Manitoba Correlations for Fitness for Life Organized by Physical Education Expectations

Transcription

1 8 Lesson 1 A. Movement Text Basic Movement Strand B: Movement Strand C: Activity-Specific Movement Acquisition of Movement Skills K.1.8.A.1 Recognize characteristics of selected movement skills and patterns (e.g., balance/ready position...) as applied in a variety of physical activities, including net/wall and target activities (e.g., badminton, paddle ball, tennis, curling...) K.1.8.B.1 Explain the cross training effect of different games/ activities on fitness and movement skill development (e.g., aerobics develop coordination, agility used for fastball; golf and hockey develop hand/eye coordination/striking skills...) K.1.8.B.2 Identify the biomechanical concepts (e.g., centre of gravity, body alignment...) that are important for safe exercising in lifting and carrying activities (i.e., bend knees, hold object close to body, avoid twisted positions, keep head position neutral) K.1.8.B.3 Analyze movement concepts in net/wall activities (e.g., body awareness in ready position to receive a serve in badminton...) and target-type activities (e.g., effort qualities in backswing and wrist action on outturn in curling...) K.1.8.C.1 Examine the reasons for rules and for adaptation of rules related to safety and risk factors (e.g., set boundaries to avoid contact with other players, equipment, or walls...) of selected sports and games K.1.8.C.2 Show an understanding of the specific terminology associated with selected sports and games including net/wall (e.g., volleyball, badminton, handball...) and target-type activities (e.g., archery, curling...) K.1.8.C.3 Describe common strategies used in various games, including net/wall and target activities (e.g., positioning for serve reception, speed, and control of the projectile...) K.1.8.C.4 Set and/or review expectations for personal and group conduct (i.e., ethical behaviour) regarding participation in physical activities and/or sports S.1.8.A.1 Perform combinations of transport, manipulation, and balance skills (e.g., moving into a ready position to contact the ball in volleyball...), applying mechanical principles (e.g., force, motion, balance...) for control S.1.8.A.2 Perform combinations of manipulation skills (e.g., dribbling/shooting, tossing/catching...), applying mechanical principles on use of projectiles (e.g., increasing relative projection height or angle tends to increase flight time...) for control SE 3-16, , & Most of the 63 Activity Lesson Plans SE , & Most of the 63 Activity Lesson Plans SE 34-40, & Most of the 63 Activity Lesson Plans SE A3 SE 449, & A1, 15.C2, 18.A1-18.A3, & 20.A3 SE Most of the 63 Activity Lesson Plans SE A3 SE , 385, C1, 18.C2 SE 3-16, 34-40, , & A1-1.A3, & 18.A1-18.A3 SE 3-16, 34-40, , & A1-1.A3, & 18.A1-18.A3

2 8 Lesson 1 Strand B: Application of Movement Skills to Sport & Games 2. Fitness Fitness Components Strand B: Fitness Benefits Strand C: Fitness S.1.8.B.1 Apply functional use of selected and/or activityspecific movement skills (e.g., rolling, forehand, and backhand strokes...) in a variety of individual/ dual games/ sports, including net/wall (e.g., table tennis...) and targettype activities (e.g., miniature golf, bowling...) S.1.8.B.2 Apply functional use of selected and/or activityspecific movement skills (e.g., volleying, dynamic balancing...) in a variety of physical activities, including net/wall (e.g., volleyball...) and target-type games (e.g., curling...) S.1.8.B.3 Contribute to the organization and administration (e.g., schedules, team formation, rules, set-up, cleanup, recording results, promotion, announcements...) of a tournament (e.g., round robin, ladder, double consolation...) K.2.8.A.1 Identify the five health-related fitness components (e.g., cardiovascular endurance, muscular endurance, muscular strength, flexibility, body composition) and their importance to a balanced fitness plan K.2.8.C.1a Identify the names of muscle groups and specific muscles (i.e., biceps, triceps, pectorals, abdominals, quadriceps, deltoids, trapezius, latissimus dorsi, hamstrings, hip flexors), and primary action (i.e., flexion, extension, abduction, adduction, rotation) across the various joints (e.g., knee, elbow, hip...) K.2.8.C.1b Explain the effects of exercise on use (i.e., increased size and strength of muscles, ligaments, and tendons; increased muscular capillary action; hypertrophy) and overuse (i.e., fatigue, injury, muscle soreness) of muscles K.2.8.C.2 Describe ways to apply the F.I.T.T. principle (i.e., frequency, intensity, time, and type of activity) to health-related fitness components (e.g., cardiovascular endurance, muscular strength, muscular endurance, flexibility, body composition) K.2.8.C.3 Identify three stages (i.e., indirect, direct, identical) of activity specific warm-ups and examples of each stage for specific physical activities (e.g., a soccer warm-up could include light running, specific legstretching exercises, easy dribbling/passing drills...) SE 34-40, , , & A1-18.A3 SE 34-40, , , & A1-18.A3 SE , 385, , & C2 Text SE 34-40, 83, 133, , , 250, , & C1-1.C2, 6.C1-6.C2, 6.A3, 7.C1, 8.A1-8.A3, 8.C1-8.C2, 9.A1-9.A3, 9.C1-9.C2, 10.A1-10.A3, 10.C1-10.C2, 12.A1-12.A3, 12.C1-12.C2, 13.A1-13.A3, & 13.C1-13.C2 SE 27-33, 55-58, 83, , , , & C1-10.C2, & 11.A2 SE 83-92, , , & C1-2.C2, 8.C2, 10.A1, & 11.A3 SE , , 139, , , , , , , , 280, , & A2, 6.A1, 6.A2, 6.A3, 6.C1, 6.C2, 7.A1, 7.A3, 7.C1-7.C2, 8.A1, 8.A3, 8.C1-8.C2, 9.A1, 9.A3, 9.C1-9.C2, 10.A1, 10.C2, 11.A1, 11.A3, 12.A1-12. A2, 12.C1-12.C2, 13.A2, & 13.C2 SE 74-75, 83, 92, , , 250, & 275, 303 Most of the 63 Activity Lesson Plans

3 8 Lesson 1 Acquisition/ Application of Fitness Skills to Physical Activity and Healthy Lifestyle Practices Skills S.2.8.A.1a Participate in fitness activities that use the F.I.T.T. principle and contribute to personal health related fitness goals S.2.8.A.1b Participate in continuous aerobic activity related to personal target heart-rate zones S.2.8.A.2 Determine personal target heart-rate zone, using simple methods (e.g., Karvonen formula, software programs...) S.2.8.A.3a Assess the level of ability in one or more health-related components (i.e., cardiovascular endurance, muscular endurance, muscular strength, flexibility) of physical fitness SE , , 139, , , , , , , , 280, , & A2, 6.A1, 6.A2, 6.A3, 6.C1, 6.C2, 7.A1, 7.A3, 7.C1-7.C2, 8.A1, 8.A3, 8.C1-8.C2, 9.A1, 9.A3, 9.C1-9.C2, 10.A1, 10.C2, 11.A1, 11.A3, 12.A1-12. A2, 12.C1-12.C2, 13.A2, & 13.C2 SE , & A3, 7.A1, 9.A1, 13.A1-13.A3, & 14.A3 SE , 138, , 172, , & A2, & 8.A1-8.A3 SE 11-16, 22-23, 34-40, 55-58, 82-83, 120, , , , , , , 177, , , , 281, , , 325, & A1, 1.A2, 2.A2, 2.A3, 3.A1, 3.A2, 4.A2, 4.A3, 6.A2, 6.A3, 7.A1, 7.A2, 7.A3, 8.A1, 8.A2, 8.A3, 8.C1, 8.C2, 10.A2, 11.A2, 13.A1, 13.A2, 15.A1, 15.A2, 16.A2, & 21.A2 3. Safety Text Physical K.3.8.A.1 Determine safety rules, routines, and procedures SE Activity Risk related to a selected specific activity, including net/wall and target activities (e.g., not entering a racquet sport court 4.A1, 4.C1& 9.C2 when play is in progress, retrieving shotput/discus only on signal in a group situation...) K.3.8.A.2 Identify the risks of contraindicated exercises (e.g., deep knee bends, straight leg sit-ups, full neck rotations...) and alternatives for safe exercises K.3.8.A.5a Investigate potential safety risks inherent in selected alternative pursuits (e.g., climbing walls, inline skating, ski hills, activities on ice...) K.3.8.A.5b Determine safe areas and opportunities for cycling and/or other similar activities in the community (e.g., in-line skating, skate boarding, walking...) SE 83, & C1, 17.A3 neck roll, 11.C1, Most activity cards show proper way to perform activities and some have Do Not tips. SE 68, , & A1, 4.C1, 9.C2, & 15.C2 SE 68, , & A1, 4.C1, 9.C2, & 15.C2

4 8 Lesson 1 Strand B: Safety of Self and Others K.3.8.B.1 Evaluate the effectiveness of laws and policies that promote personal and community safety (e.g., driving age, drinking/driving, boating, domestic violence, vandalism, shaken baby syndrome...) K.3.8.B.3 Identify common injuries/conditions (i.e., sprains, strains, fractures, bleeding, cramps, shock) and basic first aid procedures (i.e., seek adult help, rest, ice, compression, elevation, avoid touching/handling body fluids) K.3.8.B.4 Demonstrate the ability to access valid health information, and health promoting products and services available in the community (e.g., doctors, public health nurses, health agencies and associations related to cancer, heart disease, kidney disease, sexuality education, alcoholism; youth advocates, help lines, school/community counselling programs, friendship centres, ombudsperson, Internet...) SE , 448, & A1, & 19.C1-19.C2 SE 83, & A1, & 9.C2 SE , 381, 383, & C2, 19,A2, & 19.C1-19.C2 4. Personal & Social Personal K.4.8.A.1 Examine the effects of stereotyping based on a variety of factors (e.g., gender, age, race, roles, media influences, body type, sexual orientation, source of income...), and ways (e.g., set/review personal and group norms, standards...) to promote acceptance of self and others K.4.8.A.2a Develop self monitoring strategies (e.g., keep a journal, participate with a friend...) and criteria (e.g., believable, achievable, controllable, within time lines... ) in goal-setting for an individual and/or group goal K.4.8.A.2b Analyze how factors (e.g., family, peers, cultural beliefs, knowledge, personal qualities, scheduling, motivation level, degree of challenge, supports...) affect one s planning and setting of goals K.4.8.A.3 Describe the social factors (e.g., selfesteem, interests, opinions, abilities, interpersonal skills,...) that affect the decision-making/ problem-solving process in group situations K.4.8.B.1a Describe behaviours that show social responsibility and respect for diversity (e.g., showing respect toward officials and other players, inviting others to play, greeting others, helping others who are experiencing difficulty...) in different contexts (e.g., sports, physical activity participation, classroom settings...) K.4.8.B.1b Discuss personal participation and responsibilities in physical activities and/or social events for the promotion of inclusion and cultural diversity in communities Text SE , 429, & A2, 20.C1, 21.A1, & 21-C2 SE 51-54, 59-64, C1, 5.A2-5.A3, 5.C2, 18.C2, & 19.A2 SE 66-67, , & C1-3.C2, 5.A1-5.A3, 5.C1-5.C2, 16.C1, & 21.C2 SE A1 SE , 384, , 422, & A1 SE , 384, , 422, & A1

5 8 Lesson 1 Strand B: Social Strand C: Mental-Emotional Acquisition of Personal and Social Skills Related to Physical Activity and Healthy Lifestyle Practices Skills K.4.8.B.2a Describe examples of assertive behaviours (e.g., saying no to something that makes you feel uncomfortable, including others who are left out...) for resisting negative peer pressure K.4.8.B.2b Identify roles and responsibilities (e.g., loyalty, commitment, support, respect, leadership...) in developing positive relationships (e.g., between friends, within families, in a sports team, band/choir...) K.4.8.C.1a Identify how self (e.g., accepting one s feelings...), peers (e.g., listening supportively...) and the community (e.g., provide resources for support when needed...) contribute to the enhancement of personal health and well-being K.4.8.C.1b Identify stages of grieving (e.g., denial, anger, bargaining, sadness, depression, acceptance...) for understanding and supporting self and others K.4.8.C.2 Explain how stress may have positive or negative consequences (e.g., fight or flight, productivity, illness...) K.4.8.C.3 Examine the effects of stress (e.g., increased blood pressure, elevated heart rate, muscle soreness, nausea...) and relaxation (e.g., low blood pressure and heart rate...) on body systems (e.g., digestive, cardiovascular, endocrine...) K.4.8.C.4a List healthy (e.g., seeking support from others and community resources, positive self-talk, physical exercise...) and unhealthy (e.g., smoking, alcohol misuse, isolation, fighting...) strategies for dealing with stress and/ or anxiety S.4.8.A.1 Develop, implement, self-monitor, and revise a plan using pre-determined criteria for active healthy living to achieve a personal and/or group goal (e.g., participate in daily physical activity, a healthy lifestyle behaviour, a social behaviour, a specific academic goal...) S.4.8.A.2 Apply the decision-making/problem-solving process in making group decisions in different case scenarios (e.g., plan a class activity, solve a social-related problem, make a decision in the context of an orderly meeting...) S.4.8.A.3 Demonstrate functional use of interpersonal skills (i.e., communicate effectively, cooperate/ collaborate, be respectful, be responsible) that promote fair play and teamwork S.4.8.A.5 Apply stress management strategies (e.g., progressive relaxation, deep breathing, guided imagery, focussing, positive thinking, self-talk, talking with others, humour...) in case scenarios related to stressful situations (e.g., coping with anger, sadness, defeat, loss, changes associated with puberty, illness, environmental destruction...) SE , 384, & A2-5.A3, 5.C2, 19.A2, & 19.C1 SE , 416, A2-5.A3, 5.C1-5.C2, 16.C1, 18.C1, 21.A1, & 21.C1 SE , & 416, , Get Active Elements 4.A3, 20.C2 SE SE 386, C1, 17.C2 SE A1-17.A3, & 17.C1-17.C2 SE 138, 271, , 395, & A3 SE A2-7.A3, 16.C1, & 21.A2 SE , 271, & C1-16.C2, 21.A1, & 21.C1 SE , 416, & C1, 21.A2, & 21.C1-21.C2 SE 390, C2, 17.A1-17.A3, 17.C1-17.C2, & 19.A2

6 8 Lesson 1 5. Healthy Lifestyle Practices Personal Health Practices Strand B: Active Living Strand C: Nutrition Application of Decision-Making/ Problem-Solving Skills to Physical Activity and Healthy Lifestyle Practices Skills K.5.8.A.1 Examine positive and negative health habits of daily living for self and/or others (e.g., daily physical activity, skin care, hygiene, dental hygiene, rest, caring for others, handling/ sharing of food/beverages, tobacco use...) K.5.8.A.2 Examine lifestyle practices (e.g., physical activity habits, nutritional habits, use of tobacco and alcohol, rest habits, personal hygiene, stress management...) and their effects on body systems (e.g., contribute to or prevent coronary heart disease, diabetes, hypertension, cancer, osteoporosis, obesity, depression...) K.5.8.B.1 Identify and categorize physical activities of different intensities (i.e., vigorous, moderate, light) and their potential benefits (i.e., health, fitness, recreational, sport performance) K.5.8.B.2 Investigate different ways to increase physical activity in daily living as it relates to sustainable development (e.g., using stairs, cycling/ walking to school to help the environment and to contribute to the health of K.5.8.B.3 Determine the degree to which technology has had an impact on personal health (e.g., personal fitness equipment/ aids; prolonged exposure to technological devices and machines decreases physical activity; effect of media messages on body image...) K.5.8.C.1a Evaluate information related to healthy body weight and body image K.5.8.C.1b Explain influences (i.e., healthy eating, regular activity, media, healthy body image) on growth and development during adolescence K.5.8.C.2 Apply sport nutrition principles to a variety of physical activities S.5.8.A.1 Apply personal and social management skills (e.g., goal-setting, decision-making/ problem-solving...) in case scenarios related to personal health practices (e.g., sleep habits, cleanliness, nutritional practices, exercise habits...) S.5.8.A.2 Use problem-solving strategies to address the barriers that may interfere with being active daily S.5.8.A.3a Develop a personal plan that includes daily healthy practices (e.g., physical activity participation, healthy food choices, positive thinking...) to maintain a healthy body S.5.8.A.3b Implement and evaluate a personal plan for healthy eating and activity Text SE , & C1-2.C2, 4.A3, 4.C2, 9.C1, & 11.C1-11.C2 SE 27-33, 138, 151, & C1-2.C2, 4.A3, 4.C2, & 9.C1 SE 17-25, 27, 33, 41-49, 84-92, , & A3, & 4.C2 SE C1-2.C2, 4.A3, 7 9.C1 SE 4, 33, 53, 81, 108, 120, 141, 157, 177, 207, 246, 281, , 341, 347, 363, 366, 368, 380, 404, 428, 442, & A1, & 15.C2 SE 82-83, 226, , , & A2, 5.A1, 5.C1, 13.A1, 13.C1-13.C2, & 14.A1-14.A2 SE 226, , A1, 13.C1-13.C2, & 14.A1-14.A2 SE 3, & A3, 14.A1-14.A2, & 14.C1-14.C2 SE 41-48, , , 357, 456, & A3, 5.A1-5.A3, 5.C1-5.C2, & 21.C1-21.C2 SE 41-48, , , 357, 456, & A3, 5.A1-5.A3, 5.C1-5.C2, & 21.C1-21.C2 SE 51, 58-65, , , , , , , , 380, & C2, 5.A1, 5.C1-5.C2, 7.A1, 7.C2, 10.A3, 11.C1-11.C2, 12.C1-12.C2, 15.A1, & 16.A3 SE 51, 58-65, , , , , , , , 380, & C2, 5.A1, 5.C1-5.C2, 7.A1, 7.C2, 10.A3, 11.C1-11.C2, 12.C1-12.C2, 15.A1, & 16.A3

7 9 Lesson 1 A. Movement Text Basic Movement Strand B: Movement Strand C: Activity-Specific Movement Acquisition of Movement Skills K.1.S1.A.1 Distinguish similarities and/or differences between characteristics of basic movement skills (e.g., striking...) as applied to different physical activities (e.g., wrist action in the tennis forehand stroke as compared to a badminton underhand clear...) K.1.S1.B.1 Relate how movement skill patterns transfer from one activity to another (e.g., overhand throw and tennis serve...) K.1.S1.B.2 Describe biomechanical principles (i.e., force, motion) related to projectiles and flight as applied in selected physical activity performance (e.g., 200 take-off angle in running long jump, 410 release angle for shot put...) K.1.S1.B.3 Analyze movement concepts related to game strategies in team activities (e.g., space awareness and relationships as applied to person-to-person defence or zone defence...) K.1.S1.C.1 Demonstrate an understanding of the rules (e.g., lost serve for serving faults in volleyball...) and etiquette (e.g., no noise during a foul shot in basketball or while a player is teeing off in golf, shaking hands...) associated with selected sports and games K.1.S1.C.2 Apply the terminology associated with the skills and rules for selected team activities/sports (e.g., in-turn/out-turn in curling, travelling/double dribble in basketball...) K.1.S1.C.3 Describe the basic strategies employed in specific games and sports, including individual and team activities (e.g., pacing in running, varying placement of service...) K.1.S1.C.4 Identify the impact on youth of unethical issues (e.g., use of performance-enhancing substances, involvement of gambling in sports, male-only sports teams...) in sport as represented in the media S.1.S1.A.1 Select and refine transport skills, applying mechanical principles (i.e., force, motion, balance) related to activity-specific physical activity skills S.1.S1.A.2 Select and refine manipulation skills (e.g., serve, forehand stroke, dribble, receive a pass...), applying mechanical principles (i.e., force, motion, balance) related to activity-specific physical activity skills S.1.S1.A.3 Select and refine balance abilities (i.e., static, dynamic), applying mechanical principles (i.e., force, motion, balance), using a variety of equipment (e.g., skates, skis, boards, stilts, pogo sticks...) related to activity-specific physical activity skills SE 3-16, , & Most of the 63 Activity Lesson Plans SE , & Most of the 63 Activity Lesson Plans SE 34-40, & Most of the 63 Activity Lesson Plans SE A1 SE 449, & A1, 4.A1, 15.C2, 18.A1-18.A3, & 20.A3, 21.A1 Rules and Etiquette SE A1-18.A3 SE A1-18.A3 SE , 263,& C2, 21.A1 SE 3-16, 34-40, , & A1-1.A3, & 18.A1-18.A3 SE 3-16, 34-40, , & A1-1.A3, & 18.A1-18.A3 SE A1-6.A2, 12.A1-12.A3, & 18.A1-18.A3

8 9 Lesson 1 Strand B: Application of Movement Skills to Sport & Games Strand C: Application of Movement Skills to Alternative Pursuits Strand D: Application of Movement Skills to Rhythmic & Gymnastic Activities 2. Fitness Fitness Components Strand B: Fitness Benefits S.1.S1.B.1 Apply and adapt activity-specific movement skills (e.g., serving... ) in physical activities, including individual/ dual games/sports (e.g., badminton, tennis...) S.1.S1.B.2 Apply and adapt activity-specific movement skills (e.g., sending a pass, receiving a pass... ) in physical activities, including group/team- type activities (e.g., ultimate, rugby, touch football, team handball...) S.1.S1.B.3 Perform various officiating duties (e.g., refereeing, scorekeeping, timekeeping, making line calls for out of bounds...) related to a particular physical activity/ sport, including the use of hand signals where applicable (e.g., signals for side out, foot fault, net ball in volleyball...) S.1.S1.B.3 Perform various officiating duties (e.g., refereeing, scorekeeping, timekeeping, making line calls for out of bounds...) related to a particular physical activity/ sport, including the use of hand signals where applicable (e.g., signals for side out, foot fault, net ball in volleyball...) S.1.S1.D.1 Demonstrate the ability to lead and/or follow while performing movement sequences, using complex rhythmic steps and patterns representing different cultural backgrounds and/or styles (e.g., traditional dance, jig, modern...) in a variety of rhythmic activities (e.g., exercise to music, jazz gymnastics, folk dances...) K.2.S1.A.1 Identify the skill related fitness components (e.g., balance, agility, power, reaction time, speed, coordination) and relate their importance to sport/ physical activity performance (e.g., reaction time in goal keeping...) K.2.S1.B.1 Differentiate between the benefits of active living and physical fitness development, based on a health and fitness continuum (e.g., mild activity for health benefits, moderate to vigorous activity for fitness benefits...) SE 34-40, , , & A1-18.A3 SE 34-40, , , & A1-18.A3 SE , & C2, & 21.A1 SE , & C2, & 21.A1 SE A3, 18.A1, & 18.A3 Text SE 3-16, & A1, 1.C1-1.C2, 8.C1-8.C2, 10.C1-10.C2, 11.C1-11.C2, 12.A1-12.A3, & 15.C2 SE 17-25, 27-33, 84-92, & C1-1.C2, 4.A3, 4.C2, 6.C1-6.C2, & 9.C1

9 9 Lesson 1 Strand C: Fitness Acquisition/ Application of Fitness Skills to Physical Activity and Healthy Lifestyle Practices Skills K.2.S1.C.1.a Explain the structure of skeletal muscle (i.e., belly, bundle, fiber, myofibril) and fiber types (i.e., slowtwitch, fast-twitch) as they relate to muscular development K.2.S1.C.1b Identify types of strength exercises (i.e., isometric, isotonic) and stretching exercises (i.e., static, ballistic, passive) for personal fitness development (i.e., strength, endurance, range of motion) K.2.S1.C.2 Describe the principles of training and conditioning for physical activities (i.e., progressive overload, specificity, reversibility, regularity, individual variability, starting point) K.2.S1.C.3 Design and implement effective warm-up and cooldown routines for specific team-related physical activities (e.g., volleyball, soccer, rugby...) K.2.S1.C.4 Identify the factors related to health and fitness development (e.g., health benefit, physical attributes, interpersonal interaction, influence of family, availability of facilities/ equipment, competition, cooperation, personal success, time management...) that affect choices of physical activities for self and others S.2.S1.A.1a Demonstrate a level of participation that contributes to the goals of an individualized fitness plan S.2.S1.A.1b Participate in planned and self-directed activities that maintain heartrate levels in various zones (e.g., general health, basic fitness, healthy heart...) S.2.S1.A.2 Demonstrate use of heart-rate monitoring (e.g., pulse points, heart monitors, software programs...) to compare exertion level in a variety of activities S.2.S1.A.3a Assess the level of ability in one or more skillrelated components (e.g., balance, agility, power, reaction time, speed, coordination) of physical fitness S.2.S1.A.3b Analyze own fitness test results (e.g., using information technology...) to establish personal fitness goals SE 27-33, 55-58, 83, , , , & C1-10.C2, & 11.A2 SE 34-40, 55-58, 83, 123, , 250, & Most of the 63 Activity Lesson Plans, & 12.C1-12.C2 SE , , & C1-6.C2, & 10.A3 SE 74-75, 83, 92, , , 250, & 275, 303 Most of the 63 Activity Lesson Plans SE 3-16, & C1-1.C2, 3.C1-3.C2, 5.A1-5.A3, 5.C1-5.C2, 16.C1, & 21.C2 SE 83, , & A3, 6.A3, 6.C1-6.C2, 7.C1, & 8.C2 SE 83, , & A3, 6.A3, 6.C1-6.C2, 7.C1, & 8.C2 SE , 138, , 172, , & A2, & 8.A1-8.A3 SE 11-16, 22-23, 34-40, 55-58, 82-83, 120, , , , , , , 177, , , , 281, , , 325, & A1, 1.A2, 2.A2, 2.A3, 3.A1, 3.A2, 4.A2, 4.A3, 6.A2, 6.A3, 7.A1, 7.A2, 7.A3, 8.A1, 8.A2, 8.A3, 8.C1, 8.C2, 10.A2, 11.A2, 13.A1, 13.A2, 15.A1, 15.A2, 16.A2, & 21.A2 SE 22-23, 34-40, 55-58, 82-83, , , , , , , & A2, 3.A1, 3.A3, 3.C1, 4.A2, 5.A2, 6.A2, 7.A2, 8.A2, 9.A2, 10.A2, 11.A2, 12.A2, 13.A2, 14.A2, 15.A2, 16.A2 & 17.A2-17.A3

10 9 Lesson 1 3. Safety Text Physical K.3.S1.A.1 Review safety rules, routines, and procedures Activity Risk prior to participating in each physical activity (e.g., allow space for full backswing and follow through in golf...) Strand B: Safety of Self and Others K.3.S1.A.2 Identify the common injuries (e.g., back injuries, knee injuries...) that may occur in personal fitness programming and how they can be prevented (e.g., using proper stretching techniques...) K.3.S1.A.3 Explain the reasons (e.g., maintaining proper body temperature in rain, heat, cold, humidity...) for appropriate dress for selected indoor and outdoor activities (e.g., light and comfortable clothing for squash, layers and headwear for cross country skiing...) K.3.S1.A.4 Identify safety and risk factors for selected activities (e.g., cross-country skiing...) related to people (e.g., right of way, adaptations for persons with a disability...), facilities (e.g., snow conditions...), and equipment (e.g., appropriate clothing...) K.3.S1.A.5b Relate the importance of making wise choices to prevent injury in selected land-based (e.g., cycling, jogging...) and/or water-based activities (e.g., aquatics, diving, canoeing...) K.3.S1.B.3 Demonstrate an understanding of basic first aid (e.g., emergency scene management; check airway, breathing, circulation...) and precautions for handling body fluids (e.g., wear latex gloves, face shield, mask; handle sharp objects with extra care...) K.3.S1.B.5a Analyze issues related to violence prevention in a variety of contexts (i.e., home, school, community, media, sport, relationships K.3.S1.B.5b Demonstrate an understanding of the skills (i.e., problem solving skills, anger management skills, communication skills, conflict resolution skills, assertiveness skills) in dealing with case scenarios related to physically, verbally, and emotionally abusive situations K.3.S1.B.6a Differentiate among the terms associated with abusive situations (i.e., physical abuse, verbal abuse, emotional abuse, sexual abuse, harassment, sexual exploitation) K.3.S1.B.6b Identify the skills (e.g., assertiveness skills, problem-solving process...) and community resources for addressing problems associated with sexually abusive behaviours SE A1, 4.C1& 9.C2 SE 83, & A1, 9.C2, & 11.C1 SE C1 SE 68, , , & A1, 4.C1, 9.C2, & 15.C2 SE 68, , , & C1, 9.A2, 9.C1 SE 83, & A1, & 9.C2 SE 431, & A3, & 21.C2 SE , 384, , , & A2 SE , 384, , , & A2 SE , 384, , , & A3, & 21.A2

11 9 Lesson 1 4. Personal & Social Personal Strand B: Social K.4.S1.A.1 Examine personal strengths, values, and strategies (e.g., enhancing strengths, working on weaknesses, restructuring negative thoughts, positive thinking, persisting to achieve goals in spite of setbacks...) for achieving individual success and a positive self-image K.4.S1.A.2a Identify potential career choices in health education and physical education (e.g., physical educator, physiotherapist, athletic director, fitness leader, recreation director, health and wellness educator, social worker, nutritionist, medical doctor, nurse, counsellor, occupational therapist...) K.4.S1.A.2b Determine the skills for employability (i.e., academic skills, personal management skills, teamwork skills) K.4.S1.A.3 Examine factors (e.g., family, values, health knowledge, peer influence, media, social trends, requirements, costs...) that affect making decisions by self and/or others for active healthy lifestyles and/or careerbuilding K.4.S1.B.1a Describe ways to treat others (e.g., show respect, consideration, support, encouragement, affection, understanding, forgiveness...) for the development of healthy and meaningful relationships (e.g., between parent/child, siblings, best friends, romantic relationships, marriage, at work, in the community...) K.4.S1.B.1b Reflect on the factors (e.g., interest, multiple intelligences, access...) that influence choice of physical activities or sport pursuits for self and others K.4.S1.B.2a Identify communication skills and strategies that promote team/group dynamics (e.g., listen actively, encourage others, be assertive in acceptable ways, show self-control, stay with the group until completion of the task, develop group consensus...) K.4.S1.B.2b Identify appropriate social behaviours (e.g., use inclusive language, treat others with respect...) for developing meaningful interpersonal relationships Text SE 27-33, 89, , , 385, & C1-2.C2, 5.A1, 13.C2, 16.A2, 16.C2, 18.C2, & 21.A1-21.A2 SE A3, 15.C2, & 16.A1 SE A3, 15.C2, & 16.A1 SE , 311, , & C1-2.C2, 5.C1-5.C2, 16.C1, & 21.C1 SE , 416, A2-5.A3, 5.C1-5.C2, 16.C1, 18.C1, 21.A1, & 21.C1 SE C1-16.C2 SE , , , 384, , 423, & A2-5.A3, 5.C1-5.C2, 16.C1, 18.C1, & 21.A1 SE , 416, A2-5.A3, 5.C1-5.C2, 16.C1, 18.C1, 21.A1, & 21.C1

12 9 Lesson 1 Strand C: Mental-Emotional Acquisition of Personal and Social Skills Related to Physical Activity and Healthy Lifestyle Practices Skills K.4.S1.B.3a Examine how to manage anger (i.e., control own anger and respond to anger of others) in constructive ways (e.g., stay calm, use conflict-resolution process...) in different case scenarios K.4.S1.B.3b Examine effects of conflicts (e.g., broken trust, hurt feelings, equity issues...) and the importance of seeing both sides of issues in developing meaningful personal and/or team relationships (e.g., seek understanding, accept differences...) K.4.S1.B.3c Assess behaviours and conflict resolution strategies (i.e., negotiation, arbitration and adjudication) in context of final outcome (i.e., win/win, win/lose, lose/win, lose/lose) for settling disputes or disagreements K.4.S1.B.4 Identify examples of potentially dangerous situations (e.g., physical abuse, verbal abuse, harmful substances, peer pressure...) and effective strategies for avoidance/refusal S.4.S1.A.1 Apply a goal-setting process as part of designing a short term plan for a realistic personal goal related to academic and/or healthy lifestyle practices (e.g., active living, good nutrition, no substance use, safety...) S.4.S1.A.2 Design, implement, and evaluate an action plan for making a decision based on personal values and beliefs related to physically active and healthy lifestyle practices (e.g., active living, good nutrition, no substance use, safety...) S.4.S1.A.3 Apply interpersonal skills (e.g., use thoughtful language, acknowledge ideas and opinions of others, show respect, make a commitment...) in case scenarios related to developing close, meaningful relationships (e.g., parents/child, between siblings, mother/father, best friends, romantic relationships, teammates...) S.4.S1.A.4 Apply conflict resolution strategies (i.e., mediation and negotiation) in different case scenarios for understanding different perspectives and points of view (i.e., determine the reason behind a conflict) SE A1, 18.A3, 18.C1 & 18.C2 SE , , 423, 430, & C2 SE , , 423, 430, & C2 SE 138, 271, , 395, & A3 SE 51-54, 58-65, 66-67, , & A1, & 14.C1-14.C2 SE 51-54, 58-65, 66-67, , & A1, & 14.C1-14.C2 SE , 416, & C1, 21.A2, & 21.C1-21.C2 SE , 384, , , & A2

13 9 Lesson 1 5. Healthy Lifestyle Practices Strand D: Substance Use and Abuse Prevention K.5.S1.D.1 Explain the meaning of addiction (i.e., gambling) and substance dependence (e.g., alcoholism, nicotine street drugs... ), and the possible effects on self and/or others K.5.S1.D.2 Examine the use and abuse of substances (e.g., caffeine, alcohol, tobacco, other stimulants and depressants, inhalants, hallucinogens, street drugs...) and potential consequences on personal health and well-being (e.g., cause behavioural changes; create social problems; cause Foetal Alcohol Syndrome and/or Foetal Alcohol Effects; cause reactions to drug interactions; affect self esteem; has medical implications; may result in dependency or addictions; may affect financial status; create ethical concerns; can cause body harm or death in case of a drug overdose; may increase sexual activity; may cure or provide relief to patient...) K.5.S1.D.3 Identify community agencies and resources available to support (e.g., addictions counselling services...) the prevention of substance use and abuse Text SE A1-19.A3, & 19.C1-19.C2 SE , & C1-11.C2, 19.A1-19.A3, & 19.C1-19.C2 SE 442, 455, &

14 9 Lesson 1 Strand E: Human Sexuality Application of Decision-Making/ Problem-Solving Skills to Physical Activity and Healthy Lifestyle Practices Skills K.5.S1.E.1a Review the anatomy and physiology of the reproductive system of human beings K.5.S1.E.1b Describe the potential consequences and risks associated with sexual behaviour (e.g., unplanned pregnancy, STIs, HIV, AIDS...) and different types of contraceptive methods (e.g., abstinence, condom use, foams, the pill, diaphragm, intra-uterine device...) Describe responsible behaviours for a healthy pregnancy (e.g., prenatal care, avoid alcohol, tobacco, and other harmful drugs; eat nutritious foods and fluids; have regular medical check-ups; avoid sexual intercourse with infected partners...) K.5.S1.E.2a Identify the components for building and maintaining healthy, close relationships (e.g., effective communication and decision-making skills, respect, trust, love...) K.5.S1.E.2b Examine the psychological implications of sexual activity and teenage pregnancy (e.g., hurt feelings, increased responsibility, loss of reputation...), and responsibilities regarding prevention (e.g., discussing decision with parents/religious leaders/doctor, abstaining, communicating with partner, obtaining K.5.S1.E.3a Describe social factors affecting human sexuality (e.g., cultural, religious values, stereotyping, role models, media influence, body image, sexual orientation...) K.5.S1.E.3a Describe social factors affecting human sexuality (e.g., cultural, religious values, stereotyping, role models, media influence, body image, sexual orientation...) K.5.S1.E.3c Review personal responsibilities and sources of support (e.g., parents, nurses, doctors, counsellors, helplines, community health services, religious leaders, recommended books...) with regard to sexual-related health issues K.5.S1.E.4a Examine behaviours that may decrease the risk of contracting HIV (e.g., practising abstinence, using condoms...), and behaviours that increase the risk of contracting HIV (e.g., having intercourse with infected persons, using contaminated needles, using or handling body fluids, giving birth once infected...) K.5.S1.E.4b Describe the symptoms, effects, and treatments for the most common sexually transmitted infections (e.g., gonorrhea, chlamydia, syphilis, herpes...) S.5.S1.A.4 Apply problem solving strategies to respond appropriately to issues related to substance use and/ or abuse (e.g., over-the counter drugs, tobacco, alcohol, street drugs, hallucinogens, inhalants...) S.5.S1.A.5 Apply a decision making process in case scenarios related to developing healthy relationships and responsible sexual behaviours (e.g., abstinence; no exploitation of others; safer sex to prevent pregnancy and STIs...) SE 469, & C2 SE 439, 453, & C2 SE 439, A3 SE C2 SE 474, 476, 482, & C2 SE 459, & A2, & 20.C1 SE C1 SE 475, & A3 SE 469, & C2 SE 469, , & C2 SE 352, & A3 SE 478, , & 497, , 20.C2, 20.A1, 20.A3, 21.A2, 21.C2, 21.A3

15 10 Lesson 1 A. Movement Text Basic Movement Strand B: Movement Strand C: Activity-Specific Movement Strand B: Application of Movement Skills to Sport & Games Strand C: Application of Movement Skills to Alternative Pursuits K.1.S2.A.1 Analyze own level of performance of selected movement skills according to proper form/ technique (e.g., use peer-coaching or video tape to analyze tennis serve for placement of toss, preparatory swing, transfer of weight, contact point, and follow through...) K.1.S2.B.1 Examine the factors (e.g., personal, environmental, prior experiences...) that may have influenced own movement skill development K.1.S2.B.2 Explain biomechanical principles (i.e., force, motion) for the improvement of specific movement skills in a physical activity selected by self or others (e.g., keep your head down in a golf swing, lean into the wind to reduce air resistance while cycling, rotate trunk and hips forward in batting...) K.1.S2.B.3 Analyze movement concepts related to strategies for individual physical activities (e.g., body awareness in weight training for strength, body awareness in going up an incline in cross country skiing...) K.1.S2.C.1 Demonstrate an understanding of rules (i.e., safety rules, game rules, etiquette, officiating signals) associated with selected sports while participating and/or officiating K.1.S2.C.2 Apply the terminology associated with the skills and rules for selected individual and dual activities/ sports (e.g., forehand/ backhand in badminton, bogie/par/birdie/ eagle in golf...) K.1.S2.C.2 Analyze the effectiveness of offensive and/ or defensive strategies in a variety of specific games and sport situations (e.g., analyze a team s strategies for strengths and weaknesses...) S.1.S2.B.1 Apply and refine selected activity specific movement skills and variations (e.g., running for long distance, dynamic balancing, double-polling, lunging, chipping, putting...) in physical activities, including individual/dual type activities (e.g., cross country skiing, golf, cycling...) S.1.S2.B.2 Apply and refine selected activity specific movement skills (e.g., shooting...) in physical activities, including team games using an implement (e.g., field hockey, lacrosse, ice hockey, bandy...) S.1.S2.B.3 Demonstrate the ability to keep score and/ or officiate in selected organized sports (e.g., scoring in bowling, golf...) S.1.S2.C.1 Apply and refine selected activity specific skills (e.g., balancing, turning, sculling, paddling...) required in alternative pursuits (e.g., downhill skiing; canoeing, rowing, inline skating...) indigenous to the geographic area SE 34-40, & A1-18.A3 SE , & Most of the 63 Activity Lesson Plans SE 34-40, & Most of the 63 Activity Lesson Plans SE A3 SE 449, & A1, 15.C2, 18.A1-18.A3, & 20.A3 SE SE 18.A1-18.A3 18.A1 18.A3 SE 34-40, , , & A1-18.A3 SE 34-40, , , & A1-18.A3 SE , 385, , & A1 SE A1

16 10 Lesson 1 Strand D: Application of Movement Skills to Rhythmic & Gymnastic Activities 2. Fitness Fitness Components Strand B: Fitness Benefits Strand C: Fitness S.1.S2.D.1 Respond and move to selected rhythms and tempos (e.g., 3/4 time waltz step, 3/4 time polka step...) in a variety of rhythmic activities (e.g., social dances, folk dances, contemporary dances, figure skating, synchronized swimming, aerobics, rhythmic gymnastics, juggling...) K.2.S2.A.1 Evaluate the contribution (i.e., associated fitness component, muscle/muscle group, type of benefit) of selected physical activities and/or exercises to physical fitness (e.g., push-ups can develop muscular strength of arm muscles which contributes to health-related fitness...) K.2.S2.B.1 Investigate the contribution (e.g., strength, endurance, energy expenditure, elasticity, longevity, healthy weight...) of exercise/physical activity to optimal health and the prevention of disease (e.g., cardiovascular disease, breast cancer, type II diabetes, osteoporosis...) K.2.S2.C.1a Investigate the body s response (e.g., stimulation of autonomic nervous system, endocrine response, respiration response, oxygen utilization...) to increased activity levels K.2.S2.C.1b Explain how exercise of different intensities (e.g., mild, moderate, vigorous, intermittent, continuous, aerobic, anaerobic...) affects the structure and function (e.g., lower resting heart rate, increased heart size, increased stroke volume, lower blood pressure, increased blood volume...) of the cardiovascular system and respiratory system in the context of healthy K.2.S2.C.2 Explain and apply the principles of training and conditioning for specific fitness components (e.g., develop a stretching program for improved flexibility...) K.2.S2.C.3 Design and implement effective warm-up and cooldown routines for specific individual/ dual-type physical activities (e.g., running, table tennis, cycling...) K.2.S2.C.4 Examine factors (e.g., enjoyment, previous experiences, values and attitude, social benefits, financial commitment, medical, incentives, stages of change...) that have an impact on adherence to a personal fitness plan SE A3 Text SE , , , & A2, 4.A2, 6.A2, 10.A1-10.A2, 10.C1-10.C2, 11.A1, 11.A3, & 11.C1-11.C2 SE 17-25, 27-33, 84-92, & C1-1.C2, 4.A3, 4.C2, 6.C1-6.C2, & 9.C1 SE , 158, Most of the 63 Activity Lesson Plans SE 84-89, , , , , & , 4.A3, 7.A1-7.A3, 7.C1-7.C2, & 8.C1-8.C2 SE , , ,, , , & C1-6.C2, & 10.A3 SE 74-75, 83, 92, , , 250, & 275, 303 Most of the 63 Activity Lesson Plans SE 3-16, & C1-1.C2, 2.C1, 2.C2, 5.C1

17 10 Lesson 1 Acquisition/ Application of Fitness Skills to Physical Activity and Healthy Lifestyle Practices Skills S.2.S2.A.1a Participate in different types of training and conditioning activities that contribute to personal fitness development S.2.S2.A.1b Participate at a level consistent with planned and self-directed aerobic activities S.2.S2.A.2 Demonstrate use of heart-rate monitoring (e.g., pulse points, heart monitors, software programs...) in personal fitness training S.2.S2.A.3a Assess current personal physical fitness levels using appropriate fitness tests and information technology (e.g., stopwatches, heart-rate monitors, fitness-related software programs...) S.2.S2.A.3b Analyze own fitness test results (e.g., using information technology...) and determine the factors that contributed to the results SE 83, , & A3, 6.A3, 6.C1-6.C2, 7.C1, & 8.C2 SE 83, , & A3, 6.A3, 6.C1-6.C2, 7.C1, & 8.C2 SE , 138, , 172, , & A2, & 8.A1-8.A3 SE 11-16, 22-23, 34-40, 55-58, 82-83, 120, , , , , , , 177, , , , 281, , , 325, & A1, 1.A2, 2.A2, 2.A3, 3.A1, 3.A2, 4.A2, 4.A3, 6.A2, 6.A3, 7.A1, 7.A2, 7.A3, 8.A1, 8.A2, 8.A3, 8.C1, 8.C2, 10.A2, 11.A2, 13.A1, 13.A2, 15.A1, 15.A2, 16.A2, & 21.A2 SE 22-23, , & A2, 3.A1, 3.A3, 3.C1, & 17.A2-17.A3 3. Safety Text Physical K.3.S2.A.2 Explain physiological reasons (e.g., body SE 83, & Activity Risk position, gender, physical characteristics...) why exercise techniques are selected to minimize the risk to self and 4.A1, & 9.C2 others (e.g., bending the knees in curl-ups reduces back arch/strain, gender-related hormones affect degree of elasticity of muscles, level of fitness reduces risk...) Strand B: Safety of Self and Others Acquisition/ Application of Safe Practices to Physical Activity and Healthy Lifestyle Practices Skills K.3.S2.A.5 Determine the safety considerations in selected alternative pursuits (e.g., wear protective equipment, use reflective tape for night time visibility, have first-aid kit available, watch for extreme weather conditions...) K.3.S2.B.1 Determine strategies to manage identified hazards related to community facilities and areas (e.g., playground areas, bicycle routes, roads bordering schools, fitness and recreational facilities, safe workplace...) K.3.S2.B.3 Demonstrate an understanding of Cardiopulmonary Resuscitation (CPR) as specified in the national/provincial certification program K.3.S2.B.4 Investigate the contributions self and/or others can make to community/ global health and sustainable development (i.e., safe and healthy lifestyle practices, volunteering, reducing, reusing, recycling) S.3.S2.A.2 Demonstrate the skills (e.g., sequential steps of emergency scene management, artificial resuscitation...) required to administer Cardiopulmonary Resuscitation (CPR) SE 76-80, 79-81, , & A1, 4.C1, & 15.C2 SE , 374, & C2 SE C1 SE , C1 SE C1

18 10 Lesson 1 4. Personal & Social Personal Strand B: Social K.4.S2.A.1 Assess personal attributes and talents across a variety of domains (e.g., academic, athletic, musical, artistic, interpersonal, intrapersonal...), and assess how each contributes to self-esteem/ self-confidence K.4.S2.A.2a Examine the effectiveness of using a goalsetting process for setting and achieving personal goals and/or for changing a behaviour (e.g., evaluate application of goal-setting process to improving cardiovascular fitness, career plan...) K.4.S2.A.2b Evaluate how various internal and external factors (e.g., availability of particular jobs versus ability to do the job, making a team, improving a grade, improving fitness...) may have an impact on the achievement of personal and/or career goals (e.g. improving a grade, improving fitness, getting a job...) K.4.S2.A.3 Analyze factors (i.e., values, beliefs, peer influence, media influence, environmental influence, financial influence) that influence personal and/or group decisions for active, healthy lifestyles K.4.S2.B.1a Examine the role of games, sports, and the arts for their contributions to social development and cultural diversity (e.g., getting to know and understand others of like and different cultures, Olympics...) K.4.S2.B.1b Discuss the historical and/or current roles of games, sports, and other physical activity pursuits for the appreciation of different cultures K.4.S2.B.2b Identify potential adult roles (e.g., parent, partner, spouse...) and ways to prevent potential problems (e.g., domestic conflict, abuse...) in developing meaningful relationships Text SE 107, , 226, C2 SE 41-49, 51-54, 66-67, , 271, & C1-2.C2, 3.A1, 3.A3, 3.C1-3.C2, 7.C2, & 15.A1 SE A3, 15.C2, & 16.A1 SE , 311, , & C1-2.C2, 5.C1-5.C2, 16.C1, & 21.C1 SE 25, 68, 96, 98-99, & A1, 5.C1, 18.A1, & 18.A3 SE 25, 68, 96, A1, 5.C1 SE , 416, A2-5.A3, 5.C1-5.C2, 16.C1, 18.C1, 21.A1, & 21.C1

19 10 Lesson 1 Strand C: Mental-Emotional Acquisition of Personal and Social Skills Related to Physical Activity and Healthy Lifestyle Practices Skills K.4.S2.C.1a Describe the behaviours necessary for providing support to others (e.g., listen to a friend in difficulty...) and promoting emotional health and well-being K.4.S2.C.1b Show an understanding of ways to support others (e.g., show empathy, be available, provide comfort, join a support organization...) who are dealing with the loss of a friend or family member K.4.S2.C.2 Describe situations (e.g., presentations, competition, tests, new situations, family conflicts, time constraints, media influences, peer pressure, relationships, financial difficulty, academic expectations, physical features, technology, emergency situations...) that cause personal stress K.4.S2.C.4a Examine the stress management strategies (e.g., deep breathing, relaxation exercises, guided imagery, exercising...) and defense mechanisms (e.g., denial, compensation, rationalization, daydreaming, regression...) that can be healthy or unhealthy ways of managing stress S.4.S2.A.1 Apply goal-setting strategies as part of designing long-term personal plans for healthy lifestyle practices (e.g., physical activity and/ or fitness plan, nutritional plan...) S.4.S2.A.2 Design, implement, evaluate, and revise an action plan for making a personal and/or group decision based on values and beliefs S.4.S2.A.3 Apply communication skills and strategies (e.g., listening actively, clarifying feelings, summarizing...) in case scenarios for getting along with others in a variety of contexts (e.g., while participating in physical activities, discussion groups, project work, job interviews, conversations with adults in home/school/ community...) S.4.S2.A.5 Apply stress management strategies (e.g., mental imagery, relaxation skills, rest habits, focussing...) and communication skills (e.g., listen, comfort, seek help... ) for stress reduction for self and/or others in case scenarios related to stressful situations (e.g., family breakdown, violence... ) SE 405, A2, 5A3, 21.A3, 21 C2 SE 458 Get Active SE 138, 271, , 395, & C2, 19.A3 SE 138, 271, , 395, & A1-A3, 17.C1-2, 19.A3 SE 51-54, 58-65, 66-67, , & 3805.A1, & 14.C1-14.C2 5.A1, & 14.C1-14.C2 SE , 271, & C1-16.C2, 21.A1, & 21.C1 SE , 271, & C1-16.C2, 21.A1, & 21.C1 SE C2, 17.A1-17.A3, 17.C1-17.C2, & 19.A2