Nova Scotia Correlations for Fitness for Life Organized by Physical Education Expectations

Transcription

1 Organized by Physical Education s 8 = student edition (textbook) = teacher s edition or teacher s guide A. Active Living (AL) B. Outdoor Activities (OA) AL-8-1 use relaxation techniques for stress management 44, 288, & A1-17.A3, & 17.C1-17.C2 AL-8-2 design and analyze a personal nutritional plan 66, , , , & C1-13.C2, & 14.A1-14.A3 AL-8-3 analyze activities and exercises according to 6, , 190, , & benefits to muscular strength, cardiovascular fitness, flexibility and endurance 2.C1, & 9.A2 AL-8-4 explain the benefits of and demonstrate warm-up 74-76, & 92 and cool-down activities Most of the 63 Activity Lesson Plans AL-8-5 participate in activities that enhance muscular 190, 193, 195 & strength, cardiovascular fitness, flexibility and endurance Most of the 63 Activity Lesson Plans AL-8-6 plan how to utilize community resources 112, 131, 172, 195, 242, 272, 302, 328, 374, 392, 412, , 431, A3, 2.A1, 2.A3, 2.C1, 7.A3 OA-8-1 practice the sport of orienteering in a controlled environment OA-8-2 know and understand the concept of reading a map OA-8-3 participate in activities or games that demonstrate sensitivity towards the environment OA-8-4 participate in at least one land-based (e.g. hiking, orienteering) and one water-based (e.g. swimming, canoeing) seasonal activity that practices environmental safety OA-8-5 review and practice the use of a compass A1 2.A1, 7.A1 48, , & A1, 16.C1 19, 48, & C2 C. Dance (D) D-8-1 Demonstrate learned traditional line, circle and square dances from previous grades D-8-2 practice new traditional line, circle and square dances D-8-3 create, with a partner, an aerobic dance sequence to 188, 196 music 9.A3 D-8-4 dramatize through dance such things as historical events, movie themes, poetry, or art D-8-5 choreograph movement sequences using elements of movement and basic dance steps and patterns 18.A1, & 18.A3

2 Organized by Physical Education s 8 = student edition (textbook) = teacher s edition or teacher s guide D. Educational Gymnastics (EG) E. Sport Experience () EG-8-1 demonstrate safety procedures and practices to avoid unnecessary risks EG-8-2 experience individual, partner and small group balance and counterbalance EG-8-3 develop and perform, with a partner, a sequence containing basic gymnastic skills on the floor and on small and/or large equipment -8-1 refine sport specific skills through practice and repetition -8-2 demonstrate the discipline and attitude required to master a skill -8-3 demonstrate an understanding of positioning in offensive and defensive situations -8-4 participate in sport and games using modified rules -8-5 maintain the safety of game play when rules are modified -8-6 demonstrate positive personal and social behaviours that emphasize fair play A1, & 11.A1 9, 14, A3 9.A1, 18.A1-18.A3, 18.C1-18.C2, & 21.A1 170, 189, A1, 9.A1, 18.A1-18.A3, 18.C1-18.C2, & 21.A1 18.A1-18.A3, & 18.C1-18.C2 7.A3, 9.A1, 18.A1-18.A3, & 18.C1-18.C2 7.A3, 18.A1-18.A3, 18.C1-18.C2, & 21.A , & A1-18.A3, 18.C1-18.C2, & 21.A1 Healthy Self analyze the relationship between values and personal 17-21, & health practices 2.C1 demonstrate an understanding of the short and long term 399 outcomes of delayed treatments for major depressive disorder and attention deficit disorder and identify possible treatment for these disorders 17.C1 synthesize and understand the fundamentals of drug education including alcohol and cannabis use and illegal substances, their methods of use and consequences evaluate time in their lives, and investigate ways to manage time assess their strengths, skills, abilities, and interests in relation to employability skills select items for and maintain a LifeWork portfolio A1-19.A3, & 19.C1-19.C , & C2,& 7.C2 314, & A1-16.A2

3 Organized by Physical Education s 8 = student edition (textbook) = teacher s edition or teacher s guide Healthy Relationships identify healthy and unhealthy relationships and demonstrate assertiveness skills to communicate thoughts and feelings within primary relationships examine the role of bystander in cases where a peer/ friend is experiencing emotional, physical, psychological harm and practise scenarios that show support and help practise the ability to listen to a peer to understand another's needs and circumstances, express understanding, and support them in getting help in relation to physical, mental, and social health concerns examine methods for contraception and the advantages and disadvantages of various methods recognize the signs of pregnancy and the importance of early prenatal care evaluate the different options related to unintended pregnancy and explore the challenges related to each of these options, including the challenges of teen parenting , 491, & A3, 21.A2-21.A3, & 21.C1-21.C2 486, & A2-5.A , & C1, 5.A2, 5.A , & C C C1, & 20.C2 Healthy Community demonstrate an understanding that there many factors that contribute to our health status (indicator, explore each social determinant of health) evaluate ways in which the internet is used as a valuable tool and how to protect their safety online 3-10, 27-33, & 90 4.C1, 5.C1-5.C2, 6.C1-6.C2, & 16.C1 108, 110, , , , & C1-15.C2 examine the media portrayal of sexual orientation , & A1-20.A3, & 20.C1-20.C2 critically analyze industry s impact on body image and 89, 226, , , 449, & healthy eating 20.A1 examine the impacts of substance use and gambling, , & 449 both legally sanctioned and illegal activities have on communities 19.A1-19.A2, & 19.C1-19.C2 examine a sampling of physical activities, identify one and set personal goals related to including it as part of a weekly activity/experience research statistics related to injury prevalence among children and youth, ages 4-14 in Nova Scotia, and present topics to peers and/or younger children/ students in their school A1, 3.A3, & 3.C1

4 Organized by Physical Education s 9 = student edition (textbook) = teacher s edition or teacher s guide A. Active Living (AL) AL-9-1 use relaxation techniques for stress management 44, 288, & A1-17.A3, & 17.C1-17.C2 AL-9-2 design a nutritional plan appropriate for a specific 66, , , , & activity (e.g. cross-country, skiing, weight lifting, aerobics) 13.C1-13.C2, & 14.A1-14.A3 AL-9-3 participate in activities that develop personal fitness 190, & for active, healthy living 1.A1-1.A3, 10.A1-10.A3, 12.A1-12.A3, & 12.C1 AL-9-4 plan and participate in personal fitness and activity programs, using the principles of training 6, 59-65, , , , 190, , , , & A1, 3.C2, 10.A1-10.A3, & 12.C2 AL-9-5 design a circuit that includes activities to develop muscular strength, cardiovascular fitness, flexibility and endurance AL-9-6 set specific goals that use community resources or facilities to enhance his/her personal active-living goals 6, 34-40, & A1, 7.C2, 12.C , & A1, 3.C1, & 4.A3 B. Outdoor Activities (OA) OA-9-1 create a map and design an orienteering course on your school grounds or in a local park OA-9-2 develop map-reading skills as an aid to navigation OA-9-3 develop compass-reading skills as an aid to navigation OA-9-4 participate in at least one land based (e.g. hiking, orienteering) and one water-based (e.g. swimming, canoeing) seasonal activity that practices environmental safety OA-9-5 know and practice safety procedures and routines in a variety of outdoor activities A1 2.A1, 7.A1 19, 48, & C2 19, 48, & , 188 C. Dance (D) D-9-1 research and share with peers dances from other countries and/or cultures D-9-2 create and teach an aerobic dance sequence to a 188, & 196 small group or the class 9.A3 D-9-3 integrate sports, themes and music to create dances (e.g. Sweet Georgia Brown and basketball, victory dance and football, slow-motion replay and martial arts) D-9-4 create, choreograph and perform dances for self and 196 others in a variety of dance forms 18.A1, 18.A3 D-9-5 apply the principles of mechanics to improve performance in dance activities

5 Organized by Physical Education s 9 = student edition (textbook) = teacher s edition or teacher s guide D. Educational Gymnastics (EG) E. Sport Experience () EG-9-1 demonstrate safety procedures and practices to avoid risks EG-9-2 create and perform group sequences using basic gymnastics skills on the floor and on small and/or large equipment EG-9-3 demonstrate balance and body control as they relate to sport (e.g. snowboarding, heading a soccer ball and catching balls in the air -9-1 play a variety of games putting several sport specific skills into practice -9-2 identify the relationship between body mechanics and performance -9-3 apply game strategies in a variety of sports and games -9-4 demonstrate an understanding of the role that leadership plays in sport experiences -9-5 modify rules of games for a variety of purposes -9-6 demonstrate an understanding of rules through officiating -9-7 demonstrate positive personal and social behaviours that emphasize fair play A1, & 11.A1 9, 14, 15, & A3 9.A1, 18.A1-18.A3, 18.C1-18.C2, & 21.A1 31, 221, A1 18.A1-18.A3, & 18.C1-18.C A1 7.A3, 9.A1, 18.A1-18.A3, & 18.C1-18.C2 18.A1, & 21.A , & A1-18.A3, 18.C1-18.C2, & 21.A1

6 Organized by Physical Education s 9 = student edition (textbook) = teacher s edition or teacher s guide Healthy Self their health needs in times of change and apply strategies 41-47, & that enhance their capacity to manage change in their lives 2.C2, 17.A1-17.A3, & 17.C1-17.C2 recognize the warning signs of depressive disorders and 399 the importance of seeking help for these disorders 17.C1 recognize the impact that substance use and gambling can have on mental health issues, including depression and anxiety 19.A1-19.A3, & 19.C1-19.C2 assess level of physical activity to determine whether they are active enough to achieve health benefits develop a plan to acquire the skills and credentials which will lead to their career goals select items for and maintain a LifeWork portfolio 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.A , & A3, 15.C2, 16.A1-16.A2 Healthy Relationships apply communication and interpersonal skills to discuss reproductive and sexual health issues examine the cause and effect of unhealthy relationships and practise communication and assertiveness skills to confront unhealthy relationships identify and practise negotiation, assertiveness, and refusal skills, related to sexual activity, alcohol, tobacco, cannabis, and gambling analyze the role of alcohol in the decision-making process, linking negative consequences with intoxication, including increased risk of unintended pregnancies, STIs, injury, and drinking and driving practise speaking about concerns regarding substance use and gambling in self or others examine the negative impact of stereotyping upon help seeking behaviour , A1-20.A3, & 20.C1-20.C , 491, & A3, 21.A2-21.A3, & 21.C1-21.C , , 499, & A1-19.A3, & 19.C1-19.C , & A1-19.A3, & 19.C1-19.C2 442, & A1-19.A3, & 19.C1-19.C

7 Organized by Physical Education s 9 = student edition (textbook) = teacher s edition or teacher s guide Healthy Community examine issues around hypersexualization of girls and sexualization of women and how these phenomena can contribute to violence, affect body image and selfesteem, and impact relationships demonstrate an understanding of the societal, political, and legal context of substance use and the impact upon their community recognize and respond to physical health dangers and emergency situations related to alcohol and other drug use among their peers identify school and community based resources and health services available to assist themselves or a friend if help or information in the area of sexual health, substance use, or gambling is needed, and practise how to make initial contact with such a service/resource identify and practise strategies for staying healthy and safe in the workplace use nutritional labels as an aid to make healthy decisions around food and beverage choice, and critically examine nutrition claims that manufacturers are permitted to include on packaging examine the impact of food production practises on personal health, community health, global health and on sustainable environment examine how design and infrastructure of the school community and surrounding community enhances or creates barriers for physical activity among youth demonstrate an awareness of the capacity for financial health to positively or negatively affect ones' state of health 89, 226, , , 449, , & , & A1-20.A3, & 20.C1-20.C , & A1-19.A2, & 19.C1-19.C , & A1-19.A3 442, & A1-19.A , & A1-16.A , & C2, & 15.C & C1, & 14.C2 241, 385, & A C2

8 Organized by Physical Education s 10 = student edition (textbook) = teacher s edition or teacher s guide Outdoor Pursuits 1.1 demonstrate effective interpersonal and , & 423 communication skills through cooperative activities in group settings 2.A3, 3.A3, 18.A1-18.A3, & 18.C1-18.C2 1.2 understand how poor group cohesion can increase 419 chance of incidents during outdoor pursuits 18.C1 1.3 demonstrate an appreciation for the outdoor environment by utilizing effective minimal impact techniques 1.4 demonstrate proficient skills and techniques necessary for outdoor adventures taught 1.5 demonstrate proficiency utilizing both traditional and current equipment during several outdoor adventures 1.6 demonstrate proficiency in a variety of wilderness adventures, using both traditional and current techniques while applying smart risk practices 48, C A1, 7.A1, 18.A1, & 18.A Exercise Science 2.1 demonstrate an understanding of basic human , & anatomy 10.C1-10.C2 2.2 apply basic principles of biomechanics to maintain or 51-54, , , & improve their individual athletic performance using SMART principles 3.A1, 3.C1, & 15.A1-15.A3 2.3 analyze the relationship between nutritional input and the requirements for active living 84-88, , , , , & C1-5.C2, 6.C1-6.C2, 13.A1-13.A3, 13.C1-13.C2, & 14.A1-14.A3 2.4 investigate career and volunteer opportunities related to the field of exercise science 24, 48, 68, 92, 112, 130, 150, 172, 195, 242, 272, 374, , A1-16.A2, & 16.C2

9 Organized by Physical Education s 10 = student edition (textbook) = teacher s edition or teacher s guide Personal Fitness 3.1 apply an understanding of the components of health 6, 27-33, 130, , 190, , & and skill related physical fitness to activities that develop 1.A1-1.A3, 2.C1,6.C1-6.C2, 9.A2, 10.A1-10.A3, physical fitness for active, healthy living 12.A1-12.A3, & 12.C1 3.2 apply effective risk practices in health- and skill-related physical activities , , , , , , & A1-6.A2, & 9.C1-9.C2 3.3 apply principles of training to physically active , , , , & experiences 1.A1-1.A3, 6.A1, & 11.A1-11.A3 3.4 apply effective risk practices in health- and skill-related physical fitness , , , , , , & A1-6.A2, & 9.C1-9.C2 3.5 apply principles of training to physically active , , , , & experiences 1.A1-1.A3, 6.A1, & 11.A1-11.A3 3.6 know what health-related physical fitness appraisals measure: cardiovascular endurance, upper and lower body 6, 11-16, 34-40, 55-58, 82-83, , , 190, , & muscular strength and endurance, flexibility, and body 2.A2, 8.C1-8.C2, 9.A2, 12.A1-12.A2, 13.A1-13.A3, composition & 13.C1-13.C2 3.7 assess their own level health-related physical fitness 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 3.8 set SMART goals to maintain or improve current levels 51-54, 59-65, , of health related to physical fitness 3.A1, 3.C1, 8.A1-8.A3, 8.C1-8.C2, & 15.A1-15.A3 Leadership 4.1 apply effective leadership characteristics through physically active experiences 18.A1-18.A3, & 18.C1-18.C2 4.2 demonstrate effective interpersonal skills while 416 participating in group physical activities 2.A3, 18.A1-18.A3, & 18.C1-18.C2 4.3 demonstrate teamwork by co-operating within group , 423, & 431 physical activities 2.A3, 3.A3, 18.A1-18.A3, & 18.C1-18.C2 4.4 demonstrate effective teamwork by co-operating within , 423, & 431 group physical activities 18.A1-18.A3, & 18.C1-18.C2 4.5 apply effective leadership skills in various activities A3, 18.A1-18.A3, & 18.C1-18.C2

10 Organized by Physical Education s 11 = student edition (textbook) = teacher s edition or teacher s guide Active Lifelong Pursuits Community Participation Demonstrate competence in a variety of lifelong physical activities Demonstrate competence in a variety of modes of active transportation, applying appropriate safety procedures and exploring opportunities and challenges Lead an active game in a natural setting that would be inclusive of and appeal to all ages and abilities, and explain the value of play in leisure time throughout the lifespan Experience and reflect upon diverse lifelong outdoor recreation activities, as environmentally conscious participants Demonstrate awareness of the range of human and physical resources, including natural and built environments, supportive of physical activity, sport, and recreation in the community, region, and province Identify barriers and solutions to participation in their physical activity interests in regard to cost, time, and access based upon a projected disposable income Locate, access, and participate at a moderate to vigorous intensity level in a new physical activity experience, structured or unstructured, available in their community Facilitate a learning experience that promotes active, healthy living within their school and/or community Apply their understanding of fair play and monitor their own behaviour in a variety of physical activities 17-19, 21, 24, 130, 170, 195, 242, 272, 302, 328 Most of the 63 Activity Lesson Plans 89, , & Most of the 63 Activity Lesson Plans 17, 28, 98, 112, A1, 2.A A2, 16.A3, 16.C A2, 5.C1 3-16, & C1-1.C2, 2.C1, 2.C2, 5.C1 170, 195, A1, 2.A3, 2.C1, 7.A3, Most of the Take Home sections of the 63 Activity Lesson Plans , & A3, & 21.A1

11 Organized by Physical Education s 11 = student edition (textbook) = teacher s edition or teacher s guide Personal Fitness and Goal Setting Assess their personal level of health-related physical fitness 11-16, 22-23, 34-40, 55-58, 82-83, 120, , , , , , , 177, , , , 281, & 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 Develop a fitness plan using a goal-setting approach 51-54, 59-65, , , , C1-2.C2, 3.C1-3.C2, 4.A2, 6.A1-6.A3, 6.C1-6.C2, 7.A1-7.A3, 7.C1-7.C2, 8.C1-8.C2, 12.C2, 14.A3, 15.A1-15.A3, & 16.A3 Demonstrate an understanding of health-related fitness 6-8, components and how to use them to improve personal fitness levels 1.A1-1.A3, 2.C1-1.C2, 4.A3, 4.C1 Apply the principles of training within a personal fitness plan and analyze how these principles can help to improve 59-65, , , , , , or maintain personal fitness levels Most of the 63 Activity Lesson Plans Set goals to increase skill level in a physical activity of choice and monitor, document, and reflect on progress over time 51-54, 59-65, , , , C1-2.C2, 3.C1-3.C2, 4.A2, 6.A1-6.A3, 6.C1-6.C2, 7.A1-7.A3, 7.C1-7.C2, 8.C1-8.C2, 12.C2, 14.A3, 15.A1-15.A3, & 16.A3 Healthy Living Explain the role that healthy eating and physical activity , , , 350 play in enhancing mental health, disease 13.A-13.A3, 13.C1-13.C2, 14.A1-14.A3, 14.C1-14. prevention, and addiction prevention C2 Identify community resources that address and enhance 399, 494, & 500 mental health, and recognize harms associated with delayed treatment of mental illness Examine consumer rights and critically analyze issues , related to health and fitness services and products 15.A1, 15.A3, 15.C1, 15.C2 Investigate a health issue of relevance to youth, including its impact personally, regionally, and globally 84-89, , , , A3, 4.C2, 19.A1-19.A3, 19.C1, 19.C2, 20.A1-20. A3, 20.C1, 20.C2