| Big Ideas |
Adopting healthy personal practices and safety strategies protects ourselves and others. |
Physical and Health Education 3 |
No CCG |
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| Big Ideas |
Movement skills and strategies help us learn how to participate in different types of physical activity. |
Physical and Health Education 3 |
No CCG |
|
| Big Ideas |
Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being. |
Physical and Health Education 3 |
No CCG |
|
| Content |
factors that influence self-identity |
Physical and Health Education 3 |
No CCG |
| Keyword: factors that influence self-identity |
Elaboration: could include:cultural heritageinterestsmediapeers |
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| Content |
relationship between worries and fears |
Physical and Health Education 3 |
No CCG |
|
| Content |
effects of different substances, and strategies for preventing personal harm |
Physical and Health Education 3 |
No CCG |
| Keyword: substances |
Elaboration: could include:poisonsmedicationspsychoactive substances |
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| Content |
nature and consequences of bullying
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Physical and Health Education 3 |
No CCG |
| Keyword: nature and consequences of bullying |
Elaboration: cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expression, sexuality, race, religion, ethnicity, etc.
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| Content |
strategies and skills to use in potentially hazardous, unsafe, or abusive situations
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Physical and Health Education 3 |
No CCG |
| Keyword: strategies and skills to use in potentially hazardous, unsafe, or abusive situations |
Elaboration: developing strategies such as:
using a strong voice to set boundaries and saying “no,” “stop,” “I don’t like this”
calling out for help and getting away if possible
telling a trusted adult about an unsettling or dangerous situation until you get help
not giving out personal information (e.g., to strangers, on the Internet).
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| Content |
strategies for accessing health information
|
Physical and Health Education 3 |
No CCG |
| Keyword: strategies for accessing health information |
Elaboration: could include:
identifying and accessing sources of support (e.g., trusted adults, school staff, medical professionals) for health information and safety signs
using judgement and being cautious at all times when seeking an adult for information
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|
| Content |
nutrition and hydration choices to support different activities and overall health
|
Physical and Health Education 3 |
No CCG |
| Keyword: nutrition |
Elaboration:
eating different foods helps our bodies grow and satisfies our hunger
eating a variety of foods, including whole grains, proteins, and vegetables and fruits
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| Keyword: hydration |
Elaboration: water satisfies our thirst
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| Content |
practices that promote health and well-being, including those relating to physical activity, sleep, and illness prevention |
Physical and Health Education 3 |
No CCG |
| Keyword: physical activity |
Elaboration: getting 60-90 minutes of moderate to vigorous physical activity each day |
| Keyword: sleep |
Elaboration: getting approximately 10-11 hours of sleep each night |
| Keyword: illness prevention |
Elaboration: practices could include:washing handscovering mouth when coughingresting when sickstaying away from others when sick |
|
| Content |
different types of physical activities, including individual and dual activities, rhythmic activities, and games |
Physical and Health Education 3 |
No CCG |
| Keyword: individual and dual activities |
Elaboration: activities that can be done individually and/or with others; could include:jumping ropeswimmingrunningbicyclingHula Hoop |
| Keyword: rhythmic activities |
Elaboration: activities designed to move our bodies in rhythm; could include:dancinggymnastics |
| Keyword: games |
Elaboration: types of play activities that usually involve rules, challenges, and social interaction; could include:tagparachute activitiesco-operative challengesSimon Saysteam gamestraditional Aboriginal games |
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| Content |
ways to monitor physical exertion levels |
Physical and Health Education 3 |
No CCG |
| Keyword: monitor physical exertion levels |
Elaboration: could include using a 1-5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, and students choose the number that they feel best describes how they are feeling in relation to their exertion levels |
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| Content |
movement concepts and strategies |
Physical and Health Education 3 |
No CCG |
| Keyword: movement concepts |
Elaboration: include:body awareness (e.g., parts of the body, weight transfer)spatial awareness (e.g., general spacing, directions, pathways)effort awareness (e.g., speed, force)relationships to/with others and objects |
| Keyword: strategies |
Elaboration: include a variety of approaches that will help a player or team successfully achieve a movement outcome or goal (e.g., moving into space away from an opponent to receive a pass) |
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| Content |
proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills |
Physical and Health Education 3 |
No CCG |
| Keyword: non-locomotor |
Elaboration: movements performed “on the spot” without travelling across the floor or surface; could include:balancingbendingtwistinglifting |
| Keyword: locomotor |
Elaboration: movement skills that incorporate travelling across the floor or surface; could include:rollingjumpinghoppingrunninggalloping |
| Keyword: manipulative |
Elaboration: movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; could include:bouncingthrowingcatchingkickingstriking |
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