| Curricular Competency |
Identify and describe the influences of different training styles on fitness results |
Fitness and Conditioning 11 |
Human anatomy and physiology |
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| Curricular Competency |
Identify and describe how muscles produce movement in different parts of the body and how to train those muscles |
Fitness and Conditioning 11 |
Human anatomy and physiology |
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| Curricular Competency |
Human anatomy and physiology |
Fitness and Conditioning 11 |
Human anatomy and physiology |
| Keyword: Human anatomy and physiology |
Elaboration: Key questions: How do I train the different muscle groups in my body?Which fitness and conditioning activities train which different muscles in my body? |
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| Curricular Competency |
Explain how developing competencies in fitness and conditioning activities can increase confidence and encourage lifelong participation in physical activities |
Fitness and Conditioning 11 |
Healthy and active living |
| Keyword: increase confidence and encourage lifelong participation |
Elaboration: Key questions: Which physical activities give me a sense of accomplishment and confidence?How might my self-esteem be influenced by my fitness levels? |
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| Curricular Competency |
Plan ways to overcome potential barriers to participation in fitness and conditioning activities |
Fitness and Conditioning 11 |
Healthy and active living |
| Keyword: barriers |
Elaboration: Key question: What are some possible barriers to my participation in fitness and conditioning activities throughout the year? |
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| Curricular Competency |
Analyze a variety of fitness myths and fads |
Fitness and Conditioning 11 |
Healthy and active living |
| Keyword: fitness myths and fads |
Elaboration: Key questions: How realistic are fitness claims made in magazines and online articles?What strategies can I use to determine the validity of a fitness myth or fad? |
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| Curricular Competency |
Analyze health messages from a variety of sources and describe their potential influences on health and well-being |
Fitness and Conditioning 11 |
Healthy and active living |
| Keyword: sources |
Elaboration: could include:medical professionalswebsitesmagazine and TV advertisementsretail stores (e.g., vitamin/supplement stores) |
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| Curricular Competency |
Identify and describe the relationships between healthy eating, overall health, and performance in fitness activities |
Fitness and Conditioning 11 |
Healthy and active living |
| Keyword: healthy eating, overall health, and performance |
Elaboration: Key questions: How does my eating affect my energy levels?What eating choices can I make to support my overall health and performance? |
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| Curricular Competency |
Identify, apply, and reflect on strategies used to pursue personal fitness goals |
Fitness and Conditioning 11 |
Healthy and active living |
| Keyword: strategies |
Elaboration: Key questions: What strategies can I use in order to participate daily in physical activities?How did my chosen strategies affect my fitness goals? |
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| Curricular Competency |
Participate daily in physical activities designed to enhance and maintain health components of fitness |
Fitness and Conditioning 11 |
Healthy and active living |
| Keyword: physical activities |
Elaboration: Key question:Which activities target the health components of fitness? |
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| Big Ideas |
Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. |
Literary Studies 12 |
No CCG |
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| Big Ideas |
Language shapes ideas and influences others. |
Literary Studies 12 |
No CCG |
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| Big Ideas |
Texts are socially, culturally, geographically, and historically constructed. |
Literary Studies 12 |
No CCG |
| Keyword: Texts |
Elaboration: “Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:Oral texts include speeches, poems, plays, oral stories, and songs.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all of the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
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| Big Ideas |
People understand text differently depending on their worldviews and perspectives. |
Literary Studies 12 |
No CCG |
| Keyword: text |
Elaboration: “Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:Oral texts include speeches, poems, plays, oral stories, and songs.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all of the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
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| Big Ideas |
The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. |
Literary Studies 12 |
No CCG |
| Keyword: text |
Elaboration: “Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:Oral texts include speeches, poems, plays, oral stories, and songs.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all of the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
| Keyword: story |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, behaviour, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual and used to instruct, inspire, and entertain listeners and readers. |
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