let's play! - lakehead...

Checking It OutWriting the Invitation

Self-EsteemA Healthy Menu

Cooperative Games Create a Game - Group Plan Role-Playing Safety Issues

Let's Play

Including:

February 2003

Written by:

Bettina Samson, Andy Raithby, Christine Majeau, Dennis Mills (Lead)

Let's Play!Health and Physical Education

Length of Unit: approximately: 14 hours

A Unit for Grade 6

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Feb 10, 2003 at 11:57:54 AM

Let's Play!Health and Physical Education A Unit for Grade 6



Peel District School Board

Peel District School Board

Based on a unit by:

A Unit for Grade 6Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which was developed in the province of Ontario by theMinistry of Education. The Planner provides electronic templates and resources to develop and share units to helpimplement the Ontario curriculum. This unit reflects the views of the developers of the unit and is not necessarily those ofthe Ministry of Education. Permission is given to reproduce this unit for any non-profit educational purpose. Teachers areencouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit to particular commercialresources, learning materials, equipment, or technology does not reflect any official endorsements by the Ministry ofEducation, school boards, or associations that supported the production of this unit.

AcknowledgementsThe developers are appreciative of the suggestions and comments from colleagues involved through theinternal and external review process.

The Council of Ontario Directors of Education expresses its appreciation to the Boards who took the lead indeveloping these units on

The Arts, Grades 1-8

Health & Physical Education, Grades 1-8

Language, Grades 1-8

and to the many writers from District School Boards across the province.

The following organizations have supported the elementary curriculum unit project through team building andleadership:

The Council of Ontario Directors of EducationCurriculum Services CanadaThe Ministry of Education, Curriculum and Assessment Policy Branch


Let's Play! Page 1

Health and Physical Education A Unit for Grade 6

Unit Overview

Task ContextThis unit clusters the learning expectations in such a way that the students learn about healthy and activeliving and apply the knowledge to maximize the benefits of a "balanced" lifestyle. The knowledge and skillsare taught in an order that allows students to develop and demonstrate them successfully. They learn how toplan, organize, and present an invitation, a menu, and an original cooperative game as parts of a celebration.This unit focuses on the expectations from Health and Physical Education, Language, and The Arts.By the end of this unit in Health, students are expected to have learned:- concepts related to body image and healthy eating;- how to plan a healthy menu for active living;- methods for ensuring personal safety.

By the end of this unit in Physical Education, students are expected to have learned:- skills and knowledge related to physical challenges and teamwork- how to apply active participation, teamwork, and safety issues in creating their own cooperativegame/activity.

Task SummaryThe rationale for this unit is that students need to feel good about themselves and their bodies. To promotegood health, it is important to foster healthy eating habits, regular physical exercise, and a positive sense ofself-worth as students strive for healthy active living that endures into adulthood. Therefore, these skillsneed to be integrated into daily living.

What does it mean to lead a healthy, active lifestyle? Students demonstrate their understanding by exploringthe unit question: How can I organize a celebration in a healthy and active way? To accomplish this, theteacher gives the students guidance and practice in preparing for this event. Students write an invitation,engaging in the writing process to understand the purpose and intended audience of this text form. Theylearn about healthy eating habits, body image, and make informed choices to plan a menu for their specialoccasion.

Students participate actively in cooperative games/activities as they use fundamental movement skills,teamwork, and personal safety to complete the tasks. In a group, they practise creating a plan for agame/activity and teach it to the class. They role-play safety issues and methods of response to understandhow to make a celebration safe. These subtasks lead to the creation and presentation of an originalcooperative game/activity for the celebration. The information is gathered and displayed on a presentationboard, which includes the invitation, menu, game plan, and reflection of how the celebration complementshealthy active living. The presentation board and the original cooperative game are the products for thesummative assessment.

Culminating Task AssessmentStudents are presented with the following challenge:Congratulations! Your teacher has given you permission to organize a celebration. Your job is to write theinvitations, plan the menu, and organize the physical activities for your classmates and peers. You design apresentation board that demonstrates the concept of your celebration. To be successful, this includes theinvitation, the menu, the game plan for an original cooperative game, as well as a reflection of why youbelieve your celebration complements healthy, active living. Use your presentation board to introduce youroriginal cooperative game to your classmates, who will play it.

Links to Prior KnowledgeStudents should:

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Let's Play! Page 2


Unit Overview

- be familiar with Canada's Food Guide;- understand the concept of body shape and size;- be able to identify personal food choices;- be able to apply strategies to deal with personal safety and injury-prevention situations;- be able to follow the rules of fair play.

ConsiderationsAll of the subtasks may not be covered in the time period provided within the schedule of the school becauseof the unique nature of Physical Education programs. The teacher should feel comfortable adapting andchanging the unit to fit time and space provisions.

HEALTH AND SAFETYIn order to minimize reasonable foreseeable risks, the Ontario Physical and Health Education Association(OPHEA) has produced the document Physical Education: Ontario Safety Guidelines, ElementaryCurricular Guidelines. The teacher needs to be familiar with this document and implement safe instructionalpractices.

Notes to TeacherThis Elementary Curriculum Unit has been written by a team of teachers for use by other teachers. Itrepresents the approach they took to help students achieve the knowledge and skills described in thecurriculum expectations. It is expected that teachers delivering the unit will use their professional judgment intailoring the teaching/learning to meet the needs and interests of their students and their communities.Teachers may choose to use all or part of the unit, use additional or different resources, develop additionalsubtasks, and/or use these units as a stimulus to develop their own units.

The times provided by the writers for the unit and each subtask are only approximations. Teachers shouldadjust the task times in consideration of the needs and interests of their students and the organization ofprogram in their school.

Each unit subtask contains strategies for teaching/learning and assessment, as well as assessmentrecording devices. Teachers may wish to adjust strategies based on their particular situations. Wherestrategies are changed, corresponding changes must be made to assessment recording devices.

Some activities in the unit may require written communication with parents and guardians to provideinformation, receive permission or request assistance. Teachers must follow school and board policies andprocedures when communicating with parents and guardians.

This integrated unit includes teaching/learning strategies that meet the needs and interests of all students.This unit also covers a variety of learning styles and groupings. It provides a rich opportunity for classroomteachers and/or Physical Education teachers to collaborate on a number of activities. Teachers who haveprogram responsibilities for Health, Physical Education, Language Arts, and Drama could meet to discuss thecontent of the subtasks and deliver them cooperatively.

The culminating task is assessed using a rubric and a peer rating scale. Students are assessed on theiroriginal cooperative game as well as their reflection of why the celebration complements healthy, activeliving.

Background information about personal safety and injury prevention can be reviewed.

The URLs for the websites were verified by the writers prior to publication. Given the frequency with whichthese designations change, teachers should always verify the websites prior to assigning them for studentuse.


Let's Play! Page 3


Unit Overview

Teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducingmaterials for student use from printed publications, teachers need to ensure that their board has a Cancopylicence and that this licence covers the resources they wish to use. Before screening videos/films with theirstudents, teachers need to ensure that their board/school has obtained the appropriate public performancevideocassette licence from an authorized distributor. Teachers are reminded that much of the material on theInternet is protected by copyright. Copyright is usually owned by the person or organization that created thework. Reproduction of any work or substantial part of any work on the Internet is not allowed without thepermission of the owner.

AdaptationsAdaptations include adjustments for exceptional pupils, students with special education needs, and/orESL/ELD students. Teachers should consult students' Individual Educational Plans (IEP) for specific directionson required accommodations and/or modifications. Use the Teacher Companion (see Ontario Curriculum UnitPlanner) to browse, copy, or bookmark Special Education and ESL/ELD strategies.



Subtask List Page 1List of Subtasks

Checking It OutStudents write a quiz, in the form of an anticipation guide, to answer questions about healthy eating,personal safety, injury prevention, and fair play. The discussion that follows provides information foradjustments to the teaching/learning strategies in this unit.

1

Writing the InvitationStudents develop and create an invitation for the celebration. To accomplish this, they examine variousexamples of invitations. From this examination, students brainstorm, as a class, the basic requirementsof an invitation. They create, revise, edit, and assess the invitation.

2

Self-EsteemStudents determine their own self-esteem and body-image issues and what factors affect their bodyimage. Students participate in a series of activities and brainstorming sessions to explore their feelingsregarding food and how their choices affect their body image and personal eating habits. Studentsexplore the benefits of healthy eating for active living.

3

A Healthy MenuStudents plan and create a healthy menu for their celebration and examine various examples of menus.From this examination, students brainstorm as a class the basic requirements of a menu. They take intoconsideration possible cultural or ethnic influences, allergies, etc., when planning their menu. Theydraft, revise, edit, and assess the menu.

4

Cooperative Games During active participation, students are given the opportunity to cooperate, move, and play in a varietyof ways. The emphasis for each class is on vigorous participation and fair play. Some of the activitiesare done individually or with partners, while others use small- and large-group games. The lessonsprovide a variety of opportunities and challenges for the students to gain an understanding andappreciation of cooperative games so that they can use these ideas as part of the culminating task.

5

Create a Game - Group Plan Students work together in groups to create a game, challenge, or activity to present to the rest of theclass. They complete a plan and submit it to the teacher. Students have an opportunity to participate inthe activities presented by their classmates and provide feedback.

6

Role-Playing Safety IssuesStudents identify safety issues that deal directly with situations that may occur during a celebration.They problem-solve methods of response through role-playing.

7

Let's PlayStudents are presented with the following challenge:Congratulations! Your teacher has given you permission to organize a celebration. Your job is to writethe invitations, plan the menu, and organize the physical activities for your classmates and peers. Youdesign a presentation board that demonstrates the concept of your celebration. To be successful, thisincludes the invitation, the menu, the game plan for an original cooperative game, as well as a reflectionof why you believe your celebration complements healthy, active living. Use your presentation boardto introduce your original cooperative game to your classmates, who will play it.

8

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Let's Play! Subtask 1Checking It Out

Health and Physical Education A Unit for Grade 6 mins40

Expectations6p5 – determine the influence of various factors (e.g.,

the media, family traditions, allergies) on personalfood choices, body image, and self-esteem;

6p6 – analyse personal eating habits in a variety ofsituations (e.g., at home, in school, in restaurants);

6p7 – describe the benefits of healthy eating for activeliving;

6p10 – identify and describe appropriate methods forpreventing and treating ailments (e.g., sunburn,minor cuts);

6p11 – identify the responsibilities associated with caringfor themselves and others (e.g., while babysitting);

6p12 – describe and respond appropriately to potentiallyviolent situations relevant to themselves (e.g.,threats, harassment, violence in the media);

6p34 – follow the rules of fair play in games and activities,and support the efforts of peers to improve theirskills.

6p30 – describe the factors that motivate participation indaily physical activity (e.g., the influence of friends,enthusiasm for the outdoors) and begin to considerthem when making their own choices of physicalactivities;

DescriptionStudents write a quiz, in the form of an anticipation guide, to answer questions about healthy eating, personalsafety, injury prevention, and fair play. The discussion that follows provides information for adjustments to theteaching/learning strategies in this unit.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesAnticipation GuideDiscussion

AssessmentThis assessment is diagnostic and noassessment data is to be collected forevaluation. The teacher makes anecdotalobservations of the class discussion thatfollows and decides if any furtherteaching/learning needs to take place. Thiscould be inserted or integrated into thesubtasks as described in this unit.

Assessment StrategiesQuizzes, Tests, Examinations

Assessment Recording DevicesAnecdotal Record

Teaching / Learning1. The teacher explains to the class that they are starting a unit called "Let's Play." During this unit, studentsstudy health and safety issues, as well as fair play and teamwork in cooperative games/activities. They worktowards planning a celebration and use the unit question: How can I organize the celebration in a healthy andactive way? To prepare for the unit, students write an anticipation guide, a quiz that assesses backgroundknowledge.

2. The teacher distributes BLM 1.1 Anticipation Guide. Students decide whether a statement is answered withYes or No and give reasons why they chose that answer.

3. The teacher discusses with the students the answers using BLM 1.2 Anticipation Guide - Possible Responses.He/she makes any anecdotal observations with regards to students' learning needs. The teacher may provideadditional instruction before beginning the subtasks or during some of the subtasks, if necessary.

AdaptationsIn addition to consulting the student's IEP, adaptations may include but are not limited to the followingsuggestions.

- Students who require help with the written component should be given the opportunity to write jot notes.- ESL students may need help with instructions. Give clear instructions accompanied by visual clues, gestures,and facial expressions. As well, label items and equipment in the classroom/gym, and post charts and visuals with

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Let's Play! Subtask 1Checking It Out


Resources

facial expressions, safety procedures, and key vocabulary. See the ESL/ESD Companion in the Planner forfurther details.

BLM 1.1 Anticipation Guide BLM_1.1_AnticipationGuide_S.cwk

BLM 1.2 Anticipation Guide - PossibleResponses

BLM_1.2_e.g.GuideResponse_T.cwk

Notes to TeacherIn order to model the concept of backwards mapping/design, it is important for students to fully understand thedirection that the unit is taking. To accomplish this, the teacher is encouraged to display a copy of theDescription for Subtask 8, Let's Play, along with the rubric for assessment. It is suggested that the teacher readand review the contents of Subtask 8 at this point and refer to it as the unit progresses. The teacher maychoose to display the unit question: How can I organize the celebration in a healthy and active way?

Teacher Reflections


Let's Play! Subtask 2Writing the Invitation


Expectations6e1 A • communicate ideas and information for a variety of

purposes (to inform, to persuade, to explain) and tospecific audiences (e.g., write the instructions forbuilding an electrical circuit for an audienceunfamiliar with the technical terminology);

6e2 • use writing for various purposes and in a range ofcontexts, including school work (e.g., to developand clarify ideas, to express thoughts and opinions);

6e7 A • revise and edit their work in collaboration withothers, seeking and evaluating feedback, andfocusing on content, organization, andappropriateness of vocabulary for audience;

6e22 A – integrate media materials (e.g., computergraphics) into their writing to enhance theirmessage.

6a26 A • identify the elements of design (colour, line,shape, form, space, texture) and the principles ofdesign (emphasis, balance, rhythm, unity, variety,proportion), and use them in ways appropriate forthis grade when producing and responding to worksof art;

DescriptionStudents develop and create an invitation for the celebration. To accomplish this, they examine variousexamples of invitations. From this examination, students brainstorm, as a class, the basic requirements of aninvitation. They create, revise, edit, and assess the invitation.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesGuided WritingBrainstormingDiscussionGraphic ApplicationsNote-makingWriting Process

AssessmentStudents complete a self- and peer checklistfor the requirements of the invitation. Basedon this feedback, students revise/edit theinvitation before submitting it, along with thechecklist, to the teacher for review. Theteacher provides written feedback on thechecklist.

Students submit the final copy of theinvitation with the rating scale to the teacherfor assessment (BLM 2.1).

Assessment StrategiesSelf Assessment

Assessment Recording DevicesChecklistRating Scale

Teaching / Learning1. The teacher collects a variety of invitations beforehand for students to examine. Students may need access toa computer and appropriate graphic software (see Resources) in order to complete their invitation. If computers arenot available, art supplies (paper, scissors, pencil crayons, markers, etc.) are required.

2. Students work in pairs to examine the sample invitations as models. As a class, they discuss the purpose andthe audience for the invitations. They brainstorm the basic requirements of an invitation, e.g., date, time, place,occasion, format, use of colour, fonts, etc. Students take notes as the teacher discusses and records the ideasand requirements on the board/chart paper.

3. The teacher asks the students if any of the invitations have a theme. Students hold up the invitations for all tosee, identifying the theme.




Resources

4. Students engage in a shared writing process by creating a sample invitation as a class. The teacher draws theinvitation on the board/chart paper, highlighting and labelling the requirements with student input. A theme isincorporated.

5. The teacher hands out BLM 2.1 Invitation - Rating Scale, and uses the assessment as a reference to rate theclass-created invitation with the students. Discuss any revisions based on the criteria from the assessment.Students keep a copy of the rating scale as a reference for their own invitation.

6. Students proceed to write their own invitations. First, they decide on a theme for the celebration. Then, theyplan the invitation. Based on Subtask 1, the students are aware that they are planning a celebration that involvesan invitation, a menu, and an original cooperative game. This will help them in incorporating an overall theme fortheir invitation. Students create a first draft of the invitation, which includes all vital information and ideas forgraphics, including colour, pictures, font styles, etc.

7. Once the first draft of the invitation is finished, students complete BLM 2.2 Invitation - Self- and Peer Checklist,with a partner. Revisions and corrections are made on the first draft. The first draft and checklist are handed in tothe teacher for feedback.

8. Students hand in their completed invitation with their rating scale for final assessment.


- Students who require help with taking notes should be given the opportunity to write jot notes or receive a copyof another student's set of notes.- ESL students may need help with instructions. Give clear instructions accompanied by visual clues, gestures,and facial expressions. As well, label items and equipment in the classroom/gym, and post charts and visuals withsafety procedures and key vocabulary. See the ESL/ESD Companion for further details.

BLM 2.1 Invitation - Rating Scale BLM_2.1_InvitatnRateScale_S.cwk

BLM 2.2 Invitation - Self- and PeerChecklist

BLM_2.2_InvitationChcklst_S.cwk

ClarisWorks 5.0 (English)

CorelDRAW V3.0 (English)

MacDraw Pro (English)

Microsoft Publisher V2.1 (English)

Wordperfect 6.0a (english)

chart paper 1

sample invitations




Notes to TeacherThe accompanying resource list includes some available software.

If the students have not had enough experience in revising/editing, the teacher may lead the class through aguided-writing session, during which students meet in a small group to complete BLM 2.2, instead of with apartner.

The teacher is encouraged to return the invitations to the students along with the rating scale after the teacherhas completed the assessment. Students can then hand the invitations back to the teacher to be stored or keepall of their work for this unit in a portfolio or folder.

Teacher Reflections


Let's Play! Subtask 3Self-Esteem


Expectations6p5 – determine the influence of various factors (e.g.,

the media, family traditions, allergies) on personalfood choices, body image, and self-esteem;

6e61 – use constructive strategies in small-groupdiscussions (e.g., invite other group members tocontribute; ask questions to clarify a point; negotiateto find a basis for agreement);

DescriptionStudents determine their own self-esteem and body-image issues and what factors affect their body image.Students participate in a series of activities and brainstorming sessions to explore their feelings regarding foodand how their choices affect their body image and personal eating habits. Students explore the benefits ofhealthy eating for active living.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesBrainstormingDiscussionMind MapNote-makingReflectionWorkbook/work Sheets

AssessmentThe teacher records anecdotal commentsregarding group work abilities (BLM 3.2). Theteacher completes the observation checklistfor class or group discussions (BLM 3.5).

Assessment StrategiesObservationQuestions And Answers (oral)

Assessment Recording DevicesAnecdotal RecordChecklist

Teaching / LearningLesson 1 - Defining Self-esteemIntroductory Activity - A Look at Self-Esteem1. The teacher passes a basket of small objects (e.g., beans, marbles) around the class and asks each student totake three objects. Once all students have their objects, the teacher asks each student to say a positive qualityabout him/herself for each object they have chosen. If students have difficulty with the positive qualities, ask otherstudents to offer suggestions.

2. The teacher asks students to think about two or three qualities or talents they have and invites volunteers toshare their thoughts. The students privately reflect on questions such as:- How do you feel about yourself?- What do you feel good about?- What about yourself would you like to be better?

After students have considered their personal responses, the teacher introduces the term self-esteem and leads adiscussion using the following questions:- How can you tell if you have healthy or unhealthy self-esteem?




- What influences your self-esteem?- How can healthy self-esteem help you?- How do you develop healthy self-esteem?With student input, the teacher creates a mind map on chart paper and posts it in the classroom.

3. Students reflect on their own self-esteem by completing BLM 3.1 Self-Esteem Reflection. Students do not handthe reflection sheet in.

Lesson 2 - Determining Body Image and the Factors That Affect ItEmphasis needs to be placed on a positive body image. Students should be encouraged to eat nutritious foods,be physically active on a daily basis, and feel good about their physical appearance. Individual body weightshould not be discussed. This is a good opportunity to reinforce that body image, as portrayed in the media, isoften not realistic or desirable for most people.

Body shape and size are largely determined by heredity. It is important that children are healthy, active peoplewho feel good about themselves and their lives. Being comfortable with their bodies is a key step in developing agood sense of self. All children should be encouraged to establish a healthy eating pattern and participate inregular physical activity as a way to feel healthy, energetic and fit.– Content has been used/adapted from Discover Healthy Eating! A Teacher's Resource for Grades 1-8, 2000,with permission from Toronto Public Health, Region of Peel Public Health and York Region Health Services, p. 9

1. The teacher reviews what is meant by "body image" and the factors that contribute to poor body image.Together, the teacher and students identify the link between self-esteem and body image.

2. In groups, students brainstorm factors that affect body image, create a web on chart paper, and present theirideas to the class. The other groups add new ideas to their own webs. The teacher posts these webs in theclassroom.

3. As a class, brainstorm some ways in which a poor body image can be changed to a healthy body image.Identify some barriers to making these changes and how to overcome them. Some ideas include being remindedof all the things one likes about oneself beyond physical appearance and focusing on the body as a whole, ratherthan on individual parts of one's body.

4. The teacher records anecdotal comments regarding group-work, using BLM 3.2 Anecdotal Record -Group/Class Work.

Lesson 3 - Personal Eating HabitsWhen discussing food practices based on Canada's Food Guide, it is important that teachers recognize and valuethe food practices of all students. When looking at the four food groups, teachers should emphasize that healthyfood practices vary in different cultures and parts of the world. Many children, vegans/vegetarians, and people withcertain allergies do not eat foods from the four food groups, but still meet their nutritional needs.

1. Students fill out BLM 3.3 Food Account. They use a copy of Canada's Food Guide to compare what they ate towhat is suggested for a balanced and healthy diet. The teacher leads a discussion about how some foods can besubstituted for other foods as part of healthy eating practice. Students reflect on their personal eating habits bycompleting BLM 3.4 Eating Habits. As this information is personal and potentially sensitive, it should not be sharedwith the class. Discuss ways in which students can practise healthy eating and record the possibilities on chartpaper. Post the five principles of healthy eating found in the Notes to Teacher section.

2. Through discussion, explore influences on peoples' eating habits, e.g., media, family traditions, allergies,personal habits, where we live, peers, and situations that elicit emotions such as boredom, anger, or sadness.Record students' responses on chart paper.

3. The teacher uses BLM 3.5 Observational Checklist: Class or Group Discussions.

4. The teacher indicates that students can use the information discussed to create a healthy menu for thecelebration in the next subtask.




Resources

Lesson 4 - Benefits of Healthy Eating for Healthy Living1. The teacher displays pictures of a car and a person and asks students to list things that a car needs to operate,e.g., gas, oil, windshield wiper fluid, tune up, etc. The students list the things a person needs to keep healthy,e.g., food, physical activity, time to relax, sleep, love. The teacher emphasizes that both cars and humans needfuel to function properly.

2. In a teacher-led discussion, students focus on the benefits that healthy eating can have on the body and how itfunctions and they relate healthy-eating practices to feeling energized and ready for physical activity.

2. The teacher hands out BLM 3.6 Benefits of Healthy and Active Living and discusses three headings, Social,Mental or Emotional, and Physical, giving an example of each from the list. Students complete the rest of thesheet.

3. The teacher discusses the answers, using BLM 3.7 Benefits of Healthy and Active Living - Answer Sheet.

4. Students are encouraged to keep these notes readily available as they may be helpful in preparing thereflection in the Culminating Task.

Some parts of this subtask were adapted from Discover Healthy Eating! A Teacher's Resource for Grades 1-8,Region of Peel Health Department, Toronto Public Health, York Region Health Services, Toronto 2000.www.region.peel.on.ca/health/eating.htm

AdaptationsIn addition to consulting the student's IEP, adaptations may include but are not limited to the followingsuggestions.• The teacher adapts the number of objects students take to meet the needs of students.• To assist students who need support with language, give clear instructions accompanied by visual clues,gestures, and facial expressions.

BLM 3.1 Self-Esteem Reflection BLM_3.1_SelfEsteemReflect_S.cwk

BLM 3.2 Anecdotal Record - Group/ClassWork

BLM_3.2_AnecdtlGrpClasWrk_S.cwk

BLM 3.3 Food Account BLM_3.3_PersnalFoodAcount_S.cwk

BLM 3.4 Eating Habits BLM_3.4_MyEatingHabits_S.cwk

BLM 3.5 Observational Checklist: Class orGroup Discussions

BLM_3.5_ObsvChklstGrpClas_S.cwk

BLM 3.6 Benefits of Healthy and ActiveLiving

BLM_3.6_BeneftHALChlst_S.cwk

BLM 3.7 Benefits of Healthy and ActiveLiving - Answer Sheet

BLM_3.7_BeneftHAL_Answers_T.cwk

Focus on Children Six to Twelve Years:Background for Educators andCommunicators

Health Canada, 1997

Canada's Food Guide to Healthy Eating Health Canada

Discover Healthy Eating, A Teacher'sResource for Grades 1-8

Toronto Public Health, York Region Health Services,Peel Health Department




chart paper

picture of a car 1

picture of a person 1




Notes to TeacherLesson 1 - Defining Self-esteem"Self-esteem is the confidence and satisfaction a person has in himself/herself. It begins to develop frombirth through relationships within the family and continues to be shaped by the significant people in one'slife. Supportive parents, teachers, coaches, and friends are key to maintaining and enhancing healthyself-esteem in children and teens."

"A number of characteristics add to feelings of self-esteem, including talents, social skills, intellectualabilities, interests, abilities to help others, and physical appearance. When people increase their confidencein their unique characteristics, they can reduce their dependence on physical appearance as their solemeasure of self-worth. When they feel better about their bodies, they find it easier to make decisions forthemselves that promote health, such as taking care of the needs of their bodies."

"Some ways people develop healthy self-esteem are by practising positive self-talk, focusing on things theylike about themselves, acting with confidence, or connecting with people who make them feel better.Challenge young people to think of things they like about themselves beyond physical appearance, e.g., agood swimmer, an avid reader, and a loyal friend. Encourage them to stop focusing on individual parts oftheir bodies and to begin focusing on their body as a whole."

Excerpts taken from Discover Healthy Eating! A Teacher's Resource for Grades 1-8, Region of Peel HealthDepartment, Toronto Public Health, York Region Health Services, Toronto 2000, p. 54.www.region.peel.on.ca/health/eating.htm

Lesson 2 - Determining Body Image and the Factors That Affect It"Body Image is a part of self-esteem. Body image is the picture people have of their body and how theythink others see them and their body. A person can have a body image anywhere along a continuum, froma positive image to a negative image. Between the ages of nine and 12, most children become dissatisfiedwith how they look. Children this age may feel that they are too short, too tall, too fat, or too skinny.Furthermore, they may not like their nose or teeth; they may even think that their peers notice these featuresand do not like them either. These are examples of negative body images. Studies have shown that childrenas young as nine are trying to lose weight in an effort to "improve" their bodies."

"Adults, peers, and the media play important roles in the development of the image children create ofthemselves. Children at a young age are taught to idealize being slender and discriminate againstoverweight people. In other countries, people may prefer different body sizes and shapes. Movie stars andmagazine models in North America often have body shapes that are too thin for good health. It is importantthat children develop healthy body images and accept themselves as people with unique personalities, bodyshapes, and sizes. Through this support and positive attitude, children will grow up to be healthy adultswith a positive self-esteem."

Excerpts taken from Discover Healthy Eating! A Teacher's Resource for Grades 1-8, Region of Peel HealthDepartment, Toronto Public Health, York Region Health Services, Toronto 2000, p. 54-55.www.region.peel.on.ca/health/eating.htm

Factors that Affect Food Choices and/or Body ImageA variety of factors influence food choices, body image and self-esteem. To promote good health, it isimportant to foster healthy eating habits, regular physical activity, acceptance of individual shapes andsizes, and a positive sense of self-worth.

Factors include: heredity, puberty, family influences and traditions, culture, individual preferences, schoolpolicies and practices, allergies, volunteers and professionals who work with children, peers, media




messages, and physical activity.

Excerpt from Discover Healthy Eating! A Teacher's Resource for Grades 1-8, Region of Peel HealthDepartment, Toronto Public Health, York Region Health Services, Toronto 2000, p. 55-59.www.region.peel.on.ca/health/eating.htm

Lesson 3 - Personal Eating HabitsWhen discussing food practices based on Canada's Food Guide, it is important that teachers recognize andvalue the food practices of all students. When looking at the four food groups, teachers should emphasizethat healthy food practises vary in different cultures and parts of the world. Many children,vegans/vegetarians and people with certain allergies do not eat foods from the four food groups, but stillmeet their nutritional needs.

Canada's Guidelines for Healthy EatingBased on nutrition recommendations in Canada's Guidelines for Healthy Eating (1990), the principles ofhealthy eating are summarized in five general statements. They are directed at healthy Canadians over twoyears of age.1. Enjoy a variety of foods.2. Emphasize cereals, breads, other grain products, vegetables, and fruit.3. Choose lower-fat dairy products, leaner meats, and foods prepared with little or no fat.4. Achieve and maintain a healthy body weight by enjoying regular physical activity and healthy eating.5. Limit salt, alcohol, and caffeine.

There are four main food groups - Grain Products, Vegetables and Fruit, Milk Products, and Meat andAlternatives, and a category called Other Foods. Recommendations for the number of servings and servingsizes in each food group are provided; however, no recommended number of servings are provided for theOther Foods category, since they are not very dense in nutrients. They should be eaten in moderation.

Excerpt from Discover Healthy Eating! A Teacher's Resource for Grades 1-8, Region of Peel HealthDepartment, Toronto Public Health, York Region Health Services, Toronto 2000, p. 59.www.region.peel.on.ca/health/eating.htm

Lesson 4 - Benefits of Healthy Eating for Active Living"The concepts of healthy eating and active living are interrelated and complementary to each other. Healthyeating provides the energy required for participation in regular physical activity. Regular physical activityprovides young people with opportunities for increasing their self-esteem and appreciation for their ownbodies. Healthy eating and regular physical activity are essential for growth and development and areimportant components of a healthy lifestyle."

Excerpt taken from Discover Healthy Eating! A Teacher's Resource for Grades 1-8, Region of Peel HealthDepartment, Toronto Public Health, York Region Health Services, Toronto, 2000, p. 63.www.region.peel.on.ca/health/eating.htm

The teacher has students engage in two reflections during this subtask: BLM 3.1 Self-Esteem Reflectionand BLM 3.4 Eating Habits. These reflections have specific questions to guide students through reflectivethinking. The reflective thinking process is a part of the culminating task; the teacher is encouraged to usethe vocabulary "reflection" and "reflective thinking" during these lessons.

Teacher Reflections


Let's Play! Subtask 4A Healthy Menu


Expectations6e1 • communicate ideas and information for a variety of

purposes (to inform, to persuade, to explain) and tospecific audiences (e.g., write the instructions forbuilding an electrical circuit for an audienceunfamiliar with the technical terminology);

6e2 • use writing for various purposes and in a range ofcontexts, including school work (e.g., to developand clarify ideas, to express thoughts and opinions);

6e22 A – integrate media materials (e.g., computergraphics) into their writing to enhance theirmessage.

6p5 A – determine the influence of various factors (e.g.,the media, family traditions, allergies) on personalfood choices, body image, and self-esteem;

6p6 A – analyse personal eating habits in a variety ofsituations (e.g., at home, in school, in restaurants);

6a26 A • identify the elements of design (colour, line,shape, form, space, texture) and the principles ofdesign (emphasis, balance, rhythm, unity, variety,proportion), and use them in ways appropriate forthis grade when producing and responding to worksof art;

6e7 A • revise and edit their work in collaboration withothers, seeking and evaluating feedback, andfocusing on content, organization, andappropriateness of vocabulary for audience;

6p7 A – describe the benefits of healthy eating for activeliving;

DescriptionStudents plan and create a healthy menu for their celebration and examine various examples of menus. Fromthis examination, students brainstorm as a class the basic requirements of a menu. They take intoconsideration possible cultural or ethnic influences, allergies, etc., when planning their menu. They draft,revise, edit, and assess the menu.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesBrainstormingConferencingDiscussionGraphic ApplicationsGuided WritingNote-makingWriting Process

AssessmentStudents complete a self- and peerchecklist for the requirements of a menu(BLM 4.2). Based on the feedback,students revise/edit their menu beforesubmitting it and the checklist to theteacher for review. The teacher provideswritten feedback on the checklist.

Menu (Performance Task)Students submit the final copy of the menuwith the rating scale to the teacher forassessment (BLM 4.1).

Assessment StrategiesSelf AssessmentPerformance Task

Assessment Recording DevicesChecklistRating Scale

Teaching / Learning1. The teacher collects a variety of menus beforehand for students to examine and posts all the chart papers fromlesson 3, Subtask 3.

2. Students work in pairs to examine the sample menus as models. As a class, they discuss the purpose and theaudience for the menus. They brainstorm the basic requirements of a menu, e.g., description, name of food, sidedishes, format, use of colour, etc. Students make jot notes as the teacher discusses and records the ideas and




Resources

requirements on the board/chart paper.

3. The teacher reviews the five principles of healthy eating, distributes copies of Canada's Food Guide, andreviews all the notes on chart papers from Subtask 3, lesson 3.

4. Students engage in a shared writing process by creating a sample menu as a class. The teacher designs themenu on the board/chart paper, highlighting and labelling the requirements with student input. The same themefrom the invitation is incorporated.

5. The teacher guides a discussion about the factors that influenced the selection of food items for the menu theycreated together. The class writes a paragraph, making sure that the ideas from the notes on the chart papersfrom Subtask 3, lesson 3 are reflected in the content.

6. The teacher hands out BLM 4.1 Menu Rating Scale, and uses the assessment as a reference to rate theclass-created menu. He/she discusses any revisions based on the criteria of the assessment with the class.Students keep a copy of the rating scale as a reference for their own menus.

7. Each student prepares a menu. The students plan their food based on their chosen celebration. Studentscreate a first draft of their menu with all vital information and ideas for graphics, including colour, pictures, fontstyles, etc. Students devise a healthy menu based on Canada's Food Guide and the five principles of healthyeating. They need to consider the various factors that affect their food choices at the bottom of the menu.

8. Once the first draft of the menu is finished, students complete BLM 4.2 Menu - Self- and Peer Checklist, with apartner. Revisions and corrections are made before the first draft and the checklist are handed in to the teacherfor feedback.

9. Students need access to a computer, and appropriate graphic software (see Resources) in order to completetheir menu. If computers are not available, art supplies (paper, scissors, pencil crayons, markers, etc.) are required.Students hand in their completed menu with BLM 4.1, their rating scale, for final assessment.


- Students who require help with taking notes should be given the opportunity to write jot notes or receive a copyof another student's set of notes.- ESL students may need help with instructions. Give clear instructions accompanied by visual clues, gestures,and facial expressions. As well, label items and equipment in the classroom/gym, and post charts and visuals withsafety procedures and key vocabulary. See the ESL/ESD Companion in the Planner for further details.

BLM 4.2 Menu - Self- and Peer Checklist BLM_4.2_MenuSelfPeerChlst_S.cwk

BLM 4.1 Menu Rating Scale BLM_4.1_MenuRatingScale_S.cwk

ClarisWorks 5.0 (English)

CorelDRAW V3.0 (English)

MacDraw Pro (English)

Microsoft Publisher V2.1 (English)




Wordperfect 6.0a (english)

Canada's Food Guide to Healthy Eating Health Canada

health canada nutrition foodguide

sample menus

Notes to TeacherIf students have not had enough experience in revising/editing, the teacher may lead the class through aguided-writing session, during which students meet in small groups, instead of with a partner, to complete BLM4.2.

The teacher is encouraged to return the menus to students along with the rating scale after completing theassessment. Students hand menus back to the teacher for safe storage.

Teacher Reflections


Let's Play! Subtask 5Cooperative Games


Expectations6p29 A – participate vigorously in all aspects of the program

(e.g., cross-country running, co-operative games);6p21 – throw an object overhand or side arm, using the

dominant hand, to a target or a partner for distanceand accuracy;

6p18 – perform a combination of locomotion/ travellingskills using equipment (e.g., navigating throughobstacle courses, skiing, skating);

6p34 – follow the rules of fair play in games and activities,and support the efforts of peers to improve theirskills.

6p22 – demonstrate goal-tending skills (e.g., blocking,trapping, catching, clearing) with or without a pieceof equipment;

6p28 • follow safety procedures related to physicalactivity, equipment, and facilities, and begin to takeresponsibility for their own safety.

DescriptionDuring active participation, students are given the opportunity to cooperate, move, and play in a variety ofways. The emphasis for each class is on vigorous participation and fair play. Some of the activities are doneindividually or with partners, while others use small- and large-group games. The lessons provide a variety ofopportunities and challenges for the students to gain an understanding and appreciation of cooperativegames so that they can use these ideas as part of the culminating task.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working In Pairs

Teaching / Learning StrategiesDemonstrationGameBrainstormingPeer TeachingRehearsal/repetition/practice

AssessmentLesson 1The teacher may wish to use a four-fingerself-reflection rating scale for students toindicate their level of active participation(4-excellent, 3-very good, 2-good, 1-fair).The teacher records these numbers.

Lesson 2There is no formal assessment; however,the teacher should continue to observestudents for their understanding of fairplay and sportsmanship.

Lesson 3The teacher may wish to use BLM 5.2Active-Participation Recording Chart toassess each student's participation. TheRecording Chart has been created fromlearning expectation 6p29, "studentsparticipate vigorously in all aspects of theprogram."

Assessment StrategiesObservationSelf Assessment

Assessment Recording DevicesRating Scale




Teaching / LearningLesson 1 - Introduction to Cooperative GamesThe teacher should carefully review Notes to Teacher for this subtask before teaching the following lessons,especially notes concerning safety issues.

1. Introduction: BrainstormingThe teacher introduces the topic of "cooperation" and "cooperative games" and has students brainstorm insmall groups what the term cooperation means. They create a list of ideas on chart paper to share with therest of the class. The teacher should be looking for terms such as fair play, working together, helping,communication, sharing, etc.

2. Warm-up: Rock-Paper-Scissors (R.P.S.) TagStudents form two teams (see Notes to Teacher for creating teams). Each team stands one to two metresapart in the middle of the playing area. As a team, they decide whether they will be rock, paper, or scissors.As rocks, they crouch into a small ball; as paper, they extend their arms and legs as far apart as possible;and as scissors, they cross their arms and legs. On the teacher's signal and together as a team, all theplayers jump up and down three times and as they land the third time they form their shape. The winning teamchases the other team to their home/safe line. Any tagged player joins the other team. If both teams select thesame item, the team with the fewer players chases the other team. Walking tag instead of running tag slowsthe game down to a "safe" pace.

*Rocks beat scissors (they crush them). *Scissors beat paper (they cut them). *Paper beats rocks (they smother them).

Repeat the "tag" game a number of times, with each team meeting quickly to decide their symbol for the nextround.

3. Activity/Game: Benchball (see BLM 5.1 Benchball for illustration of the game)Place one bench at both ends of the gym and mark off a safety zone one to two metres in front of the bench.Divide the class into two teams and have each team select one player to stand on the bench behind theopposing team. Players throw soft balls (at least four balls should be used) to the teammate on the oppositebench. If the ball is caught, they run to the other side to join their teammates on the bench to help catch theballs. The first team to get all their players to the other side wins. * Limit the number of players on the bench to five or six. The remaining players stand beside or behind thebench and throw the balls to their teammates on the other side of the gym. * Reinforce that no one is to enter the "safety zone." * If players step off the bench, they go back to their home side. * Move the benches backwards or forwards to increase or decrease the challenge of the game. * Place mats on each side of the bench for safety. * Students could stand in hula hoops placed on the floor (instead of on a bench) to encourage safe play.

4. Cool Down: Jog on the Spot And Stork PoseStudents cool down by jogging on the spot slowly and then stretching their muscles.

Students assess their personal participation using a four-finger scale. Students hold up 1, 2, 3, or 4 fingersto reflect their level of participation (4-excellent, 3-very good, 2-good, 1-needs improvement). The teacherasks students to reflect on their level of participation.

At this time, the teacher leads a follow-up discussion either in the gym or in class regarding the componentsof a cooperative game. The objective of the discussion is to reinforce the necessary components of thecooperative games. Students should be considering the following:




* Does the game allow for active participation, and does it avoid elimination?* Is the activity a cooperative game, and are students working together?* Does the activity encourage fair play?* Is there enough equipment for everybody?

Lesson 2: More Cooperative Games1. Warm-up: Hoop PassStudents form small groups of five or six students, standing in a circle and holding hands. One hoop isplaced around the arms of two students, and the team attempts to pass the hoop around the circle. Bycooperating with each other, they must step and get their body through the hoop and on to the next personwithout letting go of the hand. Once a group is successful, then they use two hoops and have the hoopstravel in opposite directions. Give the groups the necessary time to ensure success. Once groups aresuccessful at the challenge, they can be timed to do it as fast as they can. Combine groups to make thecircle larger until the entire class is cooperating together to pass two more hoops.

2. Partner ChallengesThe following challenges provide an opportunity for students to work cooperatively with a partner, tochallenge themselves, and to enjoy the benefits of physical activity. The teacher can use these challenges asan entire lesson or as warm-ups and cool-downs.

a) Palm Push: Students stand and face a partner, an arm's-length apart with their palms touching. The objectof the challenge is to try and make their partner move their feet by pushing against their partner's hands.Students may only touch each other's palms and must not interlock fingers. This activity can also be donewhen the students are squatting. Change partners frequently.

b) Sit/Stand: Partners sit back to back with their arms at their sides. They attempt to push themselves into astanding position without letting their hands touch the floor. This can also be attempted as a back-to-back,sit-stand challenge, with the students interlocking their arms. Challenge students to raise themselves whensitting and facing their partner while holding hands.

c) Back Push: Partners sit back to back with one hand between their knees and one hand at their side. Bothhands should be touching the floor. When given the signal, they push against their partner's back to supporteach other in standing up.

3. Activity/Game: Class Goal RelaysDivide the class into several small teams so that the students have the maximum opportunity to be active.Provide a number of relay activities with the goal for students to complete as many as they can within acertain time, rather than to compete against one another. Teams can add their totals together to work as aclass towards a cumulative total.Possible relays may include:- skipping with a partner;- travelling with a ball squeezed between their knees or a bean bag on their head;- skipping with a hula hoop;- obstacle course;- scooter board;- skating on pieces of paper.

4. Cool DownStudents continue to decrease level of activity for three to four minutes and then do cool down stretches.While students are engaged in static stretches, such as hamstring stretch, shoulder rolls, etc., introduce theirassignment for the next class (Subtask 6). Provide a copy of BLM 6.1 Create a Game - Group Plan, sostudents can leave with thoughts on how to create games and activities, and for possible teammates.




If time permits, the teacher may want to lead a follow-up discussion either in the gym or in class regarding thecomponents of a cooperative game. The objective of the discussion is to reinforce the necessarycomponents of the games (e.g., non-elimination, safety concerns, active participation, etc.). After this lesson,some of the differences between lesson 1 and lesson 2 could be highlighted (e.g., individual vs. groupactivities, different types of equipment being used, etc.)

Lesson 3: Cooperative Games with Pool Noodles1. Warm-up: DNAThe objective of this game is to create the largest circle possible by pressing a pool noodle between thehands of each student. Working with a partner, students hold a pool noodle in their right hand and grab theirpartner's noodle with their left hand. They then try to extend their arms to make a large circle. Once a groupis successful, they increase the size of their circle by adding other students. Continue to add students untileveryone in the class is in the same circle. When the group is ready to increase the challenge, they try toturn the circle inside out without dropping the noodles.

2. Activity/GameFour noodle activities are provided in this lesson; each could last five to ten minutes. It is unlikely that theteacher would play all four in a regularly scheduled Physical Education class. The purpose is to introducestudents to the potential for using this piece of equipment when they create their original cooperative activityfor the culminating task. Whenever students are using noodles to contact/tag other students, they shouldrestrict contact to below the waist or on the legs only. This is a significant safety consideration.

a) Delta Tag: Students form groups of four with three students holding hands to make a triangle. The fourthstudent tries to tag the player on the opposite side of the triangle with the pool noodle. The triangle movestogether to help each other avoid the tag. Change the players to give all players the opportunity to be thetagger.

b) Dr. Tag: Select two or three students to be the taggers and two or three students to be the doctors. Thesestudents should be identified by the colours of their noodles or with a pinnie. The taggers have been infectedwith a virus and the virus can spread quickly. The students who are the virus chase the other students totag them with the noodle. Once a student has been tagged, they must hold that spot with their hand, e.g.,right hand is holding a left knee. If that student is tagged a second time they hold that spot with their freehand. The only hope for a cure is if the doctor tags that hand with his/her foam syringe. If a student is hitthree times (but not by the same virus), then he/she is out of the game. Doctors are immune from the virusbecause of their foam syringe. Change players frequently to allow new doctors and new viruses.

c) The Zipper: This activity develops trust with a group of students. Divide the class in half and give everystudent a pool noodle. Have students form two lines, standing shoulder to shoulder with a one- to two-metrespace between the two lines. Students hold the pool noodle horizontally at chest height and extend their armsso that the two lines create a zipper. Inform the class that everyone will have the opportunity to walk/jog/runthrough the zipper. As the student approaches the front of the zipper the lines begin to lift their noodles toresemble a zipper opening. With more confidence and trust students should be able to run through the zipperat full speed.

4. Cool Down: Pass the NoodleThe objective of this activity is to keep the noodle from falling to the floor while exchanging places with otherstudents. All students stand in a circle with their noodle in front of them; their palm holds one end as it restsvertically on the floor. On the signal or after the instructions, the students let go of their noodles and grab thenoodle of the person to their left before it hits the floor. Once the group is able to do this successfully, theteacher can add more difficult challenges: - Let go of the noodle, clap once, and grab your noodle;




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- Let go, clap twice, and grab your noodle; - Let go, turn around, and catch your noodle; - Let go, clap your hands, and grab the noodle on your right.

The teacher might want to start this activity with two or three small groups and increase the size as groupsexperience success. Pass the Noodle is also effective in putting the equipment away. If students are unableto grab their noodle after the instructions, they retrieve their noodle and put it in the storage area.

5. DiscussionAt this time, the teacher leads a follow-up discussion either in the gym or in class regarding the componentsof a cooperative game. The objective of the discussion is to reinforce the necessary components of thegames, e.g., non-elimination, safety concerns, active participation, etc. Students are reminded of the criteriathat will be used in evaluating their game in Subtask 6, BLM 6.2.Following this lesson, the teacher could also initiate a discussion based on why noodles are an enjoyable,creative, and cooperative pieces of equipment.


- ESL students may need help with instructions. Give clear instructions accompanied by visual clues, gestures,and facial expressions. As well, label items and equipment in the classroom/gym, and post charts and visuals withsafety procedures and key vocabulary.

BLM 5.1 Benchball BLM_5.1_Benchball_T.cwk

BLM 5.2 Active-Participation RecordingChart

BLM_5.2_PrtcptnRecordChrt_S.cwk

gator/elephant soft skin ball 6-12

benches 2-4

mats 6-12

plastic hoops 6-12

skipping ropes

scooter boards

equipment available from equipmentroompool noodles 20-30




Notes to TeacherThe safety of all students is paramount in planning physical activities. Teachers should be familiar with theHealth and Safety Guidelines within their board. (See also Physical Education: Ontario Safety Guidelines,Elementary Curricular Guidelines. OPHEA)

It may not be possible to access the different types of equipment used in each lesson. The teacher shouldfeel comfortable adapting rules and equipment to fit their school setting. In lesson 3, the activities are writtenwith the expectation that pool noodles are available in your community. Pipe insulators, which are availableat all hardware stores, or other pieces of equipment may be substituted to ensure that the activities will beenjoyed by the students. Pool noodles are best utilised in these lessons when they are 30-35 cm in length(approximately half the length of a regular pool noodle).

All of the activities and games in the active-participation subtasks may not be covered in the time periodprovided within the schedule of each school. The teacher should adapt content to fit the school's time andspace provisions.

When selecting teams and groups, use as many different grouping strategies as possible, e.g., shoecolours, months of birth, birthday even and odd numbers, colour of shirts, etc.

The activities in lesson 3, Pool Noodle games, were modified from 50 Ways to Use Your Noodle, Calvert andSikes, 1997. The Canadian Intramural and Recreation Association (CIRA) is also active in developingprograms using noodles. CIRA can be contacted at Mohawk College, Hamilton, Ont., at 905-575-2082.

An important aspect of having students develop an understanding of "cooperative games" is to provideopportunities for discussions related to what elements make these types of activities successful. Theteacher should build in time at the end of each lesson for feedback and discussion.

In each of the lessons in Subtasks 5 and 6, "fair play" is discussed. A resource is available for teacherscalled Fair Play for Kids (1990), published by the Minister of State, Fitness and Amateur Sport. This manualprovides a thorough presentation of the components of fair play as well as a number of lessons designedto follow through on fair-play concepts.

Teacher Reflections


Let's Play! Subtask 6Create a Game - Group Plan


Expectations6p28 A • follow safety procedures related to physical

activity, equipment, and facilities, and begin to takeresponsibility for their own safety.

6p29 A – participate vigorously in all aspects of the program(e.g., cross-country running, co-operative games);

6p34 A – follow the rules of fair play in games and activities,and support the efforts of peers to improve theirskills.

DescriptionStudents work together in groups to create a game, challenge, or activity to present to the rest of the class.They complete a plan and submit it to the teacher. Students have an opportunity to participate in theactivities presented by their classmates and provide feedback.

GroupingsStudents Working In Small Groups

Teaching / Learning StrategiesGameDemonstrationOral Explanation

AssessmentUse BLM 6.2 Rating Scale - Create a Gameto provide feedback to small groups ofstudents.

Assessment StrategiesClassroom Presentation


Teaching / LearningSmall Group Game DevelopmentIt is strongly suggested that the teacher establish the small groups for this lesson (four or five members)beforehand to avoid conflicts and to ensure maximum participation by all students in the development andpresentation process.

1. Provide each student with a copy of BLM 6.1 Create a Game - Group Plan, to generate thinking aboutappropriate game ideas, as described at the end of Subtask 5. Some of the planning with BLM 6.1 is done inthe classroom or gym. Give students time to experiment with the equipment and to practise their cooperativegame in the gym. The teacher can also refer to the previous discussion on cooperative games and review thecomponents, using the rating scale, BLM 6.2. The teacher establishes the timeline for completion of the groupplan and game presentation.

2. Warm-up: Flat Ant Tag (Day of the Game Presentation)Choose two or three students to be "it," identifiable by holding a pool noodle, wearing a pinnie, the colour oftheir shirts, etc. Randomly place three or four mats around the gym. These students chase the otherstudents in the class to tag them. Once students are tagged, they must lie on their backs on the floor withtheir hands and legs pointed to the ceiling (a "flat ant" pose). In order to get back into the game, fourclassmates must each grab a foot or a hand and carefully carry them to a mat and place them down. Oncethe flat ants are placed onto a mat they are back in the game. No one may be tagged when they are carryinga flat ant. Change the taggers to a give a number of students this opportunity. Adaptations to ensure safetywould be: walking instead of running; tagged students are freed by turning them over on the spot.

3. Small-Group Game PresentationStudents are given five to ten minutes to assemble their equipment and to practise their presentation. Once all


Let's Play! Subtask 6Create a Game - Group Plan


Resources

the groups are ready, they take turns presenting their game to their classmates. Allow time for the entireclass to play and enjoy the activities that were created. This may take one to two periods to complete.

4. AssessmentThe teacher uses BLM 6.2 Rating Scale - Create a Game to provide feedback on each group's progress.Immediate feedback is important to allow students the opportunity to reflect on their game before they developtheir own. The teacher may wish to follow this lesson with a classroom discussion in which studentsself-assess by asking the question "What would I do to improve on my next game/activity?" and to discussthe entire class's performance. Record suggestions on chart paper.


- This subtask requires a written element in a small group; therefore, the teacher may recommend that a studentneeding writing accommodations not be chosen to write up the final copy of the group plan.- ESL students may need help with instructions. Give clear instructions accompanied by visual clues, gestures,and facial expressions. As well, label items and equipment in the classroom/gym, and post charts and visuals withsafety procedures and key vocabulary. See the ESL/ESD Companion for further details.

BLM 6.1 Create a Game - Group Plan BLM_6.1_CreateAGame_S.cwk

BLM 6.2 Rating Scale - Create a Game(Teacher Reference)

BLM_6.2_GameGrpRateScale_T.cwk

Notes to TeacherTeachers need to consult board and school policies about safety considerations during physical educationactivities.

Teacher Reflections


Let's Play! Subtask 7Role-Playing Safety Issues


Expectations6p34 A – follow the rules of fair play in games and activities,

and support the efforts of peers to improve theirskills.

6p30 A – describe the factors that motivate participation indaily physical activity (e.g., the influence of friends,enthusiasm for the outdoors) and begin to considerthem when making their own choices of physicalactivities;

6p10 A – identify and describe appropriate methods forpreventing and treating ailments (e.g., sunburn,minor cuts);

6p11 A – identify the responsibilities associated with caringfor themselves and others (e.g., while babysitting);

6p12 A – describe and respond appropriately to potentiallyviolent situations relevant to themselves (e.g.,threats, harassment, violence in the media);

6a51 A – demonstrate understanding of ways of sustainingthe appropriate voice or character (e.g., throughlanguage, gestures, body movements) whenspeaking or writing in role for different purposes(e.g., to entertain, inform, persuade);

6a63 A – create, rehearse, and present drama and danceworks to communicate the meaning of poems,stories,paintings, myths, and other source materialdrawn from a wide range of cultures;

6e61 A – use constructive strategies in small-groupdiscussions (e.g., invite other group members tocontribute; ask questions to clarify a point; negotiateto find a basis for agreement);

DescriptionStudents identify safety issues that deal directly with situations that may occur during a celebration. Theyproblem-solve methods of response through role-playing.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesDecision-making ModelsRole-playingBrainstorming

AssessmentStudents use BLM 7.4 to self-assess theirgroup work.

The teacher uses BLM 7.5 Role-PlayingRating Scale to assess groups.

Assessment StrategiesClassroom PresentationSelf Assessment


Teaching / LearningBrainstorming1. The teacher divides the class into four groups. Use four pieces of chart paper with the following headings:Classroom, Gym, Home, Outdoors. Underneath each heading, discuss with the class one example of apossible safety issue and what can be done to prevent the issue/possible solutions. For example:Classroom - classmate has a peanut allergy; ask the class not to bring nuts or any product containing nuts ormade with peanut oil to school.Gym - can trip and fall wearing sandals; wear running shoes.Home - running and playing with food in your mouth (danger of choking); eat food first, then run.Outdoors - playing in direct sunlight (danger of sunburn); wear sunscreen, a hat.

2. Continue the lists in small groups with the questions. What might happen? How can you prevent this?

3. Students present their chart paper lists to the class. Add any further solutions to the list.

4. The teacher guides the students in a discussion about how some situations have an easy answer, whileothers require more thought. Use the example of a problem-solving model, in The Ontario Curriculum,




Resources

Grades 1-8, Mathematics document, p. 74.

5. Use BLM 7.1 IDEAL as a poster enlarged for the classroom. Present the problem: "A student in your classhas been teasing you because you won the citizenship award for this month. What do you do?" Using theguiding questions on the poster, lead a discussion at each of the stages of the problem-solving model. In ashared writing format, record the answers on chart paper.

Role-Playing Situations1. The teacher explains that the students are looking at problems that could occur during a celebration andthat they are role-playing possible solutions. Hand out BLM 7.2 Guidelines for Role Playing, and review thestatements. Divide the class into six or seven groups (three or four in a group).

The teacher presents the timelines and reminds students to use the IDEAL model to present a role play with asolution to the class. The teacher discusses BLM 7.4 Group Work Self-Assessment (Role Playing) and leadsa discussion (as in Subtask 5), about the importance of cooperation. The teacher reviews BLM 7.5Role-Playing Rating Scale with students and posts both assessments for reference throughout the task (eachgroup receives one scenario (BLM 7.3 Role-Playing Situations Health and Safety Issues).

2. Students receive time to prepare their script, practise their role play, and review the criteria. The teachercirculates and provides assistance where needed.

3. On the assigned day, each group presents their role-playing situation. After all the presentations havebeen completed, students use BLM 7.4 Group Work Self-Assessment (Role Playing) to assess their owncontributions to the group and to the role playing.


- ESL students may need help with instructions. Give clear instructions accompanied by visual clues, gestures,and facial expressions. As well, label items and equipment in the classroom/gym, and post charts and visuals withsafety procedures and key vocabulary. See the ESL/ESD Companion for further details.

BLM 7.1 IDEAL Problem-Solving Strategy BLM_7.1_IDEAL_Poster_T.cwk

BLM 7.2 Guidelines for Role Playing BLM_7.2_GuidelineRolePlay_S.cwk

BLM 7.4 Group Work Self-Assessment(Role Playing)

BLM_7.4_GrpWrkSlfAsesmnt_S.cwk

BLM 7.3 Role-Playing Situations Health andSafety Issues

BLM_7.3_RolePlayingCards_S.cwk

BLM 7.5 Role-Playing Rating Scale BLM_7.5_RolePlayRateScale_S.cwk

The Ontario Curriculum, Mathematics Ontario Ministry of Education and Training




Notes to TeacherSome schools may already have a conflict-intervention model in place, e.g., Stop, Think, Choose. You may usethis as another example before introducing the IDEAL problem-solving strategy.

If winning the citizenship award is not something with which students in the class can identify, the teacher shoulduse another award as an example.

If students have not had enough exposure to role playing, the teacher may take the situation that had beenrecorded on chart paper with the answers and have a small group demonstrate what this might look likedramatically: "A student in your class has been teasing you because you won the citizenship award for thismonth. What do you do?" . The teacher can present BLM 7.2 Guidelines for Role Playing, and the BLM 7.5Role-Playing Rating Scale, and ask the demonstration group to prepare a short scene. The other studentscould assess the presentation using the rating scale. Afterwards, the teacher could lead a discussion on thestrengths of the presentation based on the guidelines and rating scale. In this way, students could incorporatethe improvements based on the criteria and the model in the presentation that they are about to create.

Teacher Reflections


Let's Play! Subtask 8Let's Play


Expectations6p30 A – describe the factors that motivate participation in

daily physical activity (e.g., the influence of friends,enthusiasm for the outdoors) and begin to considerthem when making their own choices of physicalactivities;

6p28 A • follow safety procedures related to physicalactivity, equipment, and facilities, and begin to takeresponsibility for their own safety.

6e49 A • communicate a main idea about a topic anddescribe a sequence of events;

6p7 A – describe the benefits of healthy eating for activeliving;

6p18 A – perform a combination of locomotion/ travellingskills using equipment (e.g., navigating throughobstacle courses, skiing, skating);

DescriptionStudents are presented with the following challenge:Congratulations! Your teacher has given you permission to organize a celebration. Your job is to write theinvitations, plan the menu, and organize the physical activities for your classmates and peers. You design apresentation board that demonstrates the concept of your celebration. To be successful, this includes theinvitation, the menu, the game plan for an original cooperative game, as well as a reflection of why you believeyour celebration complements healthy, active living. Use your presentation board to introduce your originalcooperative game to your classmates, who will play it.

GroupingsStudents Working IndividuallyStudents Working In Small Groups

Teaching / Learning StrategiesPeer PracticePeer TeachingGame

AssessmentThe teacher uses a rubric to evaluatestudent learning.

Assessment StrategiesPerformance Task

Assessment Recording DevicesRubric

Teaching / Learning1. The teacher presents/reviews the description of the task to the students. Continue to display the unit question:How can I organise my celebration in a healthy and active way? (See Subtask 1, Notes to Teacher.)

2. Discuss and explain the four components of the presentation board. Since the invitation (Subtask 2) and menu(Subtask 4) have already been completed, the teacher explains that these two components will be placed on thepresentation board. The teacher explains the third component - the original cooperative game. Hand out copies ofBLM 8.1 Create a Game - Student Plan. Explain that practice has already taken place in the gym throughmodelled, shared, and guided activities. Students now develop an original cooperative game, independently. Thefourth component, a reflection, is a one-page piece of writing that uses guiding questions to pull the other threecomponents together. The teacher reminds the students they have completed reflections in Subtask 3 usingguiding questions. The teacher hands out BLM 8.2 Healthy Active Living Reflection. They use the guidingquestions and the prompts to complete their reflective thinking.

3. The teacher holds up a piece of card stock cut in half and indicates that the four components will be placed onthe board. This presentation board is used to explain the original cooperative game on the designated day andthen handed in.

4. The teacher hands out copies of the rubric, Let's Play - Culminating Task and explains the Knowledge/Skillscategory and how it applies to the new components of the culminating task: the original cooperative game and thereflection.

5. Students are given time to prepare the reflection and the presentation board.


Let's Play! Subtask 8Let's Play


Resources

6. Students are given time in the gym to prepare the original cooperative game. They are given access toappropriate equipment. The teacher reminds the class of the discussion in Subtask 6 on ways students couldimprove their next game/activity. If the suggestions were recorded on chart paper, it could be brought out anddisplayed in the gym. Students are asked to engage in peer practice to try out each other's games.

7. Students are given five to ten minutes to assemble their equipment and to practise their presentation. Once allstudents are ready, they take turns presenting their game (for most classes this should be approximately 10students per day). Students use the presentation board to explain their cooperative game and refer to theirtheme. The teacher allows time for the entire class to play and enjoy the activities that were created. This may takeone to two periods to complete.

8. If the teacher feels that it is difficult to assess students on all of the criteria on the spot using the rubric, he/shemay videotape them to assess/review the assessment. Students hand in their presentation board after the gamehas been played so that the teacher can assess the components of the reflection under "Understanding ofConcepts" and "Communication of Required Knowledge."


- Students who require help with the written component should be given the opportunity to write jot notes orexpress their thinking in an alternative way (orally, tape recorder, visuals of how to play the game, etc.)- ESL students may need help with instructions. Give clear instructions accompanied by visual clues, gestures,and facial expressions. As well, label items and equipment in the classroom/gym, and post charts and visuals withsafety procedures and key vocabulary.

Let's Play - Culminating Task

BLM 8.1 Create a Game - Student Plan BLM_8.1_GamePlanner_S.cwk

BLM 8.2 Healthy Active Living Reflection BLM_8.2_HAL_Reflection_S.cwk

card stock, glue, markers

anything that is in the PE equipment room

Notes to TeacherThe presentations and the actual playing of the games may take one to three periods.

Teacher Reflections


Blackline Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List

A Unit for Grade 6

Page 1

Rubric

Let's Play - Culminating Task

The teacher uses this rubric to assess the students'performance task.

2ST 8

Blackline Master / File

BLM 1.1 Anticipation GuideBLM_1.1_AnticipationGuide_S.cwkStudent sheet for recording answers to the diagnosticassessment.

ST 1

BLM 1.2 Anticipation Guide - PossibleResponses

BLM_1.2_e.g.GuideResponse_T.cwkTeacher reference when discussing the answers to thediagnostic assessment.

ST 1

BLM 2.1 Invitation - Rating ScaleBLM_2.1_InvitatnRateScale_S.cwkTeacher rating scale.

ST 2

BLM 2.2 Invitation - Self- and Peer ChecklistBLM_2.2_InvitationChcklst_S.cwkStudent and peer checklist, with teacher feedback.

ST 2

BLM 3.1 Self-Esteem ReflectionBLM_3.1_SelfEsteemReflect_S.cwkStudent sheet

ST 3

BLM 3.2 Anecdotal Record - Group/Class WorkBLM_3.2_AnecdtlGrpClasWrk_S.cwkTeacher sheet.

ST 3

BLM 3.3 Food AccountBLM_3.3_PersnalFoodAcount_S.cwkStudent sheet.

ST 3

BLM 3.4 Eating HabitsBLM_3.4_MyEatingHabits_S.cwkStudent sheet.

ST 3

BLM 3.5 Observational Checklist: Class orGroup Discussions

BLM_3.5_ObsvChklstGrpClas_S.cwkTeacher checklist.

ST 3

BLM 3.6 Benefits of Healthy and Active LivingBLM_3.6_BeneftHALChlst_S.cwkStudent Sheet.

ST 3

BLM 3.7 Benefits of Healthy and Active Living -Answer Sheet

BLM_3.7_BeneftHAL_Answers_T.cwkTeacher sheet of answers.

ST 3

BLM 4.1 Menu Rating ScaleBLM_4.1_MenuRatingScale_S.cwkTeacher uses for assessing sample menu and for thestudents' individual menu.

ST 4

BLM 4.2 Menu - Self- and Peer ChecklistBLM_4.2_MenuSelfPeerChlst_S.cwkStudent and peer sheet, teacher feedback.

ST 4

BLM 5.1 BenchballBLM_5.1_Benchball_T.cwkThis diagram is helpful to the teacher in understandingthe benchball game.

ST 5

BLM 5.2 Active-Participation Recording ChartBLM_5.2_PrtcptnRecordChrt_S.cwkThe teacher uses this BLM as the recording device forstudent participation during this subtask.

ST 5

BLM 6.1 Create a Game - Group PlanBLM_6.1_CreateAGame_S.cwkThis plan is used by the small group to complete andsubmit as part of the creation of a cooperative game.

ST 6

BLM 6.2 Rating Scale - Create a Game (TeacherReference)

BLM_6.2_GameGrpRateScale_T.cwkThe teacher uses this BLM to record the assessmentfor the group game. It provides feedback to thestudents for improvement for the culminating task.

ST 6

BLM 7.1 IDEAL Problem-Solving StrategyBLM_7.1_IDEAL_Poster_T.cwkThe teacher can use this BLM to enlarge into an 11 x 17inch poster for continual reference to theproblem-solving strategy during this subtask.

ST 7

BLM 7.2 Guidelines for Role PlayingBLM_7.2_GuidelineRolePlay_S.cwkThe teacher discusses these guidelines and posts forthe students to incorporate into their presentations.

ST 7

BLM 7.3 Role-Playing Situations Health andSafety Issues

BLM_7.3_RolePlayingCards_S.cwkThe teacher uses this BLM to cut up and hand out tothe small groups.

ST 7

BLM 7.4 Group Work Self-Assessment (RolePlaying)

BLM_7.4_GrpWrkSlfAsesmnt_S.cwkStudents use this BLM to self-assess their contributionsto the group presentation.

ST 7

BLM 7.5 Role-Playing Rating ScaleBLM_7.5_RolePlayRateScale_S.cwkThis is the teacher's assessment recording device.

ST 7

BLM 8.1 Create a Game - Student PlanBLM_8.1_GamePlanner_S.cwkStudents use the plan to explain their originalcooperative game. This page is attached to thepresentation board.

ST 8

BLM 8.2 Healthy Active Living ReflectionBLM_8.2_HAL_Reflection_S.cwkThis BLM is used as a guide for the students' reflectivewriting, one component of the presentation board.

ST 8

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Feb 10, 2003 at 11:58:26 AM Page D-1


Resource List

A Unit for Grade 6

Page 2

Licensed Software

ClarisWorks 5.0 (English) ST 2

ClarisWorks 5.0 (English) ST 4

CorelDRAW V3.0 (English) ST 2

CorelDRAW V3.0 (English) ST 4

MacDraw Pro (English) ST 2

MacDraw Pro (English) ST 4

Microsoft Publisher V2.1 (English) ST 2

Microsoft Publisher V2.1 (English) ST 4

Wordperfect 6.0a (english) ST 2

Wordperfect 6.0a (english) ST 4

Print

Canada's Food Guide to Healthy EatingHealth Canada

Download and/or view a copy at www.hc-sc.gc.ca underHealthy Living, then Food and Nutrition, then Canada'sFood Guide to Healthy Eating.

Available at local health unit or Health Canadawebsite.

ST 3

Canada's Food Guide to Healthy EatingHealth Canada

Download and/or view a copy at www.hc-sc.gc.ca underHealthy Living, then Food and Nutrition, then Canada'sFood Guide to Healthy Eating.

Available at local health unit or Health Canadawebsite.

ST 4

Discover Healthy Eating, A Teacher's Resourcefor Grades 1 - 8

Toronto Public Health, York Region Health Services,Region of Peel Health DepartmentThis document covers the Healthy Living Strand -Healthy Eating from the Ontario Curriculum. It isavailable via internet atwww.region.peel.on.ca/health/eating.htm.

Unit

Discover Healthy Eating, A Teacher's Resourcefor Grades 1-8

Toronto Public Health, York Region Health Services,Peel Health Department

ST 3

Focus on Children Six to Twelve Years:Background for Educators and Communicators

Health Canada, 1997

Download this 20-page document discussing healthyeating for children www.hc-sc.gc.ca, then HealthyLiving, then Food and Nutrition, then Nutrition Guidesintended for Health Educators, then this resource's title.

Available on Health Canada website.

ST 3

Health and Physical Education, Grade 6OPHEA

This document assists teachers in implementing TheOntario Curriculum: Health and Physical Education. Thetwo sections of Healthy Living and Physical Activityprovide the expecations for the units.

ISBN 0-921868-40-5

Unit

Physical Education: Ontario Safety GuidelinesOPHEAElementary Curricular GuidelinesOPHEA 1185 Eglinton Ave. E. Suite 501, North York,Ont. M3C 3C6416 426-7120 www.ophea.net

Unit

The Ontario Curriculum, MathematicsOntario Ministry of Education and TrainingMinistry curriculum document, p. 74.

ST 7

Website

health canada nutrition foodguidehttp://www.hc-sc.gc.ca/hppb/nutrition/pube/foodguid

ST 4

Material

card stock, glue, markersper person

ST 8

chart paper1per class

ST 2

chart paper ST 3

picture of a car1per class

ST 3

picture of a person1per class

ST 3



Resource List

A Unit for Grade 6

Page 3

Equipment / Manipulative

anything that is in the PE equipment room

The student should be allowed some room for creativityin their choice of equipment as long as they meet safetyconsiderations.

per personST 8

benches2-4

ST 5

equipment available from equipment room ST 5

gator/elephant soft skin ball6-12

ST 5

mats6-12

ST 5

plastic hoops6-12

ST 5

pool noodles20-30

Refer to Notes to the Teacher regarding noodles andsubstitute pieces of equipment.

per person

ST 5

scooter boards ST 5

skipping ropes ST 5

Other

sample invitationsYou can print sample invitations off of the computerprograms, gather invitations from past events, or showblank ones from a card shop.

ST 2

sample menusSample menus can be obtained through advertisingbrochures of restaurants, asking for copies from yourlocal establishment or through an Internet search.

ST 4


Student Name:________________ Date:_________________

Answer the following statements by circling either Yes or No.Give reasons for your answer.

1. Canada’s Food Guide has five food groups. Yes No

2. Canada's Food Guide restricts your food choices to basic, plain foods.Yes No

3. When I eat out, I should try to eat meat, a fruit or vegetable, bread, and a dairy product. Yes No

4. Skipping breakfast is a great way to cut down on calories.Yes No

5. If I want to get a good idea of what students my age should look like (shape and size), I should look in a magazine written for teens.

Yes No

BLM 1.1Anticipation Guide

Page 1

6. Food provides the nutrients you need for growth, good health, and energy for active living. Yes No

7. The Heimlich manoeuvre is a way of helping a person who has a wound. Yes No

8. Your friend goes into your kitchen because your mom's cooking smells good and he/she decides to try some of it. While taking a spoonful out, he/she gets a slight burn on his/her hand. You should put butter on the burn to help with the pain. Yes No

9. Two older students find out that you are bringing treats to school on your birthday for your class. They say that they are going to follow you to school that day and make sure that the treats never make it. Your best reaction is to ignore them and take your chances with bringing the treats that day. Yes No

10. If my friend and I are home alone and someone calls to talk to my parents, I should tell them that my parents are not home and take a message. Yes No


Page 2

11. If my friend gets hurt badly while we are playing at home alone,I should call 911. Yes No

12. One way to show teamwork skills is to cheer on your team.Yes No

13. The rules of fair play should only be followed if everyone in the group agrees to follow them. Yes No

14. It is not important to encourage anyone to participate actively because it will hurt the person's feelings. It is best to just leave him or her alone. Yes No

15. It is necessary to do warm-up and cool-down activities during a Physical Education period. Yes No


Page 3

1. Canada’s Food Guide has five food groups. Yes No

Canada’s Food Guide has four food groups: fruits and vegetables; grain products; meat and alternatives; and milk products. Read the category “Other Foods” in Canada’s Food Guide for more information.

2. Canada's Food Guide restricts your food choices to basic, plain foods.Yes No

There are many choices suggested by Canada’s Food Guide and you can have fun trying to mix and match possibilities from the four food groups.

3. When I eat out, I try to eat meat, a fruit or vegetable, bread, and a dairy product. Yes No

Answers may vary depending on the student. If some students are vegetarians, discuss the value of meat alternatives. Discuss the value of finding balance in the four food groups, even when eating out.

4. Skipping breakfast is a great way to cut down on calories. Yes No

The word breakfast means “break the fast.” After 12 hours without food, the body needs energy to get going. When energy is low, your brain can’t remember things, your body can’t grow, and your stomach may grumble and hurt. Therefore, breakfast is essential to a good start to the day. Skipping breakfast is never a great way to cut down on calories.

5. If I want to get a good idea of what students my age should look like (shape and size), I should look in a magazine written for teens. Yes No

The media has a powerful influence on young people. This includes magazines. Media can adjust pictures in magazines to exaggerate physical features (longer legs, a flatter stomach, larger muscles, etc.). This distorts the idea of how young people’s bodies should look. Engage students in a discussion about how media depicts that “thin is in” and a normal or large body shape is rarely seen.

6. Food provides the nutrients you need for growth, good health, and energy for active living. Yes No

Healthy eating is essential for children. Nutrients are components in food that provide for growth, good health, and energy. Carbohydrates, fat, protein, vitamins, minerals, and water are the six classes of nutrients.

BLM 1.2Anticipation GuidePossible Responses

Page 1

7. The Heimlich manoeuvre is a way of helping a person who has a wound.Yes No

The Heimlich manoeuvre is the name of the procedure to help someone who is choking. The choking person may be sitting or standing. Stand behind the person and wrap your arms around his/her waist. Tip him/her slightly forward. Make a fist and position it slightly above the person’s navel. Grab the fist with the other hand and press hard into the abdomen. A quick upward thrust is best. If necessary, repeat until the blockage is dislodged.

Apply some kind of bandage on the wound, or a sterile cloth and pressure if it is a bigger wound.

8. Your friend goes into your kitchen because your mom's cooking smells good and he/she decides to try some of it. While taking a spoonful out, he/she gets a slight burn on his/her hand. You should put butter on the burn to help with the pain

Yes No

Putting butter on a burn is an old wives’ tale (explain what that means to students) and is not the best thing to do. Run cold water on the burn for two to five minutes. Cover the burn with a sterile bandage or clean cloth.

9. Two older students find out that you are bringing treats to school on your birthday for your class. They say that they are going to follow you to school that day and make sure that the treats never make it. Your best reaction is to ignore them and take your chances with bringing the treats that day. Yes No

What these students are doing to you is called bullying. You are best to inform an adult that this is happening and get advice so that action can be taken.

10. If my friend and I are home alone and someone calls to talk to my parents, I should tell them that my parents are not home and take a message.

Yes No

Telling someone on the phone that your parents aren’t home can be dangerous because now he/she knows that you are possibly home alone. You are better to say that your mom or dad can’t come to the phone right now and will call back as soon as they can. Ask to take a message. Practise statements like this that you can make on the phone to avoid potential danger.


Page 2

11. If my friend gets hurt badly while we are playing at home alone, I should call 911.Yes No

Sometimes it is difficult to tell if your friend needs immediate medical attention or not. He/she may have broken something, or may have internal bleeding or a concussion. It is better to call 911 and explain what happened, so they can send help.

12. One way to show teamwork skills is to cheer on your team. Yes No

Teamwork means working well with others, and one of the ways to show this is to verbally encourage team members with appropriate language.

13. The rules of fair play should only be followed if everyone in the group agrees to follow them. Yes No

The rules of fair play should always be followed. If your group members do not follow them, don’t be influenced by a negative decision. You need to follow them for your own safety and the safety of others. Take this opportunity for leadership by encouraging the others to follow the rules.

14. It is not important to encourage anyone to participate actively because it will hurt the person's feelings. It is best to just leave him or her alone. Yes No

The person who is not participating may actually appreciate appropriate encouragement, especially if someone else has said something inappropriate to make him/her stop participating. Sometimes motioning the person to come back into the play will help.

15. It is necessary to do warm-up and cool-down activities during a Physical Education period. Yes No

Doing warm-up and cool-down activities is a safety procedure. It reduces the risk of injury during and after activities in the gym. You want to get your heart pumping in warm-up activities. For the cool-down period, you want to return your heart rate to a normal resting rate by doing slow-moving activities and stretches.


Page 3

Invitation - Rating Scale

Name: _________________________ Class: ________

Scale: 1 - Satisfactory 2 - Good 3 - Very Good 4 - Excellent

• Information (6e1)- name, date, time, place, description, theme ___

• Elements of design (6a26)- three main colours, effective use of space, one or two fonts ___

• Layout (6e22, 6a26)- graphics/decorations support theme, logically sequenced, effectively displayed ___

• Written Product (6e7)- correct spelling and grammar ___

Comments:

BLM 2.1

Invitation - Self- and Peer Checklist

Name: ___________________ Peer: ___________________

Self Peer Content

___ Name(s), date, times

___ Place - address and/or map

___ Activities involved

___ Description/Reason for the celebration

___ Theme apparent

___ Other: __________________________________________

Text and Graphics

___ No more than two font styles and sizes are used

___ Layout shows logical sequence

___ No more than three main colours are used

___ Graphics, pictures, designs, decorations are used

___ Graphics/decorations fit the theme

___ Other: __________________________________________

Editing

___ Correct spelling

___ Noun/verb agreement

___ Capitalization

___ Periods

___ Commas

___ Other: __________________________________________

Comments/Suggestions

BLM 2.2

1. List five positive qualities/talents you have.

• ______________________________________________

• ______________________________________________

• ______________________________________________

• ______________________________________________

• ______________________________________________

2. List five ways you can increase/develop your self-esteem.

• ______________________________________________

• ______________________________________________

• ______________________________________________

• ______________________________________________

• ______________________________________________

3. List five things that might lower your self-esteem.

• ______________________________________________

• ______________________________________________

• ______________________________________________

• ______________________________________________

• ______________________________________________

4. Using your answers to number 3, explain what you would do in each situation to maintain or improve your self-esteem.

• ______________________________________________

• ______________________________________________

• ______________________________________________

• ______________________________________________

• ______________________________________________

Self-Esteem Reflection BLM 3.1

Name: ______________________ Date: ____________

Criteria Comments

Listens for information.

Listens to and follows instructions.

Paraphrases others’ ideas.

Cooperates with others.

Takes on a leadership role.

Displays a positive attitude towardslearning.

Anecdotal Record BLM 3.2Group/Class Work

Food Account

Name: ________________________ Class: _________

In the first column, list all the foods you ate yesterday. Use a check mark to show the number of servings you had under the appropriate food category.

Meal or Snack

Grain Products

Fruits & Vegetables

Milk Products

Meats & Alternatives

Other Food

Breakfast

Snack

Lunch

Snack

Dinner

Snack

Expert taken from Discover Healthy Eating! A Teacher’s Resource for Grades 1 - 8, Region of PeelHealth Department, Toronto Public Health, York Region Health Services, Toronto 2000.p.54.

www.region.peel.on.ca/health/eating.htm

BLM 3.3

Eating Habits

Name: ________________________ Class: _________

1. From which food groups did you eat foods? List the foods and the food groups.

2. If you had snacks, list them with the food groups.

3. Do you think you make healthy food choices? Explain.

4. In what category would you like to improve? How will you improve?

BLM 3.4

BLM 3.5Observational Checklist: Class or Group Discussions

Code:A = AlwaysU = UsuallyS = SometimesN = Never

Date: _____________

Student s NameV

olun

teer

s in

form

atio

n or

id

eas

Con

trib

utes

inf

orm

atio

n or

id

eas

whe

n ca

lled

upon

Sho

ws

resp

ect

for

idea

s of

ot

hers

Que

stio

ns t

he i

deas

of

othe

rsto

cla

rify

a po

int

List

ens

to o

ther

s v

iew

s w

ithou

t in

terr

uptin

g

Neg

otia

tes

befo

re r

each

ing

conc

lusi

ons

Sho

ws

will

ingn

ess

to h

ave

idea

s qu

estio

ned

Invi

tes

othe

r gr

oup

mem

bers

to

cont

ribut

e

BLM 3.6Benefits of Healthy and Active Living

Name: _____________________ Date: ______________

Place each of the words/phrases under the appropriate heading:

making friends, getting along with others, cooperating, having fun, laughing, helping others, better health, stronger muscles, improved skills, learning new activities, feeling confident, learning to make decisions, relaxing,improving self-control, more stamina, sleeping better, improved fitness

Social Mental or Emotional Physical

Expert taken from Discover Healthy Eating! A Teacher’s Resource for Grades 1 - 8, Region of PeelHealth Department, Toronto Public Health, York Region Health Services, Toronto 2000. p.54.www.region.peel.on.ca/health/eating.htm

BLM 3.7Benefits of Healthy and Active Living

Answer Sheet

Place each of the words/phrases under the appropriate heading:

making friends, getting along with others, cooperating, having fun, laughing, helping others, better health, stronger muscles, improved skills, learning new activities, feeling confident, learning to make decisions, relaxing,improving self-control, more stamina, sleeping better, improved fitness

Social Mental or Emotional Physical

making friends learning new activities better health

getting along with others feeling confident stronger muscles

cooperating laughing improved skills

having fun having fun more stamina

helping others learning to make decisions improved fitness

relaxing

improving self-control

sleeping better

Expert taken from Discover Healthy Eating! A Teacher’s Resource for Grades 1 - 8, Region of PeelHealth Department, Toronto Public Health, York Region Health Services, Toronto 2000.p.54.

www.region.peel.on.ca/health/eating.htm

Menu Rating Scale

Name: _________________________ Class: _________

Scale:1 - Limited 2 - Some 3 - Considerable 4 - Thorough

Healthy Eating (6p6, 6p7)- drink items, food ingredients reflect four groups of Canada’s Food Guide and five principles of healthy eating ___

Factors Influencing Food Choices (6p5)- choices made incorporate factors that reflect influences on healthy eating, e.g., allergy warnings, factor description ___

Elements of design (6a26)- three main colours, effective use of space, one or two fonts ___

Layout (6e22, 6a26) - graphics/decorations support theme, logically sequenced, effectively displayed ___

Written Product (6e7)- correct spelling and grammar ___

Comments:

BLM 4.1

Menu - Self- and Peer Checklist

Name: ___________________ Peer: ___________________

Class: __________

Self Peer Content

___ Description/Title of the celebration included

___ Food/Drink names highlighted

___ Ingredients/Description of food/drink provided

___ Possible allergy warnings provided

___ Follows Canada’s Food Guide, five principles of healthy eating

___ Factors influencing food selection described

___ Theme apparent

___ Other: __________________________________________

Self Peer Text and Graphics

___ No more than two font styles and sizes are used

___ Layout shows logical sequence

___ No more than three main colours are used

___ Uses graphics, pictures, designs, decorations

___ Uses appropriate graphics/decorations to fit the theme

___ Other: __________________________________________

Self Peer Editing

___ Correct spelling

___ Noun/verb agreement

___ Capitalization

___ Periods

___ Commas

___ Other: __________________________________________

Comments/Suggestions

BLM 4.2

Bench

Safety Zone

Benchball

middle of the gym

x

x

x x

xx

o

x x

x

x

xx

o

o

o

o

ooo

Bench

x

Safety Zone

X

o

oo

o

x

x

o

BLM 5.1

Active-Participation Recording ChartKnowledge/Skill Category: Active Participation

Topic: ___________________________ Grade 6Learning Expectations: 6p29: participates vigorously in all aspects of the program.

Names Level 1: participates actively with constant

encouragement

Level 2: participates actively with occasional

encouragement

Level 3: requires no encouragement to actively participate

Level 4: participates actively in a manner

that encourages others

BLM 5.2

Create a Game - Group Plan

Names:

Activity Name:

Equipment needed:

Space Needed (include diagram on the back of this page):

Description of Activity:

Possible Adaptations:

Safety Considerations

*

*

Remember! (Checklist)__ Are players as active as possible?__ Is the game cooperative?__ Does it promote fair play?__ Are there enough pieces of equipment provided so that all players have an opportunity?

BLM 6.1

Rating Scale - Create a Game(Teacher Reference)

Names:

___ Instructions were clear and understandable.

___ Game/activity followed the Group Plan (BLM 6.1).

___ Focus was on cooperation and fair play.

___ The activity encouraged vigorous participation for all students.

___ Students enjoyed and were challenged by the activity.

___ Activity was creative and original.

___ Equipment and gym space were used safely.

Legend:Achievement Levels- meets few of the criteria level 1- meets some of the criteria level 2- meets most of the criteria level 3- meets all or almost all of the criteria level 4

Comments:

BLM 6.2

IDEAL Problem-Solving Strategy

I Identify the problem.- What’s the problem?- What’s going on?- What happened?

D Decide what steps to take.- What are my choices?- How do I/others feel about

the choices?- Are my choices fair/safe?

E Evaluate the options.- What are the solutions/reactions?- Which one is the best?- Why do I think that way?

A Act on the best choice.- Can I make a decision and

follow through?

BLM 7.1

L Look Back.- What happened?- What did I learn?- What would I do differently

next time?

BLM 7.1

Guidelines for Role Playing

1. All members of the group must have a talking role.

2. The conflict situation must present at least two choices.

3. Emotions are expressed and suitable.

4. Props may be part of the presentation.

5. The role playing should be two to four minutes long.

6. No physical contact during the role playing.

BLM 7.2

1. At the celebration, you gather your friends together to play some games. You have spent some time putting together what you think is a really fun, active game. As you are explaining how the game is played, two of your friends say that they don’t want to play. What do you do to motivate your friends to play?

2. You have put together a cooperative game for your friends to play at your celebration. You explain how to play and demonstrate with the equipment. You have set up two teams, and as your friends are playing, one person decides to cheat. The other team complains. What can you do to solve the problem?

3. You have invited a number of classmates over to the celebration. As part of the activities you have organized, you set up a basket and use a sponge ball (or other lightweight object) to play with. Each person throws from the same spot and gets five chances to get the ball in the basket. As each person is throwing, you are watching and notice that one friend has missed three shots out of the five and makes a comment about being frustrated. What can you do to spark some encouragement?

BLM 7.3Role-Playing Situations

Health and Safety Issues

Page 1

4. You have handed out all the invitations for your upcoming celebration to your classmates at school. That afternoon, two students come up

to you and start teasing you about the people you have invited and the theme you have chosen. The next day, the same two are buggingyou again, except this time they start pushing you around. What is thebest way to handle this?

5. You have invited friends over for your celebration. After enjoying the appetizers that you have prepared, you are ready to start playingsome fun, cooperative games. You explain how to play the first gameand demonstrate with the equipment. You don’t notice that one ofyour friends has taken some celery sticks and is chewing on them as he is playing the game. All of a sudden he falls to the ground and pounds his fists but doesn’t say anything. What do you do?

6. You and your friends are at your celebration for the afternoon. You are sitting at the table enjoying the great meal you helped your prepare. As you are all laughing at some silly comments your friend bangs a glass of juice against the table. It breaks and glass flies everywhere. Your friend is cut by a piece of glass. What can be done to help?

7. You have invited classmates to your upcoming celebration party. You remember the last time you attended a celebration at someone else’s house that a friend got hurt and had to be taken to the

hospital. Since you are a caring person, you also remembered that noone could contact his/her parents/guardians. You sat in the emergency room trying to comfort your friend. It took hours to be seen by a doctor and the parents had no idea what was going on! What can you do to make sure that this doesn’t happen at your celebration?

BLM 7.3Role-Playing Situations

Health and Safety Issues

Page 2

Group Work Self-Assessment(Role Playing)

Name: ______________________________

Rating Scale:1 - rarely 2 - sometimes 3 - most of the time 4 - always/almost always

In my group, I:

1) give my opinions/ideas _____

2) ask questions to clarify opinions/ideas _____

3) encourage others to share opinions/ideas _____

4) help the group arrive at an agreement _____

BLM 7.4

Role-Playing Rating Scale(Teacher Reference)

Group Members:

Level 1: with limited

success

Level 2: with some success

Level 3: with

success

Level 4: with a high degree of success

- communicate clearly and concisely the concept of either: fair play; factors that motivate participation; appropriate methods for ailments; responsibilities for themselves and others; conflict situations and appropriate responses

- solve the scenario fairly and safely

- give a polished performance

- contribute equally to the presentation

- project clear, audible voices

- use effective expression through language, gestures, body movements

Comments:

BLM 7.5

Create a Game - Student Plan

Name: ___________________________

Activity Name: ____________________________________________

Equipment needed:

Space Needed (include diagram on a separate piece of paper):

Description of Activity:

Possible Adaptations:

Safety Considerations*

*

Reflect on factors that motivate participation:__ Are players as active as possible? (avoid elimination or waiting)__ Is the game cooperative?__ Does it promote fair play?__ Are there enough pieces of equipment provided so that all players have

an opportunity?

What have you learned from the group-game feedback and the peer revision to make your cooperative game successful?

BLM 8.1

Healthy Active Living Reflection

Unit Question: How can I organize my celebration in a healthy and active way?

Reflective Questions:How have you used a theme in your invitation, menu, and cooperative game? Explain your ideas.

Why would students be motivated to participate in your original cooperative game?

How does your menu show that you have emphasized healthy eating?

How do all the components of your presentation board demonstrate your understanding of eating well, being active, and feeling good about yourself? Explain.

Here are some sentence starters to help you in your reflection:I think ...

The part about __________ in the lessons in this unit interested me because ...

Now I understand that ...

This helps me to ...

This gives me an idea to ...

In the future, I will ...

I had difficulty with __________ and I solved the problem by ...

Combine your reflective thinking on one page and attach it to your presentation board.

BLM 8.2

Expectations for this Subtask to Assess with this Rubric:

Understanding ofConcepts6p7- more energy- weight control- fun with friends

Movement Skills6p18- balance- sense of space- body control

Active Participation6p30- friends- being outdoors- more energy- look better

Communication ofRequired Knowledge6e49- ideas in sequence- clear sentences- uses examples to clarify

– shows limitedunderstanding of a few ofthe benefits of healthy activeliving when presenting thefinal project to the class

– applies a few of the factorsthat motivate groupparticipation

– communicates theinstructions for thecooperative game and talksabout the presentation boardwith limited clarity andprecision

– shows some understandingof many of the benefits ofhealthy active living whenpresenting the final project tothe class

– applies many of therequired movement skills forthe original cooperativegame with someeffectiveness

– applies some of the factorsthat motivate groupparticipation

– communicates theinstructions for thecooperative game and talksabout the presentation boardwith moderate clarity andprecision

– shows a considerableunderstanding of most of thebenefits of healthy activeliving when presenting thefinal project to the class

– applies most of therequired movement skills forthe original cooperativegame with considerableeffectiveness

– applies most of the factorsthat motivate groupparticipation

– communicates theinstructions for thecooperative game and talksabout the presentation boardwith considerable clarity andprecision

– shows a thoroughunderstanding of all oralmost all of the benefits ofhealthy active living whenpresenting the final project tothe class

– applies all or almost all ofthe required movement skillsfor the original cooperativegame with a high degree ofeffectiveness

– applies all or almost all ofthe factors that motivategroup participation

– communicates theinstructions for thecooperative game and talksabout the presentation boardwith a high degree of clarityand precision

Level 1 Level 2 Level 3 Level 4

Let's Play - Culminating Taskfor use with Subtask 8 : Let's Play

from the Grade 6 Unit: Let's Play!Student Name:Date:

– applies a few of therequired movement skills forthe original cooperativegame with limitedeffectiveness

6e49 • communicate a main idea about a topic and describe a sequence of events;

6p7 – describe the benefits of healthy eating for active living;

6p18 – perform a combination of locomotion/ travelling skills using equipment (e.g., navigating through obstacle courses, skiing, skating);

6p30 – describe the factors that motivate participation in daily physical activity (e.g., the influence of friends, enthusiasm for the outdoors) and begin to consider them whenmaking their own choices of physical activities;

Category/Criteria

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Expectation List

Selected


Page 1

Assessed

English Language---Writing• communicate ideas and information for a variety of purposes (to inform, to persuade, to explain) and to specific audiences

(e.g., write the instructions for building an electrical circuit for an audience unfamiliar with the technical terminology);1 16e1

• use writing for various purposes and in a range of contexts, including school work (e.g., to develop and clarify ideas, toexpress thoughts and opinions);

26e2

• revise and edit their work in collaboration with others, seeking and evaluating feedback, and focusing on content, organization,and appropriateness of vocabulary for audience;

26e7

– integrate media materials (e.g., computer graphics) into their writing to enhance their message. 26e22

English Language---Oral and Visual Communication• communicate a main idea about a topic and describe a sequence of events; 16e49

– use constructive strategies in small-group discussions (e.g., invite other group members to contribute; ask questions toclarify a point; negotiate to find a basis for agreement);

1 16e61

Health and Physical Education---Healthy Living– determine the influence of various factors (e.g., the media, family traditions, allergies) on personal food choices, body image,

and self-esteem;2 16p5

– analyse personal eating habits in a variety of situations (e.g., at home, in school, in restaurants); 1 16p6

– describe the benefits of healthy eating for active living; 1 26p7

– identify and describe appropriate methods for preventing and treating ailments (e.g., sunburn, minor cuts); 1 16p10

– identify the responsibilities associated with caring for themselves and others (e.g., while babysitting); 1 16p11

– describe and respond appropriately to potentially violent situations relevant to themselves (e.g., threats, harassment, violencein the media);

1 16p12

Health and Physical Education---Fundamental Movement Skills– perform a combination of locomotion/ travelling skills using equipment (e.g., navigating through obstacle courses, skiing,

skating);1 16p18

– throw an object overhand or side arm, using the dominant hand, to a target or a partner for distance and accuracy; 16p21

– demonstrate goal-tending skills (e.g., blocking, trapping, catching, clearing) with or without a piece of equipment; 16p22

Health and Physical Education---Active Participation• follow safety procedures related to physical activity, equipment, and facilities, and begin to take responsibility for their own

safety.1 26p28

– participate vigorously in all aspects of the program (e.g., cross-country running, co-operative games); 26p29

– describe the factors that motivate participation in daily physical activity (e.g., the influence of friends, enthusiasm for theoutdoors) and begin to consider them when making their own choices of physical activities;

1 26p30

– follow the rules of fair play in games and activities, and support the efforts of peers to improve their skills. 2 26p34

The Arts---Visual Arts• identify the elements of design (colour, line, shape, form, space, texture) and the principles of design (emphasis, balance,

rhythm, unity, variety, proportion), and use them in ways appropriate for this grade when producing and responding to worksof art;

26a26

The Arts---Drama & Dance– demonstrate understanding of ways of sustaining the appropriate voice or character (e.g., through language, gestures, body

movements) when speaking or writing in role for different purposes (e.g., to entertain, inform, persuade);16a51

– create, rehearse, and present drama and dance works to communicate the meaning of poems, stories,paintings, myths, andother source material drawn from a wide range of cultures;

16a63

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Expectation Summary

A Unit for Grade 6

Selected Assessed

English Language6e1 11 6e2 2 6e3 6e4 6e5 6e6 6e7 2 6e8 6e9 6e106e11 6e12 6e13 6e14 6e15 6e16 6e17 6e18 6e19 6e206e21 6e22 2 6e23 6e24 6e25 6e26 6e27 6e28 6e29 6e306e31 6e32 6e33 6e34 6e35 6e36 6e37 6e38 6e39 6e406e41 6e42 6e43 6e44 6e45 6e46 6e47 6e48 6e49 1 6e506e51 6e52 6e53 6e54 6e55 6e56 6e57 6e58 6e59 6e606e61 11 6e62 6e63 6e64 6e65 6e66

French as a Second Language6f1 6f2 6f3 6f4 6f5 6f6 6f7 6f8 6f9 6f106f11 6f12 6f13 6f14 6f15 6f16 6f17 6f18

Mathematics6m1 6m2 6m3 6m4 6m5 6m6 6m7 6m8 6m9 6m106m11 6m12 6m13 6m14 6m15 6m16 6m17 6m18 6m19 6m206m21 6m22 6m23 6m24 6m25 6m26 6m27 6m28 6m29 6m306m31 6m32 6m33 6m34 6m35 6m36 6m37 6m38 6m39 6m406m41 6m42 6m43 6m44 6m45 6m46 6m47 6m48 6m49 6m506m51 6m52 6m53 6m54 6m55 6m56 6m57 6m58 6m59 6m606m61 6m62 6m63 6m64 6m65 6m66 6m67 6m68 6m69 6m706m71 6m72 6m73 6m74 6m75 6m76 6m77 6m78 6m79 6m806m81 6m82 6m83 6m84 6m85 6m86 6m87 6m88 6m89 6m906m91 6m92 6m93 6m94 6m95 6m96 6m97 6m98 6m99 6m1006m101 6m102 6m103 6m104 6m105 6m106 6m107 6m108 6m109 6m1106m111 6m112 6m113 6m114 6m115 6m116 6m117 6m118 6m119 6m1206m121 6m122 6m123 6m124 6m125

Science and Technology6s1 6s2 6s3 6s4 6s5 6s6 6s7 6s8 6s9 6s106s11 6s12 6s13 6s14 6s15 6s16 6s17 6s18 6s19 6s206s21 6s22 6s23 6s24 6s25 6s26 6s27 6s28 6s29 6s306s31 6s32 6s33 6s34 6s35 6s36 6s37 6s38 6s39 6s406s41 6s42 6s43 6s44 6s45 6s46 6s47 6s48 6s49 6s506s51 6s52 6s53 6s54 6s55 6s56 6s57 6s58 6s59 6s606s61 6s62 6s63 6s64 6s65 6s66 6s67 6s68 6s69 6s706s71 6s72 6s73 6s74 6s75 6s76 6s77 6s78 6s79 6s806s81 6s82 6s83 6s84 6s85 6s86 6s87 6s88 6s89 6s906s91 6s92 6s93 6s94 6s95 6s96 6s97 6s98 6s99 6s1006s101 6s102 6s103 6s104 6s105 6s106 6s107 6s108 6s109 6s1106s111 6s112 6s113 6s114 6s115 6s116 6s117 6s118 6s119 6s1206s121 6s122 6s123 6s124

Social Studies6z1 6z2 6z3 6z4 6z5 6z6 6z7 6z8 6z9 6z106z11 6z12 6z13 6z14 6z15 6z16 6z17 6z18 6z19 6z206z21 6z22 6z23 6z24 6z25 6z26 6z27 6z28 6z29 6z306z31 6z32 6z33 6z34 6z35 6z36 6z37 6z38 6z39 6z406z41 6z42 6z43 6z44 6z45 6z46 6z47 6z48

Health & Physical Education6p1 6p2 6p3 6p4 6p5 12 6p6 11 6p7 21 6p8 6p9 6p10 116p11 11 6p12 11 6p13 6p14 6p15 6p16 6p17 6p18 11 6p19 6p206p21 1 6p22 1 6p23 6p24 6p25 6p26 6p27 6p28 21 6p29 2 6p30 216p31 6p32 6p33 6p34 22

The Arts6a1 6a2 6a3 6a4 6a5 6a6 6a7 6a8 6a9 6a106a11 6a12 6a13 6a14 6a15 6a16 6a17 6a18 6a19 6a206a21 6a22 6a23 6a24 6a25 6a26 2 6a27 6a28 6a29 6a306a31 6a32 6a33 6a34 6a35 6a36 6a37 6a38 6a39 6a406a41 6a42 6a43 6a44 6a45 6a46 6a47 6a48 6a49 6a506a51 1 6a52 6a53 6a54 6a55 6a56 6a57 6a58 6a59 6a606a61 6a62 6a63 1 6a64 6a65 6a66 6a67 6a68 6a69 6a706a71

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Page 1Unit Analysis

Assessment Recording Devices

2 Anecdotal Record3 Checklist5 Rating Scale1 Rubric

Assessment Strategies

2 Classroom Presentation2 Observation2 Performance Task1 Questions And Answers (oral)1 Quizzes, Tests, Examinations4 Self Assessment

Groupings

6 Students Working As A Whole Class3 Students Working In Pairs5 Students Working In Small Groups5 Students Working Individually

Teaching / Learning Strategies

1 Anticipation Guide5 Brainstorming1 Conferencing1 Decision-making Models2 Demonstration4 Discussion3 Game2 Graphic Applications2 Guided Writing1 Mind Map3 Note-making1 Oral Explanation1 Peer Practice2 Peer Teaching1 Reflection1 Rehearsal/repetition/practice1 Role-playing1 Workbook/work Sheets2 Writing Process

Analysis Of Unit Components

8 Subtasks 45 Expectations 60 Resources 77 Strategies & Groupings

-- Unique Expectations -- 6 Language Expectations 13 Health & Physical Education 3 Arts Expectations

Resource Types

1 Rubrics 24 Blackline Masters 10 Licensed Software 8 Print Resources 0 Media Resources 1 Websites 5 Material Resources 9 Equipment / Manipulatives 0 Sample Graphics 2 Other Resources 0 Parent / Community 0 Companion Bookmarks

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let's play! - lakehead...

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