on their website kidshelp.sympati-
co.ca

Block Parents

Block Parents are adults in the community who are carefully screened by police and
offer and a safe place for children to run for immediate help if they are:
- Frightened
- Being bothered by a stranger or an animal
- Lost
- Being bullied by other children
- Sick
- Caught by severe weather conditions
- Hurt

Ensure the children understand that they do not go to a Block Parent home to ask:
- For a drink or food
- For a ride
- To use the bathroom
- To use the phone in a non-emergency situation
- To visit or make a social call

Help the children to:

- Recognize the Block Parent sign
- Know where the Block Parent signs are in their local community
- Know their full name, address, and phone number
- Know the rules and use the program wisely
- Know what to do if there is not a Block Parent home available
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Calling 9-1-1
1
1.In an emergency call 9-1-1, try to speak slowing and calmly.

2.The 9-1-1 operator will ask you for your name. Tell her/him your first and last name.

3.The 9-1-1 operator will ask for the problem. Tell him/her slowly and calmly why you
are calling.

4.The 9-1-1 operator will ask where you are. Tell him/her the address of where you
are.

5.The 9-1-1 operator will tell you to stay on the phone until help arrives. Do not hang
up.

6.Follow any instructions the 9-1-1 operator gives you, i.e., go unlock the front door
for the ambulance.

Unit 1 – Appendix M
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Scenarios

Bob and Jake were on a hiking trip in the mountains. As they stood at
the top of huge valley, they tried to decide which trail to take. A park
ranger passed by, and they asked him about the trail down into the val-
ley. “That can be a very dangerous trail,” the ranger said. “In certain
places, it’s steep and slippery because of the loose gravel. Also, there are
plenty of rattlesnakes down there. But, if you’re careful and you know
how to handle yourselves around snakes, you shouldn’t have any trouble.
The trip will be worth it — there’s a beautiful river at the bottom and a
series of waterfalls.” Should Bob and Jake go to the bottom of the val-
ley?

Sue and Jennifer are both ten years old. One Saturday they decided to go
to a park about 3km away. While walking home from the park, it started
to rain. They became wetter and colder by the minute. To their surprise, a
car stopped, and the driver, a nice-looking man, leaned over and offered
them a lift. Sue started to get into the car, but Jennifer remembered that
her mother had warned her never to accept rides from strangers. “I’m
not sure we should do this,” said Jennifer. “Aw, c’mon,” said Sue, as she
jumped into the car. What should Jennifer do?

You and your friends are jumping rope. Suddenly, two classmates near
the end of the line start calling each other names. They start pushing
each other. They knock over one of your friends who is turning the rope.
What should you do?

Victor is a neighbourhood bully in Grade 5, who yells and insults John, a

Grade 4 student, everyday when he walks home from school. Today,
Victor calls John a name, and will not let him pass by on the sidewalk
unless John gives him some money. John says he does not have any
money and tries to walk past. Victor gives John a push and replies that he
wants the money tomorrow morning by 8:30 or else John will be in more
trouble. What should John do?

Billy and John do not usually play together because they do not get
along. On the snow hill Billy is bumped from behind and rolls down the
hill. Lying at the bottom of the hill, he sees John at the top pointing and
laughing. What should Billy do?

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Maggie and Emily, two Grade 6 girls, want to go to the movie theatre
tonight to see a new adventure film that contains foul language and is
very violent. The theatre is several kilometres away. The girls have only
enough money to pay for the tickets. They will have to walk there and 1
back. Maggie wants Emily to lie to her parents and say she is at Maggie’s
and that she will say she is at Emily’s doing homework. Maggie does not
want to lie to her parents. She knows they would not let her see the
movie. As well, she wonders about the safety of two girls walking alone
at night. However, Maggie does not want to make her new friend angry
because she is cool and popular at school. What should Maggie do?

Ann is nine years old. Her mother just remarried and now Ann has two
stepbrothers - Sid and Carl. They are always roughhousing and wrestling
with each other. Now they have started wrestling with Ann. She does not
like it. Sometimes they really hurt her. The other day one of her brothers
threw her onto the sofa. She was not hurt but she was scared and cried.
Ann has asked Sid and Carl to stop and that she did not like the
wrestling. They said they were just playing around and told her not to be
a crybaby. Ann is afraid that if she tells her mom, she will get mad
because she has said that they all had to work hard to get along with
each other. What should Ann do?

Noah, ten years old, is late for baseball practice. If any boy is late, the
coach makes him run a lap for every minute late. Noah has to cross a real-
ly busy street to get to the park. Noah’s parents have told him he is only
allowed to cross at the lights. If Noah goes down to the lights, cross and
then come back down, it will take him about eight minutes. That’s eight
laps around the park. But, if he crosses the road at the top of his street,
he just might make it to practice on time. What should Noah do?

Tara is nine years old. She just got a new jacket for her birthday. The jack-
et is one just like the grade eight kids wear. On the way home from
school four Grade 7 girls stopped Tara. One of them told Tara to give her
the jacket. Tara said no. The girl said she would hurt Tara if she did not
hand over the jacket or if she told anyone. What should Tara do?

You are home alone until your mom and dad get home from work short-
ly. Someone keeps knocking on your door. What should you do?

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Jason is nine years old. Last time he rode his bike the brakes sometimes
would work and at other times he had to squeeze and squeeze the hand-
brakes before he could stop. He told his dad and he said Jason could not
ride it until he had a chance to look at the bike. It is Saturday and Jason
wants to go with his friends. But Jason’s dad has not fixed the bike yet.
Jason thinks that if he can squeeze hard to get his brakes to work, ride
carefully and wear his helmet, he could go with his friends. What should
he do?

Pete is nine years old and enjoys riding his bike, especially trying stunts
and tricks. Pete’s friends Ron and Mary are building a ramp and have
invited Pete over to try it out. Pete’s parents say he can only try the ramp
if he wears protective gear and an adult is present. Pete really wants to
try it but if he feels if he goes to Ron’s house with a helmet, knee pads,
elbow pads, wrist guards and ask whether his parents are home, he will
be laughed at and called a baby. If Pete went after school tomorrow,
before his parents get home from work, then they would not even know.
What should Pete do?

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UNIT Healthy Eating

OVERVIEW
2 Duration 9 Sub-Tasks
Description
Students explain the role of healthy eating practices, physical activity and heredity as they relate to
body shape and size. They analyze their own food selections to determine whether or not they are
healthy choices.
2
Sub-Task Title Expectation Code

1. Canada’s Guidelines for Healthy Eating and Serving Sizes 4p1, 4p6
2. Personal Food Guide 4p1, 4p6
3. Food Diary: What Did I Eat Yesterday? 4p1, 4p6
4. Why I Eat 4p1, 4p5
5. Follow That Star 4p1, 4p5
6. Getting Active 4p1, 4p5
7. Get Off the Couch 4p1, 4p5
8. You Are What You Eat 4p1, 4p5
9. (Optional) TV Food Commercial Survey 4p1, 4p5

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:

• Pencil and Paper Task: Serving Size Stumpers (see Unit 2 Appendix D).

• Pencil and Paper Task: Personal Food Guide (see Unit 2 Appendix E).

• Pencil and Paper Task: “What Did I Eat Yesterday?” Journal Entry (see Unit 2 Appendix F). See
Unit 2 Appendix I for assessment Rubric.

• Pencil and Paper Task: Follow That Star Worksheet (see Unit 2 Appendix I).

• Pencil and Paper Task: Circle of Life (see Unit 2 Appendix K), Setting Healthy Goals (see Unit 2
Appendix L).

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Links to Prior Knowledge

In Grade 3, students reviewed Canada’s Food Guide to Healthy Eating. They can describe the benefits
of healthy eating, physical activity and healthy bodies and identify healthy breakfast and snack choic-
es.

Notes to Teacher

Accommodations

Not all students in a Grade 4 classroom will be able to complete independently all unit suggestion or
assessments. Adapt the teaching/learning strategies to accommodate the needs of exceptional stu-
dents consistent with the strategies outlined in their IEP. Students may require scribing, instructions
repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner pro-
vides a complete list of accommodations and suggestions to address the needs of all students. For
example:
• Announce what you are going to say before you say it, say it, then say what you said. This kind of
structure helps to ‘glue’ the ideas in place.
• Use visual aids, demonstrations, simulations and manipulatives to ensure that students under-
stand concepts presented.
• Review important vocabulary.
• Arrange for the student to have a ‘study buddy’ in each subject, when possible.
• Provide a structured environment: lists, previews, repetition, direction and limits.
• Provide immediate, specific feedback on learning and behavioural progress whenever possible.
• Provide models of completed tasks so the student can visualize a completed project.
• Provide instructions visually and verbally.
• Provide oral discussion prior to writing.
• Model and display examples for specific purposes in writing (e.g., letters, editorials, essays).
• Provide overviews of lessons at the beginning of class where possible (e.g., visual organization
scheme such as maps or webs).
• Relate material to students’ lives and real-life situations.
• Reinforce oral instructions with written or visual cues.
• Repeat important information. Visibly mark it at the board or on an overhead.
• Clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking stu-
dents to retell or paraphrase instructions.
• Allow a significant response time when questioning to allow the students time to process the
request.

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Background Information

Ontario Catholic School Graduate Expectations

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

CGE4f Applies effective communication, decision making, problem solving, time and resource
management skills 2
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

CGE4h Participates in leisure and fitness activities for a balanced and healthy lifestyle

In Theme 1, Created and Loved by God, two of the topics will provide a link to the Expectations in
Healthy Eating. Students will have an opportunity to discuss the importance of recognizing the value
of our individual differences in the context of our common human nature. They will also be encour-
aged to recognize that they are connected to others and that their growth and well-being depends on
family members, friends and others.

Theme 3, Created Sexual, Male and Female, will also provide a context for introducing to students
the influences of heredity and environment which affect body size and shape.

Theme 1, Created and Loved by God, Topic 2, Alike and Different

- Discover some similarities and differences among their classmates
- Deepen their understanding that people are alike and different
Teacher Manual (TM), pp. 8-10, Student Book (SB), pp. 8-9
Activity Sheet No. 2, Let’s Find Out, TM, p. 11

Theme 1, Created and Loved by God, Topic 4, We Do Not Grow Alone

- Recognize that people grow and develop with the help of others
- Be encouraged to appreciate special people who help them grow and develop
TM, pp. 17-19, SB, pp. 13-14
Activity Sheet No. 4, Someone I Need, TM, p. 20

Theme 3, Created Sexual: Male and Female, Topic 3, What Makes You You?
- Learn that they received certain gifts from their parents at the moment of conception
- Be encouraged to appreciate the importance of the love and care they receive from their families
and other people
TM, pp. 61-63, SB, pp. 47-49
Activity Sheet No. 10, All About Me, TM, p. 64

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Fully Alive

The Ontario Health and Physical Education Curriculum: Healthy Living Strand can be effectively inte-
grated with the Family Life Education Program, Fully Alive. Many expectations can be woven into the
theme and topics presented in Fully Alive. The Fully Alive Program provides the students with the
context of values within the Catholic Faith tradition to teach the Healthy Living expectations. The
program reinforces learning and provides a strong basis for decision-making.

Fully Alive (Grades 1-8) , Ontario Conference of Catholic Bishops, Prentice-Hall Canada.

Ontario Catholic School Graduate Expectations , Institute for Catholic Education, Toronto,
1998.

Glossary

(Source: Discover Healthy Eating! A Teacher ’s Resource for Grades 1-8 , Region of Peel Health Department, Toronto Public Health, York
Region Health Services, Toronto, 2000.)

Active Living – a way of life in which physical activity is valued and integrated into the daily routine.

Additives – substances added to food for various reasons (e.g., to stop food spoilage, to give flavour
or colour). Some common examples include BHT (butylated hydroxytoluene), carrageenan, and
cellulose.

Advertisement (ad) – promotion of a product, service or idea via newspapers, signs, posters, maga-
zines, radio, TV or other media.

Appeal – to attract or cause you to like something.

Beverage – a drink.

Body Image – how we think we look and how we think others see us.

Calorie – the measure of energy supplied by the food we eat.

Carbohydrate – a nutrient that provides our main source of energy (four calories per gram) to our
muscles and our brains. It is found mainly in grain products, vegetables and fruit. On a Nutrition
Information label, carbohydrates include sugars, starch and fibre in the food product.

Claims of Social Success – advertising that says that the product will make you more popular (e.g.,
an image of a child surrounded by classmates because they have a certain food).

Combination Food – food made from two or more food groups, such as pizza, tuna sandwich, car-
rot muffins and lasagna.

Confidence – a belief in oneself and one’s abilities.

Emotional – of the emotions. About feelings, not reason.

Energy – the ability of foods to maintain life and do work in the body. Energy is measured in calo-
ries (Cal.) or kilojoules (kJ).
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Enriched – the addition of vitamins and minerals (that may have been lost during processing) into
food products.

Ethno-cultural groups – various groups of people with unique origins, characteristics, languages,
customs, institutions or cultures.

Everyday Foods – a variety of nutrient-dense foods from each food group and the Other Foods cate-
gory and at least the minimum number of servings from each food group. Examples include whole
grain cereals, pasta, rice, vegetables, fruit, lower fat milk products, leaner meats, beans and water.
2
Fat – a nutrient that gives us energy (nine calories per gram). Fat has many functions, including
transporting nutrients and forming part of many body cells. Fat is found naturally in animal prod-
ucts (e.g., meat, cheese, milk) and vegetable oils.

Fibre – the indigestible part of plant foods that helps to move food through the digestive tract.

Fitness – physical and muscular health.

Food Label – found on food packages. Gives information about the ingredients and nutrients that
are in the food. Also gives the manufacturer’s address.

Fortified – the addition of some nutrients (that may be lacking in the food people eat) into food
products.

Gram – a metric unit of mass (and weight) equal to one thousandth of a kilogram. A paperclip
weighs about this much.

Giveaway or Prize – an added bonus with the purchase of the product (e.g., cereal with a free toy in
the box).

Heredity – the genetic transmission of a particular quality or trait from parent to offspring.

Humour – funny characters or words used to create a positive image of a product.

Ingredient – parts in a mixture or recipe.

Jingle – a poem with a beat written to catch your attention; slogans and catchy songs used to make
you immediately think of the product such as a song advertising a phone number to call to order
pizza.

Kilojoules – the metric form of calorie. The short form that appears on food labels is kJ.

Mental – of, or for the mind.

Minerals – nutrients needed by the body in very small amounts. They help the body in many ways
(e.g., build bones and teeth and help build muscles). Examples of minerals include calcium, phos-
phorus, sodium and potassium.

Moderation – to use something in small quantities rather than in excess (e.g., to drink pop once a
week instead of every day or to put a little bit of butter on your popcorn instead of a lot).

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New or Improved – advertising claims that the product is better because it is the newest or because
it has a new innovation or additive (e.g., a cereal with more raisins).

Nutrient – a chemical substance found in food that is used by the body for growth and health.
Nutrients provide energy, serve as building material, and help maintain or repair body parts. The six
nutrients are water, carbohydrates, fats, proteins, vitamins and minerals.

Nutrition Claim – words on a product label that stress a specific healthy feature of the product (e.g.,
a cereal advertised as a “high source of dietary fibre” or a food product that displays “low fat” on
its label).

Percentage Recommended Daily Intake – the way in which the amount of vitamins and minerals are
listed on a food label.

Physical – of the body.

Physical Activity – movement of the body. Doing a variety of endurance activities (for the heart,
lungs and circulatory system), flexibility activities, and strength activities (for muscles, bones and
posture) help to keep the body healthy.

Potassium – mineral important for transmitting nerve impulses and maintaining the fluid balance in
the body.

Product – something manufactured for sale (e.g., toys, candy and clothes).

Protein – provides energy for our bodies (four calories per gram) and is also used to build up and
maintain the tissues throughout the body B muscles, organs and some hormones. It is found in milk
products, eggs, meat, poultry, fish, nuts, seeds and legumes.

Recipe – a list of ingredients and directions to make something (e.g., soup, cookies, pizza).

Scavenger Hunt – an activity that involves searching for items hidden in an area.

Self-Esteem – the confidence and satisfaction a person has in him/herself; the image one has of one-
self compared to what one thinks one should be.

Serving Size (Canada’s Food Guide to Healthy Eating) – the amount of food per serving as indicated
on the back of the Food Guide.

Serving Size (Nutrition Information Label) – the amount of food on the Nutrition Information label
considered to be one portion. The units may be cups, grams, ml, etc. The label also shows the total
number of servings within the package.

Social – of or dealing with human beings in their relations to each other.

Sodium – a mineral important for transmitting nerve impulses and maintaining balance in the body
fluids outside of the cells.

Sometimes Foods – foods from the food groups and/or Other Foods category that are high in energy
and not very nutrient-dense, such as cookies, cake, potato chips, cream cheese, fruit drinks, and
pop.

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Starch – one type of carbohydrate; starch is also called complex carbohydrate.

Stamina – strength, endurance.

Sugar – the type of carbohydrate obtained primarily from sugar cane or sugar beets.

Testimonial – in advertising, the use of famous people to sell a product (e.g., a famous athlete
advertising a chocolate bar).

Utensils – kitchen tools needed for carrying out the method of a recipe or for eating (e.g., measur-
ing spoons, chop sticks, spatula, fork).
2
Vigorous – carried out with active or energetic intensity or force.

Vitality – a message about eating well, being active, and feeling good about yourself.

Vitamins – nutrients needed by the body in very small amounts (e.g., vitamin A and folic acid). They
do many things to help the body grow and stay healthy

Water – fluid that is essential for life. Much of the body is water; it carries the other nutrients to all
parts of the body and carries waste from all parts of the body.

Appendices
Unit 2 Appendix A: Canada’s Guidelines for Healthy Eating Worksheet
Unit 2 Appendix B: Canada’s Food Guide to Healthy Eating
Unit 2 Appendix C: What’s the Serving Size Worksheet and Answer Sheet
Unit 2 Appendix D: Serving Size Stumpers Worksheet
Unit 2 Appendix E: Personal Food Guide Worksheet
Unit 2 Appendix F: Food Diary: What Did I Eat Yesterday? Worksheet
Unit 2 Appendix G: Rubric Assessment for Sub-Task #3
Unit 2 Appendix H: Why I Eat Worksheet
Unti 2 Appendix I: Follow That Star Worksheet
Unit 2 Appendix J: Activity Log
Unit 2 Appendix K: Circle of Life Worksheet
Unit 2 Appendix L: Setting Healthy Goals Worksheet
Unit 2 Appendix M: Rubric Assessment for Sub-Task #8
Unit 2 Appendix N: TV Food Commercial Survey Worksheet

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Sources
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:

Discover Healthy Eating! A Teacher ’s Resource for Grades 1-8 , Region of Peel Health
Department, Toronto Public Health, York Region Health Services, Toronto, 2000.
www.city.toronto.on.ca/health

Grade One to Eight Curriculum Support for Healthy Living Strand , Durham Catholic District
School Board and Durham Region Health Department, Oshawa, 1999/2000.

Additional Resources
Body Image Coalition of Peel, “Every BODY is a Somebody,” 1997, Tel: (905) 791-7800 ext. 7651.

Health Canada, “Canada’s Food Guide to Healthy Eating Poster,” Canada Communication Group
Publishing, Ottawa, ON K1A 0S9, Tel: (819) 956-4802, Fax: (819) 994-1498.

Health Canada, “Canada’s Food Guide to Healthy Eating Tearsheet” (available through local health
unit).

Health Canada, “Focus on Children Six to Twelve Years: Canada’s Food Guide to Healthy Eating”
(available through local health unit).

Health Canada, “Food Guide Facts: Background for Educators and Communicators” (available
through local health unit).

Health Canada, “Using the Food Guide Booklet” (available through local health unit).

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UNIT 2 Healthy Eating

Sub-Task #1 Canada’s Guidelines for Healthy

Eating and Serving Sizes
Materials
String
Deck of cards
Bingo 2
Chips
Food samples

Description
The students review Canada’s Food Guide and learn about food portion sizes.

Expectation Code Learning Expectation

4p1 Explain the role of healthy eating practices, physical activity,

and heredity as they relate to body shape and size.
4p6 Analyze, over a period of time, their own food selections,
including food purchases (e.g., “everyday food” versus “some-
times food”) and determine whether or not they are healthy
choices.

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Evaluation: Pencil and Paper Task: Assess the student’s ability to analyze, over a period
of time, their own food selections by creating a marking scheme to assess the worksheet, Serving
Size Stumpers (see Unit 2 Appendix D).

Teaching Learning Strategies

Guidelines for Healthy Eating

1. Hand out the copies of the Canada’s Guidelines for Healthy Eating activity sheet (see Unit 2
Appendix A). After a class discussion on the Guidelines, the students complete the activity sheet
(see Unit 2 Appendix A) and share their answers in small groups.
• Hand out copies of Canada’s Food Guide to Healthy Eating to review the food groups (see Unit 2
Appendix B).
• Discuss the number of servings recommended for each food group.
• Ask the students why the arcs of the rainbow on the Food Guide are different sizes.
• Discuss the Other Foods category (see Notes to Teacher). Ask the students to give some examples
of Other Foods.

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• Introduce the concept of moderation and explain why there is no recommended number of
servings for these foods.
• Explain that water is an exception in the Other Foods category because it is essential and
should not be limited.
2 Bring in some sample food to provide a visual representation of Canada’s Food Guide to Healthy
Eating serving sizes (see Notes to Teacher). If you are unable to bring in sample foods, try using
common household items to represent foods (see below). Students guess the number of servings
for each quantity of food and then have them check their answers with the Canada’s Food Guide.
Sample Food Ideas:
- 1 bagel - 2 servings of Grain Products
- 500 mL pasta (cooked) - 4 servings of Grain Products
- 1 medium apple, banana, orange - 1 serving of Vegetables and Fruit
- 1 juice box (250 ml) - 2 servings of Vegetables and Fruit
- 1 small yogurt (175 ml) - 1 serving of Milk Products
- 2 processed cheese slices - 1 serving of Milk Products
- 125 mL beans/lentils (cooked) - 1 serving of Meat and Alternatives
Sample household items that represent food serving sizes:
- 32 pieces of string 32 cm long - represents 1 serving of cooked spaghetti
- 125 mL of bingo chips - represents 1 serving of cooked vegetables
- 1 deck of cards - represents 1 serving of cooked meat

Serving Sizes
3 Use Canada’s Food Guide to Healthy Eating tearsheets to have the students complete What’s the
Serving Size? Activity Sheet (see Unit 2 Appendix C). Work on the first couple of foods as a class
in order to help with students’ understanding of the concept. Then, as a class, take up the
answers using the answer key (see Unit 2 Appendix E Answer Key).
4. Using Canada’s Food Guide to Healthy Eating (see Unit 2 Appendix B), students complete the
Serving Size Stumpers Activity Sheet (see Unit 2 Appendix D).
Answers to Serving Size Stumpers Activity Sheet:
- 3 servings of Meat and Alternatives
- 3 servings of Milk Products
- 16 servings of Grain Products
- 9 servings of Vegetables and Fruit

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Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

Physical Activity 2
When children are active, they are more likely to feel good about themselves and to recognize when
they are hungry and when they are full. This allows them to eat enough to meet their nutritional
needs and have the energy they need to be active. Children who are hungry or who do not eat well
are less likely to have enough energy to be active and to get involved in activities that will help them
feel good about themselves. Refer to the section on Active Living for more information.

Canada’s Guidelines for Healthy Eating

Based on nutrition and food science research, Canada’s Guidelines for Healthy Eating (1990) sum-
marizes the principles of healthy eating into five general statements. They are directed at healthy
Canadians over two years of age.
1. Enjoy a variety of foods.
2. Emphasize cereals, breads, other grain products, vegetables and fruit.
3. Choose lower fat dairy products, leaner meats and foods prepared with little or no fat.
4. Achieve and maintain a healthy body weight by enjoying regular physical activity and healthy eating.
5. Limit salt, alcohol and caffeine.

Canada’s Food Guide to Healthy Eating

Canada’s Food Guide to Healthy Eating translates the Guidelines into action-oriented features using
four food groups: Grain Products, Vegetables and Fruit, Milk Products, and Meat and Alternatives,
and a category called Other Foods. Recommendations for the number of servings and serving sizes
in each food group are provided. However, no recommended number of servings are provided for
the Other Foods category since they are not very nutrient dense. They should be eaten in modera-
tion.

Furthermore, the Food Guide promotes the importance of eating a variety of foods from all of the
four food groups to provide:

- An adequate intake of essential nutrients.

- The use of foods enjoyed by different ethnic and cultural groups.

- The positive and pleasurable aspects of eating by exploring a wide range of foods varying in
colour, flavour and texture.

- Moderation in the consumption of fat, salt, caffeine and alcohol.

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The Food Guide recognizes that healthy eating is the sum total of all food choices made over time. It
is the overall pattern of foods eaten, and not any one food, meal, or even a day’s meals, that deter-
mines if an eating pattern is healthy. Refer to the Food Guide Facts: Background for Educators and
Communicators, Health Canada for more information (see Additional Resources).

Understanding “Everyday” and “Sometimes” Foods

When asked about healthy eating, children tend to classify foods as “good” or “bad.” This classifica-
tion will not help children develop a positive approach to eating. To help create a positive pattern of
healthy eating, a secondary classification of foods as “everyday” and “sometimes” foods can be
used. Foods which are high in nutrients can be considered “everyday foods” while “sometimes
foods” are those which are low in nutrients. There are some “sometimes foods” which we eat
almost every day. This is okay as long as we are eating lots of “everyday foods.” It is important to
recognize that it is not a clear-cut process and differs for each individual depending on their needs
and eating habits. For example, there is a difference between eating cookies every day with a sand-
wich, piece of fruit and carton of milk for lunch and eating a lunch of potato chips, pop, and cake
every day.

Combination Foods

Casseroles, chili, moussaka, pizza, stir-fry, pilau, spaghetti, soup, stew, fajitas, quesadillas and sand-
wiches are all made of foods from more than one food group as well as Other Foods. These are
called combination foods. Refer to the Using the Food Guide Health Canada booklet for examples
(See Additional Resources).

Recommended Number of Servings

The amount of food needed every day from the four food groups and Other Foods category depends
on age, body size, activity level, gender, and on how fast a child is growing. That is why the Food
Guide gives a lower and higher number of servings for each food group. The four arcs of the rain-
bow reflect the relative number of servings that people need from each food group. For example,
people need to eat lots of servings from the Grain Products group, the largest arc, while only a few
servings from the Meat and Alternatives group, the smallest arc.

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Food Group Recommended Number Of Servings

Grain Products 5-12
Vegetables and Fruit 5-10
Milk Products

4-9 years 2-3

10-16 years 3-4
2
Adults 2-4
Pregnant and Breastfeeding 3-4
Meat and Alternatives 2-3

All children are different and they have different energy needs. As a general rule, if children eat
according to their appetites and choose foods from the four food groups, over time they will get the
nourishment they need.

Generally, girls between seven and nine years old have about the same energy needs as adult
women. They will tend to choose the lower to middle number of servings. Girls ten to twelve and
boys seven to twelve need more energy and are more likely to eat more servings.

Serving Sizes

The size of a serving usually eaten is determined by the size of the bowl or plate, appetite and other
factors. This serving size or portion has nothing to do with the Canada’s Food Guide to Healthy
Eating serving size. The bar side of the Food Guide explains serving sizes for the different foods. For
example, in Grain Products, one slice of bread equals one serving, while one bagel, pita or bun
equals two servings. The size of servings can vary within the Meat and Alternatives group. For exam-
ple, 50-100 grams of meat, poultry or fish equals one serving. That way, a young child may choose a
smaller portion size while an adult may choose a larger portion size to get one serving.

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Calories

A calorie is a measure of how much energy the nutrients can supply the body. The body uses the
food eaten as fuel, burning it to produce energy. The body needs energy to function during times of
rest, heavy exercise, and the activities in between. Some nutrients have more calories than others
do. There are four calories in each gram of carbohydrate and each gram of protein. There are nine
calories in each gram of fat. Vitamins, minerals and water do not provide calories. Alcohol has
seven calories per gram.
2
Carbohydrate

There are three basic types of carbohydrates - complex carbohydrates (e.g., starch), fibre, and sim-
ple carbohydrates (e.g., sugar). They are all found in plant foods. Health Canada’s Nutrition
Recommendations for Canadians suggests that the Canadian diet provide 55% of energy (total calo-
ries) from carbohydrates. Eating patterns that are high in complex carbohydrate and fibre are asso-
ciated with a lower incidence of heart disease and certain types of cancer. Some common sources of
carbohydrates are grains (wheat, oats, millet and rice), legumes (peas, beans, lentils), vegetables,
fruit and grain-based foods (bread, cereal, pasta).

Canada’s Food Guide to Healthy Eating encourages people to eat more fibre-rich foods such as
whole grain products, vegetables, fruit, and dried peas, beans and lentils. Eating patterns high in
dietary fibre are associated with a lower incidence of heart disease and some types of cancer. Most
people need to eat more fibre to help their digestive system operate smoothly. In most cases, fibre
does not provide energy because the body cannot digest it. Instead, it helps people stay healthy sim-
ply by passing through the body.

Fat

Fat is the body’s major form of energy storage and is needed for many body functions. The body
obtains fat by making it and also through dietary sources. There are different types of dietary fat and
it is found in both plant and animal foods. The types of fat found in plant and animal foods are dif-
ferent and have different effects on the body. Fat from animal foods has been shown to increase risk
for some illnesses like heart disease, while fat from plant foods has been shown to do the reverse.
However, the bottom line in reducing one’s risk to some illnesses, is to maintain an overall lower fat
diet, especially lower animal-based fat.

Health Canada’s Nutrition Recommendations for Canadians suggests that the Canadian diet include
no more than 30% of energy (total calories) from fat. However, it is important to note that this is a
recommendation for adults. During the pre-school and childhood years, nutritious food choices
should not be eliminated or restricted because of fat content. During early adolescence, energy
needed for growth should be emphasized first, followed by a gradual lowering of fat intake. Once
linear growth has stopped, the fat intake currently recommended for adults is appropriate.

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Protein

Aside from water, proteins are the most abundant substances in the human body. Proteins are found
in every body cell and are essential for many body functions. Proteins are made up of amino acids
that the body uses to develop bone, muscle, skin and blood. Despite popular beliefs regarding pro-
teins, such as “more protein means bigger muscles,” excess protein is used as energy. If this energy
is in excess of the body’s needs, it will be stored as fat. About 15% of a person’s diet should come
from protein, and most Canadians easily meet or surpass this intake. Some common sources of
dietary protein are meats, nuts, milk products (milk, cheese, yogurt), grains (wheat, oats, millet
and rice), legumes (peas, beans, lentils), eggs, and tofu.

Vitamins

Vitamins do not provide energy but do help the body grow and stay healthy. Fruits, vegetables and
enriched grain products are good sources of many vitamins. Vitamin A is an example of a vitamin
that helps keep our skin healthy and helps us to see at night. Carrots, spinach and broccoli are
excellent sources of Vitamin A. Other examples of vitamins our bodies need are vitamins C, D, E, K,
the B vitamins (e.g., folic acid).

Minerals

Minerals help build bones and teeth and help muscles work the way they should. Calcium is an
example of a mineral that helps build bones and teeth. Milk products are an excellent source of cal-
cium. Other examples of minerals our bodies need that we get from food are potassium, sodium,
iron, zinc, phosphorus, magnesium, and copper.

Water

About 50-75% of our total body weight is water. A person can survive only a few days without water.
Water has many functions including carrying nutrients and oxygen to cells, maintaining body tem-
perature, and assisting in digestion and respiration.

Under normal circumstances, the body loses about 0.5 L per day through perspiration. During exer-
cise in hot weather, a person can lose as much as 11 L in a single day. It is important to teach stu-
dents about the importance of drinking enough water (about 1-1.5 L per day) and not becoming
dehydrated. Listening to one’s thirst trigger is not always enough. Ensure that children have easy
access to water and encourage them to drink frequently.

Appendices
Unit 2 Appendix A: Canada’s Guidelines for Healthy Eating Worksheet
Unit 2 Appendix B: Canada’s Food Guide to Healthy Eating
Unit 2 Appendix C: What’s the Serving Size Worksheet and Answer Sheet
Unit 2 Appendix D: Serving Size Stumpers Worksheet

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UNIT 2 Healthy Eating

Sub-Task #2 Personal Food Guide

Materials
See Appendix

Description
Students design their own personal food guides.
2
Expectation Code Learning Expectation

4p1 Explain the role of healthy eating practices, physical activity,

and heredity as they relate to body shape and size.
4p6 Analyze, over a period of time, their own food selections,
including food purchases (e.g., “everyday food” versus “some-
times food”) and determine whether or not they are healthy
choices.

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Pencil and Paper Task: The students analyze their own food selections
including everyday foods and sometimes foods through completion of Personal Food Guide (see
Unit 2 Appendix E). Use a marking scheme to assess their work.

Teaching/Learning Strategies

Personal Food Guide

1. Using the Personal Food Guide activity sheet, students design their own personal food guide with
illustrations and labels of their favourite foods from each food group (see Unit 2 Appendix E).
Each arc should display the minimum number of servings for each food group:
- 5 servings of Grain Products
- 5 servings of Vegetables and Fruit
- 2 servings of Milk Products for students nine years old or younger
- 3 servings of Milk Products for students ten years old or older; and
- 2 servings of Meat and Alternatives
Note: Students may need assistance in figuring out which food groups are represented in their
favourite combination foods.

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Everyday Foods and Sometimes Foods

2. Discuss the concept of “everyday foods” and “sometimes foods” (refer to Notes to Teacher, Sub-
Task #1). Students make a list of foods they ate during the meal before. The class will identify the
food groups to which the foods belong as well as which foods are “everyday foods” and which
are “sometimes foods” (see Notes to Teacher, Sub-Task #1).
3 Divide the students into groups and have them create a TV commercial that advertises a food
using the “everyday foods” and “sometimes foods” concept. Discuss how these foods fit into
healthy eating. Students role-play their commercial for the class and perhaps for younger classes
within the school.

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

Appendix
Unit 2 Appendix E: Personal Food Guide Worksheet

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UNIT 2 Healthy Eating

Sub-Task #3 Food Diary: What Did I Eat

Yesterday?
Materials
See Appendices

Description
Classroom discussion of healthy food choices.
2

Expectation Code Learning Expectation

4p1 Explain the role of healthy eating practices, physical activity,

and heredity as they relate to body shape and size.
4p6 Analyze, over a period of time, their own food selections,
including food purchases (e.g., “everyday food” versus “some-
times food”) and determine whether or not they are healthy
choices.

Assessment Opportunities: Suggestions for Assessing Expectations

• Summative Assessment: Pencil and Paper Task: Assess the student’s understanding of healthy food
choices. Assess their own food selections in “What Did I Eat Yesterday?” Worksheet and journal
entry explaining what constitutes healthy food choices. See Assessment Rubric, Unit 2 Appendix
G, to assess the journal entries.

Teaching/Learning Strategies

Food Diary
1 Using the Food Diary: What Did I Eat Yesterday? Worksheet (see Unit 2 Appendix F), students
complete a one-day food record. Ask the students to list everything they ate and drank the previ-
ous day in the first column. Then, next to each food item, under the appropriate food group, they
record the number of servings they had. Ask the students to indicate “Other Foods” by check
marks only. Finally, the students total and record the number of servings for each of the four
food groups. Help students figure out combination foods that they have eaten using the following
steps:
- List the main food groups.
- Identify the food groups represented by these foods.
- Estimate how much of each food item was eaten.
- Look at the bar side of the Canada Food Guide to see approximately how many servings each
food item provides.

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Example:
- Spaghetti and Meatballs:
- spaghetti Grain Products 250 ml 2 servings
- tomato sauce Vegetable and Fruit 125 ml 1 serving
meatballs Meat and Alternatives 5 small 1 serving

2. Questions the students address in journal:

- Did you eat the recommended number of servings from all four food groups?

- Did you eat a variety (see Notes to Teacher, Sub-Task #1) of foods from each of the four food
groups?

- Did you have three meals?

- Did your snack choices represent foods from one or more of the food
groups? (Note to teachers: having one to three snacks each day is considered
to be a good snacking pattern.)

- Were your food choices “everyday foods” most of the time?

- Were your food choices typical for you? If not, why not? (E.g., went to a birthday party, went out
for dinner.) Mention that the food record is for one day only and that this might not be a good
measure of the students’ overall eating habits.

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
• Provide model of completed task so the students can visualize a completed project.

Appendices
Unit 2 Appendix F: Food Diary: What Did I Eat Yesterday? Worksheet
Unit 2 Appendix G: Rubric Assessment for Sub-Task #3

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UNIT 2 Healthy Eating

Sub-Task #4 Why I Eat

Materials
Chart paper (optional)

Description
The students brainstorm factors that influence their food choices.
2
Expectation Code Learning Expectation

4p1 Explain the role of healthy eating practices, physical activity,

and heredity as they relate to body shape and size.
4p5 Outline the factors that influence body shape and size (e.g.,
heredity, diet, exercise).

Assessment Opportunities: Suggestions for Assessing Expectations

• This expectation is a focus of this Sub-Task but will be assessed later in the Grade 4 Healthy
Eating unit.

Teaching/Learning Strategies

Food Choices
1 Students brainstorm factors that influence their food choices (e.g., taste, availability of food, fam-
ily/culture, friends, TV commercial). They brainstorm factors that influence why they eat (e.g.,
hunger, time of day, habit, mood, appeal of food to senses). Discuss how food is often associated
with pleasant events (e.g., parties, celebrations, and holidays). Students list five favourite foods.

Why I Eat (see Unit 2 Appendix H)

2. Using the Why I Eat activity sheet, students consider why they eat these and/or other foods.
Discuss that sometimes we eat when we are not even hungry because we smell food, see other
people eating, are bored, or are watching a commercial that makes us think we are hungry and
want that particular food. Ask the students why they think it is important to be aware of their per-
sonal eating triggers (e.g., being bored, watching TV). The students should set a goal to be aware
of one personal eating trigger other than hunger and select another activity to do instead of eat-
ing. Remind students that they should eat if they are hungry.

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Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

Appendix
Unit 2 Appendix H: Why I Eat Worksheet

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UNIT 2 Healthy Eating

Sub-Task #5 Follow That Star

Materials
Chart Paper

Description
Students review two concepts: how we grow and how heredity influences body shape and size. The
participate in a group discussion and complete a self-image activity sheet. 2
Expectation Code Learning Expectation

4p1 Explain the role of healthy eating practices, physical activity,

and heredity as they relate to body shape and size.
4p5 Outline the factors that influence body shape and size (e.g.,
heredity, diet, exercise).

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Pencil and Paper Task: Assess the student’s ability to outline the factors
that influence body size and shape by creating a marking scheme to assess the Follow That Star
Worksheet (see Unit 2 Appendix I).

Teaching/Learning Strategies

Factors That Influence Body Shape

1. Students look up definitions for the following words: heredity, gene, characteristics and offspring.
Write these definitions on chart paper. Explore with the students how body types and shapes,
height, hair colour, eye colour, etc. are hereditary. Lead a classroom discussion about differences
in body size and shape, emphasizing the following:
- No two individuals are exactly the same.
- Our uniqueness means that we all have complementary abilities.
- Everyone is changing at their own rate as they grow, and to change in a healthy way they
need to eat well and enjoy active play.
- Everyone has things they like about themselves and things they don’t like as much.
- Under no circumstances is it acceptable to tease someone about the way they look.
- Everyone thinks differently about what is beautiful (beauty is in the eye of the beholder.)
- Students complete the Follow that Star activity sheet (see Unit 2 Appendix I). This activity encour-
ages students to think of words that describe themselves and to highlight qualities that are most
important to them.

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Notes To Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject
areas and experience

Self-Esteem

Self-esteem is the confidence and satisfaction a person has in him/herself. It begins to develop from
birth through relationships within the family, and continues to be shaped by the significant people in
one’s life. Supportive parents, teachers, coaches, and friends are key to maintaining and enhancing
healthy self-esteem in children and teens. It is especially important for girls to have supportive peo-
ple because they are socialized to look for approval from others as a means of defining self-worth
more often than boys are.

A number of characteristics add to feelings of self-esteem, including talents, social skills, intellectual
abilities, interests, ability to help others, and physical appearance. When people increase their confi-
dence in their unique characteristics, they can reduce their dependence on physical appearance as
their sole measure of self-worth. When they have a healthy self-esteem, they feel more positive about
their bodies. When they feel better about their bodies, they find it is easier to make decisions for
themselves that promote health, such as taking care of the needs of their bodies.

Some ways people develop healthy self-esteem are by practicing positive self-talk, focusing on things
they like about themselves, acting with confidence, or connecting with people who make them feel
better. Challenge young people to think of things they like about themselves beyond physical appear-
ance (e.g., a good swimmer, an avid reader, and a loyal friend). Encourage them to stop focusing
on individual parts of their bodies, and to begin focusing on their body as a whole.

Body Image

Body image is a part of self-esteem. Body image is the picture people have of their body and how
they think others see them and their body. A person can have a body image anywhere along a con-
tinuum, from a positive image to a negative image. Between the ages of nine and twelve, most chil-
dren become dissatisfied with the way they look. Children this age may feel that they are too short,
too tall, too fat or too skinny. Furthermore, they may not like their nose or teeth; they may even
think that their peers notice these features and do not like them either. These are examples of nega-
tive body images. Studies have shown that children as young as nine are trying to lose weight in an
effort to “improve” their bodies.

Adults, peers, and the media play important roles in the development of the image children create of
themselves. At a young age, children are taught to idealize being slender and discriminate against
overweight people. In other countries, people may prefer different body sizes and shapes. Movie
stars and magazine models in North America often have body shapes that are too thin for good
health. It is important that children develop healthy body images and accept themselves as people
with unique personalities, body shapes, and sizes. Through this support and positive attitude, chil-
dren will grow into healthy adults, with positive self-esteem.

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Suggestions to Help Children Feel Good about Themselves

• Promote a classroom philosophy that fosters the understanding that many body shapes have
beauty and value.
• Accept children as they are, no matter what their weight, size or shape. Focus on children’s abili-
ties, not their appearance.
• Listen when children talk to you about their changing bodies and their feelings.
• Promote healthy eating and physical activity, but resist coaxing heavy children to diet or small
children to eat more. Encourage children to participate in active play and decide for themselves
2
how much to eat. Help them choose foods according to Canada’s Food Guide to Healthy Eating.
• Encourage activities that promote children’s self-esteem without focusing on appearance.

Factors Influencing Food Choices and/or Body Shape and Size*

Children come in many shapes and sizes, and make different choices about their food practices. A
variety of factors influence their food choices, body image and self-esteem. To promote good health,
it is important to foster healthy eating habits, regular physical activity, acceptance of individual
shapes and sizes, and a positive sense of self-worth.

Heredity

Different body shapes and sizes are among the things that make each person unique, and they are
determined largely by heredity. Some individuals and their families tend to gain body fat more easily
than others do. Because body shape and size are determined by genetics, many heavy children will
never be “thin.” However, they can be healthy active people who feel good about themselves. Being
comfortable with one’s body is an important step in developing a good sense of self. Today’s culture
can be cruel to children who are heavier than what is considered to be “normal.” Some children try
to lose weight by dieting because they fear becoming fat. This action can be the start of restrictive
eating in a fruitless effort to reach unrealistic goals of thinness and body shape. Professionals need
to help children of all sizes understand and accept that to a great extent their bodies have been pro-
grammed to be a certain size and shape. All children should be encouraged to establish a healthy
eating pattern and participate in regular physical activity as a way to have fun and feel healthy, ener-
getic and fit.

Puberty

Just before puberty, children undergo a growth spurt. For girls, this spurt usually begins at about
eight to ten years old, while for boys it is at about 11 to 13. During this time, 20 percent of adult
height and 50 percent of adult weight are gained. Growth in height and weight do not always happen
simultaneously. Some children gain weight before they gain height. Other children grow taller before
they gain weight. The timing and the uniqueness of that growth spurt will influence their body shape
and size. Preadolescent children need to eat adequate amounts and a variety of foods to prepare for
rapid growth.

* Excerpts taken from Health Canada, Focus on Children Six to Twelve Years: Backgound for Educators and Communicators, 1997

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Yet, many children between the ages of nine and twelve become dissatisfied with how they look.
During the late childhood years, the body physiologically prepares itself for the rapid growth of the
teen years. Adolescence is also a time when body proportions change dramatically. If energy needs
are not adequately met, physical growth can be delayed and possibly even stunted. How each person
grows is affected by many factors. Bodies are like computers that run on their own growth program.
Each child is on his or her own genetically determined growth schedule.

Family Influences and Traditions

Parents are children’s most important source of information and influence about food and eating.
Family eating habits, activity patterns and attitudes toward food and eating have an enormous influ-
ence on children. For example, if the family eats breakfast, it is more likely that the children will.
Family income is another factor that influences what children eat and the food choices that are
available to them. Families develop patterns of eating based on what they eat, when, and where, to
accommodate schedules, family size, and activity levels of different members. Families may eat one
or more meals a week in restaurants or from take-out establishments. They may use a large propor-
tion of already prepared foods.

Culture

The Canadian population consists of many diverse ethnic groups. This is exciting because it provides
the opportunity to choose from a large variety of foods in addition to the traditional Canadian cui-
sine. Children can begin to learn about the differences in people’s eating habits, likes, dislikes, and
cultural backgrounds. They can learn that people from different parts of the world can choose dif-
ferent, but equally healthy, foods (e.g., bread, rice, tortillas, roti). Discussion about food in the
classroom should enable each child to feel individually involved by including foods that relate to
their own food habits.

When discussing the food practices of multicultural groups, understanding value systems of the cul-
tural groups is required. Food habits are greatly influenced by the group’s values. The perception of
healthy foods differs from one cultural group to another. It is important that you do not make the
students feel that one value system and food practice is superior to another.

When there is discussion around cultural foods, keep the following in mind:
- Do not assume that students from a particular group have adopted the food and dietary practices
of their new country. Ask students to share with the class their food practices and current eating
patterns of their family.
- Children sharing food experiences can help establish trust, as well as knowledge, among class-
mates. Ask questions with an open mind.

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Individual Preferences

Individuals develop eating habits based partly on culture and family but also on personal likes, dis-
likes and idiosyncrasies. Some foods become associated with good times, and eating them makes us
feel good (e.g., cake, corn on the cob, candy). Sometimes we eat simply out of habit or because we
are bored: when a certain television program comes on, out comes the popcorn or the bag of
chocolate chip cookies. The main reason children give for choosing a favourite food is almost
always taste. Children choose foods because they taste good and because eating those foods makes
them feel good.
2
School Policies and Practices

School has an important influence on what children eat. School nutrition education programs are a
key source of information about healthy eating. As well, school food policies can reinforce in-class
education. For example, children taught in class about nutritious snacks need to see them featured
during school events or in the cafeteria.

Allergies

Children and adults alike need to be more aware and sensitive to food allergies. This means always
asking about food allergies before sharing food. The number of life-threatening reactions to food
allergies is increasing. These can happen anywhere – at home, in school or recreational facilities, at
camp and on field trips. Make sure your school has a policy for handling these allergies and that
you are familiar with it.

Volunteers and Professionals Who Work with Children

A coach, a teacher, a camp leader or a group leader can all have a powerful effect on adolescents
through the example they set. Their unspoken example, such as munching on fruit for a snack, or
their comments about weight, can strongly influence what children and teens perceive about healthy
eating, body image and healthy living.

Peers

Peer pressure influences children of all ages and is particularly strong in the early teen years.
Although pre-teen children identify strongly with their family, they also want to be like the peers
whom they admire. Acceptance in a peer group can depend on eating, liking and doing the same
things as the other children in the group.

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Media Messages

Television viewing plays a major role in everyday life for most children and teens. Like other enter-
tainment media, television reflects social values and shapes societal behaviour. A recent Canadian
study showed that food and food-related messages depicted most often on Canadian prime time tele-
vision did not support Canada’s Food Guide to Healthy Eating. Foods shown most often were from
the Other Foods category and tended to be higher fat choices. Foods shown least often were higher
fibre foods and green and orange vegetables and fruit.

The media can be a powerful influence on how young people view themselves. The media delivers
the messages that “thin is in” and a large body shape is unacceptable. Often body image attitudes on
prime time television deal negatively with larger body sizes. People with larger body sizes were
laughed at, marginalized and ridiculed. The media or corporate view of the “ideal” body type for
women is now at the thinnest percent of a normal weight distribution. This excludes 95 percent of
women in our society. The increasing pressure to be thin is reflected in cultural images. The typical
female model weighs 13-19 percent below the expected weight for her height and age.

It is not always easy to resist the pressures from the media to conform to an “ideal body image.”
The media often presents or creates false images of what people should look like, sometimes glam-
orizing unhealthy images. They create a distorted picture of reality by:
- Frequently propagating myths and falsehoods.
- Normalizing and glamorizing what is abnormal or unhealthy;
- Creating the false impression that all women and men are the same by not representing whole
segments of the population; and
- Sending the message that one must continually improve and that one is never good enough.

A lot of girls are taught at a young age that looking beautiful can mean having power and control.
Young girls feel pressured into being thinner than is healthy because that is what is accepted as
beautiful in Western culture. Many girls have a distorted idea of what their body shape or size
should be.

Boys are also affected by pressure to shape their bodies to match current ideals. Fitness, muscle and
body sculpting magazines and products are increasingly targeting them. Studies suggest that the
body concerns of most boys is focused on building body mass and sculpting rather than reducing
weight. The value being taught is that only physical “perfection” is acceptable.

Appendix
Unit 2 Appendix I: Follow That Star Worksheet

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UNIT 2 Healthy Eating

Sub-Task #6 Getting Active

Materials
See Appendix

Description
Students learn that active living is a way of life. The concept is broader than the traditional one of fit-
ness. It endorses and acknowledges the benefits that can be realized from a wide range of activities. 2
Expectation Code Learning Expectation

4p1 Explain the role of healthy eating practices, physical activity,

and heredity as they relate to body shape and size.
4p5 Outline the factors that influence body shape and size (e.g.,
heredity, diet, exercise).

Assessment Opportunities: Suggestions for Assessing Expectations

• The expectation is the focus of this Sub-Task but will be assessed later in the Healthy Eating unit.

Teaching/Learning Strategies

Types of Physical Activity

1. Discuss the three types of physical activity:
- Flexibility activities (stretching, bowling, etc.) which help keep muscles relaxed and joints
mobile.
- Strength exercises (climbing stairs, abdominal curls, etc.) which help strengthen muscles and
bones and improve posture.
- Cardiovascular (Endurance) health activities (walking, cycling, etc.) which help the heart, lungs
and circulatory system stay healthy.

Make sure students understand that a combination of all three are important to overall physical
health.

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Ten Favourite Physical Activities

2. Students list their ten favourite physical activities on a sheet of paper.
Then, instruct them to:
- Put an F next to your most favourite activity.
- Put an L next to your least favourite.
- Indicate with a B the activity that you think is best for you.
- Put a 5 next to those activities you think you will be able to do when
you’re 50.
- Put a 2 next to those activities, which take two or more people to participate.
Students will answer the following questions:
- What did the Ten Favourite Activities exercise tell you about your activity selection?
- Did you select a cardiovascular exercise?
- What, if anything, do you plan to do as a result of this exercise?
- What are the consequences of not changing? Of changing?

Activity Log
3. Students keep an activity log for at least three days, listing all activities such as eating, watching
TV, playing computer games, etc. (Unit 2 Appendix J)

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

Healthy Eating and Physical Activity

The concepts of healthy eating and active living are interrelated and complementary to each other.
Healthy eating provides the energy required for participation in regular physical activity. Regular
physical activity provides young people with opportunities for increasing their self-esteem and
appreciation for their own bodies. Healthy eating and regular physical activity are essential for
growth and development and are important components of a healthy lifestyle.

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Vitality

Three positive life choices are highlighted in Canada’s Food Guide to Healthy Eating that make up
the Vitality approach to living B Enjoy eating well, being active and feeling good about yourself.
That’s VITALITY.
• “Eating well” emphasizes the components of Canada’s Guidelines for Healthy Eating.
• “Enjoy being active” emphasizes the importance of participating in activities that fit comfortably
and conveniently in the usual routines of daily life, like riding a bike, walking, and washing the
car. Being active means doing some type of activity each day that increases your heart rate. 2
• “Feeling good about yourself” refers to people taking charge of their lives and learning to accept
and respect themselves. People with a healthy self-image and body image will have a stronger
sense of themselves, have more control over their lives and tend to feel and look happier.

Active Living

Active Living promotes a way of life in which physical activity is valued and integrated into daily life.
It is more than fitness and sport, it is a commitment to a healthy mind, spirit and environment, all
linked through physical activity. For both children and adults, regular physical activity is important
for overall health. Most children enjoy physical activities that they can do with their friends, and that
give them a sense of accomplishment—things like building a snowman, skating or swimming.

When fun and enjoyment are part of skill development and physical activity, children are more likely
to develop positive attitudes towards healthy active living.

Children benefit from regular activity in many ways:

• Active children learn better, are more alert and are more self-confident.
• Healthy students are more ready to learn and to get along better with others.
• Young people who are physically active are less likely to smoke, drink, or use drugs, and more
likely to have healthy eating habits.

Many children spend more time in sedentary pursuits such as watching TV or playing
computer/video games than in the past. Children may need both encouragement and the opportuni-
ties to get up and move. Parents and educators have a role in promoting active living to children.

Participation in physical education programs will provide lifelong benefits for children. Integrating
physical activity as an enjoyable part of their daily lives helps to prevent heart disease, bone disease
and other health conditions.

Some of the benefits of regular activity include better sleep, fun, good times with friends, healthy
body weight, healthy heart and lungs, less stress, optimal learning ability, positive feelings about self,
and strong muscles and bones.

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Types of Physical Activity

There are three different types of physical activities that help to keep the body healthy. A variety of
each type of activity will provide the most health benefits:
• Endurance activities help the heart, lungs and circulatory system stay healthy and also provide
more energy. Examples include walking, cycling, skating and dancing.
• Flexibility activities help move the body easily, keep muscles relaxed and joints mobile. Examples
include gentle reaching, bending and stretching all of the muscle groups.
• Strength activities help the muscles and bones stay strong and improve posture. Examples include
climbing stairs, wearing a backpack carrying schoolbooks and exercises like abdominal curls
and push-ups.

Calories and the Major Food Nutrients

Meeting children’s energy needs for growth, development and activity is a priority for healthy eating.
There are approximately 50 known nutrients that the body needs to be healthy. Nutrients are things
in foods that provide energy, facilitate growth, and help the body function properly. The foods eaten
are made up of many different nutrients, which are divided into six classes: carbohydrate, fat, pro-
tein, vitamins, minerals and water. Carbohydrate, fat and protein are the nutrients that provide ener-
gy for the body. Energy from food is measured as kilocalories, also known as calories, or as kilo-
joules, the metric term. Vitamins, minerals and water perform specific functions and also help the
body use the energy nutrients.

For more information, see Glossary, Six Kinds of Nutrients handout in Grade 5, and Food Guide
Facts: Background for Educators and Communicators in Additional Resources.

Appendix
Unit 2 Appendix J: Activity Log

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UNIT 2 Healthy Eating

Sub-Task #7 Get Off the Couch

Materials
See Appendices

Description
Students become aware of how they spend their time. They set personal goals for becoming more
physically active by completing a daily activity graphic display. 2
Expectation Code Learning Expectation

4p1 Explain the role of healthy eating practices, physical activity,

and heredity as they relate to body shape and size.
4p5 Outline the factors that influence body shape and size (e.g.,
heredity, diet, exercise).

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Pencil and Paper Task: Assess the student’s ability to outline the factors
that influence body shape and size by creating a marking scheme to assess the Circle of Life
Worksheet (see Unit 2 Appendix K) and the Setting Healthy Goals Worksheet (see Unit 2
Appendix L).

Teaching/Learning Strategies

Graphing Daily Activities

1. Assign colours to the daily activities completed by the students (e.g., sleeping - blue, working at
school - green, watching TV - yellow, eating - red, chores - orange, dressing/bathing - purple,
exercising and/or playing sports – pink). Using one activity at a time, teach students how to
arrive at an average number of hours a day spent doing that activity (e.g., sleeping: eight hours).
When all the activities have been averaged, the students should have hour blocks for how they
spend their time. The students need to refer to their Activity Log completed in Sub-Task #6 (see
Unit 2 Appendix J).

Circle of Life
2. The students colour the Circle of Life “How I Currently Spend Time” which is divided into 24 sec-
tions for a graphic display of how they currently spend their time (see Unit 2 Appendix K). The
students then complete send Circle of Life, and reflect on how they would like to spend time to
achieve optimum health (see Unit 2 Appendix K).

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Setting Healthy Goals

3. Students complete the Setting Goals Worksheet (see Unit 2 Appendix L) listing their physical
activity goals and the steps they can take to achieve those goals.

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

• Provide the model of the completed task (see Unit 2 Appendix K) so students can visualize what
they are to do.

Appendices
Unit 2 Appendix J: Activity Log
Unit 2 Appendix K: Circle of Life Worksheet
Unit 2 Appendix L: Setting Healthy Goals Worksheet

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UNIT 2 Healthy Eating

Sub-Task #8 You Are What You Eat

Materials
Student Food Diary from Sub-Task #3
Chart paper

Description
The students review how food choices influence body shape and size by completing a discussion 2
exercise and writing a personal reflection story.

Expectation Code Learning Expectation

4p1 Explain the role of healthy eating practices, physical activity,

and heredity as they relate to body shape and size.
4p5 Outline the factors that influence body shape and size (e.g.,
heredity, diet, exercise).

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Performance Task – Assess the student’s ability to outline the factors that
influence body size and shape through assessing a story they have written. Use the Assessment
Rubric – Grade 4 Healthy Eating (see Unit 2 Appendix M).

Teaching/Learning Strategies

Unhealthy Eating Choices

1 Brainstorm with the students what “sometimes foods” would cause a health problem if eaten reg-
ularly over a long period of time. List them on the board or chart paper.
2 Discuss some health problems that could result from eating these foods instead of “everyday
foods” (obesity, heart disease, high blood pressure, diabetes, some types of cancer).
3 Discuss the health problems that could result from eating too little (heart irregularities, hair and
skin loses its shine, fatigue, fainting).
4 Discuss how healthy eating habits benefit general health and well-being.

Review of the Food Diary

5 Students use the Food Diary that they completed in Sub-Task #3 to see if they tend to eat “some-
times foods” regularly. Ask the students to reflect on how their food choices influence their body
shape and size.

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You Are What You Eat

6 The students write a story about the factors that influence their body shape and size and other
physical characteristics such as eye and hair colour (e.g., heredity, eating habits, physical activity,
and growth rate). Suggest that they can refer to specific physical qualities they share with parents
or siblings, such as hair colour or height. Encourage them to write about how eating well and
being physically active makes them feel energetic.
7 Collect their stories for assessment using the Rubric (see Unit 2 Appendix M).

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

• “Sometimes foods” do not need to be eliminated from one’s eating pattern, just eaten in modera-
tion. “Regularly” means eating “sometimes foods” instead of “everyday foods” more often than
usual.

Appendix
Unit 2 Appendix M: Rubric Assessment for Sub-Task #8

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UNIT 2 Healthy Eating

Sub-Task #9 (Optional) TV Food Commercial

Survey
Materials
Video example of age-appropriate TV food commercial (current)how to deal with it.

Description
Students analyze TV food commercials.
2

Expectation Code Learning Expectation

4p1 Explain the role of healthy eating practices, physical activity,

and heredity as they relate to body shape and size.
4p5 Outline the factors that influence body shape and size (e.g.,
heredity, diet, exercise).

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Assess student understanding of factors that influence food choices
through completion of TV Food Commercial Survey worksheet (see Unit 2 Appendix N).

Teaching/Learning Strategies
1. Students brainstorm a list of products they eat that are advertised on TV. Discuss how advertising
on TV and in other media affect food buying decisions. View video example of one or more food
commercial or print advertisement, then discuss the methods used by advertisers to influence
children to buy their products (e.g., free prize, win a prize, famous personality, etc.). Use TV
Food Commercial Survey worksheet. Complete one example with class. Point out the advertise-
ment terminology (e.g., testimonials, prize giveaways, humour).

2. Students complete the worksheet at home, and bring their survey results to class. The class dis-
cusses the advertising methods used by the commercials they observed. Ask the students to
describe their favourite ad and whether or not the ad persuaded them to want to try the food.
Ask the students if they have ever purchased a food product because of a commercial. Ask if
commercials ever confuse them. Discuss how television commercials and other advertisements
can help them to make nutritious food choices.

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Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

• Good link to Data Management and Probability Math Unit. Students can use survey results to pro-
duce graphs and analyze.

Appendix
Unit 2 Appendix N: TV Food Commercial Survey Worksheet

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Name: _______________________________

Canada’s Guidelines for Healthy Eating

Fill in the blanks with the words below and give examples of how you can achieve 2
each of the guidelines.

caffeine fat grain products physical activity variety

1 Enjoy a ______________________________ of foods.

I can achieve this by: __________________________________________________________.

2 Emphasize cereals, breads, other _______________________ ______________________,

vegetables and fruit.

I can achieve this by: __________________________________________________________.

3 Choose lower fat dairy products, leaner meats and foods prepared with little or no

_____________________________________________________________________________.

4 Achieve and maintain a healthy body weight by enjoying regular ________________

______________________________________________________________________________.

I can achieve this by: _____________________________________________________.

5 Limit salt, alcohol and ____________________________.

I can achieve this by: _____________________________________________________.

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Health Santé
Canada Canada
C A N A D A’ S

T O H E A LT H Y E AT I N G
F O R PE O P L E F O U R Y E A R S
AND OVER

Enjoy a variety
of foods from each
group every day.

Choose lower-
fat foods
more often.

Grain Products Vegetables and Fruit Milk Products Meat and Alternatives
Choose whole grain Choose dark green and Choose lower-fat milk Choose leaner meats,
and enriched orange vegetables and products more often. poultry and fish, as well
products more often. orange fruit more often. as dried peas, beans
and lentils more often.

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Name: _______________________________

What’s the Serving Size?

Using Canada’s Food Guide to Healthy Eating, determine the food group or Other
Foods category to which each food belongs. Then determine the amount of one serv- 2
ing for each of the foods.

Food Food Group or Category One Serving Equals

bread e.g., Grain Products e.g., 1 slice

carrot

peanut butter

corn flakes

chocolate milk

butter

salad

pita bread

cheese slices

canned tuna

pear

cantaloupe pieces

potato chips

apple juice

water

French fries

lentils

rice

eggs
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TEACHER
Name: _______________________________

What’s the Serving Size? - Answer Key

Using Canada’s Food Guide to Healthy Eating, determine the food group or Other
Foods category to which each food belongs. Then determine the amount of one serv-
ing for each of the foods.

Food Food Group or Category One Serving Equals

bread Grain Products 1 slice

carrot Vegetable and Fruit 1 medium

peanut butter Meat and Alternatives 30 mL or 2 tbsp

corn flakes Grain Products 30 grams

chocolate milk Milk Products 250 mL or 1 cup

butter Other Foods No recommended size

salad Vegetables and Fruit 250 mL or 1 cup

pita bread Grain Products 1/2 pita

cheese slices Milk Products 2 slices or 50 grams

canned tuna Meat and Alternatives 1/3 to 2/3 can or 50-100 gram

pear Vegetables and Fruit 1 medium

cantaloupe pieces Vegetables and Fruit 125 mL or 1/2 cup

potato chips Other Foods No recommended size

apple juice Vegetables and Fruit 125 mL or 1/2 cup

water Other Foods No recommended size

French fries Vegetables and Fruit 125 mL or 1/2 cup or 10 fries

lentils Meat and Alternatives 125-250 mL or 1/2 to 1 cup

rice Grain Products 125 mL or 1/2 cup (250 mL or 1 cup – 2

servings)

eggs Meat and Alternatives 1 to 2

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Serving Size Stumpers

1 If 125 mL of seeds equals one serving of Meat and Alternatives, how many
servings of pumpkin seeds does the class have if they collect 375 mL when
they carve their Jack-O-Lantern for Hallowe’en?
2

2 Pat counted all the food she ate in one day that contained milk: 125 mL
milk on breakfast cereal, 250 mL milk in cream of tomato soup, a 250 mL
carton milk, and 125 mL chocolate pudding made with milk. How many
servings of Milk Products did Pat have?

3 Raj won the pasta-eating contest at school when he ate 2 Litres of spaghet-
ti at one sitting. How many servings of Grain Products did Raj eat?

4 Lily wants to count the number of servings of Vegetables and Fruit she ate
yesterday. She ate 125 mL orange juice, one banana, 10 strawberries (about
250 ml), 250 mL tossed salad, 1 baked potato, 125 mL broccoli and 250 mL
fruit salad. How many servings did she have?

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TEACHER
Serving Size Stumpers - Answer Sheet

1 If 125 mL of seeds equals one serving of Meat and Alternatives, how many
servings of pumpkin seeds does the class have if they collect 375 mL when
they carve their Jack-O-Lantern for Hallowe’en?

3 servings of pumpkin seeds or

3 servings from the Meat and Alternatives Food Group

2 Pat counted all the food she ate in one day that contained milk: 125 mL
milk on breakfast cereal, 250 mL milk in cream of tomato soup, a 250 mL
carton milk, and 125 mL chocolate pudding made with milk. How many
servings of Milk Products did Pat have?

Pat had 3 servings of Milk Products in one day (250 mL of milk = 1 serving)

3 Raj won the pasta-eating contest at school when he ate 2 Litres of spaghet-
ti at one sitting. How many servings of Grain Products did Raj eat?

Raj ate 16 servings of Grain Products (125 mL of cooked pasta = 1 serving)

4 Lily wants to count the number of servings of Vegetables and Fruit she ate
yesterday. She ate 125 mL orange juice, one banana, 10 strawberries (about
250 ml), 250 mL tossed salad, 1 baked potato, 125 mL broccoli and 250 mL
fruit salad. How many servings did she have?

125 mL orange juice = 1 serving

1 banana = 1 serving
250 mL strawberries = 2 servings Lily had 9 servings of
250 mL tossed salad = 1 serving Vegetables and Fruit
1 baked potato = 1 serving
125 mL broccoli = 1 serving
250 mL fruit salad = 2 servings

Unit 2 – Appendix D
128
Health
Health and
and Physical
Physical Education
Education –– Grade
Grade 44 Healthy Living – Healthy Eating
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Name: _______________________________

Personal Food Guide

Grain Products Vegetables Milk Products Meat &

& Fruits Alternatives

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Name: _______________________________

Food Diary: What Did I Eat Yesterday?

In the first column, list the foods you ate yesterday. For each food item, write the
number of servings from each food group. Use a check mark ( ) to show food items in
the Other Foods category. Total the number of servings of each food group.

Meals or Snacks Grain Vegetables Milk Meat and Other

Products and Fruit Products Alternatives Foods

Breakfast

Morning Snack

Lunch

Afternoon Snack

Supper

Evening Snack

Total Servings No Total

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Unit 2 – Appendix G
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Name: _______________________________

Why I Eat

People eat for many reasons. You may eat because you are hungry, because the food
looks or smells good, because you are bored, or because you see other people eating.
Read each statement below and check the box that shows the reasons you eat.

I eat when I’m Often Sometimes Almost Never

hungry

bored

with my friends

happy

worried

sad

lonely

angry

tired

treated unfairly

told it’s time to eat

watching TV

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Name: _______________________________

Follow That Star!

Write nine words that describe you: 2

__________________________ __________________________ _________________________

__________________________ __________________________ _________________________

__________________________ __________________________ _________________________

Put a star beside the words that are most important to you.

If you could develop a special talent, skill, or other personal quality for your-
self, what would it be?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

List three of your good qualities (not physical) – things you wouldn’t change,
even if you could:

1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

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Name: _______________________________

Getting Active

Activity Log

Time Day Activity Type of Activity

7:30 a.m. Jan 12. walked the dog before going to school (20min) cardiovascular

7:45 a.m. Jan 12 ate breakfast

1:00 p.m. Jan 12 stretching during phys. ed. class flexibility

3:30 p.m. Jan 12 shoveling the driveway to clear snow strength

4:30 p.m. Jan 12 watched TV after school (1 hour) sedentary

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Circle of Life
How I Currently Spend My Time

How I Would Like to Spend My Time

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Name: _______________________________

Setting Healthy Goals

List your specific physical activity goals.

My goals:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What I will do to reach my goals?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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Unit 2 – Appendix M
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Name: _______________________________

TV Food Commercial Survey

Watch television with your family for at least 30 minutes. Saturday morning is one
good time to do this activity. Using the table below, list three foods advertised in com-
mercials that you see. Place check (√) marks beside the advertising methods used to
get you to buy these foods.

Advertising Method FOOD ADVERTISED

e.g., Cheerios

free prize or gift

win a prize

famous person/testimonial

humour

new or improved

extra for same price

jingle

good for you

fun to eat

nice packaging

you’ll be helpful

you’ll be popular

Other methods:

Which of these advertising methods makes you want to eat these foods?

________________________________________________________________________________

Why? _________________________________________________________________________

________________________________________________________________________________
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UNIT Substance Use and Abuse

OVERVIEW
3 Duration
Description
6 Sub-Tasks

Students examine the harmful substances found in tobacco and the effects of smoke, and work to
develop the skills necessary to make healthy choices around tobacco use.

Sub-Task Title Expectation Code

1. Cigarettes: Inside Out 4p4, 4p12

2. Addicted to Cigarettes 4p4, 4p12
3. Short-Term and Long-Term Effects of First-Hand and
3
Second-Hand Smoke 4p4, 4p13
4. What Influences Me? 4p4, 4p14
5. What Should I Choose? Decision-Making and Assertiveness
Skills 4p4, 4p14
6. Deciding To Be Smoke-Free 4p12, 4p13, 4p14

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:

• Performance Task: Diagnostic Assessment of Knowledge of Harmful Substances in a Cigarette

• Paper and Pencil Task: Reflection Note (see Unit 3 Appendix C for Rubric)

• Performance Task: Collage of the Advantages of Being Smoke-free (see Unit 3 Appendix H for
Self/Peer Assessment Target)

• Performance Task: Short-Term and Long-Term Effects on the Body

• Pencil and Paper Task: Advantages of Being Smoke-Free

• Performance Task: Smoke-Free Living Advertisements

• Performance Task: Skit (see Unit 3 Appendix P for Assessment Rubric)

Links To Prior Knowledge

In Grade 3, the student has defined the terms drug, alcohol, nicotine and caffeine; he or she has
classified legal and illegal drugs, used decision-making skills to make healthy choices about drug
use and recognized the effects of various substances on the body.

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Notes to Teacher
A variety of accommodations may be used in this unit. Some accommodations to consider include:
- Use visual aids, demonstrations, simulations and manipulatives to ensure that students under-
stand concepts presented.
- Provide a copy of peer or teacher notes to allow student to focus on listening.
- Make use of computer technology where possible.
- Include a variety of activities for the student in each lesson.
- Directly teach the vocabulary and skills necessary to manage instructional materials.
- Arrange for the student to have a ‘study buddy’ in each subject, when possible.
- Provide a structured environment: lists, previews, repetition, direction and limits.
- Break instruction/learning periods into smaller units of time with a plan to increase.
- Establish time lines.
- Make use of contracts, as appropriate.
- Break down large tasks into small tasks. Large tasks can quickly overwhelm the student and pro-
vide reinforcement as each part is completed.
- Simplify instructions, choices and scheduling.
- Provide models of completed tasks so the student can visualize a completed project.
- Provide instructions visually and verbally.
- Pair students to check work.
- Enable the student to demonstrate understanding using a variety of media including oral presen-
tations, audio or videotaped assignments, bulletin board displays, dramatizations, and demon-
strations.
- Provide opportunities for the student to word process rather than write assignments.
- Provide oral discussion prior to writing.
- Have the student tape to support writing or, if necessary, as an alternative to support draft work.
- Go for quality rather than quantity of work as sometimes a reduced workload is required.
- Provide overviews of lessons at the beginning of class where possible (e.g., visual organization
scheme such as maps or webs).
- Relate material to students’ lives and real-life situations.
- Use experiential, concrete examples, resources and activities to teach abstract concepts.
- Reinforce oral instructions with written or visual cues.
- Repeat important information. Record it on the board or on an overhead.
- Clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking stu-
dents to retell or paraphrase instructions.

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- Allow students to tape lessons for more intense listening at a later time.
- Allow a significant response time when questioning to allow the student time to process the
request.

Background Information

Ontario Catholic School Graduate Expectations

CGE 1d Develops attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity and the common good

CGE 4f Applies effective communication, decision-making, problem-solving, time and resource

management skills
3
CGE 4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

CGE 5e Respects the rights, responsibilities and contributions of self and others

Fully Alive

The Ontario Health and Physical Education Curriculum: Healthy Living Strand can be effectively inte-
grated with the Family Life Education Programs Fully Alive. Many expectations can be woven into the
themes and topics presented in Fully Alive. The Fully Alive Program provides the students with a
context of values within the catholic faith tradition to teach the Healthy Living expectations. The pro-
gram reinforces learning and provides a strong basis for decision-making.

Throughout the content of this strand, respecting and caring for our bodies and our life as a pre-
cious gift given to us by God, is the foundational value, which must be presented to students.

The very first topic of Theme 1, Created and Loved by God , presents life as a gift from God and
will provide a most appropriate context when teaching about choices that have very negative effects
on our life, e.g., addictions to harmful substances.

Caring for the environment, presented in Theme 5, Living in the World will also create a frame-
work for teaching about the effects of harmful substances, e.g., second-hand smoke.

The choice of friends is probably one of the major influences on students when deciding about
issues of substance abuse. Reviewing the topic about friendship from Theme 2, Living in
Relationship , will assist in helping students to realize that choosing friends with similar or dissimi-
lar values will influence their actions, positively or negatively.

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Theme 1: Created and Loved by God , Topic 1: My Life is a Gift

• Deepen their understanding that human persons are the greatest of God’s earthly creatures
• Be encouraged to appreciate that life is a gift freely given by God
• TM pp. 3-6 pp.2-7
• Activity Sheet No. 1, My Life is a Gift
Theme 2: Living in Relationship , Topic 4: Making Friends
• Distinguish between effective and ineffective strategies for making friends
• Be encouraged to appreciate that learning to be friends is the way to have friends
• TM pp. 46-48, SB. 32-34
Theme 5: Living in the World , Topic 2: Caring for the World
• Identify some of the ways that people can care for the physical environment
• Be encouraged to appreciate the importance of being good caretakers of the physical environ-
ment
• TM pp. 99-103, SB pp.81-85
• Activity Sheet No. 15 The Casey Family Caretakers

Fully Alive (Grades 1-8) , Ontario Conference of Catholic Bishops, Prentice-Hall Canada.

Ontario Catholic School Graduate Expectations , Institute for Catholic Education, Toronto,
1998.

Appendices
Unit 3 Appendix A Tobacco Warnings Worksheet
Unit 3 Appendix B Smoker Interview Worksheet
Unit 3 Appendix C The Addictions and Problems Associated With Tobacco Use - Rubric
Unit 3 Appendix D Short and Long-Term Effects Answers
Unit 3 Appendix E Short and Long-Term Effects of Smoking Word Search
Unit 3 Appendix F Short and Long-Term Effects of Smoking Word Search Solution
Unit 3 Appendix G Advantages of Being Smoke-Free Worksheet
Unit 3 Appendix H Self/Peer Assessment Target
Unit 3 Appendix I What Influences Me? Crossword
Unit 3 Appendix J What Influences Me? Crossword Solution
Unit 3 Appendix K What Influences Me? Reflection Note
Unit 3 Appendix L “Pressure To Smoke” Story
Unit 3 Appendix M Resisting The Pressure To Smoke Decision-Making Worksheet
Unit 3 Appendix N Refusal Techniques Activity Card
Unit 3 Appendix O Influences Activity card
Unit 3 Appendix P Assessment Rubric

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Sources
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:

Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom , Centre for Addiction and Mental Health. http://sano.arf.org/cur-
riculum.htm

Grade One to Eight Curriculum Support for Healthy Living Strand , Durham Catholic District
School Board and Durham Region Health Department, Oshawa, 1999/2000.

Additional Resources
3
Apacki, Carol, Energize, Lions-Quest, Skills for Growing (K-5 , Lions-Quest Cards, Waterloo, Ontario,
1992.

Addiction Research Foundation -1-800-Info-ARF/ 1-800-463-6273 www.arf.org

Centre for Addiction and Mental Health, Marketing Department 1-800-661-1111 www.camh.net

Concerns Canada (Alcohol and Drug Concerns Inc.) – 1-877-893-2227

Health Canada – www.hc-sc.gc.ca

Lungs Are For Life: Helping students say no to tobacco and other harmful drugs, The Lung
Association, Toronto, 2000. www.on.lung.ca

Ontario Drug Awareness Partnership – 1-800-746-3852

OPHEA – (Ontario Physical and Health Education Association) www.ophea.net

Ontario Ministry of Health – www.gov.on.ca/health

Ontario Public Health Association – www.opha.on.ca

PAD (Parents Against Drugs) Drug Education and Support Services - www3.sympatico.ca/pad

Substance Abuse Network of Ontario (SANO) 416-595-6053 www.sano.arf.org

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UNIT 3 Substance Use and Abuse

Sub-Task #1 Cigarettes: Inside Out

Materials
Cigarette package with cigarettes and empty packages
Jar containing 250 ml of molasses
Measuring cup

Description
This sub-task identifies the major harmful substances found in tobacco by having students investi-
gate cigarette labels, and the parts of a cigarette.

Expectation Code Learning Expectation

4p4 Identify the influences (e.g., the media, peers, family members)
affecting the use of tobacco, as well as the effects and legali-
ties of, and healthy alternatives to, tobacco use
4p12 Identify the major harmful substances found in tobacco and
explain the term addiction

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Performance Task – teacher observation and diagnostic assessment of the
students’ knowledge of the major harmful substances found in a cigarette with Teaching/Learning
Strategy #7.

Teaching/Learning Strategies

Definition of a Drug
1. Review the definition of a drug, and what are common drugs (e.g., medicines, caffeine, alcohol
and nicotine).
2 Present cigarette package with cigarettes to the students in a large group and review the follow-
ing points with them:
• What is this? (a cigarette package)
• What does it contain? (cigarettes)
• What are the ingredients? (made from tobacco)
• What is the legal age to purchase these? (19 years)
• What are the laws concerning these? (municipal, provincial and federal)
For further information, see background in Unit Overview.

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Tobacco Warning Group Work

3 Organize the students into groups of three or four. Distribute Tobacco Warnings Worksheet (Unit
3 Appendix A). Instruct them to take a look at the health warnings on packages of cigarettes
(from empty packages, cigarette ads in American magazines).
4. Students to record what the health warning states and write down as many different ones as they
can see. Have students also identify why these health warnings are written on every package. (See
Background Information for explanation of warnings)

Make sure students understand what the warnings mean. (See Background Information for defini-
tions of stroke, cancer, lung disease).

Parts of a Cigarette
3
5. Cut open a cigarette. Discuss the parts: the filter, the paper, tobacco. Ask the students what they
know about each of these parts. (Harmful substances found in cigarettes include nicotine, tar,
lead, cyanide, carbon monoxide and chemicals.) (Other forms of tobacco, chewing, snuff, pipe
and cigar contain nicotine and chemicals and are also harmful to health.)
6. Tell students that tobacco contains around 4,000 chemicals and that many of those chemicals are
known to cause cancer. Listing the harmful substances in tobacco is more effective if the student
can relate it to something familiar to them (e.g., acetone: Nail polish remover) (see Notes to
Teacher).
7 Call out different substances. Students stand up if they think the substance is in a cigarette and
remain seated if they think the substance is not contained in a cigarette. List the following sub-
stances:
Caffeine (no)
Chemicals (yes)
Filter (no)
Artificial flavours (yes)
Lead (yes)
Tobacco stems and scraps (yes)
Alcohol (no)
Nicotine (yes)
Molasses (no)
Tobacco leaves (yes)
8. When discussing tar, hold up the jar of molasses. Tip the jar to demonstrate how the tar coats the
lungs. Pour the molasses into a measuring cup. Slowly pour out the molasses, asking the students
to guess how much tar is deposited in the lungs of a smoker over the course of a year (Answer:
Someone who smokes a pack of cigarettes a day deposits about 250 ml of tar in their lungs each
year).

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Notes to Teacher

Ontario Catholic School Graduate Expectations

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

CGE5e Respects the rights, responsibilities and contributions of self and others..

Optional Activity for Teaching/Learning Strategy #5:

Use pictures and posters for demonstration. Pictures, posters and videos are be available from The
Lung Association and may be available from local health units.

Optional Activity for Teaching/Learning Strategy #6:

Below are more of the substances found in tobacco related to something familiar:
- acetone nail polish remover
- propylene glycol lock de-icer
- butane lighter fluid
- benzene pesticide or gasoline
- arsenic rat poison
- lead lead pencil
- phenol disinfectant (e.g. Lysol)
- ammonia glass or toilet bowl cleaner
- cadmium battery

Optional Activity for Teaching/Learning Strategy #8:

Students work in groups to find definitions for some substances found in cigarettes. See Notes to
Teacher for definitions.
Nicotine
Carbon Monoxide
Tar
Lead
Chemicals
Health Warnings (students give examples)
Municipal Bylaws (students give examples)

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Provincial Law (students give examples)

Federal Law (students give examples)
Other forms of tobacco (students give examples)

Definition of A Drug

In Grade 3, the definition of “drug” was: “A ‘drug’ is any substance which, when taken into the
body, changes the way you think, act or feel.”

This definition includes legal drugs, such as medicines, alcohol (legal age 19), tobacco (legal age
19), and illegal drugs, such as cannabis, as well as products which are not designed as psychoactive
substances (like hobby glue) but which might be taken internally to get this effect.
3
Cigarettes (made from tobacco)

The harmful substances found in cigarettes include:

Nicotine : a highly addictive substance, which causes the blood vessels to constrict, and the heart to
beat faster. Tiny hairs called cilia, which usually clean the lungs of dirt and germs, are paralyzed by
nicotine, so the smoker is more vulnerable to colds, flu, bronchitis, and other disease. Smoking is
not the only way to get nicotine into the system. Chewing tobacco is another way, and using it might
result in disease to the lips and gums (cancer).

Carbon Monoxide
Carbon monoxide is a poisonous gas that is produced as tobacco burns. Carbon monoxide replaces
oxygen in red blood cells, therefore robbing the body of some of its energy source.

Tar
Tar contains soot, chemicals, and particles left behind by cigarette smoke. You can see it on the end
of a cigarette filter, or in an ashtray. It looks like a brown stain. Brown sticky tar coats the bronchial
tubes and tiny air sacs inside the lungs and makes them hard so they can’t work as well.
Tar stains can often be seen on the fingers and teeth of smokers.

Lead
Lead is a heavy metal that can cause severe poisoning, birth defects and learning disabilities.

Chemicals
There are over 4000 different chemicals found in tobacco. Of these, over 40 are known to cause
cancer. Some occur naturally, many are the result of pesticides used on the plant during growing,
and some are added during manufacturing. These chemicals are carried to our lungs and from
there to the blood stream and then to the rest of the body. One example is hydrogen cyanide, a col-
orless gas that smells like bitter almonds. The chemical can cause headaches, dizziness, nausea and
vomiting.

Other Forms of Tobacco

Other forms of tobacco (e.g., chewing, snuff, pipe, and cigar) contain chemicals and nicotine and
are also harmful to health.

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Health Warnings
Health warnings on packages of cigarettes include:
This product;
- Causes strokes and heart disease.
- Causes cancer.
- Causes fatal lung disease.
- Can kill you.
- Can harm your children.
- Is addictive.
- Can harm your unborn baby.

Laws
The Legal age to purchase cigarettes is 19 years.

Municipal By-Law
(e.g., By-Laws which tell us where smoking is not allowed e.g. in public buildings.)

Provincial Law
(e.g. laws which prohibit smoking in schools and on school property (fine for smoking on school
property is $150 no matter what your age.)

Federal Laws
(e.g. those that prohibit smoking on airplane flights.)

Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug Education in
Your Classroom with permission from the Centre for Addiction and Mental Health.

Appendix
Unit 3 Appendix A Tobacco Warnings Worksheet

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UNIT 3 Substance Use and Abuse

Sub-Task #2 Addicted to Cigarettes

Materials
Worksheet

Description
This sub-task explains the concept of addiction and the effects of nicotine through a group discus-
sion, mock interview format.

Expectation Code Learning Expectation 3

4p4 Identify the influences (e.g., the media, peers, family members)
affecting the use of tobacco, as well as the effects and legali-
ties of, and healthy alternatives to, tobacco use
4p12 Identify the major harmful substances found in tobacco and
explain the term addiction

Assessment Opportunities: Suggestions for Assessing Expectations

Formative Assessment: Pencil and Paper Task – Assess the student’s ability to identify the major
harmful substances found in tobacco and explain the term addiction through making a reflection
note on what they learned about addiction. This includes the effects of nicotine using the Addiction
and Problems associated with tobacco use (see Rubric, see Unit 3 Appendix C).

Teaching/Learning Strategies

Addiction
1 Introduce the concept of addiction by reading a list of statements. Students try to guess the con-
cept by listening to the statements, after the teacher has read as few statements as possible. After
students know that the topic is addiction, students try to guess the other statements that they have
not yet heard. Students can add descriptors to the list.
Addiction Clues:
• Having a cigarette is the first thing you think about in the morning.
• You feel nervous if you forget your cigarettes.
• You smoke every day.
• You always have your cigarettes with you.
• You are grumpy if you need a cigarette and you can’t have one.
• You don’t like that you cough, your breath smells and you are risking cancer, but you continue to
smoke.
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2. Discuss why smokers feel they “need” a cigarette (e.g., to calm nerves, to satisfy a craving, to
suppress appetite, their body craves it, they won’t be cranky).
3. Discuss addiction, giving the definition and patterns of use (see Notes to Teacher). Discuss the
effects of nicotine on the body and on a person’s ability to make decisions about their drug use.
Ask for ideas about what would happen if someone was addicted to nicotine and tried to stop.
Ask student what other substances people risk getting addicted to (alcohol, other drugs).

Smoker Interview
4. Students interview a smoker (e.g., parent, sibling, friend, relative) using the Smoker Interview
worksheet (see Unit 3 Appendix B) and let them know that they are learning about smoking and
addiction in school. Remind students that they must respect that a person may not wish to be
interviewed. Students share what they learned from talking to smokers or ex-smokers.

Reflection Note
5 Students write a reflection note on what they learned about addiction including the effects of
nicotine on the body and problems associated with tobacco use.

The following activity is optional:

6 Present information on nicotine, the drug in cigarettes that causes addiction. Next, cover
Teaching/Learning Strategy #3 – introduction of concept of addiction. Then, follow other strate-
gies.

Notes to Teacher

Ontario Catholic School Graduate Expectations

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

CGE5e Respects the rights, responsibilities and contributions of self and others

Addiction

Addiction means that a person’s body has become so dependent on a substance that the body does
not work properly without the substance. A person who is addicted will crave the substance and will
feel unwell and distressed without it. Addiction can be physical and/or psychological. If the person
stops using the substance, there will be physical and mental effects that are often unpleasant. This is
called withdrawal and will affect the person’s body, mind and emotions. Some symptoms of with-
drawal could include tremors, sweats, nausea, vomiting, irritability and anxiety.

A substance dependency can develop over time. A person’s body first begins to develop a tolerance
for the substance and then must take more of the substance to get the same effect. Some substances
are more addictive than others are. Nicotine is a highly addictive substance and people who want to
stop using tobacco find it extremely difficult to quit.
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Not all substance users build up a tolerance or become addicted. There seem to be patterns of use,
which help to identify whether a person’s use is changing:
- Abstinent: No use.
- Experimental: Person experiments with the substance. Most users do not go beyond this level.
- Social: Tolerance setting in. Person uses the substance in social settings, on a regular basis.
- Dependence/Addiction: Person craves the substance and feels unwell without it. Being addicted
to a substance is not the only problem associated with substance use. A first-time smoker may
not be addicted but could set a fire.

Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug Education in
Your Classroom with permission from the Centre for Addiction and Mental Health. 3
Appendix
Unit 3 Appendix B Smoker Interview Worksheet

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UNIT 3 Substance Use and Abuse

Sub-Task #3 Short-Term and Long-Term Effects of

First-Hand and Second-Hand Smoke
Materials
A variety of magazines
Flip chart paper

Description
This sub-task looks at the short-term and long-term effects of first-hand and second-hand smoke
and also identifies the advantages of being smoke-free through discussion and development of a col-
lage.

Expectation Code Learning Expectation

4p4 Identify the influences (e.g., the media, peers, family members)
affecting the use of tobacco, as well as the effects and legali-
ties of, and healthy alternatives to, tobacco use
4p13 Describe the short- and long-term effects of first- and second-
hand smoke, and identify the advantages of being smoke-free

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Performance Task – The students will assess the collages for student
understanding of the advantages of being smoke-free (see Self-Assessment Target, Unit 3
Appendix H).

• Summative Assessment: Performance Task – Assess the students’ knowledge of short and long-
term effects of smoking during Teaching/Learning Strategy #6 by observing and making anecdotal
notes. (Grade 4 Appendix N)

• Summative Assessment: Paper and Pencil Task – Assess the student’s knowledge of the advan-
tages of being smoke-free by assessing their worksheet (Unit 3 Appendix G), using a marking
scheme.

Teaching/Learning Strategies
1. Review the harmful substances found in cigarettes (e.g., nicotine, carbon monoxide, tar, lead,
cyanide and many other chemicals). See Sub-Task #1.

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Effects of Second-Hand Smoke

2 The teacher will define for students the concepts of first-hand smoke and second-hand smoke
(see Notes to Teacher).
3 Discuss with students the following points:
- The short-term and long-term effects of cigarettes on the smoker.
- The short-term and long-term effects of second-hand smoke (see Notes to Teacher).

Social Effects of Smoking

4 The teacher will ask the students for social effects of smoking - effects which are not physical
(e.g., costs, laws, smell of smoke on clothes and in the hair).
5 The teacher will ask the students for personal examples of being around smokers and some of
3
the effects they felt.
6 Post list of body parts on the wall, each on it’s own piece of chart paper. Divide students into
eight groups: mouth, eyes, lungs, teeth, skin, heart, nose, blood vessels, other. Each group starts
at one body part and lists as many effects of smoking on that body part as they can. Students
rotate one group, read the list and note whether the effect is a short term effect or a long-term
effect. Students rotate from group to group, reading ideas and adding to each list. See Unit 3
Appendix D for answers.
7 Distribute the Word Search Short-Term and Long-Term Effects of Smoking (see Unit 3 Appendix
E) (optional).
8 For homework, students complete Unit 3 Appendix G, a worksheet describing the benefits of
being smoke-free.

Collages
9 In small groups, have the students work from magazine pictures and personal drawings to devel-
op collages on activities linked with being “Smoke-free.” Post collages in the classroom and dis-
cuss the advantages of being smoke-free. Have the students provide peer assessments of each
other’s collages.

Notes to Teacher

Ontario Catholic School Graduate Expectations

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

CGE5e Respects the rights, responsibilities and contributions of self and others

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The following short-term and long-term effects of smoking are pulled from the No Butts About It
Worksheet (see Appendix F). More information can be found in the Background Information sec-
tion of the unit overview.
- Short-Term: Loss of taste, bad breath, yellow and stained teeth, red and teary eyes that don’t see
as well, yellowing of fingers, blood vessels get smaller, harder to breathe, heart beats faster.
- Long-Term: Gum disease, wrinkled skin, clogged blood vessels, damage of lung tissue from tar
deposits, emphysema, increased risk of heart attack and stroke, cancer of the mouth, larynx,
lungs, bladder and cervix.
- Optional Activity: To further enhance student understanding of the effects of smoking on the body,
an activity which looks at various body parts and then relates the effects of smoking to specific
organs might be helpful. (Smoking and Our Bodies: Where Does The Smoke Go? is a lesson plan
which further relates the effects of smoking to various body organs -Toronto Public Health –
Etobicoke Office.)

Effects of Smoking

Smoking is the most preventable cause of disease and early death. It causes 40,000 deaths each year
in Canada. First-hand smoke is the smoke directly inhaled by the smoker. Second-hand smoke is the
smoke a smoker blows into the air and the smoke that drifts into the air from the burning end of a
cigarette. There is more than 4,000 chemicals in second-hand smoke and more than 40 of these are
known to cause cancer.

Second-Hand Smoke

Sidestream or second-hand smoke (off the end of a smoldering cigarette) has higher concentrations
of the harmful chemicals found in tobacco because of the incomplete combustion at the tip of the
cigarette and because there is no filter. It contains twice as much tar and nicotine and five times as
much carbon monoxide as the smoke that is inhaled by the smoker. No level of exposure to second-
hand smoke is considered safe.

Young children whose parents smoke at home suffer from twice as many respiratory illnesses
(colds, bronchitis) as those who have non-smoking parents. Children are at extreme risk when a
parent smokes in a automobile because there is very little air circulation and the smoke becomes
concentrated in the auto and therefore in the child’s body. Second-hand smoke (also called ETS or
environmental tobacco smoke) aggravates symptoms in asthmatic children. Long-term exposure to
second-hand smoke can cause death.

First-Hand Smoke

Long-Term Effects – First-hand smoke (one who is smoking):

- Increased risk of heart attack (formation of blood clot or blockage within a coronary artery,
blocking blood flow to a section of the heart muscle and causing damage)
- Increased risk of stroke (sudden blockage of a blood vessel in the brain depriving parts of the
brain of blood supply causing brain damage).

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- Cancer of mouth, larynx, pharynx, esophagus, lungs, pancreas, cervix, uterus and bladder (can-
cer occurs when there is a transformation of normal body cells into malignant ones. These
malignant cells are altered and they pass on inappropriate genetic material to their offspring.
These new cells are abnormal and proliferate in an abnormal and destructive way (tumors,
growths). The disease may spread to neighbouring tissues, destroying healthy cells and taking
their place).
- Emphysema (a lung disorder in which the bronchioles of the lungs become plugged with mucus.
Over time there is a loss of elasticity in the lung tissue so that the air that is breathed in becomes
trapped in the lungs making breathing difficult, especially on expiration).
- Chronic Obstructive Pulmonary Disease (COPD) is a functional category designating a chronic
(persisting for a long time) condition of persistent obstruction of bronchial air flow. Asthma,
chronic bronchitis* and chronic pulmonary emphysema are the diseases mainly associated with
this condition. COPD is an insidious disease that can develop into advanced lung damage almost
before the victim is aware that his/her condition is serious. Early signs include shortness of
3
breath upon exertion, a mild cough usually in the morning, and becoming easily fatigued. The
condition progresses to painful, difficult breathing, weakness, and more severe coughing. The
patient has difficulty expelling air from his lungs and coughing produces thick mucus. Damage to
the respiratory system is progressive and irreversible. (* See below, Long-term Effects - Second-
hand smoke for more information on asthma and chronic bronchitis.)
- Increased risk of cataracts (clouding of the lens of the eye or its capsule)
- Increased risk of ulcers (a local defect or sore often of the inner wall or lining of the stomach or
of the duodenum (small intestine)).
- Increased gum disease and cavities.
- More wrinkles, aging of skin.
- Substantial amount of money up in smoke, the average smoker burns up about $1000 a year.

Short-Term Effects – First-hand smoke (one who is smoking):

- Smelly hair, breath, clothing.
- Reduces blood supply and oxygen to fetus.
- Bad taste in mouth.
- Decreased circulation.
- Reduced lung capacity
- Spending money up in smoke.
- Shortness of breath.
- House fires.
- Chronic cough, phlegm, wheezing
- More severe and more frequent asthma attacks.
- Yellow teeth and skin.
- Increased heart rate and blood pressure.

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- Increased amounts of carbon monoxide in the blood, which reduces the blood’s ability to carry
oxygen.
- Frequent colds, flu, ear infections and bronchitis.
- Less energy, strength and endurance because less oxygen is available for working muscles.
- Decreased athletic ability.

Second-Hand Smoke

Long-Term Effects – Second-hand smoke (anyone exposed to smoke):

- Increased risk of heart disease.
- ncreased risk of lung cancer and other cancers.
- Asthma (condition marked by episodes of difficult or painful breathing with wheezing due to
spasmodic constriction of the bronchi in the lungs), chronic bronchitis (inflammation of the
bronchi in the lungs with increased mucus from the bronchial mucosa and blockage of the respi-
ratory passages. This interferes with airflow to and from the lungs and causes shortness of
breath, persistent coughing and expectoration (coughing up of phlegm), frequent infection and,
over time, damage to the respiratory tract).

Short-Term Effects – Second-hand smoke (anyone exposed to smoke):

- Smelly hair, clothing.
- Dizziness.
- Nausea.
- Coughing, itchy eyes, sore throat, wheezing.
- Aggravating asthma.
- Increased heart rate and blood pressure.
- Increased amounts of carbon monoxide in the blood, which reduces the blood’s ability to carry
oxygen.
- Increased incidence of colds, flu ear infections, pneumonia and bronchitis.
- Reduces blood supply and oxygen to fetus.
- House fires.

Advantages of Being Smoke-Free:

- Healthier body.
- Fewer coughs, colds, flu, bronchitis.
- Greatly reduced risk of heart disease, cancer, stroke and emphysema.
- Lower insurance rates.
- More disposable income.

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- Increased range of job options.

- Use less sick days.
- Fewer wrinkles look younger.
- Fresher breathe, cleaner teeth.
- Sports and recreational activities are more enjoyable.
- Increased energy, strength and endurance.
- Healthier environment.
- No stains on fingers.

Best way to avoid the risks of smoking: Don’t start smoking! 3

Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom with permission from the Centre for Addiction and Mental Health.

Appendices
Unit 3 Appendix D Short and Long-Term Effects Answers
Unit 3 Appendix E Short and Long-Term Effects of Smoking Word Search
Unit 3 Appendix F Short and Long-Term Effects of Smoking Word Search Solution
Unit 3 Appendix G Advantages of Being Smoke-Free Worksheet
Unit 3 Appendix H Self/Peer Assessment Target

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UNIT 3 Substance Use and Abuse

Sub-Task #4 What Influences Me?

Materials
Magazines with sample cigarette ads
Art supplies

Description
This Sub-task is designed to help students recognize factors that can influence decisions to smoke
or to abstain from smoking through classroom discussion, sample advertisements and designed
advertisements.

Expectation Code Learning Expectation

4p4 Identify the influences (e.g., the media, peers, family members)
affecting the use of tobacco, as well as the effects and legali-
ties of, and healthy alternatives to, tobacco use
4p14 Apply decision-making and assertiveness skills to make and
maintain healthy choices related to tobacco use, and recognize
factors that can influence decisions to smoke or to abstain
from smoking (e.g., the media, family members, friends, laws)

Assessment Opportunities: Suggestions for Assessing Expectations

• Summative Assessment: Performance Task – Assess the student’s ability to:
- Identify the influences affecting the use of tobacco.
- Apply decision-making and assertion skills, to make and maintain healthy choices by creating a
marking scheme to assess the smoke-free living advertisements.

Teaching/Learning Strategies

Reasons Why People Smoke

1. The teacher will have the class brainstorm all the reasons why people may choose to smoke and
list these on the chalkboard (e.g., curiosity, access, role models, media, peer pressure, family
values).

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Factors Influencing Decision-Making

2. Discuss with students the factors that influence decisions to smoke or not to smoke. (see Notes
to Teacher).
3. Highlight the fact that tobacco companies want to influence them to smoke. Children are their
most important source for new customers.
4. Show some samples of tobacco ads to the class. These are easy to find in American magazines
such as People, Sports Illustrated, Vogue, etc. In Canadian magazines they will be under the guise
of sponsorships, e.g. ads for car races, tennis, fireworks, fashion, music.
5 Students describe what they see (e.g., the people in the ads are rich, healthy, athletic, happy,
etc.). Point out that these are all things that smoking actually takes away from you.

Smoke-Free Living Advertisements

3
6. Instruct the class to make advertisements for healthy smoke-free living. Their goal is to positively
influence their peers to “buy” a healthy lifestyle.
7. Provide a variety of art supplies (e.g., paints, markers, paper, scissors, glue, etc.) to create ads
and display finished ads throughout the school.
8. Students complete What Influences Me? Crossword sheet (see Unit 3 Appendix I and J) and
reflection note (see Unit 3 Appendix K) as homework.

Notes to Teacher

Ontario Catholic School Graduate Expectations

CGE4f Applies effective communication, decision-making, problem-solving, time and resource

management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

As an optional activity to Teaching/Learning Strategy #8, students write a persuasion letter to a friend
trying to convince him or her not to smoke (for answers to What Influences Me? Crossword, see
Unit 3 Appendix I).

Influences

A child’s attitudes and feelings about tobacco are shaped by what they see and hear from a variety of
sources, including their role models, parents, teachers, coaches, siblings and older children.
Therefore, it is important that children have positive, non-smoking role models.

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Perceptions

Their ideas about tobacco are influenced by what they see and hear in the media; TV, billboards,
magazines, movies, etc. In the media, tobacco use is often associated with glamour, athleticism and
success. It is critical that students have accurate information about the effects of tobacco to counter-
act these messages.

Friends

Peers are the most significant influencer related to tobacco use. Research shows a strong associa-
tion between smoking and having friends that smoke. Conversely, peer support not to smoke is also
strong.

Money

The cost of smoking can have an impact on children deciding not to smoke. The average smoker
burns up about a $1,000 a year. Thinking about what they could purchase instead of cigarettes is a
motivator to this age group. Youth are very price sensitive and smoking rates drop dramatically as
price increases.

Access

Access to free cigarettes from home or friends influences smoking behaviour.

Laws

The Tobacco Control Act (TCA) was introduced in 1994 to prevent youth from starting to smoke,
protect people from the adverse effects of second-hand smoke and to encourage smokers to cut
down or quit. The act has many provisions that deter youth from smoking. For example:
- The TCA bans all smoking in schools and on school property.
- A person must be 19 years of age to purchase tobacco.

Parents

Children of parents who smoke are more likely to smoke themselves. Parents’ anti-smoking atti-
tudes, whether they are a smoker or not, strongly influences whether or not a child will smoke.

Siblings

There are strong links between smoking and having an older brother or sister who smokes.

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Self-Esteem

Children who convey a positive self-image, express a desire to be healthy and demonstrate interest
in school and recreational activities are less likely to smoke.

Personality

Certain personality traits may make a child more likely to smoke. A child who is inherently curious
or rebellious may be more likely to use tobacco.

Sports

Participation in sports and physical activity influences youth smoking. Fit, active teens are less likely
to smoke.
3
Religion

Children with strong religious convictions report attitudes in line with their religious beliefs. In
some religions, tobacco use is a part of the religious tradition, in others it is prohibited.

Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug Education in
Your Classroom with permission from the Centre for Addiction and Mental Health.

Appendices
Unit 3 Appendix I What Influences Me? Crossword
Unit 3 Appendix J What Influences Me? Crossword Solution
Unit 3 Appendix K What Influences Me? Reflection Note

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UNIT 3 Substance Use and Abuse

Sub-Task #5 What Should I Choose? Decision-

Making and Assertiveness Skills
Materials
See Appendix list

Description
This sub-task is designed to encourage students to recognize different forms of pressure and to
apply decision-making as well as assertiveness skills to make and maintain healthy choices related
to tobacco use. Students review a story about peer pressure, and complete a “resisting pressure”
exercise.

Expectation Code Learning Expectation

4p4 Identify the influences (e.g., the media, peers, family members)
affecting the use of tobacco, as well as the effects and legali-
ties of, and healthy alternatives to, tobacco use
4p14 Apply decision-making and assertiveness skills to make and
maintain healthy choices related to tobacco use, and recognize
factors that can influence decisions to smoke or to abstain
from smoking (e.g., the media, family members, friends, laws)

Assessment Opportunities: Suggestions for Assessing Expectations

Summative Assessment: Pencil and Paper Task – Use the Resisting The Pressure To Smoke
Worksheet (see Appendix M). Create a marking scheme to determine the student’s understanding of
decision-making and assertiveness skills.

Teaching/Learning Strategies

Pressure Techniques

1 Discuss the many ways people are pressured into doing things such as smoking.

2 The teacher will highlight three types of pressure:

- Indirect pressure.
- When you see other people smoking.
- Friends, family or people on TV or in magazines.
- “If it’s O.K. for them, it must be O.K. for me.”
- Direct pressure.
- When you are offered a cigarette.

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- The person offering the cigarette may say, “Want to smoke?”

- Forceful pressure.
- The person pressuring you may tease you or call you names if you don’t agree to smoke.
3. Read the Pressure to Smoke story (see Unit 3 Appendix L) to the class.
4. Class answers the questions that follow the story, working as a large group or in smaller groups.
5. Reinforce that standing up for yourself isn’t always easy, but by using assertiveness skills, a stu-
dent can do it. Learning and practising ways to say “No” to pressure can be helpful. Review some
of the ways to say “no.”
6. Review the 5-Step Decision-making Model (see Notes to Teacher). Students complete the
Resisting The Pressure To Smoke Decision-Making Worksheet (see Unit 3 Appendix M).
3
Notes to Teacher

Ontario Catholic School Graduate Expectations

CGE4f Applies effective communication, decision-making, problem-solving, time and resource

management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

Saying No to Pressure

Teaching/Learning Strategy #5 looks at assertiveness skills. Here are some ways to say “no” to pres-
sure:
- Make a clear “no” statement (“No, I’m not interested”).
- Repeat your “no” statement over and over (broken record).
- Make another suggestion (“Let’s go watch TV instead).
- Just leave (“I’ve got to go home”).
- Make an excuse or give a reason (“I’m allergic to smoke”).
- Reverse the pressure (“Why are you teasing me?”).
- Use humour (“That’s why dinosaurs are extinct”).

Optional: Students brainstorm a number of brief scenarios that would require a “no” response.

Decision-Making

Decision-making skills are vital for all children. Preparing children to make wise, independent deci-
sions will make them less easily influenced by negative peer pressure. Learning to make good deci-
sions takes practice, learning from mistakes, advice from others, maturity, commitment to a system of
personal values against which situations can be judged, and the ability to resist an impulsive response.
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Accurate information about what tobacco is and how it affects the body is essential for making
healthy and responsible decisions about tobacco use.

The Five Steps of the Decision-Making Model:

- Identify the problem.
- List alternatives with pros and cons.
- Evaluate the alternatives.
- Make the decision.
- Reflect on your decision.

To begin this process, children:

- Must have clear rules.
- Need to understand that the decisions they make have consequences.
- Need to practise saying “no” to negative influences of peers and even some adults.
- Should know who to ask and be comfortable in asking for help.

Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug Education in
Your Classroom with permission from the Centre for Addiction and Mental Health.

Appendices
Unit 3 Appendix L “Pressure to Smoke” Story
Unit 3 Appendix M Resisting The Pressure To Smoke Decision-Making Worksheet

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UNIT 3 Substance Use and Abuse

Sub-Task #6 Deciding To Be Smoke-Free

Materials
See Appendix list

Description
This sub-task is designed to pull together the concepts introduced in the last five sub-tasks, includ-
ing the harmful effects of tobacco, factors that influence decisions, forms of pressure, assertiveness
skills and decision-making techniques to promote healthy choices related to tobacco use.

Expectation Code

4p12
Learning Expectation

Identify the major harmful substances found in tobacco and

3
explain the term addiction
4p13 Describe the short- and long-term effects of first- and second-
hand smoke, and identify the advantages of being smoke-free
4p14 Apply decision-making and assertiveness skills to make and
maintain healthy choices related to tobacco use, and recognize
factors that can influence decisions to smoke or to abstain
from smoking (e.g., the media, family members, friends, laws)

Assessment Opportunities: Suggestions for Assessing Expectations

• Summative Assessment: Performance Task – Assess the student skit using a rubric (see Unit 3
Appendix P) to determine knowledge and understanding of the substance use and abuse con-
cepts introduced in this unit.

Teaching/Learning Strategies
1. Review with students the Five Steps of the Decision-Making Model (see Notes to Teacher, Sub-
Task #5).

2. Use the Influences and the Refusal Techniques activity cards to review these concepts with the
students (see Unit 3 Appendix N and O).

3. Divide students into groups, providing each group with one influence and one refusal technique
(from activity cards) or give students the choice of developing their own.

4. Instruct students to develop, rehearse and perform a short skit that demonstrates their assigned
or chosen influence and refusal technique, also incorporating at least two of the following mes-
sages into their skit:
- Harmful substances found in tobacco and addiction.
- Short-term and long-term effects of tobacco.
- Second-hand smoke and the advantages of being smoke-free.

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5. Students perform their skits for another Grade 4 or Grade 3 class, given that peers are the most
significant influence on decisions related to tobacco use.

Notes to Teacher

Ontario Catholic School Graduate Expectations

CGE1d Develops attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity and the common good

CGE4f Applies effective communication, decision-making, problem-solving, time and resource

management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

CGE5e Respects the rights, responsibilities and contributions of self and others

As an alternative to the skit format in Teaching/Learning Strategy #4, assign one message to each
small group either a, b, or c and have the students come up with a refusal technique and an influ-
ence.

Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug Education in
Your Classroom with permission from the Centre for Addiction and Mental Health.

Appendices
Unit 3 Appendix N Refusal Techniques Activity Card
Unit 3 Appendix O Influences Activity Card
Unit 3 Appendix P Assessment Rubric

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Name: _______________________________

Tobacco Warnings Worksheet

Take a look at some packages of cigarettes and record some of the health
warnings that are written on the package.

________________________________________________________________________________

________________________________________________________________________________ 3
________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Why do you think these health warnings are written on every package?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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Smoker Interview Worksheet

Why did you start smoking?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Why is it hard to quit smoking?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

If person is still smoking ask: Would you like to quit smoking? ______________

Why?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

If person has quit smoking ask: Why did you quit smoking? How did you quit
smoking?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Do you have any advice for someone who is thinking about starting to
smoke?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________
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TEACHER
Addiction and Problems Associated With
Tobacco Use Rubric

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TEACHER
Long-Term Effect Answers

LT Long-Term ST Short-Term

Mouth Eyes Lungs

• loss of taste (ST) • red and teary (ST) • tar remains here and causes
• bad breath (ST) • don’t see as well (ST) damage to cells (LT)
• gum disease (LT) • harder to breathe (ST)
• cavities (LT) • emphysema (LT)

Teeth Skin Heart

• become yellow and • wrinkles (LT) • nicotine causes this to beat
stained (ST) • yellowing of fingers (ST) faster (ST)
• aging skin (LT) • increased risk of heart
attack and stroke (LT)

Nose Blood Vessels Other

• harder to smell (ST) they get smaller (ST) • cancer of the mouth,
they get clogged (LT) larynx, lungs, bladder,
cervix (LT)
• spend money (ST)
smelly hair (ST)

Unit 3 – Appendix D
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Short-Term and Long-Term Effects of

Smoking Word Search
Name: _______________________________

Find and circle the words below:

1 ADDICTION 15 HEART-DISEASE
2 ASTHMA 16 LESS-ENERGY
3 BAD-BREATH 17 MONEY
4 BRONCHITIS 18 NAUSEA
5 CANCER 19 PHLEGM
6 CAVITIES 20 POLLUTION
7 COLDS 21 SHORT-OF-BREATH
8 COUGH 22 SICK
9 DEATH 23 SMELL
10 EAR-INFECTIONS 24 STAIN
11 EMPHYSEMA 25 STROKE
12 FIRE 26 TAR
13 FLU 27 WRINKLES
14 HABIT 28 YELLOW-TEETH

E M P H Y S E M A B T A R O A
Z R K E X C O U G H D K C I S
D Q W A S T A I N A M Y S Q T
S H O R T - O F - B R E A T H
D S X T I W Z I V I N L D Y M
L M F - D N B R P T A L D B A
O E L D K R K E H Q U O I R C
C L U I F H J L L L S W C O A
A L V S T R O K E T E - T N V
M O N E Y R Q W G S A T I C I
J D E A T H K G M L V E O H T
L E S S - E N E R G Y E N I I
M C T E C A N C E R J T K T E
A F B A D - B R E A T H O I S
E A R - I N F E C T I O N S Z
W P O L L U T I O N I Q U I T
Unit 3 – Appendix E
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Short-Term and Long-Term Effects of Smoking

TEACHER
Word Search Solution

E M P H Y S E M A B T A R O A
Z R K E X C O U G H D K C I S
D Q W A S T A I N A M Y S Q T
S H O R T - O F - B R E A T H
D S X T I W Z I V I N L D Y M
L M F - D N B R P T A L D B A
O E L D K R K E H Q U O I R C
C L U I F H J L L L S W C O A
A L V S T R O K E T E - T N V
M O N E Y R Q W G S A T I C I
J D E A T H K G M L V E O H T
L E S S - E N E R G Y E N I I
M C T E C A N C E R J T K T E
A F B A D - B R E A T H O I S
E A R - I N F E C T I O N S Z
W P O L L U T I O N I Q U I T

Unit 3 – Appendix F
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Advantages of Being Smoke-Free

List 10 advantages of being smoke-free:

1 ________________________________________

2 ________________________________________
3
3 ________________________________________

4 ________________________________________

5 ________________________________________

6 ________________________________________

7 ________________________________________

8 ________________________________________

9 ________________________________________

10 ________________________________________

Which one(s) are most important to you? Why?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Unscramble the letters to find the best way to avoid the risks of smoking.

NO’TD TRSAT MGSINKO

Unit 3 – Appendix G
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Self/Peer Assessment Target

Name: _______________________________

Class: ____________________

Knowledge/Skill Category: Learning Expectation

Communication of required Describe the short-term and long-term effects of first-hand and seo-
knowledge hand smoke, and identify the advantages of being smoke-free.

1. Identifies few of the advantages of being smoke-free

2. Identifies some of the advan-

tages of being smoke-free

3. Identifies most of the

advantages of being
smoke-free

4. Identifies all
or almost all
of the advan-
tages of being
smoke-free

Unit 3 – Appendix H
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What Influences Me? Crossword

Name: _______________________________

Fill in the crossword to find some of the things that influence you.
ACROSS DOWN
11 It killed the cat. 1. Your mom and dad are your
12 The opposite of sickness. _______
13 A criminal breaks the __________ 2. You have this when you feel good
14 You watch shows on this. about yourself.
15
16
You earn this when you work.
Religion gives you a set of beliefs
3. The people you look up to are
______
3
and _______ 4. Kids your own age are your
17 Your brothers and sisters are your _______
_________ 5. Another name for a film.
18 Sometimes your peers put this on 6. Basketball, hockey and baseball are
you to talk you into things. ______
19 Some kids may smoke because they 7. Companies design these to get
think it looks _______ people to buy their product.
20 The person you like to be with is
your ______

1. 2. 5.

9.

2. 7.

1. 10.

3.

3.

4.

6.

4.

5.

8.

6.

7.

Unit 3 – Appendix I
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What Influences Me? Crossword Solution

TEACHER
C U R I O S I T Y M
E C O O L
H E A L T H V A
P F F R I E N D
L A W E V
R E R E
T E L E V I S I O N R
N T L S T
T E E P I
S E P O S
M M O N E Y R E
O E T M
D P R E S S U R E
V A L U E S S N
L T
S I B L I N G S S

Unit 3 – Appendix J
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What Influences Me? Reflection Note

What influences you the most? Why?

________________________________________________________________________________

________________________________________________________________________________
3
________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What can you do to have the positive influence on others?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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Pressure to Smoke

The Carlos and Ben Story

Carlos can’t wait to get to his cousin Ben’s. He gets to ride the train by himself this
summer. The trip is about three hours and finally, Carlos sees his Aunt Maria and Ben
waving to him from the station platform. At Ben’s house, Carlos’ aunt has pizza, pop-
corn and a great line-up of movies for the boys to watch, including the X Files, Carlos’
favorite show. The boys like the character “smoking man,” the mysterious guy who
smokes all the time. They think he’s cool.

Ben’s older brother pops into the living room and kids them about the party he is
going to. “Too bad you can’t come,” his brother jokes. He takes something from his
pocket and throws it to Ben. Carlos sees that it is a cigarette. Ben’s brother asks Ben if
he wants to smoke, and Ben says, “O.K.” Carlos is not so sure. Ben suggests they go
hang out in the backyard. Carlos would rather watch the end of the movie, but he fol-
lows Ben outside.

“Let’s have our own party,” Ben says. He takes out a package of matches and the ciga-
rette. “Here, you go first. You’re the guest” laughs Ben. Carlos doesn’t answer right
away. “Go ahead, are you a baby?” teases Ben. Carlos is confused. He really likes Ben,
but he doesn’t like being called a baby. He takes a deep breath and says, “Why are
you calling me a baby?” “I …well…I thought that we should try it because my brother
gave it to me,” explains Ben. “Actually, I’d rather find out what happens in the X Files
and eat some more pizza!” “Me too,” says Carlos, and they head back inside the
house to have fun.

Have the class answer the following questions as a large group or in small groups.

a Carlos feels indirect pressure to smoke when ………………….

b Carlos feels direct pressure when ……………………………..
c Carlos feels forceful pressure when ………………………………..
d What did Carlos do to resist the pressure to smoke?

Adapted from Educating Students about Drug Use and Abuse: Ready-To-Use Lesson
Plans for Drug Education in Your Classroom with permission from the Centre for
Addiction and Mental Health.

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Resisting The Pressure To Smoke Decision-

Making Worksheet
Read the following skit.
Where: Walking home from school
When: After a test at school
What’s happening: Your new friend pulls out a cigarette that she took from her
mother ‘s cigarette package. She lights the cigarette and offers
you a drag.

List three ways you could resist the pressure to smoke. Give an example of
each.
3
1.________________________________________________________________________

2.________________________________________________________________________

3.________________________________________________________________________

Break down this situation into the Five Steps of The Decision-making Model
to help you decide what is your best choice.

1 Identify the problem.

2 List alternatives with pros and cons.

3 Evaluate the alternatives.

4 Make the decision (What is it?).

5 Reflect on your decision (Was it a good one? Would you do something different
next time?)

Complete the following sentence.

If I am being pressured to do something I don’t want to do, I can stand up for myself
and still keep my friends by
saying“_________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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Refusal Techniques Activity Card

Change the subject

Give alternatives

Turn the tables

Give reasons

Use humour

Broken record

Leave

Grade Four Curriculum Support for Healthy Living Strand , Durham Catholic District School Board and Durham Region Health Department, Oshawa, 2000

Unit 3 – Appendix N
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Influences Activity Card

LAW

Grade Four Curriculum Support for Healthy Living Strand , Durham Catholic District School Board and Durham Region Health Department, Oshawa, 2000

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Assessment Rubric Grade 4 Substance Use

and Abuse

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UNIT Growth and Development

OVERVIEW
4 Duration
Description
4 Sub-Tasks

Students will be able to describe the four stages of human development (birth to childhood) and
identify physical, interpersonal and emotional aspects of healthy human beings.

Sub-Task Title Expectation Code

1. Stages of Human Development 4p2, 4p7

2. Identifying the Characteristics of a Healthy Relationship 4p2, 4p8
3. Identifying Challenges and Responsibilities in Relationships 4p2, 4p9
4. Identifying Challenges and Responsibilities in Relationships 4p2, 4p9

Assessment and Evaluation 4

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:

• Performance Task: Stages of Development Collage (see Holistic Rubric - Appendix A).

• Pencil Paper: I’m Growing and Changing Worksheet (see Holistic Rubric - Appendix A).

• Performance Task: Assessment of the Characteristics of a Healthy Relationship (see Recording

Chart - Appendix D).

• Performance Task: Assessment of the Understanding of Conflict Resolution Skills (see Holistic
Rubric - Appendix F).

Links to Prior Knowledge

The following expectations and content for Growth and Development have been introduced in the
following grades:

• This unit extends the work of the Grade 3 Growth and Development Unit.

• Students need to have an understanding of the basic human and animal reproductive processes.

• Students need to know the basic changes in growth and development.

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Notes to Teacher

Accommodations

Not all students in a Grade 4 classroom will be able to complete independently all unit suggestions
or assessments. Adapt the teaching learning strategies to accommodate the needs of exceptional stu-
dents consistent with the strategies outlined in their IEP. Students may require scribing, instructions
repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner pro-
vides a complete list of accommodations and suggestions to address the needs of all students. For
example:
• make use of computer technology where possible;
• include a variety of activities for the student in each lesson;
• make expectations explicit;
• make use of contracts, as appropriate;
• pair students to check work;
• provide checklists, outlines, advance organizers, to assist in assignment completion;
• provide opportunities for discussion prior to writing;
• model and display examples of specific purposes in writing (e.g., letters, editorials, essays);
• relate material to student’s lives and real-life situations;
• clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking stu-
dents to retell or paraphrase instructions.

Parents are a valuable resource when teaching this strand as they are able to provide information
about a student’s history, i.e., birth weight and length, milestones, etc. This information is very help-
ful when teaching basic changes from birth to childhood and makes the topic meaningful to stu-
dents.

Background Information
“Growth and development education is more than simply teaching young people about the anatomy
and physiology of reproduction. For example, growth and development education focuses on an
understanding of sexuality in it’s broadest context - sexual development, reproductive health, inter-
personal relationships, affection, abstinence, body image, and gender roles. Acquiring information
and skills and developing attitudes, beliefs and values related to identity and relationships are a life-
long process.”

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“The overall and specific expectations in this strand are age-appropriate and should be addressed
with sensitivity and respect for individual differences. Because of the sensitive nature of these topics,
parents and guardians must be informed about the content of the curriculum and the time of deliv-
ery. Teachers and learners must develop a comfort level with these topics so that information can be
discussed openly, honestly, and in an atmosphere of mutual respect. Address ‘healthy sexuality’
expectations only after you have developed a rapport with your students. Opportunities should be
provided for segregated as well as coeducational instruction.” (The Ontario Curriculum: Health and
Physical Education, Grades 1-8, p. 10.)

See the “Guidelines for School Administrators”, “Value Set”, and a “Parent/Guardian” letter. This
information will help you to keep parents informed of the content of the curriculum as well as the
time of delivery. The school board or teacher may choose to adapt these guidelines to meet specific
needs.

Ontario Catholic School Graduate Expectations

CGE6 A graduate is expected to be a caring family member who attends to family, school, parish,
and the wider community 4
CGE7 A responsible citizen who gives witness to Catholic social teaching by promoting peace, jus-
tice, and the sacredness of human life

Fully Alive

The Ontario Health and Physical Education Curriculum: Healthy Living Strand can be effectively inte-
grated with the Family Life Education Program, Fully Alive. Many expectations can be woven into the
themes and topics presented in Fully Alive. The Fully Alive Program provides the students with a
context of values within the Catholic faith tradition to teach the Healthy Living expectations. Links to
this program will be provided in the “Notes to Teacher” section of each lesson in the unit for
Catholic educators referencing.

Fully Alive (Grades 1-8) , Ontario Conference of Catholic Bishops, Prentice-Hall Canada.

Ontario Catholic School Graduate Expectations , Institute for Catholic Education, Toronto,
1998.

Appendices
Unit 4 Appendix A Assessing Student Understanding of the Four Stages of Human
Development - Holistic Rubric
Unit 4 Appendix B Growing and Changing - Worksheet
Unit 4 Appendix C Stages of Development - Headings
Unit 4 Appendix D Understanding of Concepts - Recording Chart
Unit 4 Appendix E I Feel Statements - Worksheet
Unit 4 Appendix F Assessing Conflict Resolution - Holistic Rubric
Unit 4 Appendix G Core Trust - Responsibility Cards

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Sources
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:

Grade One to Eight Curriculum Support for Healthy Living Strand , Durham Catholic District
School Board and Durham Region Health Department, Oshawa, 2000.

The Arts Health Education , Junior Division (1990) and selected resources, Thames Valley
District School Board, Violence Prevention Committee.

Additional Resources
Healthy Living Growth and Development Curriculum Support Package Grade 4, Hamilton-Wentworth
District School Board, Hamilton, 2000.

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GUIDELINES FOR SCHOOL ADMINISTRATORS

School Administrators must play a significant role in facilitating the

successful implementation of the Healthy Living - Growth and
Development Unit, Grade 4, Ministry of Education, June 1998.

In providing leadership for the implementation of this curriculum

resource, school administrative teams are encouraged to consider
and address each of the following:

Areas of Administrator Focus: 4

1. Communication - Administrators have the responsibility to commu-
nicate with parents and guardians by distributing the parent letter
and providing opportunities for parents to become familiar with
the program at each grade level.
2. Understanding the Sequence and Context - This unit addresses the
specific expectations from the Healthy Living Strand - Growth and
Development of the Ontario Curriculum Grades 1 - 8, Health and
Physical Education, 1998, Grade 4.
3. Guiding Principles and Values - Administrators must be able to
articulate the principles and values upon which this unit is based.
4. The Curriculum Documents/Resources and Videos - The school
administrative team must be familiar with the lessons and
resources that may be used. Presentations by non-school person-
nel must be reviewed to ensure consistency.
5. Dealing with Sensitive Issues - Administrators must work with par-
ents who have concerns regarding the unit. This includes making
appropriate accommodations to meet student needs. This may
include modification to lesson activities and outcomes.
6. Understanding the Structure of the Document - School administra-
tors should differentiate between “teacher resources” and “student
learning resources.” This is particularly important when sharing
curriculum information with parents.

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Value Set

These values are the driving forces of the sexual health education
program.

• that the family/home environment is the most significant

influence in the development of a child’s values and behav-
iours related to human sexuality

• that self-worth is a key component in personal sexuality

• that respect for the values, beliefs, personal philosophies

of faith, and decisions of others be inherent in relation-
ships

• that sexual relationship be based on mutual trust, caring,

respect, love and longstanding commitment to one another
and an appreciation of the privacy and power of sexual
intimacy

• that awareness of human differences is a prerequisite for

complex societies

• that students have the information, motivation, skills, and

supportive environment to make positive health decisions

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Parent/Guardian Letter
The following is a sample letter to be used to communicate with the parents/guardians of students. The letter
will help to generate dialogue between child, parent and teacher, and should be sent home one to two weeks
prior to starting the Growth and Development unit. Replace this section with your school’s letterhead. To
ensure that this communication is read by a parent or guardian, you are advised to require a parent or
guardian signature.

Dear Parent or Guardian:

In the near future, we will begin a health unit on Healthy Living - Growth and Development. The purpose of
this letter is to inform you of the topics that will be covered and to provide you with the opportunity to speak
with me prior to commencing our studies.

This unit extends the work begun in Grade 3 and will cover the following areas:
• describe the four stages of human development (infancy, childhood, adolescence, and adulthood) and
identify the physical, interpersonal and emotional changes appropriate to their current stage;
4
• identify the characteristics of healthy relationships (e.g., showing consideration of others’ feelings by
avoiding negative communication);
• identify the challenges (e.g., conflicting opinions) and responsibilities in their relationship with family and
friends.

It is our belief that you as parents/guardians play the most significant role in the formation of your children’s
values and behaviours related to human growth and development. This unit offers you the chance to discuss
the classroom lessons and to consider them in view of your own family and religious beliefs.

Should you have any concerns or if you would like further information about this unit, I can be reached at
____________________________. This includes the opportunity to view materials.

Yours truly,

Signature of Teacher

_________________________________________________________________

Please return to school by: ______________________________________

I have read the letter which introduces the healthy unit on Healthy Living, Growth and Development.

Name of Student and Class:

_________________________________________________________________

Parent/Guardian Signature:
_________________________________________________________________

Date: _____________________________________________________________

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UNIT 4 Growth and Development

Sub-Task #1 Stages of Human Development

Materials
Magazines (collected in advance), scissors, glue, bristol board

Description
Students will describe the four stages of human development and identify the characteristics of their
current stage through active discussion, creating a collage and completing a worksheet.

Expectation Code Learning Expectation

4p2 Identify the physical, interpersonal and emotional aspects of

healthy human beings
4p7 Describe the four stages of human development (infancy, child-
hood, adolescence, and adulthood) and identify the physical,
interpersonal, and emotional changes appropriate to their cur-
rent stage

Assessment Opportunities: Suggestions for Assessing Expectations

• Diagnostic Assessment: Performance Task - “Stages of Development” Collage: Assess student
understanding of the four stages of human development and the changes appropriate to the cur-
rent stage using the Holistic Rubric, Assessing Student Understanding of the Four Stages of
Human Development (see Appendix A).
• Summative Assessment: Pencil and Paper Task - I’m Growing and Changing Worksheet (see
Appendix B). Assess student understanding of the four stages of human development and the
changes appropriate to the current stage using the Holistic Rubric (see Appendix A).

Teaching/Learning Strategies

1. Introduction

• Teacher states, “The human body undergoes many amazing changes from infancy to adulthood.”
• Lead a class discussion by asking, “How old are you when you are a baby, a child, a teenager, a
grown-up?” List responses under the headings of Infancy, Childhood, Adolescence, and
Adulthood pointing out the connection between Baby/Infancy, Child/Childhood,
Teenager/Adolescence and Grown-up/Adulthood.(see Appendix C for Headings).
• Introduce the idea of physical, interpersonal, and emotional characteristics and changes for each
stage by focusing on the infancy stage. Teacher asks, “What does a baby’s body look like?,” “How
does it change?” (Physical). Place responses under the heading - Infancy. Teacher asks, “How
does a baby act with other people?” (Interpersonal) and “What feelings do babies have?”
(Emotional). Responses are listed.

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2. Group Work
• Divide class into small groups and assign each group one of the remaining stages. Students
brainstorm and report back to class on the physical, interpersonal and emotional characteris-
tics/changes of their assigned stage. Teacher lists responses under the headings.
• See Notes to Teacher for teacher information on characteristics/changes of each stage.

3. Collage
• Teacher divides class into small groups and distributes materials (magazines, scissors, paper,
glue). Each group creates a collage of pictures and words that depicts the physical, interpersonal
and emotional characteristics/changes of a development stage. The groups present and explain
their collage to the remainder of the class upon completion of the collage.
• Assess collage and presentation (see Appendix A, Holistic Rubric).

4. Homework Activity
• Distribute “Growing and Changing” worksheet for completion. Students complete worksheet 4
using the information generated/listed during the introduction (see Appendix B).
• Collect and assess worksheet (see Appendix A, Holistic Rubric).
• This activity may be assigned as homework to be collected, assessed and taken up prior to or
during Sub-Task #2.

Notes to Teacher
A visit by a parent with a newborn baby or animal may be an excellent resource to complement this
Sub-Task.

The Holistic Rubric (see Appendix A) can be used to assess both the Growing and Changing work-
sheet (see Appendix A) and the Stages of Development Collage (see Teaching Learning Strategy #3).

Infancy
• The first year of life is a time of dramatic changes. Growth is very rapid.
• The brain grows from a quarter to half that of an adult.
• Height increases by half. By the time a girl is 1 1/2 years old she has
reached almost half of her adult height. Boys reach almost half of their adult height at two years
of age.
• The arms and legs grow fast so that the head is no longer as large in proportion to the rest of the
body.
• The first movements the baby makes are primarily automatic reflexes such as grasping and suck-
ing, most of these disappear by the end of three months as the baby starts to learn movements on
its own. First, it learns to control its upper arms and legs, then its hands and feet and finally its
fingers. By nine months, it can hold its head steady and crawl on its hands and knees. By the
time it is one, the infant starts to walk and pick up objects between fingers and thumbs.
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• At six months, a baby can sit on a chair and reach for objects.
• At one year, the infant can pull itself up by holding onto things and is learning to walk.
• The first teeth appear between six and twelve months.
• Weight triples in the first year.
• In infancy, the baby is developing a basic sense of trust. Babies are very curious and often
explore new objects with their mouths.

Childhood (1 year approximately to 10 years old)

• In early childhood, the baby lengthens rapidly.
• In middle childhood, the growth rate slows. From about nine to ten years, the
arms and then the legs lengthen rapidly - much more quickly than the torso.
• During childhood, boys are slightly taller and heavier than girls.
• Fine and gross motor skills are being developed throughout infancy and child-
hood.
• Children acquire an astonishing amount of knowledge and skills during this time.
• By six years of age, a child can run and talk, read and print.
• By eight years of age, a child’s reading and writing skills may have improved. The child may also
do activities like ride a bike.
• Their sense of self and self-esteem is developing as well as their sense of self in relation to oth-
ers.
• Social skills are developing. With adult direction, children learn how to resolve conflicts, make
decisions, how to play fair, etc.
• Friendships and belonging to a group become increasingly important. Peer pressure is also more
acutely felt as a child ages.
• Children throughout childhood learn many to do things on their own. However, parental influ-
ence is still significant at this stage.

Adolescence (10 to 19 years old)

• Puberty is a time when girls’ and boys’ bodies mature.
• The body grows rapidly and changes happen that make it possible to
become a parent and begin the life cycle once again.
• Puberty starts earlier in girls than boys (for instance menstruation may
begin anywhere from ages 9 through 15, first signs of breast development
and pubic hair ranges from ages 8 to 14).
• A growth spurt occurs in girls between the ages of 10 and 14; and boys
between the ages of 12 and 16.
• Between 10 to 14 years of age, girls often surpass boys in height and weight.

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• Emotional changes also occur. The hormones that cause the physical changes also cause mood
changes (swings). Learning to control moods is part of growing up.
• Relationships also change. Adolescents become more independent. Disagreements with others
about clothes, friends, hair, privileges, etc., may occur.

Adulthood (20 years +)

• After the age of 20, the body does not change much outwardly, although
inside the body cells are constantly being replaced.
• Individuals develop an adult sense of identity and are forming more mature
relationships with people of their own age and with their parents.
• Adulthood symbolizes self-direction and responsibility.
• Work and family assume a dominant role in adult life.
• After 40 to 50 years of age the body begins to age. The muscles may become
smaller.
• In old age, growth is actually reversed and the body shrinks a little and the skin wrinkles. 4
Ontario Catholic School Graduate Expectations

CGE6 A graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community

CGE6(b) Recognizes human intimacy and sexuality as God given gifts, to be used as the Creator
intended

Fully Alive

Links to Growth and Development

Theme 1, Created and Loved By God, Topic 3, Growing Up

• explore the infancy, early childhood, and childhood stages of human development
• be encouraged to appreciate that growing and developing are exciting and challenging TM pp.
12-14, SB pp. 10-12
Activity Sheet No. 3, Learning About Children (could be useful in discovering characteristics
of childhood)

Appendices
Unit 4 Appendix A Assessing Student Understanding of the Four Stages of Human Development -
Holistic Rubric
Unit 4 Appendix B Growing and Changing - Worksheet
Unit 4 Appendix C Stages of Development - Headings

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UNIT 4 Growth and Development

Sub-Task #2 Identifying the Characteristics of

Healthy Relationships
Materials
Craft Paper (Roll), markers, crayons

Description
Through class discussion and group activity students will identify the characteristics of healthy rela-
tionships.

Expectation Code Learning Expectation

4p2 Identify the physical, interpersonal, and emotional aspects of

healthy human beings
4p8 Identify the characteristics of healthy relationships (e.g., show-
ing consideration of others feelings by avoiding negative com-
munication)

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Performance Task - Assess student knowledge of the characteristics of
healthy relationships by assessing their group’s figure (see Teaching Learning Strategy #4) using
“The Understanding of Concepts Recording Chart” (see Appendix D).

Teaching/Learning Strategies

1. Characteristics of a Healthy Relationship

• Lead a class discussion on, “What are the characteristics of a healthy relationship?” Elicit these
ideas from the students. Students focus on their best friends to come up with ideas. List on a
board or chart paper for reference. (Refer to Notes to Teacher for reference on Healthy
Relationships to assist with getting the appropriate response.) List only five to ten items.
• Students work in pairs and develop a personal list - extending the list developed by the teacher
(five minutes).

2. Group Activities
• Students form groups of four and continue to expand their list (five minutes) by sharing responses.
• Each group then traces the outline of a group member on craft paper and fills in the figure with
characteristics of the perfect friend. Transfer information from their lists onto the figure.
• Groups show figures and provide a verbal explanation of their work.
• Pass the figures around the classroom.
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Notes to Teacher

Healthy Relationships
• The need for relationships and friendships is universal and is an important aspect of being
human.
• Relationships are multi-faceted and can be very complex.
• People who are able to establish and build healthy relationships will demonstrate many of the fol-
lowing characteristics:

Ability to compromise An acceptance of self and others

Recognition of own and another’s strengths Effective communication skills
Conflict resolution skills An understanding of cultural differences
Respect for self and others Sense of humour while avoiding unkind
Willingness to listen carefully jokes, negative comments, teasing, etc.
Ability to sympathize and empathise Assertiveness
Sharing of ideas and things Politeness
Cheerfulness Fairness 4
Trust Compassion
Not being jealous Ability to accept constructive criticism
Honesty Ability to control and calm ones anger
Ability to say sorry Commitment
Ability to forgive Responsibility
Loyalty Sensitivity
Ability to keep a confidence
Kindness
Positive sense of personal space and power

Ontario Catholic School Graduate Expectations

CGE(6) A graduate is expected to be a caring family member who attends to family, school, parish,
and the wider community

CGE6(a)Relates to family members in a loving, compassionate and respectful manner.

Fully Alive

Links to Growth and Development

Theme 2, Living in Relationship which focuses on family relationships and friendships will pro-
vide a context for teaching the qualities of relationships.

Theme 1, Created and Loved By God , Topic 5, Our Actions Affect Others
• recognize that what people say and do affects other people
• be encouraged to appreciate the importance of becoming more sensitive to other people
TM pp. 21-23, SB pp. 15-18
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Theme 2, Living in Relationship , Topic 2, Families Show Love

• recognize that family members show love to each other through acceptance, thoughtfulness,
guidance, support and forgiveness
• be encouraged to appreciate the signs of love in their families
TM pp. 34-37, SB pp. 23-26

Theme 2, Living in Relationship , Topic 5, Making Friends

• distinguish between effective and ineffective strategies for making friends
• be encouraged to appreciate that learning to be friends is the way to have friends
TM pp. 46-48, SB pp. 32-34
Activity Sheet No. 8, Friendship Wheel

Appendix
Unit 4 Appendix D Understanding of Concepts - Recording Chart

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UNIT 4 Growth and Development

Sub-Task #3 Identifying Challenges and

Responsibilities in Relationships
Materials
Paper (12” x 18” white cartridge)
Markers
Crayons

Description
Students will identify challenges and responsibilities in relationships through active discussion, pre-
senting a short dramatization of conflict resolution.

Expectation Code Learning Expectation

4p2 Identify the physical, interpersonal, and emotional aspects of

healthy human beings 4
4p9 Identify the challenges (e.g., conflicting opinions) and responsi-
bilities in their relationships with family and friends

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Performance Task - Using Appendix F, Assessing Conflict Resolution
Rubric, assess students understanding of conflict resolution skills as they present their scenarios
(see Teaching Learning Strategy #7).

Teaching/Learning Strategies

1. The Difficult Part of Being in a Family

• Lead a discussion based on the question, “What do you find most difficult about being a member
of a family, or being a good friend?” List responses on the board. It is not unusual to have diffi-
culties with family members or friends because this is with whom you spend most of your time.
• After five minutes, make the point that most of the difficulties of being a part of a family or being
a friend are really about conflict and conflict resolution. Explain that conflict is where “two
opposing views collide”.

2. Group Scenarios
• Students divide into groups of three or four. Ask them how they would go about solving the fol-
lowing situations. Stress that the final decision isn’t as important as the process of how conflict is
resolved.
• A brother and sister are fighting over which television program to watch.
• Two brothers argue over who gets to play goalie.
• A brother and sister are fighting over who gets to sit in the front seat of the car.
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• Each group dramatizes their solution and presents it to the whole class.
• The teacher presents information on Conflict Resolution (see Notes to Teacher) and how to apply
the “I Feel” statements (see Appendix E).

3. Group Conflict Resolution

• Students then divide into small groups of two and apply what they have learned about conflict
resolution and I Feel Statements to one of the previous situations about conflict.

4. Scenario Presentations
• Students then present/act out their resolution to the class. The teacher evaluates the drama pres-
entation using Conflict Resolution Rubric (see Appendix F).
• The teacher concludes by reviewing key concepts and pointing out that the skills learned also
apply to friendships.
• End of first half of Sub-Task #3. Continue second part next day.

Notes to Teacher
The teacher may want to emphasize the following points in group discussion:
• Be sensitive to the fact that there are many definitions as to what a family is (e.g., a single-parent
family, a non-custodial parent family, etc.).
• Family and friends are essential for meeting our basic human needs of safety and security, trust,
independence, self-esteem and self-actualization.
• Family is a place where we can first learn commitment, compromise, and responsibility.
• Conflict is a natural part of everyone’s life. Students need to recognize that it is not the actual
conflict itself that is important but how we deal with it. As a result, students need to learn how to
develop skills to resolve these conflicts.
• Children need to understand that everyone is responsible for their own behaviour. How we
respond to someone else’s anger or inappropriate behaviour will escalate or defuse a situation.
• Children can influence their relationships with family and friends by their attitudes and behav-
iour.
• In general, the more kindly a person treats others, the more kindly he or she is treated by others.

Conflict Resolution

The following guidelines will help when working out conflicts:

• Talk about issues when they occur. However, do take time for cooling off if needed. Find alterna-
tive ways to relieve tension and express anger, i.e., taking a brisk walk, hitting a tennis ball, etc.
• Clarify the issue. Locate and define the problem. Involve all parties in working out the issue. Each
person states their feelings and the problem as they see it, using “I Feel” statements. No blaming,
no name calling, no interrupting.
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• Seek to understand another person’s perspective. Each person states the problem as the “other
person” sees it. Affirm each other, “I understand how that would hurt you,” “I can see why you
felt angry.”
• Take responsibility for one’s self. Each person says how they themselves are responsible for the
problem.
• Identify possible options or solutions. Break down into solvable parts if necessary. Brainstorm
solutions together and choose a solution that satisfies both. There may be times when you agree
to disagree.
• Implement the plan and evaluate to measure its effectiveness.

A mediator is often very helpful in conflict resolution. A mediator should:

• remain neutral
• ask questions
• listen
• avoid making assumptions 4
• help parties involved to determine:
• Where are we now?
• Where do we want to be?
• How do we get there?

Ontario Catholic School Graduate Expectations

CGE6 A graduate is expected to be a caring family member who attends to family, school, parish,
and the wider community

CGE6(a)Relates to family members in a loving, compassionate and respectful manner.

CGE7 A responsible citizen who gives witness to Catholic social teaching by promoting peace, jus-
tice, and the sacredness of human life.

CGE7(j)Contributes to the common good.

Fully Alive

Links to Growth and Development

Theme 2, Living in Relationship , Topic 2, Families Show Love

• recognize that family members show love to each other through acceptance, thoughtfulness,
guidance, support and forgiveness
• be encouraged to appreciate the signs of love in their families
TM pp. 34-37, SB pp. 23-26

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Theme 2, Living in Relationship , Topic 5, Making Friends

• distinguish between effective and ineffective strategies for making friends
• be encouraged to appreciate that learning to be friends is the way to have friends
TM pp. 46-48, SB pp. 32-34
Activity Sheet No. 8, Friendship Wheel

Appendices
Unit 4 Appendix E I Feel Statements - Worksheet
Unit 4 Appendix F Assessing Conflict Resolution - Holistic Rubric

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UNIT 4 Growth and Development

Sub-Task #4 Identifying Challenges and

Responsibilities in Relationships
Materials
Paper (12” x 18” white cartridge)
Markers
Crayons

Description
Students will identify challenges and responsibilities in relationships through active discussion, pre-
senting a short dramatization of conflict resolution and producing an art project about responsibility.

Expectation Code Learning Expectation

4p2 Identify the physical, interpersonal, and emotional aspects of

healthy human beings 4
4p9 Identify the challenges and responsibilities in their relation-
ships with family and friends

Assessment Opportunities: Suggestions for Assessing Expectations

• Summative Assessment: Performance Task - Using the dramatization of the relationship card
(Teaching Learning Strategy #3) assess the students ability to identify challenges and responsibili-
ties in their relationships with family and friends (see Appendix F).

Teaching/Learning Strategies

1. Key Concept Review of Sub-Task #3

• The teacher will review key concepts covered in Sub-Task #3.

2. Group Activity

• Students are divided into eight groups. Give each group one of the Trust-Core Relationship
Responsibilities Cards (see Appendix G). Ask them to apply the concept on the card to the drama
they did in Sub-Task #3 (Teaching Learning Strategy #4). Cards are kept secret.
• Each group presents their drama and other students try to guess the core responsibility dis-
played.

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• The teacher will list the Trust-Core Relationship Responsibilities Card headings on the board and
briefly explains each one (see Appendix G) as it relates to resolving conflicts, e.g.,
- Compromise - if you are capable of “give and take” in a relationship, then both people will be
in a “win-win” situation when resolving conflicts.
- Communication - if you are a person who talks and listens, you will be able to articulate clear-
ly your point of view, as well as to understand the other person’s point of view. This will result
in a “win-win” relationship when resolving conflicts.
• Distribute paper/markers/crayons. Students illustrate the one heading from the relationship cards
that they feel is most important to resolving conflict for them.
• Students share their work, and explain why they selected their heading and how it makes them
feel.

3. Responsibility Quilt
• Students will display their illustration as a collage or quilt format titled Responsibility Quilt or
Collage.

Notes to Teacher

Ontario Catholic School Graduate Expectations

CGE6 A graduate is expected to be a caring family member who attends to family, school, parish,
and the wider community

CGE6(a)Relates to family members in a loving, compassionate and respectful manner

CGE7 A responsible citizen who gives witness to Catholic social teaching by promoting peace, jus-
tice, and the sacredness of human life

CGE7(a)Contributes to the common good.

Fully Alive

Links to Growth and Development

Theme 2, Living in Relationship , Topic 2, Families Show Love

- recognize that family members show love to each other through acceptance, thoughtfulness,
guidance, support and forgiveness
- be encouraged to appreciate the signs of love in their families
TM pp. 34-37, SB pp. 23-26

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Theme 2, Living in Relationship , Topic 5, Making Friends

- distinguish between effective and ineffective strategies for making friends
- be encouraged to appreciate that learning to be friends is the way to have friends
TM pp. 46-48, SB pp. 32-34
Activity Sheet No. 8, Friendship Wheel

Appendix
Unit 4 Appendix G Core Trust - Responsibility Cards

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TEACHER
Holistic Rubric - Assessing Student
Understanding of the Four Stages of
Human Development

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Name: _______________________________

Growing and Changing

INFANT CHILD ADOLESCENT ADULT

4
1. 1. 1. 1.
__________________ __________________ __________________ __________________

__________________ __________________ __________________ __________________

2. 2. 2. 2.
__________________ __________________ __________________ __________________

__________________ __________________ __________________ __________________

3. 3. 3. 3.
__________________ __________________ __________________ __________________

__________________ __________________ __________________ __________________

1.Name the development stage.

2.Describe three characteristics for each stage (include characteristics which describe
physical development, feelings and relationships with others).

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Growing and Changing

What stage of human development are you in right now?

______________________________________________________________________________

1. Describe some of the physical changes in your body.

________________________________________________________________________

________________________________________________________________________

2. List some activities you enjoy doing.

________________________________________________________________________

________________________________________________________________________

3. Tell about something you would like to learn to do.

________________________________________________________________________

________________________________________________________________________

4. Tell about something that makes you happy. Explain why.

________________________________________________________________________

________________________________________________________________________

5. What makes you feel sad or worried? Why?

________________________________________________________________________

________________________________________________________________________

6. Describe the importance of friendship in your life.

________________________________________________________________________

________________________________________________________________________
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Stages of Development

Infancy

Childhood

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Adolescence

Adult

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Understanding of Concepts Recording Chart

TEACHER
Knowledge/Skill Category: Learning Expectation

Understanding of Concepts: To identify the characteristics of a healthy

Characteristics of a Healthy relationship
Relationship

Indicator Level 1 Level 2 Level 3 Level 4

• Shows understanding of few of Shows understanding of some of Shows understanding of most of Shows understanding of all or
• the characteristics of a healthy the characteristics of a healthy the characteristics of a healthy almost all of the characteristics
• relationship relationship relationship of a healthy relationship
•
•
•
Student Names 4
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

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“I Feel” Statements (Simple Conflict

Resolution Model)

Step 1: State the problem and how you feel using the pattern

When you _____________________________________________,

I feel __________________.

Eg., “When you take my clothes without asking, I feel angry and frustrat-

ed.

Step 2: Politely tell the other person what you want or need.

I need or I would like it if you would

___________________________________________.

Eg., “I would like it if you would ask me before you take my T-shirt and

wear it.

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TEACHER
Assessing Conflict Resolution Holistic
Rubric

Unit 4 – Appendix E
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Trust-Core Responsibility Cards

COMPASSION
COMMUNICATION
(Kindness)
(Talk and listen)

COMPROMISE
CO-OPERATION
(Give and get)
(Working together)

COMMITMENT CONTROL
(Loyalty) (Self control)

COURTESY TRUST
(Respect and (Honesty and
politeness) dependability)

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Fitness Building Activities

Unit Title
5 Fitness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
6 Aerobic Fitness . . . . . . . . . . . . . . . . . . . . . . 247
7 Track and Field Lead Up Activities . . . . . . . 275

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UNIT Fitness
OVERVIEW
5 Duration
Description
6 Sub-Tasks

Students demonstrate their fitness levels at various times throughout the unit. Each student can
determine personal fitness goals and identify activity choices to improve their fitness levels.

Sub-Task Title Expectation Code

1. Pulse Rate 4p30, 4p31, 4p33

2. Benefits of Fitness 4p28, 4p29, 4p34
3. Fitness Components: Fitness Circuit 4p27, 4p33, 4p34
4. Fitness Components 4p32, 4p33, 4p34
5. Flexibility 4p23, 4p27
6. Physical Fitness: Mission Possible 4p27, 4p32, 4p33

Assessment and Evaluation

A variety of assessment tools can be used throughout this unit. Some assessment strategies and tools 5
included are:

Formative/Ongoing:
• Teacher assessment of vigorous participation using the active participation recording chart.
• Self-assessment of vigorous participation using a participation rubric.
• Self-assessment of pulse rate with reference to several potential tools including a recording your
pulse worksheet, a pulse rate graphing chart and the heart rate conversion chart.
• Self-assessment of understanding concepts regarding the benefits of fitness and factors that moti-
vate participation using a participation rubric.
• Self/peer assessment of the use of a goal-setting process using peer discussion and feedback.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in the safety guidelines.

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Notes to Teacher
• Fitness is presented as a unit, however, fitness should be incorporated into all activity classes.

• Some sub-tasks may be repeated at different times during the year, allowing students the opportu-
nity to reflect on and revise their personal fitness goals.

• Encourage students to monitor their pulse rates throughout the year during various activities. The
fitness logs may be useful to support this practice and can be easily utilized in other units
throughout the course.

• Encourage students to be aware of their exercise intensity and to develop a concept of their per-
ceived levels of exertion.

Appendices
Unit 5 Appendix A: Fitness Log
Unit 5 Appendix B: Recording Your Pulse
Unit 5 Appendix C: Pulse Rate Graphing Chart
Unit 5 Appendix D: Heart Rate Conversion Chart
Unit 5 Appendix E: Fitness Benefits and Components
Unit 5 Appendix F: Fitness Quiz
Unit 5 Appendix G: Goal-Setting Rubric
Unit 5 Appendix H: Mission Possible

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UNIT 5 Fitness

Sub-Task #1 Pulse Rate

Facility
Gymnasium or field

Materials
Fitness logs

Description
Students actively participate in activities to improve heart and lung functioning, as well as measure
their exercise and recovery heart rates.

Expectation Code Learning Expectation

4p30 Improve their fitness levels by participating in vigorous physical

activities (e.g. line dancing) for sustained periods of time (e.g.
10-15 minutes), including appropriate warm-up and cool-down
procedures.
4p31 Recognize that the health of the heart and lungs is improved
by physical activity (e.g. aerobics activities to music).
4p33 Monitor pulse rates before and after physical activity (e.g.
locate and compare pulse rates before and after taking part in 5
physical activity, and explain the reasons for differences in
pulse rates).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment of vigorous participation using a four-finger rubric (see Grade 4 Appendix G for
indicators).
• Self-assessment of pulse rate using several tools including Unit 5 Appendix B: Recording Your
Pulse, Unit 5 Appendix C: Pulse Rate Graphing Chart, and Unit 5 Appendix D: Heart Rate
Conversion Chart.

Teaching/Learning Strategies

A) Warm-Up
• Introduce the concept of taking pulse rates before and after activities. Help students learn to
measure their resting heart rates and record them on their Pulse Rate Graphing Charts (Unit 5
Appendix C).
• Lead gentle warm-up and stretching activities getting students to move their joints through a
range of motion (Grade 4 Appendix A: Safe Stretching).

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• The warm-up should reflect the increments on the Recording Your Pulse worksheet (Unit 5
Appendix B). Use the Pulse Rate Graphing Chart (Unit 5 Appendix C) to record results.
• Variation: use Talk Test and Breathing Sound Check to help students measure and monitor their
work intensity. The Talk Test means that students should be able to talk while participating in an
activity (this ensures their bodies are taking in sufficient oxygen). The Breathing Sound Check,
called JAB, means students should distinctly hear their breathing during an activity (this ensures
sufficient intensity to achieve health benefits).

B) Skill Development
• Use Recording Your Pulse (Unit 5 Appendix B) and the Heart Rate Conversion Chart (Unit 5
Appendix D) to assist the students in measuring and monitoring their pulses.
• Students begin to complete some of the required information on both Recording Your Pulse and
Pulse Rate Graphing Chart (Unit 5 Appendix B and C).

C) Skill Application
• Play a variety of tag games to increase heart rates and maintain them at a high level.
• Everybody’s “It.” All students are “It.” Once a student is tagged twice, they must move outside
the activity area and complete a mini-circuit including five stride jumps, five sit-ups, five push-
ups and five star jumps. These activities should be indicated with small signs and students should
be encouraged to keep moving between the stations. Continue until most students are working on
the circuit. Restart the game several times to give students several opportunities to play.
• Octopus . Choose three people to be “It” and the rest of the class scatters around the gymnasium
The object is to avoid being tagged. On a signal the taggers attempt to tag as many students as
possible. Tagged students become octopi. They remain stationary with one knee on the floor and
wave their arms to touch other students who continue to try to evade the taggers. As the game
continues, many students are caught. Restart the game frequently with new taggers.
• At the end of any of the tag games and/or upon completion of the mini-circuit, students measure
their heart rates according to the requirements on Recording Your Pulse (Unit 5 Appendix B)
and the Pulse Rate Graphing Chart (Unit 5 Appendix C). At the end of all the activities, students
record their recovery heart rates by waiting at least two minutes after the activity has stopped.

D) Cool-Down/Wrap-Up
• Lead stretches (Appendix A: Safe Stretching) while discussing with students:
• How training lowers heart rates and also improves recovery heart rates.
• How pulse rates increase with the intensity of the activity.
• Why exercise is important for healthy lungs and heart.
• Following the stretch and discussion, have students record any information required to complete
their Recording Your Pulse (Unit 5 Appendix B) and Pulse Rate Graphing Charts (Unit 5
Appendix C).

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Extension

• Play other tag games such as Flamingo Tag. When tagged, students hold one foot behind them
and hop on the other foot. When they meet another flamingo, they shake hands and become reg-
ular players again.

• Students may keep a graph of their results over repeated sessions.

Notes to Teacher
• Use music while playing tag to motivate students.

• Review safety guidelines with students prior to introducing tag games. Guidelines include: stay
within boundaries, tag gently with a touch not a push, move as instructed, speedwalk if space is
limited, keep heads up and be aware of others.

• When measuring an activity heart rate, students should keep their feet moving on the spot so
their heart rates do not drop.

• Restart tag games frequently, selecting new students to be “It.” Avoid playing games right to the
point when the last person is caught, as this decreases the activity level for those caught earlier.

• It is helpful to develop a system for storing and tracking paperwork. Student worksheets can be
kept in file folders in a box that is kept in the gymnasium. Rolling carts make it easy to transport 5
files to and from the gymnasium. It is also helpful to keep a box of pens or sharpened pencils in
the gymnasium so students do not have to bring writing utensils to class.

Appendices
Grade 4 Appendix A: Safe Stretching
Unit 5 Appendix A: Fitness Log
Unit 5 Appendix B: Recording Your Pulse
Unit 5 Appendix C: Pulse Rate Graphing Chart
Unit 5 Appendix D: Heart Rate Conversion Chart

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UNIT 5 Fitness

Sub-Task #2 Benefits of Fitness

Facility
Gymnasium or outdoors

Materials
Skipping ropes
Fitness logs

Description
Students recognize the benefits of physical activity and begin to set personal goals in order to
improve their fitness. Students actively participate in activities that assist them in developing their
plan.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g. lead-

up games, creative dance).
4p29 Identify the factors that motivate participation in daily physical
activity (e.g. fun, improved health, increased energy level).
4p34 Use a goal-setting process (e.g. set a realistic goal, identify and
address barriers, prepare an action plan, decide who can help,
and identify how to know when the goal has been reached)
related to physical activity.

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of vigorous participation using the Active Participation Recording Chart
(Grade 4 Appendix K).
• Self-assessment of understanding concepts regarding the benefits of fitness and factors that moti-
vate participation, using a four-finger rubric (see Grade 4 Appendix M-2).
• Self/peer assessment of the use of a goal-setting process using peer feedback based on the goal-
setting rubric (see Unit 5 Appendix G for indicators).

Teaching/Learning Strategies

A) Warm-Up
• Review how to take a pulse rate. Students take resting pulse rates and record them on their fit-
ness logs (Unit 5 Appendix A).

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• Lead a warm-up incorporating the following:

• Walk in clockwise direction and roll shoulders.
• Walk with alternate high arm swings.
• Walk with cross body arm swings.
• Shake arms and fingers vigorously.
• Walk while shaking legs.
• Walk with double arm pumps.
• Walk with backstroke/front crawl.
• Move trunk in circles.
• Walk on toes and then heels.

B) Skill Development
• In small groups, students brainstorm the benefits of physical fitness.
• Benefits Relay. Each small group moves to a different part of the gymnasium. On a signal, one
person from each group runs to the centre of the gymnasium and calls out a benefit of physical
activity loudly, so all can hear. Each person takes a turn.
• Groups are challenged to continue discussing benefits in their small groups and come up with
new benefits for their representatives to call out when he or she reaches the centre.
• As a class, discuss these benefits and activities students can do to keep active, as well as motivat-
ing factors to encourage participation. Students select one or two activities in which they have
participated in the last day or two. Students record these in their logs, including the benefits of 5
the activity and why they participated.

C) Skill Application
• Skipping. Students experiment with the skipping ropes by devising creative ways of hopping over
the rope. Select students to demonstrate a particular skill or challenge and have the rest of the
class attempt the skill. Repeat a number of times.
• Teach some specific skills, such as:
• Toe tapping

• Heel tapping

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• Sidestepping

• Jumping jacks

• Criss-cross jumps

• Kicking forward

• Clicking heels

• Encourage students to experiment with these tricks and develop their own.
• Students measure their exercise heart rates and record the information on their fitness logs (Unit
5 Appendix A).

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D) Cool-Down/Wrap-Up
• Lead a whole class stretch (Grade 4 Appendix A: Safe Stretching).
• Review the benefits of physical fitness and activities that help to achieve good fitness. Ask students
to identify one fitness goal and how they intend to achieve it. Discuss a goal-setting process. Ask
students to identify the barriers that they might confront, and a plan to overcome these barriers.
• Students work in pairs to share their goal and the process to attain it. Students, use peer feed-
back (see Unit 5 Appendix G: Goal-Setting Rubric for indicators), to determine if they feel their
partner has established and identified a realistic goal and strategies to attain it.

Extension

• Add activities outside of class to the fitness logs and have students keep record of them for a
week.

• Students put their skipping tricks together to create a short skipping routine.

Notes to Teacher
When discussing the benefits and activities of physical fitness, include:
• You have more energy. 5
• You cope better with stress.
• You feel better about yourself.
• It helps you stay fit and trim.
• It tones your muscles.
• You do not feel as tired.
• It helps you feel relaxed and less tense.
• It helps you control your appetite.
• If you feel sad, it helps you feel better.
• It helps you fall asleep and sleep well.
• It is a great way to share an activity with a friend.
• It improves your health.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix K: Active Participation Recording Chart
Grade 4 Appendix M-2: Understanding Rubric
Unit 5 Appendix A: Fitness Log
Unit 5 Appendix G: Goal-Setting Rubric

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UNIT 5 Fitness

Sub-Task #3 Fitness Components: Fitness Circuit

Facility
Gymnasium or outdoors

Materials
Two large pylons
One small pylon, skipping ropes
Two scooters
Four to five “jumping boxes”
Mats
Pull-up bar
Fitness logs

Description
Students actively participate in activities to identify and improve four components of fitness. Students
relate these components to their own life and apply them to their personal fitness plans.

Expectation Code Learning Expectation

4p27 Follow safety procedures related to physical activity, equip-

ment and facilities.
4p33 Monitor pulse rates before and after physical activity (e.g.
locate and compare pulse rates before and after taking part in
physical activity, and explain the reasons for differences in
pulse rates).
4p34 Use a goal-setting process (e.g. set a realistic goal, identify and
address barriers, prepare an action plan, decide who can help,
and identify how to know when the goal has been reached)
related to physical activity.

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of attention to safety procedures using the Equipment section of the Safety
Rubric (Grade 4 Appendix I).
• Self-assessment of ability to monitor pulse through completion of the fitness logs (Unit 5
Appendix A).
• Self/peer assessment of the use of a goal-setting process using peer feedback (see Unit 5
Appendix G: Goal-Setting Rubric for indicators).

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Teaching/Learning Strategies

A) Warm-Up
• Students move around the in a variety of ways, moving joints through their range of motion..
• During the warm-up discuss the importance of safety. Students brainstorm and identify general
safety rules such as moving in their own space, staying inside boundary lines, and being aware of
others. Inform students that they will be assessing how safely they conducted themselves in class.

B) Skill Development
• Introduce the four components of fitness (see Notes to Teacher):
• Cardiovascular, e.g. running.
• Flexibility, e.g. stretching.
• Muscular Strength, e.g. push-ups.
• Muscular Endurance, e.g. stride jumps.
• Fitness Circuit . Students participate in the circuit described below. Review safety considerations
for each station. Divide students equally among the stations and direct students to rotate after
spending two to three minutes at each station.

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• Fitness Stations:
• Scooterboard Slide : Make two hurdles approximately 1 to 1.5 metres apart. Use two very
large pylons and two jump ropes put through the pylons. Set up one small pylon or another
kind of marker for the “start” place. One at a time, students lie, sit or kneel on the scooter
(must have body part on the scooter at all times) and pull or push themselves under the hur-
dles, then push the scooter back to the “start” spot, for the next student to use.
• Jump-Rope Jammin’ : Each student uses a short jump rope to jump continuously as many
times as possible. Students may keep records of their jumps and try to beat their record if this
circuit is repeated.
• Plyometrics Power : Place four or five “jumping boxes” (solid wooden boxes) in a row, with
approximately a half metre space between each box. Students jump, using two feet, onto each
box, off the box onto the floor, then onto the next box until they reach the end.
• Stepping Up : Students step up and down 10 times on steps or benches, leading with one leg
and moving only one foot at a time (e.g. right up, left up, right down, left down).
• Hoop Hoppin’ : Make a row of four hoops, making sure each hoop touches the one next to
it. Add another row of four hoops beside these, so that the two rows touch in the middle.
Students move through the hoops, using only one foot to land in each hoop.
• Captain Crunch : Students lay on a mat and perform as many abdominal crunches (curl-ups)
as they can.
• Pull-Up Place : Students do as many pull-ups (or hold body up as high) as possible on a
pull-up bar.
• Cartwheel Craze : Students place hands on the mat and kick feet to the other side of the mat,
in cartwheel or round-off fashion.
• Stretch Station : Students perform stretches of their choice, holding them for 15 to 30 sec-
onds.

C) Skill Application
• Ask students to categorize the activities at the stations, according to fitness components. Ask stu-
dents to list other examples for each component. Encourage students to list everyday activities
(e.g., running, skating, gardening).
• In pairs, students design two different activities for each fitness component. Select random
groups to share their activities with the large group.
• Students complete their fitness logs, identifying the components of fitness addressed by the differ-
ent activities (Unit 5 Appendix A).

D) Cool-Down/Wrap-Up
• Select pairs to lead the activities they selected to work on for the flexibility component in Skill
Application. All students do the flexibility activities.
• In groups of three, students explain their personal fitness goal and their plan to achieve that goal.
The other two students provide feedback. One student identifies the strengths of the goal and
plan and the other identifies areas where the plan can be improved. Repeat the process with all
students taking on different roles. Give students an opportunity to refine their plans based on the
feedback. Direct the group to assess each member’s use of a goal-setting process and provide
verbal feedback (see Unit 5 Appendix G: Goal-Setting Rubric, for indicators).

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Extension
• Repeat the circuit, giving students an opportunity to improve their personal records. Add new sta-
tions based on activities the students have designed.

Notes to Teacher
• Prior to the class, set up the stations around the perimeter of the gymnasium. Stations and order
can be varied depending on equipment available and ability of students.

• Background Information:
• Cardiorespiratory endurance is the ability to continue strenuous activities that stress the circu-
latory (heart) and respiratory (lungs) systems for long periods of time.
• Muscular Strength is the maximum tension (how much) that a muscle can exert in a single
contraction.
• Muscle Endurance is the ability of a muscle group to perform repeated contractions (how
many times) over a period of time.
• Flexibility is the range of motion at a joint or a series of joints.

• Note that many activities can be used to develop more than one component of fitness (e.g., jump-
ing jacks can be used to develop muscular endurance. Over time, they can also be used to build
up cardiorespiratory endurance).
5
Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 5 Appendix A: Fitness Log
Unit 5 Appendix G: Goal-Setting Rubric

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UNIT 5 Fitness

Sub-Task #4 Fitness Components

Facility
Gymnasium or indoor area

Materials
Mats
Pylons
Fitness logs

Description
Students actively participate in activities to identify and improve four components of fitness. Students
relate these components to their own life and actively seek to apply them to their personal fitness
activities.

Expectation Code Learning Expectation

4p32 Recognize that muscle strength and endurance increase with

exercise and physical activity.
4p33 Monitor pulse rates before and after physical activity (e.g.
locate and compare pulse rates before and after taking part in
physical activity, and explain the reasons for differences in
pulse rates).
4p34 Use a goal-setting process (e.g. set a realistic goal, identify and
address barriers, prepare an action plan, decide who can help,
and identify how to know when the goal has been reached)
related to physical activity.

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:

• Teacher assessment of vigorous participation using Physical Participation from the participation
rubric (Grade 4 Appendix G).
• Self-assessment of ability to monitor pulse through completion of the Fitness Log (Unit 5
Appendix A).
• Self/peer assessment of the use of a goal-setting process using a thumbs-up/thumbs-down rating
(see Unit 5 Appendix G: Goal-Setting Rubric for indicators).

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Teaching/Learning Strategies

A) Warm-Up
• Students take their resting heart rates and record them in their fitness logs.
• Turtle Tag. Select two or three students to be “It.” All students speedwalk as they gradually warm
up. On a signal, the “Its” chase the other students. In order to avoid being caught, students must
quickly lie on their backs with arms and legs raised in the air (like turtles on their backs). As
soon as an “It” has gone by, students can get up and keep running. When tagged, that student
becomes an “It.” Change taggers frequently if the turnover is not happening often. Encourage stu-
dents to roll shoulders and move joints through their range of motion as they speed walk.

B) Skill Development
• Students review the four components of fitness by identifying examples of each with a partner:
• Cardiorespiratory, e.g., skipping.
• Flexibility, e.g., shoulder stretch.
• Muscular Strength, e.g., weightlifting.
• Muscular Endurance, e.g,. repeated arm curls.
• Students share examples of activities that fall into different categories.
• Circuit. Introduce circuit and review personal and equipment safety considerations. 5
• Set the up like a track, with exercise stations in the middle. Students work with a partner at each
station, starting at either an exercise station or on the jogging track. Students stay at a station for
two minutes. With partners, exercises can be done alternately or at the same time depending on
each person’s fitness level. Each time an exercise station is complete, each pair goes to the track
and jogs for two minutes and then moves to the next station.

C) Skill Application

• Exercise Stations:
• Arm Strength . Students choose one exercise to do:

• Full push-ups or knee push-ups. Repeat eight times.

• Tricep push-ups. In back-support position, slowly bend and straighten arms. Repeat eight
times.

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• Abdominal Strength . Students choose one exercise to do:

• Curl-ups. Repeat 12 times.

• Elbow to Knee Curl-ups. Begin in lying position. Raise feet and cross them at ankles, so that
knees are bent to a 90-degree angle. With fingers at ears, curl-up to touch elbows to knees.
Repeat 12 times.
• Hip Strength . Students choose one exercise to do:

• Fire Hydrants. On all fours, with hips square and right knee bent, raise right leg to side and
lower it again. Repeat eight times and then change legs.
• Skyscrapers. Kneel on all fours, lower weight to forearms, and tighten abdominal muscles.
Raise bent leg behind and push the heel of the foot to the ceiling. Repeat eight times and then
change legs.
• Leg Strength . Students choose one exercise to do:

• Leg Crankers . To strengthen hamstring muscles. Begin in all fours position. Raise and lower
the right straight leg. Repeat eight times and change legs.
• Thigh Lifts . Lie on back with one knee bent, leaning on elbows for support. Raise and lower
the extended leg. Repeat eight times and change legs.
• At the end of the class, have students take their exercise heart rates and record them on their fit-
ness logs (Unit 5 Appendix A). Students use their fitness logs to identify activities they participat-
ed in that address the different components of fitness.

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D) Cool-Down/Wrap-Up
• Teacher directs a large group stretch (see Appendix A: Safe Stretching). Emphasize including all
fitness components in a balanced fitness routine or program.

• Review a goal-setting process to achieve good fitness. Students use a thumb-up/thumb-down

ranking for assessing how successful they are in working towards achieving their personal fitness
goal (refer to the indicators in Unit 5 Appendix G: Goal-Setting Rubric).

• With a partner, students review how they are doing and what changes they may need to make to
be more successful.

• Using a thumbs-up/thumbs-down rating, students assess how well they followed safety procedures
when completing all the activities (Grade 4 Appendix I: Safety Rubric).

Extension

• Repeat the circuit, giving students an opportunity to improve their personal records. Add new sta-
tions based on activities that the students have designed.

Notes to Teacher
• Play music while students are working at stations to increase motivation. 5
Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 5 Appendix A: Fitness Log
Unit 5 Appendix G: Goal-Setting Rubric

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UNIT 5 Fitness

Sub-Task #5 Flexibility
Facility
Gymnasium or outdoors

Materials
Mats

Description
Students become aware of the importance of stretching and actively participate in exercises that
demonstrate safe stretching.

Expectation Code Learning Expectation

4p.23 Participate on a regular basis in physical activities that main-

tain or improve physical fitness (e.g. tag games).
4p.27 Follow safety procedures related to physical activity, equip-
ment and facilities.

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of attention to safety procedures using the safety rubric (Grade 4 Appendix
I).
• Self-assessment of vigorous participation using a four-finger rubric (see Grade 4 Appendix G:
Participation Rubric for indicators).

Teaching/Learning Strategies

A) Warm-Up
• Partner Moves . Students jog on the spot beside a partner until a signal is given. Call out a vari-
ety of commands. Students perform that particular exercise with their partners and then resume
jogging on the spot. As a variation, have students find a different partner on each command.

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• Commands:
• Leapfrog . Place your hands on your partner’s back and straddle-jump over your partner.
Repeat until both partners have jumped four times.
• Elbows . Link elbows with your partner and skip to touch all four walls.
• Knee Box . Face your partner and try and touch your partners knees.
• Body Builders . Stand facing your partner and pretend you are a muscle-bound weightlifter
posing in a contest. Take turns with partner striking different poses. Students mirror their
partner’s actions.
• Action Sports . One partner mimics the actions of a particular sport. The other partner
copies, and then they switch roles.

B) Skill Development
• Students continue moving for 3-5 minutes. Give students a choice of jogging around the perime-
ter of the gymnasium or skipping in the centre. (See Notes to Teacher.)
• Choose safe stretches for neck, upper body, trunk, arms and legs. Teach proper technique for the
stretches, emphasizing body alignment with good posture, proper breathing, and the importance
of stretching regularly. (See Grade 4 Appendix A: Safe Stretching.)
• Remind students to gently stretch to the point of mild tension and to hold for 15 seconds or
longer. Stretching should not cause pain. Remind students not to bounce when stretching as it
can lead to torn ligaments or tendons. Students should hold stretch gently and breathe out to
sink deeper into the stretch. 5
• While stretching, review benefits of fitness and why stretching is important:
• Warms up muscles and tissues.
• Increases range of motion and flexibility.
• Reduces chance of injury.
• Helps posture.
• Develops body awareness.
• Minimizes pain.
• Reduces tension in muscles so movements are more relaxed and efficient.

C) Skill Application
• Students work in pairs and repeat the stretches that were taught. Encourage them to give each
other feedback on proper techniques. Circulate and provide feedback to ensure that stretches are
being done correctly and that proper feedback is being given.

D) Cool-Down/Wrap-Up
• Repeat warm-up activities with a different partner.
• Assess attention to safety procedures using the safety rubric (Grade 4 Appendix I).

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Extension

• Call out a body part and students choose a stretch for that muscle. Encourage students to watch
each other for different ideas and to develop a repertoire of different stretches.

Notes to Teacher
• It is important that students do a cardiorespiratory warm-up before stretching. The muscles need
to be warm to receive flexibility benefits and also to reduce the chance of injury.

• Provide mats for students to perform exercises.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 5 Fitness

Sub-Task #6 Physical Fitness: Mission Possible

Facility
Gymnasium or outdoors

Materials
Mats
Skipping ropes
Fitness logs

Description
Students actively participate in a variety of physical fitness activities involving others. They also revisit
their personal fitness goals by reviewing their fitness logs and noting any trends in the activity pro-
file.

Expectation Code Learning Expectation

4p27 Follow safety procedures related to physical activity, equip-

ment and facilities.
4p32 Recognize that muscle strength and endurance increase with

4p33
exercise and physical activity.
Monitor pulse rates before and after physical activity (e.g.
5
locate and compare pulse rates before and after taking part in
physical activity, and explain the reasons for differences in
pulse rates).

Assessment Opportunities — Suggestions for Assessing Expectations

Summative:
• Teacher assessment of knowledge of benefits of physical fitness (Unit 5 Appendix F).

Formative/Ongoing:
• Teacher assessment of attention to safety procedures using the safety rubric (Grade 4 Appendix
I).
• Self-assessment of ability to monitor pulse through completion of the Fitness Log (Unit 5
Appendix A).

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Teaching/Learning Strategies

A) Warm-Up
• Students take resting pulse rates and record them on their fitness logs (Unit 5 Appendix A).
• Sport Hero Freeze . Students move around the gymnasium in a variety of ways. On a signal, stu-
dents freeze in the shape of an athlete doing a particular sport. On a signal, students move again
around the gymnasium. Encourage students to move in their own space so that when they freeze
they cannot touch anyone else. Challenge students to freeze in a different position every time.
Students may guess what sport others are representing. Students gradually increase the speed of
their movement as they warm up.

B) Skill Development
• Mission Possible . Can be played indoors or outdoors. Instruct students to read the list of mis-
sions before starting. Post instructions and/or missions on chart paper in the or photocopy the
missions for each group. (Unit 5 Appendix H.) Groups may perform the missions in any order
but must work together to perform all missions as a group.
• Missions:
• Touch the middle of each wall or sideline and use a different way of moving to get to each
location (e.g. skipping, running or power walking).
• Do four jumping jacks in each corner of the gymnasium or field.
• Hop to four different mats (or pylons if outside) and do eight curl-ups at each mat.
• Touch five pieces of equipment, each with a different body part.
• Glue your feet to the floor and walk your hands in a circle around your feet.
• Do a partner stretch. When stretching with a partner, stretch gently and always stop immedi-
ately when partner indicates.
• Give eight different students a Crab Walk Greeting by touching the bottom of your foot to the
bottom of another student’s foot.
• Jump rope 30 times.
• Students take their pulse rates after completing each circuit and record them in their fitness logs
(Unit 5 Appendix A).

C) Skill Application
• As a large group, decide on the benefits of the different activities in Mission Possible. Record
ideas on the Fitness Benefits and Components chart (Unit 5 Appendix E). Students put sticky
notes to identify the category they think the activity falls into. This can also be done in small
groups and results are then compared with the large group. Use the fitness test to assess stu-
dents’ knowledge of fitness and the benefits.

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D) Cool-Down/Wrap-Up
• Students have the opportunity to revisit their fitness logs and provide a thumbs-up/thumbs-down
rating of how well they are progressing towards their personal fitness goals.
• Students also assess their attention to safety procedures throughout the unit using a thumbs-
up/thumbs-down rating. (See Grade 4 Appendix I: Safety Rubric for indicators.)

Extension

• Students repeat Mission Possible trying to complete tasks more efficiently as a group. Students
may time each attempt and try to improve their times.

Notes to Teacher
• The fitness Quiz can be completed orally in small groups or individually, or as an activity, as stu-
dents move to different parts of they gymnasium to indicate the answer they think is correct.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix I:
Unit 5 Appendix A:
Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Fitness Log
5
Unit 5 Appendix E: Fitness Benefits and Components
Unit 5 Appendix F: Fitness Quiz
Unit 5 Appendix H: Mission Possible

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Fitness Log
Name: _____________________________________________ Class:____________

For the week of: _______________________________________________

Weekly Physical Activities

Day Activity Fitness Length Pulse (1 min.) Benefits What makes

Component of you like this
Addressed Time Pre / Act / Post activity?

Mon.

Tues.

Wed.

Thurs.

Fri.

Sat.

Sun.

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Recording Your Pulse

Using two fingers, take either a:

• Radial Pulse: located on your wrist just below your thumb.

• Carotid Pulse: located on the side of your neck, even with your Adam’s
apple but almost straight down from the inside edge of your ear.

• Feel a slight movement or pulsing. This is blood flowing through your

artery. Each pulse you feel represents one heart beat. It’s important to keep
your feet moving on the spot while taking an activity pulse so your heart rate
does not drop.

• Count the number of pulses you feel in 10 seconds.

• Multiple this by six or check the Heart Rate Conversion Chart (Appendix D). This
number is your heart rate or pulse, in beats per minute. Also put the pulse rates
with a * beside them on the Pulse Rate Graphing Chart (Appendix C).
5
Record your pulse for each of the activities:

1. Pre Activity Pulse (Rest) ________ *

2. Low Activity Pulse ________

3. Medium Activity Pulse ________

4. Fast Activity Pulse ________ *

5. Medium Activity Pulse ________

6. Low Activity Pulse ________

7. Post Activity Pulse (Rest) ________ *

Two things I learned about pulse rate and exercise are:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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Pulse Rate Graphing Chart

Use a bar graph or a coloured line to graph the different pulse rates on different
dates.

Name: ___________________________________

Date(s)

Pulse Pre/Act/Post Pre/Act/Post Pre/Act/Post Pre/Act/Post Pre/Act/Post

200
180
170
160
150
140
130
120
110
100
90
80
70
60
40

Pulse Rate (beats/min)

Pre = resting heart rate (before activity)
Act = activity heart rate (when exercising)
Post = after exercising heart rate (at least two to three minutes after activity)

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My usual resting heart rate is: _____________

My usual activity heart rate is: _____________

My usual after activity heart rate is: _____________

For my age my target heart rate is between: _____________

I usually get my heart rate to my target zone for ________ minutes.

The activities that raise my heart rate the most are:

5
______________________________________________________________________________

In order to improve my heart and lung fitness I could:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Two reasons why I should keep my heart and lungs fit include:

______________________________________________________________________________

______________________________________________________________________________

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Heart Rate Conversion Chart

Pulse for Heart Rate

10 seconds (beats per minute)

7 42
8 48
9 54
10 60
11 66
12 72
13 78
14 84
15 90
16 96
17 102
18 108
19 114
20 120
21 126
22 132
23 138
24 144
25 150
26 156
27 162
28 168
29 174
30 180
31 186
32 192
33 198
34 204
35 210

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Fitness Benefits and Components

Unit 5 – Appendix E
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Fitness Quiz

1.Stretching exercises help:

A. Build strength
B. Avoid injury
C. Burn calories
D. None of these

2.Joints and muscles are prepared for vigorous exercise by:

A. Jogging and weight training
B. Warm-ups and movement through their range of motion
C. Rope climbing and sit-ups
D. Push-ups and jumping rope

3.Jogging for 20 minutes improves:

A. Flexibility
B. Muscle strength
C. Heart/lung endurance
D. None of these

4.The best heart/lung (aerobic) endurance exercise is:

A. Activities where you are moving quickly for a short time
B. Activities where you are moving slowly for a long time
C. Tumbling
D. Basketball

5.Cooling down after a workout is important because:

A. It gives your body time to return to its normal temperature
B. It helps to reduce your chances of injury
C. It lowers your pulse and breathing rate
D. All of the above

Physical fitness is important for:

A. Health
B. Physical performance
C. Mental well-being
D. All of the above

Answers: 1. B 2. B 3. C 4. B 5. D 6. D

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Goal-Setting Rubric

Unit 5 – Appendix G
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Mission Possible

Read all the missions before beginning.

Perform the missions in any order.

Perform all missions together as a group.

Go!

Missions
• Touch the middle of each wall or sideline and use a different way of moving
to get to each location (e.g. skipping, running or power walking).

• Do four jumping jacks in each corner of the gymnasium or field.

• Hop to four different mats (or pylons if outside) and do eight curl-ups at
each mat.

• Touch five pieces of equipment, each with a different body part.

• Glue your feet to the floor and walk your hands in a circle around your feet.

• Do a partner stretch. When stretching with a partner, stretch gently and

always stop immediately when partner indicates.

• Give eight different students a Crab Walk Greeting by touching the bottom
of your foot to the bottom of another student’s foot.

• Jump rope 30 times.

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UNIT Aerobic Fitness

OVERVIEW
6 Duration
Description
6 Sub-Tasks

Students actively participate in physical activities that maintain or improve their cardiovascular fit-
ness and allow them to demonstrate and refine the fundamental movement skills of locomotion and
stability. Students identify the benefits of physical fitness and have the opportunity to demonstrate
various interpersonal skills such as cooperation and respectful behaviour.

Sub-Task Title Expectation Code

1. Assessing Fitness 4p28, 4p31

2. Continuous Movement 4p17, 4p33
3. Cross-Country Running 4p23, 4p31,
4. Group Challenge Fitness 4p17, 4p30, 4p36
5. Running Short Distances 4p17, 4p31, 4p33
6. Skipping 4p29, 4p30, 4p31

Assessment and Evaluation

A variety of assessment tools can be used throughout this unit. Some strategies and tools included
are:
• Teacher assessment of participation using the physical activity section of a participation rubric. 6
• Teacher assessment of knowledge of fitness components and factors influencing participation
using a fitness quiz.
• Teacher assessment of ability to monitor pulse using an anecdotal observation recording chart.
• Teacher assessment of locomotion or travelling skills using a movement skill rubric.
• Self-assessment of fitness participation and knowledge using a participation and fitness rating
scale.
• Self-assessment of improved fitness using a participation rubric.
• Self-assessment of improved fitness showing a level by holding a skipping rope at different levels.
• Peer assessment of running technique using a movement skill checklist.
• Peer assessment of knowledge about the effects of physical activity on the heart and lungs using
peer feedback and discussion while running.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety guidelines.

• Use of a rubric to assess self or peer.

• An understanding of healthy living concepts discussed in health (e.g., how to take a pulse.)

• Group work skills and communication or listening skills.

• Active participation in physical activities.

Notes to Teacher
• Make modifications for students of different abilities and grade levels (e.g., modify running dis-
tance).

• Build a repertoire of warm-up activities that develop health-related fitness and prepare students
for cardiovascular activity in different ways.

• Consider or investigate the background students bring to an activity (e.g., formal training), and
how to draw on their expertise.

• Consider or investigate availability of school and community resources to support the program.

• A general knowledge of fundamental movement skills is helpful in providing students with specif-
ic direction and feedback. (See Grade 4 Appendix Q.) Use fun, interactive activities that allow
students to practise and apply their skills.

Appendices
Unit 6 Appendix A: Movement Skill Rubric: Locomotion
Unit 6 Appendix B: Participation and Fitness Rating Scale
Unit 6 Appendix C: Movement Skill Checklist: Running
Unit 6 Appendix D: Heart Rate Conversion Chart
Unit 6 Appendix E: Fitness Quiz
Unit 6 Appendix F: Four Corner Fitness Cards

Resources
• Fitness for Children and Youth , Fitness Ontario Leadership Program, Ministry of Tourism and
Recreation, 1989.

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• Activity for Everyone — Children of All Abilities in A Regular Physical Activity

Program — A Hands-On Plan Book , by Deborah Randazzo and Kris Corless (1998),
American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), Reston,
Virgina (Tel: 800-213-7193, Email: webmaster@aahperd.org)

• Canada’s Physical Activity Guide to Healthy Active Living , Health Canada– (download
Guide free from Health Canada website - http://www.hc-sc.gc.ca/hppb/paguide/intro.html)

• Healthy Active Living Standards for Physical and Health Education in Ontario Grades
1-9 , Ontario Physical and Health Education Association (Tel: 416-426-7120)

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UNIT 6 Aerobic Fitness

Sub-Task #1 Assessing Fitness

Facility
Gymnasium or indoor space

Materials
CD or tape player
Variety of music (slow and relaxing to lively and fast paced)
Clock
Pencils

Description
Students are introduced to physical activities that maintain or improve fitness. They identify the ben-
efits of fitness and monitor their pulse rates before and after each activity.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead

up games, creative dance).
4p31 Recognize that the health of the heart and lungs is improved
by physical activity (e.g., aerobics activities to music).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Diagnostic self-assessment of vigorous participation, and ability to recognize that physical activity
improves heart and lung health using a participation and fitness rating scale (Unit 6 Appendix
B.)

Teaching/Learning Strategies

A) Warm-Up
• Jog and Jump . Students move (hopping, skipping, jumping and jogging) to music, and jump
and clear each line they encounter. Encourage students to be creative and move and jump in dif-
ferent ways. As a variation, students can do a movement skill after each jump (e.g., two star
jumps then touch the floor; knees, thighs and shoulders; one jumping jack then five sit-ups).

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B) Skill Development
• Explain how activity and inactivity has an effect on heart rate. Students work alone or in pairs to
measure and observe their pulse rates and breathing sounds.
• How to Take a Pulse . Assist students in taking their carotid and radial pulse:

• Radial Pulse: Place two fingers on wrist just below thumb.

• Carotid Pulse: Place two fingers on side of neck, almost straight down from inside edge of the
ear, halfway down.
• Ask students to sit quietly and feel a slight movement or pulsing, and inform them that this is
blood flowing through their artery and that “each pulse you feel represents one heart beat.”
Students try to count the number of beats they feel in 10 seconds and multiply that number by
six.
• Breath Sound Check . Introduce students to the concept of a breath sound check. They exert
themselves so that they clearly hear themselves breathing hard. Students should always be able to
talk while exercising to achieve optimal fitness benefits. Ask them to observe the sound of their
breathing, and the difference in sounds at various intensities of activity.

C) Skill Application
• Slow Medium Fast . (See Notes to Teacher for discussion points.) Students move to slow music,
walking, skipping, hopping or jogging. After two minutes, they stop and observe the difference in 6
their breathing. Increase the tempo for two minutes and then ask students to stop and monitor
their breathing. Continue with a very energetic, fast tempo and again ask students to observe the
sound of their breathing. Students take their pulses while exercising at their highest intensity.
Reverse the process and lower the intensity with music, finishing with students sitting quietly,
recording their pulses and observing their breathing sounds after each session.

D) Cool-Down/Wrap-Up
• Lead a group stretch (Grade 4 Appendix A) while discussing the following key questions:
• What happened to your heart rate and breathing as the exercise intensified and then
decreased?
• What do you think this demonstrated?
• Students complete a diagnostic self-assessment of their participation and initial knowledge (Unit
6 Appendix B).

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Extension
• Students can identify physical sensations they experience at different levels of activity. They should
work on identifying sensations associated with the sound and effort of breathing, (e.g., effects on
motivation, ability to talk, sweating) as well as heart rates that accompany certain levels of exer-
tion.
• Encourage students to monitor their pulse and the sound of their breathing.

Notes to Teacher
• Vigorous activity may be different for each student. Some may only be able to walk while others
may move vigorously for prolonged periods of time. To customize activities for each student,
instruct them to work at a JAB (Just Audible Breathing) pace, where they can just start to hear
their breathing.
• Students may record their resting heart rate in a log (Unit 5 Appendices B and C).
• Use a heart rate conversion chart (Unit 6 Appendix D) if desired.
• Discussion points:
• Students should become familiar with and be able to identify the sensation associated with
their resting heart rate, and should be able to recognize this heart rate as low or resting.
Remind students to observe “breathing sound.”
• At a slow pace, students should note that the pulse rate is faster and more easily detected, and
should recognize this rate as moderate or above resting. Remind students to observe the
sound of their breathing which should be audible but not too loud, allowing them to talk nor-
mally.
• At a faster pace, students should be able to identify this as a fit or medium pace. Their breath-
ing sound will be audible and distinct. At this point, they are improving their fitness.
• At a very fast pace students’ breathing will be loud, and they will likely need to catch their
breath to talk normally. At this point, they are improving their fitness but may find it difficult to
sustain the intensity.

Appendices
Grade 4 Appendix A: Safe Stretching
Unit 5 Appendix B: Recording Your Pulse
Unit 5 Appendix C: Pulse Rate Graphing Chart
Unit 6 Appendix B: Participation and Fitness Rating Scale
Unit 6 Appendix D: Heart Rate Conversion Chart

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UNIT 6 Aerobic Fitness

Sub-Task #2 Continuous Movement

Facility
Measured area of gymnasium or outdoors
(Use a measuring wheel to determine how many times around equals one kilometre.)

Materials
Pylons
Stopwatch
Paper markers (similar to book markers) or Popsicle sticks
Flip chart and marker
CD or tape player

Description
Students participate in a variety of activities working on sustaining participation to improve aerobic
fitness level.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p33 Monitor their pulse rates before and after physical activity
(e.g., locate and compare their pulses before and after taking
part in physical activity and explain the reasons for differences
in pulse rates.
6
Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of locomotion or travelling using a movement skill rubric (Unit 6 Appendix
A.)
• Self-assessment of ability to monitor pulse rate using a participation rubric.

Teaching/Learning Strategies

A) Warm-Up
• Walking/Jogging Wor m. Students take a resting pulse and, after walking one lap, start a light
jog working at a Just Audible Breathing (JAB) pace. When students complete a lap, hand them a
paper marker or Popsicle stick. At the end of the time period, they stop and count their markers.
Encourage students to roll shoulders and move joints through their range of motion as they jog.
Determine how many kilometres the class has walked or jogged and post the number using a
Walking/Jogging Worm, which grows a segment for each kilometre covered.
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B) Skill Development

• Review the concept of aerobic fitness (i.e., improving fitness of the heart and lungs by exercising
and elevating the heart rate). Students elevate their heart rates by playing a tag game.
• Blob Tag . Two players holding hands are the initial “blob.” The blob runs and tags others using
their outside hands. As players are tagged they join hands and become part of the blob. Only out-
side players on the blob may tag others. When the blob reaches four to six players, split it into
two smaller groups.

C) Skill Application
• Four Corner Fitness .

Monitor pulse and breathing sounds before and after the activity and discuss reasons for differ-
ences. Post cards from Unit 6 Appendix F in each corner of the gymnasium. Divide students into
four groups, one in each corner. Students move as a group from corner to corner, doing move-
ments indicated on the cards. For the first lap, they all do locomotion number one movements,
and continue, following different locomotion patterns indicated for laps two, three and four. Play
music while students are moving and add variety by using signals for a change in direction or
increase in intensity.

D) Cool-Down/Wrap-up

• Students work in their Four Corner Fitness groups to stretch and cool down, taking turns leading
head to toe stretches.
• Students assess their ability to monitor their pulses by holding up one to four fingers to indicate
the ease with which they can find and monitor their pulses.

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Extension

• Students design their own aerobic movements for Four Corner Fitness.

• Instead of switching movements at each corner, students do a full lap of each type of movement.

• Use the Walking/Jogging Worm as part of a “Kilometre Club.” Encourage students to walk, jog, or
run and keep track of kilometres completed.

Notes to Teacher
• Encourage students to pay attention to the quality of their movements in Four Corner Fitness and
not sacrifice quality for speed.

Appendices
Grade 4 Appendix A: Safe Stretching
Unit 6 Appendix A: Movement Skill Rubric: Locomotion
Unit 6 Appendix F: Four Corner Fitness Cards

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UNIT 6 Aerobic Fitness

Sub-Task #3 Cross-Country Running

Facility
Outdoors, gymnasium or hallway

Materials
Pylons
Stopwatch

Description
Students practise running in a variety of ways to maintain and improve aerobic fitness.

Expectation Code Learning Expectation

4p23 Participate on a regular basis in physical activities that main-

tain or improve physical fitness (e.g., tag games).
4p31 Recognize that the health of the heart and lungs is improved
by physical activity (e.g., aerobics activities to music).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of participation using Physical Activity from a participation rubric (Grade 4
Appendix G.)
• Peer assessment of knowledge about the effects of physical activity on the heart and lungs using
peer feedback and discussion while running.

Teaching/Learning Strategies

A) Warm-Up
• Elbow to Knee . Students move in a variety of ways (e.g., walking, hopping, skipping.) Call out
“elbow to knee” and students touch opposite elbows to knees ten times in place, then continue
to move. Add variations such as nose to knee, elbow to hip, or heel to knee.

B) Skill Development
• Running Technique . Introduce running as an activity that can maintain and improve physical
fitness and can be done almost anywhere with minimal equipment. Encourage students to find a
comfortable, natural running style. They run one lap thinking about their techniques. Ask stu-
dents what points to keep in mind when running. (See Notes to Teacher.) Students work with a
partner, and use movement skill checklist to provide feedback for improvement (Unit 6 Appendix
C).
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C) Skill Application
• Partner Run . Students run with their partner and think of one running tip to focus on.
Encourage students to find a comfortable pace at which they can run and talk. Ask them to share
their running tips. Students may set goals with their partners to try to complete a specific number
of laps within a time period.
• Partner Pass . After walking a “resting lap,” students run with their partners, one behind the
other. On a signal, partner behind sprints past their partner to become the leader. Leaders can
run in any direction. Encourage students to be creative and make interesting pathways.

D) Cool-Down/Wrap-Up
• Students slow their running pace to a jog, and then a walk.
• They walk and talk with their partners identifying ways in which exercise improves heart and lung
health.
• While students are stretching, ask them to share examples from their discussion (e.g., exercise
makes heart and lungs stronger and more efficient, more blood is circulated with a fitter heart,
more oxygen is found in the blood).
• Ask students to rate their discussion by holding their hands high or low. If they thought of many
connections between physical activity and a healthy heart and lungs they should hold their hands
high; if they did not come up with many, they hold their hands low.

Extension
• Encourage students to track the amount of running they do in a log or journal. Students can
record running in class and running done on their own time.
6
Notes to Teacher
• Remember that vigorous activity is different for every student and not all students will be able to
run the same length of time.
• Running tips :
- Look straight ahead when running.
- Swing arms up and down, not across body.
- Keep head up and fairly still.
- Bend elbows.
- Knees come up in line with the body.
- Hands cupped and not clenched.
- Push off from toes.
- Breathe evenly and deeply.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 6 Appendix C: Movement Skill Checklist: Running

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UNIT 6 Aerobic Fitness

Sub-Task #4 Group Challenge Fitness

Facility
Gymnasium or outdoors

Materials
Pylons
Task cards
CD or tape player

Description
Students work together to complete exercises and improve aerobic fitness in the Mission Possible
activity.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p30 Improve their physical fitness by participating in vigorous phys-
ical activities (e.g., line dancing) for sustained periods of time
(e.g., ten to fifteen minutes) including appropriate warm-up
and cool down procedures.
4p36 Demonstrate respectful behaviour towards others in the group
(e.g., speaking kindly, refraining from hurtful comments,
acknowledging others’ ideas and opinions).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of locomotion or travelling skills using a movement skill rubric (Unit 6
Appendix A.)
• Self-assessment of improved fitness using a participation rubric. (Grade 4 Appendix G.)
• Self-assessment of attention to social skills using a four finger rubric. (See Grade 4 Appendix H:
Social Skills Rubric for indicators.)

Teaching/Learning Strategies

A) Warm-Up
• Sport Hero Move . Students imitate famous athletes and their movements (e.g., Michael Jordan
jump shot, Elvis Stoyko quadruple jump, Paul Kariya slapshot, Donovan Bailey start). Students
suggest athletes and all students move together, making individual choices.

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• Sport Hero Freeze. Students work in pairs. On a signal, one student freezes in a sporting
stance and his or her partner guesses the sport.

B) Skill Development
• Students maintain their elevated heart rates by moving in a variety of ways.
• Driving . Students respond to various cues and “drive” around the gymnasium. Select a variety of
signals, call out cues, or write them on cards and hold them up without an audible signal.
Challenge students to pay attention and respond as quickly as possible, and encourage them to
suggest additional signals. Driving Cues:
• Speed limit: walk around at normal speed.
• Bumpy road: skip.
• Narrow road: gallop.
• Interstate: run.
• Flat tire: hop on one foot.
• Out of gas: sit.
• Emergency: freeze in place.
• It’s raining: jumping jacks.
• Traffic jam: three push-ups and return to speed limit.
• Stuck in the mud: run in place.
• School zone: walk slowly.
• Construction zone: leap over potholes.
• Ambulance: go to closest wall and jog in place.

C) Skill Application
• Move Together Challenges . 6

Set up eight pylons and divide class into eight groups, with each beginning at a different pylon.
Challenge students to:
• Complete the task at every pylon.
• Complete tasks while always moving as a group.
• Complete tasks as well as possible, showing full effort.
Students may complete tasks in any order. Tell them bonus points will be awarded for groups
working well together or completing tasks exceptionally well.

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• Pylon Cards:
• Gallop one lap.
• 30 shoulder rolls in both directions.
• Wall-sit for 45 seconds. Insert diagram
• Grapevine one lap (step side, behind, side, in front…).
• 10 Star Jumps. Insert diagram
• 15 Step-Ups (on a stable bench or stairs). Insert diagram
• V-Sit Stretch: stretch to left/right/middle (hold for ten seconds each). Insert diagram
• Jump rope: Each person in group jumps a single rope and counts jumps. Jump until group
has collectively jumped 100 times.
• Those teams that were awarded bonus points get to suggest an additional challenge for one of the
stations. Repeat the circuit, challenging all students to incorporate one or more challenges.

D) Cool-Down/Wrap-Up
• Walk and Talk/Stretch and Talk . Students walk then stretch with a partner discussing how
they worked together in their group to complete Mission Possible as smoothly as possible (e.g.,
how did you encourage others or make others feel good about their contribution to the group).
• Students assess their group work and their sustained participation using a four-finger rubric.
(See Grade 4 Appendices G and H for indicators.) Ask students to hold up 1, 2, 3 or 4 fingers to
rate themselves. Ask students to provide examples for their rating.
• Monitor Pulse . Students take their resting pulse, sitting quietly at least two minutes prior to
monitoring their pulse. While sitting, ask students to discuss benefits of fitness (e.g., feel better,
perform better, look better). Encourage students to identify different types of fitness improved
through activity (e.g., curl-ups or V-sits address muscular strength and endurance as well as aer-
obic fitness; increasing resistance will result in increased muscle development).

Extension
• Students complete and graph their pulse rates using a pulse rate graphing chart or log. (Unit 5
Appendix A)

• Driving Activity Variation. Repeat in a restricted space so students need to move more carefully to
avoid touching other cars.

Notes to Teacher
• Asking students to provide reasons for their decisions, when assessing their participation, helps
to clarify criteria and indicators for assessment. Discussing indicators clarifies targets for both
students and teacher.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 5 Appendix A: Fitness Log
Unit 6 Appendix A: Movement Skill Rubric: Locomotion
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UNIT 6 Aerobic Fitness

Sub-Task #5 Running Short Distances

Materials
Gymnasium or outdoors

Materials
20 to 30 hoops
Pylons
18 sock darts
Pinnies to identify teams

Description
Students participate in short distance running games to improve aerobic fitness.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p31 Recognize that the health of the heart and lungs is improved
by physical activity (e.g., aerobics activities to music).
4p33 Monitor their pulse rates before and after physical activity
(e.g., locate and compare their pulses before and after taking
part in physical activity and explain the reasons for differences
in pulse rates).

6
Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment of fitness participation and knowledge using a participation and fitness rating
scale (Unit 6 Appendix B).
• Teacher assessment of student’s ability to monitor pulse using an anecdotal observation record-
ing chart (Grade 4 Appendix N).

Teaching/Learning Strategies

A) Warm-Up
• Students take their resting heart rates.
• One Behind . A student, or the teacher, is the leader. As the leader does an exercise, the group
watches. When leader switches to a new exercise, group does the previous exercise, and contin-
ues to follow the leader, always doing an exercise “one behind.” Leader begins slowly and gradu-
ally increases speed, moving joints through their range of motion.
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B) Skill Development
• Students play a throwing game that involves continuous movement to maintain an elevated heart
rate.
• Sock Darts . (See Notes to Teacher)

In groups of 4-5, students use two hoops placed 3-4 metres apart, and divide groups in half, with
each half standing at a hoop. Students work as a team to try to get as many “darts” as possible to
land inside the hoops in 2-3 minutes. Play with these rules:
• First person throws sock dart towards the opposite hoop and immediately runs across to the
opposite line.
• Next thrower throws from the opposite end and tries to get the sock dart in the far hoop.
• Throwers continue to throw and run, alternating ends.
• If the group gets all the sock darts in the hoop, they remove them and continue playing, keep-
ing track of the number of darts they can throw into the hoop.
• Students balance accuracy and speed, and may increase distance between hoops to increase
challenge.

C) Skill Application

• Hoop Collection

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Use pylons or lines to divide playing area into four quadrants. Divide students into four teams,
with each team placing hoops at the back of their area and a pylon in the centre. On the “go”
signal, students try to run into any other team’s area and stand inside a hula hoop without getting
tagged. Play with these rules:
• When in another team’s territory (quarter of the playing area), a student may be tagged by any
member of that team.
• When inside a hula hoop, students cannot be tagged, and can pick up the hoop and “drive” it
back to their own area to add it to their hoops.
• If tagged, students go to the pylon in that area and stand touching it. If others are already at
the pylon, they all link together to make a chain.
• Players can be “freed” from the pylon by being touched by anyone from their own team, or by
linking together and making a chain back to their own area. All players in the chain get a free
walk back to their own area.
• Encourage students to move continuously, trying to collect hoops or free peers.

D) Cool-Down/Wrap-Up
• Lead a group stretch from head to toe (Grade 4 Appendix A).
• Encourage students to breathe deeply and hold stretches for 15-30 seconds.

Extension

• Encourage students to become committed to daily vigorous activity by working on skills and par-
ticipating in activities outside class through teams, intramurals or at-home play.

• Students graph their pulse rates in a log or journal throughout the class. This may be classwork
that applies mathematical skills. 6
• Ask students to develop variations of Sock Darts and Hoop Collection to increase challenge.

Notes to Teacher
• Sock darts can be made by putting a tennis ball into the toe of a sock. Use a rubber band to
cinch it. Odd tube socks and old tennis balls work well.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix N: Anecdotal Observation Recording Chart
Unit 6 Appendix B: Participation and Fitness Rating Scale

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UNIT 6 Aerobic Fitness

Sub-Task #6 Skipping
Materials
Gymnasium or paved area

Materials
Skipping ropes or 36-inch hoops
CD or tape player (optional)

Description
Students actively participate in fun skipping activities that promote aerobic fitness, and demonstrate
their knowledge of fitness components and benefits.

Expectation Code Learning Expectation

4p29 Identify the factors that motivate participation in daily physical

activity (e.g., fun, improved health, increased energy level).
4p30 Improve their physical fitness by participating in vigorous phys-
ical activities (e.g., line dancing) for sustained periods of time
(e.g., ten to fifteen minutes) including appropriate warm-up
and cool down procedures.
4p31 Recognize that the health of the heart and lungs is improved
by physical activity (e.g., aerobics activities to music).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment of improvement in physical fitness by holding skipping rope at different levels.
• Teacher assessment of student knowledge of fitness components and factors influencing partici-
pation through use of a fitness quiz (Unit 6 Appendix E.)

Teaching/Learning Strategies

A) Warm-Up
• Post the following tasks on the wall:
• Run on the spot for one minute.
• Hop on one foot the length of the gymnasium.
• Hop on two feet the length of the gymnasium.
• Walk on toes/heels around the gymnasium.
• Students complete the challenges individually to warm up.

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B) Skill Development
• Students practise skipping in a variety of ways to elevate heart rates.
• Skipping Progression . As a class, students move through the following progression. Encourage
them to continue working at whatever step is most challenging. Students may not complete all
steps:
• Stand on a line, hold both ends of the rope in one hand.
• Turn the rope in a forward motion using a full arm swing.
• Turn rope in a forward motion using a wrist rotation.
• Jump with both feet every time rope hits the floor.
• Hold one end of the rope in each hand and use a two-arm swing.
• Jump over rope every time it hits the floor in front of feet.
• Practise jump-pause-jump-pause.
• Progress to jump-jump-jump-jump.

C) Skill Application
• Skipping Activities . Students practise skipping in a variety of ways. Encourage them to skip
continuously for one song, and if they trip to restart immediately. When taking a break after four
to six minutes of continuous skipping (gradually increase this time), select students to demon-
strate different tricks:
• Single skipping : One jump per turn.

6
• Side straddle :

• Begin with feet together.

• On first turn, jump and spread feet apart sideways.
• Jump back together for second turn.
• Change with every jump.

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• Forward straddle :

• Similar to side straddle.

• Begin with feet together.
• On second jump, spread feet apart with one foot forward and one foot back.
• Continue and switch feet.

• Skier :

• Pretend feet are tied together.

• On first turn, jump sideways to the left,
• On second turn, jump sideways to the right.

• Heel to heel :

• Tap right heel on the floor in front, and jump with left foot.
• Switch heel touching the floor on every turn.
• Give students a chance to try the various tricks after observing skipping techniques.

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D) Cool-Down/Wrap-Up
• Students use their rope to stretch, reaching it high, holding it apart, stretching it forward, and
holding it around toes while seated and stretching forward. (See Grade 4 Appendix A: Safe
Stretching.)

• Ask students to rate their fitness improvement by holding the skipping rope at a high, medium or
low level. Select students to give reasons for their rating.

Extension

• Students may work together with a partner to develop skipping tricks and challenges.

Notes to Teacher
• Expect variations in skipping skill. Encourage experienced skippers to work with others who are
less experienced to provide tips and hints.

• Encourage students to sustain continuous movement at a high intensity for at least four to five
minutes. Gradually increase time period to 10 to 15 minutes at moderate intensity.

• While students are practising skipping, rotate from group to group and ask individuals questions
from the fitness quiz (Unit 6 Appendix E.) 6
Appendices
Grade 4 Appendix A: Safe Stretching
Unit 6 Appendix E: Fitness Quiz

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Movement Skill Rubric: Locomotion

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Participation and Fitness Rating Scale

Name _____________________________ Date___________________________
Learning Expectation

4p28 participate vigorously in all aspects of the program

4p31 recognize that the health of the heart and lungs is improved by physical activity
4p33 monitor their pulse rates before and after physical activity (e.g. locate and compare their pulses
before and after taking part in physical activity and explain the reasons for differences in pulse
rates)

Circle the symbols that reflect how you feel about your participation and fitness relat-
ed to the questions.

* Rarely ** Sometimes *** Usually **** Always

Participation: Rating
1. I participate in all activities in class that maintain or improve my fit- ****
ness and warm-up/cool-down. ***
**
*
2. I try hard and complete the activities in gymnasium class. ****
***
**
*
3. I participate regularly in activities outside of class (play at recess, sport **** 6
team, play at home) that maintain or improve my fitness. ***
**
*
Fitness:
1. I sweat, can hear my breathing sounds clearly and adjust my activity ****
level during fitness activities so that I can always hear my breathing. ***
**
*
2. I keep moving all the time when required. My heart rate rises to a ****
moderate to high level during fitness activities (i.e., over 140 b/min ***
and less than 190 b/min). I stay active at exercise for 10-15 minutes **
without stopping. *
3. I can explain why my heart and breathing rate increases during exer- ****
cise. I know that my heart and lungs are improved by exercise. ***
**
*

Overall I would rank my participation as 1 2 3 4

Overall I would rank my fitness as 1 2 3 4
(1 = low, 2 = ok, 3 = good, 4 = super)

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Movement Skill Checklist: Running

What to look for?

Get Ready: Stance ❏ Relaxed and smooth stance

❏ Looks straight ahead in the running.

direction
❏ Head and upper body is fairly still
and upright

Action: Running ❏ Arms move up and down at sides

rather than across body, elbows bent
❏ Push off from toes

❏ Knees come straight up in line with

body
❏ Hands cupped, not clenched

Follow Through: After the Run ❏ Breathe regularly and deeply

❏ Continue to move

❏ Arms and legs relaxed and loose

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Heart Rate Conversion Chart

Pulse for Heart Rate

10 seconds (beats per minute)

7 42
8 48
9 54
10 60
11 66
12 72
13 78
14 84
15 90
16 96
17 102
18 108
19 114
20 120
21 126 6
22 132
23 138
24 144
25 150
26 156
27 162
28 168
29 174
30 180
31 186
32 192
33 198
34 204
35 210

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Fitness Quiz
Name ______________________

Fill in the blanks (Use these words to complete the statements):

strength lungs look pulse

fun perform endurance feel
good heart

1) Being fit helps me to: ________________ better, ________________ better,

and________________ better.

2) Two reasons why people get involved in daily activity are because it is
________________ and ________________ for you.

3) Physical activity improves the health of your ________________ and

________________.

4) An increase in exercise can help improve your muscular ________________ and

________________.

5) Another name for your heart rate is your ________________.

Answers:
• feel, perform, look
• fun, good
• heart, lungs
• strength, endurance
• pulse

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Four Corner Fitness Cards

Expand and cut into cards.

1. walk 1. skip
2. jump 2. crabwalk
3. gallop backwards 3. walk backwards
4. step - step - step 4. giant steps
- hop

6
1. gallop 1. slide
2. hop 2. jog
3. crabwalk sideways 3. skip backwards
4. schottische 4. grapevine
(side step with
a hop-side,
together, side)

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UNIT Track and Field Lead Up Activities

OVERVIEW
7 Duration
Description
7 Sub-Tasks

Students are introduced to various running, jumping and throwing skills with a focus on throwing
and development in all areas. Track and field activities allow students to combine the fundamentals
of locomotion, manipulation, and stability, and to maintain or improve their physical fitness. Some
running, jumping and throwing skills are introduced to build skills assessed in subsequent grades.

Sub-Task Title Expectation Code

1. Ball Throw 4p18, 4p28

2. Sprinting 4p17, 4p36
3. Long Distance Running 4p17, 4p30
4. Standing Long Jump 4p34
5. Running Long Jump 4p16, 4p27
6. High Jump Introduction 4p15, 4p27
7. Relay Races 4p18, 4p28

Assessment and Evaluation

A variety of assessment tools can be used throughout this unit. Some assessment strategies and tools
included are:
• Teacher assessment of throwing skills using the movement skill recording chart: overhand throw.
• Teacher assessment of use of goal-setting using small group discussion and indicators from the
understanding of concepts recording chart.
• Teacher assessment of attention to safe practices using an anecdotal observation recording chart.
7
• Teacher assessment of combining movement skills using a locomotor skills checklist.
• Self-assessment of cooperation and group interaction using a thumbs-up/thumbs-down rating.
• Self-assessment of vigorous participation using a participation rubric.
• Self-assessment of vigorous participation by moving to an area of the gymnasium field to indicate
a level.
• Self-assessment of locomotor skills using a self/peer locomotor checklist.
• Self-assessment of attention to safety procedures by holding their hands up or down to indicate a
level.
• Self-assessment of vigorous participation using a participation target.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in the safety guidelines.

Notes to Teacher
• Build a repertoire of different activities for students to learn, practise, and demonstrate move-
ment skills related to track and field.
• Not all track and field skills are assessed in Grade 4. Some are introduced with lead-up exercises
and activities to help develop throwing, catching and sending skills. Use a movement skill rubric
to assist in teaching skills. Skills are broken down to help peers provide feedback.
• Modifications are made for students of different abilities and experience:
• Distances are modified in sprints and runs.
• Size and weight of balls are modified in throws.
• Height of the bar is adjusted (or removed) for high jump.
• Repeat lessons as required to give students the opportunity to practise.
• Track and field activities can be practised at modified indoor stations.
• Limit the number of stations, and at higher risk activities (e.g., high jump), position yourself
where all stations can be viewed.
• Provide opportunities for students to track their progress.
• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 61) for baton passing
rubric.

Resources
Premier ’s Sport Awards Program: Track and Field – Instructor ’s Resource Manual
(1995), Ministry of Housing, Recreation and Consumer Services, British Columbia (Tel: 800-565-
PSAP or 604-738-2468)

Basic Skills Series: Track and Field in the Elementary Schools (1982), Canadian Association
for Health, Physical Education, Recreation and Dance (CAHPERD), Gloucester, Ontario (CAHPERD:
Tel.: 800-663-8708 or 613-748-5622, Fax: 613-748-5737, E-mail: info@cahperd.ca)

Basic Skills Series: Relay Games (1979), Canadian Association for Health, Physical Education,
Recreation and Dance (CAHPERD), Gloucester, Ontario (CAHPERD: Tel.: 800-663-8708 or 613-
748-5622, Fax: 613-748-5737, E-mail: info@cahperd.ca)

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UNIT 7 Track and Field Lead Up Activities

Sub-Task #1 Ball Throw

Facility
Gymnasium or outdoor facility

Materials
Softballs and utility balls of various sizes
30 small pylons or markers

Description
Students practise throwing balls of various sizes for distance and accuracy.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-handed overhand motion to a partner or large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Diagnostic teacher assessment of throwing skills using a movement skill recording chart: over-
hand throw (Unit 9 Appendix A).
• Self-assessment of vigorous participation by moving to an area of the gymnasium field to indicate
a level. 7
Teaching/Learning Strategies

A) Warm-Up
• Jog and Catch . Mark off one half of the gymnasium with pylons. In this space, students jog,
slide, hop, and skip in response to signals, and work to keep a number of balls in the air by
throwing and catching them. Begin with two or three balls and gradually increase. Ask students
how they can increase the number of balls they keep in the air (e.g., call out names before
throwing, keep heads up and look around, keep hands in ready position). Remind students to
keep moving, gradually increasing their speed as they warm up.

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B) Skill Development
• Throwing Mechanics . Students throw and catch a softball with a partner. Ask students to think
about key points that help them throw for distance and accuracy and select students to demon-
strate:
• Place foot opposite the throwing arm, point foot towards target.
• Rotate hips and upper body a quarter turn backwards.
• Extend throwing arm back and opposite arm comes across the body for balance.
• Transfer weight to front foot.
• Release the ball slightly above and in front of the head (wrist cocked, elbow bent).
• Follow through to a target in the distance.

C) Skill Application
• Step Back . Students throw with a partner, working on distance and accuracy. They try to catch
their partner’s throw by remaining “glued” to the spot. Encourage students to gradually move
away from their partner once they have successfully thrown the ball five times. Using tips outlined
above, partners provide feedback. Encourage students to give suggestions for improvement while
highlighting strengths.
• Grid Catch and Toss .

In groups of three or four, students play against another group and use four pylons to set up a
grid area (four or five metres square) beside their opponents, leaving four to five metres
between grids. On a signal from the teacher, students stand in their grid and attempt to score
points by throwing a beanbag, or restricted flight ball, and having it touch the ground in the
opponent’s grid. They attempt to limit points scored against them by catching any object thrown
into their area. Game begins with each team having two beanbags or balls. Restart the game after
a specified time period or after one team has scored ten points. Encourage students to make sure
everyone on their team gets to throw, and to use a good overhand throw.
• Ask students to assess their participation. Designate four areas: levels one, two, three and four,
and ask students what participation at each of these levels looks and sounds like. Ask them to
stand in the area they feel represents their participation, and to give reasons for their assess-
ments.

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D) Cool-Down/Wrap-Up
• Students collect pylons and stretch. Stretches can be done with small pylons:
• Hold pylon in one hand and turn wrist.
• Stretch and hold wrist forward.
• Hold pylon in one hand and pull arm across body.
• Reach pylon down the back and stretch upper arm.
• Hold pylon in both hands overhead and roll shoulders.

Extension

• Place squares closer together with Grid Catch and Toss and have students attempt to throw their
beanbag or ball into any other group’s square.

Notes to Teacher
• Use lightweight balls or others appropriate for the size and strength of students.

• Begin partner throwing exercises by throwing the ball a distance of 10 to 25 metres.

• Use cue words when providing throwing tips. Ask students to assist in finding cue words to
remember tips (e.g., for throwing arm back and other arm in front for balance: “spread your
wings.”)

• Asking students to provide reasons for their decisions when assessing their own participation
helps clarify criteria and indicators for assessment. Discussing indicators clarifies targets for both
students and teachers.

Appendices
Grade 4 Appendix A: Safe Stretching
Unit 9 Appendix A: Movement Skill Recording Chart: Overhand Throw 7

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UNIT 7 Track and Field Lead Up Activities

Sub-Task #2 Sprinting
Materials
Track, outdoor area or gymnasium

Materials
Pylons to mark running distance
Stopwatch

Description
Students learn acceleration from a static position, sprint starts and finishes, and running techniques.

Expectation Code Learning Expectation

4p17 Combine locomotion/traveling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p36 Demonstrate respectful behaviour towards others in the group
(e.g., speaking kindly, refraining from hurtful comments,
acknowledging others’ ideas and opinions).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of locomotion and travelling skills using a locomotor skills checklist (Unit
13 Appendix A).
• Self-assessment of cooperation and group interaction using a thumbs-up/thumbs-down rating.
Use indicators from the social skills rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Walk/Run . Students walk around the field or , jogging the sides and walking across the end. As
students warm up, change the movement to jogging the sides and running the ends.

B) Skill Development
• Follow from a Distance .
Students work with a partner, standing on opposite sides of the field. Partners designate one per-
son as leader and jog slowly around the field. The leader randomly speeds up and sprints. Other
student adjusts speed and tries to stay exactly opposite his/her partner.

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• Follow from a Distance .

• Introduce Sprinting Tips .

Students work in groups of four. (1) and (3) line up behind a set of pylons, with (2) and (4)
behind a second set about 25 metres away. Solicit sprinting tips from students and add to their
tips, introducing points below. After each tip, students complete a series of sprints and think
about the tip. (1) runs and tags (2) who runs to (3) who then runs to (4). While students recov-
er, solicit more tips to think about, then repeat sprints with students thinking about the new tip.

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• Sprinting Tips :
• Use a high, but not exaggerated, knee action.
• Run in a straight line, looking straight ahead.
• Use a natural stride length.
• Keep arm action between hips and shoulders, pumping arms.
• Lean forward slightly.
• Keep breathing.
• Relax the shoulders.

C) Skill Application
• Tortoise and Hare Tag . Select two or three students to be “It,” and give them a marker or ball
to hold. All students speed walk around the designated area. Randomly call out “hare” and stu-
dents sprint on the signal. Call out “Tortoise” and students continue to speed walk. Encourage
students to listen and react quickly, and take advantage of the sprint to tag others or get away.
Stop the game at regular intervals to change taggers. Students tagged sprint out of the tag area to
a designated point and back. Students assess their work with a partner by giving a thumbs-
up/thumbs-down (or in between) rating. Ask students to give reasons for their rating and to give
their partners examples of what positive work looks and sounds like.

D) Cool-Down/Wrap-Up
• Students walk slowly moving their arms, legs, shoulders and ankles through a range of motion.
• Lead a group stretch (Grade 4 Appendix A), with extra attention to legs and arms.
• Encourage students to breathe deeply as they stretch.

Extension

• Interval Sprinting . Students jog around the field and respond to whistle signals to pick up the
pace and sprint for 10, 20, and 30 metres.

Notes to Teacher
• Discuss with students how improving sprinting can assist in other sports (e.g., long jump, soccer,
basketball).

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 13 Appendix A: Locomotor Skills Checklist

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UNIT 7 Track and Field Lead Up Activities

Sub-Task #3 Long Distance Running

Facility
Outdoors, gymnasium or hallway

Materials
Four or five balls or Frisbees
Two or three stopwatches

Description
Students practise distance running that allows them to increase their heart rates and maintain the
increase for several minutes. A distance of 400 to 1500 metres is appropriate for Grade 4 students.

Expectation Code Learning Expectation

4p17 Combine locomotion/traveling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p30 Improve their fitness levels by participating in vigorous physical
activities (e.g. line dancing) for sustained periods of time (e.g.
10-15 minutes), including appropriate warm-up and cool-down
procedures.

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment of vigorous participation using a participation rubric. (Grade 4 Appendix G).
• Teacher assessment of locomotion and travelling skills using a locomotor skills checklist (Unit
7
13 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
• Follow the leader . Lead students on a walk or light jog around the field. Add different activities
for variety (e.g., up and over the climber, jump and touch the fence, star jump on all bases of the
ball diamond).

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B) Skill Development
• Running Technique . Students try a variety of running techniques to discover the most efficient
way to run. Challenge students to cross the field in a variety of ways:
• With as few steps as possible.
• With as many steps as possible.
• With a natural stride.
• With low knees.
• With high knees.
• With toes turned out.
• With toes turned in.
• With toes straight ahead.
• Running on toes.
• With arms at sides.
• With arms swinging across the body.
• With arms swinging at sides.
• Squeezing muscles tight.
• With relaxed muscles (shoulders, hands, arms).
• Ask students what styles felt most efficient. They should point out:
• Natural stride.
• High knees.
• Toes straight ahead.
• Relaxed shoulders and muscles.
• Arms swinging at sides.

C) Skill Application
• Game or Run . Students choose between practising a distance run (400 to 1500 metres) or
playing a continuous running game. Those who choose to run may do so with a partner around a
measured distance of the field. Students may keep track of their distance and time. Students who
choose a game play “Five Catches” in groups of six or eight.
• Five Catches . Students play three-on-three or four-on-four, and work to throw and catch a ball,
or Frisbee, five consecutive times. Catches are called out loud. If the ball drops to the ground, or
if an opponent intercepts in mid-air, the opposing team gets possession. Opponents may not take
the ball from the hands of a player. The count for catches begins at zero each time possession is
changed. Switch possession when one team gets five catches. Encourage students to keep moving.

D) Cool-Down/Wrap-Up
• Lead stretches concentrating on ankles, calves and hamstrings. (See Grade 4 Appendix A.)
• Students assess their participation in the sub-task activity using a participation rubric (Grade 4
Appendix G).

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Extension

• Play Five Catches with a bonus area. When a team has five successful catches, they can attempt a
bonus catch. A team-mate stands in a designated bonus area and attempts to catch a ball thrown
from where the fifth pass was caught. Opponents may not intercept a bonus catch.

Notes to Teacher
• Encourage students to maintain a constant, vigorous pace when running, and to walk vigorously
while swinging their arms if they need to stop.
• Encourage participation in cross-country clubs, running hills and longer running distances.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 13 Appendix A: Locomotor Skills Checklist

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UNIT 7 Track and Field Lead Up Activities

Sub-Task #4 Standing Long Jump

Facility
Outdoor jumping sand-pit or gymnasium

Materials
Rake
Tape measure
Pylons to mark take-off area

Description
Students learn how to use a goal-setting process as they practise jumping for distance from a stand-
ing position.

Expectation Code Learning Expectation

4p34 Use a goal-setting process (e.g., set a realistic goal, identify and
address barriers, prepare an action plan, decide who can help,
and identify how to know when the goal has been reached)
related to physical activity.

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of use of goal-setting using small group discussion and indicators from the
understanding recording chart (Grade 4 Appendix M-1).

Teaching/Learning Strategies

A) Warm-Up
• Jog and Jump . Students move around a designated area, jogging lightly while rolling shoulders,
necks and arms. Call out “jump” and students jump as high as possible, then continue moving.
For variety, add additional signals (e.g., change direction, jump and twist, jump and high five,
jump and touch the ground).

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B) Skill Development
• Students work with a partner or in groups of three, and experiment with jumping forward as far
as they can from a standing position. Select pairs to demonstrate. Key points in the jump include:

• Stance :
• Place feet comfortably apart with toes curled over edge of board.
• Swing arms in rhythmic motion at sides of body.
• Bend knees and waist keeping weight forward on balls of feet.
• Arms at back of body and stay crouched ready for take-off.
• Eyes look ahead.
•Take-of f:
• Push out and up using both feet.
• Swing arms forward in same direction as launch.
• Keep head high.
• Flight :
• Keep arms and head forward.
• Draw knees toward body.
• Reach forward with legs forming a pike position.
• Landing :
• Reach feet out for distance.
• Keep legs shoulder width apart.
• Keep arms extended forward to maintain balance.
• After feet touch, bend knees and allow momentum to carry you forward.
• Encourage students to set a goal. Have them work with a partner to measure their jumps and
choose one or two key points that they will work on.
• Students continue practising with their partner, choosing one or two points to focus on.
7
C) Skill Application
• Team Jump . Working in a group of four or five, students attempt to jump the length of the field
in the fewest jumps possible. Each group member jumps from where the last person landed.
Groups establish a goal and a plan to minimize the number of jumps needed to cover the field.
Rotate between groups and discuss students’ goals and plans, using the understanding recording
chart (Grade 4 Appendix M-1) to provide feedback.

D) Cool-Down/Wrap-Up
• Class head-to-toe stretch (Grade 4 Appendix A).
• Remind students to hold stretches for 15 to 30 seconds.

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Extension

• Reach for the Hat . Students place a hat in the pit and attempt to touch it by jumping as far as
they can.

Notes to Teacher
• Make sure the landing pit is clear of obstacles (e.g., check for glass and stones, ensure sufficient
amount of sand).

• Emphasize landing with bent knees and weight forward.

• See Grade 4 Unit 6: Aerobic Fitness for background information on goal-setting (SMART
method).

• Students’ jumping skills are not assessed, but they are encouraged to practise setting goals and
developing action plans.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix M-1: Understanding Recording Chart

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UNIT 7 Track and Field Lead Up Activities

Sub-Task #5 Running Long Jump

Facility
Outdoor jumping sand-pit or gymnasium

Materials
Rake
Tape measure
Pylons to mark take-off area

Description
Students learn how to jump for distance from a running one-foot take-off.

Expectation Code Learning Expectation

4p16 Demonstrate the principles of movement in acquiring and then

beginning to refine movement skills (e.g., combining directions
and levels in a sequence).
4p27 Follow safety procedures related to physical activity, equip-
ment and facilities.

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment of locomotor skills using a self/peer locomotor checklist (Unit 8 Appendix A).
• Teacher assessment of attention to safe practices using an anecdotal observation recording chart
(Grade 4 Appendix N) with a safety rubric (Grade 4 Appendix I).
7
Teaching/Learning Strategies

A) Warm-Up
• Partner Switch . Students work with a partner to gradually warm up and move joints through
range of motion. One partner moves and one stands in place, rolling wrists, shoulders, necks,
hips and ankles. Moving students use the stationary students as obstacles, and move in and out
without touching them. Encourage them to move in different ways (e.g., speed walking, running,
jogging, skipping, sliding). Call out “switch” and they switch roles. Students use a self/peer loco-
motor checklist (Unit 8 Appendix A) to provide feedback on safe movement. Encourage students
to focus on at least one point from the feedback when working on the running long jump.

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B) Skill Development
• Running Long Jump Take-Of f.

Students determine their take-off foot for running long jump. They take three steps and take off
from one foot and land on two, then repeat using the other foot for take-off. Encourage students
to first walk the three steps, then jog, then run.
• Landing . Introduce correct landing techniques. Students work with a partner and point out cor-
rect techniques and areas they need to work on. Encourage students to:
• Land on two feet.
• Bend knees “collapse at the knees.”
• Keep weight forward.
• Extend arms in front.

C) Skill Application

• Personal Best . Each student is given several attempts at jumping into the pit to achieve their
personal best. Students record long jump distances in a log and attempt to beat their own record.

D) Cool-Down/Wrap-Up

• Partner Stretch . Students work in pairs, taking turns leading their partner in a series of stretch-
es. Encourage students to mirror their partner exactly, to stretch opposite their partner, and to
echo their partner’s stretches.

Extension

• Push ‘em Back .

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• Working with a partner or in groups of four, students run and jump from a spot in the centre of
the field. The marked landing spot becomes the take-off point for the partner (or other team),
who runs and takes off from the new starting point. Partners, or teams, take turns jumping from
the landing points, attempting to push the opposing team across the field.

Notes to Teacher
• Make sure the landing pit is clear of obstacles (e.g., check for glass and stones, ensure sufficient
amount of sand).
• Note that students take off with two feet for standing long jump and one foot for running long
jump.
• Additional points to emphasize with running long jump:
• Maintain speed before take-off.
• Use arms for balance.
• Keep feet “off the ground” as long as possible.
• On take-off, extend legs and drive arms forward. (“Arch your back like the letter C” then
“close the jackknife.”)
• Avoid long lines at jumping pits. Students can practise take-off technique by running in other
areas, or on mats.

Appendices
Grade 4 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix N: Anecdotal Observation Recording Chart
Unit 8 Appendix A: Self/Peer Locomotor Checklist

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UNIT 7 Track and Field Lead Up Activities

Sub-Task #6 High Jump Introduction

Facility
Large gymnasium, or outdoor surface allowing students maximum traction and footing.

Materials
High jump standard
Elastics
Landing mats
Skipping ropes
Gymnastics mats

Description
Students learn techniques to jump for height and use a jumping pit for the “scissors kick.”

Expectation Code Learning Expectation

4p15 Perform the movement skills required to participate in lead-up

games, gymnastics, dance and outdoor pursuits:
locomotion/travelling (e.g. sliding, gliding), manipulation (e.g.,
kicking, trapping) and stability (e.g., putting weight on differ-
ent body parts).
4p27 Follow safety procedures related to physical activity, equip-
ment and facilities.

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of combining movement skills using a locomotor skills checklist (Unit 13
Appendix A).
• Self-assessment of attention to safety procedures by holding their hands up or down to indicate a
level.

Teaching/Learning Strategies

A) Warm-Up
• Run and Jump . Students jog while attempting to touch objects hanging from the basketball nets
(e.g., hula hoops, skipping ropes, rubber chickens).

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B) Skill Development
• Take-Off Leg . Students practise taking three running steps and jumping. They take off from both
legs, and determine which is more comfortable for take-off. Lay skipping ropes on the ground.
Students approach ropes with three steps and jump over them while vigorously driving their knee
up.
• Scissors Jump . Students practise their approach and take-off, with a landing mat. Do not use a
rope, bar or elastic. Give students several turns, practising the approach, then the full jump, and
have them focus on different points for each turn.
• “J”-Approach .

Students approach mat from left or right (right: take-off from left foot). They run in a “J” pattern,
approaching the mat then curving in to take off when parallel to the crossbar, using six to seven
steps in the approach. Students gain maximum, controllable speed for take-off.
• Take-Of f:
• Take off close to the nearest standard (jumper will travel forward).
• Accelerate before take-off, so last three steps are fast.
• Drive knee closest to the mat up quickly and powerfully.
• Use a one-foot take-off.
• Throw both arms in the air.
• Stretch tall.
• Flight :
• Extend inside foot in front to a height that will allow clearance of the rope/bar. 7
• Kick outside foot after inside foot (shadow in a scissors motion).
• Land safely on feet.

C) Skill Application
• Scissors Jump

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Work with one group of five to six students at a time, providing feedback and tips as they practise
jumping into the landing pit. Use an elastic or a skipping rope as barrier. Give students several
turns, and at least one thing to work on.
• Jumpsies

In groups of five or six, students play “jumpsies” with elastics, and take turns working with the
teacher at the landing pit. Two “enders” hold the elastic rope at ankle, knee, hip and waist
height. Students experiment with different ways of jumping.
• Students assess their safe participation in class by holding their hand high or low. Ask students
for examples of what safe participation looks and sounds like, and to give reasons for their rat-
ing.

D) Cool-Down/Wrap-Up
• Four Way Mir ror . Students face the front and follow a leader doing stretching exercises. They
turn to face another wall and follow actions of another leader designated at the “new front.”
Students continue turning to face each wall. Select a new leader each time. Emphasize stretching
to improve flexibility in legs and lower back. (See Grade 4 Appendix A.)

Extension

• Give students a choice and introduce the bar, if desired.

Notes to Teacher
• Give students opportunities to jump into the high jump pit using no barrier, and using an elastic
rope instead of a bar.
• Hanging a weight (rubber ring) on the end of the rope will make it lie smoothly.
• Use more than one jumping pit. Constant supervision is required when students are jumping.
• Students should begin with the scissors technique.
• Emphasize a smooth approach and take-off, hard knee drive, and foot landing.
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Appendices
Grade 4 Appendix A: Safe Stretching
Unit 13 Appendix A: Locomotor Skills Checklist

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UNIT 7 Track and Field Lead Up Activities

Sub-Task #7 Relay Races

Facility
Outdoor track, gymnasium or hallway

Materials
Batons, dowels, and pylons to mark exchange zones
Stopwatch

Description
Students develop proper hand and arm positions for passing relay baton.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-handed overhand motion to a partner or large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of throwing skills using a movement skill recording chart: overhand throw
(Unit 9 Appendix A).
• Self-assessment of vigorous participation using a participation target (Unit 14 Appendix A).

Teaching/Learning Strategies

A)Warm-Up
• Who’s Got the Baton? Students jog, skip, slide and gallop around a designated area. Three or
four students have a baton and pass it to other students. Call out “who’s got the baton?” and stu-
dents holding them lead a warm-up or fitness activity (e.g., jump and twist, lunges, arm reaches,
shoulder rolls). Other students follow one of the “baton leaders.” Give a “go” signal for students
to resume moving.

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B) Skill Development
• Working in partners, students practise passing a baton. Partners stand arms-length apart, with
the student behind (incoming runner) having a baton. Incoming runner calls “stick” and student
in front (outgoing runner) holds their arm straight back, fingers together with the largest “V”
possible between index finger and thumb. Incoming runner swings the baton straight up into the
“V.” Outgoing runner looks straight ahead when receiving the baton.
• Check Marks . Set up marks to create an exchange zone for the “passer.” First mark is about
five to seven steps in front of the outgoing runner. Runner stands on the second mark, which is
the beginning of the passing zone. Outgoing runner watches the incoming runner until they reach
the first checkmark, then he or she turns and runs to receive the baton within the passing zone.
Incoming runner calls “stick” when close enough to pass the baton. Outgoing runner holds his
or her hand back to receive it.
• Pair Practice . Partners practise passing the baton:
• While stationary.
• While jogging slowly.
• At top speed.
• Students run one lap with the student behind passing to the front. The student in front then drops
back to pass the baton forward. When dropping back, students should create enough space for
the exchange zone. Select a pair of students to demonstrate.

C) Skill Application
• Parlof Relay . This is a relay involving running and fitness tasks. Divide students into groups of
five or six, and have each group member begin at a station. At each station, students perform a
task and then run to the next station, handing the baton to the next runner who then completes a
task. This continues until first runner is back at the first station. Tasks may include: stride jumps,
jump and kick, twist jumps, alternate sky reaches, or arm punches.
• Students use a thumbs-up/thumbs-down rating to assess their social skills while working through
the Sub-Task. Teacher refers to indicators in Grade 4 Appendix H: Social Skills Rubric.
7
D) Cool-Down/Wrap-Up
• Who’s the Leader? One student (guesser) hides his or her eyes while a secret leader is selected
to lead a series of stretches. Holding each stretch for 15 to 30 seconds (with extra focus on back
and legs), leader switches smoothly from stretch to stretch and class follows without looking
directly at him or her. Guesser follows stretches while trying to guess the leader. When he or she
guesses correctly, select a new leader and guesser.

Extension

• Students practise exchanges in groups of four.

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Notes to Teacher
• Use checkmarks to ensure maximum speed of the baton is maintained throughout the race. Place
a checkmark on the side of the lane used by the incoming runner. Students may use chalk or a
small marker (popsicle stick, stone) to mark the spot at the side of the lane.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 9 Appendix A: Movement Skill Recording Chart: Overhand Throw
Unit 14 Appendix A: Participation Target

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Indoor and Outdoor Games

Unit Title
8 Cooperative Games . . . . . . . . . . . . . . . . . . . 301
9 Outdoor Activities . . . . . . . . . . . . . . . . . . . . 329
10 Limited Space Activities . . . . . . . . . . . . . . . 359

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UNIT Cooperative Games

OVERVIEW
8 Duration
Description
8 Sub-Tasks

Through a variety of partner, small group and large group activities, students develop their interper-
sonal skills and cooperative behaviour. The emphasis is on fun and allowing everyone to make an
important contribution to achieving the group’s goals.

Sub-Task Title Expectation Code

1. Introduction to Cooperative Games 4p28, 4p35

2. Travelling Together 4p17
3. Cooperative Throwing and Catching Games 4p18, 4p28
4. Moving with Parachutes 4p28, 4p36
5. Throwing - Keep It Clean 4p29
6. More Moving with Parachutes 4p19
7. Making Shapes Together 4p27, 4p36
8. Create a Game 4p28, 4p35

Assessment and Evaluation

A variety of assessment tools can be used throughout this unit. Some assessment strategies and tools
included are:
• Teacher assessment of attention to safety procedures using the “Activity” section of the Safety
Rubric.
• Teacher assessment of student behaviour related to following the rules of fair play using the “Fair
Play” and “Respect” sections of the Social Skills rubric.
• Teacher assessment of vigorous participation using the “Effort” section of the Participation
Rubric.
• Teacher assessment of vigorous participation using the participation recording chart. 8
• Teacher assessment of understanding concepts using an Understanding of Concepts Recording
Chart.
• Self-assessment of vigorous participation using a four-finger rubric.
• Self-assessment of response to others using the Interpersonal Skills Rating Scale.
• Student self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
• Peer assessment of locomotion/travelling skills using a checklist.
• Peer assessment of sending skills by offering feedback for each other based on tips provided in
the lesson.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.

• Students should be able to move safely with and without equipment.

• Students should be able to use interpersonal skills to work in partners, small groups and on
teams.

Notes to Teacher
• The lessons in this unit can be spread throughout the year and repeated as often as desired.

• Cooperative games are an excellent way to begin the school year and set the tone for classes.

Resources
Kasser, Susan L. Inclusive Games: Movement for Everyone! Human Kinetics, 1995.

Morris, G.S. Don and Jim Stiehl. Changing Kids’ Games, Human Kinetics, 1999.

Appendices
Unit 8 Appendix A: Self/Peer Movement Skill Checklist for Locomotion/Travelling
Unit 8 Appendix B: Interpersonal Skills Rating Scale
Unit 8 Appendix C: Shape Cards

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UNIT 8 Cooperative Games

Sub-Task #1 Introduction to Cooperative Games

Materials
Gymnasium or outdoors

Materials
4 benches
20-30 beanbags
Lively music
CD/tape player

Description
Students have the opportunity to work with others in small and large group activities. They are
encouraged to develop the interpersonal skills of playing fairly and maintaining self-control whether
winning or losing.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead-

up games, creative dance).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities — Suggestions for Assessing Expectations

• Self-assessment of vigorous participation using a four-finger rubric. (See participation rubric
Grade 4 Appendix G for indicators.)

• Teacher assessment of fair play using the cooperation and fair play sections of the Social Skills
Rubric (Grade 4 Appendix H).

Teaching/Learning Strategies
8
A) Warm-Up
• Self-assessment of vigorous participation using a four-finger rubric. (See participation rubric
Grade 4 Appendix G for indicators.)
• Teacher assessment of fair play using the cooperation and fair play sections of the Social Skills
Rubric (Grade 4 Appendix H).

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B) Skill Development
• Swedish Running.

Put four benches in a square formation or if playing outdoors, designate a rest area using pylons.
Leave space at the ends of the benches. The space to the right of each bench is the front door,
while the space to the left of each bench is the back door. Partners sit together on a bench. Play
music. When the music begins, one partner leaves through the front door and runs a designated
number of laps around all four benches. The seated partner signals the number of laps complet-
ed by holding up the appropriate number of fingers. At the end of the last lap, the runner enters
through the back door and tags the partner who leaves through the front door to run. This con-
tinues until the song is over.

C) Skill Application
• Dumping Ground.

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Divide students into two teams and have them stand on opposite sides of the gymnasium or field.
Each team creates a boundary line at the back of their side. Designate a line in the middle of the
gymnasium floor, or create a line using skipping ropes. Place beanbags along the centre line of
the playing area. The object of the game is to get as many beanbags from the centre to behind
your boundary line. Students may only take one beanbag at a time. When the centre is empty, stu-
dents may run across to the opponent’s boundary line and collect beanbags from there. Students
then take them behind their own boundary line.

D) Cool-Down/Wrap-Up
• While students are stretching, discuss any examples of unfair play or conflict during the games.
Talk about these situations and discuss ways to avoid them in the future.
• Students self-assess vigorous participation using a four finger rubric. Students hold up 1, 2, 3 or
4 fingers to rate their participation in the activities. (See participation rubric Grade 4 Appendix G
for indicators.)

Extension

• Dumping Ground Relay: One student from each team runs to the centre to grab a beanbag.
When the student returns and drops a beanbag in the boundary, it is the next student’s turn.
When everyone on a team has gone, the first person goes again and the game continues until all
beanbags are gone from the centre. Use small teams so students are optimally active.

Notes to Teacher
• In the “Swedish Running” activity, any locomotion skill could be used, e.g., hopping, skipping,
etc.

• For Dumping Ground, students begin on opposite sides of the playing field so they do not bump
into each other. Remind them to keep their heads up.

• Use as many beanbags as possible. Scatter them along the centre line of the playing area for
Dumping Ground and Dumping Ground Relay. The focus of the game is working together to
achieve a team goal.
8
Appendices
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 8 Cooperative Games

Sub-Task #2 Travelling Together

Facility
Gymnasium, general purpose room or outdoors

Materials
4 pylons
4 sets of sequentially numbered papers (1-10)

Description
Students use various locomotion patterns while participating in small group activities. Students are
encouraged to develop their interpersonal skills by speaking kindly to group members.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).

Assessment Opportunities — Suggestions for Assessing Expectations

• Peer assessment of locomotion/travelling skills using a checklist (Unit 8 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
• Number Run. Students move around the gymnasium in different patterns using various locomo-
tion styles (jogging, skipping, galloping, etc.). Call out a number, and students quickly form a
group with that number of members. If there are “Extra” students, they can join a group when
two people stand on one foot (each student counts as “half.”) Call out “four” so students will be
in groups of four for the next activity “Computer Virus.”

B) Skill Development
• Submarine. In groups of three to five, students stand in line with hands on the shoulders of the
person in front of them. All students have their eyes closed except the “Captain” at the back of
the line. The “Captain” directs the submarine by tapping the left shoulder to move left, the right
shoulder to move right, and both shoulders to stop. Students respond by walking in the appropri-
ate direction. Taps or squeezes get passed up the line to deliver the signal to all group members.

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• Computer Virus.

Use pylons or lines to create one playing area in each quadrant of the gymnasium. Each area rep-
resents a computer keyboard. Divide class into four teams, one per keyboard. Place numbered
papers (one to ten) on the playing area floor with numbers arranged in a random order. The
object of the game is for students to debug the computer by touching all ten numbered papers
with their hand in the proper sequence from 1 to 10. Only one player may be in the keyboard
area at a time. Challenge students to time themselves and try to beat their record and improve
their time. Encourage students to work together to develop a strategy that will help them com-
plete the task as quickly as possible.

C) Skill Application
• Class Goal Relays. Create some relay-type activities using various locomotion styles (e.g. skip-
ping, hopping, crab walk, etc.) Students keep track of their team’s time. Without criticizing team
members, students discuss ways they can improve their time. Repeat the relay and students try to
work together to improve their time or score.

D) Cool-Down/Wrap-Up
8
• Students line up from smallest to tallest without talking.
• Variations include lining up by clothing colour, birthday, shoe size, hair length, and age.
• Students work with their relay team to stretch and cool down. Each student takes a turn leading a
stretch for the group.

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Extension

• Computer Virus Variation: One student per group invents a “code” and writes down a
sequence of numbers that students must follow to “de-bug” the computer (e.g., 8, 4, 2, 6, 5, 9,
10, 3, 7, 1). Challenge groups to work together to make a plan for breaking the code. Students
can take turns trying to determine the correct sequence.

Notes to Teacher
• Submarine. To help prevent students from bumping into each other, captain calls out “Abandon
ship!” when necessary. Submarine members then open their eyes. Ensure that students are
demonstrating respect for each other and good listening skills before doing the Submarine activi-
ty.

• When doing relays, use small groups so students have more opportunities to be active. Relays can
be continuous – students continue pattern of activity until new pattern is called, instead of stop-
ping when each person has had a turn.

Appendix
Unit 8 Appendix A: Self/Peer Movement Skill Checklist for Locomotion/Travelling

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UNIT 8 Cooperative Games

Sub-Task #3 Cooperative Throwing and Catching

Games
Facility
Gymnasium, general purpose room or outdoors

Materials
14-18 gatorskin balls
5-7 pylons
1 hula hoop
Pinnies to identify teams
4 tennis balls

Description
Students use their throwing, catching and kicking skills while playing cooperative team games.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhand motion to a partner or large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Peer assessment of sending skills by offering feedback for each other based on tips provided in
the lesson.

• Teacher assessment of vigorous participation using the “Effort” section of the Participation
Rubric (Grade 4 Appendix G).

Teaching/Learning Strategies
8
A) Warm-Up
• Move and Jump. Students move around the area in a variety of different ways. On a signal, stu-
dents jump as high as they can to touch a target on the wall. Students alternate moving and jump-
ing. Ask students to suggest different ways of moving, e.g., wobbly knees, arms reaching up, disco
walk, hurdle strut. Students move in a variety of ways.

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B) Skill Development
• Targets. Students work with a partner to throw a ball and try to hit a target. Encourage students
to experiment with different targets (e.g., objects on the wall, basketball nets, partner’s legs).
Stop students and ask them what they are doing when they successfully hit the target. Tips may
include: pointing at the target after releasing the ball, facing the target, keeping eyes on the tar-
get, stepping with opposite foot.
• Pylon Strike. Students form groups of 4-5 with one ball per group. One player is the goalie and
protects a pylon. The remaining students form a semicircle about two or three metres away from
the pylon. Students have one minute to try and hit the pylon as many times as possible by rolling
the ball. Students work together to pass the balls among themselves as they try to maneuver into
an open position for a clear throw at the pylon. The defender uses feet and hands to block the
ball. Each group member gets an opportunity to be a defender.

C) Skill Application
• Pinball.

Divide students into four groups. Each group plays in a quadrant of the gymnasium. A pylon with
a tennis ball on top is placed in each quadrant and is surrounded by a force-field that no one can
enter. Place skipping ropes approximately one metre around the pylon to mark this area. Each
team begins with one small ball. The object of the game is to knock the tennis ball off the pylon.
Play with these rules:
• When holding the ball, students are stationary. They must pass to a team-mate within five sec-
onds.
• When a goal is scored, reset the pin and play resumes.
• After five minutes, ask teams what strategies they used to work together to try to score. Strategies
might include passing the ball to the team member in the best position to score, communicating
with team members, giving everyone an opportunity to play. Play again, giving teams an opportu-
nity to improve their score.

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D) Cool-Down/Wrap-Up
• Find the Leader. The object of this game is for one student (the “guesser”) to decide which
student is leading the activity (the “leader”). Select a “guesser” who goes outside the gymnasium.
Remaining students stand in a circle. Select a “leader” to lead the class through a series of
stretches. The guesser comes back and stands in the middle of the circle, watching as the stu-
dents follow the stretches that the leader is doing. Encourage students not to look directly at the
leader so that they do not give it away. The guesser has three chances to guess who the leader is.
Choose new students to be guessers and leaders.

Extension

• Pinball with Goalie. Each team chooses one goaltender to defend his/her pylon but may only
contact the ball using his/her feet. Remember, no player, including the goaltender can stand in
the zone area.

Notes to Teacher
• Introduce a minimum number of rules for games. After students have played for a few minutes,
stop the activity and ask students to discuss in small groups how to adapt the game to increase
the challenge.

Appendix
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 8 Cooperative Games

Sub-Task #4 Moving with Parachutes

Materials
Gymnasium, general purpose room or outdoors

Materials
6 hula hoops
6 gatorskin balls
Parachute
6 pylons
2 light balls of different colours

Description
Students participate vigorously in cooperative activities such as parachute games.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead-

up games and creative dance).
4p36 Demonstrate respectful behaviour towards others in the
group, (e.g., speaking kindly, refraining from hurtful com-
ments, acknowledging others ideas and opinions).

Assessment Opportunities — Suggestions for Assessing Expectations

• Teacher assessment of vigorous participation using the participation recording chart (Grade 4
Appendix K).

• Self-assessment of response to others using the Interpersonal Skills Rating Scale (Unit 8
Appendix B).

Teaching/Learning Strategies

A) Warm-Up
• Loose Caboose. Students form groups of three and hold onto the shoulders of the person in
front of them. The first person is the engineer, the second is the coach car and the third person
is the caboose. On command, the cabooses detaches and tries to join another train. Trains try to
avoid being caught by a loose caboose. When the caboose successfully joins another group, the
leader (engine) comes off and becomes the new loose caboose looking for a new train.

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B) Skill Development
• Review the grip, safety procedures and the importance of working together when using the para-
chute (see Notes to Teacher).
• Parachute Game: Cut the Pie. Students inflate the parachute while “It” circles around the out-
side. When “It” places his/her hand between two students and says “Cut the pie!” both students
run around the circle in opposite directions while “It” returns to his/her own spot on the circle.
All students try to return to their spot before the parachute deflates.
• Parachute Game: Popcorn. Toss several lightweight balls into the centre of the parachute.
Using the overhand grip, students lift the parachute up and down, so the balls look like corn
popping. Assign one or two students to chase stray balls and place them back on the chute and
the activity continues.

C) Skill Application
• Parachute Golf: The students stand holding the parachute and face the centre. One side is Team
A and the other Team B. Two light balls of different colour are placed on the parachute. At the
“begin” signal, the students begin shaking the parachute trying to make the opponent’s ball go
through the hole in the centre of the parachute. If the parachute does not have a hole in the cen-
tre, the two groups can work together to make their opponents ball fly off the parachute.
• Review with students the different opportunities they have had to interact with others during this
lesson. Direct students to assess their work with others by using a four finger rubric to rank
themselves. Refer to the criteria in “Response to Others” Assessment Tool (Grade 4 Appendix D).
Ask students what they did well and what they could improve.

D) Cool-Down/Wrap-Up
• Students shake the parachute lightly as they walk in a circle. Challenge students to respond
quickly to signals to change directions.
• Students walk slowly towards the centre to gather the parachute to put it away.
• Standing in a circle again, students work together to stretch up and to each side. Students hold
each stretch for 15-30 seconds.

Extension 8
• Sunflower. Students inflate the parachute and take three steps forward. They quickly lower the
parachute to the ground and kneel on the outside edges. All students join hands and on com-
mand alternately lean in and out to represent a sunflower opening and closing. Continue until the
parachute deflates.

• Variation: Students inflate the parachute and take three steps forward, quickly lower the para-
chute behind them to the ground and sit on the edges until the parachute deflates.

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Notes to Teacher
• Check that the parachute is in good condition. Do not play games where any body part is put
through the hole in the parachute.

• Review the grip and safety procedures when working with the parachute.
Correct grip:
• Roll the edge over two or three times
• Overhand grip (fingers on top, thumbs underneath)
• Hands shoulder-width apart

• Reinforce the importance of working together when using the parachute and stopping immedi-
ately to listen on a stop signal.

• Loose Caboose: remind students to be aware of others and avoid bumping into each other.

Appendices
Grade 4 Appendix D: Response to Others Assessment Tool
Grade 4 Appendix K: Active Participation Recording Chart
Unit 8 Appendix B: Interpersonal Skills Rating Scale

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UNIT 8 Cooperative Games

Sub-Task #5 Throwing – Keep It Clean

Facility
Gymnasium, general purpose room or outdoors

Materials
6 hula hoops
Gatorskin balls (one per student)
30 beanbags
Chalk
2 large skipping ropes
Volleyball net

Description
Students work together to achieve a group goal while playing throwing and catching games. They
begin the create-a-game activity.

Expectation Code Learning Expectation

4p29 Identify the factors that motivate participation in daily physical

activity (e.g., fun, improved health, increased energy level).

Assessment Opportunities — Suggestions for Assessing Expectations

• Teacher assessment of understanding concepts using an Understanding of Concepts Recording
Chart. (See Grade 4 Appendix M-1 for indicators.)

Teaching/Learning Strategies

A) Warm-Up
• Ask students “What factors motivate people to participate in daily activity?” Students brainstorm
responses and identify at least four different factors such as having fun, being with friends, learn-
8
ing skills, improving health, performing better, enjoying competition. Ask students to think about
these reasons as they participate in class.
• Hoop Hop. Scatter hoops on the floor around the gymnasium. On a signal, the students alterna-
tively move around the hoops or hop in and out of the hoops. Challenge the students to move
continuously and to always be in their own space on a freeze signal. Challenge students to visit as
many hoops as possible.

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B) Skill Development
• Hoop Throwing. Divide students into groups of 5-8. Each group has one hula hoop. One stu-
dent from each group is the “hoop roller.” Remaining students are “ball throwers” (one ball per
student). The hoop roller rolls the hoop towards his/her team-mates. The team-mates can be on
either side of the hoop. As the hoop passes by, the team members try to throw their ball through
the hoop without touching the hoop or knocking it down. Caution students to work in their own
area and to be aware of stray balls from other groups. Play with these rules:
• Students keep retrieving and passing the balls through the hoop as long as the hoop is rolling.
• One point is scored for every ball that passes through the hoop.
• When hoop stops rolling, a new “hoop roller” is assigned and the game starts again.
• Throw In Order. Students work in groups of 5 – 7 and stand in a circle. One student starts the
game by throwing a beach ball or gatorskin ball to another student. That person catches the ball
and throws it to another student. After receiving and throwing the ball, the student crosses
his/her arms. Students throw the ball from person to person, but only to those who do not have
their arms crossed. When the last person receives the ball, he or she throws it to the person who
started the game. A throwing order is established and the ball is then passed around the group in
the same order. Challenge students to pass the ball in the order as quickly as they can and as
many times as they can.

C) Skill Application
• Keep it Clean.

Keeping the same groups from the previous activity, students form a large circle (with skipping
ropes, chalk or lines on the floor) and place several beanbags in one half of the circle. Select a
“sweeper” to start the game in the “full” side of the circle (side with the beanbags). Remaining
students stand in the other side of the circle, facing the “sweeper.” The sweeper tries to get rid of
the beanbags by sliding them outside the circle (using an underhand throw, low to the ground).
Other students retrieve beanbags and toss them back in the opposite side of the circle (away
from the sweeper). After one minute of play, the sweeper calls “Switch.” The sweeper tags one
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student who becomes the new sweeper and the game continues. The sweepers work to complete-
ly clean out their side of the circle. The other students work together to keep it full.

D) Cool-Down/Wrap-Up
• Create a Game. Tell students that in upcoming lessons, they will divide into small groups to cre-
ate a game that they will be expected to teach to their classmates. Outline the criteria:
• The game will involve 2-4 players.
• The game should be active and increase one’s heart rate.
• The game should be inclusive (e.g., no elimination).
• The game should not require equipment or one or two pieces of equipment at most.
• The game should be safe and minimize risks to participants.
• As they think about creating their game, students consider what will motivate others to participate
in their activity. Direct them, in their small groups, to discuss as many motivating factors as they
can within a two-minute time limit. Compare these to the factors identified at the start of the
class.

Extension

• Play Keep It Clean with two or three sweepers. Adjust the balance of sweepers and other players
to make the game a challenge for both sides.

Notes to Teacher
• In Keep it Clean, students should not throw beanbags at the sweeper.

• Use small groups when playing games to increase participation.

Appendix
Grade 4 Appendix M-1: Understanding of Concepts Recording Chart

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UNIT 8 Cooperative Games

Sub-Task #6 More Moving with Parachutes

Facility
Gymnasium, general purpose room or outdoors

Materials
Parachute
2-4 light balls (gatorskin balls and beach ball)

Description
Students safely practise locomotion/travelling skills while participating in a variety of cooperative tag
and parachute games

Expectation Code Learning Expectation

4p19 Stop an object with the lower part of the body or with a piece
of equipment (e.g., trapping a ball or disc with the foot or a
piece of equipment).

Assessment Opportunities — Suggestions for Assessing Expectations

• Student self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating
(see Grade 4 Appendix I for indicators).

Teaching/Learning Strategies

A) Warm-Up
• Sleeping Bear. One student is the sleeping bear and crouches down in the centre of the circle.
The rest of the students skip around the sleeping bear. (Use other forms of locomotion, e.g.,
hopping, jogging as well as skipping or combine locomotion movements.) When the bear jumps
up and chases them, the players run to a safe area behind the boundary lines. Any player tagged
by the bear before reaching the safe area also becomes a bear, and joins the first bear in the cen-
tre. Continue playing until six or eight students are helping the bear, then begin again with one
bear.

B) Skill Development
• Basket Weave. Students number off one and two. They grasp the parachute with both hands.
While the ones hold the parachute high overhead, the twos zigzag around the ones, moving in
and out, until they return to their original positions. Repeat, this time with the ones zigzagging
and the twos holding the parachute.

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• Switch Under. Students stand holding a parachute and number off from 1-5. As the parachute is
inflated, the leader calls out a number. Those students with that number exchange places by run-
ning under the parachute before it comes down. A variety of locomotion movements can be used
in this game such as running, skipping, hopping, jumping, and walking. Caution students to keep
their heads up and to be alert when moving under the parachute.

C) Skill Application
• Parachute Soccer. The students hold the parachute at waist level. Divide the class into two
teams. Teams stand on opposite sides of the parachute. Give a soccer ball to a player on each
team. On signal, the player puts the ball on the ground and kicks the ball across the circle,
underneath the parachute. The object of the game is to kick the ball through the legs of the
opposing team to score one point. The students maintain a two-hand grip on the parachute at all
times. Challenge the students to communicate and work together to prevent the other team from
scoring. Add more balls as the students are playing.

D) Cool-Down/Wrap-Up
• Create a Game. Students divide into small groups and while stretching, begin discussing a game
that they will teach to fellow classmates. Review the criteria:
• The game will be for 2-4 players.
• The game should be active and increase one’s heart rate.
• The game should be inclusive (e.g., no elimination).
• The game should not require equipment or one or two pieces of equipment at most.
• The game should be safe and minimize risks to participants.
• While discussing the criteria for the game, ask the students to reflect on their own conduct in
today’s activity and to assess their attention to safety procedures by using a thumbs-up/thumbs-
down rating. Use the indicators from Grade 4 Appendix I. Remind students to consider safety
procedures when developing their own game.

Extension

• Team Ball. Students stand holding the parachute and face the centre. Make one side Team A and
the other Team B. Place a light ball on the parachute. On signal, the students shake the para-
chute, trying to make the ball leave the parachute on the other team’s side.
8
Notes to Teacher
• Check that the parachute is in good condition.
• Do not play games where any body part is put through the hole in the parachute.
• Review with student’s the importance of being safe while being active. Refer to the safety rubric
Grade 4 Appendix I for indicators that student’s need to consider regarding safety.

Appendix
Grade 4 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 8 Cooperative Games

Sub-Task #7 Making Shapes Together

Facility
Gymnasium, general purpose room or outdoors in open area

Materials
4 pieces of 4-5 metres of sewing elastic (1” width)
Cards with various shapes drawn on them
10 metre rope (4 pieces)
Several blindfolds

Description
Students continue to work cooperatively to complete various tasks and challenges.

Expectation Code Learning Expectation

4p27 Follow safety procedures related to physical activity, and facili-

ties.
4p36 Demonstrate respectful behaviour towards others in the group
(e.g., speaking kindly, refraining from hurtful comments, and
acknowledging others’ ideas and opinions).

Assessment Opportunities — Suggestions for Assessing Expectations

• Self-assessment of interpersonal skill using the “Interpersonal Skills Rating Scale” (Unit 8 Grade
4 Appendix B).

• Teacher assessment of attention to safety procedures using the “Activity” section of the Safety
Rubric (Grade 4 Appendix I).

Teaching/Learning Strategies

A) Warm-Up
• Briefly discuss use of interpersonal skills and ask students to identify factors indicating that a
person can get along with others. Highlight some of the criteria listed in the “Interpersonal Skills
Rating Scale” Unit 8 Appendix B. Tell students that they will be assessing themselves using this
scale at the end of the class.

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• Students find a partner and respond to the following challenges:

• Can you speedwalk around the gymnasium with your partner?
• Can you jump at the same time as your partner?
• Can you skip together with your partner?
• Can you be really tall with your partner?
• Can you make a tunnel for your partner to move through?
• Can you completely hide your partner from my view?
• Can you stand behind your partner and walk together?

B) Skill Development
• Elastic Shapes. Divide students into several groups of 6-8. Give each group 4-5 metres of
sewing elastic in with the ends tied together. Hold up a card with a shape on it and have the
groups stretch the elastic into that shape, making sure that all group members are involved. Once
students catch on, use more difficult, intricate shapes/patterns. See Unit 8 Appendix C for shape
cards.
• Blindfold Shapes. Students continue working in their small groups. This game is similar to
elastic shapes except students wear a blindfold. Students stand in a circle, each wearing a blind-
fold and holding a large rope (10 metres long) against their back with both hands. Challenge
students to form different shapes (e.g., triangle, square, rectangle, circle) with the rope. Students
may not remove their hands from the rope or take off their blindfolds until everyone feels that
they have correctly formed the shape.

C) Skill Application
• Create-a-Game Assignment. Students form the same groups as in previous class and resume
work on creating their new game. Review the criteria:
• The game will be for 2-4 players.
• The game should be active and increase one’s heart rate.
• The game should be inclusive (e.g., no elimination).
• The game should not require equipment or one or two pieces of equipment at most.
• The game should be safe and minimize risks to participants.
• Students will be expected to teach their game in the next class.

D) Cool-Down/Wrap-Up 8
• Do This and Add Something. Divide students into small groups of approximately six students.
Students determine their order of turns. The first student begins doing a stretch. As they do their
stretch, they say to the second student, “You do this and add something.” All students follow the
stretch and the second person adds a new stretch. Students continue adding on new stretches
and following each other.
• Direct students to complete a self-assessment of their interpersonal skills using the
“Interpersonal Skill Rating Scale” Unit 8 Appendix B.

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Extension

• Elastic Shapes and Blindfold Shapes Variations. For an additional challenge, select one leader per
group. Only the leader may talk. Other students must communicate in other ways.

Notes to Teacher
• Elastic Shapes and Blindfold Shapes Variations. For an additional challenge, select one leader per
group. Only the leader may talk. Other students must communicate in other ways.

Appendices
Grade 4 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 8 Appendix B: Interpersonal Skill Rating Scale
Unit 8 Appendix C: Shape Cards

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UNIT 8 Cooperative Games

Sub-Task #8 More Moving with Parachutes

Facility
Gymnasium, general purpose room or outdoors

Materials
Paper
Pencils
Any other equipment needed by students to run their game station

Description
Students practise the game their group created, and teach it to the rest of the class. These games
will be set up around the gymnasium or playing area and students will rotate from station to station,
learning how to play the games.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead-

up games, and creative dance).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities — Suggestions for Assessing Expectations

• Teacher assessment of vigorous participation using the participation recording chart (Grade 4
Appendix K).

• Teacher assessment of student behaviour related to following the rules of fair play using the “Fair
Play” and “Respect” sections of the Social Skills rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
8
• One After. Students warm up by following the actions of a leader. The class follows the leader
and does the same action, always moving “one after” the leader. E.g., The leader does knee lifts
and the class watches. The leader changes to arm swings and the class does knee lifts. The leader
changes to twist jumps and the class does arm swings. Begin the activity with the full class, then
divide the class into their game groups for the activity below and students take turns leading their
group in warm up activities using the “one after” technique.

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B) Skill Development
• Create-a-Game Assignment. Review the criteria that students need to include in their game:
• The game will be for 2-4 players.
• The game should be active and increase one’s heart rate.
• The game should be inclusive (e.g., no elimination).
• The game should not require equipment or one or two pieces of equipment at most.
• Allow students 5-10 minutes to set up their game and practise teaching it. Games should be set
up like a station so that the class can rotate from one game to the next. Encourage students to
practise explaining their game in a brief manner to allow for maximum playing time.
• Emphasize importance of participating fully in games and importance of playing fairly and
respectfully.

C) Skill Application
• Game Stations. Each group sets up their game at a different station. Students take turns leading
their game station. One group member stays at the station to explain the game, and the other
group members rotate to the next station to learn a new game. Students play each game for 4-5
minutes. When they rotate to the next station, one student returns to the “home” station to teach
the game and the student who had been there joins the group.

D) Cool-Down/Wrap-Up
• While they stretch, give students an opportunity to offer positive comments about the games they
learned and played. What did they enjoy? What could be changed or modified to make the
game(s) better? Discuss what it was like to teach a game. What was easy about teaching the
game? What was difficult?

Extension

• Students write out how to play their game. Students need to include the object of the game, any
equipment that is needed, the rules and any variations. Students should include a diagram or
drawing of one part of their game.

Notes to Teacher
• Written versions of the games could be used to create a class book of games. Put together various
class books to create a school book of cooperative games.

Appendices
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix K: Active Participation Recording Chart

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Self/Peer Movement Skill Checklist

for Locomotion/Travelling

Use a checkmark to indicate if the following describes the locomo-

tion/travelling that you see.

Locomotion/Travelling
_____ Moves quickly and smoothly.

_____ Moves and changes direction quickly to avoid people and

objects.

_____ Moves smoothly without stopping and starting.

_____ Maintains balance. Moves in control.

_____ Moves in control when moving in different patterns and direc-

tions.

_____ Uses all body parts when moving (e.g., pushes off from toes
and uses body parts from largest to smallest)

_____ Breathes regularly and deeply when moving.

The best thing about the movement I see is… 8

_________________________________________________________________

The biggest area to improve is …

_________________________________________________________________

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Interpersonal Skills Rating Scale

Name _________________________

I need reminders to I sometimes need I speak kindly, lis- I always speak

speak kindly, listen reminders to speak ten and am kindly, listen and
and be respectful kindly, listen and respectful to oth- am respectful to
and work well with be respectful and ers. others and encour-
others. work well with age others to do
others. so.

Self (S)
Peer (P)

Place an S or P in each box with 1, 2, 3 or 4 checks ( ).

Date Date Date Date Date

Listens when the teacher or others are speak-

ing

Considerate and helps others. Includes others in

activity

Follows the rules of fair play.

Works well with others. Shares equipment and

takes turns.

Strengths: I Can:

________________________________________________________________________________

Not Yet: I Need to:

________________________________________________________________________________

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Shape Cards
Expand and cut into cards.

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UNIT Outdoor Activities

OVERVIEW
9 Duration
Description
11 Sub-Tasks

Students participate in activities outdoors. Students focus on developing their throwing and catching
skills while participating safely outdoors. Three of the lessons are dedicated to ice skating.

Sub-Task Title Expectation Code

1. Beanbag Golf 4p28, 4p35

2. Orienteering 4p26
3. Soccer Baseball 4p27, 4p35
4. Treasure Hunt 4p26, 4p28
5. Mad Scramble Toss 4p18, 4p34
6. Target Toss 4p18, 4p28
7. Backward Three-on-Three 4p18, 4p28
8. Defender Ball 4p18, 4p28
9. Introduction to Skating 4p27, 4p28
10. Skating and Stopping 4p16, 4p28
11. Skating Activities with a Partner 4p15, 4p28

Assessment and Evaluation

A variety of assessment strategies may be used in this unit. Some assessment strategies and tools
included are:
• Teacher assessment of fair play using “Group Interaction” section of the social skills rubric.
• Teacher assessment of students’ behaviour related to cooperating with others using the social
skills rubric and an anecdotal observational recording chart.
• Teacher assessment of participation using participation rubric.
• Teacher assessment of ball handling using an anecdotal observation recording chart and a
Movement Skills Recording Chart.
• Teacher assessment of locomotion skills using locomotion checklist.
• Self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
9
• Student self-assessment of vigorous participation using a stand-up/sit-down rating.
• Student self-assessment of attention to fair play using a small group discussion.
• Self-assessment using a show of fingers (four, three, two or one) to indicate accuracy of throws.

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• Peer assessment of fair play skills using a class discussion of fair play examples.
• Peer assessment of throwing and catching using peer feedback and discussion.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety guidelines.

• Students are able to move safely with and without equipment.

• Students are able to use interpersonal skills to work in partners, small groups and on teams.

• Students are able to travel in a variety of ways in directions and respond to the teacher’s signal.

Notes to Teacher
• Inform parents of the importance of wearing a helmet while skating. Gloves are highly recom-
mended as well.

• Discuss appropriate clothing required for activities outdoors.

• Many of the activities can be done throughout the winter months. Snow adds to the excitement of
some games.

Resources
Kasser, Susan L. Inclusive Games: Movement for Everyone! Human Kinetics, 1995.

Morris, G.S. Don and Jim Stiehl. Changing Kids’ Games, Human Kinetics, 1999.

Appendix
Unit 9 Appendix A: Movement Skill Recording Chart: Overhand Throw

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UNIT 9 Outdoor Activities

Sub-Task #1 Beanbag Golf

Facility
Schoolyard or field

Materials
Beanbags
Numbered pylons
Score cards
Pencils
Containers (buckets, pails etc.) for holes if desired

Description
Students practise throwing a beanbag overhand at target.

Expectation Code Learning Expectation

4p28 Participates vigorously in all aspects of the program (e.g., lead-

up games, creative dance).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of fair play using fair play section of the Social Skills Rubric (Grade 4
Appendix H).
• Student self-assessment of vigorous participation using a thumbs-up/thumbs-down rating.

Teaching/Learning Strategies

A) Warm-Up
• Students jog around the schoolyard then change to skipping on the teacher’s signal.
9
B) Skill Development
• In partners, students overhand toss a beanbag to each other, increasing the distance between
them with each throw. Review the key points of the overhand throw with students by referring to
the indicators in the movement skills checklist (Unit 9 Appendix A).
• Students travel around the schoolyard tossing the beanbag back and forth to each other.

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C) Skill Application
• Beanbag Golf. Set up a beanbag golf course with numbered pylons. In groups of 3-4, students
start at different pylons and overhand toss the beanbag to the next pylon. The object is to hit the
pylon in as few “strokes” as possible. Record each toss as one stroke.
• Students assess their safe participation in class by holding their thumbs up or down, or in
between. Ask them to give reasons for their rating.

D) Cool-Down/Wrap-Up
• Students walk around the course and collect pylons. They walk once around the schoolyard and
on the teacher’s signal stop and stretch a different body part (Grade 4 Appendix A).

Extension

• Students design their own beanbag golf course in the schoolyard. Experiment with ways to make
the course more/less challenging.

Notes to Teacher
• One group of students at a pylon at a time will decrease waiting time.

• Asking students to provide reasons for their decisions when assessing their own participation
helps to clarify the criteria and indicators for assessment. Discussing indicators clarifies the tar-
gets for both students and teachers

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 9 Appendix A: Movement Skills Recording Chart: Overhand Throw

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UNIT 9 Outdoor Activities

Sub-Task #2 Orienteering
Facility
Schoolyard or field

Materials
Controls
Maps

Description
Students follow a map, find controls and complete a variety of fitness tasks.

Expectation Code Learning Expectation

4p26 Demonstrate a variety of interpersonal skills (e.g., playing fair-

ly, co-operating, behaving respectfully).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of students’ behaviour related to cooperating with others using the social
skills rubric (Grade 4 Appendix H) and an anecdotal observational recording chart (Grade 4
Appendix N).

Teaching/Learning Strategies

A) Warm-Up
• Frozen Tag. When students are tagged by “It,” students freeze with arms out and legs wide
apart. To release a student, another student crawls under the arms or legs of frozen student.

B) Skill Development
• Crows and Cranes.
Divide the class into two groups, crows and cranes. Determine a ‘home’ area at one end of the
field for crows and a ‘home’ area at the other end of the field for cranes. Both teams line up, fac-
ing each other, along the centre of the playing area. When the teacher calls “crows,” the crows
9
run to their home as fast as they can to get away from the cranes who start chasing them. If the
teacher calls “cranes,” the cranes run home.

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• Crows and Cranes.

C) Skill Application
• Orienteering. Students receive a map of the schoolyard or field with numbered controls indicat-
ed on the map.
• Set up a number of controls around the schoolyard that correspond to the map. Each control is a
sign with an exercise described on it.
• Each group of 3-4 students is given a number corresponding to a number on the map
• Groups start at their designated spot, read the control and do the activity described on the con-
trol (balance on one body part, 15 stride jumps, etc.) before travelling to the next control on
their map.
• Students return to home area on teacher’s signal or when all controls have been completed.
• Emphasize the importance of interpersonal skills with particular reference to orienteering using
the indicators in the social skills rubric (Grade 4 Appendix H). Assess students using an anecdot-
al observational recording chart (Grade 4 Appendix N).

D) Cool-Down/Wrap-Up
• Students skip around the course and pick up the controls.
• Gently stretch leg muscles (refer to Grade 4 Appendix A).
• During the stretch, reviews the elements of balance (i.e., lower centre of gravity and wider base
of support = static balance).

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Extension

• Time each group on how fast they can complete the course.

Notes to Teacher
• Controls and maps need to be done ahead of time. Controls and maps can be laminated for long
term use. Scorecards can be used to keep track of what was done at each station.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix N: Anecdotal Observation Recording Chart

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UNIT 9 Outdoor Activities

Sub-Task #3 Soccer Baseball

Facility
Outdoor schoolyard or baseball diamond

Materials
Large utility ball

Description
Students play games that are a combination of soccer and baseball.

Expectation Code Learning Expectation

4p27 Follow safety procedures related to physical activity, equip-

ment, and facilities.
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing a good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating. (See
Safety Rubric Grade 4 Appendix I for indicators.)
• Teacher assessment of fair play using the “Fair Play” section of the social skills rubric (Grade 4
Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Students run around the baseball diamond three times. When they get to first base they do 10 sit-
ups; second base, 10 stride jumps; third base, 10 two-foot hops, and then they skip over the
plate area.
• Emphasize the importance of safety procedures in activity with reference to indicators in safety
rubric Grade 4 Appendix I.

B) Skill Development
• Each group of 4-6 students stands in a circle with a soccer ball. Students practise kicking, trap-
ping, and stopping the ball with their legs and feet.

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C) Skill Application
• Soccer Baseball.

Divide students into two teams. One team is outfield and one is up to bat. The pitcher rolls the
ball across the plate where the batter kicks the ball.
• All batters line up. When the first person in line kicks the ball, the whole line starts running
around the bases. A run is scored if every player in line can cross homeplate before the outfield
gets the ball to first base.
• The outfielders stop the ball with their feet and kick the ball to first base (no hands!).
• After each batter has a chance to kick the ball, switch positions (batters go outfield, outfielders
line up to bat).
• Review the rules of etiquette and fair play, referring to indicators in social skills rubric Grade 4
Appendix H.

D) Cool-Down/Wrap-Up
• Students walk briskly around the perimeter of the outfield, and then slow down their pace. They
stretch legs and upper body (refer to Grade 4 Appendix A: Safe Stretching).
• Students assess their safe participation in class by holding their thumbs up or down, or in
between. Ask them to give reasons for their rating.
9
Extension

• To increase the challenge of controlling the soccer ball in circle formation, students take one
giant step backwards after each group member has kicked the ball. Students should continue
focusing on ball control.

• Encourage groups to make up their own passing/receiving game using a soccer ball.

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Notes to Teacher
• Encourage outfielders to make short, accurate passes to each other to get the ball to first base.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8}

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UNIT 9 Outdoor Activities

Sub-Task #4 Treasure Hunt

Facility
Schoolyard or field

Materials
Treasure
Clue cards
Stopwatch

Description
Students follow clues to find a treasure.

Expectation Code Learning Expectation

4p26 Demonstrate a variety of interpersonal skills (e.g., playing fair-

ly, co-operating, behaving respectfully).
4p28 Participates vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of participation using participation rubric (Grade 4 Appendix G).
• Peer assessment of fair play skills using a class discussion of fair play examples.

Teaching/Learning Strategies

A) Warm-Up
• March and Reach. Students march on the spot, raising knees to waist height. Touch hands to
shoulders and reach up over head. Repeat for 30 counts.
• While students are marching, ask them, “What factors motivate people to participate in daily
activity?” Students brainstorm responses and identify at least four different factors such as fun,
improved health, challenge, look better, feel better, perform better, etc.
9
• Students do 10 star jumps. From a standing position, jump straight up in the air and extend the
arms and legs out to the side, landing in the starting position (similar to jumping jacks).

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B) Skill Development
• Mirror Images. Partners stand facing each other and mirror each other’s movements (e.g.,
make funny faces, jump, squat, bend, twist). Students watch for clues for what the next move
might be. They take turns being the leader.
• Find It. Teacher calls out various things from the outdoors (tree, white line, basketball hoop,
bench, etc.) and students quickly locate the object and run to it.

C) Skill Application
• Treasure Hunt. Hide a treasure (e.g., beanbag) somewhere in the playing area. Begin by giving
the class a clue (e.g., it’s somewhere on the ground/above the ground, near a tree, out in the
open, hidden in a corner, etc.). Two whistle blows means it’s time for the teacher/leader reveal
another clue. Students return to the starting point to hear the clue or continue searching. The
first person/group to find a treasure gets to hide it for the next round.

D) Cool-Down/Wrap-Up
• Students jog the course and pick up the clues. They stretch legs and upper body (Grade 4
Appendix A).
• While stretching ask students to share examples of fair play observed while playing.

Extension

• Treasure Hunt. Hide multiple treasures. Time students to see how fast they can find the treas-
ure. Designate different ways of moving while looking for the treasure (e.g., skipping, baby steps,
sliding, jogging).

Notes to Teacher
• Treasures need to be hidden before each game. Treasures can relate to units being studied in
class.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 9 Outdoor Activities

Sub-Task #5 Mad Scramble Toss

Facility
Soccer field or large open space

Materials
25 hoops
Numbered tennis balls (one per student)
Pylons

Description
Students practise throwing tennis balls at a target.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhand motion to a partner or a large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p34 Use a goal-setting process (e.g., set a realistic goal, identify and
address barriers, prepare an action plan, decide who can help,
and identify how to know when the goal has been reached)
related to physical activity.

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment using a show of fingers (four, three, two or one) to indicate accuracy of throws.
• Teacher assessment of fair play using social skills rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Students line up behind a teacher/leader who walks around the area in different patterns. When
the leader says “One!” the students stop and do five stride jumps. “Two” means run on the spot
for 10 seconds, “Three!” means hop on two feet five times, and “Shake!” means to shake their 9
body like jelly. After calling out one command, the leader goes to the back of the line. Repeat
until all students get a chance to lead.

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B) Skill Development
• Hoop Throw.

Divide students into five groups. Place five sets of hoops on the grass at 10, 20, 30, 40 and 50
metre intervals from the start line (one set for each group). Students line up with one tennis ball
each. Tennis balls are numbered. Ask students to remember the number of their ball. On a sig-
nal, students throw the tennis ball at a target of their choice. Collect balls and calculate team
score. Repeat, trying to beat the team score.
• Partner Toss. Partners throw the tennis balls back and forth to each other. After each successful
throw and catch, they increase the distance between them.

C) Skill Application
• Mad Scramble Toss. Place five hoops randomly around the field and determine a point value
for each hoop (e.g., by colour). Students line up at one end of the field. Throw all tennis balls on
the field. On signal, students try to find their own ball as quickly as possible. After finding their
ball, students throw it into each of the five hoops. Students try to bounce their balls in each of the
hoops, then return to the start position with their ball before the “stop” signal. Students can keep
track of the number of points they were able to collect each round.

D) Cool-Down/Wrap-Up
• Students jog around the perimeter of the field tossing and catching their tennis ball on their own
or with a partner. Once back to the start, they bounce their tennis ball while standing in one
position. As the teacher collects the tennis balls, students begin to stretch out their muscles.

Extension

• Substitute beanbags for tennis balls.

• Experiment with different ways of catching a ball (e.g., behind the back, under a leg, jump catch,
running catch).
• Use smaller groups and challenge the students to make up different signals and actions for warm
up activity
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Notes to Teacher
• Students can bring in their own tennis balls from home.

• Used tennis balls are often available from community tennis clubs or fitness facilities.

Appendix
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 9 Outdoor Activities

Sub-Task #6 Target Toss

Facility
Soccer field or large open space

Materials
Hoops
Utility balls
Beanbags
Pylons or various items for target (boxes, cans, etc.)

Description
Students throw utility balls at a target.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhand motion to a partner or large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p28 Participates vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of throwing skills using Movement Skills Recording Chart (Unit 9 Appendix
A).
• Student self-assessment of attention to fair play using a small group discussion.
• Teacher assessment of participation using a participation rubric (Grade 4 Appendix G).

Teaching/Learning Strategies

A) Warm-Up
• Students pass the utility balls to each other while jogging around the field, using bounce passes.
Encourage students to keep moving while switching possession of the balls as many times as pos-
sible.

B) Skill Development
• Keep It Moving. Mark off a playing area with four pylons. Each student begins this activity with
a utility ball. As students travel throughout the playing area, they pick up and throw every ball
they receive, passing to others. Choose 2-3 students to retrieve any utility balls that bounce out-
side the playing area.
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C) Skill Application
• Target Jog. Mark off a large circle with pylons, and place various target objects (e.g., pylons,
hoops, bucket, box) in the centre. Students run around the circle carrying utility balls and bean-
bags, and on signal throw them at targets while continuing to run. Students can pick up any loose
balls or beanbags and throw them again. On signal, students stop, gather up more objects,
change direction and start to run and throw with their other hand.
• Team Target. Students work in groups of 6-8 students. Each group places the targets that were
used in Target Jog in the centre of their group. Identify each target with an activity (i.e., bucket is
8 two-foot hops, box is 6 jumping jacks, etc.). Students in the groups throw beanbags or balls at
the targets. When anyone hits a target, the whole group stops and does the activity identified with
that target. When they all finish the activity, they continue trying to hit targets.

D) Cool-Down/Wrap-Up
• Collect the utility balls. Working with a partner and one ball, students toss the utility balls back
and forth to each other starting about 10 metres apart. They gradually decrease the distance
between them.
• Stretch leg and arm muscles.
• In small groups, students discuss examples of fair play observed during the class. Select students
to share examples.

Extension

• Invite students to create their own game involving throwing objects at a target.

• Repeat Keep It Moving, with students taking three giant steps with each ball before throwing it.

• Explore ways to make Target Jog more challenging (e.g., using fewer or smaller targets).

Notes to Teacher
• Mark off a large playing area and remind students to spread themselves out to avoid bumping
into each other. Remind students to watch out for balls on the ground when travelling around.

• Students may practise setting goals for the number of targets they are able to hit. Discuss steps
the students may take to reach their goal and to increase the number of targets they are able to
hit.

Appendices
9
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 9 Appendix A: Movement Skills Recording Chart: Overhand Throw

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UNIT 9 Outdoor Activities

Sub-Task #7 Backward Three-on-Three

Facility
Soccer field or large open space

Materials
Balls of various sizes
Pylons

Description
In a variety of ways, students throw balls at a target.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhand motion to a partner or large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p28 Participates vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Peer assessment of throwing and catching using peer feedback and discussion.
• Teacher assessment of fair play using “Group Interaction” section of the social skills rubric
(Grade 4 Appendix H).
• Student self-assessment of participation using a thumbs-up/thumbs-down rating.

Teaching/Learning Strategies

A) Warm-Up
• Students skip around the field one time then line up and spread out arms’ length from the next
person. On the teacher’s signal, students move forward following the teacher’s directions: hop
two feet, gallop, backwards, skip, hop left foot, hop right foot.
• Partner Tag. One person starts as “It” and all others scatter. When “It” tags someone, they link
arms and chase others. When a third is tagged, they link arm with the second one caught to form
another partner “It.” Original “It” continues on alone to find another partner. Game continues
until everyone has an “It” partner.

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B) Skill Development
• Working with a partner, encourage students to explore the number of ways they can throw a ball.
Put together 2-3 different types of throws, and share ideas with the class. After observing others,
students can again try out some new throws.
• Set up a target area for students to experiment with new

C) Skill Application
• Backward Three-on-Three. Divide students into four groups. Set up four playing areas, with
one goal each, using pylons. One student in each group acts as goalie and the remaining students
form two teams (e.g., to play three-on-three).
• Students pass, roll or bounce the ball to their team-mates backward between their legs. The
goalie must also stand in the backward position. Students cannot kick the ball or run with the
ball. The runner is permitted to run forward and retrieve the ball but it must be thrown from a
backward position. To score a goal the ball must be rolled or bounced into the goal area.
• Keep the games short and rotate teams often. Rotate goalies every goal.

D) Cool-Down/Wrap-Up
• Working with a partner and one ball, toss the utility balls back and forth to each other starting
about 10 metres apart. Gradually decrease the distance between each other.
• Stretch leg and arm muscles.
• Students assess their safe participation in class by holding their thumbs up or down, or in
between. Ask them to give reasons for their rating.

Extension

• Try playing Backward Three-on-Three with a Nerf football.

• Ask the students what type of throws they found to be most accurate? Most fun? Most silly? Share
ideas as a class

Notes to Teacher
• Set up boundaries and inspect field for obstacles or potholes.

• Remind students to keep their heads up while playing Three-on-Three.

9
Appendix
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 9 Outdoor Activities

Sub-Task #8 Defender Ball

Facility
Schoolyard with Four Square courts

Materials
Various sized utility balls or Nerf balls
Masking tape or chalk
Pylons
Beanbags

Description
Students throw balls to attack/defend a target.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhand motion to a partner or large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p28 Participates vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of ball handling using a Movement Skills Recording Chart (Unit 9 Appendix
A).
• Student self-assessment of vigorous participation using a stand-up/sit-down rating.

Teaching/Learning Strategies

A) Warm-Up
• Raptor Tag. One person is designated as “It” while all others line up in a straight line at the
opposite end of the yard. “It” calls “Raptor” and all others try to run past “It” and get safely to
the other side. “It” tries to tag as many people as possible. When tagged, students join “It” at the
centre, all others line up again and try to get by the growing number of “Its.” Repeat until many
students have been tagged then select a new “It” and begin the game again. To vary the game,
“It” calls out a method of travel before yelling “Raptor” (skip, hop, crab walk, etc.).

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B) Skill Development
• Beanbag Target Practice. Divide the class into four teams. Two teams face each other with sev-
eral balls in the middle between them. Draw a goal line for each team one metre from the centre.
Each student has a beanbag and throws it at the balls in the centre, trying to get the ball to roll
across their opponent’s goal line. Students defend their own goal by throwing beanbags at
oncoming balls to prevent them from crossing the goal. They can pick up beanbags and throw
them again.

C) Skill Application
• Defender Ball

Divide the class into eight teams. Divide two play areas in to four squares each, with each square
designated as A, B, C, and D. In each square, set up a pylon with a Nerf ball on top of it.

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• Each team works in their designated square to protect their Nerf ball on its own pylon while try-
ing to knock down the ball in any other square. Students can defend their pylon using hands and
feet.
• If the ball is knocked off, students set it up again immediately. Students can keep track of the
number of other balls they are able to knock off and also the number of times their own ball is
knocked off.
• For variety, different kinds of throws can be designated (e.g., overhand, no bounce, bounce pass-
es).
• Rotate teams between the two playing areas often.

D) Cool-Down/Wrap-Up
• Simon Says. One student leads the class in Simon Says exercises. Leaders choose stretching
exercises.
• Students self-assess their participation by stretching tall if they felt like they participated their
best, crouching down or squatting for less than their best. Ask students to provide reasons for
their self-assessment.

Extension

• Defender Ball. Gradually introduce more balls to the game. Play with all eight squares working
together. Students can throw their ball to knock or hit a ball in any other square.

Notes to Teacher
• Remind the students to be careful when throwing beanbags, and to keep their throws low so they
do not accidentally hit someone.

• Chalk or tape can be used to mark off the Defender Ball courts.

Appendix
Unit 9 Appendix A: Movement Skills Recording Chart: Overhand Throw

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UNIT 9 Outdoor Activities

Sub-Task #9 Introduction to Skating

Facility
Arena or outdoor ice rink

Materials
Ice skates
Helmet and gloves are highly recommended
Appropriate clothing for outdoor arenas

Description
Students learn proper skating techniques for falling, getting up, pushing and gliding.

Expectation Code Learning Expectation

4p27 Follow safety procedures related to physical activity, equip-

ment and facilities.
4p28 Participates vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teachers assessment of active participation and attention to safety rules using social skills (Grade
4 Appendix H) and participation rubrics (Grade 4 Appendix G).

Teaching/Learning Strategies

A) Warm-Up
• Skate two laps of the arena at a gentle pace in the clockwise direction, then two laps in the
counter-clockwise direction.

B) Skill Development
• Review proper methods of falling and getting up. (Fall by bending knees and sitting on the ice. To
get up, roll over on to hands and knees. Put one skate under the body on the ice and push up
9
standing on to both skates).
• Push and glide along the ice. Push off on right foot and glide for two seconds on left foot. Change
feet. Try pushing off and gliding on both feet. Start at the red line and skate to the blue line. Glide
on one foot to red line, change feet and repeat.

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C) Skill Application
• Divide the class into four groups, each with a leader. Groups follow the leader doing various
glides on signal. Alternate directions, feet, speed and height (crouch, stretch wide). Change lead-
ers often.
• Students spread themselves out along the red line, and, on signal, push off on one foot to glide as
far as possible. Repeat until students have crossed the ice. How many pushes were required?
• Challenge the students to glide longer by pushing less. Repeat.
• Students work with a partner to practise their glides and to experiment with different ways of
gliding.

D) Cool-Down/Wrap-Up
• From the end boards skate to the centre line then glide to the red line. Repeat. Skate in clock-
wise direction for two laps. Stretch out legs to cool down.

Extension

• Play music and have students start and glide to the music.

• Select 15 students to glide on one foot on signal. Count to five while students try to glide without
putting their foot down. Repeat, selecting 15 new students.

Notes to Teacher
• Ensure that all students have their skates properly tied.

Appendices
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 9 Outdoor Activities

Sub-Task #10 Skating and Stopping

Facility
Arena or outdoor ice rink

Materials
Ice skates
Helmet and gloves are highly recommended
Appropriate clothing for outdoor arenas
10 hoops and beanbags

Description
Students learn the hockey stop and follow patterns on the ice.

Expectation Code Learning Expectation

4p16 Demonstrate the principles of movement in acquiring and then

beginning to refine movement skills (e.g., combining directions
and levels in sequence).
4p28 Participates vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment using mittens up/mittens down for active participation.
• Teacher assessment of locomotion skills using locomotion checklist (Unit 13 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
• Mark a zigzag pattern for students to follow, using the whole length of the ice.

B) Skill Development
9
• Review proper gliding techniques on one foot then both feet.
• Practise hockey stops to the left and right. While skating quickly, turn your hips and skates to one
side, so that the outside edges of the blades scrape the ice.
• Follow the same zigzag pattern from the warm-up, doing a hockey stop at each line.
• Students line up on the red line. On signal, they skate then stop on the next signal. They stop fac-
ing in one direction then change directions.
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C) Skill Application
• Red Light, Green Light. Students line up on the red line. One student, the traffic light, stands
on the blue line and turns their back to the class.
• When the traffic light calls out “Green Light,” students begin skating. When the traffic light calls
“Red Light” all skaters freeze using a hockey stop. The traffic light turns around to inspect the
skaters. If someone is moving, they take two slides back. When one student reaches the blue line
without getting caught, choose another student to be the traffic light during the next round.
Choose a student who has been working hard on their hockey stops.
• Play the game in small groups so many student have an opportunity to be the traffic light.
• Beanbag Relays. Divide students into five groups. Each group has one empty hula hoop at their
starting line, and one hula hoop filled with beanbags on the opposite side of the rink. In this
relay, students skate across the ice, stop using the hockey stop, pick up a beanbag from their
group’s hoop and return it to home base. Team members take turns until all the beanbags have
been collected.

D) Cool-Down/Wrap-Up
• Slowly skate around the ice, changing direction at every line. Stretch upper and lower legs.
• Students assess their safe participation in class by holding their mittens up or down. Students
may hold their mittens between up and down. Ask students to give reasons for their rating.

Extension

• Have students create their own relay activity with the beanbags and hoops.

Notes to Teacher
• Those students who are proficient skaters can be challenged by skating backward during the
relays.

• Students should start off slowly during Red Light, Green Light, speeding up once they become
more comfortable stopping and starting on ice.

Appendix
Unit 13 Appendix A: Locomotion Checklist

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UNIT 9 Outdoor Activities

Sub-Task #11 Skating Activities with a Partner

Facility
Arena or outdoor ice rink

Materials
Ice skates
Helmet and gloves are highly recommended
Appropriate clothing for outdoor arenas
20-30 beanbags

Description
Students perform pushing and pulling activities with a partner.

Expectation Code Learning Expectation

4p15 Perform the movement skills required to participate in lead-up

games, gymnastics, dance, and outdoor pursuits:
locomotion/travelling (e.g., sliding, gliding), manipulation (e.g.,
kicking, trapping), and stability (e.g., putting their weight on
different body parts).
4p28 Participates vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment using class discussion with students sharing examples.
• Teacher assessment of locomotion skills using locomotion checklist (Unit 13 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
• Students do jumping jacks and running on the spot in the change room prior to putting on
skates. 9
• Students skate to a circle and using gliding action go around each circle two times.

B) Skill Development
• Students do jumping jacks and running on the spot in the change room prior to putting on
skates.
• Students skate to a circle and using gliding action go around each circle two times.
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C) Skill Application
• While travelling around the arena with their partner, students explore different ways to move with
a partner, switching from pushing to pulling actions.
• Beanbag Shift. Students work with a partner. Half of the students work to bring beanbags into
the centre of the rink. The other half of the students carry beanbags to the sides of the rink.
Working with a partner, only one partner can carry a beanbag at a time. Students can take turns
with one partner resting while the other partner moves a beanbag, or if partners are comfortable
with pushing and pulling, one partner can push the other who acts as the “beanbag carrier.”
Students work to move as many beanbags as possible during a designated time.

D) Cool-Down/Wrap-Up
• With your partner, travel at different level around the ice and when you get to a circle one part-
ner follows the other around the circle. Gently stretch arms and legs.
• Ask students to share examples of their active participation during class. Ask students what their
participation looked like and sounded like.

Notes to Teacher
• Remind students to decrease speed as they approach the boards. Never use boards as turning or
end points.

• Remind students to listen to their partner and to be cautious when doing any pushing activity.
Students should stop immediately when partners indicate.

• Be aware of different skill levels. Some students may fall frequently and may not be comfortable
being pushed or pulled. Encourage students to choose to work with their partner without holding
on to their partner if they wish.

Appendix
Unit 13 Appendix A: Locomotion Checklist

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Movement Skills Recording Chart: Overhand Throw

TEACHER
Knowledge/Skill Category: Learning Expectation

Movement Skills • Perform the movement skills required to participate in lead-up games, gymnastics, dance,
and outdoor pursuits: locomotion/travelling (e.g., sliding, gliding), manipulation (e.g.,
kicking, trapping), and stability (e.g., putting their weight on different body parts).

• Throw a ball, both while stationary and while moving, using a one-hand overhand
motion to a partner or large stationary target, or pass (hand off) and receive an object
(e.g., relaying a baton).

Indicators Level 1 Level 2 Level 3 Level 4

• stand feet apart, facing target performs few of the skills sometimes performs the usually performs the consistently performs the
• rotate body slightly to throwing hand side of the body as described skills as described skills as described skills as described
• swing throwing arm back behind body
• ball/beanbag should be slightly higher than ear level rarely applies skill in sometimes applies skill in usually applies skill in consistently applies skill
• step forward on foot opposite to throwing arm other situations or activi- other situations or activi- other situations or activi- in other situations or
• rotate body to face target ties ties ties activities
• straighten throwing arm
• release ball above and in front of head
• swing throwing arm down and across the body to complete
the follow through

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UNIT Limited Space Activities

OVERVIEW
10 Duration
Description
8 Sub-Tasks

Students participate in activities that can be done in a limited space such as a classroom or corridor.
The focus of the unit is active participation with minimal space and equipment.

Sub-Task Title Expectation Code

1. Throwing and Volleying 4p18, 4p28

2. Listen and Repeat Actions 4p17, 4p36
3. Fine Motor Skills 4p28
4. Sprint and Balance 4p17, 4p28
5. Indoor Orienteering 4p26, 4p28
6. Manipulation Games 4p18, 4p28
7. Tons of Tag 4p28
8. Cooperative Goals 4p28

Assessment and Evaluation

A variety of assessment tools can be used throughout this unit. Some assessment strategies and tools
included are:
• Teacher assessment of active participation using a Participation Rubric.
• Teacher assessment of throwing skills using Movement Skill Recording Chart for Overhand throw.
• Teacher assessment of respectful behaviour toward others using “Respect” section of participa-
tion rubric.
• Teacher assessment of movement skills using locomotion checklist.
• Teacher assessment of participation using an Active Participation Recording Chart.
• Self-assessment of active participation using thumbs-up/thumbs-down assessment.
• Peer assessment of active participation using a participation target.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety guidelines.

• Students are able to move safely with and without equipment.

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• Students are able to use interpersonal skills to work in partners, small groups and on teams.

• Students are able to catch, while stationary, objects of various sizes and shapes using two hands
above and below the waist.

• Students are able to throw a ball overhead using two hands, while stationary, to a large target or
stationary partner.

Notes to Teacher
• Ensure that students do not run in the classroom and that all objects (desks, chairs, etc.) are
pushed out of the way.

• Many of the lessons can be done outside.

• Look for areas outside of your classroom that can be utilized for activities (libraries during free
time, atriums, foyers and portables).

• These lessons can be done throughout the year to support daily vigorous physical activity

Appendix
Unit 10 Appendix A: Desk Stretches

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UNIT 10 Limited Space Activities

Sub-Task #1 Throwing and Volleying

Facility
Classroom

Materials
Crumpled paper
Various targets (pencil cases, books, etc.)
Balloons

Description
Students throw and volley paper balls and balloons.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhead motion to a partner or a large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p28 Participates vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of active participation using a Participation Rubric (Grade 4 Appendix G).
• Teacher assessment of throwing skills using Movement Skill Recording Chart for Overhand Throw
(Unit 9 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
• 15 Seconds GO. Students do a variety of activities for 15 seconds as they warm up. Take five
seconds between activities to call out and briefly explain the next activity. Students walk on the
spot and roll shoulders during that five seconds. Activities could include: Running on the spot,
jumping jacks, hop on two feet, hop on one foot, one knee up, gluteal kicks, bend and reach.

10

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B) Skill Development
• In partners, students pass a crumpled paper ball back and forth to each other using one hand,
using both the dominant and non-dominant hand. Students provide each other with a target
(book, pencil case, chair), and to try and hit the target.
• Using paper balls, students try to volley the ball to a partner.

C) Skill Application
• Volley Balloon

Students remain seated at their desks and number themselves off as one or two. Each team
chooses a goal in the classroom, such as a blackboard, poster, desk, etc. The object of the game
is to keep the balloon up in the air by volleying it with one hand, toward their goal. Each time a
goal is scored that team receives one point and the balloon is tossed to start over.

D) Cool-Down/Wrap-Up
• Students march on the spot for 30 seconds, then slowly walk around the room for 30 seconds.
They return to their desks and walk on the spot for 30 seconds, stretching neck, arm, leg and
back muscles.
• Sitting at desks, students stretch upper arms. They stand and use chair backs to stretch quadri-
ceps and hamstrings. See Unit 10 Appendix A-Desk Stretches.

Extension

• Play with three or four balloons when playing balloon volleyball.

• Play with more than two teams. Each team has their own designated goal area.

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Notes to Teacher
• Remind the students to speed walk and be aware of objects and people when moving in the
classroom.

• After students have experienced some classroom activities, students may take turns calling out the
next activity for the warm-up.

Appendices
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 9 Appendix A: Movement Skill Recording Chart for Overhand Throw
Unit 10 Appendix A: Desk Stretches

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UNIT 10 Limited Space Activities

Sub-Task #2 Listen and Repeat Actions

Facility
Classroom

Materials
Music

Description
In the classroom, students develop listening skills and follow instructions to perform actions.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p36 Demonstrate respectful behaviour towards others in the group
(e.g., speaking kindly, refraining from hurtful comments,
acknowledging others’ ideas and opinions).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of respectful behaviour toward others using “Respect” section of participa-
tion rubric (Grade 4 Appendix H).
• Teacher assessment of movements skills using locomotion checklist (Unit 13 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
• With arms extended straight out, students move arms in small circular motions gradually
increase to large circular motions. Repeat in opposite direction. Repeat with one leg extended
and do circular motions with leg, first small then large. Repeat with other leg. Repeat with leg
and arm at the same time.

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B) Skill Development
• Grand Old Duke of York. Teacher leads the class by singing or speaking the following lines.
Students imitate the following actions, and repeat with increasing speed:
The Grand Old Duke of York (Stand tall with broad chest)
He had ten thousand men, (Hold up 10 fingers)
He led them up to the top of the hill, (Walk fingers high above head)
And led them down again. (Walk fingers down to the floor)
And when they were up they were up, (Walk fingers high)
And when they were down they were down, (Walk fingers down)
And when they were only halfway up, (Walk fingers to waist level)
They were neither up nor down. (Walk fingers high then low quickly)

• Repeat with students standing each time the word “up” is said, and sitting each time the word
“down” is said.

C) Skill Application
• Action Spelling. Students receive a vocabulary word and spell it out loud as a class. Each time
they say a vowel, all students do an action:
• A - touch toes
• E - stride jump
• I - knee bend
• O - knee lifts – each leg
• U - jump on spot
• My Bonnie Lies Over the Ocean. Students start by sitting on a chair. Teacher leads the class in
the song. When a word that starts with the letter “B” is sung , everyone stands. When the next
word with the letter “B” is sung, everyone sits down. Continue the pattern.
Repeat, increasing the speed of the song.
My Bonnie lies over the ocean, (stand)
My Bonnie lies over the sea, (sit)
My Bonnie lies over the ocean, (stand)
Oh, bring back my Bonnie to me! (sit, stand, sit)
Bring back, bring back, (stand, sit, stand, sit)
Oh, bring back my Bonnie to me, to me, (stand, sit, stand)
Bring back, bring back, (sit, stand, sit, stand)
Oh, bring back my Bonnie to me. (sit, stand, sit)

D) Cool-Down/Wrap-Up
• Using a chair for balance, find a static stretch and hold. Students walk slowly around the class-
room being careful not to touch a chair or desk. On a signal, hold another static stretch, using a
desk for balance.

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Extension

• Substitute math questions for Action Spelling and call it Action Math. (E.g., Give students a math
question, and if the answer ends in an even number then touch toes, etc.)

• For Action Spelling, skip consonants and say only vowels when spelling a word.

• Divide class into different groups and give each group a vowel and an action. Challenge students
to spell words as quickly as possible with student in each group listening for “their” vowel.
Change vowels and actions for variety.

Notes to Teacher
• Remind the students to speed walk and be aware of objects and people when moving in the
classroom.

Appendices
Grade 4 Appendix H: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 13 Appendix A: Locomotion Checklist

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UNIT 10 Limited Space Activities

Sub-Task #3 Fine Motor Skills

Facility
Classroom

Materials
Music

Description
Students work on developing fine motor skills by moving the hands and feet.

Expectation Code Learning Expectation

4p28 Participates vigorously in all aspects of the program (e.g., lead-

up games, creative dance)

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Peer assessment of active participation using a participation target (Grade 4 Appendix O-1).

Teaching/Learning Strategies

A) Warm-Up
• Students jog on the spot to the music, and when the music stops they freeze and hold a position.
While students are frozen, designate the next kind of activity, e.g., jumping jacks, moving around
the room without touching anyone or anything, punching to the ceiling, knee lifts. Each time the
music starts, the students move in a different way. Challenge students to freeze in a different way
each time the music stops.

B) Skill Development
• Sitting at desks, students perform a number of fine motor activities.
• Spider Walk. Place fingers on desk and hold elbow high, spread fingers out and draw them in
to make a spider.
• Fly. Thumb and baby finger extended, other three fingers remain on desk and move as the body
of the fly.
• Cricket. Thumb and baby finger cross and rub behind other three fingers, three front fingers
walk along. 10

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• Mosquito. Middle finger down is projected forward and wiggles up and down while other four
fingers squeeze together and wiggle along.
• Side Winder. Feet flat on the floor, move toes to the left with heel in same spot then move heel
to the left with toes in same spot, continue with both feet in same direction. Change directions.
• Challenge students to create different animals and movements that they can do while seated.

C) Skill Application
• Clap, Snap and Tap. Play a catchy piece of music. Create a sequence of fine motor actions from
previous activities in Skill Development. Add claps, snaps and taps. Students try to repeat
sequences and teach a partner.
• Rainstorm. Students create the sounds of a rainstorm with their hands and feet. Actions travel
around the classroom in a wave (i.e., students don’t start the action at the same time, they wait
until the person in front of them has begun the action before joining in).
• Fingertips tapping together.
• Quiet snapping.
• Loud snapping.
• Hands rubbing.
• Hands clapping softly.
• Hands clapping loudly.
• Feet stomping and hands clapping.
• Storm builds until all are stomping then the storm gradually subsides in reverse order. Repeat
with different sections of the room being responsible for certain actions.

D) Cool-Down/Wrap-Up
• Students move body parts in time to the music. Call out body parts and students move them slow-
ly, rolling shoulders, stretching arms and kicking legs.
• Students assess their participation at stations using a participation target posted on the wall.
Students place their names on a sticky note and post it on the part of the target that reflects their
participation. Ask students to provide reasons for their decisions.

Extension

• Partners joint together to form small groups to develop a pattern of movement using snaps, claps
and taps to the music. Select groups to demonstrate to the class.

• For Spider Walk, students can perform a different movement with each hand (e.g., a fly with one
hand, a cricket with the other).

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Notes to Teacher
• Asking students to provide reasons for their decisions when assessing their own participation
helps to clarify the criteria and indicators for assessment. Discussing indicators clarifies the tar-
gets for both students and teachers.

Appendix
Grade 4 Appendix O-1: Participation Target

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UNIT 10 Limited Space Activities

Sub-Task #4 Sprint and Balance

Facility
Classroom with chairs and desks pushed aside, or corridor

Materials
Masking tape
Skipping ropes (one per group)
Music

Description
Students travel at different speeds and practise balancing skills.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p28 Participates vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of movements skills using locomotion checklist (Unit 13 Appendix A).
• Teacher assessment of participation using an Active Participation Recording Chart (Grade 4
Appendix K).

Teaching/Learning Strategies

A) Warm-Up
• Students travel around the room and watch for the teacher’s signal to transform their movements
into various objects or animals, such as butterfly, windmill, popcorn, swing, bicycle, etc.
• Students respond to signals for activities on the spot: march, swing arms, run, skip, hop with two
feet, hop forward and backward, etc.

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B) Skill Development
• Students travel about the room to music at a variety of levels. When the music stops, they freeze
and maintain a new balance position.
• Students work with a partner to develop a sequence of travelling at different levels and in differ-
ent directions. Share sequence with the rest of the class.

C) Skill Application
• 4-Metre Sprint.

Students line up one behind the other in small groups, standing behind a 4-metre line of masking
tape on the floor. On signal, the first person travels along the masking tape as fast as they can
moving heel to toe. They walk, with the heel of their foot touching the previous toe with each
step. When students get to the end of the tape line, they jump rope ten times then move to the
end of their line and sit down.
• One-Foot Hop. Students repeat above activity replacing heel to toe with one-foot hops along the
tape.
• One-Foot Hop and Balance. Mark off 1-metre intervals on the masking tape line. Students hop
the 4-metre sprint course. At each metre interval, they stop and balance on one foot for five sec-
onds.

D) Cool-Down/Wrap-Up
• Students travel about the room walking in slow motion. On a signal, they pretend to be an ice
cube melting in hot weather, slowly lowering their bodies to the floor.
• Stretch leg and arm muscles (see Grade 4 Appendix A).
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Extension

• This lesson can take place outside, or in the gymnasium. Expand the distances of the sprints.

• Students can make suggestions for other “4-Metre Sprint” challenges, e.g., giant step walking,
walking sideways, one-foot hopping.

Notes to Teacher
• Ensure that all desks and chairs are out of the way during activities.
• Use small groups for the 4-metre sprints so students have several turns.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix K: Active Participation Recording Chart
Unit 13 Appendix A: Locomotion Skills

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UNIT 10 Limited Space Activities

Sub-Task #5 Indoor Orienteering

Facility
Classroom and corridor

Materials
20-30 controls
Map of classroom with controls shown
Scorecard

Description
Students read a map of the classroom, find controls and perform fitness tasks.

Expectation Code Learning Expectation

4p26 Demonstrate a variety of interpersonal skills (e.g., playing fair-

ly, cooperating, behaving respectfully).
4p28 Participates vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment of active participation using thumbs-up/thumbs-down assessment.
• Teacher assessment of interpersonal skills using social skills rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• 30 Seconds GO. Students do a variety of activities for 30 seconds as they warm up. Take five
seconds between activities to call out and briefly explain the next activity. Students walk on the
spot and roll shoulders during that five seconds. Activities could include: Running on the spot,
star jumps, jump and twist, alternate knee lifts, heel touches, lunge jumps.

B) Skill Development
• Classroom Orienteering. Students receive maps of the classroom with controls (checkpoints
or stations) indicating location in the room. Students travel throughout the classroom looking for
the controls. 10

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• When they find the controls they record the activity on their scorecard and go out into the corri-
dor or open space in the classroom and complete the activity (balance using one body part, 20
sit-ups, etc.) before looking for the next control.
• Students should discreetly replace the control for someone else to find.

C) Skill Application
• Standing next to their desks, students stretch up high and slowly curl their bodies into a ball.
• Students try to make their bodies as small as possible, wide, narrow, tall.
• While students are stretching, they assess their safe participation in class by holding their thumbs
up or down. Students may hold their thumbs between up and down. Ask students to give reasons
for their rating.

D) Cool-Down/Wrap-Up
• Students travel about the room walking in slow motion. On a signal, they pretend to be an ice
cube melting in hot weather, slowly lowering their bodies to the floor.
• Stretch leg and arm muscles (see Grade 4 Appendix A).

Extension

• Controls can be set up in library (with permission of the librarian), atrium, unused portable or
any other free space in the school.

• Students can create their own courses, maps and exercises.

Notes to Teacher
• When working in the hall, students need to be aware of other classes and work quietly.

• Activities to be posted at each control could include: 10 jump and wall touches, wall sit (sit in a
position like sitting in a chair with back against wall) for 30 seconds, 10 modified push-ups
(with knees on the ground), 15 leg raises (lying on side) for each leg, 20 heel pushes (on hands
and knees, push heel up, extending leg), 15 leg lifts (on hands and knees – lift each leg to the
side 15 times), lunge stretch (hold for 15 seconds each leg).

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 10 Limited Space Activities

Sub-Task #6 Manipulation Games

Facility
Classroom and corridor

Materials
Markers for defining playing area
Beanbags

Description
Students develop a game for a small space that involves throwing and receiving.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhead motion to a partner or a large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p28 Participates vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment of active participation using thumbs-up/thumbs-down assessment.
• Teacher assessment of interpersonal skills using social skills rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Working with a partner have one person lead in a series of warm-up exercises that can be done
in a small space (e.g., shoulder rolls, marching on the spot, reach for the sky and touch the
ground, waist twists, jump and turn, knee lifts), while the partner follows. Change partners and
repeat.

B) Skill Development
• Stationary Toss.
With a partner, use tape or Popsicle sticks to outline a 2 metre square area of space. Staying
within the space with feet stationary, students find as many ways as possible to pass the beanbag 10
to each other. Share with the class.

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• Stationary Toss.

C) Skill Application
• Students design a game with a partner in the 2 metre square that involves tossing the beanbag in
a way that makes it difficult for a partner to catch. Explain the rules and share with the class.
Encourage students to be creative and to develop games that challenge each other. The games
may involve using non-dominant hand, changes of speed, modified boundaries, a clap after
catching or touching the ground after each throw.

D) Cool-Down/Wrap-Up
• Students travel around the classroom. On the teacher’s signal, they stop and stretch a body part,
and continue selecting various body parts to stretch.

Extension

• This activity take place outside and the boundaries can be made larger.

Notes to Teacher
• Encourage the students to think about the games and explain any modifications that they have
made.

• Remind students to be aware of objects and people and move carefully when moving in and
around markers

Appendix
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 10 Limited Space Activities

Sub-Task #7 Tons of Tag

Facility
Classroom (move desks and chairs to the side) or corridor.

Materials
Balloons
Music
Scrap paper
Deck of playing cards

Description
Students play a variety of tag games that can be done with and without equipment in a limited
space.

Expectation Code Learning Expectation

4p28 Participates vigorously in all aspects of the program (e.g., lead-

up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Students self-assessment of active participation using a thumbs-up/thumbs-down assessment.

Teaching/Learning Strategies

A) Warm-Up
• Students perform a variety of cardiovascular warm-ups to music. Teacher calls out warm-up
activity for students (10 lunges left, 10 two-foot hops, 10 stride jumps, etc.). Remind students to
begin slowly and gradually increase intensity as they warm up.

B) Skill Development
• Ball Balance. Students remain seated in their desks with a recycled paper ball on their desk.
Designate five students at a time to throw their balls. Students throw their balls and try to get
their ball to land on another desk without it bouncing off. After all students have had a turn to
throw, move through the sequence again with students taking more turns. Encourage the students
to challenge themselves, trying to get their ball to land on a desk that is far away. When retrieving
the balls that land on the floor, students should use their feet and hands and stretch to get the
balls without leaving their seats. Students cooperate to pass the balls to each other so that all
10
have a ball to begin the second round.

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• Wink Tag. Using a regular deck of cards, the teacher deals out one card to each student. The
ace of spades is identified as the “It” card. Whoever gets this card is “It” and must tag someone
by ‘winking’ at that person without anyone else seeing the wink. The person who is tagged must
wait 10 seconds then jump up by their desk and do 10 jumping jacks or push-ups. The rest of
the class tries to guess who is “It.” If someone guesses incorrectly they too must to 10 jumping
jacks or push-ups. Game continues until “It” is caught or three minutes is up.
• Deal the cards again and repeat Wink Tag, changing jumping jacks to another activity, such as
knee bends, hopping on one foot, etc. Students may suggest the activity or choose from a variety
of choices.

C) Skill Application
• Couch Potato Tag.

One student is designated as a Couch Potato “It.” If tagged by the Couch Potato, the student who
is tagged pretends to be sitting on a couch by bending legs and holding hands out as if playing a
video game. To free the couch potato, another player performs three active movements, such as
jumping jacks, hopping, sit-ups, etc. Remind students to move carefully around people and
objects. Students should speedwalk when moving.

D) Cool-Down/Wrap-Up
• Life Cycle Cool Down. Students pretend that they are a seed of a maple tree going through the
stages of development (seed pushing through soil, growing tall, developing leaves and branches,
waving in the wind, leaves falling to the ground, drying up and returning to the earth).
• Students stretch muscles while sitting on the floor.
• While students are stretching, they assess their safe participation in class by holding their thumbs
up or down. Students may hold their thumbs between up and down. Ask students to give reasons
for their rating.

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Extension

• Invite the students to create a new tag game, keeping safety in mind.

Notes to Teacher
• When playing tag games, students speed walk. Make sure all hazards are pushed out of the way.
Challenge students to move within their own “dome,” not touching any other people or objects.

• Students can brainstorm a variety of cardiovascular activities that can be done on the spot. List
these on flip chart or on the blackboard and choose from this list for the warm-up activity.

10

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UNIT 10 Limited Space Activities

Sub-Task #8 Cooperative Goals

Facility
Classroom with desks pushed to the side

Materials
Music
Stopwatch
2 or 3 balloons
2 or 3 beach balls

Description
Students work cooperatively to achieve a shared goal.

Expectation Code Learning Expectation

4p28 Participates vigorously in all aspects of the program (e.g., lead-

up games, creative dance).

Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment of active participation using a target.

Teaching/Learning Strategies

A) Warm-Up
• Play music, and have a group of 2-3 students lead the class in a series of warm-up activities such
as jumping jacks, lunges, scissor jumps, etc.

B) Skill Development
• Partner Pull-Up. Students sit back to back with a partner. Together, they attempt to rise by
pushing against each other with their backs. Encourage partners to communicate to find a way to
succeed.

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C) Skill Application
• Toothpaste. Students move about the area to the beat of lively music. When the music stops, the
teacher directs, “Get into groups with people who use the same toothpaste as you.” Students call
out their toothpaste and find the rest of the people who use the same kind. The next time the
teacher may call out “cereal” or “musical groups” and so on. Call out different ways of moving
as students mix, e.g., knees up, arms above head, twisty walk, skipping.
• Barnyard Animals. Students are assigned a “secret” barn animal. On signal, students travel
around the room making the noise of that animal and searching for other animals of the same
kind.
• Cooperative Keep It Up. Students work to keep one, two, and then three balloons up in the air
in a variety of ways. Students can work to keep it up when seated at their desks, when standing
with feet stationary and when moving. Encourage students to set a group goal then to identify
what things they can do to help achieve that goal (e.g., call “mine” before hitting the ball, trying
to hit the balloon upward, hitting the balloon gently, warning others when the balloon is in their
area).

D) Cool-Down/Wrap-Up
• While sitting at their desk, students warm down by doing some shoulder rolls and shrugs. Twist
upper body to the left then right. Bend over and touch the floor, stretch legs out and touch toes.
Repeat.
• Students assess their participation at stations using a participation target posted on the wall.
Students place their names on a sticky note and post it on the part of the target that reflects their
participation. Ask students to provide reasons for their decisions.

Extension

• Cooperative Keep It Up. Do the activity using beach balls instead of balloons. It will be more
challenging because the balls are heavier.

• Put some water in the beach ball to create a different challenge. The movement will not be pre-
dictable.

Notes to Teacher
• Emphasize the skills required to work together, such as supporting each other, using positive
comments, and accepting the ideas of others. Ask students for examples of things they can do
which may help them work together in the gymnasium and when doing other activities.

Appendix
Grade 4 Appendix O-1: Participation Target
10

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Desk Stretches

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Movement Exploration
Unit Title
11 Moving and Balancing . . . . . . . . . . . . . . . . 385
12 Mats and Benches . . . . . . . . . . . . . . . . . . . . 401
13 Combining Skills in Sequence . . . . . . . . . . . 415
14 Creative Movement with Equipment . . . . . 435
15 Creative/Interpretive Dance . . . . . . . . . . . . 463
16 Traditional Dance . . . . . . . . . . . . . . . . . . . . 481

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UNIT Moving and Balancing

OVERVIEW
11 Duration
Description
5 Sub-Tasks
11
Students develop balancing skills through strength and endurance tasks. Students explore and com-
bine locomotion/travelling skills incorporating small equipment and a variety of pathways and lev-
els.

Sub-Task Title Expectation Code

1. Isolations and Weight-Bearing Challenges 4p20, 4p32

2. Isolations and Balances 4p20, 4p27, 4p36
3. Fitness Locomotion 4p17, 4p23, 4p27
4. Exploring Pathways 4p17, 4p28
5. Pathways and Speed 4p17, 4p26

Assessment and Evaluation

A variety of assessment strategies may be used in this unit. Some assessment strategies and tools
included are:
• Teacher diagnostic assessment of safe balances using an anecdotal recording observation record-
ing chart with a Movement Skill Recording Chart.
• Teacher assessment of weight bearing movement skills using an anecdotal recording observation
recording chart with a Movement Skill Recording Chart.
• Teacher assessment of respectful behaviour using a social skills rubric.
• Teacher assessment of travelling skills using locomotion checklist.
• Teacher assessment of attention to safety procedures using safety rubric.
• Teacher assessment of vigorous participation using participation rubric.
• Teacher assessment of locomotion/travelling skills locomotion checklist.
• Student self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
• Student self-assessment of active participation using a participation target.
• Student self-assessment of demonstration of interpersonal skills using peer discussion.
• Peer assessment of muscle strength and endurance knowledge using peer discussion.
• Peer assessment of travelling skills using partner feedback.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.

• Progression of movement skills introduced in Grade 3.

• Students should be able to balance in different positions, using different body parts and levels.

• Students should be able to move their bodies in various ways.

Notes to Teacher
• All jewelry of any kind should be removed when participating in this unit.

• Ensure students have sufficient warm-ups and cool-downs because they are moving their bodies
in unique ways and need to be limber. Students work on flexibility improvement during cool-
downs. Students should stop a stretch if they are unsure of the position or if it hurts. Students will
exhibit varying degrees of flexibility. As they progress through these lessons, they should focus on
individual improvements.

• Allow all students to work at their own level and be vigilant to prevent one student from pressur-
ing another into trying skills or activities for which he/she is not ready.

• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 38-40) for student
safety contract self assessment tool and grip, hang, and swing skills task cards and rubric.

Appendix
Unit 11 Appendix A: Pathway Cards

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UNIT 11 Moving and Balancing

Sub-Task #1 Isolations and Weight-Bearing

Challenges 11
Facility
Gymnasium or outdoors on grass

Materials
4 x 4 floor mats spread around the gymnasium (ideally one for every two people).

Description
Perform directed skills in a variety of static positions and recognize the strength and endurance
required to complete the tasks.

Expectation Code Learning Expectation

4p20 Balance safely in a variety of static positions.

4p32 Recognize that muscle strength and endurance increase with
exercise and physical activity.

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher diagnostic assessment of safe balances using an anecdotal recording observation record-
ing chart (Grade 4 Appendix N) with a Movement Skill Recording Chart (Grade 4 Appendix J-1).
• Peer assessment of muscle strength and endurance knowledge using peer discussion.

Teaching/Learning Strategies

A) Warm-Up
• Statue Tag. 6-8 students are runners, other students hold static balances as “statues.” Runners
find a spot to stand behind any statue. The statue in front now becomes the runner. Students
begin with speedwalking and increase speed as they warm up. Ensure that all students have 2-3
turns to be runners.

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B) Skill Development
• Weight bearing using isolation of body parts. Direct the students to:
• Take weight on a large part of their body.
• Take weight on many different big parts of their body.
• Take weight on a small part of their body.
• Take weight on many different small parts of their body.
• Take weight on a large part and then on a small part of their body.
• Take weight on a small part and then on a large part of their body.
• Give students time to experiment with each isolation and share their ideas with the class.

C) Skill Application
• Students choose 3-5 of the positions and put them into a sequence (e.g., V-sit to crab sit, to lying
on side, to standing on two feet). Encourage students to use positions that combine large and
small body parts and different body parts in their sequence.

D) Cool-Down/Wrap-Up
• Tightening Body Parts. Standing or sitting, students tighten one arm, then both arms, one leg,
then both legs, then the whole body. Teacher may test to see how tight the body part is by trying
to move it.
• Students stretch with a partner and discuss examples of physical activities that can be used to
improve muscle strength and endurance

Extension

• Play background music and ask the students to demonstrate their sequences, half the class at a
time, or in small groups

Notes to Teacher
• Other terms that can be used for “large and small” body parts are “points and patches.”

• Use specific terms to describe weight bearing activities: e.g., large parts/patches: lower leg, upper
leg, torso, lower arm, buttocks; small parts/points: hands, feet, knees, elbows, head.

Appendices
Grade 4 Appendix J-1: Movement Skill Recording Chart
Grade 4 Appendix N: Anecdotal Observation Recording Chart

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UNIT 11 Moving and Balancing

Sub-Task #2 Isolations and Balances

Facility
Gymnasium or outdoors on grass
11
Materials
Mats
Beanbags
Music

Description
Students perform balancing positions with a peer, demonstrating respectful behaviour and following
safety procedures.

Expectation Code Learning Expectation

4p20 Balance safely in a variety of static positions.

4p27 Follow safety procedures related to physical activity, equip-
ment, and facilities.
4p36 Demonstrate respectful behaviour towards others in the group
(e.g., speaking kindly, refraining from hurtful comments,
acknowledging others’ ideas and opinions).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of weight-bearing movement skills using an anecdotal recording observation
recording chart (Grade 4 Appendix N) with a Movement Skill Recording Chart (Grade 4
Appendix J-1).

• Teacher assessment of respectful behaviour using a social skills rubric (Grade 4 Appendix H).

• Student self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.

Teaching/Learning Strategies

A) Warm-Up
• Animal Walk. Students find a space in the gymnasium to move like an animal in a variety of
ways: e.g., lame dog, bear, bunny/frog, crab, wobbly spider, alligator, chicken, seal, cat, inch-
worm, mouse. Students alternate between moving as any animal and moving as a type of animal
that is designated and called out. Students gradually increase the speed of their movement as they
warm up.
• Remind students that you will be observing and assessing their respectful behaviour.

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B) Skill Development
• Review isolation skills from Sub-Task #1.

• Students place the beanbag on a large body part and travel along the floor. They place the bean-
bag on a small body part and travel along the floor.

C) Skill Application
• Students to work in partners. One person take weight on a large body part and the other on a
small body part.
• They pass the beanbag to and from each other using different body parts. They travel on the same
body part as partner, and then travel on different body parts.

D) Cool-Down/Wrap-Up
• Students do a variety of stretching exercises while sitting or standing: shoulder shrugs, arm cir-
cles, hug yourself, four leg stretches, calf stretch, partial sit-ups and wall push-ups.
• Students self-assess their attention to safety procedures using a thumbs-up/thumbs-down rating.
Students may rate themselves between up and down. Ask students the reasons for their ratings.

Extension

• Students practise moving and balancing while using different apparatus such as hula hoops or
small utility balls.

Notes to Teacher
• Allow students time to share their ideas with small groups to assist students in visualizing the
movements in a non-threatening way.

• Asking students to provide reasons for their decisions when assessing their own attention to safe-
ty helps to clarify the criteria and indicators for assessment. Discussing indicators clarifies the
targets for both students and teachers.

Appendices
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix J-1: Movement Skill Recording Chart
Grade 4 Appendix N: Anecdotal Observation Recording Chart

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UNIT 11 Moving and Balancing

Sub-Task #3 Fitness Locomotion

Facility
Gymnasium
11
Materials
Balls
Beanbags
Hoops
Skipping ropes
Scoops
Scarves (if available)
Music

Description
Students explore and combine locomotion/travelling skills as part of improving their physical fitness
and safely incorporating small equipment, speed, and levels.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p23 Participate on a regular basis in physical activities that main-
tain or improve physical fitness (e.g., tag games).
4p27 Follow safety procedures related to physical activity, equip-
ment, and facilities.

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of travelling skills using locomotion checklist (Unit 14 Appendix A).

• Teacher assessment of attention to safety procedures using safety rubric (Grade 4 Appendix I).

• Student self-assessment of active participation using a participation target (Grade 4 Appendix O-

1).

Teaching/Learning Strategies

A) Warm-Up
• Jumping Running Exercises. Begin with slower exercises and gradually increase speed as stu-
dents warm up.
• Run/Jump/Hop on the Spot. Use music as a signal to start and stop each new movement.
Signal students to go as fast as they can, then as slowly as they can, and then at a medium speed.
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B) Skill Development
• Direct students to walk freely using all the floor space. Ask them if they have used all of the avail-
able space. Give the following directions:
• Jog around the space.
• Run around the space.
• Roll around the space (log rolls or egg rolls, not front or back rolls).
• Hop around the space.
• Skip around the space.
• Students repeat these movements using half the gymnasium, then in one quarter of the gymnasi-
um, and then in their own space.

C) Skill Application
• Ask students to start at one of six stations set up around the room.
• When the music starts, students take a piece of equipment and experiment with it, exploring in
their own space at that station.
• They practise using their hands, head, back and feet to manipulate the equipment.
• They try bouncing, rolling, throwing and catching the equipment in their own space.
• They put three movements together.
• Allow students 2-3 minutes to explore each station and share movement ideas with the class.
Select groups of students to demonstrate combinations of moves with and without apparatus
(e.g., hop, skip, run in a circle, or roll, bounce, throw the ball).

Station 1 Station 2 Station 3 Station 4 Station 5 Station 6

hula hoops small rubber balls ribbons or scarves beanbags skipping ropes scoops

D) Cool-Down/Wrap-Up
• Lead students in a series of stretches to cool down and work on flexibility (Grade 4 Appendix A).
• Students assess their participation at stations using a participation target posted on the wall. They
place their names on a sticky note and post it on the part of the target that reflects their partici-
pation. They provide reasons for their decisions.

Extension

• Students share a piece of apparatus with a peer and put together three moves in sequence.

Notes to Teacher
• During the lesson, emphasize the importance of students finding “their own space.” This pro-
motes active and safe participation.

• Make sure class is aware of boundaries or spaces they must work within.

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Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix O-1: Participation Target 11
Unit 14 Appendix A: Self/Peer Assessment

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UNIT 11 Moving and Balancing

Sub-Task #4 Exploring Pathways

Facility
Gymnasium

Materials
Activity cards (81/2 x 11)
Markers
Pencils
Music and lyrics for “BINGO”

Description
Participate in creating and demonstrating different pathways of locomotion.

Expectation Code Learning Expectation

4p17 Combine locomotion/ travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances and cooperative games).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Peer assessment of travelling skills using partner feedback.

• Teacher assessment of vigorous participation using participation rubric (Grade 4 Appendix G).

Teaching/Learning Strategies

A) Warm-Up
• Bingo Warm-Up. Student skip or jog around the gymnasium to the song “Bingo.” As the dog’s
name is spelled, students assume the following body shapes:
• B = stretched high and tall.
• I = spread wide.
• N = as low as possible while still on feet.
• G = lying down on stomach.
• O = roll over on back, and then students get up and start skipping again.

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B) Skill Development
• Pathways.

11

Review with students a variety of pathways they can use to move around the gymnasium (e.g.,
straight, curved, zigzag, circle). Divide the students into two groups placing each group at oppo-
site ends of the gymnasium. Ask each group to walk/hop/skip/run to the other end of the gymna-
sium using:
• Shortest route.
• The longest route.
• A zigzag route.
• A circle route.
• Allow each group to experience each pathway a number of times. Select a few students to demon-
strate their pathway.
• Partners provide feedback for each other on their pathways and students work on creating new
and different pathways.

C) Skill Application
• In partners, students play Follow the Leader, being sure to use all of the different pathways.
Partners switch roles.
• Using words or drawings, students make various pathways on activity cards (three each).
Students try their partner’s pathway. See sample cards (Unit 11 Appendix A).
• Use activity cards with specific pathways marked on them. Students memorize the sequence and
try to repeat it on the floor. The other student checks to see if the pattern matches the card.
• Allow students enough time to complete 3-5 activity cards each.

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D) Cool-Down/Wrap-Up
• Half of the students demonstrate their pathways for the class.
• The other half demonstrate one of the pathways they just saw.
• Students hold stretches while observing.

Extension

• Use different colours and textures in art to represent each pathway.

Appendices
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 11 Appendix A: Pathway Cards

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UNIT 11 Moving and Balancing

Sub-Task #5 Pathways and Speed

Facility 11
Gymnasium

Materials
Music for warm-up (optional)
Mats
Drum

Description
Students explore moving in a variety of directions using different pathways and levels. Stopping in a
controlled manner will be emphasized to allow them to safely transfer from fast to slow speeds or
from high to low levels.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances and cooperative games).
4p26 Demonstrate a variety of interpersonal skills (e.g., cooperating,
behaving respectfully).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of locomotion/travelling skills locomotion checklist (Unit 13 Appendix A).

• Student self-assessment of demonstration of interpersonal skills using peer discussion.

Teaching/Learning Strategies

A) Warm-Up
• Follow the Teacher. Lead the class in warm-ups by moving around the gymnasium in various
directions and pathways. While travelling, gently move various body parts (shoulder rolls, arm
swings) through their range of motion.

B) Skill Development
• Review the pathways explored in the previous lesson (curved, zigzag, straight, spiral, twisting,
symmetrical).
• Students begin in scatter formation and move through the gymnasium. Call out a variety of path-
ways, directions, and speeds. On a signal, they stop in a controlled manner, with knees bent and
front foot planted firmly on the ground.

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• Beat a drum to signal the speed. Students move accordingly (one beat for slow, two beats for
medium, and three beats for fast) in the direction and using the pathway as instructed.
• Students choose directions and pathways together that fit the speed of the drum (e.g., curved and
backwards for slow, zigzag and forward for fast, straight and sideways for medium).
• The longest route.
• A zigzag route.
• A circle route.
• Allow each group to experience each pathway a number of times. Select a few students to demon-
strate their pathway.
• Partners provide feedback for each other on their pathways and students work on creating new
and different pathways.

C) Skill Application
• Students work with a partner. Each partner chooses a pathway, direction, and speed. Students put
the two combinations together showing controlled stops after each move. Repeat the combination
two to three times. Select partners to demonstrate to the class. The class repeats the sequence to
the beat of the drum. Select several pairs of students to demonstrate to show a wide variety of
moves.
• Give student time to try putting three different combinations together. Allow students enough time
to explore and combine moves.

D) Cool-Down/Wrap-Up
• Students travel through the gymnasium space. On a signal they stop, freeze in a shape and then
gradually melt to the ground. Repeat.
• Students stretch and discuss with a partner examples they observed of good interpersonal skills
demonstrated during class (e.g., giving positive feedback to each other, taking turns, showing
appreciation for the efforts of others).

Extension

• Each student has a rope. Direct students to make a curved line with the rope on the floor.
Students walk along the rope. They extend an invisible curved line from the end of the rope and
continue to follow the curved line. When the students come to another rope, they follow the new
curved line.

Notes to Teacher
• Emphasize self-assessment and have students encourage each other as they work together.

Appendix
Unit 13 Appendix A: Locomotion Checklist
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Pathway Cards

Use cards as samples. Copy blank card for students to create their own pathway cards.

Pathway Card

Pathway Card

Pathway Card

Pathway Card

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UNIT Mats and Benches

OVERVIEW
12 Duration
Description
4 Sub-Tasks

Students set goals for themselves, and concentrate on controlling movements, following safety pro-
cedures, and combining locomotion and balancing skills in a simple sequence.

Sub-Task Title Expectation Code

12
1. Locomotion and Rotations 4p16
2. Take-Offs and Landings 4p16, 4p28
3. Jumps and Shapes 4p16, 4p22, 4p27
4. Travelling and Balancing on Benches 4p20, 4p27

Assessment and Evaluation

A variety of assessment strategies may be used in this unit. Some assessment strategies and tools
included are:
• Teacher diagnostic assessment of use of movement skills to move safely in the gymnasium, using
and anecdotal recording chart.
• Teacher assessment of use of movement skills to move safely in the gymnasium, using a locomo-
tion checklist.
• Teacher assessment of attention to safety procedures using safety rubric.
• Teacher assessment of active participation using the readiness to participate section of the partic-
ipation rubric.
• Teacher assessment of jumping and landing control using a movement skill recording chart with
indicators from the lesson.
• Student self-assessment of attention to safety procedures, using a target.
• Peer assessment to assess for balance in static positions using a Movement Skill Rubric.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.

• Students need to have a sense of direction and awareness of their own body in space.

• Students need to understand the importance of moving safely around equipment.

• Knowledge of working with others toward simple goals.

Notes to Teacher
• Allow students to discover their level of confidence in trying new skills by introducing them indi-
vidually and then combining them together as they feel ready.

• Ensure warm-ups and cool-downs are adequate because students are moving their bodies in
unique ways and need to be limber. Students work on flexibility improvement during cool-downs.

• Give students time to repeat and practise skills. The students set a goal for each lesson, assess
their achievement of that goal and reset goals as they proceed.

• Emphasize body alignment and proper form when introducing jumps and static positions.

• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 38-40) for student
safety contract self assessment tool and grip, hang, and swing skills task cards and rubric.

Appendices
Unit 12 Appendix A: Movement Skills Rubric Holding Static Positions
Unit 12 Appendix B: Bench/Beam Station Cards

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UNIT 12 Mats and Benches

Sub-Task #1 Locomotion and Rotations

Facility
Gymnasium

Materials
4 x 4 mats
Folding landing mat 12
Three benches upside down, 1 bench right side up
Music

Description
The students are challenged to move along the floor and on apparatus in various directions and lev-
els, working to achieve a goal.

Expectation Code Learning Expectation

4p16 Demonstrate the principles of movement in acquiring and then

beginning to refine movement skills (e.g., combining directions
and levels in sequence).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher diagnostic assessment of use of movement skills to move safely in the gymnasium, using
and anecdotal recording chart (Grade 4 Appendix N).

Teaching/Learning Strategies

A) Warm-Up
• Students move to music, gradually increasing speed and moving joints through their range of
motion.
• Challenge students to use different pathways and to move in different ways each time the music
starts and stops

B) Skill Development
• In a clear area of the gymnasium, students practise combinations of walking and turning move-
ments on the floor.
• Students find a line on the floor making sure they have lots of room in front and behind them.
• Placing one foot in front of the other, they try a half pivot turn at a high level making sure to turn
on the balls of the feet. (One foot starts in front of the other, go up on the balls of the feet, turn
to face the opposite direction while remaining on the balls of the feet.)

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• They try this pivot turn at a low level and at a medium level.
• Students put together a series of pivot turns at all three levels with 2-3 steps in between.

C) Skill Application
• Students take turns walking on the equipment (bench or beam) forward, sideways, crossover
step, backwards. Each person travels to one end of the equipment and then changes direction.
• Using a pivot, students turn at a high, medium, or low levels. They walk back to the other end
and dismount from the bench with a small jump forward onto a mat.
• Using three different directions, students develop a short sequence of walks and pivots starting at
one end of the bench and moving to the other with a safe dismount.

D) Cool-Down/Wrap-Up
• Stretch Add-On. Demonstrate a stretch for students to imitate and hold. Continue, adding new
stretches, and repeating the stretches already done so that students follow a series of stretches.
Encourage students to remember the order of the movements.

Extension
• Once students are comfortable balancing and walking on benches, they can experiment with hop-
ping. Start with a two-foot hop. Challenge students to come up with new ways of hopping and
leaping on the benches.

Notes to Teacher
• Use small groups so that lines are avoided wherever possible. If enough benches are not avail-
able, groups can take turns working on lines while waiting for a turn on a bench.

• Post a list of rules for safety in the gymnasium. Safety reminders could include:
• Work quietly and carefully.
• Ask for help if you think you need it or when trying something new.
• Walk between pieces of equipment.
• Be aware of what is happening around you.
• Working On Equipment:
• Take turns.
• Do not touch others.
• Concentrate when you are on a piece of equipment.
• Jump off specified equipment after safety guidelines have been introduced.
• Always land on feet and bend your knees.
• Prior to walking on the equipment, review with students: keep body tight and balanced,
breathe deeply, avoid jerky movements, walk on the balls of the feet with chest out and stom-
ach in.

Appendix
Grade 4 Appendix N: Anecdotal Observation Recording Chart
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UNIT 12 Mats and Benches

Sub-Task #2 Take-Offs and Landings

Facility
Gymnasium

Materials
Mats
Hoops 12
Description
The students learn jumping using various take-offs and landing with control.

Expectation Code Learning Expectation

4p16 Demonstrate the principles of movement in acquiring and then

beginning to refine movement skills (e.g., combining directions
and levels in sequence).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of use of movement skills to move safely in the gymnasium, using a locomo-
tion checklist (Unit 13 Appendix A).

• Teacher assessment of active participation using the readiness to participate section of the partic-
ipation rubric (Grade 4 Appendix G).

Teaching/Learning Strategies

A) Warm-Up
• Mats and hoops are scattered around the gymnasium. Students run or move around in various
directions without stepping on/in the equipment. On a signal, students go to a mat and perform
five push-ups, five abdominal curls, or they step inside a hoop and perform five tuck jumps then
continue moving. Repeat.

B) Skill Development
• Students work with a partner and practise running on the spot, keeping knees high. Students
spring up from the balls of the foot so that the knee touches the hand held level with the hips.
Encourage students to work on upper body control (avoiding a slouch).

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• In groups of 4-5, students work together to synchronize their running as if they were part of a
well-oiled machine.
• Over the Hoop. Students start on one side of the hoop and find how many different ways they
can jump to the other side (two feet to two feet, two feet to one foot, one foot to two feet, one
foot to one foot, one foot to opposite foot).

C) Skill Application
• Travelling Ladder

Working in groups of six, five team members assume a front support position in a row at one
end of the gymnasium. The sixth person carefully jumps over the feet of each of the others and
joins the end of the line in rear support position. This continues with each person going over the
others until the line moves slowly to the other end of the gymnasium. Students hold rear support
positions until everyone has had a turn, then switch again to holding front support positions.
• Spring Actions. Students kneel on the mat with the goal of springing up into squat position.
They gain momentum by swinging arms back and then all the way forward and upward. Push feet
on the ground in order to jump into a squat position on the mat.

D) Cool-Down/Wrap-Up
• Students work on their own to stretch shoulders, arms and legs. Remind students to hold stretch-
es for 15-30 seconds.

Extension

• Jump over other materials (e.g., mats, skipping ropes in crazy shapes) in Over the Hoop.

Notes to Teacher
• Remind students to do a “motorcycle landing.” This phrase will cue students to stand with legs
shoulder-width apart and knees bent; arms front and outward.

• With the Travelling Ladder activity, students work on both springing in control so that they jump
over the bodies without touching them, and also body control, holding front and rear support
positions with bodies tight.

Appendices
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 13 Appendix A: Locomotion Checklist
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UNIT 12 Mats and Benches

Sub-Task #3 Jumps and Shapes

Facility
Gymnasium

Materials
Mats
Hoops 12
Benches
Beanbags

Description
Students perform various jumps from a low height and jump using different shapes.

Expectation Code Learning Expectation

4p16 Demonstrate the principles of movement in acquiring and then

beginning to refine movement skills (e.g., combining directions
and levels in sequence).
4p22 Jump from a low height, using a variety of turns, shapes, and
directions.
4p27 Follow safety procedures related to physical activity, equip-
ment and facilities.

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of jumping and landing control using a movement skill recording chart
(Grade 4 Appendix J-1) with indicators from the lesson.

• Student self-assessment of ability to follow safety procedures, using a target (Grade 4 Appendix
O-1).

Teaching/Learning Strategies

A) Warm-Up
• Place hoops around the floor within jumping distance of one another. Students jump from hoop
to hoop. When the teacher calls out a number between 1-5, students quickly form groups of that
number to create a balance. Repeat.

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B) Skill Development
• Students move freely around the gymnasium. On a signal, jump and land in motorcycle position
(legs shoulder-width apart and knees bent, arms front and outward). Change the pace of loco-
motion. Direct students to use the following shapes while jumping: tuck, star, straddle, straight
body from head to toes or scissors. (See Notes to Teacher.)
• When landing, hold for a count of five. Repeat.
• Place mats in front of the benches. 3-4 students at a time jump off the bench concentrating on
landing with control. Students perform the variety of shapes practised on the floor. They work on
landing for accuracy and without stepping or moving feet after landing (“sticking”). Before
jumping, toss a beanbag to a spot on the mat. Students jump, perform a shape and land just
behind the beanbag. Students can track their own points with each bench group scoring two
points each time a jumper “sticks” a landing.

C) Skill Application
• Each student places a hoop in a space on the floor and faces the same direction.
• Students practise turning to each wall (a quarter turn). Students jump to turn and face each wall
while staying inside the hoop.
• Identify two walls for students to practise a half-turn. Half-turn requires a higher jump. Students
practise jumping to face opposite walls while staying inside the hoop.
• Move back to the benches. Students perform quarter and half-turns as they jump from the bench
to land on a mat and “stick” the landing.

• Students develop a simple jump and land sequence. For example: Spring onto the bench from
one foot take-off, landing on two feet. Perform a balance. Jump off the bench performing a turn
and land.

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D) Cool-Down/Wrap-Up
• Complete various stretches for the legs and ankles. (See Grade 4 Appendix A.)
• Students assess their attention to safety procedures, using a target posted on the wall. Students
place their names on a sticky note and post it on the part of the target that reflects their safe
practices. Ask students to provide reasons for their decisions.

Extension
12
• Challenge students to land as slowly as possible. How does speed effect landing? Explain how
gymnasts use the maximum amount of muscles and joints to land, going from largest (i.e. leg
muscles) to smallest (i.e. arm and hand muscles) to absorb and distribute the shock of landing,
helping to avoid injury.

Notes to Teacher
• Background Information:
• Tuck Jump. Keeping the body up right, jump bringing the knees to the chest.
• Star Jump. Keeping the body straight, jump spreading the legs out and them bring them back
together.
• Straddle Jump.

Keeping the body up right, jump spreading the legs apart bringing the toes up to the level of
the hips, then bring the legs back together to land.
• Scissors Jump. One leg kicks straight out in front of the body, then the other leg goes up to
pass the first leg as it comes back down to land.

• Remind students to work on controlling their landings, landing softly and quietly.

• As the students move around the gymnasium have them watch their peers for interesting or
unique movements.

• Asking students to provide reasons for their decisions when assessing their own attention to safe-
ty helps to clarify the criteria and indicators for assessment. Discussing indicators clarifies the
targets for both students and teachers.

Appendices
Grade 4 Appendix J-1: Movement Skill Recording Chart
Grade 4 Appendix O-1: Participation Target
Grade 4 Appendix A: Safe Stretching

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UNIT 12 Mats and Benches

Sub-Task #4 Travelling and Balancing on Benches

Facility
Gymnasium

Materials
Mats,
Benches (practice beam if available)
Hoops,
Posters

Description
The students travel, balance and transfer their weight on low apparatus. They create a simple bal-
ancing sequence.

Expectation Code Learning Expectation

4p20 Balance safely in a variety of static positions.

4p27 Follow safety procedures related to physical activity, equip-
ment and facilities.

Assessment Opportunities - Suggestions for Assessing Expectations

• Peer assessment to assess for balance in static positions using a Movement Skill Rubric (Unit 12
Appendix A).

• Teacher assessment of attention to safety procedures using safety rubric (Grade 4 Appendix I).

Teaching/Learning Strategies

A) Warm-Up
• Students move freely around the gymnasium at a quick pace while music is playing. When the
music stops, students pair off and perform a partner balance. When the music begins playing
everyone starts to move again. Repeat.
• Home Free. Identify a few students to be “It”. Others run away or take a breather by demon-
strating a specific static balance determined by the teacher. Students assist “It” if caught. When
more than eight students are “It,” begin the game again with new students as “It.”

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B) Skill Development and Application

• The students explore, practise and refine their skills at four stations using free flow rotation. Post
task cards at each station. (see Unit 12 Appendix B: Bench/Beam Station Cards) Stations include:
• Walk on a Beam/Bench (walking, crossovers).
• Balances on a Bench/Beam: (lunge, knee scale, stork stand).
• Turns on a Bench/Beam: (half turn, pivot turn).
• Jumps on a Bench/Beam: (tuck, step-hop).
• Students practise as many of the skills listed as possible. Encourage students to try the skills
described and to create their own walks, balances, turns and jumps.
12
• Students combine these skills into simple sequences, which can be performed by their group.
• Students help each other with static balances, using a movement skills rubric (Unit 12 Appendix
A) to provide feedback on balances.

C) Cool Down/Wrap Up
• Each student leads a stretch using the beam as a form of support or resistance.

Extension

• Create a short routine one the beam/bench using at least five moves learned in class. Present to
small groups.

Notes to Teacher
• You can complete this sub-task in two class periods.

• With a “free flow rotation”, students choose their stations to work at and rotate when they are
ready to move on. Encourage students to be aware of space and to avoid spending time in line. If
completing this lesson over two classes, students should visit at least two stations in each class.

• Students can practise skills first on the taped line, then on the bench and then on the upside-
down bench or practice beam.

• For activities where students need to find a partner quickly (warm up), use the middle of the
gymnasium as a “lost and found.” All students who do not immediately find a partner move to the
centre of the gymnasium and pair up with anyone else who is also there. Challenge the class to
ensure that the same students are not left out, looking for a partner each time.

Appendices
Unit 12 Appendix A: Movement Skill Rubric - Static Positions
Unit 12 Appendix B: Bench/Beam Station Cards
Grade 4 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)

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Movement Skills Rubric: Holding Static

Positions

Knowledge/Skill Category: Learning Expectation

Movement Skills 4p20 Balance safely in a variety of static positions

Skill Indicators: Level 1 Level 2 Level 3 Level 4

• body tight performs few sometimes usually per- consistently

of the skills as performs the forms the performs the
• held position described skills as skills as skills as
described described described
• breathing

• hold position for 5- rarely applies sometimes usually consistently

10 seconds skill in other applies skill in applies skill in applies skill in
situations or other situa- other situa- other situa-
• focused activities tions or activ- tions or activ- tions or activ-
ities ities ities
• move smoothly to
a variety of posi-
tions

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Station Cards: Moving and Balancing on

Beams and Benches
Expand and cut into cards to post on the wall.

Walk on a Beam/Bench Walk on a Beam/Bench Crossovers

• Walk forward and backward with feet • Moving sideways - step to the side and
and arms extended. cross other leg in front.
• Use arms for balance. • Keep going.
• Keep eyes focused on the end of the • Try both ways.
beam.

Balances on a Bench/Beam: Knee Scale Balances on a Bench/Beam: Stork Stand

• From standing, kneel on the beam with • Hands on hips.
one knee in front of the other. • Bend knee of supporting leg slightly.
• Hold the beam in front with both • Bring heel of other foot up beside knee
hands. of supporting leg.
• Move hands forward, lean forward and • Arms out for balance.
lift back leg with toes extended. • Head up.
• Hold for a count of five.

Balances on a Bench/Beam: Lunge

• From standing, step forward on one
foot, leaning away from the back foot
which maintains contact with the beam.
• Keep arms parallel to the floor and
extended to the sides.

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Turns on a Bench/Beam: Half-Turn Turns on a Bench/Beam: Pivot Turn

• Face one end of the beam with weight • Face one end of the beam.
on right foot. • Standing on the balls of the feet rise
• Quickly turn to face the opposite direc- and swivel one way without lifting feet.
tion turning to the right. • Pivot, turning the other way.
• Try turning the other way.

Jumps on a Bench/Beam: Tuck Jumps on a Bench/Beam: Step-Hop

• Start as a regular jump. • Hop forward onto one foot.
• Jump up bending knees and hips to cre- • Hop forward with opposite foot.
ate a tuck position in the air.
• Arms to the side for balance.

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UNIT Combining Skills in Sequence

OVERVIEW
13 Duration
Description
5 Sub-Tasks

This unit takes an informal educational approach to teaching gymnastics, designed to accommodate
individual needs and encourage all students to perform within the limits of their ability. They work
on large equipment, develop fundamental movement skills, and create individual routines.

Sub-Task Title Expectation Code

1. Prepositions and Action Words 4p21, 4p22

2. Body Directions 4p22 13
3. Levels 4p17, 4p22
4. Balance 4p20
5. Putting It Together 4p20, 4p21, 4p22

Assessment and Evaluation

A variety of assessment strategies may be used in this unit. Some assessment strategies and tools
included are:
• Teacher assessment of jumping and locomotion patterns using locomotion checklist.
• Teacher assessment of jumping and landing using a movement skill recording chart with indica-
tors from the lesson.
• Teacher assessment of students’ ability to use all three levels and to create a routine based on the
changes in level using a locomotion checklist.
• Peer assessment of jumping and landing using feedback and suggestions.
• Peer assessment of static balances using Movement Skill Rubric for stability.
• Peer feedback on routines based on criteria from the lesson.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.

• Teachers must have management strategies in place to ensure a safe working environment for
students in the gymnasium.

• Students should have a working knowledge of the principles of movement (body awareness,
space awareness, effort and relationships).

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• Students must be able to show that they can work with control and follow the instructions of the
teacher before using the large equipment and the climbing apparatus. Introduce pieces of equip-
ment one piece at a time.

• Floor, bench and mat work in educational gymnastics should be done first before using the other
pieces of large equipment.

Notes to Teacher
• A warm-up is necessary before working on the large equipment and can be done using the floor
space around the equipment.

• Modify stop signals to allow time for students to come off the equipment. E.g. “finish what you
are doing and sit” or “and pause” or “3…, coming down, 2…, coming down, 1… and sit”

• This unit uses large gymnastic equipment such as mats, benches, trestles (small, medium, large),
trestle ladder, a trestle balance beam, bar box (two sections), activity stools (small and large),
agility boxes (small and large), wooden plank and triangle stand. Modify lessons to use equip-
ment that is available.

• Set up large equipment around the gymnasium in a scatter formation. This allows students to visit
many areas, avoids line-ups and encourages independence.

• Ongoing observation is important. Choose appropriate times to record observations using one or
more of the assessment tools. Assessment tools are suggested in every lesson and since formal
written assessment need only be done periodically, the teacher must decide which lessons to
assess. Use a variety of types of assessment strategies; e.g. self, peer and teacher assessments.

• Students can keep a Physical Education portfolio to record their work.

• Sharing and observation of student work enhances learning, models good practice, can build
self-esteem, expand ideas, develop an appreciation for the work of others and provide incentive
for students to attempt new movements/ideas. Tips for student sharing:
• Set the purpose/reason for the observation, e.g., “Watch for a change in direction or level.”
• Ensure that verbal feedback is stated in positive terms.
• Allow students to “pass” if they do not feel comfortable sharing.
• Do not overuse observation and demonstration.

• Sharing can take place in the following ways:

• One student demonstrates for whole class.
• Pair/share – one student shares their work while the other one observes and then switch roles
• Groups of four or five students all sharing their work at the same time.
• Half or a third of the class shares at a time, then they switch.

• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 38-40) for student
safety contract self assessment tool and grip, hang, and swing skills task cards and rubric.

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Appendices
Unit 13 Appendix A: Locomotion Skills Checklist
Unit 13 Appendix B: Gymnastics Challenge Cards
Unit 13 Appendix C: Large Gymnastics Equipment Floor Plan

13

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UNIT 13 Combining Skills in Sequence

Sub-Task #1 Prepositions and Action Words

Facility
Gymnasium

Materials
Large Gymnastics Equipment

Description
Students explore the themes of prepositions (on and off) and action words as they work with large
equipment. Students create a routine using these themes.

Expectation Code Learning Expectation

4p21 Grip, hang and swing from equipment

4p22 Jump from a low height, using a variety of turns, shapes, and
directions

Assessment Opportunities - Suggestions for Assessing Expectations:

• Teacher assessment of jumping and locomotion patterns using locomotion checklist (Unit 13
Appendix A).

• Peer assessment of grip, hang and swing from equipment, using feedback from peers.

Teaching/Learning Strategies

A) Warm-Up
• Move and Balance. Students find a space on the floor around the large equipment. Review
guidelines for moving safely in the gymnasium around pieces of equipment. (See notes to
teacher.) Students walk around the gymnasium, using all spaces and not touching equipment or
other people. On a signal, students hold a “stork” position for five seconds, then continue mov-
ing.
• The Stork. Balance on one foot while holding the other leg up behind the body. Keep stomach
and bottom tucked in. Extend opposite arm out for balance.

B) Skill Development
• Action Words. Use chart paper or a chalkboard to record a list of action words that students
could use when getting on and off the equipment, e.g., climb, lift, lower, push, pull, roll and step.

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• Students find different ways of getting on and off each piece of equipment.
• Students share ideas in small groups.
• Encourage students to use many different pieces of equipment and avoid line-ups. Remind stu-
dents to land on a mat with good body control (land on feet with knees bent, arms out and head
up).

C) Skill Application
• Action Words. Students create a routine using two different pieces of equipment, the theme of 13
“on” and “off” and four action words (e.g., climb onto the bar box and jump off, pull onto a
bench and slide off). Students share ideas with the class, and provide feedback to each other
regarding ways to grip, hang and swing from equipment. Students modify their routines based on
feedback.

D) Cool-Down/Wrap-Up
• Students reflect and review safe practices while stretching. Students hold each stretch (stretching
head to toes) while each topic is discussed. Students share considerations that should be kept in
mind about each topic. Topics may include:
• Safe landings.
• Working quietly.
• Working in their own space.
• Walking with control.

Extension

• Students try repeating the same routine, using the same action words, but using different pieces
of equipment.

Notes to Teacher
• Discuss moving safely around equipment. Establish some basic rules, e.g., walk in the gymnasi-
um; use quiet voices; work in a space by yourself without touching others; avoid line ups –
spread out to other pieces of equipment.

• Set up the large equipment in the gymnasium ahead of time. Introduce one piece of equipment at
a time. Distribute the equipment throughout the gymnasium, as per the floor plan (Unit 13
Appendix C).

• Provide verbal feedback while observing students work. e.g., “I like the way this person moved
onto and off the bench.” “No one is working here, this piece of equipment is free.”

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• To emphasize safe practice while using the large equipment constantly reinforce working quietly,
controlled movement (i.e. walking), and working in individual space.

Appendices
Unit 13 Appendix A: Locomotion Checklist
Unit 13 Appendix C: Large Gymnastics Equipment Floor Plan

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UNIT 13 Combining Skills in Sequence

Sub-Task #2 Body Directions

Facility
Gymnasium

Materials
Large Gymnastics Equipment

Description
Students explore directions of forward, backward, sideways, up and down using the large equip-
ment. Students create a routine using different directions and prepositions, such as “on/off.”

13
Expectation Code Learning Expectation

4p22 Jump from a low height, using a variety of turns, shapes and
directions.

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing

• Teacher assessment of jumping and landing using a movement skill recording chart (Grade 4
Appendix J-1) with indicators from the lesson.

Teaching/Learning Strategies

A) Warm-Up
• Review safety considerations from last lesson.
• Students find a floor space in and around the equipment (it is already set up) and practise mov-
ing safely around the equipment. Call out a variety of speeds, levels and directions. On a signal to
freeze, students check to see if they are in their own space and not touching any equipment.
Gradually increase speed of movement as students warm up

B) Skill Development
• Ask students to describe which way their body was facing when they were asked to move up to
and away from each piece of equipment. (Students walked forward and backward.) Students
explore using each piece of large equipment, going forward and backward.
• Challenge students to think of as many other directions as possible to move around the equip-
ment (e.g., sideways – one side, sideways – the other side, up, down). Students share and
demonstrate different ideas.

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• Challenge students to think of as many ways as possible to get on and off equipment using differ-
ent directions. Provide verbal feedback (e.g., “I like the way you got on backward and off side-
ways” or “I like the way you turned in the air, then landed safely feet first with knees bent.”

C) Skill Application
• Students work in pairs to create a routine to show many different directions of movement
around, on and off the equipment. Students may work on one piece of equipment or on many
pieces.
• Each pair demonstrates their sequence to another pair. The pair observing calls out the changes
in direction and the different ways of moving on and off equipment. Students provide feedback
for each other.
• Select several pairs to demonstrate for the class, then give the class time to practise their own
sequence again, incorporating some of the ideas they observed.

D) Cool-Down/Wrap-Up
• Students stand in a place by themselves and roll their shoulders forward and backward and up
and down. Encourage students to take deep breaths as they stretch. Students stretch and hold
stretches from head to toe. See Grade 4 Appendix A.

Extension

• The theme of direction can be connected to other themes in addition to “on and off.” For
instance, connect direction to prepositions (over, under, and through), levels and pathways.

Notes to Teacher
• Set up the large equipment in the gymnasium ahead of time. Distribute the equipment throughout
the gymnasium, as per the floor plan (Unit 13 Appendix C). Add a new piece of equipment each
class.

• Verbal feedback is essential to the flow of the lesson. It gives students more ideas, and it rein-
forces that their work in the gymnasium is important.

• To emphasize safe practice while using the large equipment constantly reinforce working quietly,
controlled movement (i.e. walking), and working in individual places.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix J-1: Movement Skill Recording Chart
Unit 13 Appendix C: Large Gymnastics Equipment Floor Plan

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UNIT 13 Combining Skills in Sequence

Sub-Task #3 Levels
Facility
Gymnasium

Materials
Large Gymnastics Equipment

Description
Students explore the theme of levels (high, medium, low) using large equipment. Students create a
routine using combinations of levels.

13
Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, co-operative games)
4p22 Jump from a low height, using a variety of turns, shapes and
directions.

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of students’ ability to use all three levels and to create a routine based on the
changes in level using a locomotion checklist (Unit 13 Appendix A).

• Peer assessment of jumping and landing using feedback and suggestions.

Teaching/Learning Strategies

A) Warm-Up
• Students move around the gymnasium and around the pieces of large equipment. Call out “alliga-
tor,” “knees” or “arms.” Students do the following activities, then continue to move around the
equipment.
• Alligator.

Squat with hands just in front of feet. Slowly walk the hands forward away from the feet until the
body is in a stretched position. Walk the hands backward until they are in front of the feet again.

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• Knee Touches. Extend arms out in front about waist high, lift one knee up to touch the hand and
then the other knee. Repeat ten times.
• Arm Reaches. Students reach for the sky, alternately with both arms. Students bend at the knees,
then reach each arm up. Students reach up with each arm ten times.

B) Skill Development
• Ask students to describe the levels that they used as they performed the three warm-up activities.
(Alligator – low, Knee Touches – medium, and Arm Stretch – high)
• Students use the large equipment to explore the three levels of high, medium, and low. (The level
refers to the student’s body position in relation to the equipment.) Observe students and give ver-
bal feedback to students as they work.
• Ask for volunteers to demonstrate high, medium, and low levels.

C) Skill Application
• Students choose three pieces of large equipment and show a change of level as they use each
piece. For example, pull the body along the bench (low); stand and jump off (high). Encourage
students to incorporate a jump and a safe landing with their sequence showing each level. Select
a few students to demonstrate for the class. Students observing call out the level as they see
changes in level being used.
• Students share their routines with a peer and peers provide feedback on their use of jumps in the
routine. Students can provide feedback, encouraging each other to use a variety of turns, shapes
and directions with their jumps. All jumps should have a safe landing with feet apart, knees bent,
arms out and head up.

D) Cool-Down/Wrap-Up
• Students lie on their backs and stretch their arms above their heads and point their toes, holding
for 15 – 30 seconds.
• Students curl legs in towards their chest and hold with arms for 15 –30 seconds. Repeat one or
two more times.

Extension

• Students can create routines with the theme of level with different prepositions, shapes, and path-
ways.

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Notes to Teacher
• Set up the large equipment in the gymnasium ahead of time. Distribute the equipment throughout
the gymnasium, as per the floor plan (Unit 13 Appendix C).

• To help some students understand the terms high and low, the words ‘away from’ and ‘close to’
may be used.

• To emphasize safe practice while using the large equipment constantly reinforce working quietly,
controlled movement (i.e. walking), and working in individual places.

Appendices
Unit 13 Appendix A: Locomotion Checklist 13
Unit 13 Appendix C: Large Gymnastics Equipment Floor Plan

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UNIT 13 Combining Skills in Sequence

Sub-Task #4 Balance
Facility
Gymnasium

Materials
Large Gymnastics Equipment

Description
Students explore the theme of balance. They create a routine using different balance positions, levels
and body parts.

Expectation Code Learning Expectation

4p20 Balance safely in a variety of static positions.

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of students’ ability to create balances and use them in a routine using a
movement skill recording chart (Grade 4 Appendix J-1).

• Peer assessment of static balances using Movement Skill Rubric for Stability (Unit 14 Appendix
B).

Teaching/Learning Strategies

A) Warm-Up
• Numbers Balance.

Students move around the equipment. Encourage students to gradually increase their speed with-
out touching any people or equipment. On a signal to freeze, call out a number, e.g., “Freeze –
one”. Students freeze in position with that number of body parts touching the floor. Encourage
students to move and respond as quickly as possible.

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B) Skill Development
• Change Game. In scatter formation, students hold a balance for about five seconds. On signal,
students transform their balance to a new one and hold for five seconds. Repeat several times.
Encourage students to create balances on different body parts (e.g., hands and feet, hands and
knees, seat, etc.).
• Students work in partners and continue to balance. Call various body parts to be touching the
ground, or call out the number of body parts to be touching the ground.

C) Skill Application
• Students move to different pieces of equipment getting on and holding a different balanced posi-
tion each one. Encourage students to hold their position for the count of five.
• Observe student work and give verbal feedback on the variety of balances. Select two or three
13
students to share their work. Ask other students to describe the balance in terms of:
• Level.
• Number of body parts used.
• Name of body parts used.
• For example: This balance is low, using three body parts – two hands and one knee.
• Students choose three different pieces of equipment to create a series of balances so that each
has some body parts touching the equipment and some touching the floor. Instruct students to
use different modes of locomotion (e.g. sliding, skipping, jumping) as they travel from one piece
of equipment to another.
• Provide verbal feedback. e.g. “This is a creative balance using two hands, one foot, and the
head.”
• Divide the class into three groups to share their three balances. All the students in the group
demonstrate balances at the same time. Instruct students to sit down when finished. When all stu-
dents from the group are finished, point to the next group to begin.

D) Cool-Down/Wrap-Up
• Body Part Stretch. Call out different body parts one at a time. Students hold a stretch for each
body part that is called. Encourage students to look at each other to get ideas of different stretch-
es for the same body part. Students hold each stretch for 15-30 seconds.

Extension

• The theme of balance leads directly into the theme of body shape. Shapes to explore further are
bridging, curling and stretching, and twisting and turning.

• Call out specific body parts to balance on (e.g., two elbows, two knees).

• Call out the number of body parts to be used (e.g., three body parts).

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Notes to Teacher
• Discuss moving safely around equipment. Establish some basic rules, e.g., walk in the gymnasi-
um; use quiet voices; work in a space by yourself without touching others; avoid line ups –
spread out to other pieces of equipment.

• Set up the large equipment in the gymnasium ahead of time. Introduce one piece of equipment at
a time. Distribute the equipment throughout the gymnasium, as per the floor plan (Unit 13
Appendix C).

• Provide verbal feedback while observing students work. e.g., “I like the way this person moved
onto and off the bench.” “No one is working here, this piece of equipment is free.”

• To emphasize safe practice while using the large equipment constantly reinforce working quietly,
controlled movement (i.e. walking), and working in individual space.

Appendices
Grade 4 Appendix J-1:Movement Skill Recording Chart
Unit 14 Appendix B: Movement Skill Rubric: Stability
Unit 13 Appendix C: Large Gymnastics Equipment Floor Plan

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UNIT 13 Combining Skills in Sequence

Sub-Task #5 Putting It Together

Facility
Gymnasium

Materials
Large Gymnastics Equipment
Routine criteria written on chart paper or on the chalkboard

Description
Students explore the theme of balance. They create a routine using many of the education gymnas-
tics themes that have been taught in the previous lessons: prepositions, action words, directions,
levels, and balance. 13
Expectation Code Learning Expectation

4p20 Balance safely in a variety of static positions.

4p21 Grip, hang, and swing from equipment.
4p22 Jump from a low height using a variety of turns, shapes, and
directions.

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of combination of movement skills using Movement Skill Recording Chart
(Grade 4 Appendix J-1) with indicators from the lessons in Unit 13.

• Peer feedback on routines based on criteria from the lesson.

Teaching/Learning Strategies

A) Warm-Up
• Touch Blue. Students walk around equipment rolling their shoulders, swinging their arms and
twisting their waist, moving joints through their range of motion. Call out a colour and a number
(e.g., “Touch Blue – five”) and the students quickly move to touch that number of objects of that
colour. Students continue to move after the have finished touching objects. Call out different ways
for students to move (e.g., knees high, arms in the air, hopping).

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B) Skill Development
• Students use the large equipment to explore the many things they have learned (e.g., preposi-
tions, action words, direction, level, and balance).
• Students work with a partner to share their work, and discuss the actions that the students per-
form. For example: “That was a balance using three body parts.” “That work showed three
changes in direction.” “I liked the way you used four different action words as you move along
the bench.”

C) Skill Application
• Students combine all the themes introduced to create a gymnastics routine. They may choose
their own pieces of equipment to perform the routine. It should include a beginning position, a
finishing position and some of the following:
• A balance.
• At least one change of level.
• Changes of direction.
• Two prepositions.
• Two action words.
• Write the criteria on chart paper or the chalkboard as a student reference. Students may add to
the list if they wish.
• If students need assistance, they may use “Gymnastics Challenge Cards.” (Unit 13 Appendix B).
Students select a card and create a short sequence, using the criteria on the card.
• Students create a routine working on their own or with a partner.
• Select students to share their routine with the class. Encourage students observing to comment
on specific things in the routine that they liked and specific areas where they would suggest
improvement.

D) Cool-Down/Wrap-Up
• Move Down and Breathe. Students stand in a place by themselves and hold the arms above the
head. They slowly lower arms to the front of the body and continue to lower the rest of their body
to a squat position. Students slowly sit on the floor and gently lie down. While lying down, stu-
dents tighten and relax each body part in turn. They take three deep breaths.

Extension

• Teacher changes and/or adds items to the routine criteria.

• Student changes and/or adds items to the routine criteria.

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Notes to Teacher
• Set up the large equipment in the gymnasium ahead of time. Distribute the equipment throughout
the gymnasium, as per the floor plan (Unit 13 Appendix C).

• Give ample time for students to work on and share their routines. Two lesson periods may be
needed.

• Students can illustrate and write about their routine on paper.

Appendices
Grade 4 Appendix J-1:Movement Skill Recording Chart
Unit 13 Appendix B: Gymnastics Challenge Cards 13
Unit 13 Appendix C: Large Gymnastics Equipment Floor Plan

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UNIT 13 Combining Skills in Sequence

TEACHER
Locomotion/Skills Checklist
Knowledge/Skill Learning Expectation
Category: 4p16 demonstrate the principles of movement in acquiring and then beginning to refine movement skills (e.g.,
Locomotion/Skills Checklist combining directions and levels in sequence)
4p17 combine locomotion/travelling skills in repeatable sequences, incorporating a variety of speeds and levels
(e.g., in novelty dances, co-operative games)
4p22 jump from a low height, using a variety of turns, shapes and directions

Level 1 Level 2 Level 3 Level 4

• Performs few skills • Performs some skills • Performs most skills • Performs all or almost all skills
• Rarely applies skills • Sometimes applies skills • Usually applies skills • Consistently applies skills

Combining Locomotion Movements

(e.g.., jumping and turning)
Directions Levels Speeds Repeatable
(i.e., forward, (i.e., high, medi- (e.g.., slow, medi- sequences
backward, side- um, low) um, fast)
Name ways)

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HER Gymnastics Challenge Cards

Expand cards and post. Add your own cards.

Make a Sequence using: Make a Sequence using:

• A balance on one foot • A stretched shape
• A bridge shape using three body parts • A balance on two body parts

13
• A jump with a stretch • A seat balance
Put it together in your own order Put it together in your own order

Make a Sequence using: Make a Sequence using:

• A narrow shape • A twisted shape
• A balance with feet in the air • An upside down shape
• A movement sideways

• A jump with a shape

Put it together in your own order Put it together in your own order

Make a Sequence using: Make a Sequence using:

• •

• •

• •

Put it together in your own order Put it together in your own order

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Large Gymnastics Equipment Floor Plan

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UNIT Creative Movement with Equipment

OVERVIEW
14 Duration
Description
4 Sub-Tasks

Students use equipment such as scarves, streamers, action wands and ribbon balls to stimulate
movement. Students work with the principles of movement to create sequences and routines to
music.

Sub-Task Title Expectation Code

1. Scarves 4p16, 4p17, 4p28

2. Streamers 4p20, 4p28
3. More Streamers 4p17, 4p28
4. Action Wands 4p23, 4p26

14
Assessment and Evaluation
A variety of assessment tools can be used throughout this unit. Some assessment strategies and tools
included are:
• Teacher assessment of vigorous participation using Participation Rubric.
• Teacher assessment of students travelling skills using Locomotion Skills Checklist.
• Student self-assessment of Social Skills using Self-Assessment Checklist.
• Student self-assessment of vigorous participation using scarves to show level.
• Student self-assessment of vigorous participation using the Self/Peer Active Participation
Assessment.
• Peer assessment of stability skills using Movement Skill Rubric.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. See Unit Overview on safety and detailed informa-
tion in safety guidelines.

• Students must be able to follow management strategies that have been developed in class.

• Students should have a working knowledge of the principles of movement (body awareness,
space awareness, effort and relationships).

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Notes to Teacher
• Dance is an important part of a balanced Physical Education program. The dance lessons in this
unit can be spread throughout the year and repeated. Once a dance is learned, it can be used as
a warm-up for other lessons.

Tips for Teaching Dance:

• Use current music. Ask students for suggestions. (Always preview it for appropriateness.)
• Keep the class moving and encourage student efforts.
• Give students the opportunity to choose their own partners. Encourage them to work with every-
one in the class.
• Teach creative dance throughout the year as well as in a block.
• Ensure the class is quiet and focused before beginning any instructions.
• Students should first listen to the music to become familiar with the phrasing (students can clap
or tap out the rhythm).
• Use a variety of equipment (e.g., streamers, scarves, action wands, ribbon balls, poetry, lummi
sticks and percussion instruments).
• Divide the class to experiment with different pieces of equipment if there are not enough pieces
for every student in the class.
• Encourage student efforts and emphasize enjoyment. Allow time for students to share their cre-
ative responses.

Extending the Program:

• Students can share their creative movement work at winter or spring concerts or at school
assemblies.
• Make connections with program ideas in Visual Arts, Drama, Language and Music.
• For tools to link creative movement activities to other subject areas, see Unit 14 Appendix H
Integration Ideas/Portfolio/Student Response Sheets.

Sharing/Demonstrating:
• Sharing and observation of student work enhances learning, models good practice, can build
self-esteem, expand ideas, develop an appreciation for the work of others and provide incentive
for students to attempt new movements/ideas. Tips for student sharing:
• Set the purpose/reason for the observation, e.g., “Watch for a change in direction or level.”
• Ensure that verbal feedback is stated in positive terms.
• Allow students to ‘pass’ if they do not feel comfortable sharing.
• Do not overuse observation and demonstration.
• Share using the following methods:
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• One student demonstrates for whole class.

• Pair/Share. One student shares their work while the other one observes and then switch roles.
• Groups of four or five students all share their individual work at the same time.
• Half or a third of the class shares at a time then they switch.
• See Unit 14 Appendix E for a Glossary of Terms.
• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 61) for dance steps
rubric.

Appendices
Unit 14 Appendix A: Self/Peer Active Participation Assessment
Unit 14 Appendix B: Movement Skills Rubric: Stability
Unit 14 Appendix C: Social Skills Self Assessment Checklist
Unit 14 Appendix D: Routines and Sequences: Peer Checklist
Unit 14 Appendix E: Glossary of Terms
Unit 14 Appendix F: Scarf Action Words and Pathway Cards
Unit 14 Appendix G: Wand Action Words
Unit 14 Appendix H: Integration Ideas/Portfolio/Student Response Sheets
14
Resources

Music Suggestions (“Song Title” – Recording Artist)

“Seagulls” - Hap Palmer
“Feel of Music” - Hap Palmer
“Kids in Motion” - Kimbo
“Listen, Move and Dance: Moving Percussion and Electronic Sound Pictures” - Dancecraft
“Hooked on Classics” – KTel (Various Artists)
“Watermark” - Enya (or other music by Enya)

Music can be obtained from:

• Your own collection.
• Invite students to bring in music (always preview it for appropriateness).
• Purchased from used and new music stores.
• Educational music suppliers:
• Can-Ed Media, 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: 416-445-3900, Fax: 416-
445-9976
• Jack Grunsky Productions, 383 Wellesley Street East, Toronto, Ontario, M4X 1H5, Tel./Fax
416-928-9375

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Books

• Basic Skills Series: Creative Dance, (1988) Canadian Association for Health, Physical
Education, Recreation and Dance (CAHPERD), Gloucester, Ontario,
• Teaching Children Dance: Becoming a Master Teacher, by Theresa M. Purcell (1994),
Human Kinetics.
• First Steps in Teaching Creative Dance to Children, by Mary Joyce and Patty Haley (1993),
Mayfield Publishing Co.
• A Sense of Dance: Exploring Your Movement Potential, by Constance A. Schrader (1996),
Human Kinetics.
• 101 Dance Games for Children: Fun and Creativity with Movement, by Paul Rooyackers
(1996), Hunter House Publishers.
• Dances Even I Would Do!, by Pat Doyle and Les Potapczyk (2000), Canadian Intramural
Recreation Association of Ontario, Hamilton, Ontario. (905) 575-2083

Scarves
• Collect scarves from family members, garage sales, or from second-hand clothes stores.
• Purchase a set (30-36) from a Physical Education supply company, e.g. Sports Equipment of
Toronto (905) 475-2440 or 1-800-925-0002.

Streamers
• Cut strips of coloured crepe paper about 4-8 cm wide and about 3 metres long. Crepe paper can
be purchased with Visual Arts supplies or from party or dollar stores. The streamer can be held
as is or attached to a ruler or an old paintbrush that serves as a handle.
• Streamers can be purchased from a Physical Education supply company.

Action Wands
• Action wands are colorful plastic tubes about a metre in length with rubber capped ends.
• Purchase a set (30-36) from a Physical Education supply company.
• As substitutes, use plastic tube golf club holders available from sports stores or bamboo plant
stakes available from garden centres.

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UNIT 14 Creative Movement with Equipment

Sub-Task #1 Scarves
Facility
Gymnasium, dance/drama room, outdoor space

Materials
Scarves (one per student)
Music

Description
Students move with a scarf to explore a variety of action words and levels.

Expectation Code Learning Expectation

4p16 Demonstrate the principles of movement in acquiring and then

beginning to refine movement skills (e.g., combining directions
and levels in sequence). 14
4p17 Combine locomotion/travelling skills in repeatable sequences,
incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games)
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of student’s ability to choose and move to different action words and demon-
strate an understanding of levels using Locomotion Skills Checklist (Unit 13 Appendix A).

• Student self-assessment of vigorous participation using scarves to show level.

Teaching/Learning Strategies

A) Warm-Up
• Freeze Song. Students move about the gymnasium using all the space. Teacher calls out a mode
of locomotion (e.g., walk, jog, skip, hop, twist, bounce, slide, fly) and students follow that direc-
tion. When the music stops students freeze. When the music starts again the teacher calls out a
different mode of locomotion.

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B) Skill Development
• Students sit in scatter formation with one scarf placed on the floor in front of them. Discuss safe
use of the scarf, i.e., work with the scarf close to you and in your own space. On the teacher’s
stop signal students place the scarf on the floor, e.g., “Pause and place.”
• Exploration. Students find different ways of moving the scarf in their own space. Observe how
students use their scarves and watch for actions such as: shake, float, turn, flick, wave, whirl,
toss, catch and drape. Ask students to share their work.
• Choose an action word from the list that had not been demonstrated by the students, i.e. flick.
The whole class tries that word. Continue to try words until the list is complete.

C) Skill Application
• Levels.
Direct students to use the action words practised above but to use in different areas in space
(high, medium and low). Choose one person to demonstrate one action. Ask the class in what
area in space is the scarf is being used. Ask where else it can be used. Discuss antonyms, such as

high vs. low. Students can explore the Action Words at various levels, e.g., “Find two different
ways of using the scarf at a high level and two different ways of using the scarf at a low level.” Or
“Do one action at a high level, a different action at a medium level, and a different action at a low
level.”
• Give students the opportunity to share their work. Audience can articulate the actions and the lev-
els (see Observation Methods in Unit Overview). For variety, play music during this activity.

D) Cool-Down/Wrap-Up
• Revisit “The Freeze” Song from the warm-up. Students move with their scarves, practising differ-
ent action words and levels. When the music stops, students freeze while holding their scarves in
a creative position. Encourage students to stretch into different positions and hold a stretch.
• Teacher may call out a specific movement or students may choose their own movements.
• Students assess their safe participation in class by waving their scarves up or down. Ask students
to give reasons for their rating.

Extension

• If you have collected ‘fashion’ scarves, discuss colour, shape, size and design of the various
scarves. These could also be categorized.

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Notes to Teacher
• Asking students to provide reasons for their decisions when assessing their own participation
helps to clarify the criteria and indicators for assessment. Discussing indicators clarifies the tar-
gets for both students and teachers.

Appendices
Unit 13 Appendix A: Locomotion Checklist
Unit 14 Appendix F: Scarf Action Words and Pathway Cards

14

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UNIT 14 Creative Movement with Equipment

Sub-Task #2 Streamers
Facility
Gymnasium

Materials
Streamers (one per student)
Pathway Cards
Music: anything soft and flowing.
Tape player

Description
Students use streamers to explore movement concepts such as body and space awareness, shape,
and leading and following.

Expectation Code Learning Expectation

4p20 Balance safely in a variety of static positions.

4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Peer assessment of stability skills using Movement Skill Rubric (Unit 14 Appendix B).

• Student self-assessment of vigorous participation using the Self/Peer Active Participation

Assessment (Unit 14 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
• People to People. Students move around the and the teacher calls out elbow to elbow. Students
must then find one other person to touch elbows with. The teacher gives the cue to start moving
again in scattered formations. The teacher then calls out a different body part such as knee to
knee. Students again find someone to touch knees with. If there is an odd number of students in
the class the teacher may participate or one group of three can be formed. It is important for stu-
dents not to be left out of the activity. Encourage students to take responsibility for this. This
warm-up is good practice for the quick formation of groups, which is needed in many Physical
Education lessons.

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B) Skill Development
• Students begin in scatter formation with one streamer placed on the floor in front of them.
Discuss safe use of the streamer:
• They move the streamers gently, not with a whipping motion.
• When you walk with the streamer, pick up the ribbon (do not let it drag on the floor).
• When you hear the stop signal place the streamer on the floor in front of you (or hold it down
beside the body).
• Students experiment with moving the streamer safely in their own space.

C) Skill Application
• Shape. Using their streamers, students follow the paths indicated on the Pathway Cards (Unit 14
Appendix F). Hold up cards for students to follow. Encourage students to make large shapes to
prevent knots from forming in the scarves. Start with easier numbers and letters and move into
more complicated geometrical designs. Play soft music while students explore various shapes.
• Space Awareness. Next, students can explore different areas around their personal space: in
front, behind, above, below, side (right and left), and around the body. 14
• Link Two Actions. Students choose two space areas (in front, behind, above, below, side and
around) and link them together, i.e., above and in front. Students move their ribbon in these two
areas, creating a repeating sequence, i.e., above, in front, above, in front, above, in front, etc.
Students add shapes and balances to the two areas, so they are moving the ribbon and holding
their body in two different space areas.
• Students work with a partner to put together a short sequence of shapes and movements using
streamers. Students use movement skill rubric for Stability (Unit 14 Appendix B) to provide feed-
back for partners.

D) Cool-Down/Wrap-Up
• Streamer Guessing Game. Choose one student to show their two-action sequence to class. The
audience must try to guess the two space areas that student used. Allow ample time for sharing
so that many students have an opportunity to show. Several students can show at one time.
• Students work with their streamers to stretch up, down, sideways and twisted.
• After the activity, they neatly fold their streamers, taking out any knots, and place them back in
their container.
• Students use Participation Target (Unit 14 Appendix A) posted on the wall to assess their partici-
pation in class. Ask students to give reasons for their assessment.

Extension

• Link three actions or space areas together in a sequence.

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Notes to Teacher
• Please see Unit Overview for how to make crepe paper streamers and/or where to buy streamers.

Appendices
Unit 13 Appendix A: Locomotion Checklist
Unit 14 Appendix A: Self/Peer Active Participation Assessment
Unit 14 Appendix B: Movement Skills Rubric: Stability
Unit 14 Appendix F: Scarf Action Words and Pathway Cards

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UNIT 14 Creative Movement with Equipment

Sub-Task #3 More Streamers

Facility
Gymnasium

Materials
Streamers (one per student)
Pathway Cards
Music: anything soft and flowing.
Tape player

Description
Students use streamers to explore movement concepts such as body and space awareness, shape,
and leading and following.

Expectation Code Learning Expectation

14
4p17 Combine locomotion/travelling skills in repeatable sequences,
incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of students travelling skills using Locomotion Skills Checklist (Unit 13
Appendix A).

• Teacher assessment of vigorous participation using Participation Rubric (Grade 4 Appendix G).

Teaching/Learning Strategies

A) Warm-Up
• Review safe use of the streamer (see Sub-Task #2).
• Use Pathway Cards (Unit 14 Appendix F) to review and warm up using streamers.

B) Skill Development
• Students start in their own space and review their chosen two actions from the previous lesson
(i.e. above, in front).

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• Mirror Activity.

Working in partners, one partner is A and the other B. They face each other as if looking into a
mirror. Person A begins to perform their two actions very slowly while person B follows. Ensure
that the mirror image (person B) is holding the streamer in the hand that is directly opposite of
person A (i.e. if person A is holding the streamer in their right hand, person B holds with their
left hand). Person A continues to repeat their two actions a little faster each time, as person B
becomes more familiar with the actions.
• Repeat this activity with person B leading using his or her own two actions. Play music through-
out this activity.
• Shadow Activity.

This is similar to the above mirror activity but this time both partners are facing the same direc-
tion. Person B can begin leading with the same two actions while person A is the shadow. Both
partners will hold the streamer in the same hand (i.e., if person B is right-handed then person A
will hold the streamer in their right hand).
• By this point Partners A and B are becoming very familiar with each other’s sequence. The
teacher may call out “switch” at any time. When partners hear this they turn around and the new
leader is partner A. Person A begins their own sequence while person B shadows him/her. The
teacher continues to call out “switch” at short intervals. Partners should be able to turn and flow
directly into the other’s sequence quite easily by now. Play music throughout this activity.

C) Skill Application
• The Routine. Each partner has now learned each other’s actions having a total of four actions in
total. This is the basis of a short routine. Post the Routines and Sequences: Peer Checklist (Unit
14 Appendix D) on the wall to give reminders to students. Students use their four actions and
add the following elements to their routine:
• A turn.
• A jump.
• Sinking and rising.
• Coming together and moving apart.
• Give students ample time to work on and improve their routines. Another lesson may be needed
for students to share their work in front of the class.
• Students neatly fold their streamers, taking out any knots, and place them back in their container.

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D) Cool-Down/Wrap-Up
• Body Shake. Instruct the students to shake one arm, the other arm, and both arms. To shake
one leg, the other leg, both legs. To gently shake their heads and hips. Finally, shake the whole
body.
• Students stretch and hold stretches for major muscles from head to toe. (Grade 4 Appendix A)

Extension

• Students play charades, acting out motions using streamers.

Notes to Teacher
• Please see unit overview for how to make crepe paper streamers and/or where to buy streamers.

Appendices
14
Unit 13 Appendix A: Locomotion Checklist
Unit 14 Appendix D: Routines and Sequences: Peer Checklist
Unit 14 Appendix F: Scarf Action Words and Pathway Cards
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 14 Creative Movement with Equipment

Sub-Task #4 Action Wands

Facility
Gymnasium

Materials
Action wands
Set of Action Word Cards
Tape player, music: anything upbeat.

Description
Students use action wands to explore several action words while practicing manipulation skills.
Students create a dance routine using the action words.

Expectation Code Learning Expectation

4p23 Participate on a regular basis in physical activities that main-

tain or improve physical fitness (e.g., tag games)
4p26 Demonstrate a variety of interpersonal skills (e.g., playing fair-
ly, cooperating, behaving respectfully)

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of vigorous participation using Participation Rubric (Grade 4 Appendix G).

• Student self-assessment of Social Skills using Self-Assessment Checklist (Unit 14 Appendix C).

Teaching/Learning Strategies

A) Warm-Up
• Discuss safe use of the action wands:
• They are to be used in your own space (they do not touch another wand or another person).
• On the teacher’s stop signal the wands are to be placed on the floor in front of them (or held still
vertically beside your leg).
• Students place the action wand on the floor in front of them. They jog around the wands (in both
directions). Change the locomotion to hop, skip, jump, etc.

B) Skill Development
• Action Wands. Teacher displays Action Word Cards (see Unit 14 Appendix D) and students
move with the wand as directed (balance, spin, pass, flip, turn, bounce). Show one card at a
time and encourage students to demonstrate that word in many ways, e.g., the wand can be bal-

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anced vertically or horizontally and it can be balanced on the hand, shoulder, knee, etc. Let stu-
dents discover the many ways the wand can be utilized. Continue until all words have been prac-
tised.

C) Skill Application
• Students form partners and create a routine using their wands. Routines should involve the action
words, and must include:
• A beginning position.
• A balance (with the wand).
• A turn (with the wand).
• A throw and catch (to self or to partner).
• They may add one or two more actions of their choice such as a flip, spin, stretch, jump,
bounce, sink and rise, or twist.
• An ending position.

D) Cool-Down/Wrap-Up
• Mirror Moves. Students hold the wand with both hands and stretch high, low and to the side.
14
Students stand on one of the circles in the gymnasium. The teacher is the first leader and moves
hands slowly in various ways (e.g., reaching high, pushing out, and sinking to the floor). The stu-
dents mirror these actions. Move slowly so that everyone can follow easily. Change leaders often
and encourage them to explore different levels and actions. Play soft, flowing music if desired.

Extension

• Groups share their completed routines with the rest of the class. Play music during the practice
and performance.

Notes to Teacher
• This activity could take two full classes.

• Groups may choose to “pass” in performing in front of the whole class, the learning takes place
in the practice part of the activity.

• Put the criteria on chart paper on the wall for easy reference.

• See Unit Overview for information on where to purchase Action Wands.

Appendices
Unit 14 Appendix C: Social Skills Self-Assessment Checklist
Unit 14 Appendix G: Wand Action Words
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)

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Self/PeerAssessment
Name:________________________ Class: _____________________________

Knowledge/Skill Category: Learning Expectation

Active Participation 4p23 participate on a regular basis in physical activities that maintain
or improve physical fitness (e.g., tag games)
4p28 participate vigorously in all aspects of the program (e.g., lead-up
games, creative dance)

• always
partici-
pates
actively
and safely
• encour-
ages oth-
ers

• participates actively
3 • participates actively and safely with 2
and safely
some reminders

• partici-
pates with
constant
encour-
agement
and
reminders
to be
safe

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Movement Skills Rubric: Stability Skills

Knowledge/Skill Category: Learning Expectation

Movement Skills 4p20 balance safely in a variety of static positions

4p22 jump from a low height, using a variety of turns, shapes and
direction
4p27 follow safety procedures related to physical activity, equipment
and facilities

Topic:
Stability Skills
Skill Indicators: Level 1 Level 2 Level 3 Level 4 14
• tight and con- performs few sometimes usually per- consistently
trolled body of the skills as performs the forms the performs the
position described skills as skills as skills as
described described described

• smooth flow of rarely applies sometimes usually applies consistently

movement skill in other applies skill in skill in other applies skill in
situations or other situa- situations or other situa-
• uses a variety of activities tions or activi- activities tions or activi-
shapes, turns ties ties
and directions

• follows instruc-
tions to partici-
pate safely

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Social Skills Self-Assessment

Name:________________________ Date: _____________________________
• 4p25 apply living skills such as goal setting, conflict resolution techniques, and interpersonal skills
(e.g., playing fairly, cooperating, behaving respcetfully) to physical activities (e.g., games,
gymnastics, dance, outdoor pursuits)
• 4p36 demonstrate respectful behaviour towards others in the group (e.g., speaking kindly,
refraining from hurtful comments, acknowledging others’ ideas and opinions)

1 2 3 4

I need reminders I sometimes I speak kindly, I always speak

to speak kindly, need reminders listen and am kindly, listen and
listen and be to speak kindly, respectful to am respectful to
respectful listen and be others others and
respectful encourage others

• Check the appropriate box 1 2 3 4

I work cooperatively with others

I am helpful in a group

I listen to others

I show respect for others

Something I am doing well is…

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Something I need to work on is…

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

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Routines and Sequences: Peer Checklist

A beginning position

Turn

Jump

Different Levels - Sinking and rising

14
Coming together and moving apart

Change of direction

Mirror

Shadow

A balanced position (interesting shape)

Moving and Stopping - A throw and catch with equipment

An ending position

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UNIT 14 Creative Movement with Equipment

TEACHER
Glossary of Terms
Action Wands – Long plastic tubes (about 1 metre) with rubber stopper ends used to facilitate movement activities.

Bleking Step – Hop on left foot thrusting the right foot forward, heel on the floor, toe up.

Cast Off – One line turns to the right (outside) and leads their line down to the opposite end while the other line
turns to the left (outside) and leads their line down to the opposite end.

Canon – A movement done in sequence, one person and then the next.

Do-Si-Do – Walk past partner, right shoulders passing, pass back-to-back and walk backward to place, left shoulder
passing. Arms are folded across chest.

Found Sounds – Sounds made using everyday materials like door keys, paper, pencils on desks, etc.

Grapevine Step – Cross one foot in front, step to the side, cross foot in back and step to the side (all in one
direction)

Lummi Sticks – Short wooden doweling sticks (approx. 30 cm) used for creating rhythm and also scaled rhythm
sticks.

Mirroring – Actions in body movement where one person reflects exactly and simultaneously the movement of
another

Orff Instruments – Orff instruments include various drums, xylophones, tambourines, bells, cymbals, maracas,
wood blocks triangles etc. The Orff approach allows students to explore how music is created and what role they can
have in its creation. It encourages them to react to music’s form and rhythm. For further information about the Orff
approach phone (613) 729-7129 or contact www.orffcanada.ca.

Pivot Turn – One foot stays planted on the floor while the other steps in front with a 180-degree turn.

Promenade – Partners, standing side by side, hold left hands and right hands while walking. Partners can also walk
without holding hands if preferred.

Ribbon Balls – Commercially purchased yellow rubber balls that have a number of thin ribbons attached to them
used to facilitate movement activities.

Sashay – Partners join hands and slide step down the middle of two lines and then slide step back to their original
place.

Scattered Formation – Students are dispersed among the room randomly in their own space.

Scarves – Square shaped material purchased or collected to facilitate movement activities.

Streamers – Long ribbon attached to a stick handle used to facilitate movement activities.

Symmetry – Symmetry refers to a characteristic of shape where the complete right side of the body is identical,
except opposite to the left side. Asymmetry refers to shapes that are not symmetrical.

Synchronize – To make the same.

Unison – To move at the same time.

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HER Scarf Action Words and Pathway Cards

Shake Flick Wave

Toss Catch Drop

14

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Wand Action Words

Expand and cut into cards. Add your own words.

BALANCE TURN

BOUNCE SPIN

FLIP THROW/CATCH

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TEACHER
Integrating Dance with Other Subject
Areas
• Make natural curriculum connections
• Look at different subjects and required expectations
• Consider clustering Physical Education expectations and other subject expectations, e.g., language, visual arts,
drama, math, music

Students can:

Language
• Recount/retell Physical Education lesson
• Write up their own creative dance
• Reflective response (thoughts, feelings about dance lesson)
• Use poetry that reflect movement action 14
• Develop an appreciation of dance poetry

Math
• Patterning
• Measuring
• Counting (beats)
• Graphing
• Geometrical shape
• Symmetry

Visual Arts
• Make instruments
• Respond to Physical Education lessons by illustrating using pastels, paint, charcoal, crayons, and cut and paste
techniques
• Use line and design to act as a stimulus to create a variety of pathways

Drama
• Tableaux
• Acting out story scenarios to music

Music
• Create sounds (e.g., dripping water, sandpaper scraping)
• Explore patterning, beat and rhythm
• Using songs as a stimulus for movement
• Explore sounds with musical instruments (percussion and Orff)
• Use of electronic music as a stimulus for movement

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Keeping a Physical Education Assessment Portfolio

• Collection of integrated follow-up work/examples of student responses to activities

Formats:
• Use response journal or language book already in use by students:
• to record/recount skills they have learned
• how they felt about what they have learned
• to set goals for future learning/practice
• Create a Physical Education folder
• Select and collect samples of student responses to Physical Education lessons:
• three things/activities they practised
• sequence they created with equipment
• game they created
• illustration using paint, pastels, construction paper, pipe cleaners of one activity they enjoyed

The Portfolio can be used:

• to file assessment tools
• during parent/student and teacher conferences

The following three sample Student Response Sheets can be used with integrated language activities. These can be
changed or modified to suit specific needs and placed in the student portfolio.

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Student Response Sheet

Name of dance:_______________________

Student’s Name:_______________________ Date: _____________________________

Recount the steps of the dance you performed in Physical Education class.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________
14
_________________________________________________________________________________

_________________________________________________________________________________

Draw yourself during one part of the dance.

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Student Response Sheet

Name of dance:_______________________

Student’s Name:_______________________ Date: _____________________________

Describe the steps of the dance you created in Physical Education. What part did you
like best?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Draw yourself doing four different things during the dance and label them.

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Student Response Sheet

Student’s Name:_______________________ Date: _____________________________

You have learned several different dances in Physical Education class. List as many of
them that you can.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Describe the ones you liked doing and why.

_________________________________________________________________________________

_________________________________________________________________________________ 14
_________________________________________________________________________________

Which dance or dances did you find to be the most difficult? Why?

_________________________________________________________________________________

_________________________________________________________________________________

What would you like to tell other students about learning different dances?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Draw yourself performing two of the dances you learned and label them.

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UNIT Creative/Interpretive Dance

OVERVIEW
15 Duration
Description
5 Sub-Tasks

Students participate in movement activities that promote problem-solving skills. They create dance
sequences using a variety of themes and stimuli to motivate the actions.

Sub-Task Title Expectation Code

1. Action Words 4p17, 4p28

2. Using Action Words with Poetry 4p36
3. Freezing Game 4p20, 4p28
4. Music Interpretation 4p28, 4p36
5. Add-On Dance 4p16, 4p17, 4p20, 4p36

Assessment and Evaluation

A variety of assessment tools can be used throughout this unit. Some assessment strategies and tools
included are: 15
• Teacher assessment of students’ use of strong clear movements to act out their action word,
using an anecdotal observation recording chart and a locomotor skills checklist.
• Teacher assessment of vigorous participation using Participation Rubric (Grade 4 Appendix G).
• Teacher assessment of ability of students to cooperate together to create their movement
sequence using social skills rubric.
• Teacher assessment of stability skills using an anecdotal observation recording chart and indica-
tors from the lesson.
• Teacher assessment of locomotion/stability skills using the locomotion checklist and an anecdotal
observation recording chart.
• Student self-assessment of their work in groups using Social Skills Self-Assessment Checklist.
• Student self-assessment of vigorous participation using the Self/Peer Active Participation
Assessment.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Safety
Guidelines or their board’s safety policy. Please see overview page on safety and detailed informa-
tion in safety guidelines.

• Students must be able to follow management strategies that have been developed in class.

• Students should have a working knowledge of the principles of movement (body awareness,
space awareness, effort and relationships).

Notes to Teacher
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Safety
Guidelines or their board’s safety policy. Please see overview page on safety and detailed informa-
tion in safety guidelines.

• Students must be able to follow management strategies that have been developed in class.

• Students should have a working knowledge of the principles of movement (body awareness,
space awareness, effort and relationships).

Appendices
Unit 15 Appendix A: Action Words
Unit 15 Appendix B: Add-On Dance

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UNIT 15 Creative/Interpretive Dance

Sub-Task #1 Action Words

Facility
Gymnasium or dance/drama room

Materials
CD/Tape player
Music (anything that is soft and flowing)
Paper and markers
Masking tape

Description
Students transform action vocabulary into simple movement sequences. This activity is an excellent
way to expand vocabulary.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance). 15
Assessment Opportunities - Suggestions for Assessing Expectations
• Teacher assessment of students’ use of strong clear movements to act out their action word,
using an anecdotal observation recording chart (Grade 4 Appendix N) and a locomotor skills
checklist (Unit 13 Appendix A)

• Teacher assessment of vigorous participation using Participation Rubric (Grade 4 Appendix G).

Teaching/Learning Strategies

A) Warm-Up
• Freeze Song. Students move around the gymnasium using all the space. Call out a mode of
locomotion such as walk, jog, skip, hop, twist, bounce, slide, pretend to fly, etc. and students fol-
low that direction. When the music stops students must freeze. When the music starts again, out a
different mode of locomotion. Continue until the music ends.

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B) Skill Development
• Action Word Preparation. Copy the action words (Unit 15 Appendix A) onto cards so that they
can be handed out to students. Also make a master copy of the words on paper to display on the
wall. It may help students to colour coordinate the words in their categories. For example, all of
the turning words are put on blue cards and written on blue paper for the wall; all of the stop-
ping words are on yellow paper, etc.
• Action Word Sequences. Each student receives a word and they do not show it to anyone. The
students practise acting it out in different ways. E.g., for the word “creep,” practise creeping in
different ways (high, low, fast, slow, etc.). Give students the opportunity to act out the word in
front of the class, while the others try to guess the word using the colour-coded charts on the
wall. Encourage all students to participate but allow for a ‘pass’ if they do not feel comfortable.

C) Skill Application
• Partner Sequences. Students work with a partner and share their words with each other. They
compose a sequence using four actions. They include each word twice and they must have a
beginning position and an ending position. The sequence may look like this: Beginning – creep –
leap – creep – leap – ending. Students work with their partner to decide the order of the
sequence and the way it is delivered.
• This is good experience in problem-solving, decision-making and cooperation. Students practise
their sequence without music first and then add soft, instrumental music when they share their
routine to the rest of the class or in small groups.

D) Cool-Down/Wrap-Up
• Musical Legs.

Half of the students line up, alternate the directions they face and kneel on one knee (they are
the musical chairs). When the music begins to play, the other students walk, run, hop, or skip in
one direction around the line of “chairs.” When the music stops, they try to find an unoccupied
knee. Students sit lightly on the knees. If there are not enough knees, students make a pose and
connect to a person who is sitting on a knee. Continue moving and switch roles so all have a turn
to move and to be a “chair.”
• Lead a stretch for the class. Stretch muscles from head to toe (Grade 4 Appendix A).
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Extension

• The same lesson can be done with groups of three or four students using more words and creat-
ing a more complex sequence. Other elements can be added such as moving apart and coming
together, a turn, a jump, etc.

Notes to Teacher
• The action words used in this lesson can be integrated into classroom activities such as spelling
words, creating poetry, and building vocabulary for story writing.

Appendices
Unit 13 Appendix A: Locomotor Skills Checklist
Unit 15 Appendix A: Action Words
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix N: Anecdotal Observation Recording Chart

15

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UNIT 15 Creative/Interpretive Dance

Sub-Task #2 Using Action Words with Poetry

Facility
Gymnasium or dance/drama room

Materials
CD/Tape player
Variety of music
Action Word card set
Paper and pencils

Description
Students create movement sequences with action poetry as the stimuli.

Expectation Code Learning Expectation

4p36 Demonstrate respectful behaviour towards others in the group

(e.g., speaking kindly, refraining from hurtful comments,
acknowledging others’ ideas and opinions).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of ability of students to cooperate together to create their movement
sequence using social skills rubric (Grade 4 Appendix H).

• Student self-assessment of their work in groups using Social Skills Self-Assessment Checklist
(Unit 14 Appendix C).

Teaching/Learning Strategies

A) Warm-Up
• People to People. Students move around the gymnasium and when the teacher calls out “elbow
to elbow,” they touch elbows with one other person. Give the cue for students to scatter and start
moving again. Call out directions based on different body parts such as “knee to knee.” Students
touch knees with one other person. If there is an odd number of students in the class the teacher
may participate or one group can have three people. No students should be left out.

B) Skill Development
• Review the action words from the cards (Unit 15 Appendix A). Choose cards at random and call
them out. Students do the action suggested by the words: twist, explode, leap, close and freeze.
Students may perform several different actions for the same word. Select several students to
demonstrate their action and show variations. (“Who can show us another action based on this
word?”)

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• One Minute Poems. Read examples of short poems created with action words. Students listen
then work for one minute to develop some body movements and actions for the poem. Students
may work on their own or with a partner.
• Examples of poems:
• Twist and spin, fold close in, burst far away and stray.
• Explode and crumble, explode and crumble, lean way out, then tumble tumble.
• Whirling, twirling, whim whom wham, can you guess, who I am?
• Spin, turn, whiz round and round, run leap, roll, then gently touch the ground.
• Dashing, darting, here we go, way up high then very low.
• Read poems aloud, and then give poems to groups on cards or write them on chart paper.
• Play a variety of music while students are preparing their one-minute interpretations.
• Groups give their interpretations to the rest of the class while the poem is read aloud.

C) Skill Application
• Students work in groups of 2-4 to choose an action word and write their own short action
poems. Students work together to decide how to perform the short poem.
• Add soft, flowing music, and groups share their work. Students may choose to share with another
small group or with the whole class.

15
D) Cool-Down/Wrap-Up
• Puppet. Students pretend that they are string puppets being controlled by the teacher. As teacher
loosens the strings, the puppets go loose. Tighten the strings and the students stretch right up
with toes, arms, legs, whole body.

Extension

• When creating their own action word poems, students could use themes to structure the poem
(e.g., weather patterns, animals, nature, volcano).

Notes to Teacher
• Students may write their action poems in class or for homework and work on developing actions
for the poems in the next class.

Appendices
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 14 Appendix C: Social Skills Self-Assessment Checklist
Unit 15 Appendix A: Action Words

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UNIT 15 Creative/Interpretive Dance

Sub-Task #3 Freezing Game

Facility
Gymnasium or dance/drama room

Materials
CD/Tape player
Music (instrumental music of your choice)

Description
Students use alternate moving and freezing actions to form group shapes. They use contrasting con-
cepts to create this interpretive dance.

Expectation Code Learning Expectation

4p20 Balance safely in a variety of static positions.

4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of stability skills using an anecdotal observation recording chart (Grade 4
Appendix N) and indicators from the lesson.

• Teacher assessment of vigorous participation using Participation Rubric (Grade 4 Appendix G).

Teaching/Learning Strategies

A) Warm-Up
• Shape It. Students move around the gymnasium or area, moving in their own space and moving
in a variety of ways. Call out a shape (e.g., motorcycle, car, airplane) and students work in
groups of 4-6 to combine to form a human statue of the shape.

B) Skill Development
• Shapes in a Circle. Divide the class into four groups. Each group stands in a circle. Assign a
theme (e.g., over/under, through/around, big/little, happy/sad, up/down, round/square) to each
group. One person from each group goes into the middle of their circle and creates a frozen
shape based on the first word of the theme. The next person (they may volunteer or you may
have a predetermined order) enters the circle and creates the opposing theme somewhere near
the first person and holds the shape. Continue this pattern until all of the group members have
created a frozen shape. Encourage group members to integrate their frozen shape with at least
one other group member’s shape. When the group shape is completed, students melt down and
slowly find their original spot on the circle. Add music and give groups a chance to work with
different themes.
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C) Skill Application
• Line Formation. Groups form a line and start anywhere in the gymnasium. All students start in
a frozen position, and the only group member who can move is the person at the end of the line.
That person runs to the front of the line and freezes in a position based on a designated theme
(see previous activity) such as “high.” The person who is now at the back of the line sees that
the first person has completed a shape and moves to the front to form an opposite frozen posi-
tion (“low”). Students continue moving to the front of the line and establishing a position that is
opposite to the previous position. Encourage the lines to take various pathways around the gym-
nasium, always avoiding other groups. Add music as desired. Some groups may wish to share
their work with the rest of the class.

D) Cool-Down/Wrap-Up
• Body Shake. Instruct students to shake one arm, the other arm, and both arms. Shake one leg,
the other leg, both legs. Gently shake head and hips. Finally, shake the whole body.
• Students tighten and release body parts moving from head to toe.

Extension

• Students work with the line formation activity and create complementary shapes with each person
adding on a shape that complements the previous position. Students do not have to work within
present themes and can complement the frozen position in a variety of ways (e.g., by doing the
15
same position, an opposite position, the same position using a different direction or level, a mir-
ror image of the position).

Notes to Teacher
• When students are freezing in position, watch for a tight body position, controlled movements,
stability so they can maintain the position, and the ability to start and stop on a signal.

Appendices
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix N: Anecdotal Observation Recording Chart

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UNIT 15 Creative/Interpretive Dance

Sub-Task #4 Music Interpretation

Facility
Gymnasium or dance/drama room

Materials
CD/Tape player
A variety of music
Flip chart and markers
Masking tape

Description
Students create a dance sequence using action words and different types of music that conjure a
variety of feelings and actions.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead-

up games, creative dance).
4p36 Demonstrate respectful behaviour towards others in the group
(e.g., speaking kindly, refraining from hurtful comments,
acknowledging others’ ideas and opinions).

Assessment Opportunities - Suggestions for Assessing Expectations

• Student self-assessment of vigorous participation using the Self/Peer Active Participation
Assessment (Unit 14 Appendix A).

• Teacher assessment of group work using “Respect and Support for Others” section of the Social
Skills Rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Stop and Go. Students move around the gymnasium using different locomotion patterns, and
they freeze on the ‘stop’ signal. Call out a new locomotion each time. Call out ways to move such
as: lame dog (two hands, one foot), bear walk, seal walk, walking on the moon (light and slow),
frog jump, inchworm, seal walk, sticky shoes (pretend peanut butter covers the floor), chicken
walk (holding back of ankles with hands and knees slightly bent).

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B) Skill Development
• I Can’t Hear. Play short snippets of a variety of different types of music (e.g., classical, rock and
roll, pop, TV themes, seasonal music, new age). Tell students that you cannot hear the music and
they need to show you the type of music that is playing by how they move.
• Brainstorm with students a variety of action words that could apply to a variety of different feel-
ings. Also brainstorm situations that may cause each of the different feelings. For example:

Feeling Action Words Situations

Afraid freeze, shake, shudder, tremble, haunted house, a roller coaster, a volcano erupting, a scary
quiver, clench, cringe, shrink monster, a loud noise, a scary movie

Happy hop, skip, swing, lift, spring, jump, hanging out with friends, a day with sunshine, a perfect mark
clap, smile on a test, eating your favourite food, a birthday, a new toy, a
loving pet

Sad droop, drag, flop, hang, rest, slump, lost a pet, feeling alone, feeling sick, missing the bus, a cut
cry knee, a broken favourite toy

Excitement twirl, fly, soar, cheer, dance, leap, a party, winning a race, going on a trip, a roller coaster, a
trumpet, stamp vacation, fireworks

C) Skill Application 15
• Emotion Sequence.
Students select a feeling and situation and put together a series of movements that can be linked
to the feelings. Working in groups of four, they put together a sequence of at least four actions to
represent the feeling and their reaction to it. They should include a beginning and an ending
position. A sequence may look like this: Beginning position, ghost flying, jumping up in fright
then freezing, shaking, creeping away, ending position. Students may choose a specific situation
to interpret or may focus on just the action words.
• Students may decide to work all together to perform the movements in a synchronized way.
Alternatively, two students may act out the cause of the feeling while the other two may act out the
response. Encourage students to be creative and to put together more than one sequence if time
allows. Allow time for groups to share their sequence to the rest of the class.

D) Cool-Down/Wrap-Up
• Eye-Hand Coordination Game. Direct students to move in ways that reinforce eye-hand coor-
dination, such as: one finger of one hand on your nose, one finger of the other hand on your ear,
arms are crossed in front, “ear” arm is on the outside, switch position to the opposite side, try
with a clap in between the switches, try with a clap and a knee slap in between.

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• Eye-Hand Coordination Game.

• Students use Participation Target (Unit 14 Appendix A) posted on the wall to assess their partici-
pation in class. Ask students to give reasons for their assessment.
• Students work in their small groups to stretch their muscles to improve flexibility. Remind stu-
dents to hold stretches for 15-30 seconds.

Extension

• Improvisation. Students could work with their groups to practise creating movement sequences
with spontaneity. One student selects a feeling or a situation and the group has 30 seconds to
move and do a variety of actions linked to that feeling or situation.

Notes to Teacher
• Look for tapes/CD’s of Halloween music or soundtracks from movies to find music that creates a
strong mood. Instrumental music works best.

Appendices
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 14 Appendix A: Self/Peer Active Participation Assessment

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UNIT 15 Creative/Interpretive Dance

Sub-Task #5 Add-On Dance

Facility
Gymnasium or dance/drama room

Materials
CD/Tape player, music (popular with a strong beat)

Description
Students participate in a dance that uses a ‘Follow the Leader’ approach, adding on various move-
ments.

Expectation Code Learning Expectation

4p16 Demonstrate the principles of movement in acquiring and then

beginning to refine movement skills (e.g., combining directions
and levels in sequence).
4p17 Combine locomotion/travelling skills in repeatable sequences,
incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p20
4p36
Balance safely in a variety of static positions.
Demonstrate respectful behaviour towards others in the group
15
(e.g., speaking kindly, refraining from hurtful comments,
acknowledging others’ ideas and opinions).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of locomotion/stability skills using the locomotion checklist (Unit 13
Appendix A) and an anecdotal observation recording chart (Grade 4 Appendix N).

• Student self-assessment of Social Skills using Social Skills Self-Assessment Checklist (Unit 14
Appendix C).

Teaching/Learning Strategies

A) Warm-Up
• Colour Codes. Use the lines of the gymnasium to create a colour code for students. For
instance, the red line means hop on one foot, the blue line means jump over it side to side like a
skier, the black line means do jumping jacks. Call out a colour and students jog to a line in the
gymnasium that is that colour and perform the predetermined task. Call out another colour, and
so on. Students suggest colour codes and movements.

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B) Skill Development
• Students move around the gymnasium or area on their own. Call out a variety of signals and stu-
dents work on their own to respond as quickly as possible. Encourage students to do a different
action each time a different signal is given. Signals include:
• Locomotion: move in a different way.
• Jump: do a variety of jumps.
• Turn: turn in an interesting way.
• Pose: hold a pose for five seconds.
• Change level: high, medium, or low.
• Change direction: forward, backward, or sideways.

C) Skill Application
• Add-On Dance (see Unit 15 Appendix B).

Divide students into groups of six. Groups line-up at one end of the gymnasium, one behind
another. On the signal, the first person in line moves across the gymnasium in a creative way of
their choice, (e.g., skip, sidestep, jog, etc.). The next person follows, and so on.
• Play music with a strong beat and count students in so that they begin following 8 or 16 counts
after the person in front of them.
• Students follow the same leader down to one end of the gymnasium and back. When they return
to the starting position, the leader goes to the end of the line and a new leader leads the group
across the floor. The new leader uses the same locomotor pattern and adds a jump. Count stu-
dents in the same way so they begin following 8 or 16 counts after the new leader. The sequence
may look like: skip, skip, jump, skip, skip, jump
• This pattern continues while adding on other elements such as: a turn, a pose, change of level
and a change of direction (see Unit 15 Appendix B). Each new leader adds a new component to
the sequence.

D) Cool-Down/Wrap-Up
• Each group shows their final movement pattern.
• Students work together in their small groups to stretch their muscles from head to toe.

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Extension

• Add-On Dance. Students further develop the dance. Give them time to add a beginning and an
ending and to work with formations to present the sequence of movements in an interesting way.

Notes to Teacher
• Watch for students moving in control, using smooth transitions between movements and respond-
ing to the music.

Appendices
Unit 13 Appendix A: Locomotion Checklist
Unit 14 Appendix C: Self-Assessment Checklist
Unit 15 Appendix B: Add-On Dance
Grade 4 Appendix N: Anecdotal Observation Recording Chart

15

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Action Words
Cut into cards: One word per card

Turning- Spin Sinking and Rising - Collapse Contracting - Shrink

Turning- Twirl Sinking and Rising - Lower Contracting - Close

Turning- Swivel Sinking and Rising - Lift Contracting - Narrow

Stopping - Freeze Travelling - Skip Jumping - Leap

Stopping - Perch Travelling - Creep Jumping - Prance

Stopping - Hold Travelling - Hop Jumping - Bounce

Travelling - Gallop

Travelling - Dart

Percussion - Stamp Vibrating - Shiver Expanding - Grow

Percussion - Explode Vibrating - Shake Expanding - Reach

Percussion - Punch Vibrating - Wobble Expanding - Open

Percussion - Pound Vibrating - Patter Expanding - Spread

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Add-On Dance

1. Locomotion

2. Add a jump

3. Add a turn 15

4. Add a pose

5. Change level

6. Change direction

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UNIT Traditional Dance

OVERVIEW
16 Duration
Description
7 Sub-Tasks

Students practise folk, novelty and contemporary dances.

Sub-Task Title Expectation Code

1. Seven Jumps 4p20, 4p28

2. Bunny Hop 4p17, 4p36
3. La Raspa 4p17, 4p28
4. Nixie Polka 4p17, 4p28
5. Jingle Bells 4p17
6. Locomotion 4p28
7. Ding Dong Daddy 4p16, 4p28

Assessment and Evaluation

A variety of assessment tools can be used throughout this unit. Some assessment strategies and tools
included are:
• Teacher assessment of travelling skills using locomotion skills checklist.
• Teacher assessment of participation using the Readiness to Participate section of the participation 16
rubric.
• Student self-assessment of vigorous participation using the self/peer active participation assess-
ment.
• Student self-assessment of social skills using self-assessment checklist.
• Peer assessment of stability skills using a movement skill rubric.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety guidelines.

• Students must be able to follow management strategies developed in class.

• Students should have a working knowledge of the principles of movement including body aware-
ness, space awareness, effort and relationships.

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Notes to Teacher
• See Unit 14 Overview for tips to teach dance and for music sources.

• Many traditional dances can also be done to novelty music. Encourage students to make music
suggestions and adapt instructions to fit the music available.

• Many traditional folk dances refer to men or gents and ladies or girls. Students may choose their
own names to distinguish partners or use other terms (e.g., A’s and B’s, right’s and left’s, leaders
and followers).

• Encourage students to find partners quickly and to take turns being partners with everyone.
Provide students with assistance finding partners. Remind them to be courteous, show respect,
and consider the feelings of others.

• For more information see Getting Assessment Right: HPE: Grades 1-8 (p. 61) for dance steps
rubric.

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UNIT 16 Traditional Dance

Sub-Task #1 Seven Jumps

Facility
Gymnasium, dance or drama room

Materials
Tape/CD player
Seven Jumps music

Description
Students perform a series of balances and practise hand and foot coordination. They perform
“Seven Jumps,” which is considered to be an easy novelty dance from Denmark.

Expectation Code Learning Expectation

4p20 Balance safely in a variety of static positions.

4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Peer assessment of stability skills using Movement Skill Rubric: Stability (Unit 14 Appendix B).

• Teacher assessment of participation using the Readiness to Participate section of the Participation
Rubric (Grade 4 Appendix G). 16
Teaching/Learning Strategies

A) Warm-Up
• Four Corners. Write one action word (e.g., hop, jog, bounce, and slide) on four different
pieces of paper. Tape one up in each of the four corners in the gymnasium. Divide the class into
four groups. Each group starts in one corner of the gymnasium. Groups read their mode of loco-
motion and move that way, in a line, to the next corner. At the next corner they read their next
form of locomotion and adapt that mode to the next corner, and so on, until they have travelled
all the way around the gymnasium. All groups move at the same time. Predetermine whether
groups move in a clockwise or counter-clockwise direction.

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B) Skill Development
• Seven Jumps. Students begin in a circle formation, students facing in. Introduction: listen for
three chords and then start.

Part Counts: Action: Cue Words:

Chorus 8 Skip (step-hop) or side step around the circle. Step hop

8 Turn and skip back the other way Step hop

2 Back in place. Take one step back and hold Back

Action 2 Hold up one knee (there is a second note given to get ready to At the sound of the
move again as in the first action). note

Chorus 16 Skip around the circle – to the right then to the left Step hop

2 Step back and pause Back

Action 4 Lift right knee and hold. Put foot down then lift right knee and Right Left
hold.

• Continue alternating chorus and action. This is a cumulative dance, so each time it’s repeated,
students perform the movements that have been done and then add the next jump. Encourage
students to move quickly into the chorus immediately after holding each action for two beats.
• The movements are:
• First jump: lift one knee up.
• Second jump: add the other knee up.
• Third jump: add one knee touches the floor.
• Fourth jump: add the other knee touches the floor.
• Fifth jump: add one elbow touches the floor.
• Sixth jump: add the other elbow touches the floor.
• Seventh jump: add head touches the floor (or rest head in hands with chin on hands)

C) Skill Application
• This is a variation on Seven Jumps. Two groups stand side by side in a scatter formation.
• Follow the Seven Jumps foot patterns but instead of moving into the circle, move forward and
backward in open space.
• Try the dance using different music.
• Students can work in small groups to develop their own “Seven Jumps”. The class can dance the
dance together, doing the same chorus with each small group doing their own version of the
jumps for each action part.

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D) Cool-Down/Wrap-Up
• Bubble Gum Game. Students pretend they are chewing a piece of bubble gum. Instruct students
to act out with their bodies what the gum looks like as it is being chewed. Ask them to show what
it looks like as it being blown into a bubble. Encourage students to stretch and hold their bodies
in a variety of positions.

Extension

• In groups of 2-4, students teach another group their version of Seven Jumps with their own
jumps.

Notes to Teacher
• You may wish to use more than four action words for Four Corners by placing signs in various
spots in the gymnasium.

Appendices
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 14 Appendix B: Movement Skill Rubric: Stability

16

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UNIT 16 Traditional Dance

Sub-Task #2 Bunny Hop

Facility
Gymnasium, dance or drama room

Materials
Tape/CD player
Bunny Hop music if available
variety of other music

Description
Students follow a sequence of movements in performing this fun, novelty dance.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p36 Demonstrate respectful behaviour towards others in the group
(e.g., speaking kindly, refraining from hurtful comments,
acknowledging others’ ideas and opinions).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of travelling skills using a locomotion skills checklist (Unit 13 Appendix A).

• Student self-assessment of social skills using a self-assessment checklist (Unit 14 Appendix C).

Teaching/Learning Strategies

A) Warm-Up
• Students walk around the gymnasium using all the space but without touching anyone. They
freeze on a signal such as a clap of hands or the word “stop.” Repeat, with students moving
around doing a hop, bounce, twirl, or gallop.

B) Skill Development
• Bunny Hop. In a scatter formation, students:
• Touch right toe to right side. Step right foot in place. Repeat.
• Touch left toe to left side. Step left foot in place. Repeat.
• Jump forward once. Jump backward once. Jump forward three times, then pause

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• Continue repeating until music ends.

• Students move in various pathways in order to avoid bumping into objects or other students.
• Try Bunny Hop actions to a variety of pieces of music. Use different speeds of music.

C) Skill Application
• Repeat the Bunny Hop in pairs. Students stand behind a partner and the person in back places
their hands on their partner’s shoulders. Part way through the dance, students turn and reverse
positions so the back person leads. Groups weave their way using all the space in the gymnasium
without touching other groups.
• Repeat the dance in groups of 4, 8, and 16.

D) Cool-Down/Wrap-Up
• Numbers, Shapes, Letters. Students form groups of 6-8. Call out a number, shape or letter.
Groups work together and use their bodies to make that number, shape or letter.
• Students can try combining numbers or letters, or they can make intricate shapes or patterns
with their bodies.

Extension

• The whole class forms one long line to perform the Bunny Hop.

Notes to Teacher 16
• It is easier for student to perform dances in small groups. Build up to the whole class performing
the Bunny Hop. This could be a social class goal.

• Discuss vigorous components of dance. Heart rates should go up while doing the Bunny Hop.

Appendices
Unit 13 Appendix A: Locomotion Skills Checklist
Unit 14 Appendix C: Self-Assessment Checklist

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UNIT 16 Traditional Dance

Sub-Task #3 La Raspa
Facility
Gymnasium, dance or drama room

Materials
Tape/CD player
La Raspa music
Hula hoop

Description
Students follow a sequence of movements and learn the Bleking Step.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of travelling skills using Locomotion Skills Checklist (Unit 13 Appendix A).

• Student self-assessment of vigorous participation using the Self/Peer Active Participation

Assessment (Unit 14 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
• Students spread hoops on the floor around the gymnasium. On the signal “Go,” students move
around the hoops using a variety of locomotion modes such as walking, jogging, side-stepping,
step-hopping, and crawling. Give the stop signal. Students find a hoop to stand in and freeze in
an interesting pose. Repeat with different forms of locomotion.

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B) Skill Development
• La Raspa.

Students find one hoop to stand in and perform the dance while standing in their hoops. Begin
by teaching the Bleking Step:
• Leap on to the left foot at the same time quickly slide right foot fully extended and foot touch-
ing the floor. It can be a toe or heel contact with the floor.
• Leap on the right and shoot left forward.
• Keep hands on hips.
Part Counts: Action: Cue Words:
A: Bleking Step 4 beats Leap on to the left foot at the same time quickly slide right foot Kick, kick, kick
fully extended and foot touching the floor. It can be a toe or
heel contact with the floor.
Leap on the right and shoot left forward.
Repeat — leap onto left foot with right foot extended.
Hold right foot out with a quick double clap. One two

28 beats Repeat counts one to four, seven more times.

B 32 beats Move around the hoop in one direction for 16 steps (skipping Around the circle
or galloping works well).
Repeat in the other direction for 16 steps. Other way
16
C) Skill Application
• Repeat La Raspa in pairs, without the hoops. Partners face each other and perform Part A:
Bleking Step. For Part B, students link right arms and skip in a circle for 16 counts and then link
left arms and repeat for 16 counts.
• A do-si-do can be used instead of linking arms.
• Do La Raspa as one large group. All students face the centre and do their bleking steps into the
centre. For the 32 beat verse, students circle right for 16 counts and circle left for 16 counts.

D) Cool-Down/Wrap-Up
• The Wave Motion. Students stand in a circle and one leader is chosen. The leader makes a
movement such as a hand clap or a knee bend, and the next person copies that action. In
sequence, each person performs the movement around the circle until it returns to the leader.
The leader can then send a different motion. Try sending another motion around before the first
one has returned to the leader. Change leaders and repeat.
• Send a series of stretches around the circle. Students hold each stretch until the next stretch
arrives in a wave.

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Extension

• Perform La Raspa using a parachute.

• Perform the Bleking Step on the spot. Add “shakes” in place of “claps.”

• Perform mountain or mushroom shapes with the parachute during the travelling.

• At the end of the dance raise the parachute so that it forms a “tent.” The students walk inside,
tuck the parachutes under themselves, and sit down.

Notes to Teacher
• Collect the hoops and put them away before moving into groups of two.

• Note that “La Raspa” is also called the Mexican Hat Dance. Students can imagine dancing while
facing a partner and doing the Bleking steps with a Mexican Hat between the partners.

Appendices
Unit 13 Appendix A: Locomotion Skills Checklist
Unit 14 Appendix A: Self/Peer Active Participation Assessment

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UNIT 16 Traditional Dance

Sub-Task #4 Nixie Polka

Facility
Gymnasium, dance or drama room

Materials
Tape/CD player
Nixie Polka music

Description
Students practise moving to music and perform the Bleking Step in groups of two.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of vigorous participation using the Physical Participation section of the
Participation Rubric (Grade 4 Appendix G).

• Teacher assessment of travelling skills using Locomotion Skills Checklist (Unit 13 Appendix A).
16
Teaching/Learning Strategies

A) Warm-Up

• The Freeze. Play upbeat music. Call out a form of locomotion such as: walk, jog, skip, hop,
twist, bounce, slide, or fly. Using all the space available, students move about in that way. When
the music stops, students freeze. When the music starts, call out or demonstrate a different form
of locomotion.

B) Skill Development

• Nixie Polka. Students listen to the music first so they can hear the two distinct parts.
• Review Bleking step with students (see Sub-Task #3).
• Students begin in scatter formation.

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• Nixie Polka.

Part Counts: Action: Cue Words:

Introduction 12 chords and a
pause (music for
the dance is played
through 4 times)

A 12 beats The Bleking Step (hop on left foot thrusting the right foot for- Hop, hop, hop, one
ward, heel on the floor, toe up). Switch to right. Repeat three two
times.

B 16 beats Students jog anywhere in the second part of the music. Move…
Repeat A and B until the music finishes.

C) Skill Application
• Dance: Students do the Nixie Polka with a partner. Partners name themselves A and B. During
Part B of the dance, A leads. Students take turns leading each other in different actions during
Part B of the dance.
• Expand groups to include four people. Students continue to take turns leading the group in dif-
ferent dance actions during part B. All face the centre to do the Bleking step on part A.

D) Cool-Down/Wrap-Up
• Who’s the Leader? Students sit in a circle and one leader begins a motion (e.g., clapping hands
or snapping fingers). Everyone joins in. The leader changes the motion and the other students try
to change as soon as the leader does. Students try to hide who is leading. Practise the timing and
changes, and then send one student outside the room. Choose a new leader to perform actions
while the rest of the class follows. The student enters and observes, and has three guesses to
identify the leader.
• Students continue playing Who’s the Leader? with the leader leading the group in stretches. This
will be more challenging as the leader will be moving more slowly from stretch to stretch.
Remind students not to look directly at the leader.

Extension
• Nixie Polka Variation: Students do the Bleking step in partners, then on Part B, separate and
jog around and face someone new for the next Bleking Step.

Notes to Teacher
• If Nixie Polka music is not available, use any music with a distinctive chorus and verse. Students
can do the Bleking step (or other dance steps) during the chorus and move around the gymnasi-
um during the verses.

Appendices
Unit 13 Appendix A: Locomotion Skills Checklist
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 16 Traditional Dance

Sub-Task #5 Jingle Bells

Facility
Gymnasium, dance or drama room

Materials
Tape/CD player
Jingle Bells music and other music

Description
Students follow foot and hand patterns to different types of music.

Expectation Code Learning Expectation

4p17 Combine locomotion/travelling skills in repeatable sequences,

incorporating a variety of speeds and levels (e.g., in novelty
dances, cooperative games).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of travelling skills using a Locomotion Skills Checklist (Unit 13 Appendix A).

Teaching/Learning Strategies
16
A) Warm-Up
• Line Touch. In scatter formation, students find a spot on the floor. Tell students to remember
their starting positions. Call out a sequence of items to touch (e.g., touch two blue lines, one
door, one red circle and return to your original spot). Repeat and vary the items to touch and the
mode of locomotion (e.g., skipping, hopping, sliding).

B) Skill Development
• Practise clapping pattern for Jingle Bell dance. Students face a partner and clap their own
hands three times, quickly. They clap their hands behind their back three times. They clap their
hands together with their partner five times. They link arms with their partner and circle once
around.
• Students repeat this pattern and instead of linking arms with their partner, practise a do-si-do,
walking around their partner by walking forward and passing right shoulders, stepping sideways
back to back with partner then backing up back to their place.

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Jingle Bell Dance

Part Counts: Action: Cue Words from Song

Verse 4 beats All move into the centre of the circle for four steps. Dashing through the snow
(one partner backs up, one moves forward)

4 beats All move out of the circle four steps. In a one horse open sleigh

8 beats All circle counter clockwise with eight sliding steps. O’er the fields we go, Laughing all the way

4 beats All move into the centre of the circle for four steps. Bells on Bob-tail ring

4 beats All move back out four steps. Making spirits bright

8 beats All circle clockwise with eight sliding steps. What fun it is to ride and sing
A sleighing song tonight

Chorus 3 counts Face partner and clap your own hands three times. Jingle bells

3 counts Clap your own hands behind you three times. Jingle bells

3 counts Clap partner’s hands five times. Jingle all the way

8 beats Turn the other person around as you link arms (or Oh what fun it is to ride
try do-si-do). In a one-horse open sleigh
Repeat chorus

C) Skill Application
• Funny Body Shapes. Students stand in a circle, and they make one or more interesting shapes
(poses) with their body: angry, strong/weak, tired/energetic, and sad/happy. Invite two or three
students to show their favourite poses to the rest of the class.
• Encourage students to stretch and hold shapes so they are working on improving flexibility as
they hold their shapes.

D) Cool-Down/Wrap-Up
• Who’s the Leader? Students sit in a circle and one leader begins a motion (e.g., clapping hands
or snapping fingers). Everyone joins in. The leader changes the motion and the other students try
to change as soon as the leader does. Students try to hide who is leading. Practise the timing and
changes, and then send one student outside the room. Choose a new leader to perform actions
while the rest of the class follows. The student enters and observes, and has three guesses to
identify the leader.
• Students continue playing Who’s the Leader? with the leader leading the group in stretches. This
will be more challenging as the leader will be moving more slowly from stretch to stretch.
Remind students not to look directly at the leader.

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Extension

• For a variation on the dance, begin with partners standing side-by-side in a scatter formation.
Follow the foot patterns but instead of moving into the circle, move forward and backward in the
open space. Instead of circling to the left and right, move sideways one way and then sideways
the other way. Face the other person to complete the clapping patterns as instructed above.

Notes to Teacher
• Begin instruction with the chorus part of the dance.

• Be aware of different cultures. All students will not celebrate the same holidays. Use the dances
included as examples and present dances or use music appropriate for the cultural mix of your
class.

• The steps for this dance fit any music with a strong 8 count beat.

Appendix
Unit 13 Appendix A: Locomotion Skills Checklist

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UNIT 16 Traditional Dance

Sub-Task #6 Locomotion
Facility
Gymnasium, dance or drama room

Materials
Tape/CD player
“Locomotion” by Sweet Kylie

Description
Students coordinate hand and foot movements.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead-

up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of vigorous participation using the Physical Participation section of the
Participation Rubric (Grade 4 Appendix G).

Teaching/Learning Strategies

A) Warm-Up
• Stop and Go. Students move around the gymnasium using different locomotion patterns, freez-
ing on the ‘stop’ signal. Call out a new locomotion pattern each time. Call out ways to move such
as: lame dog (two hands, one foot), bear walk, seal walk, walking on the moon (light and slow),
frog jump, inch worm, sticky shoes (pretend peanut butter covers the floor), chicken walk
(holding back of ankles with hands and knees slightly bent).

B) Skill Development
• Scatter and Respond. Students practise a variety of actions that they will use in the Locomotion
dance. Teach students:

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Name Counts Action

Swim 2 beats each arm Circle arms forward and back

Reach/Pull 1 beat each Reach to the sky and pull down with fist – alternate arms

Step/Touch 1 beat per step Step Right, Touch Left, Step Left, Touch Right

Circle 4 beats Walk in a small circle – 4 steps (circle right and left)

Step Diagonal 4 beats Moving forward diagonally – Step R, L, R, touch R (then L, R, L)

Back Diagonal 4 beats Moving back diagonally – Step R, L, R, touch L (then L, R, L)

“Bop” steps 8 beats Bouncy steps – forward or backward

• Students move around the gymnasium in their own space. Call out a step. Students do the action,
then continue moving. Students practise doing the steps to a variety of pieces of music at different
speeds.

C) Skill Application
• Locomotion. Students begin in a scatter formation or in lines.
Part Counts Action Song Cues
Introduction 16

Verse 4 Swim R, swim L. “Everybody’s doing”

4 Reach/pull R, L, R, L. “A brand new dance now”

4
Repeat above.

Step R, L, R, touch clap/snap (R side) “I know you’ll get to like it”

16
4 Step L, R, L, touch clap/snap (L side). “If you give it a chance now”

8 Repeat.

Chorus 4 Step R, circle two to three times, clap. “My little baby sister”

4 Step L, circle two to three times, clap. “Can do it with me”

4 Step R, L, R, together (on diagonal). “It’s easier than learning”

4 Step L, R, L, together (on diagonal). “The ABCs”

8 Repeat “So come on, come on do the locomotion with me”

4 Step back on R, L, R, touch step/snap. “You got to swing your hips now”

4 Step back on L, R, L, touch step/snap. “Come on, come on”

8 Eight bop steps backwards.

Repeat entire above sequence for the
rest of the music.

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D) Cool-Down/Wrap-Up
• Add-On Stretch. Students stand in a circle and a leader is chosen. The leader holds a stretch.
Everyone follows. The next person leads a second stretch. Continue around the circle until every-
one has contributed.

Extension

• For Add-On Stretch, divide the class into small groups to give students more opportunities to lead
stretches.

Notes to Teacher
• Use the following strategies to teach the Locomotion dance:
• Teach first 16 counts without the music. Try it with the music.
• Teach the next 20 counts without the music. Try it with the music.
• Teach the rest of the dance without the music. Add the music.
• Do the whole dance without the music. Do the whole dance with the music.
• Students hold still at the end of the dance until the music has finished.

Appendix
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 16 Traditional Dance

Sub-Task #7 Ding Dong Daddy

Facility
Gymnasium, dance or drama room

Materials
Tape/CD player
Ding Dong Daddy or Gonna Make You Sweat by C&C Music Factory
Flip chart paper, markers, tape

Description
Students follow a pattern of arm and hand actions to music. Ding Dong Daddy is considered an easy
to moderate novelty dance.

Expectation Code Learning Expectation

4p16 Demonstrate the principles of movement in acquiring and then

beginning to refine movement skills (e.g., combining directions
and levels in sequence).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Student self-assessment of vigorous participation using the Self/Peer Active Participation
Assessment (Unit 14 Appendix A).
16
• Teacher assessment of movement skills using an anecdotal observation recording chart (Grade 4
Appendix N) together with dance indicators from the lesson.

Teaching/Learning Strategies

A) Warm-Up
• Paper Plates. Write numbers 3 to 10 on 35 paper plates. Scatter the plates around the gymnasi-
um face down. Students perform a locomotion movement around the plates using all the space in
the gymnasium. Call out an exercise (e.g. crunches, jumping jacks, tuck jumps, arm reaches)
and students each turn over one plate and perform the exercise as many times as the number on
the place. Students turn the plate back over and continue to move after they have completed the
exercise. Students move to a different plate each time a new signal is given.

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B) Skill Development
• Ding Dong Daddy. Students stand in a scatter formation in the gymnasium. There are two parts
to this dance. Teach each part in slow motion. The actions can be done to the music in half time,
then speeding up as students become more comfortable with the actions.

Part Counts: Action: Words:

A 4 beats Slap hands on knees two times, clap own hands together two times. Knees knees
Clap clap

4 beats Fan R hand over L hand with palms down two times, fan L hand over R Fan
hand two times.

4 beats Pound R fist on L fist two times, pound L fist on R fist two times. Pound

4 beats Pound L fist under R elbow two times, pound R fist under L elbow two Other way
times.

16 beats Repeat Part A

B 4 beats Make a swimming motion (crawl stroke) with R arm and then L arm. Swim

4 beats Make a swimming motion with both arms (breast stroke). Swim

4 beats Make the motion of twirling a lasso overhead with R arm. Lasso right

4 beats Repeat lasso action with L arm. Lasso left

4 beats Make a hitchhiking motion with R arm (thumb extended). Thumbs

4 beats Repeat hitchhiking motion with L arm. Thumbs

8 beats Make the motion of catching a fly, place it in the palm of opposite hand Fly
swat the fly and blow it away.
Repeat Part A and Part B to end of music.

C) Skill Application
• Repeat the dance doing the same actions to different music.
• Divide the students into groups of three or four. Challenge students to make up their own dance
using repeating hand actions. Students may use flip chart paper to record and post cues for their
dance. Students share their actions with another group.

D) Cool-Down/Wrap-Up
• Arm stretch. Lead stretches for the class focussing on arm stretches. Stretch wrists by pressing
hands against the floor. Stretch arms by holding arms across the chest and by lifting elbow and
stretching hand down the back.

Extension

• During Paper Plates, call out more than one movement. Students participate using their favourite
physical activity from the choices called out.

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Notes to Teacher
• Use either Ding Dong Daddy music or “Gonna Make You Sweat” by C&C Music Factory.

• This dance can be used as a warm-up for other physical education lessons.

• Post actions – in short form – on a flip chart on the wall as a reminder of the steps. For exam-
ple:
• Slap then clap
• Fan right then left
• Pound right then left
• Elbows
• Swim – Crawl
• Swim – Breast Stroke
• Lasso
• Hitch hike
• Fly

Appendices
Grade 4 Appendix N: Anecdotal Observation Recording Chart
Unit 14 Appendix A: Self/Peer Active Participation Assessment

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Skill Building Activities

Unit Title
17 Lead Up to Soccer . . . . . . . . . . . . . . . . . . . . 505
18 Lead Up to Basketball . . . . . . . . . . . . . . . . . 525
19 Lead Up to Volleyball . . . . . . . . . . . . . . . . . 549
20 Manipulative Activities with Equipment . . . 573

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UNIT Lead Up to Soccer

OVERVIEW
17 Duration
Description
6 Sub-Tasks

Students learn basic soccer skills while developing fitness and interpersonal skills such as fair play
and cooperation. Movement and sport-specific skills to be covered include foot trapping, passing,
foot dribbling and throw-ins.

Sub-Task Title Expectation Code

1. Foot Trapping and Passing 4p15, 4p19

2. Passing and Trapping with Both Feet 4p19, 4p35
3. Passing, Trapping and Foot Dribbling 4p19, 4p28
4. Dribbling Under Pressure and the Throw-In 4p15, 4p28
5. Defense and Offense 4p35, 4p36
6. Modified Game 4p28, 4p35, 4p36

Assessment and Evaluation

A variety of assessment tools can be used throughout this unit. Some assessment strategies and tools
included are:
• Formative/ongoing teacher assessment using movement skills rubrics and anecdotal record
sheet.
• Summative teacher assessment using participation, social skills and safety rubrics.
• Summative teacher assessment using movement skills checklists.
• Student self-assessment using participation target. 17
• Peer assessment using movement skills checklists.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.

• Students are able to move safely with and without equipment.

• Students are able to use interpersonal skills to work in partners, small groups and teams.

• Some awareness of the skills and rules involved in soccer.

• Students are able to travel in a variety of ways in different directions, in response to signals.

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• Students are able to hit a slowly moving object (ball) using various parts of the body, directing it
to a partner or a large target.

• Students are able to throw a ball overhead to a large target using two hands.

• Ensure students understand the importance of listening to and following instructions.

Notes to Teacher
• Establish safety and management strategies before students work with the balls.

• Set a signal that requires the students to freeze, look at the teacher, stop talking and keep the
balls still (e.g., two short blasts of the whistle).

• Designate a number of spots where students can pick up balls and return them.

• Provide small, lighter, softer balls as well as regular soccer balls to meet the needs of the differ-
ent skill levels in the class. Students having a difficult time should use a smaller and lighter ball.

• If students are experiencing difficulty with any given skill, slow it down, break it into steps, have
students follow a checklist, or go back to an easier preceding skill that will help them become
prepared for difficult challenges.

• In order to challenge advanced students, encourage them to find ways to make a particular skill
more challenging. For example, they can do it faster, from a farther distance, with the weaker
foot or in combination with a variety of other skills in sequence. Also, more advanced students
can help in demonstrations and as mentors in the class.

• If working in a small space, limit the number of balls being used. Students can share a ball and
take turns with a partner. All students should pass the ball in the same direction so as not to
interfere with others.

• If possible, allow students to practise skills and drills outdoors on the grass.

• The game of soccer involves a lot of sprinting, running and a high endurance level. If possible,
prepare students for this vigorous sport with a preceding unit of cross-country running. This will
help students to develop the endurance they will need to participate successfully in a game of
soccer. In lessons where there are a lot of drills involved, make sure that students are getting a
good running workout in the warm-up.

• Soccer skills are introduced in Grade 4 with lead-up games and activities to help develop ball
handling, passing and sending skills. Use Movement Skill Rubrics to assist in teaching skills.
Skills are broken down to help peers provide feedback.

• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 61) for ball trapping
rubric.

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UNIT 17 Lead Up to Soccer

Sub-Task #1 Foot Trapping and Passing

Facility
Gymnasium or outdoor field

Materials
Soccer balls (one per student)
A variety of medium-sized light balls

Description
Students are introduced to skills of passing and trapping the ball.

Expectation Code Learning Expectation

4p15 Perform the movement skills required to participate in lead-up

games, gymnastics, dance and outdoor pursuits:
locomotion/travelling (e.g., sliding, gliding), manipulation (e.g.,
kicking, trapping) and stability (e.g. putting their weight on
different body parts).
4p19 Stop an object with the lower part of the body or with a piece
of equipment (e.g., trapping a ball or disc with the foot or a
piece of equipment).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of trapping and passing skills using an anecdotal observational recording
chart (Grade 4 Appendix N) in conjunction with Movement Skills Recording Chart (Grade 4
Appendix J-1).

Teaching/Learning Strategies
17
A) Warm-Up
• Ten Touches. Students jog or power walk for three minutes around the gymnasium or field.
Students jog 10 steps holding the soccer ball in their hands, then put it down and dribble the
soccer ball as they move. Students touch the ball 10 times with their feet, then pick it up for ten
more jogging steps.

B) Skill Development
• Stop Signal. Teach students a specific signal (e.g., two whistle blasts) to indicate that students
should stop, freeze, look at the teacher and keep the balls still. Students move around the gymna-
sium or field and practise stopping on a signal.
• Students describe some different ways of stopping the ball with their feet. Select students to
demonstrate to the class.
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• Wedge Trap. Face the ball, hold foot at 45-degree angle with the heel close to the ground and
apply pressure to top of the ball.

• Inside Foot Trap. Face the ball, contact the ball with the inside of foot and move the foot slight-
ly backwards to slow the ball down
• Trapping Drill. Students either roll or kick their ball against the wall or fence and practise
trapping in both ways. Most students will use their dominant foot.
• Advanced students can increase the speed of the rebounding ball by sending it to the wall with
more force. They can try to trap a rebounding ball that is bouncing. Less advanced students
should use a lighter and smaller ball that moves more slowly. Remind students to keep eyes on
the ball.
• Passing. Students describe what part of their foot they think they should use when they are kick-
ing or passing the ball. Select some students to demonstrate.
• Inside of Foot Pass. Strike the ball with the instep (the inside of the foot) and keep eyes on the
ball. The non-kicking foot should be placed beside the ball with the toes pointing toward the tar-
get. Tell students not to kick with the toes: it could hurt the toes and it provides very little control,
so it is hard to make an accurate pass or shot on net.
• Passing Drill. Students work in partners practising the foot trap and the inside foot pass.

C) Skill Application
• Demonstrate a few kicks with a student. Demonstrate some kicks correctly and some kicks with
errors. Challenge the students to identify what you are doing well and to identify the errors. (e.g.,
Errors - kick with non-kicking toes pointing away from the target or kick with toes.) Students
identify what you should do to improve the kicks (e.g., face the target and use the inside of the
foot to send the ball).
• Students work with a partner and stand approximately 4 metres apart. Each partner makes 10
passes to the other. Partners give feedback to their partner based on indicators above.
• Students make up their own game that has a least two ways of trapping. Each person must have
an equal part in the game.

D) Cool-Down/Wrap-Up
• Students find another pair of partners and stretch together. See Grade 4 Appendix A for Safe
Stretching. Students describe their trapping game that they created.

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Extension

• Encourage more advanced students to work from a farther distance apart and to use both feet for
trapping and passing

Notes to Teacher
• Being physically fit is important in the fast-moving game of soccer. Encourage students to note
that their heart should be beating faster and they should be able to hear their breathing as they
are running during soccer activities. (See Fitness Units 5 and 6.)

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix J-1: Movement Skills Recording Chart
Grade 4 Appendix N: Anecdotal Observation Recording Chart

17

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UNIT 17 Lead Up to Soccer

Sub-Task #2 Passing and Trapping with Both Feet

Facility
Gymnasium or outdoor field

Materials
Soccer balls (one per student)
A variety of medium-sized light balls

Description
Students practise the basic skills of passing and trapping and take on more challenges. They try
passing and trapping with the non-dominant foot, and they increase the distance of their passes
when using the dominant foot.

Expectation Code Learning Expectation

4p19 Stop an object with the lower part of the body or with a piece
of equipment (e.g., trapping a ball or disc with the foot or a
piece of equipment).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing

• Teacher assessment of trapping and passing skills using an anecdotal observational recording
chart (Grade 4 Appendix N) in conjunction with Movement Skills Recording Chart (Grade 4
Appendix J-1).

• Peer assessment of fair play skills using Cooperation and Fair Play sections of the social skills
rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Teacher calls out different ways of moving and students switch the method of movement on the
signal. Suggested methods of movement:
• Power Walking - forward, backward.
• Small steps sideways.
• Galloping sideways.
• Jog three steps, then bend and touch the ground.

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B) Skill Development
• Discuss with students why it is important to be able to send and receive the soccer ball with
either foot.
• Students work with a partner passing and trapping, but this time encourage students to pass and
trap the ball with their non-dominant or weaker foot. Begin with partners fairly close together
and gradually increase distance apart as they become more comfortable.

C) Skill Application
• Circle Soccer.

Divide class into teams of four. Pair each team of four up with another team of four. Together
these two teams form a circle so that one team is across from the other. Each team tries to pass
the ball through the opponent’s half of the circle. A team scores a point if the ball is kicked into
the opposing circle. Vary the size of the circle to suit abilities of students.

D) Cool-Down/Wrap-Up
• Scatter Formation. Students complete a series of stretching exercises while holding or balanc-
ing the ball. Stress slow rhythmic movement. Hold each stretch for 15-30 seconds.

Extension

• Star Speed Ball.

17

Working in groups of six, further divide students into teams of three, Team A and Team B.
Students stand in a circle, alternating team members.

• One person on Team A starts has a ball, and the person on Team B directly opposite this person
has a different coloured ball.

• Both teams pass their balls clockwise. On the “go” signal, both teams begin passing the ball to
their own team members in sequence around the circle.

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• Players must receive a pass from the closest team-mate on the left, trap the ball, and pass to the
closest team member on their right.

• The goal of the game is to pass your team ball around the circle so efficiently that it will overtake
the other team’s ball.

Notes to Teacher
• Students who are developing the skills of passing and trapping using their dominant foot may
wish to continue with this a while longer before progressing to the non-dominant foot.

Appendices
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix J-1: Movement Skills Recording Chart
Grade 4 Appendix N: Anecdotal Observation Recording Chart

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UNIT 17 Lead Up to Soccer

Sub-Task #3 Passing, Trapping and Foot

Dribbling
Facility
Gymnasium or outdoor field

Materials
Soccer balls (one per student)
A variety of medium-sized light balls

Description
Students review the basic skills of passing and trapping and learn the running approach. Students
begin to move with the ball using different types of foot dribbling, and they participate in game-type
activities.

Expectation Code Learning Expectation

4p19 Stop an object with the lower part of the body or with a piece
of equipment (e.g., trapping a ball or disc with the foot or a
piece of equipment).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:

• Teacher assessment of ball control skills using an anecdotal observational recording chart
(Grade 4 Appendix N) in conjunction with Movement Skills Recording Chart (Grade 4 Appendix
17
J-1).

• Self-assessment of vigorous participation using a four finger rubric. (See participation rubric
Grade 4 Appendix G for indicators).

Teaching/Learning Strategies

A) Warm-Up
• Follow the Leader - Dribble Stop. Partners each have their own ball. One partner is the leader
who walks and dribbles while their partner follows closely behind. When the leader stops, the
follower should have enough control to stop quickly without bumping into the leader. Switch
roles so that each person has an equal number of times as a leader and as a follower. Gradually
increase speed to warm up.

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B) Skill Development
• Running Approach Pass.

Divide class into six or eight groups. Pair one group up with another group. The two groups
(Team A and Team B) line up about 20 metres from each other in single file so that the leaders
at the front of each team are facing each other.
• The leader of Team A has the ball and takes five giant steps backward from the ball. When ready,
the player runs toward the ball and passes from a running approach to the leader of Team B,
who traps the ball. The Team A player who just passed the ball now runs to the end of Team A’s
line. The leader of Team B repeats this running approach and passes back to Team A once they
have trapped the ball and taken five steps back. Continue until every player on each team has had
several tries at a running approach to pass the ball.
• Remind students to place their non-kicking foot beside the ball with the toes pointed toward the
person receiving the pass.

• Foot Dribbling Tips. The ball should be contacted with the inside or outside of the foot and
not the toe. Remind students to keep the ball close to them and under control, keep head up,
and stay aware of the ball and the surrounding area.
• Foot Dribbling Drill. Students each have their own ball and move across the field, keeping the
ball close to them using light taps from the inside of their dominant foot. They repeat and gradu-
ally increase speed of dribbling. On the signal, students stop the ball with their feet, freeze for
three seconds, turn around and dribble in the opposite direction. The ball should be close
enough that students can stop quickly, keep control of the ball and change direction.
• Repeat the drill walking and slow jogging across field using non-dominant foot. Encourage stu-
dents who can do all of the above at a medium speed jog to try passing the ball from foot to foot
as they cross the field.

C) Skill Application
• Running Approach Pass with Dribbling. Repeat the drill as above, except that students dribble
ball while running. When they reach halfway to the person on the other team they are passing to,
they stop the ball and pass it with control to their target and then proceed to the end of their
team’s line.

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D) Cool-Down/Wrap-Up
• Mass Mirroring. In scatter formation, students hold the ball and face the teacher. Lead a series
of stretching exercises while balancing or holding the ball. Encourage students to move and
breathe slowly.
• Ask students to assess their participation in class as Level 1, 2, 3 or 4. Ask students what partici-
pation would look like and sound like at each of those levels. Students hold up the number of
fingers that they feel represents their participation in class. Ask students to give reasons for their
assessment.

Extension

• Students jog down the field in partners passing the ball to each other.

• Repeat dribbling activities practising changing direction and speed when doing dribbling activi-
ties

• Stress passing the ball ahead of their partner.

Notes to Teacher
• Encourage less advanced students to keep practising as much as possible at the level they are at
in order to notice improvement and be able to move on to a more challenging skill.

• Avoid doing a lot of relay race drills unless students’ skills are ready for this type of speed.

Appendices
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix J-1: Movement Skills Recording Chart
Grade 4 Appendix N: Anecdotal Observation Recording Chart 17

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UNIT 17 Lead Up to Soccer

Sub-Task #4 Dribbling Under Pressure and the

Throw-In
Facility
Gymnasium or outdoor field

Materials
Soccer balls (one per student)
A variety of medium-sized light balls
Soft Nerf-type balls
Pinnies

Description
Students continue to practise dribbling in a game-type situation. They are introduced to the throw-
in.

Expectation Code Learning Expectation

4p15 Perform the movement skills required to participate in lead-up

games, gymnastics, dance and outdoor pursuits:
locomotion/travelling (e.g., sliding, gliding), manipulation (e.g.,
kicking, trapping) and stability (e.g. putting their weight on
different body parts).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Peer assessment of throw in skills using a teacher developed checklist. Use indicators from les-
son in combination with blank movement skills checklist (Grade 4 Appendix O-10).

• Teacher assessment of vigorous participation using the participation rubric (Grade 4 Appendix
G).

Teaching/Learning Strategies

A) Warm-Up
• Jumping Jack Tag. Select 3-4 students to be taggers, who wear a coloured shirt or pinnie.
When students are tagged, they stand frozen making the letter ‘X’. They are freed when another
student does five jumping jacks with them. Switch the taggers frequently. Challenge the group to
work to make sure students are not frozen for longer than 10 seconds.

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• Change the method of movement to gradually increase students’ heart rate, such as power walk-
ing, skipping, galloping, etc.

B) Skill Development
• Partner Tag.

Students practise dribbling a ball with opposition. Establish a starting line and a finish line.
Partners share one ball. On the teacher’s signal, the partner with the ball begins to dribble
towards the finish line. On the second signal, the other partner runs to try and tag their partner
before they reach the finish line. If the chaser tags the dribbler, the chaser gets one point. If the
dribbler makes it to the finish line without being tagged, the dribbler gets one point. Repeat and
switch roles. Vary the amount of time elapsed before the second signal is given.
• Throw-In. Students practise putting the ball back into play, using a throw-in. If one team kicks
the ball out of play, the opposing team throws the ball in. The ball is held at the side and slightly
behind with two hands. It is taken over and behind the head. The ball is brought forward rapidly
while keeping both feet on the ground during release. Use wrists upon release. Tell students the
ball should be aimed in front of a running player from their own team.
• Throw-In Drill. In pairs, students practise throw-ins and running throw-ins to each other. They
should think about placement of the ball, taking turns throwing the ball to their partner’s feet,
chest or inside of leg. The receiving partner should take this opportunity to practise the foot and
inside of leg traps. Partners check each other’s form and provide feedback.

C) Skill Application 17
• Dribble Tag. Set defined boundaries for the game. Each student has a ball to dribble. Choose 3-
4 students to be “It” and give them a distinctive kind of ball. If tagged by “It,” students freeze and
hold their ball as if they are about to do a throw-in. To become unfrozen, another player must
pass a ball through the frozen person’s legs and retrieve it on the other side. Again, challenge the
class to work to keep everyone moving. Students try to free anyone before they are frozen for
more than 10 seconds. Designate new students to be “It” every few minutes. Remind students to
look up, be aware of their surroundings and to move by dribbling to open spaces.

D) Cool-Down/Wrap-Up
• Stretch Wave. Students do “the wave” with stretches. One person begins the stretch, and stu-
dents do the stretch one at a time around the circle, in a continuous wave of movement. Students
hold the stretch until the next stretch is sent around the circle.
• When the first stretch has been passed around the circle and returns to the beginning, then next
person selects a different stretch to pass around the circle.
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Extension

• Students practise throwing to the left and right in addition to straight ahead.

Notes to Teacher
• In the partner tag game, try to make sure students are paired up with someone of similar ability.

Appendices
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix O-10: Blank Movement Skills Checklist

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UNIT 17 Lead Up to Soccer

Sub-Task #5 Introduction to Offense, Defense

and Passing on the Move
Facility
Gymnasium or outdoor field

Materials
Soccer balls (one per student)
A variety of medium-sized light balls

Description
Students review skills and apply them to a lead-up game situation with the elements of offense and
defense. Students practise making successful passes to team-mates while experiencing opposition in
a game-type activity.

Expectation Code Learning Expectation

4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).
4p36 Demonstrate respectful behavior towards others in the group
(e.g., speaking kindly, refraining from hurtful comments,
acknowledging others’ ideas and opinions).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Peer assessment of fair play skills using Cooperation and Fair Play sections of the social skills 17
rubric (Grade 4 Appendix H).
• Self-assessment of response to others using the “Response to Others” section of the social skills
rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Red Yellow Blue. Divide the class into three groups and give each group a colour. Call out one
colour at a time and those students dribble their soccer ball around the space and around the
other students. The other students scatter in the playing area. Students moving work to dribble
the ball around frozen students and to pass the ball through their legs. Call another colour and
the students dribbling stop the ball and freeze as quickly as possible. After each group has had a
turn to move, call two colours at a time.

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• When using this game as a warm-up change the method of movement so as to gradually increase
the students’ heart rate, for example, progressing from power walking to jogging.

B) Skill Development
• Monkey in the Middle. Working in groups of three, two students pass the ball back and forth
while the third person tries to gain possession of the ball (no body contact). Tell the student in
the middle to watch the ball as opposed to the other players’ feet, to move quickly and try to get
close to the ball. The two students who are passing the ball should work together, moving to
open spaces, so that they successfully send and receive passes. Whoever loses the ball to the play-
er in the middle then takes a turn in the middle. Students should switch roles fairly frequently,
even if the person in the middle does not trap the ball.

C) Skill Application
• Soccer Team Passing. In teams of 3 vs. 3 or 4 vs. 4, students play in a defined area. The object
of the game is to keep possession of the ball for as long as possible by passing to team-mates and
dribbling around and away from opponents to open spaces. Each time either team makes four
successful passes in a row, that team scores one point. If the ball goes out of bounds, one mem-
ber from the team that did not touch it last gets a throw-in from the place at the sideline where
the ball went out. Tell students who are on the team with the ball to move into an open space,
“get open” (away from opposing team players) so they can receive the throw-in. Tell the other
team members to stay close to an opposing team member and try to intercept the ball.

D) Cool-Down/Wrap-Up
• Students stretch in their groups above. Teams take turns leading the stretches. Remind students
that the stretches should be from head to toe and be held for 15-30 seconds.

Extension

• Watch a video of a soccer game and have students pick out how players get open for passes.

• Students could also watch a soccer team practice of older students and try to pick out tips and
techniques.

Notes to Teacher
• It is important to have students focus on watching for open players on their own team if in pos-
session of the ball. If the other team has possession of the ball, students should watch for open
players so they can go and cover them.

• During the Soccer Team Passing game, encourage team-mates to communicate with each other
using words, eye contact and gestures. Remind students to show good sportsmanship to everyone
in the game.

• See Grade 4 Appendix P for Strategies and Tactics tips that are transferable from sport to sport.

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Appendices
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix P: Transferable Skills: Strategies and Tactics

17

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UNIT 17 Lead Up to Soccer

Sub-Task #6 Modified Game

Facility
Gymnasium or outdoor field

Materials
Soccer balls (one per student)
A variety of medium-sized light balls

Description
Students apply the skills they have learned to a more authentic game situation with the elements of
offense and defense.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead-

up games, creative dance).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).
4p36 Demonstrate respectful behavior towards others in the group
(e.g., speaking kindly, refraining from hurtful comments,
acknowledging others’ ideas and opinions).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Peer assessment of social skills using small group discussion sharing examples of fair play and
respectful behaviour observed in class.
• Teacher assessment of vigorous participation using the participation rubric (Grade 4 Appendix
G).

Teaching/Learning Strategies

A) Warm-Up
• Pick a New One. Students work in groups of four. Each group chooses a warm-up exercise and
leads the rest of the class. The exercises should be aimed at increasing heart rate gradually and
moving joints through their range of motion. Rotate through all groups.

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B) Skill Development
• Keep Away. Students work in pairs in a defined area. One partner dribbles the ball and tries to
keep it from being intercepted. The other partner attempts to gain possession of the ball.
Partners switch positions if possession (under control) is gained or if set time is up. Ensure they
change partners frequently.
• Students may work in groups of four for this activity.

C) Skill Application
• Touchdown Soccer.

Divide students into teams of about six players. Divide playing area so that two teams play each
other on each part of the field. Three students play defense and try to stop goals from being
scored and three students play forward and try to score goals. Each team designates one of the
forwards to stand on the opposite endline. If the endline player traps the ball, the team earns a
point. 17
• Encourage students to run to open spaces, while they continue to play their position. The defense
should not be ahead of the forwards, but should move with the game and not stay planted by the
endline. If the forwards are down at the other end trying to get a goal, the defense can come for-
ward toward centre line.
• Add the following rules as required:
• If the ball goes out of bounds at the sidelines, the throw-in applies.
• A team must be past the centre line to make a pass to the endline player.
• A team must have completed three passes before passing to an endline player.

D) Cool-Down/Wrap-Up
• Students choose two students from each team to lead their team through a group stretch. Remind
students to stretch from head to toe and to hold stretches for 15-30 seconds.
• In their teams, students discuss examples of fair play and respectful behaviour towards others
observed in class. Ask each group to share one example of these behaviours exhibited in class.
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Extension

• Students try soccer ball juggling with a partner while warming up.

Notes to Teacher
• Continue to encourage good communication between team-mates.

• Introduce a minimum number of rules for the game. After students have played for a few min-
utes, stop the activity and ask students to discuss in small groups how to adapt the game to
increase the challenge. Rules can also be introduced as the need arises. e.g., if one player is
dominating the play, introduce a rule that three passes must be made before scoring. If students
are crowding the player with the ball, introduce a rule that defenders must be more than a metre
away from the person with the ball. Encourage individual groups to choose rules and adapt them
as required.

Appendix
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT Lead Up to Basketball

OVERVIEW
18 Duration
Description
6 Sub-Tasks

Students learn the basics of basketball skills. Skills and concepts to be covered include: ball han-
dling, dribbling, sending and receiving chest and bounce passes, shooting, travelling and double
dribbling.

Sub-Task Title Expectation Code

1. Introducing Ball Handling and Dribbling 4p27, 4p28

2. Dribbling and Ball Control - On the Go 4p15, 4p36
3. Ready Position, Passing and Catching 4p16, 4p18, 4p28
4. Shooting 4p16, 4p26
5. Two Rules: Double Dribble and Travelling 4p15, 4p35
6. Review: Modified Game 4p28, 4p35

Assessment and Evaluation

A variety of assessment tools can be used throughout this unit. Some assessment strategies and tools
included are:
• Formative/ongoing teacher assessment using movement skills rubrics and anecdotal record
sheet.
• Summative teacher assessment using participation and social skills rubrics.
• Summative teacher assessment using movement skills checklists.
• Self/peer assessment using participation target.
• Self/peer assessment using movement skills checklists.

Links to Prior Knowledge 18

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety guidelines.

• Students are able to move safely with and without equipment.

• Students are able to use interpersonal skills to work in partners, small groups and on teams.

• Some awareness of the skills and rules involved in basketball from various sources.

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• Students can travel in a variety of ways in different directions, in response to signals.

• Students are able to bounce a ball while moving, using either hand.

• Using two hands, students are able to catch, while stationary, objects of various sizes, both above
and below the waist.

Notes to Teacher
• Establish safety and management strategies before students work with the balls.

• Set a signal which requires the students to freeze, look at the teacher, stop talking and hold the
ball still (e.g., two short blasts of a whistle).

• Designate a number of places where students can get and return balls. Make sure that these loca-
tions are not under or very close to the basketball nets.

• Ensure students understand importance of following instructions.

• Provide small, lighter basketballs as well as the junior size basketballs in order to meet the needs
of the different skill levels and size of students in the class. Students who are having difficulties
should use a smaller ball.

• In order to challenge advanced students, encourage them to find a way to make a particular skill
more challenging for themselves. For example, they can try doing it faster, with their weaker
hand, try throwing from a farther distance, or complete the skill in combination with a variety of
other skills in sequence. Also, more advanced students can demonstrate skills and act as mentors
to peers.

• Basketball skills are introduced in Grade 4 with lead-up games and activities to help develop
throwing, catching and sending skills. Use Movement Skill Rubrics to assist in teaching skills.
Skills are broken down to help peers provide feedback.

• See Grade 4 Appendix P for more information on game strategies and tactics.

• See Grade 4 Appendix Q for more information on Transferable Skills

(Sending/Receiving/Carrying).

Appendices
Unit 18 Appendix A: Movement Skill Checklist: Chest Pass
Unit 18 Appendix B: Movement Skill Checklist: Bounce Pass

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UNIT 18 Lead Up to Basketball

Sub-Task #1 Introducing Ball Handling and

Dribbling
Facility
Gymnasium or outdoors on pavement

Materials
A variety of small and medium-sized bouncing balls, including basketballs (ideally one for every stu-
dent in the class)
3 different coloured bouncing balls

Description
Students become familiar with the weight, feel and bounce of a basketball as well as learn the prop-
er technique and hand positioning for dribbling.

Expectation Code Learning Expectation

4p27 Follow safety procedures related to physical activity, equip-

ment and facilities.
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:

• Self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating (Grade

4 Appendix I for indicators).

• Self-assessment of vigorous participation using a four finger rubric (Grade 4 Appendix G for indi-
cators).

Teaching/Learning Strategies
18
A) Warm-Up
• Freeze Bounce. Students bounce a ball until they are signaled to stop (e.g., whistle, clap).
Students may move or stay stationary when bouncing their ball. Encourage students to bounce
the ball safely with one hand. Challenge students to freeze as quickly as possible on the signal. As
students warm up, add different methods of locomotion, such as jogging, power walking, skip-
ping, etc.

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B) Skill Development
• Ball Handling - On the Spot Drills:
• Circling the ball. Standing on the spot, students pass the ball from hand to hand around their
waist. Challenge students to try moving the ball clockwise and then counter-clockwise without
letting the ball bounce, start slowly and increase speed to increase difficulty level and try cir-
cling the ball around both ankles, and then each ankle separately.
• Back and Forth.

While holding the ball in front at chest height, students pass the ball from one hand to the other
using the fingertips to control the ball. For variety, they try passing the ball from hand to hand in
the air above the head, down low, close together, out wide. Emphasize getting a feel for the ball.
Encourage students who are ready for a challenge to try this drill with their feet moving.
• Dribbling - On the Spot. Encourage students to dribble with one hand. Instruct students to
start off with their dominant hand (usually the hand they write with) because it will be easier. Ask
students what points they should keep in mind while dribbling. Emphasize:
• Keep ball below the waist.
• Keep eyes up (This may be difficult for some students. Challenge them to keep their eyes up as
much as possible.)
• Flex knees and lean forward. This position will naturally help the students to bounce the ball a
bit ahead of their body and avoid bouncing the ball off of the feet.
• Push down hard enough that the ball will come back up to your hand and not get ‘stuck’ on
the floor.
• Use spread fingertips to push the ball down and not the palm of the hand. (If students are
slapping the ball, explain that this is not an effective way to dribble because it does not pro-
vide good control or allow a quick change in direction during a game.)

C) Skill Application
• Roller Coasters. Students dribble with dominant hand. Call out different levels on the spot
(ankle, knee and waist height then back down to knee and ankle).
• Where? Teacher calls out prepositions like in front, beside and behind and the students try to
dribble the ball at these locations with their dominant hand. Repeat challenges with non-domi-
nant or weaker hand warning the students that it will probably be more difficult.
• V-Dribble. Students try dribbling the ball from one hand to the other on the spot. For two min-
utes, students walk or jog (depending on skill level) and experiment with the dribbling skills they
have just practised on the spot. Students may work with a partner. Partners call out “in front,
behind, V-dribble, change hands, high, low…”
• Dribble Tag. Everyone in the class has a basketball. Choose 3-4 students to be taggers and give
them different coloured balls. Players try to avoid the tagger while dribbling continuously. If a
player is touched by the tagger (who must also be dribbling at the time) he/she switches balls
with the tagger and becomes a tagger.

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D) Cool-Down/Wrap-Up
• Students do an easy jog around the gymnasium, rotating arms, shoulders and ankles. Students
cool down with a group stretch, led by the teacher. Stretch muscles from head to toe. See Grade
4 Appendix A.
• Students assess their participation and level of safety using a four finger rubric and/or a thumbs-
up/ thumbs-down rating. In the thumbs-up/thumbs-down rating, students may hold their thumbs
between up and down. Ask students to give reasons for their rating.

Extension

• Elevator. Students begin dribbling while sitting down, slowly move onto knees, then onto feet,
back onto knees and return to sitting position without stopping dribbling. They roll the ball all
around body passing the ball from hand to hand, then switch and roll it in the other direction

Notes to Teacher
• Watch for students having a difficult time and make sure they have an opportunity to use a small-
er and lighter ball if they wish.

• At the beginning of the unit, reinforce the importance of freezing freeze quickly on a signal.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)

18

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UNIT 18 Lead Up to Basketball

Sub-Task #2 Dribbling and Ball Control - On the

Go
Facility
Gymnasium or outdoors on pavement

Materials
Basketballs (one per student)
10-15 different coloured beanbags

Description
Students practise dribbling while changing direction and speed. They begin to develop the ball con-
trol needed to play a basketball game.

Expectation Code Learning Expectation

4p15 Perform the movement skills required to participate in lead-up

games, gymnastics, dance, and outdoor pursuits:
locomotion/travelling (e.g., sliding, gliding), manipulation (e.g.,
kicking, trapping), and stability (e.g., putting their weight on
different body parts).
4p36 Demonstrate respectful behaviour towards others in the group
(e.g., speaking kindly, refraining from hurtful comments,
acknowledging others’ ideas and opinions).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing or Summative:
• Teacher assessment of dribbling skills using a movement skills recording chart. Use indicators
from lesson in combination with blank movement skills recording chart (Grade 4 Appendix J-1).
• Self-Assessment of respectful behaviour towards others using the Interpersonal Skills Rating Scale
(Unit 8 Appendix B).

Teaching/Learning Strategies

A) Warm-Up
• Post a chart of dribbling exercises (see below). The students complete the list as they move
around the outside of the gymnasium. Encourage them to repeat the list as many times as they
can, using their dominant hand and then using their other hand.

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• Dribble Challenges: Remember to try to look up!

• One lap dribbling low, close to the ground.
• One lap moving quickly and dribbling with the ball ahead of you.
• One lap moving at a medium speed and stopping at each corner to dribble fast and low on the
spot for 10 dribbles.
• One lap – free choice.

B) Skill Development
• Partner Check. As a class, review what the body should look like when dribbling. Post a check-
list. In partners, students observe each other’s dribbling and provide feedback. Dribbling Tips:
• Keep eyes up.
• Push ball down using fingertips.
• Keep ball low and close to the body.
• Flex knees and lean forward.
• Dribbling Discussion. Ask students why it is important to be able to dribble in different direc-
tions in a basketball game. Remind students to think back to when they played dribble tag in the
last lesson. Responses may include:
• “It will help you dodge somebody on the other team.”
• “There may be an obstacle in your way that you quickly have to move around.”
• “Being able to dribble in different directions will help you to protect the ball if someone on
the other team is trying to take it from you.”
• Cross the River. Students spread out along the longest wall of the gymnasium. Call out com-
mands such as: forward, backward, sideways sliding, galloping, etc. Students perform these
movements while dribbling a basketball. Challenge them to respond quickly and to move without
touching any other students or objects.
• Variation: The first person to “cross the river” (get to the other side of the room) with good ball
control gets to call out the next command.

C) Skill Application
• Scatter. Spread beanbags out all around the playing area. Every time students come to a bean-
bag, they change one thing about the way they are dribbling (e.g., direction, height, speed).
Assign certain colours of beanbags to specific directions (e.g., yellow means dribble backward).
18
D) Cool-Down/Wrap-Up
• Students stretch with a partner and identify two reasons why changing directions while dribbling
is necessary.

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Extension

• Relays. Divide class into teams of four. First person dribbles backwards to a designated line,
stops and then returns to the front of the line dribbling sideways. When complete, the student
goes to the end of the line. Each person in line repeats the above.

• Identify the goal of the relay (i.e., it’s not always the first team finished that is the winner). The
goal may be to keep the relay moving continuously, to encourage team-mates sincerely, to com-
plete the skill with as much finesse as possible or to add a group challenge to the relay.

• Vary the relay with different skills.

Notes to Teacher
• Cross the River Variation. Let students choose the manner of dribbling (e.g., high, low, hand
to hand, dominant hand, non-dominant hand). Afterwards, discuss what manner was more effec-
tive when the goal was to obtain maximum speed with control. Students will dribble the ball
slightly in front of the body when moving faster and will dribble the ball close to their body when
focusing on control.

• In relay activities, use small groups so students can be more active. Relays can be continuous:
students continue pattern of activity until new pattern is called instead of stopping when each
person has had a turn.

Appendices
Unit 8 Appendix B: Interpersonal Skills Rating Scale Self Assessment
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix J-1:Movement Skill Recording Chart

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UNIT 18 Lead Up to Basketball

Sub-Task #3 Ready Position, Passing and

Catching
Facility
Gymnasium or outdoors on pavement

Materials
Basketballs (one per student)

Description
Students practise dribbling and ball control skills while adding the skills of passing and catching, in
preparation for modified basketball games.

Expectation Code Learning Expectation

4p16 Demonstrate the principles of movement in acquiring and then

beginning to refine movement skills (e.g. combining directions
and levels in sequence).
4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhand motion to a partner or large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of locomotor skills using an anecdotal observational recording chart (Grade
4 Appendix N) in conjunction with Movement Skills Recording Chart (Grade 4 Appendix J-1).
• Peer assessment of passing skills using a movement skill checklist (Unit 18 Appendix A or B).
• Self-assessment of vigorous participation using a four finger rubric (see participation rubric
18
Grade 4 Appendix G for indicators).

Teaching/Learning Strategies

A) Warm-Up
• Encourage students to reflect on all of the different components/variables there are in their drib-
bling technique (i.e., level, direction, speed, right or left hand).
• Challenge students to make up as many different combinations as they can.

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• Afterward, discuss some of the combinations tried in addition to level of difficulty (e.g., forward,
waist height and forward vs. backward, hand to hand and quickly).
• Select students who are dribbling in different ways, and direct the class to dribble like them, for
example: “Try dribbling fast like Rhonda.” “Try dribbling with your left hand like Amir.” “Try
dribbling close to your body like Lee.”

B) Skill Development
• Stop and Go Drill. Students jog while dribbling a ball. On a signal they stop and get into a
ready position, holding the ball close at chest level, head up, feet apart and knees bent.
• Partner Chest Pass Drill. Partners experiment with the chest pass. Standing approximately 3
metres apart and students chest pass the ball back and forth. Stop the class and select different
pairs to demonstrate the different key points of the chest pass. Chest Pass Key Points:
• Start from ready position.
• Hold ball at chest level, with hands on either side of the ball, fingers spread.
• Keep elbows relaxed, flexed and away from the body.
• Extend arms and flick wrists outward.
• Step in direction of target and aim for team-mate’s chest area.
• Follow through with fingers pointing in the direction of the pass and back of hands facing
each other.
• After catching a pass, absorb the impact of the ball by pulling the ball close into your body.
• The Bounce Pass:
• Partners start in ready position.
• Same as chest pass except that students flick outward and downward this time.
• The ball should bounce two-thirds of the way to their partner.
• Partner Bounce Pass Drill. Repeat the activity above using the bounce pass. Students work on
passing the ball without spin. they use the Movement Skill Checklist for the bounce pass or the
chest pass to provide feedback to their partner.

C) Skill Application

• Side Over Relay.

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• Side Over Relay. Groups of 3-4 students form a straight line at one end of the gymnasium fac-
ing the other end. The first person dribbles across gymnasium to designated location, turns
around and dribbles back to group. At 3 metres away, the first person completes a chest pass to
the next person in line who takes a turn dribbling to the other end and back. Repeat using
bounce passes.
• Variation: Change the way students are dribbling.
• 3-Minute Passing Game. Students work in groups of four. Two students have the ball. Using the
bounce pass and chest pass, students pass the ball with their partner as many times as possible
in three minutes. If either of the other two students (defenders) gets a hand on the ball, they
score a point. If they knock the ball away and get possession, they also get a point. The ball is
returned to the pair who began with the ball. The pair with the ball keeps track of their number
of completed passes. The defending pair counts the number of times they were able to touch or
get possession of the ball. Students switch roles for the next three minutes.

D) Cool-Down/Wrap-Up
• Body Part Stretch. Call out different body parts one at a time. To cool down and work on flexi-
bility, students stretch that body part as it is called. Students may look at peers for ideas if they
are not sure of a stretch.
• Ask students to assess their participation during class. Designate four areas: Level 1, 2, 3 and 4.
Ask students what participation would look like and sound like at each of those levels. Students
stand in the area that they feel represents their participation in class. Ask students to give reasons
for their assessment.

Extension

• Speed Passes. In partners, give students a one-minute time limit to see how many bounce or
chest passes they can complete.

Notes to Teacher
• If students are having a difficult time, have them try with a smaller and lighter ball and also have
them try standing closer to their partner or work individually with a target against the wall.

• Continue to remind students to keep head up and eyes looking forward.

18
• In relay activities, use small groups so students can be more active. Relays can be continuous:
students continue pattern of activity until new pattern is called, instead of stopping when each
person has had a turn.

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Appendices
Unit 18 Appendix A: Movement Skill Checklist: Chest Pass
Unit 18 Appendix B: Movement Skill Checklist: Bounce Pass
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix J-1:Movement Skill Recording Chart
Grade 4 Appendix N: Anecdotal Observation Recording Chart

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UNIT 18 Lead Up to Basketball

Sub-Task #4 Shooting
Facility
Gymnasium or outdoor court with hoops

Materials
Basketballs (one per student)
2 deck rings or hula hoops

Description
Students learn the two-hand set shot.

Expectation Code Learning Expectation

4p16 Demonstrate the principles of movement in acquiring and then

beginning to refine movement skills (e.g. combining directions
and levels in sequence).
4p26 Demonstrate a variety of interpersonal skills (e.g., playing fair-
ly, cooperating, behaving respectfully).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:

• Teacher assessment of shooting skills using an anecdotal observational recording chart (Grade 4
Appendix N) in conjunction with Movement Skills Recording Chart (Grade 4 Appendix J-1).

• Self-assessment of interpersonal skills using a Response to Others Self Assessment (Unit 8

Appendix C).

Teaching/Learning Strategies

A) Warm-Up
18
• Umbrella Drill - Bounce Pass and Chest Pass. In groups of 5-6, one student is the leader and
stands approximately 3 metres away from the rest of their group, which forms a semicircle
around the leader.
• Using a chest pass, the leader throws the ball to each team member, who returns the ball using a
chest pass. When the last player passes the ball back to the leader, the leader has one turn to
turn and shoot on the net (which is directly behind her/him).
• When the leader has taken the shot, the entire group completes one lap jogging around the gym-
nasium. The leader then joins the end of the semicircle. The first person in the semicircle now
becomes the leader.

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• Repeat the activity until each group member has been the leader. Challenge groups to see how
many sets they can complete without dropping the ball. Focus on accurate passes and being
ready to receive the pass.

B) Skill Development
• Mime Shots. Students move around the gymnasium and practise shooting at a basket using an
imaginary ball. On a signal, they freeze in a variety of positions. Call out the part of the shot, e.g.,
ready position, release position, position after release. Check and reinforce proper hand and
body positioning.
• Review key points of the set shot.

• Get Ready: Hold ball in same way as if for a chest or bounce pass (see Sub-Task #3). Raise
the ball above the head and rotate hands so that shooting hand is behind the ball and elbow is
pointing towards the basket. Shooting hand is behind the ball and other hand acts as a guide.
Knees are bent and one foot is slightly ahead.
• Execution: Extend elbow and knees, push ball up and toward basket.
• Follow-Through: Snap wrist and “wave goodbye to the ball.”
• Target Toss. Students shoot the balls at targets on the wall (use pieces of tape or an existing
mark). Emphasize trying to get an arc on the ball. Students may start close and gradually move
back as skill level and strength permit.

C) Skill Application
• Shuttle Shooting.

Divide students into two equal lines facing each net or target: the shooting line and the rebound-
ing line. Use all available nets in the gymnasium in order to maximize student participation. The
first person at the shooting line takes a shot at the net and then moves to the end of the rebound-
ing line. The first person in the rebounding line retrieves the ball, passes it to the next person in
the shooting line and then runs to the end of the shooting line. The rest of the players continue
following this pattern.
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D) Cool-Down/Wrap-Up
• Everyone has a partner and one ball to share between partners.
• Each partner takes turns leading a stretch and using the ball to enhance the stretching and flexi-
bility.

Extension

• Every Hoop. Students dribble their ball around the gymnasium, attempting a shot on every
hoop. Students can repeat this drill, trying to improve their number of baskets scored on each
lap.

Notes to Teacher
• In shooting games, discuss the concept of working as a team to move the ball up the court. This
is also a good time to talk about using encouraging words like “good try.” Encourage students to
be supportive of their peers.

• With Shuttle Shooting and any shooting drill, spread students out at different nets so they are
working in small groups and getting as much practice as possible. Use targets on the wall and
rotate groups if there are not sufficient numbers of baskets.

Appendices
Unit 8 Appendix C: Response to Others Self-Assessment
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix J-1:Movement Skill Recording Chart
Grade 4 Appendix N: Anecdotal Observation Recording Chart

18

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UNIT 18 Lead Up to Basketball

Sub-Task #5 Two Rules: Double Dribble and

Travelling
Facility
Gymnasium or outdoors on pavement

Materials
Basketballs (one per student)
Hula hoops

Description
Students combine a variety of skills and begin exercising them while following rules of the game.

Expectation Code Learning Expectation

4p15 Perform the movement skills required to participate in lead-up

games, gymnastics, dance, and outdoor pursuits:
locomotion/travelling (e.g., sliding, gliding), manipulation (e.g.,
kicking, trapping), and stability (e.g., putting their weight on
different body parts).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of locomotor skills using Locomotor Skill Checklist (Unit 13 Appendix A).
• Self-assessment of cooperation and fair play by moving to different designated areas of the gym-
nasium to rate self (see Social Skills Rubric Grade 4 Appendix H for indicators).

Teaching/Learning Strategies

A) Warm-Up
• Keep Up. Students work with partner of similar ability. On “go” signal, one student follows the
other who is demonstrating a variety of dribbling techniques (changing speed, direction, level,
hand). On signal, switch leaders. Follower stands beside the leader (as opposed to behind the
leader) and tries to keep up. Students switch roles, gradually increasing their speed as they warm
up.

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B) Skill Development
• Introduce two rules of basketball. Demonstrate examples of travelling and double dribbling
to the class and have students identify the infractions. Note that both these types of violations
result in the loss of possession in a game situation:
• Travelling. Players are not allowed to step with the ball without dribbling.
• Double Dribble. Players may not begin dribbling the ball again once they have stopped drib-
bling and picked up the ball, nor may they use two hands to dribble the ball at the same time.
• Dribbling Drill. Students dribble in one direction around the gymnasium, keeping heads up
and doing the following on a signal:
• Dribble high, then low.
• Run quickly, then slowly.
• Start and stop on the whistle or every black line.
• Stop and change direction.
• They work on stopping without travelling.

C) Skill Application
• Infraction Tag. Everyone has a ball and several people are “It.” The students who are the tag-
gers (“Its”) wear a pinnie so they are easily identifiable. All players keep dribbling at all times
and try to avoid travelling and double dribbling. Select a few students to be the referees to help
the teacher watch for travelling and double dribbling. If touched by “It” (who must be dribbling
at the time) or if a referee sees an infraction, players go to a “practice” net and try a foul shot
(up to five shots or the first successful shot, whichever comes first). Change the “Its” and refer-
ees frequently.

D) Cool-Down/Wrap-Up
• Students find a partner with the same colour eyes or hair and perform stretches together in order
to improve flexibility.
• Ask students to assess their cooperation and fair play during class. Designate four areas Level 1,
2, 3 and 4. Ask students what participation would look like and sound like at each of those lev-
els. Students stand in the area that they feel represents their cooperation and fair play during
class. Ask students to give reasons for their assessment.

Extension
18
• Partner Tag. Both partners have their own balls and are dribbling throughout the game. One
person is “It” and when the other partner is tagged, they switch roles.

Notes to Teacher
• Encourage students to work with the activities to find the level where they will be challenged.
Students should adjust the activity to increase or decrease the challenge.

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Appendices
Unit 13 Appendix A: Locomotor Skills Checklist
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 18 Lead Up to Basketball

Sub-Task #6 Review: Modified Game

Facility
Gymnasium or outdoors on pavement

Materials
Basketballs (one per person)
4-5 buckets or wastebaskets

Description
Students combine all of the skills they have learned in a modified game, while following specific
rules of game.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead-

up games, creative dance).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of vigorous participation using the participation rubric (Grade 4 Appendix
G).
• Peer assessment of fair play skills using Cooperation and Fair Play sections of the Social Skills
Rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
18
• High Five. Students power walk dribbling the ball around the gymnasium. Students have three
minutes to stop and greet every student in their class by doing a high five together while continu-
ing to dribble with the other hand. As they greet each other, they make eye contact and state out
loud the person’s eye colour. Students switch hands and continue dribbling to another person.

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B) Skill Development
• Students shuffle sideways, passing the ball back and forth, down the court facing their partner:
• First time – chest pass.
• Second time – bounce pass.
• Third time – either type of pass.
• Encourage students to make eye contact with their partner, to hold their hands up to give their
partner a target and to work on passing the ball without travelling.

C) Skill Application
• Bucketball.

Divide students into teams of 5-6 players. Divide the gymnasium width-wise into 2-3 courts so all
students can play. On the endline, one student holds a bucket or a wastebasket as the goal. Play
with these rules:
• Players pass the ball down the court and score by throwing the ball into the bucket.
• Team-mate on the endline can move the bucket around in attempt to catch the ball in the
bucket.
• Players can take 3 steps or hold the ball for 3 seconds before passing or shooting.
• Players cannot touch the ball carrier.
• Stop the game after 4-5 minutes of play. Give teams an opportunity to discuss strategy.
Encourage students to give feedback to each other and plan how to intercept the ball.

D) Cool-Down/Wrap-Up
• Students do an easy jog around the gymnasium, rotating arms, shoulders and ankles. Students
cool down with a group stretch, led by the teacher. Stretch muscles from head to toe. See Grade
4 Appendix A.

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Extension

• Stop and Go. Hold up cards which show with pictures and words how you would like the stu-
dents to dribble (e.g., ankle, knee, waist height, fast, slow, hand to hand, etc.). This makes it
necessary for students to keep their head up and eyes on you during the activity. Show pictures of
some ball handling skills such as passing the ball around the waist or passing the ball back and
forth between hands. When students see your hand in the air, they freeze and stand in ready posi-
tion. Hide the last card that was shown and see who can tell what it was.

• Note: If students’ skills are strong enough, try holding up more than one card at a time.

Notes to Teacher
• During Bucketball, discuss the concept of working as a team to move the ball up the court. Point
out students using encouraging words like “good try.” Do not allow putdowns.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

18

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Student Assessment – Movement Skill

Checklist
Skill: Chest Pass

What to look for?

Get Ready ❏ Feet shoulder-width apart

❏ Toes point straight ahead with
dominant foot slightly forward
❏ Hips and knees flexed
❏ Hold ball close at chest level
❏ Keep elbows relaxed, flexed and
away from the body
❏ Fingers spread, thumbs pointing
towards each other
❏ Eyes up

Action
❏ Extend arms powerfully
❏ Flick wrists outward and downward
❏ Step in the direction of target and
aim in front of team-mate’s chest
area

Follow
Through ❏ Follow through with fingers pointing
in the direction of the pass and back
of hands facing each other.

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APPENDIX
Student Assessment – Movement Skill
B
Checklist
Skill: Bounce Pass

What to look for?

Get Ready ❏ Feet shoulder-width apart

❏ Toes point straight ahead with
dominant foot slightly forward
❏ Hips and knees flexed
❏ Hold ball close at chest level
❏ Keep elbows relaxed, flexed and
away from the body
❏ Fingers spread, thumbs pointing
towards each other
❏ Eyes up

Action
❏ Extend arms powerfully
❏ Flick wrists outward and downward
❏ Step in the direction of target and
aim in front of team-mate’s feet

Follow 18
Through ❏ Follow through with fingers pointing
in the direction of the pass and back
of hands facing each other.
❏ The ball should bounce two-thirds of
the way to partner

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UNIT Lead Up to Volleyball

OVERVIEW
19 Duration
Description
6 Sub-Tasks

Students learn the basic skills required to play lead-up volleyball games and activities, including ball
control, throwing, catching and movement patterns. By participating in partner and small group
activities, students develop a variety of interpersonal skills such as playing fairly, cooperating and
behaving respectfully.

Sub-Task Title Expectation Code

1. Ball Handling Skills 4p35

2. Throw and Catch 4p28, 4p35
3. Throw to Target 4p35
4. Movement Patterns 4p28, 4p35
5. Forearm Pass (Bump) 4p28
6. Underhand Serve 4p28, 4p35

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Formative/ongoing teacher assessment using movement skills rubrics and anecdotal observation
recording chart.
• Teacher assessment using participation, social skills and safety rubrics.
• Student self-assessment using participation target.
• Peer assessment using movement skills checklists.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.

• Students should be able to throw a ball overhead using two hands, while stationary, to a large tar- 19
get or a stationary partner.

• Students should be able to catch, while stationary, objects of various sizes and shapes using two
hands both above and below the waist.

• Students should be able to hit a slowly moving object (e.g., a ball or a balloon) using various
parts of the body, directing it to a partner or a large target.
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• Students should be able to move safely with and without equipment.

• Students should be able to use interpersonal skills to work in partners, small groups and on
teams.

• If students are involved in setting up and putting away volleyball poles, constant visual supervision
is required.

• Poles must never be stored where there is a danger of them falling over.

• When volleyball poles are removed, floor plugs must be replaced.

• Students must not be allowed to climb up the pole to attach the net.

• Nets must not have any exposed wires along top or frayed wires along poles.

Notes to Teacher
• In order to meet the needs of all students, consider the following modifications in order to pro-
mote maximum skill development and participation:

• Use a lighter, less-threatening ball such as a beach ball, primary volleyball or a high-density foam
(gatorskin) volleyball.

• Allow the ball to bounce between contacts.

• Allow unlimited hits on one side during games.

• Use a smaller court.

• Catch and toss rather than volley.

• Allow for as many contacts with the ball as possible (one ball for every student is ideal).

• Lower the height of the net.

• Volleyball skills are introduced in Grade 4 with lead-up games and activities to help develop
throwing, catching and sending skills. It is not necessary to assess specific volleyball skills in
Grade 4. Volleyball skills are introduced to build skills for assessment in future years. Assess gen-
eral participation, safety, locomotion and sending and receiving skills.

• Use Movement Skill Rubrics and Checklists to assist in teaching skills. Skills are broken down to
help peers provide feedback.

Appendices
Unit 19 Appendix A: Movement Skills Rubric: Volleyball Catching/Sending Position
Unit 19 Appendix B: Movement Skills Rubric: Forearm Pass Rubric
Unit 19 Appendix C: Movement Checklist Serving Skills

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UNIT 19 Lead Up to Volleyball

Sub-Task #1 Ball Handling Skills

Facility
Gymnasium or paved open area outside.

Materials
Volleyball-sized balls (one per student)
Utility balls
Gatorskin balls
Nerf balls
Mats

Description
Students are introduced to volleyball. They work on ball handling and control while learning about
the rules of fair play.

Expectation Code Learning Expectation

4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Peer assessment of fair play skills using Cooperation and Fair Play sections of the social skills
rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Ball Handling. Students place ball on floor and jump keeping the feet together, over the ball, to
the left, right, forward and backwards. Students place the ball between the ankles and jump side-
ways, forward, and backward, with a quarter turn and with a half-turn.
• They repeat the activity above placing the ball between knees. 19

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B) Skill Development
• Students are in scatter formation, each with a ball.
• Sitting Position. Students practise dropping and catching the ball in a variety of ways. They
drop the ball, let it bounce and catch it. They drop and catch the ball before it touches the floor.
They toss ball gently, let it bounce once and catch it. Repeat these activities at different levels
(kneeling, standing). Use mats when in kneeling position.
• Students pass the ball gently around their body at various levels, i.e., chest, waist, knee, ankle.
• Standing Position.

With legs shoulder-width apart, students pass ball around body at various levels. They move the
ball around legs in a “figure 8” formation, moving clockwise and counter-clockwise. With legs
shoulder-width apart, students hold ball behind knees using both hands, toss the ball gently
through the legs and catch the ball in front of the knees.
• Repeat above sequence but allow the ball to bounce before catching.
• With a Partner. Stand back to back, the partner with the ball bounces it and calls their part-
ner’s name. The partner turns and catches the ball. Repeat using a toss.
• Partners stand face to face about one metre apart. Partner with the ball tosses the ball to the left,
the right, in front of, behind partner so that the partner must move to catch the ball.

C) Skill Application
• Dumping Ground. Divide the class in half and they scatter on either side of the net; give each
half an equal number of balls. The object of the game is to have the least number of balls on
your side of the net at the end of the designated time. At the signal, the students begin to throw
their balls over the net; as the balls come back over the net, the students pick them up and throw
them back over. Remind students to keep their heads up to watch for balls. Begin with a few soft
balls and gradually add more balls.

D) Cool-Down/Wrap-Up
• Mass Mirroring. Students face the teacher in a scattered formation. Teacher holds the ball in
front of their body and the students mirror the path of the ball (e.g., forward, backward, side to
side) stretching muscles to improve flexibility.

Extension

• Divide the gymnasium into four areas for dumping ground. Students can throw the ball into any
other area, trying to keep their own area clear.

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Notes to Teacher
• Repetition is fundamental to learning. The more often students can contact a ball, the more com-
fortable and proficient they will become. If there are not enough volleyballs available for every
student, use other balls so that all students have a ball.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix N: Anecdotal Observation Recording Chart

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UNIT 19 Lead Up to Volleyball

Sub-Task #2 Throw and Catch

Facility
Gymnasium or paved open area outside.

Materials
Volleyball-sized balls (one per student)
Utility balls
Gatorskin balls
Volleyballs
Volleyball net and poles

Description
While continuing to focus on fair play and vigorous activity, students review the steps to the under-
hand throw. They throw and catch alone and with a partner.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead-

up games, creative dance).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of vigorous participation using the participation rubric (Grade 4 Appendix
G).
• Peer assessment of fair play skills using Cooperation and Fair Play sections of the social skills
rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Colour Tag. Using three or four different coloured pinnies, each of which represents a different
task, select three or four students to be “It.” If tagged by one of these “pinnie-people” students
perform the task associate with that colour. For example, red pinnie = touch five red object; yel-
low pinnie = do one “star jump” in each corner of the gymnasium; blue pinnie = jog on the spot
with high knees for 10 seconds. After doing the exercise, tagged students get back in the game.
Change the taggers frequently.

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• For variety, ask students to help select the tasks associated with each colour.
• To gradually increase students’ heart rate, the game should start with walking or power walking
and progress to running as students’ muscles warm up.

B) Skill Development
• Underhand Throw. Working alone, students stand two metres from a wall and toss and catch
against the wall. Introduce concept of arch in the toss and that the ball should hit the wall just
before it starts to fall to the ground. After five successful tosses, students move one step back and
repeat. Remind students to move to the ball so that the ball does not hit the floor. As a lead-up to
volleying, encourage students to catch the ball with hands at their forehead.
• Partner Activities:
• Students work with a partner at the wall. One partner tosses the ball up to the wall and the
other moves into position to catch it.
• Students move away from the wall and throw and catch with a partner no more than 4 metres
apart, varying height of toss (no higher than two metres). All throwing is done underhand.
The tosser tries to toss the ball high, and the receiver tries to move to catch the ball at his/her
forehead with the palms of hands facing the ceiling. The receiver will need to bend knees to
get under the ball. The tosser concentrates on accuracy and the receiver concentrates on mov-
ing to the ball. Switch roles after every five tosses.
• Repeat the previous activity, except now the tosser tosses ball to the left and right and receiver
must move to get the ball. Students toss and catch so that the receiver must move forward and
backward to catch the ball. Receiver is still catching ball at the forehead with palms facing up.
The toss must be high enough for receiver to move to the ball.

C) Skill Application
• Newcombe Ball (also called “Throw Volleyball”).

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Playing width-wise across the gymnasium with two half courts, divide players into four equal
teams. The object of the game is to throw the volleyball over the net so that it strikes the floor on
the opponent’s court. The scoring is the same as in volleyball, with the “throwing” team the
equivalent of the offensive or serving team. The defenders try to catch the ball before it hits the
floor, and they throw and catch the ball three times with team-mates before throwing it back over
the net. This gives students the idea of setting up the ball as in volleyball. To build skills for vol-
leyball, encourage students to into position to catch the ball at their forehead.
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D) Cool-Down/Wrap-Up
• North, South, East, West. Students find a partner. Teacher calls out different directions (in, out, N,
S, E, W) and the partners move slowly as directed while tossing and catching the ball.
• Students stretch with a partner and discuss the skills of cooperation and fair play to be assessed
using the social skills rubric.

Extension

• Many Ball Newcombe. The game starts by one team throwing three to six balls over the net
from the back line. The opponents try to keep the balls from hitting the ground by catching them
and throwing them back across the net. The player catching the ball returns the ball over the net
as quickly as possible. If the ball hits the ground, the player nearest the ball puts it in play by
throwing it over the net.

Notes to Teacher

• Encourage students to catch the ball with the palms of their hands facing the ceiling, thumbs
pointing together and fingers in a triangle. Students should try to place themselves under the ball,
and contact the ball at a level near the forehead.

• Encourage students to bend their knees to get under the ball. Having knees bent will also help
students to get into position to send the ball. When throwing, students extend legs and arms. This
emphasizes the use of all joints in a lead up to volleying.

• Post Sending/Receiving position rubric (Unit 19 Appendix A ) on the wall to remind students of
body position when sending and receiving.

Appendices
Unit 19 Appendix A: Movement Skills Rubric: Volleyball Catching/Sending Position
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 19 Lead Up to Volleyball

Sub-Task #3 Throw to Target

Facility
Gymnasium or paved open area outside.

Materials
Volleyball-sized balls (one per student)
Utility balls
Gatorskin balls
Volleyballs
Beach ball
Beach volleyball

Description
Students continue to work on tossing the ball underhand with two hands to their partner. The focus
is on accuracy. The students develop fair play skills by playing lead-up games.

Expectation Code Learning Expectation

4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Self-assessment of fair play skills using Cooperation and Fair Play section of the social skills
rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Ball Tag. Every student has a volleyball and holds it while power walking. Designate two or three
students to be “It.” The “Its” power walk to tag someone with the ball. When tagged, that student
goes to the edge of the gymnasium and does a predetermined number of tosses and catches
against the wall then re-enters the game. Change the people who are “It” several times. 19

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B) Skill Development
• Review Toss and Catch. Remind the tosser to toss the ball underhand with two hands gently
and to focus on accuracy while the receiver moves to the ball and catches it with palms up, at the
forehead.
• Individual Work. Students toss the ball in the air and catch it, varying the position (e.g., stand-
ing, kneeling, sitting) and the height of the toss. They do the following:
• Toss ball, touch ground and catch.
• Toss ball, clap 1x, 2x, 3x, and catch.
• Toss ball, turn 90 degrees, 180 degrees, 360 degrees and catch.
• Partner Work:
• Students stand 4-5 metres apart and play toss and catch. Tosser focuses on height and accura-
cy of the toss and the receiver concentrates on moving to the ball. Students stand 5 metres
apart, one student acts as tosser and tosses ball varying distances - 5 m, 4 m, 3 m, 2 m, thus
making the receiver move forward and back. Receiver should always face the ball and never
turn and run back. Switch tosser and receiver.
• Student continue to work in partners. Tosser tosses ball in a set pattern: straight ahead, to
tosser’s left, straight ahead, to tosser’s right, straight ahead and so on. Switch tosser.
• Same as above except tosser does not follow a set pattern and receiver must be ready to move
to catch the toss to right, left or in front.

C) Skill Application
• End Ball.

Playing width-wise across the gymnasium with two half courts, divide players into four equal
teams. Four students from each team assume positions behind the opposing team’s end line. The
game starts with a centre jump. Teams try to pass the ball over or around the opponents to their
team-mates behind the end line. Students work on passing the ball with accuracy and moving
into position to catch the ball. The focus is on teamwork and throwing and catching skills. Switch
players who are in the catching position frequently, so that all students have an opportunity to
catch the ball. Add more balls as the students continue to play.
• Students look at the cooperation and fair play sections of the social skills rubric and rate them-
selves for fair play.

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D) Cool-Down/Wrap-Up
• Simon Says. Two students are leaders and perform a variety of stretches in two areas of the
gymnasium. If they say “Simon Says” before doing the stretch then the rest of the students per-
forms the same stretch. If students perform a stretch when the leader did not say “Simon Says”
or they do not perform an stretch when “Simon Says” was said, they switch games and join the
other group.

Extension

• End Ball Variation. Each team plays with several balls. Challenge students to not only get the
balls to their end players, but also not to let any balls drop on their own side.

Notes to Teacher

• When receiving the ball, remind students to catch it with palms up, thumbs pointing together, and
fingers in a triangle shape. Encourage students to also move under the ball and keep elbows
flexed and wide. Students should make contact at a level above the forehead.

• Watch for students having a difficult time and give them an opportunity to use a smaller and
lighter ball.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix N: Anecdotal Observation Recording Chart

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UNIT 19 Lead Up to Volleyball

Sub-Task #4 Movement Patterns

Facility
Gymnasium or general purpose room

Materials
Volleyball-sized balls (one per student)
Utility balls
Gatorskin balls
Volleyballs
Beach balls
Volleyball net and poles
Music and tape player

Description
Students focus on combining throwing and catching skills while moving.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead-

up games, creative dance).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of vigorous activity using the participation rubric (Grade 4 Appendix G).
• Self-Assessment of Fair Play while playing “Prison Ball”. Students use the “thumbs-up/thumbs-
down” method based on the indicators in the Social Skills Rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Line Warm-Up. Students warm up by walking quickly along the lines in the gymnasium.
Students respond as quickly as possible to signals to change direction, change colours of lines,
or change speed, level or type of movement (e.g., hopping, stretching walk, side steps, tip toes).

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B) Skill Development
• Ready Position. Students find their own space in the gymnasium and position their feet in the
“ready position”: staggered foot stance, one foot slightly ahead of the other, knees bent, body
weight evenly distributed, hands up. On a signal students move freely about the gymnasium. On
the next signal, they stop in the ready position. Repeat for one or two minutes
• Toss and Volley.

In pairs, Student A stands at the net with a ball, Student B faces A and stand approximately 10
metres away or on the baseline. A tosses the ball 3-5 metres in front of B, who moves forward,
catches it and tosses it back to A, and then returns to the starting position. Switch A and B after
four or five tosses.
• Repeat with A tossing the ball so it bounces once about 3 metres in front of B. B moves quickly
to catch and throw back to A. Switch A and B and repeat.
• A now tosses ball to self and catches it in volley ready position (form an open triangle with the
thumb and index finger of each hand, palms up). From this position, A tosses it straight up as
high as possible then catches the ball in the same position. B watches to provide feedback on
hand and body position.

C) Skill Application
• Beach Ball Volleyball.

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Playing width-wise across the gymnasium with two half courts, divide players into four equal
teams. Begin the game with one team throwing the ball over the net. Each team tries to hit the
ball back to the other side. Any number of hits is allowed. Students work to contact the ball at
their forehead level, as practised. Observe games and point out examples of good sportsmanship
and good use of volleying skills (see Notes to Teacher).

D) Cool-Down/Wrap-Up
• Stretches. Students scatter in the gymnasium. Play music while students complete a series of
stretching exercises while holding or balancing a ball. Stress slow rhythmic movement. Hold each
stretch for 15-30 seconds.

Extension
• Four Court. Cross nets to form a four square. (Crossing nets may not be possible in some gym-
nasiums. Use lines instead of nets.) Four teams play at once. Teams try not to let the ball hit the
floor on their side of the court. The game begins with one ball. Any team can begin serving by
using an overhand throw. The ball can be served to any of the four teams. Points are scored
when the ball hits the floor on any court. The object is to have the fewest number of points at the
end of the game. Add one more ball each time the ball is served again until playing with four
beach balls.

Notes to Teacher
• Students are working on the lead-up progression to the overhead pass (volley) and should be
encouraged to focus on the following:
• Relax and cup the hands and fingers.
• Point the thumbs toward each other.
• Form an open triangle with the thumb and index finger of each hand.
• Move under the ball.
• Keep elbows flexed and wide.
• Keep head up and eyes on the ball.
• Bend knees and extend legs and arms when ball is contacted.
• During games, reinforce with students that they should be reacting to the flight of the ball and
moving to get into position to contact the ball.
• Beach Ball Volleyball. Introduce a minimum number of rules for the game. After students have
played for a few minutes, stop the activity and ask students to discuss in small groups how to
adapt the game to increase the challenge. Individual groups choose rules to add as required. An
example may be to add more balls, or to require a certain number of hits per side before return-
ing the ball.

Appendices
Unit 19 Appendix A: Movement Skills Rubric: Volleyball Catching/Sending Position
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 19 Lead Up to Volleyball

Sub-Task #5 Forearm Pass (Bump)

Facility
Gymnasium or general purpose room

Materials
Volleyball-sized balls (one per student)
Mats
Gatorskin balls
Volleyballs
Beach balls
Tape player and music
Volleyball net and poles

Description
Students participate vigorously while being introduced to the forearm or underarm pass (bump)
that is the basic method of ball handling in volleyball. Correct positioning of the hands, arms and
body are emphasized.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead-

up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of vigorous activity using the participation rubric (Grade 4 Appendix G).

Teaching/Learning Strategies

A) Warm-Up
• Fitness Circuit. Divide students into four groups. Each group begins at one of the four fitness
stations:
• Station #1: alternate knee lifts
• Station #2: bench step-ups 19
• Station #3: stomach crunches
• Station #4: power walking around gymnasium
• After students at Station #1 have completed 30 jumping jacks, signal a switch, and students move
to the next station in a clockwise direction.
• Remind students this is a warm-up and the heart rate should increase gradually.

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B) Skill Development
• Introduce the proper hand, arm and body position for the forearm pass. Students work with a
partner, moving around the gymnasium. On a signal, students jump and get into a ready position
for the forearm pass. Select different students and point out different tips to keep in mind when
in a ready position. Tips for ready position can include:
• Ready position for the forearm pass (bump):

• Seat down, arms low, knees bent, and feet wide apart.
• Hand and arm position:
• Fingers of one hand diagonally on top of the fingers of the other hand.
• Thumbs parallel to each other on top of the fingers.
• Thumbs turned downward to the floor, thereby locking the elbows (this should straighten the
arms and open the forearms).
• Arms even.
• Students continue moving and freezing in ready position. Students check their partners provide
feedback on hand and body positioning.
• Students work with a ball. One partner begins in a ready position. The other partner tosses the
ball. Student in ready position experiments with contacting the ball. Student tossing the ball
retrieves it.
• Stop students and identify mechanics for the forearm pass:
• Ball contact position for the forearm pass (bump):
• Contact the ball on the forearms between the wrists and the forearms (“sweet spot”) at a level
between the knees and the waist.
• Upon contact, straighten the body by pushing forward and upward from the balls of the feet.
Let the legs do the work.
• Keep eyes on the ball throughout contact with the forearms.
• Partner Drills:
• Students work in pairs with one ball per pair. One partner kneels on a mat with hands in the
bumping position. Other partner tosses the ball gently to their partner’s “sweet spot”. The
partner on knees, “bumps” the tossed ball back to their standing partner 5-10 times then they
switch. Students start close together with small tosses so that they can focus on accuracy and
technique.
• Repeat drill with receiving partner first on one knee, then in a standing position. Students
practise using the forearm pass technique to gently return the ball to their partner. Partners
should switch roles after 5-10 throws each.
• Post Movement Skill Rubric: Forearm Pass (Unit 19 Appendix B) on the wall for students to use
when providing feedback to partners.

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C) Skill Application
• Keep It Up. Students divide into groups of six to eight. Each group forms a circle with a ball.
Students use the forearm pass and try to set group records for the number of times they can keep
the ball up in the air. Students begin with a beach ball, then progress to lightweight balls and vol-
leyballs. Ask students what they had to do differently as they progressed to heavier balls. Remind
students to move to the ball, focus on getting into position and to communicate with their team
mates.
• Variation: Teams can count the number of successful volleys. Each time the ball hits the ground,
they start again and continue the count or start the count over to see if they can beat their own
record.

D) Cool-Down/Wrap-Up
• Students stretch in their small groups, stretching from head to toe and holding stretches for 15-
30 seconds (Grade 4 Appendix A).

Extension

• One Bounce Bump Ball. Divide students into two equal teams on either side of the net. To start
the game, one student throws the ball over the net using an overhand throw. Each time the ball
crosses the net it must bounce once in the court before it can be returned using a forearm
(bump) pass. Each player can only hit the ball once, but any number of players may hit the ball.

Notes to Teacher

• Beach balls or balloons can be used to increase student success of the forearm pass.

• Using body movement from the legs will help direct the ball up to an appropriate height. Remind
students to avoid swinging the arms upward but to use their whole body on contact.

Appendices
Unit 19 Appendix B: Movement Skill Rubric: Forearm Pass
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 19 Lead Up to Volleyball

Sub-Task #6 Underhand Serve

Facility
Gymnasium

Materials
Volleyball-sized balls (one per student)
Gatorskin balls
Volleyballs
Beach ball

Description
Students continue to work on fair play and vigorous activity while developing volleyball skills.
Students learn the underhand serve.

Expectation Code Learning Expectation

4p28 Participate vigorously in all aspects of the program (e.g., lead-

up games, creative dance).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:
• Teacher assessment of students’ behaviour related to fair play using the social skills rubric
(Grade 4 Appendix H) and an anecdotal observational recording chart (Grade 4 Appendix N).
• Self-assessment of vigorous participation using a participation target (Grade 4 Appendix O-1).

Teaching/Learning Strategies

A) Warm-Up
• Play music. Students carry volleyballs and move around the gymnasium. When the music stops,
students throw and catch the ball against the wall, or in the air five times, then continue moving.
Students gradually increase speed of movement as they warm up.

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B) Skill Development
• Introduce basic skills for sending the ball over the net using an underhand serving technique.

• Introduce the following serving tips. Students practise serving a soft ball to the wall.
• Stance:
• Feet shoulder-width apart pointing towards net.
• Knees bent.
• Ball is held in the palm of the non-dominant hand, in front and to the side of the body.
• Contact:
• The hitting hand is swung forward to contact under and behind the ball with the heel of the
hand.
• Right handed server - as right hand swings forward step with left foot; or vice versa for left-
handed server (similar to footwork of baseball throw where weight is shifted forward).
• Keep eye on ball.
• Contact is made behind ball with heel of hand on flat surface of closed fist.
• Follow through with straight arm-pendulum action.
• Using soft balls, half of the class takes turns practising their serving technique. Standing at mid-
court, students try to hit the ball from their hand, over the net. The other half of the class returns
the balls by rolling them back to the serving side. Switch roles so all students have several
chances to practise serving.
• Students work with a partner and practise some “mini-serves,” serving a short distance. Partners
use a checklist (Unit 19 Appendix C) to help provide teaching tips for successful serving to each
other.

C) Skill Application
• Newcombe. Students play Newcombe (Unit 19 Sub-task #2) and begin the game with a serve.
When serving, allow students to stand in a position on the court where they will achieve success.
Students can gradually serve from farther back in the court as they feel more confident.
19
D) Cool-Down/Wrap-Up
• Progressive Stretching Series. Students are scattered around the gymnasium making sure
they have room in front of them. Teacher shows the stretches and then the group all does it
together, holding each stretch for 15-30 seconds. Add a new stretch each time. This is a good
exercise to develop concentration skills.

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Extension

• Target Ball.

Divide students into teams of 6-10 players. Each team has a large target on the floor and one vol-
leyball. Each team stands behind a line 9-12 metres from the target. Using an underhand serve,
each player serves the ball to the target. If a server hits the numbered area, he/she scores the
number of points shown in that area of the target.

Notes to Teacher

• The distance the serve travels does not depend entirely on strength but rather on the smooth
transfer of weight and energy from the legs and arms.
• Allow students to serve from a distance where they will achieve success.
• Encourage students to work with the activities to find the level where they will be challenged.
Students should adjust the activity by stepping further or closer when serving the ball.

Appendices
Grade 4 Appendix A: Safe Stretching
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix N: Anecdotal Observation Recording Chart
Grade 4 Appendix O-1: Participation Target Blank
Unit 19 Appendix C: Movement Skill Checklist

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Movement Skills Recording Chart:

Volleyball Catching/Sending Position

Knowledge/Skill Category: Learning Expectation

Movement Skills • 4p15 Perform the movement skills required to participate in

lead-up games, gymnastics, dance and outdoor pursuits:
locomotion/travelling (e.g., sliding, gliding), manipulation
(e.g., kicking, trapping), and stability (e.g., putting their
weight on different body parts)

Skill Indicators:
Volleyball
Level 1 Level 2 Level 3 Level 4
Catching/Sending
Position

• Thumbs point- performs few sometimes usually per- consistently

ing together, of the skills as performs the forms the performs the
fingers form a described skills as skills as skills as
triangle described described described

• Elbows wide rarely applies sometimes usually applies consistently

skill in other applies skill in skill in other applies skill in
• Palms of hands situations or other situa- situations or other situa-
facing the ceil- activities tions or activi- activities tions or activi-
ing ties ties

• Catch the ball

at or near the
forehead

• Move feet to
get under the 19
ball

• Head up, eyes

on ball

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Movement Skills Rubric: Forearm Pass

Knowledge/Skill Category: Learning Expectation

Movement Skills • 4p15 Perform the movement skills required to participate in lead-up games,
gymnastics, dance and outdoor pursuits: locomotion/travelling (e.g., slid-
ing, gliding), manipulation (e.g., kicking, trapping), and stability (e.g.,
putting their weight on different body parts)
• 4p16 Demonstrate the principles of movement in acquiring and then begin-
ning to refine movement skills (e.g., combining directions and levels in
sequence)

Skill Indicators:
Volleyball Level 1 Level 2 Level 3 Level 4
Forearm Pass

• Fingers of one performs sometimes usually per- consistently

hand diagonally few of the performs the forms the performs the
on top of the fin- skills as skills as skills as skills as
gers of the other described described described described
hand
sometimes usually consistently
• Thumbs parallel rarely applies skill applies skill applies skill
and pointing applies skill in other situ- in other situ- in other situ-
downwards in other sit- ations or ations or ations or
uations or activities activities activities
• Elbows locked and activities
arms kept even

• Body in ready
position (seat
down, arms low,
knees bent, feet
wide apart)

• Contact ball on
forearms, straight-
en body by push-
ing forward and
upward

• Eyes on ball

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Student Assessment – Movement Skill

Checklist
Skill: Underhand Volleyball Serve

What to look for?

Get Ready
❏ Feet shoulder-width apart pointing
toward the net

❏ Knees bent

❏ Ball in palm of hand in front and to

the side of the body

Action

❏ Contact ball under and behind ball

with heel of hand or closed fist

❏ Step forward with front foot – shift

weight forward on contact

Follow Through
❏ Follow through with straight arm
with a pendulum action

❏ Move forward into position in court

19

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UNIT Manipulative Activities with Equipment

OVERVIEW
20 Duration
Description
7 Sub-Tasks

Students practise the manipulation skills of controlling, sending and receiving. They use equipment
such as hoops, scoops, beanbags, ropes, scooter boards and balls to explore various forms of phys-
ical activity. By participating in partner and small group activities, they develop interpersonal skills
such as playing fairly, cooperating and behaving respectfully.

Sub-Task Title Expectation Code

1. Moving with Hoops 4p18, 4p28

2. Sending and Receiving with Scoops 4p18, 4p35
3. Throwing and Catching Beanbags 4p18, 4p35
4. Moving with Ropes 4p22, 4p28
5. Moving with Scooter Boards 4p20, 4p36
6. Ball Throwing 4p18, 4p28
7. Using Feet to Control Balls 4p19, 4p28

Assessment and Evaluation

A variety of assessment tools can be used throughout this unit. Some assessment strategies and tools
included are:
• Peer assessment of fair play using the fair play and activity etiquette section of the social skills
rubric.
• Self-assessment of vigorous participation using a four finger rubric.
• Teacher Assessment of stability skills using an anecdotal record chart in conjunction with a
teacher developed checklist.
• Teacher observation of respectful behaviour using social skills rubric.
• Teacher assessment of vigorous participation using a participation rubric.
• Teacher assessment of catching skills using a Movement Skills Recording Chart for Overhand
Throw.
• Teacher assessment of manipulation skills (overhand throw) using a Movement Skills Recording
Chart.
• Teacher Assessment of manipulation skills (stopping an object using their feet) using an anecdot-
al record chart in conjunction with a teacher developed checklist.
20

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.

• Students should be able to throw a ball overhead using two hands, while stationary, to a large tar-
get or stationary partner.

• Students should be able to catch, while stationary, objects of various sizes and shapes using two
hands both above and below the waist.

• Students should be able to hit a slowly moving object (e.g., a ball or a balloon) using various
parts of the body, directing it to a partner or a large target.

• Students should be able to move safely with and without equipment.

• Students should be able to use interpersonal skills to work in partners, small groups and on
teams.

Notes to Teacher
• In order to meet the needs of all students and promote maximum skill development and partici-
pation, consider the following accommodations:
• Use lighter, less threatening balls such as beach balls or high-density foam (gatorskin) balls
when teaching throwing skills.
• If students are experiencing difficulty with any given skill, a good strategy is to slow down,
break the skill into steps, or go back to an easier preceding skill that will help them become
more prepared for difficult challenges.

• Students should be instructed on the safe use of each piece of equipment.

• Throws involving equipment (ropes, hoops, beanbags, balls) should be kept to a low height.

• Rules for contact by balls must be in place (e.g., below shoulder or below waist).

• When using scoops, there must be adequate spacing for each student to make an uninterrupted
swing with no intentional contact (e.g., body to body or scoop to body).

• When using scooter boards, do no allow students to stand on them and in relay type activities,
allow room for a slow-down or run-off area.

• Equipment must be in good condition with no cracks/bends, broken edges; scooter board wheels
must be secure.

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UNIT 20 Manipulative Activities with Equipment

Sub-Task #1 Moving with Hoops

Facility
Gymnasium, general purpose room or outdoors on paved surface

Materials
Hoops (one per student)
Hoop activity station cards

Description
Students explore various ways to control hoops by spinning, turning, rolling, tossing and catching.
They participate vigorously in a variety of individual, partner and group activities.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhand motion to a partner or large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of throwing skills using a Movement Skills Recording Chart for Overhand
Throw (Unit 9 Appendix A).

• Teacher assessment of participation using Participation Rubric (Grade 4 Appendix G).

Teaching/Learning Strategies

A) Warm-Up
• Hoop Move. Scatter hoops around the gymnasium on the floor. On a signal, students speedwalk
in and around the hoops. Give a signal and students jump in and out of as many different hoops
as possible. Call out “Walk” and students continue to walk around the hoops. Encourage stu-
dents to move without stopping as they gradually increase their heart rate.

20

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• Perpetual Hoop.

Divide the class into two groups. Each group has a hula hoop and forms a circle by holding
hands. The objective is to pass the hoop over each student to complete the circle without releas-
ing hands.
• Variation: add a second hoop and have the hoops complete the circle in opposite directions.

B) Skill Development
• Exploring. Students each have their own hoop and are in scatter formation. Instruct them to:
• Place the hoop on the floor. Jump in and out of it showing a variety of foot patterns: forward,
backward, side, centre.
• Go in and out of the hoop using different body parts.
• Hold the hoop in one hand, then two hands. Explore various ways of going through the hoop.
• Walk and carry the hoop on the following body parts: hands, shoulder, one arm, other arm,
two arms.
• Walk and carry the hoop in front, above, behind, beside.
• Develop their own ways of moving with the hoop.

C) Skill Application
• Hoop Activity Stations. Post the following activities in different locations around the gymnasi-
um. Students move through the activity centres and complete the challenges listed on the cards,
working cooperatively in groups of two, three or four.

Station #1

• Spin/turn the hoop on different body parts:

• Arm
• Waist
• Leg
• Ankle

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Station #2

• Practise different ways of spinning/turning and rolling the hoop on the floor.
Catch the hoop before it touches the floor using your:
• Arm
• Hand
• Leg
• Head

Station #3

• Roll the hoop along the ground. Try to move through it before the hoop falls
down.

Station #4

• Toss the hoop into the air using two hands. Catch it with:
• Two hands
• One hand
• The other hand

Station #5

• Toss the hoop into the air using one hand. Catch it with the other hand. Repeat
with opposite hand.

20

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Station #6

• Skip with the hoop:

• Forward
• Backward
• Slowly
• Quickly as you move from place to place

Station #7

• Roll the hoop forward using a flick of the wrist to add backspin to the hoop.
Watch it roll back to you. Try to catch it.

D) Cool-Down/Wrap-Up

• Students demonstrate one or two ways they learned to control hoops from their work at the hoop
activity stations.
• Students hold the hoop above their head, to both sides and to the front and back as they stretch.

Extension

• Students link two or three hoop skills (spinning, turning, rolling, tossing, catching) together to
form a sequence and present to the class.

Notes to Teacher
• Remind students to be aware of others around them when they are working with the hoops.
Ensure that students have adequate space around them when using the hoops so that they do not
hit others with the hoops.
• Throws involving hoops should be kept to a low height.
• Remind students to take care of the hoops to avoid causing bends and breaks.

Appendices
Grade 4 Appendix N: Anecdotal Observational Recording Chart
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 9 Appendix A: Movement Skills Recording Chart: Throwing

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UNIT 20 Manipulative Activities with Equipment

Sub-Task #2 Sending and Receiving with Scoops

Facility
Gymnasium, general purpose room or outdoors on paved surface

Materials
Scoops (one per student)
Balls (one per student, e.g., whiffle or fleece balls)
2 buckets
6 pylons
5-6 paper wall targets.

Description
Students use scoops as a different and unique way of catching, carrying and throwing a ball.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhand motion to a partner or large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities - Suggestions for Assessing Expectations

• Peer assessment of fair play using the fair play section of the social skills rubric (Grade 4
Appendix H).

• Teacher assessment of throwing skills using a Movement Skills Recording Chart for Overhand
Throw (Unit 9 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
• In scatter formation, each student has a scoop with a ball. On signal, students move forward,
backward, sideways to left and sideways to right, changing direction frequently, keeping the ball
in the scoop. If they drop the ball, they should pick it up and resume moving.
• Simon Says. Using the scoops and balls, everyone follows the directions and/or actions of the
leader, but only when the leader says Simon Says. If the leader doesn’t say Simon Says, the stu-
dents should not follow the action. 20

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B) Skill Development
• Students stand 4 metres away from a wall with scoop and ball:
• They throw the ball against the wall using an overhand, underhand or side arm throw and
retrieve it on the rebound. Discuss ways to retrieve balls that are rolling or have stopped with-
out using hands.
• They bounce the ball against the floor then the wall and catch it with the scoop.
• They throw the ball against the wall, let it bounce and catch it with the scoop.
• Place paper targets on the wall. Students throw at the target and catch on the rebound.
• Working in partners, students stand 3-5 metres apart and practise the various techniques of
throwing and catching a ball. As partners become better at throwing and catching using the
scoop, they move further apart.
• Encourage students to experiment with different kinds of throws.

C) Skill Application
• Scoop and Bucket Game. Divide the into 2-3 playing areas, and split students into two teams
on each playing area. Each team assigns one student to stand in the end zone on the opposing
team’s side of the court and hold a bucket. The object of the game is for each team to throw their
balls (using scoops) to their own player holding the bucket. If the player catches the ball in the
bucket, a point is scored. When the ball is caught, the person who threw the ball replaces the
person holding the bucket. Students always use a scoop to throw the ball, and the person catch-
ing the ball may not come out of their end zone area.

D) Cool-Down/Wrap-Up
• Students observe the social skills rubric posted on the wall and discuss their fair play with anoth-
er student.
• Slow stretches starting at the head and neck and working down to the arms, legs, feet and ankles.

Extension

• Working in partners, students stand approximately 8 metres apart with a pylon between them.
They take turns trying to throw the ball using the scoop and hit the pylon.

• Scoop and Bucket Variation: Each team selects 3-4 students to be in the endzone.

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Notes to Teacher
• Before using the scoops, ensure the following safety considerations are met:
• Scoops and scoop balls must be in good playing condition (e.g., no cracks and/or chips).
• No intentional contact (e.g., body to body or scoop to body).
• Stress respect for individual space during scoop activities.
• Dividing the into several play areas for the Scoop and Bucket game provides more students with
opportunities to get more playing time.
• Asking students to provide reasons for their decisions when assessing their fair play helps to clar-
ify the criteria and indicators for assessment. Discussing indicators clarifies targets for both stu-
dents and teachers.

Appendices
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 9 Appendix A: Movement Skills Recording Chart for Overhand Throw

20

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UNIT 20 Manipulative Activities with Equipment

Sub-Task #3 Throwing and Catching Beanbags

Facility
Gymnasium, general purpose room or outdoors on paved surface

Materials
Beanbags (one per student)

Description
Students learn the steps to the overhand throw using beanbags. Through a variety of individual, part-
ner and group activities, students practise throwing overhand while stationary and while moving.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhand motion to a partner or large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p35 Follow the rules of fair play in games and activities (e.g., dis-
playing good sports etiquette by maintaining self-control
whether winning or losing).

Assessment Opportunities - Suggestions for Assessing Expectations

Formative/Ongoing:

• Self-assessment of fair play using a four finger rubric (see social skills rubric Grade 4 Appendix
H for indicators).

Summative:

• Summative: Teacher assessment of catching skills using a Movement Skills Recording Chart for
Overhand Throw (Unit 9 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
• Scatter beanbags on the floor. Students move around the , jumping over as many beanbags as
possible. Call out different ways of moving (e.g., galloping, skipping, hopping, backwards, side-
ways). Students continue to move, gradually increasing their speed and increasing their heart
rate.

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B) Skill Development
• Throw and Catch Challenges. In scatter formation, each student has a beanbag and explores
various methods of sending and receiving. Instruct the students as follows:
• Throw the beanbag up with your hands. Find different ways of catching it.
• Throw the beanbag up with different body parts and catch it with your hands and then with
other body parts.
• Throw the beanbag up and see how many times you can clap before you catch it.
• Throw the beanbag from behind your back and try to catch it in front, to one side, to the other
side.
• Throw the beanbag up and sit down before you catch it. Variations: spin about, lie down and
stand up or kneel down.
• Throw the beanbag up while kneeling and catch the beanbag in a standing position.
Variations: sitting, on your back, on your stomach.
• Encourage students to devise their own beanbag challenges.
• Overhand Throw. Demonstrate the right and left overhand throw for the students. Break down
the skill so that students can perform the skill with you. Students stand in scatter formation and
practise the steps to the overhand throw without a beanbag. Refer to Notes to Teacher for the
teacher indicators for the overhand throw.
• Students practise throwing their beanbag to a wall or large stationary target.
• Students throw the beanbag to a partner who is 3-5 metres away while in a stationary position.
Progress to throwing the beanbag to a partner while moving. The partners analyze each
other’s throws and provide feedback.

C) Skill Application
• Hot Peppers. Students form groups of three. Two students stand 3 metres apart and overhand
throw a beanbag to each other. The third student runs around the throwers until a catch is

dropped. The student who drops the beanbag becomes the new runner. Students should change
positions frequently even if the beanbag is not dropped.
• Students assess their work as a team using a four finger rubric. Ask students to hold up one, two,
three or four fingers to reflect a rating of their fair play and work in a group. Ask students to
20
provide reasons and examples for their ratings.

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D) Cool-Down/Wrap-Up
• Students demonstrate their overhand throw by throwing the beanbag to a large target (e.g. back-
board of the basketball net) from a stationary position. After retrieving the beanbag, they throw at
the target once again while moving forward from the centre line.
• Students stretch in their groups of three, taking turns leading the small group in stretches that
stretch their muscles from head to toe.

Extension

• Not in My Backyard.

Students are divided into two teams with about 15 beanbags on each side of the floor. The object
of the game is to keep the beanbags off your team’s side of the floor by throwing the beanbags
overhand onto the others team’s side of the floor. Emphasize throwing each beanbag with good
mechanics using an overhand throw.

Notes to Teacher
• Overhand Throw Indicators:
• Stand sideways with arms outstretched (throwing arm away from target).
• Turn bellybutton towards partner.
• Throwing arms paints a rainbow to release the ball.
• Throwing arm scratches opposite knee to follow through.

Appendices
Grade 4 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 9 Appendix A: Movement Skills Recording Chart for Overhand Throw

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UNIT 20 Manipulative Activities with Equipment

Sub-Task #4 Moving with Ropes

Facility
Gymnasium, general purpose room or outdoors on paved surface

Materials
One short skipping rope per student

Description
Students explore movement and practise controlling ropes in a variety of individual and group
activities.

Expectation Code Learning Expectation

4p22 Jump from a low height, using a variety of turns, shapes, and
directions.
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher observation of vigorous participation using participation rubric (Grade 4 Appendix G).

• Teacher observation of jumping skills using an anecdotal record chart (Grade 4 Appendix N) in
conjunction with a teacher developed checklist (Grade 4 Appendix J-1) with indicators from the
lesson.

Teaching/Learning Strategies

A) Warm-Up
• In scatter formation, students place their ropes on the floor in front of them. Students experiment
with different ways of jumping over the rope as they warm up. They try the following challenges:
• Jump over the rope making the following body shapes - tall, ball, wall (or wide), twisted.
• From a standing position, how many jumps does it take to move down the length of the rope
forward? Backward? Sideways?
• Jump over the rope taking off on one foot and landing lightly on the other side on two feet.

20

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B) Skill Development
• In scatter formation, direct students to try the following:
• Fold the rope in half and swing the rope to make a figure 8 in front, to one side, to the other
side. Students need to be careful to not hit anyone.
• Fold the rope in four, hold it low with both hands and do a standing jump over the rope. Jump
back, bringing the rope under the feet from the back. Increase the difficulty by bringing the
hands closer together on the rope.
• Hold the folded rope in one hand and swing it under both feet. Try jumping continuously
holding the rope in the left or right hand turning the rope in either direction.
• Hold the folded rope and pass the rope around the body from hand to hand at different levels:
high, medium, low.
• Toe Catch - Start with the rope behind body and swing it up and overhead, catching the rope
under the toes. Then add a jump.
• Skip with the rope at different speeds.

C) Skill Application
• Students work in groups of 3-5 and play skipping games:
• Snakey. Two students hold the ends of the rope and wiggle it along the group. The other
group members try to jump over the rope without touching it.
• Figure 8. Two students turn a long rope while group members take turns running in and out
of the rope. Students start by standing beside the rope turner. When the rope is in the air, stu-
dents run one at a time through the rope and around the backside of the other turner.
Students wait there until all group members have had a turn and then they continue running
through the rope in a Figure 8 pattern.

D) Cool-Down/Wrap-Up
• Fold the rope in half and grab each end with the hands and pull the rope tight. While on feet
stretch arms in all directions. Do this task while on knees, seat and/or back.
• Stretch as many ways as possible using the rope while at a low level and a high level.
• Students walk around the , holding the skipping rope, folded in four. As they walk, they tie the
ropes with a knot in the middle to prevent tangling when stored.

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Extension

• Students try skipping on one foot with their eyes closed. Then try the other foot.
• Students skip while varying the positioning of the feet, example - feet wide apart, or one foot in
front of the other.

Notes to Teacher
• Make sure the rope is the right size for the student. The handles should just reach the armpits
when the student is standing on the centre of the rope.

• Students should wear shoes.

• Beaded rope are helpful when students are learning to jump because they make a noise, letting
the students know when the rope hits the floor.

• When skipping by themselves, students should keep their elbows in at their sides.

Appendices
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix N: Anecdotal Observational Recording Chart
Grade 4 Appendix J-1: Movement Skill Recording Chart

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UNIT 20 Manipulative Activities with Equipment

Sub-Task #5 Moving with Scooter Boards

Facility
Gymnasium or general purpose room.

Materials
8 Hula hoops
10 Beanbags
5 Skipping ropes
10 Pylons
Scooter boards (one per student).

Description
Students practise balancing a variety of body parts on the scooter board, using various methods of
locomotion and speed. While working at various stations, students are encouraged to develop their
interpersonal skills by demonstrating respectful behaviour toward others.

Expectation Code Learning Expectation

4p20 Balance safely in a variety of static positions.

4p36 Demonstrate respectful behaviour towards others in the group
(e.g., speaking kindly, refraining from hurtful comments, and
acknowledging others’ ideas and opinions).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of stability skills using an anecdotal record chart in conjunction with a
teacher developed checklist. (See indicators below and blank templates in Grade 4 Appendix J-
1.)

• Teacher observation of respectful behaviour using social skills rubric (Grade 4 Appendix H).

Teaching/Learning Strategies

A) Warm-Up
• Kitty Wants A Corner. Divide students into four groups, with each in one corner of the gymna-
sium. Pylons to represent safe zones can mark off corners. One person is “It” (Kitty). The Kitty
stands in the middle of the gymnasium and calls out “Kitty wants a corner.” Players move to a dif-
ferent corner of the gymnasium. When “Kitty” tags players, they join Kitty in the middle of the
gymnasium. The Kitty is the only one who calls “Kitty wants a corner.” Play the game until several
students (half of the class) are in the centre, then begin again with a new Kitty. Encourage the
Kitty to call “Kitty wants a corner” frequently so that students are continuously moving as they
warm up.

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B) Skill Development
• Review scooter board safety (see Notes to Teacher) before the students use the scooter boards.
• Students carry their scooter board to an empty space in the and place it on the floor.
• Remind students to make sure that they centre their body on the scooter board in order to main-
tain balance.
• Students practise mounting and dismounting the board safely so that it does not shoot out from
underneath them.
• Body Position Problem Solving. In this activity, students are told which body parts may touch
the floor. Other body parts are balanced on the scooter. Students move around the on the scooter
board creating as many different body shapes or positions as possible. Body parts touching the
floor:
• One foot
• One hand
• Two feet
• Two hands
• One foot and one hand
• One foot and two hands
• Two feet and one hand
• Two feet and two hands
• Students explore methods of starting and stopping using:
• Two feet
• Two hands
• One foot
• One hand
• No hands
• No feet

C) Skill Application
• Create four stations in the gymnasium and divide students into four groups. The groups rotate
from station to station at regular time intervals, using scooter boards for the activity.

Station #1
• Set up a series of pylons. The group weaves in, out and around them using various methods of
propulsion and direction changes.

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Station #2
• Make several patterns on the floor using skipping ropes (e.g., shapes of numbers, letters or geo-
metric shapes) and students trace these shapes by propelling their scooter boards around them.

Station #3
• Set up four or five beanbags in a large pattern on the floor. Students work in pairs. A steers to the
first beanbag and tosses it back to his/her partner. Then A moves on to the second and third
beanbags. B catches them and either piles them up or sets up a new pattern. A and B then switch
roles.

Station #4
• Place several hoops on the floor either in a straight line or staggered formation. The students
move through and around the hoops in a series of different pathways and methods of propulsion.

D) Cool-Down/Wrap-Up
• Scooter Board Simon Says. One person is the leader and performs a variety of actions on the
scooter board. If the leader says “Simon Says” before doing the action then the rest of the stu-
dents must perform the same action. Select students one at a time to put away scooter board.
• Do slow stretches starting from the head and work downwards to the arms, legs and ankles.

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Extension

• Beanbag Exchange. Divide students into 4-5 teams. Teams line up at one end of the . Each team
should have a beanbag on the floor in front of them and one at the opposite end of the gymnasi-
um. On the “go” signal, the first student in line picks up the beanbag and moves on the scooter
board to the opposite end of the gymnasium. They exchange the beanbags and return to their
line. Students then pass the beanbag to the next person in line. Game continues until the first
person is back at the front of the line.

Notes to Teacher
• Scooter boards are a versatile type of equipment that can be used by students of all ages and lev-
els of ability.
• Scooter board safety should be carefully introduced at the beginning of this lesson. Key items to
review and/or check include:
• Scooter boards must be in good repair (e.g., no crack, broken off edges, or loose wheels).
• No bare feet, no sock feet.
• No hanging jewelry or loose, hanging clothing (e.g., belts and scarves).
• Long hair should be tied back with an elastic band.
• Keep fingers away from the wheels at all times.
• Do not allow standing on scooter boards.
• Stress with students that scooter boards are not to be used like skateboards. Scooter board
wheels turn in all directions so are less stable.
• Avoid contact with other scooter boards, walls and other students.
• Take care when getting on and off the scooter boards. Running or diving onto scooter boards
is not permitted.

Appendices
Grade 4 Appendix H: ocial Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix J-1: Movement Skill Recording Chart

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UNIT 20 Manipulative Activities with Equipment

Sub-Task #6 Ball Throwing

Facility
Gymnasium

Materials
Gatorskin balls (one per student)
16 pylons
4 benches
16 whiffle balls or tennis balls
Wall targets (paper taped to the wall or a line on the wall)

Description
Students participate in a variety of sending and receiving and ball handling activities using gatorskin
balls. Students practise throwing at targets while standing stationary and while moving.

Expectation Code Learning Expectation

4p18 Throw, both while stationary and while moving, a ball using a
one-hand overhand motion to a partner or large stationary
target, or pass (hand off) and receive an object (e.g., relaying a
baton).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of vigorous participation using a participation rubric (Grade 4 Appendix G).

• Teacher assessment of manipulation skills (overhand throw) using a Movement Skills Recording
Chart for Overhand Throw (Unit 9 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
• In scatter formation, each student works with a ball in any way using:
• One hand
• The other hand
• Both hands
• One knee
• Both feet

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• Each student works with the ball in any way:

• On the floor
• Using the wall
• In the air
• On the move
• Students experiment with ball handling as they gradually warm up and increase their heart rate.

B) Skill Development
• In scatter formation, students continue to work with their ball to practise sending and receiving
skills using the following activities. Instruct them to throw the ball up and:
• Catch it with your hands.
• Catch it as high as you can.
• Catch it as low as you can.
• Catch it far from you to the right side.
• Catch it far from you to the left side.
• Clap your hands before catching the ball.
• Sit down before catching it.
• Spin around before catching the ball.
• Kneel before catching it.
• Catch it with both hands after throwing with your right hand.
• Catch it with both hands after throwing with your left hand.
• Find different ways of hitting the target on the wall using an overhand throw.

C) Skill Application
• Snow on the Mountain.

Divide the into two playing areas and in each playing area, divide students into two teams on
opposite sides of the gymnasium. Set up one bench behind each team with four pylons standing
on the bench. Place a white whiffle ball on top of each pylon, to represent the snow on the
mountains. Each team begins with eight gatorskin balls on their side of the floor. The object of
20
the game is to throw the gatorskin balls at the other team’s targets and knock them over.

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Encourage students to throw the ball overhand. When a pylon or whiffle ball has been knocked
over, it cannot be put back. Students can block balls using their hands but must stand at least
one metre away from their team’s bench.

D) Cool-Down/Wrap-Up
• Students stand in scatter formation with a ball and follow the leader through a series of ball han-
dling cool-downs. Some examples include passing the ball around the head, then neck, waist,
knees, and ankles. These movements can be completed in both a clockwise and counter-clock-
wise manner.
• Students do slow stretches starting from the head and work down to the arms, legs and ankles.

Extension

• Wall Ball. Divide students into two teams, each standing on their own side of the gymnasium.

The object is to overhand throw the gatorskin ball and hit the opposing team’s wall below a pre-
determined line (e.g., 1.5-2 metres from the ground) to score a point. Mark a goal crease of
about one metre so that neither goalies nor players can get close to their wall. Half the team
plays on the court while the rest tend goal. Students should switch positions every two to three
minutes. When students have a ball in their hands, they may not move. They must pass or throw
the ball. Use several balls to increase participation.

Notes to Teacher
• See Sub-Task #3 in this unit to review the steps to the overhand throw.

• Dividing the into several play areas provides more students with opportunities to get more play-
ing time.

Appendices
Unit 9 Appendix A: Movement Skills Recording Chart for Overhand Throw
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)

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UNIT 20 Manipulative Activities with Equipment

Sub-Task #7 Using Feet to Control Balls

Facility
Gymnasium or outdoor area

Materials
Gatorskin balls (one per student)
8-10 pylons

Description
Students develop the manipulation skills of sending and receiving a ball using their feet. They partic-
ipate vigorously in individual, partner and large group activities.

Expectation Code Learning Expectation

4p19 Stop an object with the lower part of the body or with a piece
of equipment (e.g., trapping a ball or disc with the foot or a
piece of equipment).
4p28 Participate vigorously in all aspects of the program (e.g., lead-
up games, creative dance).

Assessment Opportunities - Suggestions for Assessing Expectations

• Teacher assessment of vigorous participation using a participation rubric (Grade 4 Appendix G).

• Teacher Assessment of manipulation skills (stopping an object using their feet) using an anecdot-
al record chart in conjunction with a teacher developed checklist (see indicators below and
blank template in Grade 4 Appendix J-1).

Teaching/Learning Strategies

A) Warm-Up
• Octopus. Students line up at one end of the or the field. One student who is the Octopus, stands
at the centre of the or field and calls out “Octopus.” This is the signal for the other students to
run to the other end of the field or , trying to avoid being tagged. If tagged, the student sits down
on the spot and swings arms back and forth to assist the Octopus in tagging the rest of the stu-
dents. Play until 6-8 students are caught, then begin again with a new Octopus. Emphasize con-
tinuous movement so students gradually warm up as they play.

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B) Skill Development
• Review with students how to send and receive a ball using their feet. Emphasize that they should
be passing the ball by turning their kicking foot to the outside and using the instep, not their toes
to make contact with the ball. To trap the ball, students can use the sole of their foot by raising it
up and wedging the ball between their foot and the ground. Students can also use the inside of
their foot to stop the motion of the ball. Remind students to keep their balance by extending their
arms to the side.
• In partners, students practise sending and receiving a gatorskin ball to each other using their
feet.
• Hot Potato. Students form groups of 6-8 and stand in a circle. One student stands in the centre
and kicks the ball to each student. Students trap the ball before sending it back to the person in
the centre. When all have had a turn, choose a new person to stand in the centre.

C) Skill Application
• Guard Ball.

3-4 players form a circle with a pylon in the centre. A guard stands in the centre of the circle.
The circle players try and knock down the cone by passing the ball to open players and kicking
the ball at the cone. A guard stands in the centre and tries to keep the ball from hitting the cone
by trapping the ball with their feet.
• Rotate players as guards.

D) Cool-Down/Wrap-Up
• Students form a circle and perform slow group stretches. One student demonstrates the first
stretch and everyone follows. The next person in line performs the next stretch until all students
have led one stretch. Encourage students to start stretching the head/neck area and slowly work
down the body towards the feet, holding each stretch for 15-30 seconds.

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Extension

• Rounders.

Divide students into four teams to play two games of rounders. One team is at bat and the other
is in the field. Set up four bases (pylons) as for baseball. Place a gatorskin ball on a spot called
“home” in between the third and fourth base. The first student kicks the ball from home into the
field. The fielding team runs to the ball, traps it and kicks it back to the spot called “home.” One
student from the fielding team traps the ball at “home.” Meanwhile, the student that kicked the
ball runs to each one of the bases. Play with these rules:
• The student may stay at any one of the bases for as long as needed.
• There may be any number of students on a base.
• If a student is caught between the bases when the ball is returned to home, that student is out.
• Every time a student passes the fourth base, a point is scored.
• Each student on the team has a chance to hit and add to the run total. Once every student has
hit, the teams change position.

Notes to Teacher
• See Sub-Task #3 in this unit to review the steps to the overhand throw.

• Dividing the into several play areas provides more students with opportunities to get more play-
ing time.

Appendices
Grade 4 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 4 Appendix J-1: Movement Skill Recording Chart

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APPENDICES
Appendix A Safe Stretching (Junior/Intermediate) 601
Appendix B Daily Vigorous Physical Activity (Junior) 612
Appendix C Sample Long Range Plans (Junior) 624
Appendix D Sample Timetables/Timetable Suggestions 626
Appendix E Summary of Evidence Chart 632
Appendix F-1 Summary of Evidence Chart – Active Participation 633
Appendix F-2 Summary of Evidence Chart – Communication 634
Appendix F-3 Summary of Evidence Chart – Movement Skills 635
Appendix F-4 Summary of Evidence Chart – Understanding of
Concepts 636
Appendix G Participation Rubric 637
Appendix H Social Skills Rubric 639
Appendix I Safety Rubric 641
Appendix J-1 Movement Skill Recording Chart 642
Appendix J-2 Movement Skill Rubric 643
Appendix K Active Participation Recording Chart 644
Appendix L Communication Recording Chart 645
Appendix M-1 Understanding of Concepts Recording Chart 646
Appendix M-2 Understanding of Concepts Rubric 647
Appendix N Anecdotal Observation Recording Chart 648
Appendix O-1 Participation Target 649
Appendix O-2 Participation Pyramid 650
Appendix O-3 Participation Star 651
Appendix O-4 Response to Others (Primary) 652
Appendix O-5 I Listen (Primary) 653
Appendix O-6 Safe Activity (Primary) 654
Appendix O-7 I am Ready (Primary) 655
Appendix O-8 Cooperation and Fair Play (Primary) 656
Appendix O-9 Participation Target Example (Primary) 657
Appendix O-10 Blank Movement Skill Checklist 658
Appendix P Transferable Skills: Strategies and Tactics 659
Appendix Q Transferable Skills: Sending/Receiving/Carrying 661

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Safe Stretching Junior/Intermediate

APPENDIX A

“Get Your Heart Pumping” Activities

Use “Get Your Heart Pumping” activities to prepare students, physically and psychologically, for
more vigorous activity. Warm up with some easy aerobic activities that will gradually elevate the
heart rate. Keep activities simple and move major joints (neck shoulders, trunk, hip, knee and
ankle) through their range of motion. Avoid deep stretching until muscles are warm. Flexibility
can be improved by stretching during cool-down activities.

March and Reach

• Begin marching on the spot, raising knees to waist height.
• Touch hands to shoulders and reach hands up over head.
• Repeat this up and down movement with your arms, while you continue to march on the spot
for 20 – 30 counts.

Jump and Twirl

• Stand with feet slightly apart and begin jumping in place.
• Twirl forearms in small circles in front of the body.
• Keep elbows close to the body.
• Twirl arms forward and backward.
• Continue for 15 – 20 counts.

Around the Room

• Hopping: on one foot, then the other, slow, faster.
• Skipping: around the room, change the lead leg.
• Galloping: around the room, forwards, backwards.

Jog and Jump

• Jog on the spot, at slow, medium and fast speeds.
• Jump on the spot, at slow, medium and fast speeds.

Body Pump
• While standing, extend one leg behind, pressing toes into the floor and lowering the heel.
• Keep supporting leg slightly bent.
• As you extend the leg, raise arms in front to shoulder height.
• Lower arms and bring leg back to standing position.
• Now repeat this leg and arm movement, alternating legs.
• Continue in a rhythmic pumping movement for 15 – 20 counts.

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Memory Sequence Game

• Do a sequence of four movements in a pattern.
• Quietly count out the four beats.
• Add a new pattern each time:
– Four hand slaps on the floor.
– Four hand slaps on the knees.
– Four claps.
– Four head touches.
– Four shoulder touches.
– Four counts: one arm goes up in the air and everyone shouts “hurray,” then everyone is
absolutely quiet. Listen for the difference.
• Students make up their own combination of movement patterns for a partner to follow.

“Do the Twist!”

• Stand with feet shoulder-width apart, knees slightly bent.
• While keeping heels in place, pivot feet from side to side, and swing hips in a twisting movement.
• Bend arms and pump them from side to side while twisting.
• Continue twisting for 20 – 30 counts.

Partner Relays
• Partners stand on opposite sides of the gym.
• Walk briskly to meet partner, and walk with him/her back to a pylon, then return to his/her side
of the gym.
• Take turns walking to a pylon and back, leading partner and moving in different ways. Partners
can skip, slide, jog, speed walk or do a grapevine (step side, behind, side, in front) step. One
partner leads, one partner follows then they switch roles.

Safe Circle
• Two or three people are chosen to be “It.”
• One “It” is the leader and chooses a locomotor pattern (hop, skip, crab walk, crawl).
• Others do same pattern all moving around the gym.
• When the leader “It” shouts, “go,” all find a “safe circle” (small circle on gym floor) while all
the taggers try to tag students. Students continue to use the locomotor pattern.
• More than one person can occupy a safe circle.
• Choose new students to be “It.”
• Game restarts with a new locomotor pattern.

Running on the Spot - Narrow and Wide

• Stand with feet shoulder-width apart.
• Run on the spot, pumping arms back and forth.
• Gradually increase speed for 20 – 30 counts.
• Move with feet together, then wider apart.

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Full Body Warm-Up and Cool-Down Stretch: Junior/Intermediate

After “Get Your Heart Pumping” activities, include some active stretches to increase mobility while
still keeping heart rate elevated. Stretches gradually increase muscle flexibility and the range of
motion at joints. Stretch major muscle groups and those muscles to be used in the activity. During
the cool-down, hold stretches longer (15 – 30 seconds) to work on improved flexibility. Stretch
major muscle groups and those muscles that were used during the lesson. Some exercises below
are designed to stretch muscles and some are designed to move the joints through their range of
motion. Some stretches stretch more than one body part.

NECK
Neck Stretches
• Slowly bend neck to the right side, moving right ear toward right shoulder. Hold.
• Repeat on left side.
• Slowly bend neck forward, moving chin toward chest. Hold.
• Slowly roll head across chest from shoulder to shoulder in a half circle, repeat four times.

Neck and Shoulder Stretch

• While keeping shoulders facing forward, turn head to one side, as if trying to look over your
shoulder. Hold.
• Repeat on same side then repeat twice on the other side.
• Shrug shoulders up toward your ears and hold. Repeat two times.

SHOULDERS
Shoulder Shrug (range of motion activity)
• Move shoulders up and down, first one, then the other, both at the same time.
• Move shoulders forwards/backwards together, or one at a time.

Shoulder Shrug and Roll (range of motion activity)

• Shrug your shoulders up towards ears and hold. Repeat three times.
• With your arms down by sides, slowly roll shoulders forward in a circular motion. Repeat five
circles.
• Slowly roll shoulders backward in a circular motion. Repeat five backward circles.

Reach and Stretch

• Stand with hands clasped, and arms stretched overhead.
• Pull arms backward gently and hold.

Kneel and Reach

• Start on hands and knees.
• Slowly drop down onto elbows. Keep back straight and slide hands as far forward as possible.
• Hold and repeat.

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ARMS
Upper Arm Stretch
• Stand with feet shoulder-width apart.
• Raise right arm above the head and bend elbow so right hand rests at the back of the neck/upper
back.
• Left hand rests on right elbow.
• Give a slight backward press to the elbow until gentle stretch is felt in right upper arm.
• Hold and repeat with left arm.

Arm Circles (range of motion activity)

• Slowly circle straight arms forward and backward.
• Circle with arms bent, elbows leading.

FOR HANDS AND WRISTS

Finger Press
• Press finger end pads together.
• Shake hands out.

Forearm Stretch
• Kneeling on the floor, palms flat on the ground in front of the knees, fingers pointing towards the
knees: sit back on heels, trying to keep palms flat on the ground.
• In a low kneeling position, place backs of hands on the floor, beside your legs, fingers pointing
behind you.
• Keeping arms as straight as possible apply a small amount of pressure on hands.
• Variation: Press hands against wall. Point fingers to a 12 o’clock position, 3 o’clock, 6 o’clock,
then 9 o’clock.

CHEST
Chest Shoulders and Arm Stretch
• Stand with feet shoulder-width apart.
• Grasp hands behind back and slowly lift arms upward, until stretch is felt in the chest, shoulders
and arms. Hold and repeat.

Side Reach
• Stand with legs twice a shoulder’s width apart, with knees bent.
• Reach out to each side as far as possible.
• Try to keep body stable from waist down.

BACK
Back Round Out
• Clasp hands in front of body and raise arms to shoulder height.
• Slowly press hands forward while rounding out the back and tucking chin down toward the chest.
• Feel a gentle stretch across the upper back, hold stretch and repeat.

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Cross and Reach

• Cross arm in front of body at shoulder height.
• Press arm, using the other arm, across the body until a stretch is felt in upper arm and upper
back.

Cat Stretch
• Stand with feet shoulder-width apart, knees slightly bent.
• Bend forward, placing hands on knees and keeping the back flat.
• Slowly arch the back upward, into a rounded position.
• Hold, then return to flat back. Repeat.

Hug
• Slowly take a deep breath in through the nose and out through the mouth. Repeat three times.
• Wrap arms around shoulders, give yourself a big hug and hold.

HIPS and WAIST

Twister
• Stand with knees slightly bent, feet shoulder-width apart.
• Keeping the hips facing forward, slowly rotate the upper body from the waist up, twisting to look
behind.

The Pretzel (hip stretch)

• Sit on the floor with right leg extended along the floor.
• Pull left leg over right leg in a bent position.
• Using the right hand, pull the left knee into the chest.
• At the same time, twist torso to the left as far as possible.
• Place the left arm behind you for balance.

Sitting Twists (range of motion activity for hips)

• Sit with legs bent and close to chest, arms at side and hands on floor for support.
• Slowly twist legs together from side to side, touching knees to the floor.

Reach for the Sky (side stretch)

• Alternate arm stretches overhead, straight up and diagonally up.
• Reach up with both arms as if you are being pulled up to the ceiling.
• Relax in between stretches.

Side Lunges
• Stand with feet spread wide apart, knees bent, hands on hips.
• Move slowly from side to side by alternately bending and straightening each leg,
keeping upper body facing straight and vertical,

Front Lunges
• Place one leg straight behind, the other in front with knee bent at 90 degrees,
feet spread shoulder-width apart, hands resting on front thigh or on ground
beside feet.

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Torso Twist
• Lie on the back, knees bent, arms to the sides on the floor.
• Slowly lower both knees down to one side, while trying to keep both arms flat on the floor.
• Hold and repeat with other side.

Crossover Stretch
• Lie on back, and support body on bent elbows and lower arms
(or lie flat on floor).
• Extend one leg on the floor and bend the other with foot flat on the floor.
• Press bent knee over straight leg towards the floor, keeping hips as level as possible.
• Repeat on other side.

Hips, Shins and Feet

• Stand with weight on right leg.
• Bend left leg and rest the left foot on the floor with “shoelaces to the floor”
to stretch the front of the foot.
• Tilt the hips forward (pelvic tilt) to stretch the hip flexors.
• Keep abdominal muscles tight.
• Repeat on other side

ABDOMINALS
Pelvic Tilt
• Lying on back with knees bent, press the arch of the back into the floor by tightening the abdominal
muscles.
• Hold and repeat.

LEGS
Butterfly (inner thigh stretch)
• Sit with legs bent, soles of feet together, knees out to the side.
• Use hands to gently press knees towards floor. Hold.

Shin Stretch
• Stand with feet slightly apart.
• Lift one foot, and move it slightly behind you, gently pressing the top of the toes into the floor.
Feel a stretch up the shin.
• Keep knee of supporting leg slightly bent. Hold and repeat with the other leg.

Calf Stretch
• Stand with feet shoulder-width apart.
• With right foot, take a large step back into a lunge position.
• Bend the knee of front leg, and press the heel of back foot to the floor.
• Do not bend front knee beyond the ankle.
• Feel a gentle stretch in the back of the extended leg.
• Hold and repeat with the other leg.
• Bring the back foot in slightly and bend the back leg to stretch deeper inside the calf muscle.
• Hold and repeat with the other side.

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Stork Stretch
• Stand and hold onto something for balance (chair, table, wall) if necessary.
• Grasp right foot or shin with right hand and gently pull it towards buttocks.
• Tilt right hip forward slightly until a gentle stretch is felt in the front of the thigh.
• Keep knees together. Hold and repeat with the other leg.

Lunge and Reach

• Stand with legs wide apart, knees bent
• Place hands on thighs or on the floor in front of feet
• Slowly lunge to the side by bending one leg and straightening the other. Keep feet flat on the floor.
• Alternate sides.

Leg Stretches:
• Lie on back with legs bent, one foot flat on the floor, grasp one leg
and gently pull the bent leg towards chest.
• Slowly try to straighten leg.

FEET
Foot Flexers
• While standing, balance on one leg and alternately flex and extend the ankles.
• Try both feet together while standing.

Ankle Rotation
• Sitting, using hands for support, legs bent in front.
• Raise one leg off the ground and rotate the foot at the ankle.
• Repeat with other foot.
• Alternately: do this exercise standing up, balancing on one leg, then the other.

Junior/Intermediate Strength and Endurance Exercises

Use strength and endurance exercises to improve muscle conditioning. Movements are slower and
muscles are isolated. Balance exercises so the same number of repetitions are done on both sides
of the body. Work to a level of “comfortable fatigue,” e.g., 8 to 20 repetitions, then gently shake and
stretch the muscle isolated. Use exercises to improve muscle strength and also muscle endurance.
Focus on large muscles of hips, thighs, abdominals, back, chest and shoulders.

FULL BODY
Tight Body Exercise
• Make whole body as tight as possible while either standing or lying down.
• Tighten one body part at a time: one arm, both arms, one leg, both legs, seat, whole body.
• Partners can check their tightness by trying to move or lift their bodies or a body part to see
if they can stay tight or if they go loose and bend.
• Breathe. Do not hold your breath.

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Upper Body
Head Press
• Gently press head into hands.
• With hands on back of head, gently press and re s i s t .
• Hand on side of head, gently press and re s i s t .

Partner Feet Claps

• Sit on floor facing partner.
• “Clap” bottoms of opposite feet together.

Chest Press
• Stand with feet a shoulder’s width apart, knees slightly bent.
• Raise arms to shoulder height, and firmly press palms of hands together in front of face.
• Hold the press and repeat.

Push-Ups
• Keep body in a tight front support position.
• Lower and raise the body by bending and straightening the arms.
• Lower until the nose touches the floor.
• Keep the trunk as tight and as straight as possible.

Push-Up Variations (modified versions)

Floor Knee Push-Ups
• Do a push up, keeping body in a tight front support position but with the knees on the floor.

Wall Push-Ups
• Stand about 1/2 metre from the wall with palms flat on the wall,
arms straight and at chest height.
• Alternately bend and straighten the arms.
• Try to touch nose to the wall.
• Keep trunk muscles as tight and as straight as possible.
• Do not move the feet.

Press It Out
• Reach arms straight out to each side.
• Pretend you are giving short pushes forward to a very big ball.
• Palms face in direction of push.
• Push forward, backward, upwards and downwards.

Arm Punch
• Punches overhead, out to side, to floor, out in front; alternate arms.

Biceps Curl
• Stand with feet spread shoulder-width apart, arms by sides, hands open.
• Keep elbows tucked beside the waist.
• Slowly raise lower arms upward to waist height, while clenching hands
to make a fist.
• Contract the arm muscles as if lifting a heavy weight.
• Slowly lower arms back down by sides, and unclench hands.
• Repeat this movement.
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Dips
• Sit with knees bent, feet on floor, hands on floor behind hips and fingers facing feet.
• Slowly bend elbows.
• Keep elbows pointing back.
• Hold and repeat.

Variation: Bench Dips

• Sit on bench with hands beside hips, feet straight out in front.
• Slowly lift buttocks, then lower them in front of bench.
• Rest and repeat.

Abdominals
Crunches
• Do a partial sit-up, hands touching forehead or hands across the chest.
• Lie on back, knees bent, feet flat on the floor.
• Lift head and shoulders off the ground, hold, return to a lying position.
• Knees must be bent throughout, with feet either flat on the floor, or legs in a vertical position
(with knees slightly bent).

Reach
• Use the same starting position as crunches, but extend arms and reach upward alternately.
• Return to a lying position after each reach.
• Try reaching for the knees, try reaching to the side.
• Reach through straddled legs (legs upward and slightly bent).

Crunch and Stretch

• Lie flat on back, knees bent.
• Lift bent legs and pull knees to chest.
• Curl tightly as if to “crack a nut” that is on stomach.
• Lie back and rest.
• Repeat.

Standing Crunches
• Stand with feet shoulder-width apart. Raise arms out from the sides to shoulder height.
• Do a diagonal knee raise in front of the body, lifting right knee inward to waist height, while
lowering left elbow to touch the raised knee.
• Repeat eight times.
• Switch legs, and repeat.

Lower Body
Swinging Gate
• Hold on to desk, chair or wall for balance, if necessary.
• Stand with feet facing forward.
• Bend the knee of the outer leg, and raise it to waist height.
• Keep a slight bend in the knee of the supporting leg.
• Slowly swing the bent leg out to the side as far as possible, and then bring it
slowly back to centre, imitating the movement of a swinging gate.
• “Swing the gate” and repeat on the other leg.

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The Hinge
• Hold on to desk, chair or wall for balance if necessary.
• Stand with feet facing forward.
• Bend the knee of the outer leg, and raise it to waist height.
• Slowly kick the foot forward, extending the leg and then bringing it back
to the bent position, in a “hinge-like” movement.
• Keep the knee of the supporting leg slightly bent.
• Repeat this hinge movement and repeat on the other leg.

River Jump
• Students create a “river,” using two masking tape lines or imaginary lines.
• Jump back and forth across the “river,” landing softly with knees bent.
• Jump back and forth.

Leg Raises
• Stand, with knees slightly bent.
• Using a desk, chair or wall to maintain balance, lift outer leg sideways
from your body, raising and lowering it eight times.
• Lift leg to the front eight times and then to the back eight times.
• Repeat with the other leg.

“Toe In” Leg Raises

• Same as side leg raises only toe turns in to point towards the floor and lead lift with heel of foot.
• Lift leg only halfway up.

Inner Thigh Strengthener

• Stand with feet shoulder-width apart.
• Raise arms out from the sides to shoulder height.
• Do a small diagonal leg raise in front of the body, lifting right ankle inward as far as possible,
while lowering left hand to touch the raised ankle.
• Repeat eight times.
• Switch legs, and repeat eight times.

Thigh Strengthener
• Stand with arms by sides, feet shoulder-width apart, toes pointing forward.
• Keeping back straight, squat down slowly, pretending to sit in a chair.
• Do not lower buttocks below knees, and do not extend knees beyond toes.
• While squatting, raise arms in front.
• Slowly come back to starting position.
• Repeat eight times.
• For variation, put feet close together and squat, or do three wide squats and three narrow squats.

Calf and Shin Workout

• Stand with feet spread shoulder-width apart.
• If necessary, hold onto a table, chair or wall for balance.
• Raise heels up (to stand in tiptoe position) and hold.
• Lower heels to floor and repeat.
• Raise toes up towards shins (standing on your heels) and hold.
• Lower toes to floor and repeat.

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Junior/Intermediate Cool-Down Activities

Cool-down activities focus on stretching, and allow the heart rate to slow down. Use full body
stretches to work on improved flexibility. Use the following activities to gradually slow down movement
and provide a period of relaxation. Take long, slow, deep breaths during the cool-down.

Sidestep
• Stand with arms by sides.
• Step from side to side.
• Keep hands low and start moving arms in and out across the front of the body,
in synchronized movement with the feet.
• Open and close arms and legs in a side-to-side movement for 20 – 30 counts.

On-the-Spot Follow the Leader

• Choose a leader to lead some slow, cool-down movements.
• Walk around the gym.
• Walk on the spot, moving arms in a gentle swinging motion.

Heel and Toe Tap s

• Variation of walking on the spot.
• Instead of walking with feet flat on the floor, gently tap your heels (alternate right then left) on
the floor. Continue for 10 counts.
• Switch to gently toe tapping (alternating right then left) on the floor. Continue for 10 counts.

Low Kicks
• Stand and slowly do low, alternate leg kicks to the front, side and back
• Slowly swing arms by sides. Continue for 15 counts.

Eye-Hand Coordination Game

• Place one finger of one hand on your nose.
• Place one finger of the other hand on your ear.
• Cross arms in front.
• “Ear” arm is on the opposite side.
• Switch positions to the opposite side.
• Try with a clap in between the switches.
• Try with a clap and a knee slap in between.

Zoom Game
• Stand in a circle.
• Start with teacher and see how fast you can pass the word “zoom” around the circle.
• Turn head to listen facing the sender and pass it on facing the receiver.
• Challenge students by asking how they can pass it on faster.
• Try making a tighter circle, bending knees to get ready.
• Teacher can time with a stopwatch or watch to see if improvement is noted.

Puppets
• Students pretend that they are a puppets, being controlled by strings.
• Students go loose and limp, then tighten and stretch.
• Stretch right up, toes, arms, legs, whole body.

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Body Shake
• Shake one arm, the other, both.
• One leg, the other, both, head, hips, whole body.

The Moon is Round Club

• Students repeat a rhyme and follows actions led by teacher.
• Rhyme: “The moon is round as round can be, two eyes, a nose, a mouth I see.”
• Actions: “The moon is round as round can be” – palm of one hand facing forward and moving in
a circular pattern.
• Two eyes, a nose, a mouth” – point to these parts of body.
• “I see” – inconspicuously, do a hand action, e.g., join hands in front or behind, or place them
on hips.
• Challenge students to join a “secret club” if they can repeat this rhyme with the correct actions.
• The secret of joining is that they do all of the actions, including the last, subtle action that goes
with “I see.”
• Encourage students to keep trying to discover the “secret.”
• Students who observe and can do all the actions can demonstrate for the others.

Arm Swing
• Start with both arms straight up in the air (vertical).
• One arm begins a circling action backwards and downwards.
• At the same time the other arm begins a circling action forwards and downward.
• Continue trying these opposing circling actions.
• The actions must be simultaneous.

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Junior Daily Vigorous Physical Activity

APPENDIX B

Learning Expectations:

Grade 4:
• Participate on a regular basis in physical activities that maintain or improve physical fitness.
• Improve their personal fitness levels by participating in vigorous fitness activities for sustained periods
of time (e.g., ten to fifteen minutes) including appropriate warm-up and cool-down procedures.

Grade 5:
• Participate on a regular basis in physical activities that maintain or improve physical fitness.
• Improve their personal fitness levels by participating in vigorous fitness activities for sustained periods
of time (e.g., ten to fifteen minutes) including appropriate warm-up and cool-down procedures.

Grade 6:
• Participate on a regular basis in physical activities that maintain or improve physical fitness.
• Improve their personal fitness levels by participating in vigorous fitness activities for sustained periods
of time (e.g., ten to fifteen minutes) including appropriate warm-up and cool-down procedures.

Outdoor Activities

For all activities, designate boundaries. Students should be within a distance that they can hear the
teacher and can respond to stop signals.

Acorn Football

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Equipment Required: One small object (paper clip, stone)

Divide the class into two teams. Designate a “safety zone” on both ends of the field. Both teams
begin in their safety zone. One team has the “acorn” (any small object). The team decides on a
strategy to get the acorn across the field. One person must carry it. The whole team runs from their
safety area to the safety area at the other end of the field. Everyone pretends they are holding the acorn.
When the team with the acorn leaves their safety area, the other team can leave their safety area.
They try to tag as many people as possible on the opposing team. When tagged, the runner must
show whether he/she is holding the acorn or not. The object is to get the acorn safely across to the
other side without being tagged and exposed.

Alaskan Baseball

Equipment Required: Two balls.

Divide the class into two groups and play two games. Divide each group into two teams. One team
has the ball and is “up to bat.” The batter hits or kicks the ball as far as he/she can. After hitting
the ball, the hitting team runs around designated bases as many times as they can, counting laps.
Meanwhile, the entire fielding team chases the ball. The first person who gets to the ball holds the
ball up while the other team members line up behind him/her. The group passes the ball over
heads then under legs to the end of the line. When the ball reaches the end, they yell, “Stop!” and
the runner who is running laps stops. Each person on the batting team has a chance to hit, then the
fielding team has a chance to hit. Runners can keep their personal record for number of laps
achieved or the team can keep a cumulative record.

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Oh Deer

(adapted from Project Wild Elementary Activity Guide, Western Regional Environmental Education
Council, Canada, 1988)

Equipment Required: None

• With this active game, students learn about the cycles of nature and the effects of changes to
habitat. Split the class so that half the class is at one end of the field and half is at the other end.
One group is “habitat” and the other is deer. Both groups stand in a line facing away from each
other. Each member of the habitat group must decide if they are food, water or shelter. The students
make a signal to represent their choice. If they choose to represent food, they put their hands
over their stomach. If they choose to represent water, they put their hands over their mouth.
If they choose to represent shelter, they put their hands over their head as a roof.
• At the other end of the field, each of the deer decides as individuals whether they want to look
for food, water or shelter and each makes the sign associated with their choice. On a signal, both
groups turn around at the same time to face each other. The students representing “habitat” do
not move, but make their signs. The students representing deer hold their signs and run towards
the habitat, looking for a match. If they find a match, they take that person back to the deer side
with them. If they do not find a match, they join the habitat side. Once all the matches have been
made – or not made – the students turn around and make decisions again about whether to
represent food, water or shelter.
• Emphasize to students that after they make their decision, they should not change it. This will mean
that deer will match with habitat if there is enough food, water and shelter designated. If there is
not a match available, students should not change symbols to make a match. The teacher may
choose to record the numbers of deer and habitat in each round. The class can discuss the
impact of changes in habitat. It is interesting to note the effects of drought (no member of the
habitat represents water), or a shortage of food supply (no member represents food).

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Quick Frozen Critters

(adapted from Project Wild Elementary Activity Guide, Western Regional Environmental Education
Council, Canada, 1988)

Equipment Required: “Food” (small pieces of cardboard – at least three per student), 4 – 5 hoops,
3 – 4 pinnies or markers.
Place “food” at one end of the playing area and designate the other end the safe area. Designate two or
three students as “foxes.” Distribute the hula hoops in the playing area. The foxes should be identified
with a pinnie or other marker. The other students are rabbits. The rabbits start at the safe area and
attempt to run across the field to pick up a food piece. They pick up only one piece at a time and
return to the safe area before trying to get another. Foxes try to tag the rabbits. Rabbits can be safe
by stopping in a rabbit hole (hula hoop), or by crouching in a three point stance anywhere. If the
rabbit is frozen, the foxes cannot catch the rabbits. When rabbits are caught, they come to the side
for a few minutes. The teacher can allow them back into the game as another fox, as a rabbit again,
or as a hunter – a predator of the foxes. This activity can lead to discussion about adaptations of
predators and prey.

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Team Tag

Equipment Required: “It” markers.

Divide the class into three or four groups. Give each group a different colour of marker. Students
spread out in the playing area. On a signal, call out one colour. That colour is “It” and tries to tag
all other players. When tagged, students move out of the playing area and do another activity (Students
choose a fitness task that they wish to improve, e.g., jog on the spot to keep heart rate up or sit-ups
or push-ups to work on muscular strength). The “It” colour catches as many people as possible in
30 seconds. After 30 seconds, all players move into the playing area again and spread out, waiting
for a new colour to be called as “It.”

Partner Tag
Equipment Required: None
Each student has a partner and tries to tag partner within a designated area. When tagged, students
turn around three times before beginning to chase their partner.

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Mission Possible
Equipment Required: 5 or 6 task cards.
Create task cards with a list of challenges. Divide students into groups of five or six. Give each group
a task card and challenge students to complete the challenges together as a group as quickly as
possible. A list of challenges may include:
• Touch three fences.
• Touch the climber and do 10 jumping jacks.
• Run to the centre of the field and yell, “I love life,” three times.
• Run one lap of the school yard with your team “attached” together in some way.
• Do five sit-ups in each corner of school yard.
• Touch two different walls of the school.
• Skip one lap of the school yard.
• Do five tuck jumps in the centre of the baseball diamond.
• Run backward across the field.
• Hop on one foot across the field.

Everybody IT
Equipment Required: None
The class plays a tag game in a designated area. All students are IT. When tagged, the runner
bends down onto one knee. If two runners tag each other simultaneously, both runners go down.
Emphasize honesty and sportsmanship. The game moves very quickly, so runners “out” are not out
for long. When down on one knee, they can reach out and tag anyone running by. When only a few
runners are left, or after about one minute of play, restart the game. Give everyone five seconds to
find their own space and spread out before beginning.

Fifth Person IT
Equipment Required: “It” markers.
Designate three or four students as “It.” They chase other students within a designated area. As they
tag each person they catch, they call out a number (one to five, as they tag people). When caught,
players can continue running, unless they are the fifth person caught. The fifth person caught changes
places and becomes “It.”

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Four Way Soccer

Equipment Required: 8 pylons, three or four balls.

Set up four goal areas using the pylons. Divide the class into four teams. The team’s objective is to
protect it’s own goal area and score on any other goal. No player should stay in the goal area. The team
works together to prevent and score goals. Play the game with two balls, then add more balls as the
players are playing.

Indoor Activities (use classroom, hallway, utility room…)

Speedwalk Tag
Equipment Required: None
Students stand and push in their chairs. Two or three students are designated as IT. Call out their
names. Other students can speed walk to get away from them. When tagged, the tagger calls out
“________ is IT”, announcing the new tagger.

Get Down
Equipment Required: None
Students walk quickly around the space. When the teacher calls out “get down,” the students work
to put their stomach on the ground, and then get back up and continue walking as quickly as they
can. Challenge the students to get up very quickly. For variety, choose students to identify different
ways of moving (hopping, skipping, backwards).

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Asteroids

Equipment Required: 60 Nerf balls or soft balls (scrunched up recycled paper balls work also).
Each student has a ball in each hand. The balls are “asteroids”. Designate two or three students as
“It.” When tagged by “It,” the students “explode”, jumping up and throwing their two asteroids in
the air. They freeze in place until they can get another asteroid. A player still moving may give them
one asteroid; they may catch an asteroid that is thrown when someone else “explodes” or they may
reach an asteroid that has been thrown previously. When they get an asteroid, they may move in the
game again. Change IT’s frequently.

Do This. Do That
Equipment Required: None
Two leaders lead two different groups in a series of fitness activities. Encourage the leaders to
choose activities that move large muscles so that the heart rate is raised. The leaders call out,
“Do this,” as they lead activities. If the leader says, “Do that,” the group should not move. If anyone
follows, they move and join the other group. Change leaders frequently.

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Fitness Fortune Cookie

Equipment Required: Fortune cookie cards.
Students move around the room in different directions. At regular intervals, the teacher calls out
“fortune cookie” and the students come to a designated area to pick up a fortune cookie. Fitness
tasks are written on the fortune cookie cards. The students complete the task, return the card then
continue moving around the room. Fortune cookie tasks could include:
• 10 sit-ups.
• 10 push-ups.
• Bicycle legs in the air – 20 seconds.
• 10 jump and twist.
• 10 cancan kicks.
• 10 wall jump and touches.
• Floor touch, stretch up 10 times.
• 10 shoulder circles each way.
• 10 arm circles each way.

Fitness Shake Up
Equipment Required: Flip chart paper, markers.
On flip chart paper, write six fitness tasks. Use three different colours of marker and use three
different numbers for counts required of the task,
e.g.,
Red: stand up sit down – 10
Red: stride jumps – 8
Blue: alternate knee lifts – 8
Blue: tuck jumps – 5
Green: jump out and cross legs – 10
Green: high knees – 5

Students move around the room. You may designate the type of movement (different directions,
curved lines, knees high, hopping). At regular intervals, call out a colour or a number. Students
choose a task that matches, do the task then continue moving. E.g., if Red is called out, the students
do either red task (stand up/sit down or stride jumps) if “Five” is called out, the students do either
task that must be done five times (tuck jumps or high knees). Students keep moving between tasks.

Islands
Equipment Required: Recycled paper, mouse pads or floor markers.
A variety of “islands” (recycled paper, mouse pads or floor markers ) are spread out around the
room. Students move around the room as quickly as possible. When the teacher calls out “Islands
in 5-4-3-2-1”, the students have five seconds to be touching an island and freeze in a position.
Student can share islands. Resume moving after all have found an island. Add variations such as:
removing islands; limiting the number of islands that students can go to (all students with birthdays
between January and June must find a BLUE island, everyone else must find a GREEN island); defining
the number of students who can share and island and asking students to incorporate specific criteria
into their frozen position. Give all instructions while students continue to move around the room.

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Ball Steal

Equipment Required: About 30 balls or beanbags (or recycled paper balls).

Place all balls in a line in the centre of the room. Divide the class into two groups and each group
starts at an opposite side of the room. On a signal, students go to the centre, pick up one ball and
return it to their side of the room. When all balls are gone from the centre, students may go to the
other side of the room to pick up balls and return them to their own side. They may move ONE ball
at a time and each time they carry it, they must devise a different way to carry the ball.

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Math Match

Equipment Required: Two sets of number cards (different colours), one set with questions, and one
set with answers.
Students move around the room (jogging, hopping, skipping). On a signal, they each take a card
and try to find the person who is their match. (e.g., question card: 5 × 7 = ____, answer card: 35)
Each question card should have one answer card. When they find their match, partners complete a
fitness task together (e.g., five chair step-ups), return their cards, then continue moving around the
room. While the students are moving, the teacher can mix up the cards, or distribute them at random.

Fitness Circuit
Equipment Required: Fitness Task Cards.
Create six fitness task stations around the room or in the hallway. Divide students into groups and
assign them to a station. Students work at their station for one to two minutes until a signal is given
to move to the next station. Music can be used as a signal. When the music stops, students freeze,
point to the next station then walk to the next station. The students can track their progress by
completing a fitness log or journal after this activity. Fitness stations can be changed and adapted
and given catchy names to fit with themes and units in the class.
Station 1: Tuck jumps
Station 2: Alternate heel touches
Station 3: Jump up, touch the ground
Station 4: Chair step-ups
Station 5: Jogging on the spot with arm crosses
Station 6: Knee lifts – 8 one side, 8 the other, repeat.

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A Year at a Glance
APPENDIX C

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XC A Year at a Glance

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Scheduling for Maximum Participation in Health

APPENDIX D
and Physical Education

Creative Timetabling (see sample timetables)

• Combine classes with specialist; or teacher with more Physical Education background or expertise
takes lead on planning, giving instructions, planning assessment, demonstrations.
– Second teacher supports and learns; he/she assists with tracking and assessment, change
room monitoring, group formation, equipment distribution, safety and injury prevention,
supervision.
• Combine classes for large group fitness activities (i.e., fitness circuits, aerobics, dance, fitness
monopoly, etc.).
• Split classes for some periods with one teacher working inside and one working outside.
• Split 50 minute periods into two 25-minute periods for fitness classes.
• Take two minutes from each period and use the time saved for daily vigorous physical activity.
• Use 10 minutes with opening exercises for vigorous activity.
• Use entire time allotted for the use of the gymnasium for physical education. Changing for class
and some instructions can be done prior to the scheduled physical education time period
• Benefits: Opportunity to schedule more physical education classes; professional development
opportunity for teachers to team teach and learn from each other; opportunity for students to
work in different groupings; opportunity for maximum use of time allotted for physical education.
• Challenges: More students in the gymnasium can make it more challenging to ensure active partici-
pation for all; more challenging to monitor safety procedures; scheduling of classes could be
more challenging.

School-Wide Activity Days

• Plan to work together with other classes to organize school-wide activity days, e.g., Activ8
celebration, hop-a-thon, Jump Rope for Heart, Skip-a-thon, kilometer club, neighbourhood walk,
school yard jog, health hustle, school-wide fitness breaks, running clubs, carnival days.
• Plan to do the activities once per year, once per term or once per month.
• Rotate responsibility for organizing the events.
• Link events to other school functions and celebrations.
• Benefits: Opportunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for students to get fresh air; opportunity to build community spirit in the school;
opportunity to link activity to a fundraiser; build awareness of the value of activity; opportunity
for comprehensive school planning by linking the “active” event to other school functions;
opportunity to involve parents and community; public relations opportunity.
• Challenges: Requires time to organize; need to be flexible because of varying weather conditions.

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XD Using Community Facilities

• Use local rinks, fields, courts, pools and other facilities.
• Develop relationships with parks and recreation staff.
• Benefits: Opportunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for students to get fresh air; opportunity to expose students to activities and
experiences that they may try again outside of school time; public relations opportunity to build
links with local community.
• Challenges: Requires time to organize; sometimes costs involved if a reciprocal agreement
cannot be negotiated; sometimes challenging to find a mutually convenient time to use facilities;
may involve transportation costs; need to be flexible because of varying weather conditions.

Scheduling Outdoor Classes

• Schedule an outdoor period for all classes every week, regardless of the time of year.
• Designate specific units and expectations to be covered in an outdoor setting.
• Benefits: Opportunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for fresh air.
• Challenges: Need to overcome challenge of organizing equipment and spaces in advance; need
to be flexible because of varying weather and field conditions.

Using Alternative Spaces

• Plan to use halls, stairwells, utility rooms, stages and other available spaces for limited space
activities.
• Schedule activity time in these alternative spaces.
• Benefits: Opportunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for students to take responsibility for their own fitness improvement if using
these spaces for students to work on fitness challenges.
• Challenges: Need to overcome challenge of organizing equipment and spaces in advance; space
may require more vigilance to ensure safe participation.

Fostering an “I Can” Attitude

• Teachers support each other by doing group activities with several classes together.
• Provide classroom incentive (golden sneaker award, kilometer club, participation awards).
• Make the link to staff personal wellness.
• Provide staff support for wellness (fitness breaks at staff meetings, announcements about physical
activity, encouragement to be active at recess and lunch, support to wear running shoes and
active attire).
• Build in student support. Train student monitors in routines to care for classroom equipment,
set up gym equipment and support playground activity.
• Benefits: School culture of activity and wellness is created, staff role models emerge, compre-
hensive school health is a focus.
• Challenges: May require a shift of attitude and priorities.

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Developing and Expanding Partnerships

• Involve parents. Assign active homework (students can track this in an “Active Fitness Log”).
• Solicit support from school councils (funds for playground equipment, help with school-wide events).
• Create links with high schools and middle schools (opportunities for co-op students and volunteers
in programs, shared facilities).
• Student partnerships. Create “PE buddies” like reading buddies. Older students work with
younger students to teach games and skills and to be active.
• Benefits: Efficient use of resources, long-term support is built into the system; fosters broader
buy-in and support for the value of quality Health and Physical Education.
• Challenges: Fostering partnerships requires time and energy.

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Sample Timetables

Sample 1:
Features:
Timetable for grade 4-6 based on:
• 6-day cycle.
• 4 periods of PE and 1 period of health per cycle.
• Vigorous activity on non-PE days.
Percentage of Curriculum Time per cycle (1920 minutes)
Mathematics – 480 minutes (25%)
Language – 480 minutes (25%)
French as a Second Language – 240 minutes (12.5%)
Science and Technology – 160 minutes (8.3%)
The Arts (Music, Drama, Visual Arts) – 240 minutes (12.5%)
Health and Physical Education – 160 minutes (8.3%)
Social Studies – 120 minutes (6.3%)
TAG – 40 minutes (2.1%)

SAMPLE 1: SIX-DAY SCHEDULE WITH A FOUR-WEEK ROT ATION FOR DAILY VIGOROUS ACTIVITY
Times Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
8:45 – 9:25 Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated
Programming Programming Programming Programming Programming Programming
9:25 – 10:05 Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated
Programming Programming (Health) Programming Programming Programming Programming
10:05 – 10:20 Recess Recess Recess Recess Recess Recess

10:20 – 11:00 Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated

Programming Programming Programming Programming Programming Programming
11:00 – 11:40 Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated
Programming Programming Programming Programming Programming Programming
11:40 – 12:40 Lunch Lunch Lunch Lunch Lunch Lunch

12:40 – 1:20 Social studies Science/Tech Physical Education TAG Drama/Dance Physical Education

1:20 – 2:00 French French French French French French

2:00 – 2:15 Recess Recess Recess Recess Recess Recess

2:15 – 2:55 Physical Education Social Studies Music Visual Arts Social Studies Science/Tech

2:55 – 3:35 Music Drama/Dance Science/Tech Visual Arts Physical Education Science/Tech

Week One: Add Vigorous Activity on Day 2, 11:00 (Math) and Day 4, 9:25 (Language)
Week Two: Add Vigorous Activity on Day 2, 12:40 (Science/Tech) and Day 4, 9:25 (Language)
Week Thr ee: Add Vigorous Activity on Day 2, 9:25 (Language) and Day 4, 10:20 (Math) (Teach Health
on Day 2 at 9:25 with Language)
Week Four: Add Vigorous Activity on Day 2, 2:15 (Social Studies) and Day 4, 11:00 (Language)

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Sample 2: K-8 School

Features:
• 10.5 classes (three kindergartens every other day).
• Primary classes are 25 minutes in length, junior and intermediate are 37.5 minutes.
• When blocking two intermediate periods, there are three primary periods (2 × 37.5 = 3 × 25).
• Junior/intermediate classes have physical education in the afternoon.
• Morning classes run as follows for primary:
8:50 – Opening exercises 12:45 – period 5
8:55 – period 1 1:20 – period 6
9:20 – period 2 1:55 – recess
9:45 – period 2b 2:10 – period 7
10:10 – recess 2:45 – period 8
10:25 – period 3
10:50 – period 4
11:15 – period 4b
11:40 – lunch

Period MONDA Y TUESDA Y WEDNESDA Y THURSDA Y FRIDA Y

1 3/4 3/4 3/4 3/4 3/4
2 2 2 2 2 2
2b 1/2 1/2 1/2 1/2 1/2
RECESS
3 KA/KC KA/KC KA/KC KA/KC KA/KC
4 KB KB KB
4b 1 1 1 1 1
LUNCH
5 8 7 8 7 7/8
6 7 5/6 7 8 4/5
RECESS
7 5/6 7/8 7/8 7/8 5/6
8 4/5 4/5 5/6 4/5 8

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Sample 3: Daily PE – 15 Classes

Features:
• Multi classes in gym booked for Fitness Sessions e.g., aerobics to video, STEP routines, circuits.
• All classes get physical activity every day: (Two full periods each plus three Fitness periods of
15 minutes each).
• Transition time is recognized and not included in timetable, e.g., 10 minutes at beginning of day.

SAMPLE SCHEDULE FOR DAILY PHYSICAL EDUCATION: 15 CLASSES

9:10 – 9:45 9:45 – 10:20 10:40 – 11:15 11:15 – 11:45 12:55 – 1:30 1:30 – 2:05 2:30 – 3:00 3:00 – 3:35
Monday 1 2 & 3 & 14 4 5 7 & 12 & 15 8 11 13
(15 Min. Fitness) (15 Min. Fitness)

6& 9 6 & 10
(15 Min. Fitness) (15 Min. Fitness)
Tuesday 2 1& 4 3 6 7 & 11 & 15 9 12 14
(15 Min. Fitness) (15 Min. Fitness)

5& 8 13 & 10
(15 Min. Fitness) (15 Min. Fitness)
Wednesday 1 12 & 9 4 7 3 & 5 & 13 10 11 15
(15 Min. Fitness) (15 Min. Fitness)

14 & 2 6& 8
(15 Min. Fitness) (15 Min. Fitness)
Thursday 2 7 & 10 5 8 1 & 3 & 13 9 12 14
(15 Min. Fitness) (15 Min. Fitness)

11 & 15 4& 6
(15 Min. Fitness) (15 Min. Fitness)
Friday 3 1 & 2 & 14 6 7 8&9 10 13 15
(15 Min. Fitness) (15 Min. Fitness)

4& 5 11 & 12
(15 Min. Fitness) (15 Min. Fitness)
Entrance Recess Lunch Recess Dismissal
9:00 10:20 – 10:35 11:45 – 12:50 2:10 – 2:35 3:40

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Summary of Evidence Recording Chart

APPENDIX E
Class: ______________________________________________ Grade: ________________

Understanding Movement Active Communication Highest, Most

of Concepts Skills Participation of Required Consistent Level
(Weight of 1) (Weight of 1) (Weight of 2) Knowledge of Achievement
(Weight of 1)
Student Names

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XE Active Participation – Summary of Evidence Chart

APPENDIX F-1
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Active Participation
Level 1 Level 2 Level 3 Level 4
• Participates actively only with constant • Participates actively needing only occa- • Requires no encouragement to participate • Participates actively in a manner that
encouragement. sional encouragement. actively. encourages others to participate.
• Applies few of the required skills. • Applies some of the required skills. • Applies most of the required skills. • Applies all or almost all of the required
• Requires constant reminders regarding • Requires occasional reminders regarding • Follows safe procedures and uses skills.
safety procedures and the safe use of safety procedures and the safe use of equipment and facilities safely. • Follows safe procedures and uses equipment
equipment and facilities. equipment and facilities. and facilities safely, and encourages others
to do so.

Unit: _______ Unit: _______ Unit: _______ Unit: _______ Highest Most
Consistent
Expectation: Expectation: Expectation: Expectation:
Level

Student Names

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Communication of Required Knowledge –

APPENDIX F-2
Summary of Evidence Chart
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Communication of Required Knowledge
Level 1 Level 2 Level 3 Level 4
• Communicates poorly, making many • Communicates with some clarity, making • Communicates clearly and precisely, making • Communicates clearly and precisely, making
errors or omissions. some errors or omissions. few errors or omissions. no or almost no errors or omissions.
• Rarely uses appropriate terminology. • Sometimes uses appropriate terminology. • Usually uses appropriate terminology. • Uses appropriate and varied terminology.

Unit: _______ Unit: _______ Unit: _______ Unit: _______ Highest Most
Consistent
Expectation: Expectation: Expectation: Expectation:
Level

Student Names

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F-2 Movement Skills – Summary of Evidence Chart

APPENDIX F-3
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Movement Skills
Level 1 Level 2 Level 3 Level 4
• Performs few of the skills as described. • Performs some of the skills as described. • Performs most of the skills as described. • Performs all or almost all of the skills as
• Rarely applies skill in other situations • Sometimes applies skill in other situations • Usually applies skill in other situations described.
or activities. or activities. or activities. • Consistently applies skill in other situations
or activities.

Unit: _______ Unit: _______ Unit: _______ Unit: _______ Highest Most
Consistent
Expectation: Expectation: Expectation: Expectation:
Level

Student Names

635
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Understanding of Concepts – Summary of Evidence Chart

APPENDIX F-4
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Understanding of Concepts
Level 1 Level 2 Level 3 Level 4
• Shows understanding of few of the • Shows understanding of some of the • Shows understanding of most of the • Shows understanding of all or almost all
required concepts taught, with major required concepts taught, with several required concepts taught, with few of the required concepts taught, with prac-
errors or omissions. minor errors or omissions. minor errors or omissions. tically no errors or omissions.

Unit: _______ Unit: _______ Unit: _______ Unit: _______ Highest Most
Consistent
Expectation: Expectation: Expectation: Expectation:
Level

Student Names

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F-4
Chart Participation Rubric
APPENDIX G
Grades 1 to 8
Categories Level 1 Level 2 Level 3 Level 4
Specific Expectation:
• participate vigorously in all aspects of the program
Readiness to Participate • enters the gym late more • usually ready to participate • regularly ready to partici- • always ready to participate
than half of the occasions on time pate on time on time
• infrequently participates • usually participates in class • regularly takes part in class • always takes part in class
actively activities activities activities
Physical Participation • infrequently participates • sometimes participates in a • regularly participates in • always or almost always
in a variety of physical variety of physical activities all physical activities promotes active participa-
activities independently tion in all physical activities
• infrequently participates in • sometimes participates in a • regularly participates in a • routinely promotes and
physical activities outside variety of physical activities wide variety of physical organizes physical activities
of the classroom program outside of the classroom activities outside the outside the classroom
program classroom program program
• experiences difficulty par- • sometimes participates • frequently participates • always participates positive-
ticipating as an individual positively as an individual positively as an individual ly as an individual and in a
or in a group setting or in a group setting and in a group setting group setting
Initiative • infrequently tries new • sometimes attempts new • regularly attempts new • always tries new activities
activities activities with encourage- activities and encourages others to
ment do the same
• infrequently takes on a • sometimes with encourage- • regularly takes on a • routinely asks to play a
leadership role ment leads the class in leadership role in class leadership role in class
activities
• relies on others to begin • sometimes begins activities • frequently begins activities • routinely is a self-starter
physical activities with some teacher independently and provides opportunities
intervention for others to participate
Effor t • infrequently works hard • sometimes works hard • regularly demonstrates a • always strives for personal
(e.g., goes through the with encouragement determined effort best
motions)
• easily distracted from task • sometimes easily distracted • regularly stays on task • routinely encourages
and often distracts others from task and sometimes others to stay on task
distracts others
Enjoyment • infrequently demonstrates • sometimes demonstrates • regularly demonstrates • always or almost always
(Based on the activities they enjoyment from participa- enjoyment from participa- enjoyment from participa- demonstrates enjoyment
choose to participate in) tion in physical activities tion in physical activities tion in physical activities from participation in
physical activities
Social Interaction • infrequently recognizes • sometimes recognizes • regularly recognizes physical • always or almost always
physical activity as a posi- physical activity as a posi - activity as a positive oppor- seeks out and motivates
tive opportunity for social tive opportunity for social tunity for social interaction others to participate
interaction interaction together
• infrequently recognizes the • sometimes recognizes the • regularly recognizes the • always or almost always
role that participation in role that participation in role that participation in recognizes the role that
physical activity plays in physical activity plays in physical activity plays in participation in physical
getting to know and under- getting to know and getting to know and activity plays in getting to
stand self and others understand self and others understand self and others know and understand self
and others

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 68, 69), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com

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Participation Rubric continued

Categories Level 1 Level 2 Level 3 Level 4

Specific Expectation:
• participate vigorously in all aspects of the program
Challenge • infrequently able to describe • sometimes able to accept • regularly accepts the • always or almost always
the feelings resulting from the feelings resulting from feelings resulting from accepts the feelings resulting
challenges, successes, and challenges, successes, and challenges, successes and from challenges, successes
failures in physical activity failures in physical activity failures in physical activity and failures in physical
activity and encourages
others to do so
• infrequently open to new • sometimes open to new • regularly open to new • always or almost always
challenges or trying new challenges or trying new challenges and trying new open to new challenges
activities activities activities or trying new activities
Respect and Support for • infrequently plays or inter- • sometimes will partner with • regularly participates with • always or almost always
Others acts with other students other students anyone in class initiates changes in part-
ners or groups to resolve
conflict or address an
imbalance
• infrequently accepts others • sometimes accepts others • regularly accepts others, • always or almost always
with different ability, with different ability, including those of different encourages the inclusion
culture and gender culture and gender ability, culture and gender of others of different ability,
culture and gender
• infrequently offers positive • sometimes offers positive • regularly encourages others • always or almost always
comments to others comments to others with positive comments encourages others with
(e.g., fabulous, great work, positive comments
you’re getting better)

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 69), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com

638
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Social Skills Rubric

APPENDIX H
Grades 1 to 8
Categories Level 1 Level 2 Level 3 Level 4
Specific Expectation:
• follow the rules of fair play in games and activities
Self-Expression • rarely expresses • sometimes expresses • regularly and accu- • always or almost
personal feelings, personal feelings, rately expresses own always accurately
ideas and experiences ideas and experiences feelings, ideas and expresses own
experiences with an feelings, ideas and
awareness of audi- experiences with an
ence (e.g., uses “I” awareness of audience
messages)
Response to Others • listens to others when • sometimes listens • regularly listens • always or almost
topics are of personal attentively to others actively to others always listens actively
interest and is atten- (e.g., restates infor- to others
tive for short periods mation accurately, uses
of time effective questioning)
• with assistance • sometimes follows • regularly follows and • encourages others to
follows basic instruc- and outlines instruc- explains instructions listen (e.g., assists the
tions and directions tions and directions when pursuing a task group in maintaining
for familiar games, individually or with the focus, demon-
activities and events others strates active listening,
states different points
of view)
• rarely shows respect • sometimes shows • regularly shows • always or almost
for other people’s respect for other respect for other always shows respect
ideas people’s ideas people’s ideas for other people’s
ideas and encourages
others to do so
Cooperation • with extensive • sometimes shows • regularly shows con- • always or almost
support, shows con- consideration for sideration for others always shows consid-
sideration for others others eration for others and
encourages others to
do so
• with encouragement, • sometimes accepts • regularly accepts • always or almost
accepts leadership of leadership of teachers, leadership of teachers, always accepts leader-
teachers, peers and peers and officials peers and officials ship of teachers,
officials peers and officials
• based on examples • sometimes encour- • regularly encourages • always or almost
modeled in class, ages others others always encourages
encourages others others
• with direct supervi- • with some supervision • regularly stays on task • always or almost
sion stays on task stays on task without direct super- always stays on task
vision and is self-directed
• rarely gives and • sometimes gives and • regularly gives and • always or almost
accepts assistance accepts assistance accepts assistance always gives and
accepts assistance

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 70), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com

639
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Social Skills Rubric continued

Categories Level 1 Level 2 Level 3 Level 4

Specific Expectation:
• follow the rules of fair play in games and activities
Respect • shows limited patience with • sometimes shows patience • regularly shows patience • always or almost always
others of different abilities with others of different with others of different shows patience with others
abilities abilities of different abilities and
encourages others to do so
• with encouragement, treats • sometimes treats others of • regularly treats others of • always or almost always
others of diversity equally diversity equally diversity equally treats others of diversity
equally
• with encouragement uses • sometimes uses appropri- • regularly uses appropriate • always or almost always
appropriate language when ate language when talking language when talking with uses appropriate language
talking with peers and with peers and teachers peers and teachers when talking with peers
teachers and teachers and encour-
ages others to do so
Fair Play and Activity • rarely follows the rules of • sometimes follows the rules • regularly follows the rules • always or almost always
Etiquette fair play in games and of fair play in games and of fair play in games and follows the rules of fair
activities activities activities play in games and activities
and encourages others to
do so
• rarely respects the deci- • sometimes respects the • regularly respects the deci- • always or almost always
sions made by officials, be decisions made by officials, sions made by officials be respects the decisions
they students, teachers or be they students, teachers they students, teachers or made by officials, be they
coaches or coaches coaches students, teachers or
coaches
Group Interaction • with encouragement works • sometimes works well with • regularly works well with • always or almost always
well with others others others works well with others
• with encouragement takes • sometimes takes turns • regularly takes turns • always or almost always
turns takes turns and encourages
others to do so
Group Decision-Making • with encouragement and • sometimes discusses • regularly discusses options, • always or almost always
support, discusses options options and agrees with the participates in making discusses options, partici-
and agrees with the group’s group’s decisions decisions and agrees with pates in making decisions
decisions the group’s decisions and agrees with the group’s
decisions

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 71), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com

640
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Safety Rubric – Grades 1 to 8

APPENDIX I
Grades 1 to 8
Categories Level 1 Level 2 Level 3 Level 4
Overall Expectation:
• follow safety procedures related to physical activity, equipment and facilities, and begin to take responsibility for their safety
Activity • rarely dresses appropriately • sometimes dresses appropri- • regularly dresses appropri- • always or almost always
for vigorous physical activity ately for vigorous physical ately for vigorous physical dresses appropriately for
activity activity vigorous physical activity
and is able to explain the
reasons for doing so
• with direct instruction par- • sometimes participates in • regularly participates in • always or almost always
ticipates in appropriate appropriate warm-up con- appropriate warm-up con- participates in appropriate
warm-up conditioning and ditioning and cool-down ditioning and cool-down warm-up conditioning and
cool-down activities activities activities cool-down activities inde-
pendently
• with frequent reminders • with reminders listens • listens attentively to achieve • always or almost always
listens attentively to promote attentively to enhance safe safe and successful partici- listens attentively to achieve
safe and successful partici- and successful participation pation in class safe and successful partici-
pation in class in class pation in class
• beginning to use and • sometimes uses and • regularly uses and explains • always or almost always uses
explain (when asked) the explains (when asked) the (when asked) the impor- and explains (when asked)
importance of safe and importance of safe and tance of safe and controlled the importance of safe and
controlled movements controlled movements movements controlled movements and
encourages others to do so
• with assistance can suggest • beginning to modify activities • regularly practises modifi- • always or almost always
modifications to activities to ensure safety cations to activities to ensure practises modifications to
to ensure safety safety (e.g., reducing the activities to ensure safety
size of the playing surface if and can explain why
walls are too close)
• with assistance applies safety • sometimes applies safety • regularly applies safety • always or almost always
rules and safety procedures rules and safety procedures rules and safety procedures applies safety rules and
while participating in a while participating in a while participating in a safety procedures while
variety of physical activities variety of physical activities variety of physical activities participating in a variety
of physical activities
Equipment • rarely recognizes and • sometimes recognizes and • regularly recognizes and • always or almost always
reports unsafe conditions reports unsafe conditions reports unsafe conditions recognizes and reports
and situations and suggests and situations and suggests and situations and suggests unsafe conditions and situa-
changes changes changes tions and suggests changes
• rarely assumes responsibility • sometimes assumes • regularly assumes respon- • always or almost always
for self and others responsibility for self and sibility for self and others assumes responsibility for
others (e.g., helping to set up self and others
equipment in a safe manner
with adult assistance)
Facility • with assistance, recognizes • sometimes recognizes envi- • regularly recognizes envi- • always or almost always
environments unsafe for ronments unsafe for playing ronments unsafe for playing recognizes environments
playing unsafe for playing
• requires encouragement to • requires encouragement to • regularly accepts and prac- • always or almost always
practise modifications of practise odifications of tises modifications of rules accepts and practises mod-
rules to suit facility rules to suit facility to suit facility use (e.g., ifications of rules to suit
identifying an area out of facility uses and encourages
bounds if part of the field is others to do the same
unsafe)
• rarely reports unsafe con- • sometimes reports unsafe • regularly reports unsafe • always or almost always
ditions to teacher and conditions to teacher and conditions to teacher and reports unsafe conditions
peers peers peers to teacher and peers
Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 67), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com
641
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Appendices for Grade 4 1/12/01 11:21 AM Page 642

Movement Skills Recording Chart

APPENDIX J-1
Knowledge/Skill Category: Movement Skills
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _____________________________________________________
___________________________________________________________________________
Skill Indicators: Level 1 Level 2 Level 3 Level 4
• • Performs few of the • Sometimes performs • Usually performs the • Consistently performs
skills as described. the skills as skills as described. the skills as
• described. described.
• Rarely applies skills • Sometimes applies • Usually applies skills • Consistently applies
•
in other situations or skills in other situa- in other situations or skills in other situa-
•
activities. tions or activities. activities. tions or activities.

Student Names

642
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J-1 APPENDIX J-2

643
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Active Participation Recording Chart

APPENDIX K
Knowledge/Skill Category: Active Participation
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _____________________________________________________
___________________________________________________________________________
Indicators: Level 1 Level 2 Level 3 Level 4
• • Participates actively only with • Participates actively needing • Requires no encouragement to • Participate actively in a man-
• constant Encouragement. only occasional encouragement. participate actively. ner that encourages others to
• participate.
• Applies few of the required • Applies some of the required • Applies most of the required • Applies all, or almost all, of
•
skills. skills. skills. the required skills.
• • Requires constant reminders • Requires occasional • Follows safe procedures and • Follows safe procedures and
• regarding safety procedures reminders regarding safety uses equipment and facilities uses equipment and facilities
and the safe use of equipment procedures and the safe use of safely safely, and encourages others
and facilities. equipment and facilities. to do so.
Student Names

644
Health and Physical Education – Grade 4 Appendix K
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XK Communication of Required Knowledge Recording Chart

APPENDIX L
Knowledge/Skill Category: Communication of Required Knowledge
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _____________________________________________________
___________________________________________________________________________
Indicators: Level 1 Level 2 Level 3 Level 4

• • Communicates poorly, • Communicates with • Communicates clearly • Communicates clearly

• making many errors some clarity, making and precisely, making and precisely, making
• or omissions. some errors or few errors or omis- no, or almost no,
• omissions. sions. errors or omissions.
• • Rarely uses appropri- • Sometimes uses • Usually uses appro- • Uses appropriate and
• ate terminology. appropriate priate terminology. varied terminology.
terminology.
Student Names

645
Health and Physical Education – Grade 4 Appendix L
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Understanding of Concepts Recording Chart

APPENDIX M-1
Knowledge/Skill Category: Understanding of Concepts
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _____________________________________________________
___________________________________________________________________________
Indicators: Level 1 Level 2 Level 3 Level 4

• • Shows understanding • Shows understanding • Shows understanding • Shows understanding

• of few of the required of some of the of most of the of all, or almost all,
• concepts taught, with required concepts required concepts of the required
• major errors or taught, with several taught, with few concepts taught, with
• omissions. minor errors or minor errors or practically no errors
• omissions. omissions. or omissions.

Student Names

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M-1 APPENDIX M-2

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Anecdotal Observation Recording Chart

APPENDIX N
*Use for ongoing assessment of expectations in combination with an assessment tool to provide indicators.

Class: ______________________________________________ Unit: __________________

Expectation(s): _____________________________________________________________
___________________________________________________________________________

648
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XN APPENDIX O-1
Self/Peer Participation
Assessment Target
Name: _______________________________ Class: _____________ Grade: __________
Knowledge/Skill Category: __________________________________________________
Expectations: ________________________________________________________________
____________________________________________________________________________

1
2
3
4

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APPENDIX O-2
Self/Peer Participation
Assessment Pyramid
Name: _______________________________ Class: _____________ Grade: __________
Knowledge/Skill Category: __________________________________________________
Expectations: ________________________________________________________________
____________________________________________________________________________

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O-2 APPENDIX O-3

Self/Peer Participation
Assessment Star
Name: _______________________________ Class: _____________ Grade: __________
Knowledge/Skill Category: __________________________________________________
Expectations: ________________________________________________________________
____________________________________________________________________________

2 4

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APPENDIX O-4
Response to Others
Self-Assessment (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:

1p33 Follow instructions, pay attention, attempt new activities.

1p38 Demonstrate respect for others in group situations (e.g., being courteous,
speaking kindly).
2p40 Demonstrate appropriate interpersonal skills and respectful behaviour
(e.g., displaying etiquette, playing fairly, cooperating) in physical activities.
3p37 Demonstrate respect for the abilities and feelings of others (e.g., accepting
everyone into the group).
3p39 Communicate positively to help and encourage others.

Draw yourself on the step that describes you today.

I always speak
kindly, and listen
to others.
I speak kindly and
listen to others.

I sometimes speak
kindly and listen to
others.
I need reminders
to speak kindly and
listen to others.

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O-4 APPENDIX O-5

“I Listen”
Self-Assessment (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Grade: 1, 2
Expectations:

1p33 Follow instructions, pay attention, attempt new activities.

2p34 Stay on task, follow instructions, pay attention, and see tasks through to
completion.

Write the DATE on the rung of the ladder

that best describes you today.

I always pay attention and

follow instructions. _________

I pay attention and follow

instructions. ______________

I sometimes pay attention and

follow instructions. _________

I need help and reminders

to pay attention and follow
instructions. ______________

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APPENDIX O-6
Safe Activity
Self-Assessment (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:

1p30 Follow safety procedures related to physical activity, equipment and facilities.
2p30 Follow safety procedures related to physical activity, equipment and facilities.
3p29 Follow safety procedures related to physical activity, equipment and facilities

Write the DATE in the box

that best describes you today.

With help and reminders, I play safely. With reminders, I play safely.
______________ ______________

I play safely. I play safely and help others play safely.

______________ ______________

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O-6 APPENDIX O-7

I am Ready for Physical Education (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:

1p30 Follow safety procedures related to physical activity, equipment, and facilities.
1p32 Display readiness to participate in the instructional program (e.g., joining
in readily, wearing appropriate clothing, removing jewelry).
2p30 Follow safety procedures related to physical activity, equipment and facilities.
2p33 Display readiness to participate in the instructional program (e.g., taking
out and putting away equipment, joining in readily, wearing appropriate
clothing, and applying sun protection when necessary).
3p29 Follow safety procedures related to physical activity, equipment and facilities.

Write the DATE in the box that best describes you.

I wear my running shoes once in a while. I wear my running shoes some days.
______________ ______________

I wear my running shoes most days. I wear my running shoes every day.
______________ ______________

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APPENDIX O-8
Cooperation and Fair Play
Self-Assessment (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:

1p37 Work cooperatively with others (e.g., sharing equipment, helping others).
2p40 Demonstrate appropriate interpersonal skills and respectful behaviour
(e.g., displaying etiquette, playing fairly, co-operating) in physical activities.
3p38 Follow the rules of fair play in games and activities (e.g., giving everyone a
chance to play).

Write the DATE under the picture that describes you today.

I need reminders to play fairly and I sometimes play fairly and cooperate.
cooperate.

(frog egg) (tadpole)

I play fairly and cooperate. I always play fairly and cooperate.

(froglet) (frog)

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O-8 APPENDIX O-9

Self/Peer
Assessment Target (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Expectations:

1p31; 2p31; 3p30 Participate vigorously in all aspects of the program

1p34; 2p35; 3p33 Participate in moderate to vigorous physical activity for 5-10 minutes
(Grades 1 and 2) or 8 – 10 minutes (Grade 3)

Stopped more
1 than four times

Stopped
2 3-4 times

Stopped once
3 or twice

Did not stop

4 moving for
5-10/8-10
minutes

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APPENDIX O-10
Student Assessment – Movement Skill
Checklist
Grade: _______________________________ Skill: _______________________________

What to look for:

Get Ready

Insert picture

Action

Insert picture

Follow-Through

Insert picture

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-10 TRANSFERABLE SKILLS – STRATEGIES AND TACTICS

APPENDIX P

It is helpful to teach games by grouping them into categories with games of similar type. Widening
the focus can help to bridge the gap between developing skills and learning strategies. As students
learn strategy while playing, they develop an intrinsic motivation to build their skills. With a balanced
skills/strategy approach, students learn more than just “the rules of the game.” They become thinking
players, learning to deal with the challenge of the unexpected and using opportunities to give and
receive feedback. Ask students to think about making connections to the game experience and to
take responsibility for increasing the challenge in games. Students who are engaged in the activity
are more likely to continue seeking out opportunities to be active.
Grouping games and activities into categories can help students see the connections between the
activities. Junior and intermediate students can use similar game strategies in each of these game
categories.

Tar get-type games (e.g., croquet, golf, archery, curling, bowling)

Target-type games emphasize accuracy and control. Modify challenges by changing target size,
distance and equipment, by using stationary or mobile targets and by having the players shoot
while stationary or mobile. Strategies used in target games include:

Strategy Criteria

Offensive • Planning path to target

Defensive • Blocking path of object

Net/Wall-Type Games (e.g., tennis, 4-square, badminton, table tennis, volleyball)

Net/wall-type games involve moving and controlling an object and hitting it within a specified space.
Players work to make it difficult for other players to gain possession of the object or to send it back
to the wall or across the net. Small numbers of players are usually involved in net/wall games.
Strategies used include:

Strategy Criteria

Offensive • Place object in a difficult spot for opponent to return

• Varying shots; speed, distance, height
Defensive • Assume “ready position”

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Striking/Fielding-Type Games (e.g., baseball, cricket, rounders, softball)

Striking/fielding-type games can involve running, striking, throwing, kicking and catching. Runners
hit, kick or throw an object then score runs by running to designated areas. Fielders retrieve the
object and get it to a specified place to stop runs from being scored and to get opponents out.
Because of the many aspects of the game, strategy for striking/fielding games can be challenging.
Basic strategies include:

Strategy Criteria

Offensive • Placement of object where the defender can’t easily make a play
• Score runs by advancing to safe areas
Defensive • React and anticipate object movement
• Assume “ready position”
• Quick fielding of object

Invasion/Territory-Type Games (e.g., soccer, handball, ultimate Frisbee, football, basketball,

lacrosse, field hockey).
Invasion/territory-type games involve controlling an object, keeping it away from opponents and
moving it into a scoring position to score on a target. Games can be modified to be simple running
games or to use a specified skill (kicking, throwing). Depending on whether the team has control
of the object or not, the team uses offensive or defensive strategies:

Strategy Criteria

Offensive • Keeping possession of ball/object

• Attempting to move in the direction of the goal
• Moving into and creating open spaces
Defensive • Staying between the offensive player and the goal
• Using hands, feet, stick or body to prevent a pass or scoring
attempt

Considerations
All games and activities can be adapted to meet the level appropriate for students. With any activity,
consider the following questions and adapt the activity as needed:
• Is the activity safe?
• Do all students have an opportunity to be active?
• Does the activity build on skills and strategies that the student has been taught?
• Can adaptations be made so that students of all abilities can be involved?
• Are positive social skills reinforced?
• Does the structure need to be adjusted (e.g., play in smaller groups with rule variations)?
• How can the challenge/fun factor be increased?

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TRANSFERABLE SKILLS – Sending/Receiving/Carrying

APPENDIX Q

Developing the fundamental movement skills of locomotion, manipulation and stability are a focus
of the elementary Health and Physical Education curriculum. In Grades 1-8, students have opportu-
nities to develop and combine fundamental movement skills .
Basic locomotion skills include: walking, running, hopping, skipping, galloping, chasing,
fleeing, dodging.
Stability skills include: turning, rolling, twisting, balancing, transferring weight, jumping and
landing, stretching, curling
Manipulation skills include throwing and catching, kicking, dribbling, punting, collecting,
volleying, striking with implements.

Combining movement skills or adding the elements of effort, relationships, body awareness and
space awareness can make the skills more complex.

Effort ) Relationships Body Awareness Awareness of Space

(how the body moves)

• Time (slow, fast) • Of body parts (round, • Individual, whole body, • Levels (low, medium,
narrow, curved, wide, body shapes, body high)
• Force (strong, light) twisted, symmetrical) parts • Directions (up/down,
• Flow (bound, free) • With objects and/or forward/backward,
people (over/under, right/left,
on/off, near/far, in clockwise/counter
front/behind, clockwise)
along/through, meeting/ • Location (self, general
parting, surrounding, space)
around, alongside)
• Pathways (curved,
• With people straight, zigzag,
(leading/following, smooth, broken)
mirroring/matching,
unison/contrast, • Extensions (far/near,
between groups, large/small)
groups, partners,
solo, alone in a group)

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When combining movement skills, students will be performing a variety of sending, receiving and
carrying skills. Helping students make connections between the skills will help students transfer
knowledge and apply what they already know to learning new skills. Each sending, receiving and
carrying skill should include a ready position, execution and follow-through. Breaking down skills
into component parts, and simplifying skills can make it easier for students to understand and
improve.

The following critical elements of sending, receiving and catching skills can be transferred from
sport to sport and can be emphasized in any sending, receiving and carrying skill.

Strategy Critical Elements

Sending • Intent to move an object

• Weight evenly distributed
• Back swing (wind up)
• Square to target
• Weight transfer
• Follows through
Receiving • Intent to catch an incoming object
• Eye contact/focus
• Anticipation
• Ready Position
– weight evenly distributed on both feet
– knees bent
– low centre of gravity
Car rying • Maintain possession of object while stationary or travelling
• In control with/without opponent
• Ability to change directions, speed/levels

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