Grade One Active Living Perspective

Foundational Objectives

Through participation in physical education, students will develop the knowledge, skills and attitudes necessary to become physically educated persons.

The student will:

1. Exhibit progress toward achievement of a physical active lifestyle.
2. Exhibit progress toward achievement and maintenance of a health-enhancing level of physical fitness.

Learning Objectives

It is expected that students will:

• participate regularly in vigorous physical activities to develop components of fitness and motor abilities (IL)
• demonstrate behaviours that indicate interest and enjoyment in physical activity (IL)
• identify the importance of physical activity (CCT)
• identify the parts of the human body
• identify the changes that take place in the body during physical activity
• identify good nutritional habits
• participate in physical activity performed in a natural setting
• move safely and sensitively through all environments (PSVS)

Sample Learning Experiences

By participating throughout the year in a variety of activities from all activity areas, children learn to appreciate and value active living. Children in grade one are encouraged to participate enthusiastically and to be aware of how their bodies move in different environments.

• Have students participate in activities that name body parts (e.g., Simon Says).
• Have students explore playing areas at the school (e.g., adventure playground, fields). (TL)
• Discuss the changes that take place in the body during physical activity (e.g., breathing and heart rates increase, body temperature rises). (N)
• Outside on a sunny day, play Shadows and notice how different body parts move.
• Have students look at food pictures (or their snacks) and identify healthy foods.
• Discuss how healthy foods provide energy, and have students identify three good nutritional habits.
• Plan trips to natural settings during different seasons (e.g., park, hiking trail).
• Safely explore possible activities in the outdoors (e.g., jog, walk, build snow forts).
• Have students write or draw in their journals about physical activities they enjoy. (C, IL)
• Have students prepare individual and group calendars charting their physical activities at recess, lunch and after school.
• Discuss what is considered to be physical activity. (C, N, CCT)
• Have students bring activities played at home to share with others. (IL, PSVS)

Sample Assessment Strategies

• As children engage in various physical activities, look for evidence that students are participating.
• Look for evidence that they are enjoying the physical activities. (e.g., Do they say: Are we going outdoors to play today? Do we get to go to the gym today?) (IL)
• Have students keep track of their physical activities daily, both at home and at school. Using an individual calendar, have them draw pictures of their physical activities each day. Use a group calendar to record whole-class activities. At the end of the month, have students record or describe one or two of the following:

• To help make me physically healthy, I spent most of my time…
• To help develop our healthy bodies, we spent most of our time…
• I enjoyed _____ (draw or write the activity) the most because… (IL, N, C)

• As students talk about their pictures, listen for evidence that they are enjoying participating in the physical activities. (C,IL)
• To assess children’s understanding of nutritional foods, have them draw on small squares of paper the nutritional parts of their lunches. Create a graph, and tally the number of items from each food group. Notice the extent to which students can identify healthy foods. (C,N)