| Big Ideas |
Learning how to participate and move our bodies in different physical activities helps us develop physical literacy. |
Physical and Health Education 2 |
No CCG |
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| Big Ideas |
Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being. |
Physical and Health Education 2 |
No CCG |
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| Content |
factors that influence self-identity |
Physical and Health Education 2 |
No CCG |
| Keyword: factors that influence self-identity |
Elaboration: could include:self-esteemself-efficacycultural heritagebody image |
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| Content |
managing and expressing emotions |
Physical and Health Education 2 |
No CCG |
|
| Content |
effects of different substances, and strategies for preventing personal harm
|
Physical and Health Education 2 |
No CCG |
| Keyword: substances |
Elaboration: could include:
poisons
medications
psychoactive substances
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| Content |
strategies and skills to use in potentially hazardous, unsafe, or abusive situations
|
Physical and Health Education 2 |
No CCG |
| Keyword: strategies and skills to use in potentially hazardous, unsafe, or abusive situations |
Elaboration: could include:
identifying potentially unsafe situations such as: strangers who ask you to do uncomfortable things (e.g., getting in a vehicle, going to a different location, separate you from your class or family/caregivers)
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 2 |
No CCG |
| Keyword: strategies for accessing health information |
Elaboration: could include:
accessing sources of support (e.g., trusted adults, school staff, medical professionals) for health information
using judgment and being cautious at all times when seeking an adult for information
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|
| Content |
practices that promote health and well-being, including those relating to physical activity, nutrition, and illness prevention
|
Physical and Health Education 2 |
No CCG |
| Keyword: physical activity |
Elaboration: getting 60-90 minutes of moderate to vigorous physical activity each day
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| Keyword: nutrition |
Elaboration: trying a variety of foods that gives us the energy to grow, play and learn
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| Keyword: illness prevention |
Elaboration: practices could include:
washing hands
covering mouth when coughing
resting when sick
staying away from others when sick
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|
| Content |
effects of physical activity on the body |
Physical and Health Education 2 |
No CCG |
| Keyword: effects |
Elaboration: could include:increased breathingincreased thirstsweatingusing our musclesfeeling good |
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| Content |
how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games |
Physical and Health Education 2 |
No CCG |
| Keyword: individual and dual activities |
Elaboration: activities that can be done individually and/or with others; could include:jumping ropeswimmingrunningbicyclingyogaHula 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 |
|
| Content |
ways to monitor physical exertion levels |
Physical and Health Education 2 |
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 |
proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills |
Physical and Health Education 2 |
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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| Curricular Competency |
Identify personal skills, interests, and preferences and describe how they influence self-identity
|
Physical and Health Education 2 |
Mental well-being |
| Keyword: Identify personal skills, interests, and preferences and describe how they influence self-identity |
Elaboration:
What factors contribute to how you see yourself?
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|
| Curricular Competency |
Identify and describe feelings and worries, and strategies for dealing with them
|
Physical and Health Education 2 |
Mental well-being |
| Keyword: Identify and describe feelings and worries, and strategies for dealing with them |
Elaboration:
How do you respond to different feelings that you have?
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| Curricular Competency |
Identify and apply strategies that promote mental well-being
|
Physical and Health Education 2 |
Mental well-being |
| Keyword: Identify and apply strategies that promote mental well-being |
Elaboration:
Examples of strategies that promote mental well-being:
getting enough sleep
talking about feelings
participation in regular physical activity
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