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The Ontario Physical and Health Education Association (OPHEA) exists to positively influence the lifestyles of
Ontario’s children and youth through the provision of quality leadership, advocacy and resources in the area of physi-
cal activity and health.

The Ontario Health and Physical Education Curriculum Support: Kindergarten to Grade 10 was created
to assist teachers with the implementation of The Ontario Curriculum: Health and Physical Education.
OPHEA wishes to acknowledge the contribution of many individuals, school boards, groups and organizations that
participated in the development and refinement of these curriculum support documents. For a complete list of
writers, contributors and partners please refer to page 36.

Financial support for the design and production of this project was provided by the Ontario Ministry of Health and
Long-Term Care, Community and Health Promotion Branch.

Every effort has been made to trace the owners of copyrighted material and to make due acknowledgement. If cases
have been identified where this has not been done, please notify OPHEA so appropriate corrective action can be
taken.

OPHEA, its representatives, and all program writers and contributors are not responsible for the implementation
of the materials and they shall not be liable for any damages, direct or indirect, special or consequential, which
result from the use of or misuse of or negligent use of the materials, including, without limiting the generality of
the foregoing, any damages arising from injury incurred by participants.

1185 Eglinton Avenue East, Suite 501

Toronto, Ontario M3C 3C6
Tel: (416) 426-7120
Fax: (416) 426-7373
Email: info@[Link]
Web site: [Link]

Copyright © 2000 The Ontario Physical and Health Education Association (OPHEA)

All rights reserved. No part of this program may be reproduced, stored in a retrieval system or transmitted in any form or by any means,
electronic or mechanical, including photocopying, without the prior written permission of OPHEA.

ISBN 0-921868-34-0

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Table of Contents

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Vision, Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Key Components of a Quality HPE Program . . . . . . . . . . . . . . . . . . . . . . 7
Creating a Positive Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . 8
Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Program Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Teaching and Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Daily Vigorous Physical Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Safe Stretching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Recommended Minimum Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Writers, Contributors and Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Grade 2 Curriculum Expectations and Codes/Unit Cross Reference . . . . 31

Section Unit Title

Healthy Living 1 Personal Safety and Injury Prevention 35

2 Healthy Eating 83
3 Substance Use and Abuse 131
4 Growth and Development 173
Fitness Building Activities 5 Fitness 203
Indoor and Outdoor Games 6 Locomotor Games 231
7 Cooperative Games 255
8 Winter Activities 285
9 Outdoor Activities 295
10 International Games 317
11 Playground Games 339
Movement Exploration 12 Balance 363
13 Jumping and Landing 383
14 Transfer of Weight 399
15 Rhythm and Movement 415
Skill Building Activities 16 Throwing and Catching 459
17 Bouncing 487
18 Kicking and Dribbling 503
19 Manipulative Activities with Equipment 521

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Grade 2 Appendices
Appendix A Safe Stretching (Kindergarten/Primary) . . . . . . . . . . . . . . . . . . . . 553
Appendix B Daily Vigorous Physical Activity (Primary) . . . . . . . . . . . . . . . . . . 563
Appendix C Sample Long Range Plans (Primary) . . . . . . . . . . . . . . . . . . . . . . . 572
Appendix D Sample Timetables/Timetable Suggestions . . . . . . . . . . . . . . . . . . 574
Appendix E Summary of Evidence Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 580
Appendix F-1 Summary of Evidence Chart – Active Participation . . . . . . . . . . . 581
Appendix F-2 Summary of Evidence Chart- Communication . . . . . . . . . . . . . . . 582
Appendix F-3 Summary of Evidence Chart – Movement Skills . . . . . . . . . . . . . . 583
Appendix F-4 Summary of Evidence Chart – Understanding of Concepts . . . . . 584
Appendix G Participation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 585
Appendix H Social Skills Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587
Appendix I Safety Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 589
Appendix J-1 Movement Skill Recording Chart . . . . . . . . . . . . . . . . . . . . . . . . . 590
Appendix J-2 Movement Skill Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 591
Appendix K Active Participation Recording Chart . . . . . . . . . . . . . . . . . . . . . . 592
Appendix L Communication Recording Chart . . . . . . . . . . . . . . . . . . . . . . . . . 593
Appendix M-1 Understanding of Concepts Recording Chart . . . . . . . . . . . . . . . . 594
Appendix M-2 Understanding of Concepts Rubric . . . . . . . . . . . . . . . . . . . . . . . . 595
Appendix N Anecdotal Observation Recording Chart . . . . . . . . . . . . . . . . . . . 596
Appendix O-1 Participation Target . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 597
Appendix O-2 Participation Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 598
Appendix O-3 Participation Star . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 599
Appendix O-4 Response to Others (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 600
Appendix O-5 I Listen (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 601
Appendix O-6 Safe Activity (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 602
Appendix O-7 I am Ready (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603
Appendix O-8 Cooperation and Fair Play (Primary) . . . . . . . . . . . . . . . . . . . . . . . 604
Appendix O-9 Participation Target Example (Primary) . . . . . . . . . . . . . . . . . . . . 605
Appendix O-10 Blank Movement Skill Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . 606
Appendix P Transferable Skills: Strategies and Tactics . . . . . . . . . . . . . . . . . . . 607
Appendix Q Transferable Skills: Sending/Receiving/Carrying . . . . . . . . . . . . . . 609

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Preface

Curriculum Support Document

This curriculum support document was created to assist teachers with the implementation of The Ontario
Curriculum, Grades 1-8: Health and Physical Education, 1998 (hereafter referred to as Ontario
Curriculum HPE).

The Ontario Health and Physical Education Curriculum Support: Grades 1 to 8 resource is comprised of
two distinct sections: Healthy Living and Physical Activity (fundamental movement skills/active participation). The
Ministry of Education learning expectations for HPE and the key components of a quality program provided the
framework for the development of the units within this document. There is an emphasis on fitness and concrete
development of fundamental movement skills with opportunities for Daily Vigorous Physical Activity woven throughout
the document. Choices for students and teachers, and suggestions for providing learning opportunities both in the
gymnasium, in the classroom and outdoors are included.

Resource Development Partnership

The Ontario Physical and Health Education Association (OPHEA), in partnership with district school boards and
health departments from across Ontario, have made significant financial and “in kind” contributions to support the
development of this resource. Diverse writing teams and reviewing teams from across the province were assembled to
develop the resource. Teams included classroom teachers, subject specialists, Health and Physical Education consult-
ants, public health educators and representatives from both Public and Catholic School Boards.

OPHEA also wishes to acknowledge the following key organizations that have significantly contributed to the develop-
mental process through their provision of personnel, and program resources.

Centre for Addiction and Mental Health Note :

Data Based Directions Inc. • Curriculum expectations are identified using Ministry
Durham Catholic District School Board of Education codes (Ontario Curriculum
Durham Region Health Department Expectations Grades 1-8, 1998) on the Unit
Halton District School Board Overviews with the full expectations listed on
Hamilton-Wentworth District School Board Subtasks. Catholic Graduate Expectations and links
Hastings and Prince Edward District School Board to the Fully Alive program are identified in the Unit
London Catholic District School Board Overviews of each Healthy Living section.
Middlesex-London Health Unit • Several web sites and resources are listed in this
Thames Valley District School Board document. These sites and resources are listed as
Toronto Catholic District School Board a service to identify potentially useful ideas for
Toronto District School Board teaching and learning. The responsibility to evaluate
Toronto Public Health these sites and resources rests with the user.
University of Western Ontario
Waterloo Region District School Board
York Region District School Board
York Region Health Services

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Vision, Philosophy

The purpose of the Ontario Curriculum HPE is to assist students in developing:

• an understanding of the importance of physical fitness, health and well-being and the factors that
contribute to them;
• a personal commitment to daily vigorous physical activity and positive health behaviours;
• the basic movement skills they require to participate in physical activities throughout their lives.

Students should begin early to acquire basic knowledge about a wide variety of health-related topics
and to develop relevant skills. They need to understand how their actions and decisions affect their
health, fitness and personal well-being and how to apply their learning to make positive, healthy
decisions in all areas of life and personal development (Ontario Curriculum HPE, page 2).
Learners with the commitment and capacity to lead healthy active lives have the personal, social
and decision-making skills to obtain and use health information.

The Grade 1–8 Curriculum

The elementary HPE curriculum is organized into three strands, corresponding to three major areas
of knowledge and skill:
Healthy Living includes healthy eating, growth and development, personal safety and injury preven-
tion, and substance use and abuse.
Fundamental Movement Skills includes locomotion/travelling, manipulation and stability.
Active Participation includes physical activity, physical fitness, living skills and safety.

These strands combine the living skills (e.g., personal, interpersonal, communication, conflict reso-
lution, goal-setting, organizational, time-management, problem-solving and decision-making skills)
that all students require, according to the Ontario Curriculum HPE.

Lifelong Participation
Through Physical Education, students will recognize the commonalities of movement skills and how
these skills can be transferred to new activities. This promotes lifelong participation in physical
activities. Students must have an opportunity to participate in a wide range of physical activities in
order to recognize those specific activities that motivate them to maintain a high activity level. The
curriculum promotes a comprehensive approach to health education that emphasizes living skills
and a shared responsibility between parents, schools, health care systems and a variety of other
community supports.

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Assessment and Evaluation

Assessment is the systematic and ongoing process of collecting, describing and analyzing informa-
tion about student progress and achievement in relation to curriculum expectations. The purpose of
assessment is to improve student learning and program planning. Students benefit when they clearly
understand the learning expectations and reason for assessment. The assessment and evaluation of
student progress and achievement are integral components of the teaching and learning process.
They provide the basis for a communication process that is clear and meaningful for students and
parents. “The aim of assessment is primarily to educate and improve performance, not merely audit it.”
(G. Wiggins, Educative Assessment: Designing Assessments to Inform and Improve
Students’ Performance, p.7)

Fostering a Culture of Assessment for Learning

Effective teaching and learning takes place when:

A) Teachers:

• determine a starting point for instruction through diagnostic assessment;

• anticipate program interventions or accommodations which may be required to meet individual
needs;
• ensure that students and parents understand the focus for learning and the achievement
expectations;
• provide multiple and varied opportunities for students to demonstrate their learning;
• make decisions about the effectiveness of instruction and program;
• determine students’ achievement based on the expectations and the achievement chart in the
Ontario Curriculum HPE (page 9).

B) Students:
• are an integral part of the assessment and evaluation process;
• assess their own performance and recognize where they are in relation to the curriculum
expectations;
• reflect on their own achievement and set their own goals;
• have multiple opportunities to practise the skills required;
• use self-evaluation, peer assessment and teacher feedback to understand and track their progress
in relation to the expectations; and understand how their achievement will be assessed.

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Designing Down
“Designing lessons for understanding begins with what we want students to be able to do and pro-
ceeds to the evidence we will accept that they have learned it. Only then does it turn to how they will
learn it.” (G. Wiggins and J. McTighe, Understanding by Design )

This HPE resource document was written using a design down model for curriculum planning. In
other words, lessons (sub-tasks) were designed to fulfill curriculum expectations. Guiding questions
for the lesson development included: What are the curriculum expectations? How can the expecta-
tions be clustered for program planning and assessment and evaluation purposes? How will the stu-
dents demonstrate their knowledge, skills and attitudes? How will I know if the students have
achieved the expectations? What will I teach to give the students an opportunity to demonstrate the
expectations? What opportunities do the students need to practice? Given the nature of Physical
Education and the focus on activity, a variety of strategies to assess the ongoing development of skills
in the various movement categories were used.

The Planning Cycle

Plan Assessment
Plan
Teaching/Learning
Strategies

Possible Initial
Communication/ Curriculum
Diagnostic
Reporting Expectations
Assessment

Summative Teaching/Learning
Assessment/ Strategies and
Evaluation Formative Student Practice
Assessment/
Student Feedback

The planning cycle (adapted from Curriculum Expectations for York Region Schools)
can be used as a guide to planning. Assessment may be diagnostic, formative or summative.

Assessment is the process of gathering information from a variety of sources and providing stu-
dents with descriptive feedback that leads to improvement. Assessment drives the development and
modification of the teaching/learning strategies.
• Diagnostic Assessment determines student attitudes, prior knowledge and/or skill level prior
to instruction. This will enable the teacher to determine the starting point for the teaching/learn-
ing strategies. This is a form of assessment not evaluation.

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• Formative Assessment supports student improvement by gathering information to provide

feedback and guidance on an ongoing basis. Information gathered is used to plan interventions
to reinforce, consolidate or enrich student learning. Teachers, students and peers can have a role
in formative assessment on an ongoing basis in Health and Physical Education.

• Evaluation involves making a judgement about overall student performance using established
criteria for the purpose of assigning a value (grade/mark) and communicating results.

• Summative Evaluation occurs towards the end of the period of instruction. The purpose is to
measure students in an end performance or knowledge in relation to provincial expectations,
and to provide data for grading. Students should have had ample opportunity to practice before
being evaluated.

Assessment and Evaluation in the OPHEA HPE Curriculum Resources

There is an “Assessment Opportunities” section in each sub-task contained in this resource, with
suggestions for assessing curriculum expectations. These suggestions should help to guide teachers
when they are planning for assessment. Teachers should use their professional judgement regarding
the use of appropriate assessment strategies for their students. For some units, several assessment
strategies have been listed to address the curriculum expectations. Teachers may choose to use the
strategies as suggested or to assess the expectations at another time or in a different way.

Guiding principles were used in developing the units and sub-tasks included in this curriculum
resource document. Teachers will note that:

A) Consistent terminology was used, for example:

• Recording Chart: device with class list to record levels;
• Summary of Evidence chart: device to record final marks throughout term/year;
• Language from achievement chart was used for descriptors on assessment tools.

B) Assessment tools included address only curriculum expectations.

C) Where possible, expectations have been clustered and a summative assessment task has been
included for clusters of expectations.

D) A combination of assessment tools have been provided so teachers may use a task-specific tool,
or may take indicators from sub-tasks and use these with assessment templates provided in the
appendix.

E) Students are given an opportunity to learn and practise before summative evaluation occurs.

Achievement Levels in Health and Physical Education

The Achievement Levels chart in Ontario Curriculum HPE (page 9) identifies four categories of
skills in Health and Physical Education. By examining the verbs used in the curriculum expectations,
teachers can determine which category of the achievement chart should be used to assess the
expectations. Also by analyzing the verbs, it will be evident that the achievement chart categories are
not equal in weighting (unlike other subject areas i.e., Language Arts). Teachers will note that there
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are many more expectations that are assessed through Active Participation and/or Movement Skills
in Health and Physical Education. This should be considered when determining a final grade. The
chart below lists the first word of each expectation (the verb) and indicates which category of the
achievement chart can be used to assess the expectation.

Verbs Denoting Understanding of Concepts:

identify, recognize, label, examine, outline, distinguish, define, analyze, relate, determine.

Verbs Denoting Movement Skills:

dribble, throw, kick, send, pass, balance, perform, dismount, jump, balance, move, travel,
bounce, demonstrate, combine, hit, stop, grip, hang, swing, use, stick-handle, shoot, intercept.

Verbs Denoting Active Participation:

use, employ, apply, display, work, follow, demonstrate, stay, assess, participate, implement,
improve, maintain, adopt, provide, acquire, incorporate, transfer, monitor.

Verbs Denoting Communication of Required Knowledge:

explain, describe, communicate, discuss, present, suggest.

(Getting Assessment Right: Health and Physical Education: Grades 1-8, page 20)

Getting Assessment Right: Health and Physical Education:

Grades 1-8

Getting Assessment Right: Health and Physical Education: Grades 1-8 is an assessment
resource which outlines a five-step process (page 5) in moving from understanding the Ontario
Curriculum to completing the Provincial Report Card. The steps are:

1. Understanding the Ontario Curriculum

2. Collecting the Evidence
3. Recording the Evidence of Student Learning
4. Evaluating… Making a Judgement
5. Completing the Provincial Report Card

This resource will provide further direction for teachers in the area of assessment and evaluation.

Resources

Amos, S. and S. Orchard, Getting Assessment Right: Health and Physical Education:
Grades 1 -8 , Data Based Directions Inc., Barrie, 1999. [Link]
Wiggins, G., Educative Assessment: Designing Assessments to Inform and Improve
Students’ Performance , Jossey-Bass, San Francisco, 1998.
Curriculum Expectations for York Region Schools – A Curriculum Framework , York
Region District School Board, Aurora, 1999.
Wiggins, G. and J. McTighe, Understanding by Design , ASCD, Virginia, 1998.

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Key Components of a Quality

Health and Physical Education Program

The Ontario Curriculum HPE focuses on healthy active living for all students. In order to
incorporate this philosophy into a quality program, teachers need to address several key elements
when planning learning and assessment opportunities. The following statements summarize the
essence of a quality Health and Physical Education program:

• Skills and activities always relate back to Curriculum Expectations.

• Students have an opportunity for daily vigorous physical activity.
• The program includes a balance of developmentally appropriate opportunities for skill development,
movement education, games/sports and health-related activities. (For example, self-improvement
is a focus.)
• Physical activities are planned and organized: recess or free play is not a substitute.
• Knowledge and skills are presented in a progression that is appropriate for the developmental
level of all students to ensure their safety and promote their success.
• Students have opportunities to improve or maintain their fitness levels on an ongoing basis.
• The program is inclusive and preserves dignity and self-respect for all students.
• Activities are challenging and engage students to build a commitment to leading an active life.
• The program offers maximum participation in all activities and in a variety of contexts by using
all available resources and facilities (e.g., gymnasium, outdoors, classroom, hallways, community
facilities).
• Students are able to articulate why they are doing what they are doing.
• There are a variety of assessment strategies available to provide a rich sampling of evidence
(e.g., formative and summative, self and peer).

(Adapted from Getting Assessment Right: Health and Physical Education: Grades 1-8,
page 8)

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Creating a Positive Learning

Environment

Class management can be defined as the ability of the teacher to organize the elements of the
learning environment and to maintain the appropriate behaviour of pupils. Health and Physical
Education, is taught in a variety of settings (gymnasiums, outdoors, hallways, classrooms, recreation
facilities, etc.) and, as a result, class management can be challenging. Poor class management
results in a decrease in the time students spend engaged in learning activities. The following strate-
gies may be used to help with class management to help maintain a positive learning environment.

Setting the Tone

• Engage in comprehensive teaching of rules and procedures in the first few weeks of your health
and physical education classes (getting to the gymnasium, change room procedures, fair play,
respect for others, use of appropriate terminology, etc.).
• Teach and reinforce routines and rules. Students’ knowledge and respect for rules and proce-
dures in the gymnasium and classroom play a vital role in the long-term success of the program.
• Establish routines to provide a positive and safe environment.
• Post rules and routines in the gymnasium/classroom. (This could include guidelines for ques-
tions in health classes.)
• Use organizational tools such as course outlines, schedules and assignments to support the rou-
tines and expectations of the program.
• Make expectations clear to your students and be consistent.
• Immediately redirect those students who stray off task.
• Avoid using physical exercise for discipline or students may quickly come to believe that physical
exercise is punishment.
• Outline the learning expectations for day and unit to help students share the responsibility of
meeting the learning expectations.

Starting and Stopping

• Use start and stop signals with your students. Whistles can be effective if not overused. Start signals
are just as important as the stop signal. (“When I say go, you can go and get a ball from the bin.”
“GO!”) Remind students that by learning to respect the signals, their activity time will increase.
• Use positive reinforcement when students are learning the starting and stopping routines.
• Use consistent key words or signals such as “begin” or “stop” or the school nickname
“When I say Giants you…”

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• Use an audio and visual signal (music stopping and hand up) where appropriate.
• Use creative signals (e.g., in the primary grades, use a tambourine) to help ensure that these
routines have a lasting effect.

Space Awareness and Safety

• Teach students to understand and respect the concept of personal space.
• Give students, particularly primary children, opportunities to practise moving through larger
spaces without endangering themselves or others. Practise this in a game format to help prevent
collisions in the future.
• Use visual cues, such as lines on the floor, to help identify boundaries during activities.

Outside
• Class management is more challenging in the outdoors. Take your class outside after they have
been taught the rules and procedures for physical education. Remember that your voice does not
carry as well outdoors. Encourage the students to stand in front of you and as close as possible.
Try to direct your voice towards the students at the back of the group.
• Ensure that students stand with their backs turned to the sun, and turned away from any other
distractions that may prevent them from being able to concentrate on the instructions.
• Be aware that it may not be appropriate for students to be seated for instructions (the grass may
be wet). Students could stand or rest on one knee.
• Be prepared to adapt your lesson to conditions on windy, hot, cold or wet days.
• Remind students of the importance of wearing hats and sunscreen.
• Recommend to students that they bring water bottles and drink water when out in the sun.
Provide opportunities to get a drink at a water fountain if students do not have water bottles.

Equipment Room
• Select classroom equipment monitors to help organize and maintain equipment. Distribute this
responsibility equally between girls and boys.
• Enable student monitors to organize the equipment in advance to increase activity time.
• Designate several areas for equipment distribution and collection to avoid line-ups and crowding
for equipment.
• Encourage proper handling of equipment by students. (For example: Put equipment down and
keep it still when asked to stop and listen. Treat equipment with respect and care. Use the equip-
ment for its intended use.)
• Instruct monitors/students to collect/return equipment in an orderly fashion.
• Train senior students or designate staff members who are responsible for overall organization
and inventory in the school equipment room.

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Changing for Physical Education

Students should be required to dress appropriately for physical education. Refer to your school
board’s safety policy for a regional directive. The Physical Education: Ontario Safety
Guidelines Elementary Curricular Guidelines (hereafter referred to as Ontario Safety
Guidelines) states that, “Running shoes are a minimum requirement. Shorts/sweatpants and T-
shirts are examples of appropriate clothing. Some ill-fitting clothing, scarves, jewelry, hard-soled
shoes and socks without shoes can inhibit movement and possibly cause injury during active move-
ment. Where cultural dress presents a safety concern, modifications must be made. Hanging jewelry
must not be worn. Jewelry which cannot be removed and which presents a safety concern, e.g.,
Medic Alert ID, religious/cultural jewelry must be taped. Long hair must be secured so as not to
block vision.” Links can be made to concepts taught in healthy living (e.g., changing for Physical
Education supports good personal hygiene). (Ontario Safety Guidelines, page 6)

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Accommodations

All students deserve a quality Health and Physical Education program that addresses their strengths
and needs. With input from support staff, ensure that program accommodations and modifications
are put in place to support students with special needs, so that they have the opportunity to learn and
perform to their full potential. Be familiar with students’ Individual Education Plans, and establish
good communication with students and their parents to develop a better understanding of how to
meet special needs.

Safety
The safety of all students is paramount in planning the Health and Physical Education program.
Planning accommodations and modifications to address the needs of some students is essential in
order to ensure their safety. Routines that are repeated and reinforced establish predictable expecta-
tions and a clear consistent environment for all students to be safe.

The Learning Environment

Health and Physical Education is an area where all students can shine. It is fundamental to provide a
learning environment where individuals can achieve their full potential. Students need to see them-
selves reflected in the curriculum. An inclusive curriculum provides learning experiences that foster
an understanding of diversities and sensitivity to the interests, values and experiences of every student.

Program delivery influences students’ opportunities. A variety of teaching and learning strategies is
necessary to address different learning styles. Instructions presented in a clear manner, with gradual
steps and logical progressions allow tasks to be easily managed. Distractions must be minimized
during instruction delivery and information presented in steps slowly and clearly. The following are
accommodations or adaptations that may assist students:

• Establish routines of hand signals, flags, colours and hand clapping;

• Provide physical, visual and auditory cues to address a variety of learning styles;
• Decrease the complexity of the task, rules or scoring system (e.g., allow kicking instead of
throwing);
• Adapt or modify equipment (e.g., use smaller, softer or lighter equipment);
• Identify methods of providing assistance (e.g., peers, teacher assistant, classroom volunteers,
senior students, parents);
• Provide opportunities for extension and more practice.

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Adaptations can also be made to equipment to increase the opportunities for success.
See suggestions below:

Equipment Modification Effect for Student

Lighter balls/bats/racquets Reduces fear

Less effort required to attain success
Gives more time for response and to get into position
Easier to control
Requires less strength

Larger Balls Increases success

Easier to manipulate
Can be dribbled along the floor by the front caster
of a wheelchair

Use of Other Objects (e.g., Easier to grasp and catch

beanbags, scarves, towels Will not roll when dropped
instead of balls)
Travel more slowly

Balls with Tails (e.g., ball in a More catching surface – increases success
sock) Slows the ball down

Under-inflate balls Easier to catch

Reduces fear
Rolls more slowly

Shorten handle (e.g., of bat, Simplifies eye-hand coordination

racquet) Increases opportunity for contact

Larger striking surface (e.g., Fewer misses

oversize tennis racquet) More successful contact

Larger target area (e.g., use Increased confidence

whole court or entire wall as More successful contacts with target
target)

Adapted from CAHPERD Journal, Spring 2000, Inclusive Physical Education: Ecological
Instruction Approaches and the Use of Adaptation and Modification by Donna Goodwin,
University of Regina

The Social Environment

The social environment of the Health and Physical Education program is a rich learning environ-
ment for all students. Health and Physical Education promotes interaction between students. Positive
and natural opportunities to interact are essential for the well being and feeling of self worth of stu-
dents. Student grouping can be organized in a variety of ways with an emphasis on safety and fun,
not competition. Peer buddies will also provide opportunities for interaction. A clear focus on par-
ticipation and cooperation as well as self-improvement, rather than competition between classmates
will develop a cooperative and enriching environment.

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Health Education
The health education environment provides excellent opportunities for students to learn about their
own health issues. Addressing the situations that students face themselves and with each other will
also be addressed in the body image and self esteem components of the health curriculum. Effective
sexual health education (growth and development) recognizes and responds to the specific sexual
health needs of all students. It is important to use age and/or developmentally appropriate information
and opportunities to help students develop the skills needed for healthy interpersonal relationships.

Other Resources
The diversity of student needs must be taken into account when planning for Health and Physical
Education. Refer to Moving to Inclusion (available from CAHPERD) and Adapt Program –
Competition for All (Special Olympics Resource) for more detailed information.

Teachers, parents and coaches can also access information on sport specific adaptations for children
with disabilities at [Link] .

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Program Planning

A balanced Health and Physical Education program has a broad selection of activities that meet a
diversity of needs in order to ensure that all students are given every opportunity to learn and perform
to their full potential. The Ontario Curriculum HPE has three distinct strands: Healthy Living,
Fundamental Movement Skills and Active Participation. These strands provide an organizational
framework for program planning and provide a balanced instructional program.

• The purpose of the Healthy Living strand is to enable the learner to develop, maintain and
enjoy a healthy lifestyle within a healthy environment. Healthy Living includes healthy eating,
growth and development, personal safety and injury prevention and substance use and abuse.
• The Fundamental Movement Skills strand provide the foundation for building the capacity to
lead a healthy active life through a variety of lifetime physical activities. Physical skills taught in
progression are as fundamental to Physical Education as spelling skills are to language and com-
putation skills are to mathematics. Fundamental movement skills include locomotion/travelling,
manipulation and stability.
• The Active Participation strand emphasizes the importance of physical activity and physical fitness.
“The curriculum requires that students participate in vigorous activity for a sustained period of
time each day.” (Ontario Curriculum: Health and Physical Education, Grades 1-8,
page 5.) Active participation includes physical activity, physical fitness, living skills and safety.
Teachers should aim to integrate the living skills (communication, decision making, problem
solving, goal setting) into all strands of the curriculum.

(Adapted from Getting Assessment Right: Health and Physical Education: Grades 1-8,
pages 6-7)

School-Level Planning
Concepts and skills will be taught through a variety of instructional approaches to ensure that a
balanced program includes students’ prior knowledge, attitudes, learning styles and exceptionalities.
There are a number of variables from school to school that may influence planning. These variables
include staff expertise, school timetabling, class size, school priorities and plans, facilities and equipment,
student background, needs and interests, socioeconomic factors and community needs. These factors
need to be taken into consideration when developing a quality program. Planning as a school team
will help coordinate activities efficiently. Grade by grade year at a glance outlines, detailed long range
plans and additional suggestions for timetabling to ensure maximum participation are provided in
this Health and Physical Education resource document to assist with planning. (See Appendix D)
These outlines will guide the implementation of the Health and Physical Education program.

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Where possible, the Health and Physical Education curriculum will include curricular, intramural and
interschool components. Intramural and interschool programs complement the physical education
program by allowing students to further develop the skills, knowledge and attitudes developed in the
instructional program. Intramural programs allow all students to participate in activities that are
informal and not highly competitive. The Canadian Intramural Recreation Association (CIRA) is an
excellent source of information for developing quality intramural programs. Interschool programs
offer students opportunities to participate in more organized and competitive activities. Careful
consideration of the structure of these activities will ensure maximum participation for as many
students as possible. Other recreational activities and clubs also provide opportunities for students
with common interests and a desire to participate in physical activities in non-competitive settings.
In planning and organizing the health and physical education curriculum, schools should use
available community organizations, facilities and programs as resources to provide students with
additional experiences and opportunities for physical activities.

Unit and Lesson Planning

The warm-up and cool-down are essential components of each lesson. The warm-up ensures that
student can participate safely reducing the risk of injury while the cool-down provides an opportunity
for the heart rate to return to a resting state and prepares the students to return to class. (See
Appendix A) It is important to give the students an opportunity to participate in vigorous activity as
a part of every lesson.

Knowledge and skills are taught in progression in order to ensure that skills are developed to their
full potential. Students require multiple opportunities in order to develop skills, reinforce knowledge
and demonstrate success. Skills must be appropriate to the developmental level of the students.

Learning situations may arise where coeducational or segregated environments are considered due
to the sensitive nature of lesson topics. Teachers will need to be sensitive to the needs of the students
regarding healthy living topics.

To complement this curriculum support document, there are numerous community organizations
and resources available to teachers. The resource lists in unit overviews provide many sources for
additional information. Contact your local health unit and community recreation centres for local
information and additional support. The OPHEA website is the host of the HPE Inventory, a database
of Health and Physical Education resources linked to the HPE curriculum. ([Link])

The rich content of the Health and Physical Education curriculum provides many opportunities for
integration. Teachers are able to complement other courses of study, such as Science and Technology,
Language Arts, French, Mathematics, The Arts and Social Studies/History/Geography.

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Safety

It must be recognized that all physical activity involves an element of risk and there is an obligation
on the part of all participants to minimize that risk. Concern for safety should be an integral part
of curriculum planning and implementation. The primary responsibility for the care and safety of
students rests with the school districts and its employees. Reasonably foreseeable risks must be
identified and procedures must be developed to help prevent or minimize the risk of accidents or
injuries. Safety awareness by the teacher based on up-to-date information, common sense observation,
action and foresight, is the key to safe programming.

Most school boards in Ontario have adopted the Ontario Safety Guidelines for physical education,
produced in partnership by the Ontario Physical and Health Education Association (OPHEA), The
Ontario Association of Supervisors of Physical and Health Education (OASPHE), Ontario School
Board Insurance Exchange (OSBIE), Canadian Intramural Recreation Association (CIRA) and Ontario
Federation of Secondary Athletic Associations (OFSAA) in 1997. Educators have a responsibility to
be aware of the contents of this document or their school board’s safety policy. By implementing safe
instructional practices (e.g., teaching progressions, age-appropriate activities, safe use of facilities
and equipment) in program planning and daily teaching, educators can reduce risks and guard against
preventable injuries. Health and Physical Education programs should challenge the innate desire of
each child to explore, experiment and be creative. It should provide the child with opportunities that
enhance his or her self-confidence and provide a safe environment in which children are physically
active participants.

Shared Responsibility
Safety is a shared responsibility and students of all ages need to take some responsibility for their
own safety. Being aware of safety risks, using equipment for its intended purpose and wearing
appropriate footwear for active participation are ways in which students can contribute to their safety
in physical activity. Exercising in the outdoors presents safety issues for which students and teachers
need to take responsibility (e.g., wearing hats, sunglasses and sunscreen). Safety is addressed in the
Overall Expectations of the Active Participation Strand in the Ontario HPE curriculum and is implied
in all Specific Expectations. Students need to act in a safe and responsible manner, to ensure the
safety of themselves and others.

A Safety Plan
Procedures need to be developed to ensure the highest possible level of safety, while allowing students
to engage in a broad range of challenging activities. To ensure that clear and consistent messages
are delivered, each school should implement a safety plan outlining the practices to be followed for
each activity. The safety plan should address equipment, clothing, facilities, special rules, instructions
and supervision. (See Ontario Safety Guidelines – Elementary Curricular Guidelines or
school board safety policy.)
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Occasional Teachers
Safety information needs to be made available for occasional teachers. Some physical activities
(e.g. such as track and field events, basketball and badminton) pose a higher risk than other activities
(e.g., soccer and volleyball). Teachers should take this information into consideration and incorporate
lower risk activities into occasional teacher plans. The occasional teacher must have students participate
in activities that are commensurate with his/her experience or qualifications. Teachers should include
safety guidelines or policy information with lesson plans. Teachers should ensure that the occasional
teacher is aware of the location of an administrator or contact teacher in case of an emergency. The
teacher should specify restrictions/modifications for students with health or behavioural problems
(adapted from the Ontario Safety Guidelines – Elementary Curricular Guidelines, page 8).

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Teaching and Learning Strategies

Teaching and Learning Strategies for Health

Designing a program that promotes the development of positive health behaviours begins with relevant
and engaging health education at the elementary level. Through the promotion of life-long learning,
students will develop attitudes that will assist them in making positive life choices. In results-based
teaching, planning begins with the end in mind. The “end” is defined by the learning expectations
outlined in the Ontario Curriculum HPE. The teacher provides the opportunities for the students to
demonstrate their learning. The teacher needs to select a variety of dynamic, authentic and relevant
instructional strategies that will meet the needs of all learners. The use of technology is an important
teaching learning strategy. Schools should provide an opportunity to use current technology to enhance
student learning where possible. The Teaching Learning companion resource from the Ministry
Curriculum Planner outlines numerous strategies which may be used.

Some teaching/learning strategies used in this document include:

• cooperative group work (jigsaw puzzle, student teams, think/pair/share)

• family involvement
• journal writing
• scenarios, role-playing and case studies
• literature links
• whole-class lecture, direct teaching
• modeling
• brainstorming
• performance demonstration
• large & small group discussion
• learning centres
• investigation
• computer-assisted learning
• personal reflection/goal setting
• peer teaching and coaching

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Teaching and Learning Strategies for Physical Activity

Teachers should endeavor to provide students with positive, successful experiences in a wide range
of physical activities. Appropriate competitive experiences should emphasize fun, success, coopera-
tion and self-fulfillment. Activities should meet the needs and interests of all students and should
strive for maximum participation (e.g., minimize waiting for turns, provide sufficient equipment and
choose appropriate activities). Students need opportunities to practise and repeat activities to
improve their skills. Teachers are encouraged to vary teaching styles to assist students in becoming
independent learners.

Some of the common teaching/learning strategies used in this document include:

• Command Style (e.g., “When I say go, you…”)

• Demonstration and Exploration (e.g., “Try this,” “What other ways can you…”)
• Discovery and Exploration (e.g., “How many ways can you…”)
• Guided Discovery (e.g., “Balance with three body parts touching the ground.”)
• Teaching by Task (e.g., “At each station, read the card, look at the picture and do the task.”)
• Problem Solving (e.g., “Move from the red line to the black line while keeping the ball away
from your partner.”)

Forming Groups
There are many ways to divide students into groups or teams. Avoid choosing two captains and
allow them to “pick” the teams. Use different ways used to divide classes into groups to provide
variety and to give students opportunities to work with different people.

Simple games can be used to divide classes into groups, for example:

Whistle Mixer
• Students jog on the spot. When whistle is blown a certain number of times, students form groups
corresponding to the number of whistles. (This can also be done by calling out numbers.)

Partners
• Any method of forming partners will also serve as a method of dividing a class into two teams.
• Select a Partner – If students choose their own partner, two teams can be created by either
choosing several pairs to form one team and other pairs to form the other team, or by splitting
partners so that one partner goes to one team and one partner goes to the other. If students are
choosing their own partner, designate an area to be the “lost and found” where anyone without a
partner can go to find one. Challenge the class to make sure that the same people are not
required to go to the “lost and found” on a regular basis. If this is the case, the teacher should
use other methods for dividing the students into groups.
A B Line A becomes one team, line B the other team
* *
* * Next time, count down the line - the first half of the pairs are one team,
* * the second half of the pairs become the other team.
* *
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• “Back to Back”: Have the students stand back to back (or shoulder to shoulder, elbow to elbow)
with another student as quickly as possible. Change partners and body parts connecting. The goal
is to emphasize rapid selection. To make two teams, at any point, one partner sits, the other
stands. Those standing move to one area, those sitting move to another.
• “Similarities”: Ask students to find a partner with, the same shoes, the same color shirt, the same
colour eyes, color hair, birthday in the same month, etc.
• Have students line up (use a line on the floor, field) and number the students off 1, 2, (or
orange/apple, sky/tree, red/blue, etc.)

Formations
Two important principles apply to the use of formations:

• Students should be aligned in such a way that all participants are able to view the leader (and
therefore the leader can view the participants). If outside, be aware of placement in regard to the
sun. To support better listening, stand so that the sun shines in the eyes of the teacher, not stu-
dents.
• Ensure adequate spacing between groups so that, if working in several groups, one group’s activ-
ity does not interfere with another group’s activity. Use formations that are appropriate to the spe-
cific type of activity.

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Daily Vigorous Physical Activity

As stated in the Ontario Curriculum HPE (page 5): “This curriculum requires that students
participate in vigorous physical activity for a sustained period of time each day.” The degree to which
an activity is vigorous is directly related to its ability to raise the heart rate and maintain this increase
for a sustained period of time. Vigorous physical activities are aerobic in nature, enhancing the
health of the heart and lungs. The amount of time required for vigorous activity depends on the
students’ ages and stage of development. Students need to be active for enough time on a daily basis
to develop a training effect so that they can participate in continuous aerobic activity without undue
fatigue. The times required in the curriculum expectations for sustained aerobic activity are as follows:

Gr. 1 5 to 10 minutes Gr. 5 10 to 15 minutes

Gr. 2 5 to 10 minutes Gr. 6 10 to 15 minutes
Gr. 3 8 to 10 minutes Gr. 7 15 minutes minimum
Gr. 4 10 to 15 minutes Gr. 8 15 minutes minimum

Research
Research has shown that children receiving a quality daily physical education program are not only
healthier, but perform better academically. Studies suggest that students involved in daily vigorous
activity tend to perform as well as or better than their less active counterparts, even though their
academic curricular time is reduced. The Canadian Association for Health, Physical Education,
Recreation and Dance states that, “On average, children watch over 26 hours of television a week,
in addition to sitting in school for 25 to 30 hours per week.” By implementing the Ontario
Curriculum HPE, students will be provided with the skills to be physically active into adulthood.
The curriculum expectations encourage students to develop a personal commitment for healthy
active living throughout their lives.

Vigorous Activity Support

This document provides a variety of daily vigorous activities, grouped by division (see Appendix B).
There are activities that can be done outdoors, in a classroom, hallway or limited space. All activi-
ties can be done with minimal or no equipment. Incorporating these activities into daily classroom
routines is important. There are a variety of strategies to assist in the implementation of daily vigor-
ous activity, such as using peer leaders, doing whole school activities, scheduling a regular activity
time, working with another class to be active, and using task cards or fitness stations for independ-
ent activity.

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Suggestions for planning to maximize time for Health and Physical Education are included in
Appendix D. These suggestions can be used to assist schools in making daily vigorous physical activity
a part of school and class routines. See Appendix D for more information on:

• Creative Timetabling
• Scheduling Outdoor Classes
• Using Alternative Spaces
• School Wide Activity Days
• Using Community Facilities
• Fostering an “I Can” Attitude
• Developing and Expanding Partnerships
• Sample Timetables

More Resources
Refer to OPHEA’s HPE Inventory to find more resources for daily vigorous activity. The inventory is
a database of resources directly linked to the Health and Physical Education Curriculum, found at
[Link].

Good resources for limited space activities include:

Active Kids: Any Time Any Place , OPHEA, Toronto, 1992. 416-426-7120 or [Link]
Heart Healthy Kids Toolbox , Heart and Stroke Foundation of Ontario, Toronto, 1999.
Apacki, Carol, Energize , Quest International, 1991.
No Room in the Gym , CAHPERD, Gloucester, 1989. 613-748-5622

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Safe Stretching

It is important that students do a warm-up prior to starting the lesson. A warm-up sets the tone for
the class and reduces the risk of injury during activity. To warm up, students should participate in
some low-intensity aerobic activity using large muscles. This type of activity gradually increases the
heart rate and increases blood flow to the muscles, and it can be followed by light stretching of the
muscle groups to be used in the lesson. Keep stretching to a minimum in the warm-up to help keep
the heart rate elevated; deep stretching is most appropriate during the cool-down. During the warm-up,
it is more important to move the joints through their range of motion using exercises such as arm
circles and flexing and extending the arms and legs.

Safe Stretching Appendix A for Kindergarten, Grades 1, 2 and 3 includes age-appropriate warm-up
and cool-down activities, specifically “Warm-Up” activities to get the heart pumping faster, “Full Body
Stretches” for different parts of the body, “Animal Walks” that can be used in numerous activities,
and “Cool-Down” activities designed to bring down the heart rate and improve flexibility. The
Junior/Intermediate Safe Stretching Appendix A includes age-appropriate “Get Your Heart Pumping”
Activities, Full Body Stretches and Cool-Down Activities. A section on strength-building activities is
also included. These appendices can be used to supplement and support specific activities in lessons.

Sample “Get Your Heart Pumping” activities for Grades K – 3:

• Rabbit jump: Students begin by walking, then jump around the gymnasium, once on two legs and
once on all fours.
• Jog and Toss: In pairs, students throw a soft ball back and forth while they jog around a soccer
area or relay route. Students increase speed gradually as they warm up.

Sample “Get Your Heart Pumping” activities for Grades 4 – 8:

• Students complete a series of tasks, gradually increasing speed and intensity as they warm up.
• Walk briskly and touch the line in front of every door in the gymnasium.
• In the centre of the gymnasium, roll shoulders forward five times and backward five times.
• Under the clock, do eight jumping jacks.
• Stand under the basketball net and do eight arm circles for each arm.
• Find a line on the floor and do eight two-foot jumps (skiing motion).

After vigorous physical activity, a cool-down period of more gentle activity helps the body to return
to its normal resting state. Slow-moving activities and stretches will help the heart rate gradually
return to normal, normalize the blood flow to the muscles and improve flexibility. The cool-down
activities concentrate on unhurried, slow stretching. Because the muscles are warm during stretches,
the risk of injury is reduced. Stretches should include all the major muscle groups (starting with the
largest muscles first) and each stretch should be held without bouncing for 15 to 30 seconds. For

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primary grades the stretching should be imaginative and creative. Students can reach for the sky, or
pretend to be a tree that is growing, or stretch their arms out as “wide as a wall.” See the stretching
descriptions and diagrams in the appendix for proper form reference for stretching and additional
warm-up/cool-down ideas. The cool-down also prepares students for the transition back to class.

Sample cool-down activities to bring heart rate down, for K – 3:

• Students become hummingbirds with their arms rotating in both directions.
• Skip and float: Students skip softly around the gymnasium. When teacher gives the signal, they
float to the floor like a leaf.
• Number one moves: Using their favorite step, students move in slow motion toward the gymnasi-
um doors.

Sample cool-down activities to bring heart rate down, for Grade 4 – 8:

• Walk and Count: Students walk with a partner around the gymnasium while counting as high as
they can in as many languages as they can. Students gradually slow down as they cool down.
• Body Part Shake: Students walk in their own space, moving around the gymnasium. Call out
different body parts one at a time, such as arms, legs, fingers, hips, shoulders. Students shake
out that body part and roll their joints through their range of motion as they continue to move,
gradually slowing down.

Music can be an excellent motivator in stretching and warm-up activities. Play upbeat music with a
fast tempo during the warm-up to motivate students to move quickly and with energy. During the
cool-down, play slower and quieter music to help create a calm and relaxed mood. Allowing stu-
dents to select music (within guidelines) can make a significant positive impact on the atmosphere
in the class.

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Recommended Minimum Equipment

When purchasing materials schools must consider the needs of the students, age-appropriate
equipment, safety and long-term budget plans. The list below is comprehensive and schools can
work towards building a quality stock of equipment over time. It is important to provide sufficient
equipment so that all students will be engaged in activities. Care, maintenance, security and regular
inventories are all critical to maintaining a quality supply of equipment. Schools are encouraged to
identify a key staff person to take responsibility for the Physical Education equipment.

A fully-stocked first-aid kit should be readily accessible to the gymnasium. See school board safety
policy or Ontario Safety Guidelines for a comprehensive list of recommended contents.

All Purpose Sports Equipment

bean bags soccer balls (variety of sizes and types)
skipping ropes basketballs (variety of sizes and types)
variety of balls (e.g., gator skin, nerf, volleyballs (variety of sizes and types)
Koosh, rubber, tennis, sponge)
footballs (variety of sizes and types)
hoops
paddles and racquets (variety of sizes
parachute and types)
scooter boards softballs
Frisbees bases (indoor/outdoor)
scoopball bats (assorted)
plastic bowling batting helmets
Velcro catching sets batting tees
flag football belts mushballs
portable scoreboard goalie helmet and mask
pinnies goalie gloves
pylons floor hockey sticks
safety glasses broomball equipment
floor markers weighted high jump rope
relay batons
shot put (indoor/outdoor)
rake
badminton racquets
shuttlecocks
rhythmic gymnastics ribbons

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Large Equipment Miscellaneous

table tennis table basketball nets
tumbling mats tape measures
benches stop watches
mini tramp megaphone
wall climber whistles
trestle set nylon or mesh bags
beat board carts
box horse storage bins
floor mats plastic pails
wall mats floor tape
rims/backboards file boxes
volleyball/badminton nets class set of pencils
volleyball/badminton standards
floor hockey nets
landing mat
high jump crossbar
high jump stands
tape/CD player
ball inflator and needles
timer (desk model)

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Writers, Contributors and Partners

OPHEA gratefully acknowledges the contribution of many individuals, groups and organizations that participated
in the development and refinement of Ontario Health and Physical Education Curriculum Support:
Kindergarten to Grade 10.

Thanks to: Junior: Fundamental Movement Skills / Active

Myra Stephen, OPHEA, Provincial Curriculum Consultant Participation
Jodie Lyn-Harrison, OPHEA, Projects Leader Jan Murphy, Division Manager
Joanne Macrae, Editor Sue Amos
Alison Clandfield
Nancy Crawford
Dave Gillies
CURRICULUM ADVISORY COUNCIL Cathy Hall
Debra Courville Mark Harper
Frank Gurney Mary Pat Hayes
Laura Hodgins Mark Leslie
Dan Koenig Steve Lipskie
Susan Orchard Brenda Ramsay
Cathy Portt Intermediate: Fundamental Movement Skills / Active
Ian Press Participation
Kate Sharpe Debbie Sprentz, Division Manager
Sari Simkins Bev Amaral
Gail Stewart Sue Amos
Richard Ward Darlene Baker
Julie Lobsinger
WRITERS Lara Paterson
Julie Roberts
Kindergarten Lee Anne Underwood
Carol Rocks, Division Manager Elizabeth Watson-Morlog
Fabrian Ius
Linda MacDonald Grades 1-8: Healthy Eating / Substance Use and Abuse
Bev Mummery Gail Stewart, Division Manager
Cheryl Shannon Karin Anderson
Suzanne Sutcliffe Loretta Bernard
Sharon Delurey
Primary: Fundamental Movement Skills / Active Phil Fitchett
Participation Sarah Horner
Marg Thompson, Division Manager Anna Marchetti Landry
Sue Amos Jane Paterson
Marie Armstrong Patricia Scott-Jeoffroy
Rhonda Daigneau Heather Sears-Hochfellner
Peter Finch Denise Vavaroutsos
Mary Kelly
Pam Roycroft

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Grades 1-8: Growth and Development / Personal Safety Dan Koenig

and Injury Prevention Carol Krieger
Jayne McCullough, Division Manager Sharon LaBonte-Jaques
Mark Seaton, Division Manager Belinda Lyn
Lorea Boogerman Mary-Anne McBean
Janet Bracken Josie Paul-Mills
John Clements Carol Robertson
Peter Cocurullo Pat Sanagan
Justine Deluca Cindy Seligman
Helene Diesbourg Helen Tunney
Janice Graham Denise Vavaroutes
Don Hewey Rose Walker
Cathy Hird Terry Wollenzien
Greg Jespersen
Judy Kwasnica
Sue Martin
CONTRIBUTORS AND REVIEWERS
ACT Foundation
Irene Mitchell Association to Reduce Alcohol Promotion in Ontario
Susan Nicoletti Canadian Intramural Recreation Association
Barb Seaton Canadian Intramural Recreation Association of Ontario
Paul Szorenyi Canadian Society for Exercise Physiology
Mike Taylor Centre for Addiction and Mental Health
Lisa Trewin Data Based Directions Inc.
Peter Valiquet Durham Catholic District School Board
Flora Walker Durham Regional Health Department
Halton District School Board
Grades 9/10 Supplement
Hamilton-Wentworth District School Board
Dan Koenig, Division Manager
Hastings and Prince Edward District School Board
Richard Ward, Division Manager
London Catholic District School Board
Herwig Baldauf
Middlesex-London Health Unit
Leslie Boldt
Ontario Fitness Council
Mac Bury
Ontario Principals’ Council
Andy Cecchini
Ontario Public Health Association
Dave Clipper
Ontario Secondary School Teachers’ Federation
Doug Cronkite
PAD Drug Education and Support Services (Parents Against Drugs)
Lauren Crosby
Region of Hamilton-Wentworth Social and Public Health Services
Kris Ewing
Division
Rod Fuentes
Thames Valley District School Board
Georgia Gallagher
Toronto Catholic District School Board
Mary Helen Hartman-Hayes
Toronto District School Board
Brian Hunt
Toronto Public Health
Peter Hurley
University of Western Ontario
Donna Lemon
Waterloo Region District School Board
Belinda Lyn
York Region District School Board
Barbara MacPherson
York Region Health Services Department
Daryl Mahler
Marilyn Booth
Kit Pizzey
Dana Boynton
Brian Quistberg
Margaret Chaput
Dale Roberts
Kathy Clouthier
Peg Sheahan
Christie Corey
Marios Tenentes
Martha Deacon
Josephine Wong
Margaret Good
Liane Woodley
Sue Guaglio
Andrew Yap
Sandy Haliburton
Grade 10 Supplement Cathy Hall
Gail Stewart, Division Manager Claudia Hanson
George Adams Dave Hawkins
Diane Buhler Livio Iannucci
Patricia Coburn Cathy Jaynes
Debra Courville Patricia Keeble
Susan Crabtree Jon Keighan
Jody Hamilton Bill King
Pauline King-Taylor Greg Kostyk

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Lorna Mardlin-Yoon Renfrew County Catholic District School Board

Kathy Masters Simcoe County District School Board
Tim McAlpine Simcoe Muskoka Catholic District School Board
Neil McBeth St. Clair Catholic District School Board
Dean McGregor Superior North Catholic District School Board
Christine Mortimer Superior-Greenstone District School Board
Sharon Mytha Thames Valley District School Board
Lynne Newell Thunder Bay Catholic District School Board
David Newman Toronto Catholic District School Board
Anna-Lee Pitman Toronto District School Board
Selma Savage Trillium Lakelands District School Board
Nancy Schad Upper Canada District School Board
Doug Searle Upper Grand District School Board
Sharon Seslija Waterloo Catholic District School Board
Mike Sheahan Waterloo Region District School Board
Kara Smith Wellington Catholic District School Board
Steve Soroko Windsor-Essex Catholic District School Board
Bob Thomas York Catholic District School Board
Mary Turfryer York Region District School Board
John Van Dommelen
Vicki Walker
Tricia Wilkerson
Anita Wright

PARTNERSHIP BOARDS
Algonquin and Lakeshore Catholic District School Board
Avon Maitland District School Board
Bluewater District School Board
Brant-Haldimand-Norfolk Catholic District School Board
Bruce-Grey Catholic District School Board
Catholic District School Board of Eastern Ontario
District School Board of Niagara
District School Board Ontario North East
Dufferin-Peel Catholic District School Board
Durham Catholic District School Board
Durham District School Board
Grand Erie District School Board
Greater Essex Country District School Board
Halton Catholic District School Board
Halton District School Board
Hamilton-Wentworth Catholic District School Board
Hamilton-Wentworth District School Board
Hastings and Prince Edward District School Board
Huron Perth Catholic District School Board
Kawartha Pine Ridge District School Board
Keewatin-Patricia District School Board
Kenora Catholic District School Board
Lakehead District School Board
Lambton Kent District School Board
Limestone District School Board
London Catholic District School Board
Near North District School Board
Niagara Catholic District School Board
Nipissing – Parry Sound Catholic District School Board
Northeastern Catholic District School Board
Northwest Catholic District School Board
Ottawa-Carleton District School Board
Ottawa-Carleton Catholic District School Board
Peel District School Board
Rainbow District School Board
Rainy River District School Board
Renfrew County District School Board

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Grade 2 prelims 1/12/01 10:06 AM Page 31

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Healthy Living
Unit Title
1 Personal Safety and Injury Prevention 35
2 Healthy Eating 83
3 Substance Use and Abuse 131
4 Growth and Development 173

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UNIT Personal Safety and Injury Prevention

OVERVIEW
1 Duration
Description
7 Sub-Tasks, 245 minutes
1
Students will identify established safety rules to be followed in the home, school and community.
They will be able to describe different types of verbal and physical violence. They will be able to say
“No” to exploitative behaviour and describe how to seek help.

Sub-Task Title Expectation Code

1. Safety rules and safety practices 2p3

2. Identification of safety rules and
symbols in the home 2p11
3. Identification of established safety rules
in the school 2p11
4. Identification of established safety rules
in the community 2p11
5. Describe verbal violence 2p12
6. Dealing with different forms of violence 2p12
7. Explain the importance of saying “No”
to exploitative behaviours and describe
how to seek help 2p13

Assessment and Evaluation

• Personal Communication: Outlining Safety Rules and Safe Practices, Self Assessment Target
(see Unit 1 Appendix A)
• Performance Task: Understanding Potential Safety Risks and Safety Rules in the Home, Role Play
Self Assessment Ladder (see Unit 1 Appendix B)
• Performance Task: Understanding of Identifying Safety Rules Storyboard using A Safety Rules
Rubric (see Unit 1 Appendix F)
• Paper and Pencil Task: Understanding Verbal Violence Worksheet (see Unit 1 Appendix G), using
a marking scheme
• Performance Task: Saying No to Exploitive Behaviours and How to Seek Help Role Play
(see Unit 1 Appendix I) for recording chart

Links to Prior Knowledge

The following expectations and content for Personal Safety and Injury Prevention have been intro-
duced in the following grades.

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• In Grade 1, safety risks in the home, school and community were outlined.
• In Grade 2, the rules will be identified. Review Sub-Task #1 to #3, grade 1 to review the potential
safety risks in the home, school and community.
• In Grade 1, exploitative behaviours of bullying and inappropriate touching and the feelings
associated with them were described. Review Sub-Task #5 Safety and Injury Prevention in
Grade 1 before teaching Sub-Task #6 and Sub-Task #6 Growth and Development, Grade 1.
• In Grade 2, types of verbal and physical violence will be described. In Grade 2, saying “No” and
ways of seeking help will be explained.

Notes to Teacher
The Ministry of Education and Training produced a document entitled “Safe Schools Policies” in
1994. This document should be used along with a knowledge of your school board’s Safe Schools
Policy and your school’s Code of Conduct. Anti-violence programs such as Lions Quest, Second Step,
KIDO Personal Safety Kit - Safe & Happy, C.A.R.E. kit, “Touching” - Teachers Kit, The Child Abuse
Prevention Kit - The Metropolitan Toronto Special Committee on Child Abuse provide further activi-
ties and assessments. Community agencies such as local police and fire departments, hospitals,
health units, Block Parent Associations and safety villages are excellent sources of speakers and
information. There are many videos and books available on safety rules and safe practices. Many
community agencies such as State Farm Insurance and the Child Protection Foundation offer free
materials or provide resources at a minimal cost. A resource list of books, videos, kits and publica-
tions is offered at the end of this unit. Teachers are encouraged to seek out school board materials
(kits, videos, printed material) that will complement the unit provided. Teachers should be aware of
the dates that service groups make presentations in the school. Many computer Internet sites pro-
vide free curriculum materials which may be downloaded for classroom use.

Not all students in a Grade 2 classroom will be able to complete independently all unit suggestions
or assessments. Adapt the teaching/learning strategies to accommodate the needs of exceptional
students consistent with the strategies outlined in their IEP. Students may require scribing, instruc-
tions repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner
provides a complete list of accommodations and suggestions to address the needs of all students.
For example:
• Make use of computer technology where possible;
• Include a variety of activities for the student in each lesson;
• Make expectations explicit;
• Make use of contracts, as appropriate;
• Pair students to check work;
• Provide checklists, outlines, advance organizers, to assist in assignment completion;
• Provide oral discussion prior to writing;
• Model and display examples for specific purposes in writing (e.g., letters, editorials, essays);
• Relate material to students’ lives and real-life situations;
• Clarify definitions, terms and vocabulary in assignments, and ensure understanding by
asking students to retell or paraphrase instructions.
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Guidelines for Dealing with Disclosures by Students

Teachers are required to be aware of legislation (Child and Family Services Act, Section 72 – Duty
to Report) and school board policies regarding reporting of disclosures of abuse (or suspected
neglect) to the Children’s Aid Society. Before commencing any anti-violence lessons the teachers are
required to know the procedures to be followed as outlined in their respective district school
boards regarding the disclosure of sensitive information. See teacher background sheets
“Inappropriate Touching and Child Abuse Protocol.”

Background Information

Bullying

“Schools have a primary role in the socialization of children. If bullying is allowed to continue at
school with few consequences, it is likely to interfere not only with children’s academic develop-
ment, but also with the social and personal development. Without a clear school policy on bullying
and strong leadership to ensure its implementation, children will learn the primary lesson of bully-
ing. Those who have the power have the right to use it aggressively. This lesson is carried forward in
life and may be manifested in date violence, spousal abuse, child abuse, and criminality (Pepler,
Craig, 1996).

As a result, it is important that schools define clearly what bullying is, why people bully, strategies to
prevent bullying, and the action that will take place as a result of bullying. Staff may have specific
training needs before a policy on bullying can be implemented. These training needs may include
behaviour management skills; counselling skills; assertiveness techniques. The school staff, together
with parents must set firm limits with non-hostile, non-physical sanctions for violations of rules. In
addition, the school policy must promote cooperation in a school environment, characterized by
warmth, positive interest and adult involvement.

Information About Bullying

• Bullying represents a chronic pattern of abuse over time.

• Bullying is not necessarily one-on-one harassment; it may be carried out by a group.
• Females have identified social outracism as the most common form of bullying.
• Bullies identified by age eight are six times more likely to be convicted of a crime by the
age of 24.
• They are five times more likely than non-bullies to end up with serious criminal records by the
age of 30.
• Bully prevention programs may be a necessity for schools given their “in loco parentis”
legal responsibilities.

Definition of Bullying

Bullying behaviour refers to one person telling another person to do something which he/she does
not want to do, with the threat of injury or other negative consequence for not complying. Professor
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Dan Olweus defines bullying as follows: “A person is being bullied when he or she is exposed,
repeatedly and over time to negative actions on the part of one or more other persons.” (Olweus,
1993, p.9) The pattern of activities that characterize bullying are the imbalance of power between
the bully and the victim, the frequent and repeated attacks, and the enjoyment in and intention of
harming others.

Teasing Versus Bullying

Stones (1993, p.70, 72) offers these observations about teasing:

• Someone is making fun of you in a good-humoured way.
• Person doing the teasing is someone who knows you well and cares about you.
• Teasing is not something to be taken seriously – usually you will find it funny too.
• If you do feel upset by teasing, it is a mild feeling that soon goes away.
• Teasing is a two-way thing – someone who teases will soon get teased and someone who is
teased will soon become a teaser.

When teasing becomes cruel and causes someone distress and/or it becomes one-sided and pro-
longed, then teasing has become bullying.

What Bullies Do

Bullies may:
• Abuse power either physically, psychologically, or sexually;
• Taunt, name-call and put-down;
• Threat and intimidate;
• Exclude certain classmates purposefully;
• Spread rumours;
• Pick on the most vulnerable youngsters who are defenseless.

Ross (1998) states that bullying can be classified as direct and indirect forms. The direct style of
bullying involves aphysical aggression. Indirect bullying is more subtle and more likely to be verbal.
The following are typical examples of both forms of bullying:

Direct Bullying Indirect Bullying

• shoving • choking • name-calling • arguing others into submission
• throwing things • punching and kicking • taunting • threats of withdrawing friendship
• taking things • beatings • rumour • the silent treatment
• slapping and hitting • stabbings • gossiping • exclusion from the group

Incidences of Bullying

Studies in several countries have consistently shown that at least 15% of students in schools are
involved in bully/victim problems. About 9% are victims and 7% bully others repeatedly.
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In Toronto, Ziegler and Rosenstein-Manner (1991) drew on 211 students in 14 classes from Grades
4 to 8. They found that:
• 35% of the children were engaged in bullying problems more than once or twice in the
school term;
• 20% were victims and 15% were bullies;
• The common locations for bullying, in order, were playgrounds, hallways, classrooms,
lunchrooms, and washrooms;
• Most bullies are boys (75%);
• Bullying peaks in the age group 11 to 12 years old;
• 38% of special education students compared to 18% of other students reported being bullied;
• 24% of students reported that race-related bullying occurred now and then or often;
• 23% of the victims, and 71% of the teachers, reported that teachers intervened often or
almost always.

Craig and Peplar at York University (1995) employed naturalistic observation rather than self-
reports to study bullying. They taped (video and audio) children in two Toronto schools, and
analysed the results. These include:
• 404 bullying episodes occurred during 52 hours of taping;
• One incident occurred every seven minutes on average;
• A typical incident lasted 37 seconds, a remarkably short time;
• 90% of the incidents involved one bully and 92% one victim;
• 72% of the attacks were by boys and 28% by girls;
• In 4% of the episodes a weapon was visible;
• Between 26% and 33% of the children in a school bullied between 18% and 22%
of the other children;
• School staff were visible in 17% of the incidents; yet they intervened in 4% only;
• Peers intervened in 11% of the episodes;
• 2% of the incidents appeared to be motivated by race.

Floyd (1985, p.41) writes, “In the various surveys conducted on bullying, adults consistently under-
estimate its prevalence and severity. They appear not to take it very seriously. This attitude sends
children a clear message that if they are victims they are on their own; if bullies, they have permis-
sion to continue.”

Causes of Bullying – Why People Bully

People bully other people for several reasons. These may include:
• Trying to get things for themselves;
• Being impulsive and active in temperament;
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• Impressing others;
• Needing social influence;
• Getting attention;
• Needing power over other people;
• Experiencing lack of warmth and attention at home;
• Modelling aggressive behaviour from home;
• Having poor supervision at home;
• Viewing violence as a way to settle problems.

Victims

The victims:
• Tend to be quiet and shy;
• Do not make any assertive responses;
• Lack friends and social support at school;
• Are not confident in their physical abilities and strength;
• Are often younger than the bullies who pick on them;
• Feel often that nobody will help them or be able to stop the bullying;
• Do not often tell on the bullies because they fear that the bullying may become worse as a result.

Bullying Cycle

Bullying tends to start off in a tentative way, with some trial and error as the bully settles on a victim.
At first, the incidents may be playful consisting of pranks, jokes, and some rough and tumble. As
victims succumb to this treatment and prove submissive, the incidents become more hurtful, esca-
lating from criticizing the victim, to name-calling and taunting, then to personal attacks and public
humiliation. In response to this increasingly hostile treatment, the victims change and become more
accepting and submissive. The rough and tumble play gives way to slapping, punching, kicking, and
beatings. The attacks become more systematized as victims are scapegoated. (Floyd, 1985, p.10)

Myths That Sustain Bullying

Ross (1998) has found many adults resort to some of the following myths to explain their thoughts
on bullying:
• “Boys will be boys”
• “You should never tattle”
• “She asked for it”
• “If attacked, stand up for yourself”

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• “He will always be a victim”

• “Bullies suffer from a lack of self-esteem”

Strategies to Reduce Bullying

Researchers (Olweus, 1993; Craig & Peplar, 1999; Ross, 1998) provide several strategies to
incorporate into an anti-bullying program. These include:
• Make adults aware of the situation and involve them;
• Make it clear that bullying is never acceptable;
• Conduct a survey of bully/victim problems at the start of implementation;
• Hold a school conference day devoted to bully/victim problems;
• Reduce the number of children in the yard and halls at one time;
• Increase adult supervision in the yard, halls, and washroom more vigilantly;
• Emphasize consequences of hurting others;
• Establish clear, easily-understood rules;
• Deal with the myths that support bullying;
• Deal with bullying in a forthright way;
• Enforce consistent and immediate consequences for aggressive behaviour;
• Follow up on all instances of aggression;
• Give praise for helpful behaviour;
• Develop specific class rules against bullying;
• Hold class meetings about bullying;
• Engage in serious talks with parents of bullies and victims;
• Improve communication among school administrators, teachers, parents and students;
• Listen respectfully to bullying concerns raised by students, parents, and school staff;
• Have a school problem box where kids can report problems, concerns and suggestions;
• Hold meeting of School Councils and/or Home and School organizations on the topic of bullying;
• Teach cooperative learning activities and enlist classmates to help victims and include them in
group activities;
• Develop a curriculum which promotes curriculum, friendship and assertive skills, teaches
anger management and conflict resolution and includes lessons about bullying – talking about
experiences, reading, drama and role-playing;
• Help bullies with anger control and the development of empathy;
• Avoid sex-role stereotyping (e.g., males need to be strong and tough);
• Avoid emphasis on competitiveness at school;

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• Encourage positive peer relations;

• Offer a variety of extracurricular activities that appeal to a range of interests;
• Help those in difficulty (victims) to increase their competence and self-concept;
• Acknowledge optimal school performance.

Dealing with Bullying Incidents

• Intervene immediately: stop the bullying behaviour as soon as you see it or become aware of it.
• Talk to the bully, and the victim, separately. If more than one child is involved in perpetrating the
bullying, talk to each of the perpetrators separately, in quick succession.
• If a peer mediation program is in place, be very careful in referring cases where there is serious,
long-standing bullying, as the power imbalance will likely make this a very intimidating situation
for the victim. The victim’s communication and assertiveness skills may be low, and will be fur-
ther eroded by the fear resulting from past intimidation and fear of future retaliation. You may
wish to exclude such cases from peer mediation.
• Consult with an administrator and other teachers, as well as staff, to get a wider reading on the
problem, and to alert them to the problem. Get advice as to how this situation fits with school
and board policies, and/or refer to written guidelines.
• Expect that the perpetrator(s) will minimize and deny his/her/their actions and responsibility.
Refer to school and class codes of conduct in telling the bullies why their behaviour was unac-
ceptable. Tell them what behaviour you do expect of them. Inform the bully(ies) of the sanctions
which will be imposed and that their parents will be involved.
• Reassure the victim that all possible steps will be taken to prevent a recurrence.
• Inform the parents of the bully and of the victim as soon as possible. A quick call to the home the
same day is preferable, followed by an appointment at school for the parents, if necessary. Better
results are obtained when parents are involved early in a bullying situation, before behaviour pat-
terns are entrenched and extremely serious.
• Involve parents in designing a creative plan of action, whenever possible.
• Involve victims in groups and situations where they can make appropriate friends and develop
their social skills and confidence. Examples of these are peer support groups, new student orien-
tation groups, cooperative learning groups in class, or special activity groups or clubs. Parents
can also arrange for these kinds of opportunities outside of school. The goals should be to devel-
op the child’s peer support network, social and other skills and confidence. Specific instructions
in assertiveness skills may also be helpful.
• For the bully, specific re-education, as to his/her behaviour is important, in addition to sanctions
such as removal of privileges, detention, etc. Some schools have had good success with in-school
detention situations where aggressive students must complete social skills modules designed to
reduce aggressive behaviour and develop empathy for others.
• Follow up in communicating with parents and with other teachers and administrators
about the situation, until it is clearly resolved.
• Monitor the behaviour of the bully and the safety of the victim on a school-wide basis

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• If bullies will not change their behaviour, despite concerted efforts by school personnel, they,
and not the victim, should be the ones who are removed from the class or school, or transferred
to another program. Consequences for the perpetrators will be of considerable interest of all stu-
dents, and will set the tone for future situations.

Guidelines for Dealing with Disclosures by Students

Teachers are required to be aware of legislation (Child and Family Services Act, Section 72 – Duty
to Report) and school board policies regarding reporting of disclosures of abuse (or suspected
neglect) to the Children’s Aid Society. Before commencing any anti-violence lessons teachers are
required to know the procedures for the reporting and documenting of abuse and ways to support
the student.

Legal Definition of Child Abuse

The Child and Family Services Act of Ontario, 1984, defines a child as “in need of protection,”
under Section 37(2) where:
• The child has suffered physical harm, inflicted by the person having a charge of the child
or caused by that person’s failure to care and provide for or supervise and protect the
child adequately
• The child has been sexually molested or sexually exploited by the person having charge of the
child, or by another person, where the person having charge of the child knows or should know
of the possibility of sexual molestation or sexual exploitation and fails to protect the child
• The child requires medical treatment to cure, prevent or alleviate physical harm or suffering and
the child’s parent or the person having charge of the child does not provide, or refuses or is
unavailable to consent to the treatment
• The child has suffered emotional harm demonstrated by severe:
– Anxiety
– Depression
– Withdrawal
– Self-destructive or aggressive behaviour and the child’s parent, or the person having charge of
the child does not provide, or refuses or is unavailable or unable to consent to services or
treatment to remedy or alleviate the harm
• The child suffers from a mental, emotional developmental condition that, if not remedied, could
seriously impair the child’s development, and the child’s parent or the person having charge of
the child does not provide or consent to treatment to remedy or alleviate the condition
• The child has been abandoned, the child’s parent died or is unavailable to exercise his or her
custodial rights over the child and has not made adequate provision for the child’s care and cus-
tody, or the child is in a residential placement and the parent(s) refuse or is unable or unwilling
to resume the child’s care and custody

The above definitions identify four different types of child abuse: physical, sexual abuse, failure to
provide, and emotional abuse.

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Duty to Report Child Abuse

It is the duty of the general public to report to the Children’s Aid Society a belief “on reasonable
grounds that a child is or may be in need of protection.” This is stated in Subsection 68(2). A per-
son acting in their professional capacity is mandated to report if they have reasonable grounds to
suspect child abuse 68(3). It is the direct responsibility of the individual who suspects abuse to
make the report. Even if other protocol exists in the place of employment it is still the responsibility
of the person with the initial information to ensure that such a report has actually been made. This
portion of the Child and Family Services Act applies to every person in Ontario.

Failure to Report

Failure to report a suspicion of child abuse is an offense under the Child and Family Services Act
(1984). Under Subsection 81(2) any person who fails to report suspected child abuse in the course
of his or her professional or official duties is liable to a fine of up to $1,000 and imprisonment. The
penalty imposed for failure to report suspicions of child abuses emphasizes that the child’s safety
must take precedence.

Protection for Professionals/Caregivers

The individual who, given reasonable grounds, reports suspected child abuse is protected by law
from legal action, as long as the report was based upon reasonable suspicion and not done
maliciously (CFSA).

The professional/caregiver must comply with the reporting law even though the reported informa-
tion may be confidential or privileged. Any information related to a suspected case of child abuse
must be revealed to Children’s Aid Society (CFSA).

How the Children’s Aid Society Might Help

Reporting child abuse can be a difficult thing to do. The Children’s Aid Society is there to assist any
individual who may have concerns about a child. Do not hesitate to contact them for advice or
direction. This may be done anonymously. If the situation is considered reportable, you are obliged
to identify yourself to the Children’s Aid Society.

Information Needed by Investigating Authorities

The following information concerning a report of suspected child abuse will be helpful to both the
Children’s Aid Society and the Police:
• Specify why you are making the referral at this time
• State your relationship to the child and family
• Indicate what you heard from the child and what you observed (you may want to
keep written notes)
• Offer any facts such as dates, descriptions of the child and identifying information about the family

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• Indicate if there is any need for medical attention and the current location of the child
• Knowledge of other agency or community involvement, past or present, is helpful
• Finally, provide any relevant background information

Child Welfare and Responsibility

It is the mandated responsibility of the Children’s Aid Society to determine the validity of any
suspected child abuse case. Decisions are based on the social worker’s evaluation and judgement
utilizing his/her expertise and experience in child abuse. These decisions are made in consultation
with a supervisor. Verification of an allegation of child abuse involves substantiation, but does not
require the same level of proof as in criminal law. This is often confusing to professionals/care-
givers. The Children’s Aid Society has the legal mandate to intervene in child protection cases, even
where the investigation is not likely to result in criminal charges. This process is handled through
the Family Court System (CFSA).

Ontario Catholic School Graduate Expectations

CGE 3 A reflective, creative and holistic thinker who solves problems and makes responsible
decisions with an informal moral conscience for the common good

CGE 6 A caring family member who attends to family, school, parish, and the wider community

Fully Alive

The Ontario Health and Physical Education Curriculum: Healthy Living Strand can be effectively
integrated with the Family Life Education Program, Fully Alive. Many expectations can be woven into
the themes and topics presented in Fully Alive. The Fully Alive Program provides the students with
a context of values within the Catholic faith tradition to teach the Healthy Living expectations. The
program reinforces learning and provides a strong basis for decision-making.

Fully Alive (Grades 1–8), Ontario Conference of Catholic Bishops, Prentice-Hall Canada.

Ontario Catholic School Graduate Expectations, Institute for Catholic Education, Toronto, 1998.

Appendices
Unit 1 Appendix A: Self Assessment Target – Teacher Model
Unit 1 Appendix B: Identifying Safety Rules – Self Assessment Ladder
Unit 1 Appendix C: Potential Safety Risks in the Home – Worksheet
Unit 1 Appendix D: School Safety Rules – Picture Cards
Unit 1 Appendix E: Personal Safety Keys – Worksheet
Unit 1 Appendix F: Identifying Safety Rules – Rubric
Unit 1 Appendix G: Understanding Verbal Violence – Worksheet
Unit 1 Appendix H: Verbal Violence – Scenarios
Unit 1 Appendix I: Exploitive Behaviours/Seeking Help – Rubric
Unit 1 Appendix J: Stop Sign – Worksheet

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Sources

Background information, materials and activities used in this unit have been developed in partnership
with Violence Prevention Education Curriculum, University of Western Ontario, London, 2000.
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:
Grade One to Eight Curriculum Support for Healthy Living Strand, Durham Catholic District
School Board and Durham Region Health Department, Oshawa, 1999/2000.
Selected resources from Thames Valley District School Board, Violence Prevention Committee.

Additional Resources

Kits

AMC Media Corporation, “A to Z by Bike,” AMC Media Corporation, Vancouver B.C., 1995,
(1-800-667-6119).
Canada Safety Council, “Elmer the Safety Elephant’s Railroad Activities,” Ottawa, ON, 1996.
(613-739-1535).
Canadian Institute of Child Health, “Bicycle Helmet Resource Kit,” “Safe and Happy Personal
Safety Kit,” “Max the Cat Kit on Sexual Abuse,” “Healthy Habits for Healthy Happy Kids,” Ottawa,
ON, 1990, (Phone 613-230-8838, Fax 613-230-6654).
C.A.R.E. Productions Association, “The C.A.R.E. Kit – Personal Safety for Grades K-3
Primary Program,” P.O. Box 183, Surrey, B.C., 1997, (604-581-5116, Fax 604-581-307).
Committee for Children, “Second Step: A Violence Prevention Curriculum – 2nd Edition,”
Seattle, WA. (Phone 206-322-5050, Fax 1-800-634-4449).
National Fire Protection Association, “Risk Watch K-2,” One Battery Mark Park, Quincy, MA, 1994.
Standfield, James, Ed. E. Be Cool - Coping with Bullying Module 3 , Jones Stanfield Publishing
Company, Inc., Santa Barbara, CA, 1998.
State Farm Insurance, Safety Lessons for Children – “Cr eative Dif fer ences, Inside Out,
The Smoke Detectives, Thought-Word and Deed,” Scarborough, ON, ([Link])
(1-416-290-4737)
Stay Alert, Stay Safe Foundation, “Stay Alert, Stay Safe Program,” Toronto, ON, 1990
(Phone 1-800-301-7277, Fax 416-480-8556).
Sunburst Communications, “All About Anger,” Sunburst Communications, 1991
(Phone 1-800-431-1934, Fax 519-971-2712).
The Community Child Abuse Council of Hamilton-Wentworth, “Sexual Abuse Kit,” Hamilton,
ON, 1995 (Phone 1-800-470-2111).
The Metropolitan Toronto Special Committee and Child Abuse, “Touching” Teachers Kit, Toronto,
ON, 1996.

Unit 1 – Overview
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Think First Foundation of Canada, “Think First For Kids – A Comprehensive Brain and
Spinal Cord Prevention Program,” The Canadian Neurosurgical Society and The Canadian
Association of Neuroscience Nurses, 1996.
Trauma Prevention Council, “Kidestrians: Practicing Traffic Safety With Kids,” Hamilton, ON,
1995, (Phone 905-528-8300, Fax 905-577-9966).

Safety Video Resources

Accident Prevention
War Amps of Canada, “Play Safe and Play Safe 2,” 1984, 1988.

Bicycle Safety
Magic Lantern, “Zone of Danger,” 1994.
Magic Lantern, “I’m No Fool on a Bicycle,” 1992.
Magic Lantern, “Bike Safety With Bill Nye,” 1996.
International Telefilm, “Calling All Safety Scouts – Wheels” ([Link])
Petro Canada, “Right Riders,” 1992.

Construction Site Safety

Construction Safety Association, “Danger Keep Out,” 1987.

Dog Safety
Magic Lantern, “Bite Free – Playing It Safe With Dogs,” 1996.

Exploitive Behaviours
Sunburst Communications, “My Body Belongs to Me,” 1993.
Sunburst Communications, “When Should You Tell? – Dealing with Abuse,” 1995
(Phone 1-800-431-1934, Fax 519-971-2712).

Farm Safety
International Telefilm, “Calling All Safety Scouts – Country,” ([Link]).

Fire Safety
Magic Lantern, “Donald’s Fire Drill,” 1991.
Magic Lantern, “Rescue Ranger’s Fire Safety Adventure,” 1991.
State Farm Insurance, “Smoke Detectives,” 1990, (416-290-4737).
School Services Canada, “Dudley Meets Flammo,” 1994.

Hallowe’en Safety
A-V Discovery Ltd., “Having a Safe Hallowe’en,” 1996.
Magic Lantern, “Hallowe’en Safety – 2nd Edition,” 1995.

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Home Safety
Health Canada, “Home Safety With Radar,” (Phone 613-952-1014, Fax 613-941-4376).
National Film Board, “Eugene Levy Discovers Home Safety,” 1987.

Poison Safety
Ontario Regional Poison Information Centre and Hospital for Sick Children, “You Be Safe,” 1991.

Problem Solving for Personal Safety

Magic Lantern, “That’s T rouble,” 1991.
“Be Cool, Be Safe” (Gr. 1-3), 1996.

Railway Safety
CP Rail, “Consequences,” 1993.

School Safety
Magic Lantern, “I’m No Fool with Safety at School,” 1992.
National Film Board, “Every Dog’s Guide to the Playground,” 1992.
International Telefilm, “Calling All Safety Scouts – School Safety,” ([Link]).
International Telefilm, “Calling All Safety Scouts – Play,” ([Link]).

School Bus Safety

Kinetic, “Rain or Shine: School Bus Safety and You,” 1996.

Stranger Safety
The Bennie Foundation, Inc., “Say No to Strangers,” 1990.
Block Parent Association, “The Secret Code,” 1994.

Street Safety
Canadian Tire Child Protection Foundation, “Stay Alert, Stay Safe,” 1992. (1-800-301-7277)
(website [Link]).
Block Parent Association, “What’s A Block Parent?,” 1995. (1-800-663-1134)
Magic Lantern, “I’m No Fool in a Car,” 1992.

Sun Safety
Magic Lantern Communications, “Cover UP: A Music Video on Sun Safety,” 1995. ($20.00)

Violence Prevention
Kinetic, “Tulip Doesn’t Feel Safe,” 1993.
Keyeye Productions Inc., “Keyeye,” 1996.
Sunburst Publications, “How I Learned Not to be Bullied,” Video, Guide and Activity Sheets and
“What is Teasing; What is Respect,” 1996.

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Water Safety
CPASS, “Boatwise: Safe Boating Guide,” 1994.
Metropolitan Toronto Police, “Child in the Water,” 1990.
International Telefilm, “Calling all Safety Scouts – Water Safety,” ([Link]).

Books

Atkinson, Lynne, I Belong to Me, Whortleberry Books, Kelowna, B.C., 1984.

Bannatyne-Dugnet, J.O., Estelle and the Self Esteem Machine, Red Deer College Press,
Red Deer, AB, 1993.
Berenstain, S. & Berenstain, J., The Berenstain Bears and the Bully, Random House of Canada
Limited, Toronto, ON, 1993.
Berenstain, S. & Berenstain J., The Berenstain Bears and the Love Match, Random House of
Canada Limited, Toronto, ON, 1998.
Berenstain, S. & Berenstain J., The Berenstain Bears and Too Much Teasing, Random House of
Canada Limited, Toronto, ON, 1995.
Berry, Joe, Living Skills – Every Kid’s Guide to Handling Family Arguments, 1988.
Bottner, B., Bootsie Barker Bites, Putnam Publishing Group, New York, NY, 1997.
Bourgois, Paulette, Franklin is Bossy, Kids Can Press, Toronto, ON, 1993.
Canada Safety Council, Elmer’s Safety Book, (Phone 613-739-1535, Fax 613-739-1566,
Website [Link])
Cole, J., Bully Trouble, Random House of Canada Limited, Toronto, ON, 1989.
Communications and Public Affairs, Department of Justice Canada, The Secret of the Silver
Horse, Ottawa, ON, 1989.
Davis, Diane, Something is Wrong at my House, Parenting Press Inc., Seattle, WA, 1992.
Dube, Pierette, Sticks and Stones, Scholastic, Richmond Hill, ON, 1993.
Garay, Luis, The Long Road, Tundra Books, Plattsburgh, NY, 1997.
Hofmann, G, The big bad bully bear, Random House of Canada Limited, Toronto, ON, 1996.
Howe, J, Pinky and Rex and the Bully, Aladdin, New York, NY, 1996.
Lionni, Leo, Six Crows: a Fable, Knopf, New York, NY, 1988.
Little, Jean, Jess Was the Brave One, Viking, Toronto, ON, 1991.
Mayer, G. and Mayer, M., Just a Bully, Golden Books, New York, NY, 1999.
Moss, M., Amelia Take Command, Pleasant Company Publications, Middleton, WI, 1999.
Murphy, Joanne Brisson, Feelings, Black Moss Press, Windsor, ON, 1985.
Otto, Maryleah, Tom Doesn’t Visit Us Anymore, The Women’s Press, 1987.
Peet, B., Big Bad Bruce, Houghton Mifflin Company, Boston, MA, 1982.
Petty, Kate and Charlotte Firmin, Being Bullied, Baron’s Educational Series, 1991.
Unit 1 – Overview
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Pinsonneault, Chrystele, The Safety Bear Activity Book, RCMP, Ottawa, ON.
Quinlan, Patricia, Planting Seeds, Annick Press, Toronto, ON, 1988.
School Bus Safety, available from Charterways Buses.
Slater, T.L., Who’s Afraid of the Big Bad Bully?, Scholastic Canada Ltd, Toronto, ON, 1995.
Stinson, Kathy, The Bare Naked Book, Annick Press, Toronto, ON, 1989.

Websites

Child Sexual Abuse

[Link]
Canada Safety Council
[Link]
• information on playground, rail, bicycle safety, etc.
Canadian Red Cross Aqua Tots and Aqua Quest Water Safety
[Link] then click “Water Safety Services”
Discovery Channel
[Link]/[Link]
• a variety of related resources and activities
Elmer the Safety Elephant
[Link]
• information on bus, rail, playground, bike and pedestrian safety. Download activity sheets on bus
safety and a story on rail safety
First Aid Services
[Link] then click “First Aid Services”
Fire Safety
[Link]/org/
Kids Help Phone
[Link]
• information about the Kids Help Phone
Ontario Physical and Health Education Association (OPHEA)
[Link]
• resources and information on physical and health education throughout the province
Ontario Safety League
[Link]
Road Safety (Car Safety)
[Link]/roadsafety
Safe Communities
[Link]

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Safe Kids Canada Website (Safe Kids Week)

[Link]
Safe Seasons Calendar Publications, Health Canada
[Link]

Brochures

Health and Welfare Canada, Family Violence Prevention Division, “Sexual Abuse, Counselling –
A Guide for Children and Parents,” Ottawa, 1993.
Health and Welfare Canada, Sexual Abuse, “What Happens When You Tell – A Guide for Childr en,”
Ottawa, 1993.
Health and Welfare Canada, “When Boys Have Been Sexually Abused – A Guide for Young
Boys,” Ottawa, 1993.
Ontario Ministry of Community and Social Services, “Repor ting Child Abuse – Your Responsibility
Under the Child and Family Services Act,” Toronto, Queen’s Printer, 1995.

Teacher Resources

Canadian Association for Health, Physical Education, Recreation and Dance (CAHPERD), “The
Clipboard,” Preventing School Violence, Health Education, Toronto, February 2000.
Craig, W.M. & Peplar, D.J. “Naturalistic Observations of Bullying and Victimization in the
Schoolyard,” Manuscript submitted for publication, 1995.
Craig, W.M. & Peplar, D.J. “Children Who Bully – Will They Just Grow Out of It?” Orbit,
29(4), 16-19, 1999.
Floyd, N.M. “Pick on Somebody Your Own Size!: Controlling Victimization,” Pointer,
29(2), 9-17, 1985.
Olweus, D. “Bullying at School: What We Know and What We Can Do,” Blackwell Publishers,
Oxford, 1993.
Ross, P.N. “Ar resting Violence: A Resource Guide for Schools and Their Communities,”
Ontario Public School Teacher’s Federation, Toronto, 1998.
Stones, R. “Don’ t Pick on Me: How to Handle Bullying,” Markham: Pembroke Publishers, 1993.
Suderman, M. Teacher resource section on bullying. In Sudermann, M., Jaffe, P & Schieck, E.,
A.S.A.P.: “A School-Based Anti-Violence Program,” London, Ontario: London Family Court
Clinic, 1996.
University of Western Ontario, Violence Prevention Education Curriculum , London, 2000.
Ziegler, S. & Rosenstein-Manner, M. “Bullying at School: T or onto in an International Context,”
Toronto Board of Education: Research Services, August 1991.

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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #1 Safety Rules and Safe Practices

Materials
Chart paper
Blackboard

Description
Students will learn the definition of safety rules and safe practices through guided discussion which
focuses on brain and spinal cord injuries.

Expectation Code Learning Expectation

2p3 Outline safety rules and safe practices.

Assessment Opportunities: Suggestions for Assessing Expectations

• Diagnostic Assessment: Personal Communication – The teacher will assess the students’ ability to
outline the safety risks and safe practices as they relate to brain and spinal cord injuries through
classroom discussion by using the Self Assessment Target (see Unit 1 Appendix A).

Teaching/Learning Strategies

Safety Risks

1. Review with students what a safety risk is (anything that can cause potential harm if not han-
dled/approached properly). Students brainstorm safety risks in the home school and community.
2. Review which of the examples outlined above (Strategy #1) can cause injury to their head or to
their back. Explain that injuries to their head or to their back are the most common form of
childhood injury. For example:
– Head or back injuries from car crashes, falling off bicycles, slides or swings, or diving into
shallow water
3. Review the location of the brain and spinal cord. Ask: “What protects the brain and the spinal
cord?” (The skull and the vertebrae). Ask: “Why is the brain and spinal cord so important to our
bodies?” (The brain tells the whole body how to work and it sends messages to the spinal cord so
you can move).

Safety Rules

4. Students provide a definition of a safety rule. Students brainstorm safety rules that will protect the
head and back under the following categories:

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Car Crashes Falls Diving Sports and Recreation

•Wear a seat belt •Wear a CSA approved • Have an adult check • Play smart
• Keep arms, legs and bike helmet when riding the water depth before • Check the puck, not
head inside the vehicle
• Don’t disturb the driver
your bike
•Wear the proper
going in
• Follow all water safety
the player
• Look around before
1
protective gear when guides that are posted swinging the bat or
rollerblading •Walk into water the first tennis racquet
• Obey all the playground time even if you think it • Don’t ever throw a bat
safety rules is safe to dive or tennis racquet
•Watch out for cars com- • Never swim in • Don’t check or push
ing out of driveways or unfamiliar water from behind
alleys or when pulling • Wear the proper
away from the curb protective gear
• Don’t trip people
on the ice

Notes to Teacher

Ontario Catholic School Graduate Expectations

CGE 3 A reflective, creative and holistic thinker who solves problems and make responsible
decisions with an informal moral conscience for the common good

CGE 6 A caring family member who attends to family, school, parish, and the wider community

Fully Alive

God has given us the gift of free will and we exercise it positively when we make choices which
result in our well-being and the well-being of others. The expectations in this component focus on
attaining knowledge and developing the skill of decision-making.

Theme 4, Growing in Commitment, Topic 3 contains a decision-making component. TM pp. 76 – 78,

SB pp. 57 and 58, SB/BM p. 26 Stan’s Decision, SB/BM p. 27 Betty’s Decision
Theme 1, Created and Loved by God, feelings are addressed which will provide a context for
teaching about verbal and physical violence. Human emotions are one of God’s gifts to us and help
us to understand what may be happening to us. Expressing our feelings in ways that respect others
and that do not harm them is a sign that we are becoming more loving people. TM pp. 11– 14,
SB pp. 8 – 10, SB/BM p.6 What Would You Do If
Theme 3: Created Sexual: Male and Female, Topic 5, The Gift of Bodies, TM p. 66. 11 – 14,
SB p. 47, SB/BM pp.48 and How Do We Care For Our Bodies?

Appendix
Unit 1 Appendix A Self Assessment Target – Teacher Model

Unit 1 – Sub-Task #1
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #2 Identification of Established Safety

Rules and Symbols in the Home
Materials
Activity cards
A card containing one Potential Safety Hazard
Chart paper and markers

Description
Students will identify established safety rules to be followed in the home.

Expectation Code Learning Expectation

2p11 Identify safety rules to be followed in the home, school and

community (e.g. electrical safety, schoolyard rules, bus safety).

Assessment Opportunities: Suggestions for Assessing Expectations

• Diagnostic Assessment: Performance Task – Students peer assess each others understanding of
the potential safety risks and safety rules in the home. They use a self-assessment ladder
see Unit 1 Appendix B).

Teaching/Learning Strategies

Safety Risks in the Home

1. The teacher reviews previous knowledge of the class regarding safety risks in the home. The
teacher draws a picture of a house labelling the rooms (laundry area, garage, bathroom, kitchen,
workshop and hobby area). Students identify the hazard in each of the rooms by illustrating with
the teacher.

2. Students pair up, and each pair receives a card with one Potential Safety Risk in the Home writ-
ten on it (see Unit 1 Appendix C). They review the card and prepare two responses to it:
(1) the potential safety risks associated with it;
(2) the safety rules that should apply.
Allow each group five minutes to prepare a presentation to the class. Have them place their card
title and responses to (1) and (2) on chart paper. Examples:
• Cigarettes and lighters
(1) You and your friends find cigarettes and a lighter.
(2) Tell a grown up if you find matches or cigarettes.
• Portable heater
(1) Portable heater catches fire.
(2) Turn off portable heater before taking a nap.

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3. The students present their findings to the class.

4 Post the Risks and the Rules prepared by the students, and place the charts on the wall
as a reference.
1
Optional Activities

5. The students make a poster illustrating the rules that were presented in class.
6. Invite a representative from the Fire Department to review Fire and Burn Prevention.
7. Students complete the Safe Kids Canada Home Safety Checklist with their parent(s)/guardian(s).
Safe Kids Canada offers a colourful and helpful safety checklist that walks you through each
part of your home. To receive a copy call 1-888-SAFE-TIPS (773-3847) or email at
[Link]@[Link]

Notes to Teacher

Ontario Catholic School Graduate Expectations

CGE 3 A reflective, creative and holistic thinker who solves problems and make responsible
decisions with an informal moral conscience for the common good

CGE 6 A caring family member who attends to family, school, parish, and the wider community

Fully Alive

God has given us the gift of free will and we exercise it positively when we make choices which
result in our well-being and the well-being of others. The expectations in this component focus on
attaining knowledge and developing the skill of decision-making.

Theme 4, Growing in Commitment, Topic 3 contains a decision-making component. TM pp. 76 – 78,

SB pp. 57 and 58, SB/BM p. 26 Stan’s Decision, SB/BM p. 27 Betty’s Decision
Theme 1, Created and Loved by God, feelings are addressed which will provide a context for
teaching about verbal and physical violence. Human emotions are one of God’s gifts to us and help
us to understand what we may be happening to us. Expressing our feelings in ways that respect
others and that do not harm them is a sign that we are becoming more loving people.
TM pp. 11 – 14, SB pp. 8 – 10, SB/BM p.6 What Would You Do If.

Appendices
Unit 1 Appendix B Identifying Safety Rules – Self Assessment Ladder
Unit 1 Appendix C Potential Safety Risks in the Home – Worksheet

Unit 1 – Sub-Task #2
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #3 Identification of Established

Safety Rules in the School
Materials
3 sheets of blank 8 1/2 x 11 inch paper

Description
Students will identify established safety rules to be followed in the school

Expectation Code Learning Expectation

2p11 Identify safety rules to be followed in the home, school and

community (e.g. electrical safety, schoolyard rules, bus safety).

Assessment Opportunities: Suggestions for Assessing Expectations

• This expectation is a focus of this Sub-Task, but will be assessed later in the grade two Safety and
Injury Prevention unit.

Teaching/Learning Strategies

School Safety Rules

1. Discuss school safety rules regarding: scissors, glue, paint, rulers, sharp objects, staplers, coat
hooks, coatroom benches, use of chairs, building towers with heavy blocks, drinking fountains
(pushing while in line), feet in aisles, objects on floor, disabled students, use of handrail, gymna-
sium safety, loose jewelry, long hair, hand tools, lunchroom safety, chewing food before swallow-
ing, washroom safety, bathroom etiquette, safety patrols, bus patrols, parking lots, drop off areas,
crossing guards, playground equipment, dressing appropriately, balls, bats, hockey sticks, ice
slides, icicles, snowballs, frost bite, metal items on cold days, opening cupboards closing doors,
bicycle safety, foods that may cause allergies. Distribute two sheets of picture cards, School Safety
Rules (see Unit 1 Appendix D) to each student.

Categorizing Rules

2. Students cut out the rules, read them and categorize which are classroom and which are school
year (some rules may apply to both).

3. Students label one page, “Classroom Rules,” the other page “Schoolyard Rules”. Students will
glue the correct rule under the appropriate heading.

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School Safety Rule Booklet

4. The students create a title page called School Safety Rules and staple all three pages together to
make a booklet for future reference.
1
Optional Activities

5. In groups, write a safety rap about a specific school safety rule.

6. Students take turns reading safety rules over the school’s PA system during morning announcements.

Notes to Teacher
Refer to their Board’s Safety Guidelines with regards to intramural curricular and extra curricular
athletic activities.

How to Check Playground Safety

Safe Kids Canada urges parents and caregivers to check the safety of a playground each time they go
outside and before kids start playing. Here’s the three-step check:

• Check the children before they play.

– Make sure nothing can strangle your child at the playground or cause him to become tangled
in the equipment. Take off drawstrings on clothing.
– In winter, use mitten clips instead of mitten cords, and neck warmers instead of scarves.
• Check the playground.
– Choose playgrounds with a deep, soft surface or a rubber surface, instead of dirt or grass. The
ground should have soft rubber mats or lots of sand, pea gravel or wood chips. Check the
depth of the surface with your heel to make sure it is at least six inches deep (15 cm). If you
have a backyard playground, put down a deep soft surface underneath equipment.
– If your local playgrounds only have dirt or grass surfaces, keep your children on equipment
that’s low to the ground and call the playground operator to find out if there are plans to put
down a new surface. Proper surfacing makes a big difference.
– Watch out for spaces that can trap a child’s head. Safe spaces are smaller than 3 inches (9 cm)
or larger than nine inches (22.5 cm).
– Make sure equipment above the ground has handrails and guardrails to prevent falls.
– Check for sharp edges and exposed nuts or bolts that could cause pinches or cuts.
• Supervise!

Ontario Catholic School Graduate Expectations

CGE 3 A reflective, creative and holistic thinker who solves problems and make responsible
decisions with an informal moral conscience for the common good

CGE 6 A caring family member who attends to family, school, parish, and the wider community

Unit 1 – Sub-Task #3
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Fully Alive

God has given us the gift of free will and we exercise it positively when we make choices which
result in our well-being and the well-being of others. The expectations in this component focus on
attaining knowledge and developing the skill of decision-making.

Theme 4, Growing in Commitment, Topic 3 contains a decision-making component. TM pp. 76 –

78, SB pp. 57 and 58, SB/BM p. 26 Stan’s Decision, SB/BM p. 27 Betty’s Decision
Theme 1, Created and Loved by God, feelings are addressed which will provide a context for
teaching about verbal and physical violence. Human emotions are one of God’s gifts to us and help
us to understand what we may be happening to us. Expressing our feelings in ways that respect oth-
ers and that do not harm them is a sign that we are becoming more loving people.
TM pp. 11 – 14, SB pp. 8 – 10, SB/BM p.6 What Would You Do If.

Appendix
Unit 1 Appendix D School Safety Rules – Picture Cards

Unit 1 – Sub-Task #3
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #4 Identification of Established Safety

Rules in the Community 1
Materials
Chart paper or blackboard
Markers
Phone
Block Parent sign

Description
Students will identify established safety rules to be established in the community.
Expectation Code Learning Expectation

2p11 Identify safety rules to be followed in the home, school and

community (e.g. electrical safety, schoolyard rules, bus safety).

Assessment Opportunities: Suggestions for Assessing Expectations

• Summative Evaluation: Performance Task – Assess the students’
understanding of identifying safety rules to be followed in the home, school and community (e.g.,
bus safety) using the Identifying Safety Rules Rubric (see Unit 1 Appendix F).

Teaching/Learning Strategies
1. Ask the students to list people in the community who could help them in an emergency or in a
situation that makes them feel afraid or uncomfortable (e.g., police, doctor, teacher, parent,
Block Parent, adult I trust, friend).
2. Write all the responses on chart paper. Give clues to help elicit more responses. Make the list as
comprehensive as possible.
3. Distribute the Personal Safety Keys worksheet (see Unit 1 Appendix E).
4. The students read aloud and explain why the Personal Safety Keys are rules.
5. Using problem-solving skills, students give reasons why they should do what the Safety Key says
and which community person would be able to help them in that particular situation.
6. The students take home the Personal Safety Keys sheet and share it
with their parents.

Summative Evaluation: Booklet

7. Students create a storyboard, preparing a three-step illustration identifying safety rules in the
home, community and school. They identify safety rules en route from home to school.
Illustrations and print are to be included on the storyboard.

Unit 1 – Sub-Task #4
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Optional Activities

8. The students role play the safety rule and how to seek help.
9. A phone and sample Block Parent sign could be used as props for practising calling 9-1-1.

Notes to Teacher

Ontario Catholic School Graduate Expectations

CGE 3 A reflective, creative and holistic thinker who solves problems and makes responsible deci-
sions with an informal moral conscience for the common good

CGE 6 A caring family member who attends to family, school, parish, and the wider community

Fully Alive

God has given us the gift of free will and we exercise it positively when we make choices which
result in our well-being and the well-being of others. The expectations in this component focus on
attaining knowledge and developing the skill of decision-making.

Theme 4, Growing in Commitment, Topic 3 contains a decision-making component. TM pp. 76 – 78,

SB pp. 57 and 58, SB/BM p. 26 Stan’s Decision, SB/BM p. 27 Betty’s Decision
Theme 1, Created and Loved by God, feelings are addressed which will provide a context for
teaching about verbal and physical violence. Human emotions are one of God’s gifts to us and help
us to understand what we may be happening to us. Expressing our feelings in ways that respect oth-
ers and that do not harm them is a sign that we are becoming more loving people.
TM pp. 11 – 14, SB pp. 8 – 10, SB/BM p.6 What Would You Do If.

Appendices
Unit 1 Appendix E Personal Safety Keys – Worksheet
Unit 1 Appendix F Identifying Safety Rules – Rubric

Unit 1 – Sub-Task #4
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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #5 Describing Verbal Violence

Materials
Chart paper
1
Markers
Blackboard

Description
The teacher will define violence and describe different types of verbal violence through
discussion of scenarios and worksheets.

Expectation Code Learning Expectation

2p12 Describe types of verbal and physical violence

(e.g., name calling, kicking, hitting).

Assessment Opportunities: Suggestions for Assessing Expectations

• Diagnostic Assessment: Pencil and Paper Task – The teacher will assess the students’ knowledge
of the different types of verbal violence as they complete the worksheet, Understanding Verbal
Violence (see Unit 1 Appendix G)

Teaching/Learning Strategies

Link to Grade 1 – Bullying

1. The teacher will read aloud, The Berenstain Bears and the Bully (see Book list – Resource
list in Overview). Children discuss what they heard in the book about the concept of bullying. List
the concepts on the board (use any appropriate book that reviews the concept of bully – see
Overview for list of Resources).

Definition of Violence

2. On chart paper, write the definition of violence, as follows: “Violence is any mean word, look,
sign or act that hurts a person’s body, feelings or things.” (Remboldt, 1994)

Link to Violence

3. Students use examples from the book that they read that apply to the definition of violence. Then,
they use examples from their own experiences to make the link to the definition of violence.
Reinforce with the students that bullying is a form of violence.

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Verbal and Physical Violence

4. Explain that there are two types of violence; hands-on (physical – e.g., hitting, pushing, shoving)
or through words (verbal – e.g., teasing, name calling, threatening). Using the examples outlined
in Teaching/Learning Strategy #3, they classify examples of physical and verbal violence. Students
need to recognize that verbal violence can be just as damaging to the victim as physical violence.

Verbal Violence Scenarios

5. Review four different scenarios (see Unit 1 Appendix H). Ask the following questions for each
scenario:
– What happened?
– Who got hurt?
– How was the person hurt? (Feelings, body, property, friends or others
– Was it done on purpose or was it an accident?
– Was it mean (violent)?
– Has anything like this ever happened to you? (apply the no-name rule here)
Make it clear to the students that it doesn’t matter what the person who is saying the words
thinks, it is how the person who hears, or receives, the words responds. You can tell how the
receiver feels by:
– Their body language;
– Their facial expressions (smiling, laughing);
– Their tone of voice,
Not all teasing and name-calling are forms of violence. How the situation can be interpreted may
depend on if the people are friends or strangers, and how well they know each other.

Understanding Verbal Violence

6. The teacher will have the students complete the worksheet, Understanding Verbal Violence
(see Unit 1 Appendix D) to complete the Sub-Task. Take up the responses in Sub-Task #5.

Background Information

Activities and research material on verbal violence may be found in resources such as Second Step
(Committee for Children) and Working It Out, Tools for Everyday Peacemakers (Lions Quest).

Notes to Teacher
When discussing situations and examples, emphasize that a no-name rule will apply. Students are
not to mention specific people in order to keep matters confidential.

For those students who have difficulty completing a written task, the teacher may have the student
orally answer the Understanding Verbal Violence worksheet (see Unit 1 Appendix D).

• Bullying is defined as repeated systematic harassment and attacks on others.

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• It is characterized by a power imbalance between a stronger more aggressive and overly

confident student or individual and a weaker, more timid and less assertive victim.
• Bullying takes many forms and can include many different behaviours:
– Physical violence and attacks (hitting, poking, shoving, chasing)
– Name-calling and put downs (making fun of someone)
– Threats and intimidation
– Stealing
– Exclusion from a peer group
– Racially or ethnically-based verbal abuse
– Gender-based put-downs
• If bullying behaviour is not dealt with effectively, then the negative patterns continue
and may escalate.
• Have a clearly stated code of conduct for the class (e.g., everybody gets a chance to
speak, listen, take turns, no name calling, no fighting, everyone is special).
• Involve the children in the development of this code in order to give them a sense of ownership.
• If a bullying incident occurs in your class:
– Find out from students what is happening (victim, perpetrator and bystanders);
– Take strong, immediate action (refer to Overview for more strategies).

Ontario Catholic School Graduate Expectations

CGE 3 A reflective, creative and holistic thinker who solves problems and makes responsible
decisions with an informal moral conscience for the common good

CGE 6 A caring family member who attends to family, school, parish, and the wider community

Fully Alive

God has given us the gift of free will and we exercise it positively when we make choices which
result in our well-being and the well-being of others. The expectations in this component focus on
attaining knowledge and developing the skill of decision-making.

Theme 4, Growing in Commitment, Topic 3 contains a decision-making component. TM pp. 76 –

78, SB pp. 57 and 58, SB/BM p. 26 Stan’s Decision, SB/BM p. 27 Betty’s Decision
Theme 1, Created and Loved by God, feelings are addressed which will provide a context for
teaching about verbal and physical violence. Human emotions are one of God’s gifts to us and help
us to understand what we may be happening to us. Expressing our feelings in ways that respect oth-
ers and that do not harm them is a sign that we are becoming more loving people.
TM pp. 11 – 14, SB pp. 8 – 10, SB/BM p.6 What Would You Do If.

Appendices
Unit 1 Appendix G Understanding Verbal Violence – Worksheet
Unit 1 Appendix H Verbal Violence – Scenarios

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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #6 Dealing with Different Forms

of Violence
Materials
Role play scenarios

Description
The teacher will describe types of verbal and physical violence and strategies to deal with them
through class discussion, modelling and role play.

Expectation Code Learning Expectation

2p12 Describe types of verbal and physical violence

(e.g., name calling, kicking, hitting).

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Performance Task – Assess the role-playing of students understanding of
being able to say “”No”” to exploitive behaviours and their ability to describe how to seek help
by using the Exploitive Behaviours/Seeking Help: Rubric (see Unit 1 Appendix I).

Teaching/Learning Strategies

Review of Verbal Violence

1. Take up the worksheet, Understanding Verbal Violence (see Unit 1 Appendix G) from Sub-Task #4.
Ask the following question:
– When is name calling or teasing a form of violence? (Refer back to the definition of violence
from Sub-Task #1).

Physical Violence

2. Ask the students to explain how situations of verbal violence can worsen into situations that
become physically violent. For example:
– A student starts calling another “fatso.” The student loses their temper and hits the
other student.
– Mike continually tells others that Jeremy is a “loser.” Jeremy cannot take it any more, loses
his temper, and begins to hit Mike.

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Why Do People Become Verbally and Physically Violent?

3. The teacher will brainstorm with the students the question, “Why do people become physically
violent?” Example of answers:
– They need power over others 1
– Model aggressive behaviour from home
– They view violence as a way to settle problems
– They try to get things for themselves
– Bad temper/loss of temper
– Impulsive, out of control
– They want attention from others

Alternatives to Verbal and Physical Violence

4. Explain to students that knowing why people become verbally and physically violent will help
them to find strategies or ways to not become verbally or physically violent. Refer to the Be Cool
Kit (Say No to Bullying), see Resource list in Overview, which outlines strategies for a victim to
deal with violent situations. Develop a chart which outlines:

What Can You Do When Somebody Else is Being What Can You Do When You Feel Like Being Mean or
Mean or Violent to You or a Friend? Violent to Someone Else?
Depending on the situation: • Learn how to calm your own anger ahead of time
•Tell a grown up (e.g., take slow deep breaths, relax your muscles, talk
• Ignore and walk away (don’t give a reaction) to yourself with calming messages, take a walk or time
• Act and look confident and tell them: out, think nice thoughts)
– What you don’t like about what they are doing • Recognize your anger signs in your body (how do you
– How it makes you feel know you are getting angry?
– How you want them to act and what will happen – knots in your stomach, shoulders hunched,
to them if they don’t stop clenched teeth)
• Do not look like a victim: • Recognize things that make you feel angry (pushing, hit-
– Head up ting, name calling, shoving, teasing, put downs, threats)
– Shoulders back • If you know your inside and outside triggers you can
– Look straight ahead with an unconcerned think ahead to prevent these situations
facial expression
• If it is a safety issue or the person is dangerous, walk
away quickly and get help

Alternatives to Verbal and Physical Violence – Scenarios

5. Develop a number of scenarios that allow students to practise role-playing their alternatives.
For example:
– Devon is playing basketball. Jim comes along and takes the ball away from him. Devon begins
to get angry. What can Devon do?
(Devon counts backwards from 10, telling himself that everything is going to work out, and he
stays calm. Devon confidently walks up to Jim and says, “Jim, it didn’t make me feel very good
that you took my ball away. Would you please give me my ball back. If you want to share with
me, you can play with me. If you won’t give it back, I will tell the teacher.”)
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– Stan calls Gary a “fag”. Gary begins to get angry, Stan senses this and keeps it up. Gary is about
to lose his temper. What should Gary do?
(Gary recognizes when his body feels angry. He knows that he cannot deal with the situation
right now and that he needs time to think about it. Gary walks away. When he is calm, he will
deal with Stan.)

Make sure that the students do not role-play inappropriate behaviours. They must only role-play the
positive solutions.
• Ask the following questions:
– How do you think the victims felt? (Gary and Devon)
– Is it okay for the victims to feel angry? (Yes, but it is not okay to hurt yourself or other people
when you are angry)
– What would happen if Gary or Devon chose to become physically violent? (All the children get
hurt, they get in trouble at school and at home...)
– Does physical violence solve problems? (No, it only creates bigger problems)
– What if Devon or Gary try to solve the problem non-violently and the other children want to
fight? (Taylor and Gary should walk away and ask someone for help)

Optional Activities

6. Refer to Second Step (see Overview for a list of Resources) for more Sub-Tasks on empathy,
impulse control and anger management.
7. Students choose role models from television, books, magazines, etc., that are examples of non-
violent leaders.

Notes to Teacher
Activities and research material on physical violence may be found in resources such as Second Step
(Committee for Children), Working It Out – Tools for Everyday Peacemakers (Lions Quest) and
C.A.R.E. Kit.

For some children violence is the only model they know for solving problems. Boys especially, are
taught that to walk away from a fight is to be a chicken. Some parents will tell their children to fight
back. Television programs often support this point of view. Try to emphasize the negative conse-
quences of fighting and praise children for using non-violent strategies in pressure situations.

Anger Management – a strategy to deal with aggressive persons.

• Anger is a strong feeling that results form being upset or attached by someone or something.
Everybody gets angry.
• Anger can be directed at oneself, other people, obstacles or situations. A person’s response to
anger can be constructive or destructive. Anger can cause people to do or say things they are
sorry about later, like name calling.
• Everyone is responsible for his/her own behaviour. How we respond to someone else’s anger can
calm or make the situation worse.

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• Learning how to calm our anger and learning how to respond to another person’s anger before
choosing a course of action is an important part of addressing conflict.

• Explain that everybody gets angry. It is okay to feel angry, but it is not okay to hurt yourself, other
people when you are angry.
• Explore and role play helpful ways to get rid of angry feelings without hurting themselves or other
people (e.g., take slow deep breaths, relax your muscles, talk to yourself with calming messages,
take a walk, etc.).
• Explore and role play helpful ways to deal with another person’s anger (e.g., keep calm, listen,
ask the person what is wrong, try to understand his/her point of view, explain your side of the
story, apologize, suggest ways to fix it, get help from an adult if you do not feel safe, leave the
person alone for a while).

Ontario Catholic School Graduate Expectations

CGE 3 A reflective, creative and holistic thinker who solves problems and makes responsible
decisions with an informal moral conscience for the common good

CGE 6 A caring family member who attends to family, school, parish, and the wider community

Fully Alive

God has given us the gift of free will and we exercise it positively when we make choices which
result in our well-being and the well-being of others. The expectations in this component focus on
attaining knowledge and developing the skill of decision-making.

Theme 4, Growing in Commitment, Topic 3 contains a decision-making component. TM pp. 76 – 78,

SB pp. 57 and 58, SB/BM p. 26 Stan’s Decision, SB/BM p. 27 Betty’s Decision
Theme 1, Created and Loved by God, feelings are addressed which will provide a context for
teaching about verbal and physical violence. Human emotions are one of God’s gifts to us and help
us to understand what we may be happening to us. Expressing our feelings in ways that respect oth-
ers and that do not harm them is a sign that we are becoming more loving people.
TM pp. 11 – 14, SB pp. 8 – 10, SB/BM p.6 What Would You Do If.

Appendix
Unit 1 Appendix I Exploitive Behaviours/Seeking Help – Rubric

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UNIT 1 Personal Safety and Injury Prevention

Sub-Task #7 Explanation of the Importance of

Saying “No” To Exploitive Behaviour
Materials
Popsicle sticks, crayons
Find a picture of a mother/father, caregiver holding or looking after a child

Description
Students will be able to explain the importance of saying “No” to exploitative behaviour.

Expectation Code Learning Expectation

2p13 Explain the importance of being able to say “NO” to

exploitative behaviours (e.g., improper touching), and
describe how to seek help.

Assessment Opportunities: Suggestions for Assessing Expectations

• Due to the sensitive nature of this topic, assessment is not appropriate.

Teaching/Learning Strategies

Touching Reviewed

1. Explain that there are different forms of touch. Ask the students what kind of touch they like. Use
brainstorming (hugs, holding hands, pat on the back from mom...). This is touch that might
make you feel happy, affectionate, warm, comforted, secure or loved. Your feelings tell you this
person touchers you in a good, caring way. What are feelings? (Something inside of you that tells
you what you like and what you don’t like). Ask: “What kinds of touch do you not like?” How
can you tell when someone is touching you in a hurtful or uncaring way? (Your feelings tell you
when the touch is hurtful). Hurtful touch might make you feel confused, angry or scared). Tell
the students that it is important for them to trust their feelings! When their feelings say, “No,”
trust them and say, “No.”

Caring for Children

2. The teacher will show the picture of a mother/father or caregiver caring for a child and ask the
following questions:
– What is the person doing?
– Who could they be?
– Is this touch okay? Why? (Health reasons)
– How do you think the baby is feeling?
– What are parts of the body that are private?

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– At what times might it be necessary for an adult to touch a child’s private parts? (These are the
parts covered by the bathing suit. Sometimes it is necessary for an older person to touch your
private parts for reasons of health or hygiene. Babies need a lot of touch to be healthy and
happy. We can express love and affection in the way we speak and way we touch.)
3. The teacher gives, “What if _______________” negative or positive statements, for example:
1
– A stranger asks you to get in his car to show him where a street is.
– A man asks you to go see his new kittens at his house. Should you go? (The teacher should
discuss with the students that an adult, teenager or older child may try to trick a child into
touching that is inappropriate (see Notes to Teacher) for the definition of “trick”).
– You are alone and someone wants you to open the door.
– A lady offers you $10.00 to carry her bags home.
– A man touches you on a private part in a way that makes you feel uncomfortable and con-
fused. This person always buys you presents and takes you to the movies. How does this make
you feel? Is it your fault? Has the person touching you done anything wrong? Why is this touch-
ing wrong? Is it good, caring touch? Who could this man be? (It could be anyone – it might
even be someone you know well: a family friend, babysitter, uncle, father…). (Someone may
try to trick or force you into letting them touch your private parts and it may be someone you
know. It is against the law for an older person to touch your private parts, except for health
reasons. If an adult does something to you this is wrong, it’s not your fault. Try to tell someone
you trust! Trust your feelings!)
– A man asks you to help him find his puppy.
– Someone asks you to take off your clothes for a picture and you will receive a trip to Florida.
How can someone do or say something you might not otherwise do? (A person can bribe you
with a fit or trick you. They can threaten or embarrass you to do or say something you might
not otherwise do). (See Notes to Teacher for definition of “bribe”.)
– Someone hugs you and tries to make you feel good by touching you where they should not.
How does this make you feel? Is it your fault? Why is this touching wrong? Is it good, caring
touch? When are hugs okay?
– Your brother wants to play ball with you.
– Someone gives you a gift. (Okay to accept it if you don’t have to do anything in return that
would be harmful to you, but make sure you ask your parent/guardian).
4. Discuss ways to seek help if needed in each of the previous examples. Children should always
check with a parent or guardian before going into someone’s house, going somewhere with
someone, helping someone with something, taking candy, money or a gift even if they know the
person. No matter how tempting a bribe might be, a child must say, “No” to inappropriate touch.
A child should tell a trusted adult if someone tries to bribe or trick him or her into touching that
is inappropriate or confusing. A child should tell a trusted adult if someone tries to embarrass
him/her into touching that is inappropriate. Keep telling until the inappropriate touch stops. The
abuse is not their fault.
5. Distribute Stop Sign Activity Sheet (see Unit 1 Appendix J). Students colour and fill in the message:
“No thanks!, No Way!, That’s Not OK!” Students cut out stop sign with words. Children should
know that they need to trust their feelings and act on the signals their feelings give them.
6. The students practise saying the slogan in an assertive, loud voice.

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Optional Activity

7. Show Stay Alert, Stay Safe video and choose scenarios from the teacher’s resource guide.
Max the Cat, Safe and Happy personal safety kit also provides simple, uncomplicated information
about inappropriate touching. Tom Doesn’t Visit Us Anymore by Maryleah Otto may also be
read to the class.

Notes to Teacher
• Touch can be positive or negative. A hug can comfort or make us uncomfortable.
• Children need to understand that there are parts of the body that everyone can see and that some
parts are private to them. Their body is theirs and no one has their right to touch it. There are
only a few adults (parents, guardians, doctors, nurses) who for reasons pertaining to health and
hygiene, may look at or touch the private parts of a child’s body.
• It is important to name all the body parts by their proper names. This helps to remove shame
associated with the body and will enable a child to talk more freely.
– For boys, private body parts are the penis, testicles, anus and buttocks.
– For girls, private body parts are the breasts, vulva, vagina, anus and buttocks.
– Encourage children to listen to their feelings. When their feelings say, “No,” trust them
and say “No.”
– Empower children by instructing them they can speak out, leave or defend themselves. It is
important for children to know they can say, “No, stop!”
– Reinforce instruction by role playing or practising refusal techniques.
– Encourage students to tell someone they trust about touch that makes them uncomfortable.
– Discussions related to inappropriate touching can result in a student disclosing physical or
sexual abuse. The steps outlined in the Child Abuse Protocol (located in each school) must
be followed if this occurs.
– The protocol provides information on reporting the necessary documentation and most
importantly how to support the child. It is important to familiarize yourself with the protocol
so you are prepared if a child should disclose to you.
– The following statements are appropriate and reassuring to the child:
– I am glad that you told me about this.
– I’m sorry this happened to you.
– I believe you.
– What happened is not your fault.
– I’m going to do what I can to help you with this.
– It takes a lot of courage to talk about these things and I am going to do
what I can to help you.
– A child may ask that you not tell anyone about the disclosure. Be honest with the child. Tell
the child that you are going to do what you can to help him/her and that you will talk only to
caring people who will be able to make sure he/she is safe.
– The student needs to know that it is never too late to tell someone you trust about
inappropriate touching. Keep telling until someone believes you and helps to stop the abuse.

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• Bribe – To give a treat or special privilege to a person to persuade him or her to do something
he/she might not otherwise do. It is important for children to clearly understand that if they
accept the treat or privilege they will have to do something in return, such as take their clothes
off or allow the adult to touch their private parts.
• Trick – To convince a person that something is true which it is not, or make a person believe it’s
alright to do something when it is not.
• Embarrass – To cause a person to have a personal feeling of having done something wrong
or silly.
• The student should know that it is hard to say “No,” especially to someone who is older. If the
child cannot say “No,” the abuse is not his or her fault.
– Supplement these Sub-Tasks by referring to the C.A.R.E. Kit or the Child Abuse Prevention Kit.
The Metropolitan Special Committee on Child Abuse (see Resource list in the Overview).

Ontario Catholic School Graduate Expectations

CGE 3 A reflective, creative and holistic thinker who solves problems and make responsible
decisions with an informal moral conscience for the common good

CGE 6 A caring family member who attends to family, school, parish, and the wider community

Fully Alive
God has given us the gift of free will and we exercise it positively when we make choices which
result in our well-being and the well-being of others. The expectations in this component focus on
attaining knowledge and developing the skill of decision-making.

Theme 4, Growing in Commitment, Topic 3 contains a decision-making component. TM pp. 76 – 78,

SB pp. 57 and 58, SB/BM p. 26 Stan’s Decision, SB/BM p. 27 Betty’s Decision
Theme 1, Created and Loved by God, feelings are addressed which will provide a context for
teaching about verbal and physical violence. Human emotions are one of God’s gifts to us and help
us to understand what we may be happening to us. Expressing our feelings in ways that respect
others and that do not harm them is a sign that we are becoming more loving people.
TM pp. 11 – 14, SB pp. 8 – 10, SB/BM p.6 What Would You Do If.

Appendix
Unit 1 Appendix J Stop Sign – Worksheet

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Self Assessment Target

Name: ________________________________________Class: _______________________

Knowledge/Skill Category: Expection

Understanding of Concepts outline safety rules and safe practices

1
2
3
4
able to outline all or almost
all safety practices

able to outline most safety

rules and safe practices

able to outline some safety rules

and safe practices

able to outline few safety

and safe practice

Unit 1 – Appendix A
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Identifying Safety Rules

Name: ________________________________________Class: _______________________ 1

Knowledge/Skill Category: Expections

Understanding of Concepts Identify safety rules to be followed in the home, school

and community (e.g., electrical safety)

Colour the step on the ladder that best says what your friends understand
about safety rules.

My friends need no help and reminders to identify safety rules

My friends need very little help and reminders to identify safety rules

My friends need some help and reminders to identify safety rules

My friends need a lot of help and reminders to identify safety rules

Unit 1 – Appendix B
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Potential Safety Risks in the Home

CLEANSERS POT ON STOVE

MEDICATION PORTABLE HEATER

OVENS TOYS ON STAIRS

ANSWERING THE PHONE ALCOHOL

DRAPERY OR WINDOW
MATCHES
BLIND CORDS

PLAYING IN THE RUNNING

BATHROOM UNSUPERVISED INDOORS

CLOTHES DRYERS MICROWAVES

OLD REFRIGERATOR/
PETS
TRUNK/FREEZERS

GARAGE DOOR OPENERS STANDING ON DRAWERS

HOT BATH WATER EXTENSION CORDS

RUNNING WITH FOOD FIREPLACE

IN YOUR MOUTH

PLANTS PLUGGED IN IRON

ELECTRICAL CORD STANDING ON CHAIRS

PLAYING ON STAIRS KNIVES

CIGARETTES AND LIGHTERS MEDICINE CABINET

Unit 1 – Appendix C
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School Safety Rules

Prevent burns Never play with plastic 1
from hot bags. Never go inside
water; run cool anything that can trap you
water first (e.g., fridge, freezer, trunk,
washers, toy boxes, etc.)

Tell a grown-up if Never touch any-

someone thinks thing that has this
he or she has symbol on it.
found poison.

Be a peacemaker, Do not tie or put things around

no fighting, your neck.
hitting.

Never play with

matches or
lighters.
Never stick anything into an
electrical outlet.

Do not tie ropes and skipping If you find

ropes to slides, swing, etc. medication, tell
a grown-up.

Never run or play Zip up your jacket, remove strings

with food in on your hood, hat and jacket,
your mouth. tuck in your scarf.

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School Safety Rules

If you feel threatened or If someone offers you
can’t work out a problem drugs or a cigarette,
peacefully, talk to an say “No” and walk away.
adult you trust.

Never play near

parked cars, play
games in a safe Snow and ice
place, away from are very slippery.
Use extra caution when crossing
traffic.
or walking on roads.

Don’t carry or put Put toys away.

objects in your mouth
(e.g., toys, pencils
etc.)

If you find a syringe

(needle) never pick it
up, tell a grown-up.
If anything becomes tangled in wires,
leave it. Never touch electrical wires.

Be courteous, wait Do not play on stairs.

for your turn, don’t
push, play fair.

Don’t run into the Enter the bus sin-

street, stop and gle file, don’t push
look all ways. or shove.

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Personal Safety Keys

Avoid dangerous
situations like
Don’t trust
anyone who
Don’t trust
anyone who 1
walking home offers you a asks you to go
alone, taking gift in return with them to
short cuts and for a favour. help them. Call
playing at the 9-1-1 if you feel
park alone. threatened.

Keep your Always let your Know the

distance if a parents know people who can
stranger where you are help you and
approaches. going and the know how to
route you are ask for help.
taking to get
there.

In any emer- Know where Don’t let anyone

gency call 9-1-1. block parents on the phone or
Know your full and other at the door
name, phone safe places are know if you ar e
number and in your home alone.
address. neighbourhood.

Don’t give out Never open the Trust your

information door to a instincts. It’s
over the phone. stranger. okay to say
‘No’.

Stay away from wild animals or If you are bitten Be safe around animals. Never
animals you don’t know. or scratched by touch an animal you do not know.
Tell an adult if you see one an animal, tell
acting strangely. an adult.

Play and walk in groups, not alone. If you feel Run, scream or
threatened kick up a fuss
tell an adult. if you are in
danger.

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Unit 1 – Appendix F
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Understanding Verbal Violence

Answer the sentences.

My name is: _________________________________________________________ 1

A. I think name calling is…

Name calling can hurt people’s…

B. I think threatening is…

Threatening can hurt people’s…

C. I think put downs are . . .

Put downs can hurt people’s…

D. I think teasing is …

Teasing can hurt people’s…

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Verbal Violence Scenarios

1. Teasing
Jenna and Mary are playing outside at recess. Jenna has come
to school in a new red coat. Mary begins to tell her that the
coat makes her look like Santa Claus. Mary repeats this
throughout recess saying that Jenna has a “Santa Claus” coat.
Jenna begins to cry.

2. Name Calling
Jerry and Gordy are walking to school when Lisa comes out of
her house. Lisa has on jeans, a ball cap and a sports sweatshirt.
Jerry and Gordy snicker and tell her she looks like a boy. They
start to call her Mr. Lisa and tell her she doesn’t look like a girl
at all. They call her Mr. Lisa all the way to school.

3. Put Down
The school bus stops to pick up Mark. Mark lives on a farm
that no longer grows any crops or has any animals. On the ride
to school Sarah and Michael begin to laugh and tell others
that Mark is a loser because he is poor and his family are poor
farmers. They continue this behaviour whenever Mark is on the
school bus.

4. Threatening
Patty and Billy get caught in the washroom by the custodian
and there are paper balls all over the floor. On the way to the
school office, Patty tells Billy that he will beat him up really
badly if Billy tells the Principal that he (Patty) was throwing
paper balls.

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UNIT 1 Personal Safety and Injury Prevention

TEACHER
Exploitive Behaviours/Seeking Help: Rubric
Dealing with different forms of violence 1
Knowledge/Skill Category: Learning Expectation

Understanding of Concepts Describe types of verbal and physical violence

(e.g., name calling, kicking and hitting).
Explain the importance of being able to say “No” to
exploitive behaviours and describe how to seek help.

Indicator Level 1 Level 2 Level 3 Level 4

Student is able to • Shows understanding • Shows understanding • Shows understanding • Shows understanding
explain the importance of few of the concepts of some of the con- of most of the impor- of all or almost all of
of being able to say of the importance of cepts of the importance tance of being able to the importance of
“No” to exploitive being able to say “No” of being able to say say “No” to exploitive being able to say “No”
behaviours and to exploitive behaviours “No” to exploitive behaviours and to exploitive behaviours
describes how to and describes how to behaviours and describes how to seek and describes how
seek help seek help with major describes how to seek help with few minor to seek help with
errors or omissions help with several minor errors or omissions practically no errors
errors or omissions or omissions

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Stop Sign Worksheet

Connect the dots to find the safety message
Colour, then cut out the sign
Tape a Popsicle to the back for a handle.

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UNIT Healthy Eating

OVERVIEW
2 Duration
Description
8 Sub-Tasks

Students learn about healthy eating practices and use a decision-making model to make healthy
food choices. Students identify a balanced diet, apply decision-making skills to create menus for
healthy meals, describe the importance of food to the body, and explain the negative effects of poor
nutrition on healthy teeth and the importance of regular brushing and visits to the dentists. 2
Sub-Task Title Expectation Code

1. Food Guide Review 2p1, 2p5

2. What is a Balanced Diet? 2p1, 2p5
3. Breakfast Discussion 2p1, 2p5
4. Breakfast Journal 2p1, 2p5
5. Create a Menu 2p1, 2p5
6. Importance of Food to our Bodies 2p1, 2p6
7. A Healthy Smile 2p1, 2p7
8. Healthy Teeth 2p1, 2p7

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Performance Task: A Balanced Diet Bar Graph (see Unit 2 Appendix D).
• Pencil and Paper Task: Breakfast Journal Activity (see Unit 2 Appendix E).
• Performance Task: Healthy Happy Lodge Brochure (see Unit 2 Appendix F). Assess this by using
the Healthy Eating Assessment Rubric (see Unit 2 Appendix G).
• Performance Task: Poster Activity.
• Pencil and Paper Task: Choose Healthy Snacks (see Unit 2 Appendix K).
• Performance Task: Rap Song Lyrics (see Assessment Rubric Unit 2 Appendix L).

Links to Prior Knowledge

The following expectations and content for Healthy Eating has been introduced in previous grades.
Canada’s Food Guide to Healthy Eating, healthy snacking concepts, and an introduction to decision
making, and general teeth care was covered in the Grade 1 Healthy Eating unit.

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Notes to Teacher

Accommodations:

Not all students in a Grade 2 classroom will be able to complete independently all unit suggestion or
assessments. Adapt the teaching/learning strategies to accommodate the needs of exceptional students
consistent with the strategies outlined in their IEP. Students may require scribing, instructions
repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner pro-
vides a complete list of accommodations and suggestions to address the needs of all students. For
example:
• Announce what you are going to say before you say it, say it, then say what you said. This kind of
structure helps to “glue” the ideas in place.
• Use visual aids, demonstrations, simulations and manipulatives to ensure that students understand
concepts presented.
• Review important vocabulary.
• Arrange for the student to have a “study buddy” in each subject, when possible.
• Provide a structured environment: lists, previews, repetition, direction and limits.
• Provide immediate, specific feedback on learning and behavioural progress whenever possible.
• Provide models of completed tasks so the student can visualize a completed project.
• Provide instructions visually and verbally.
• Provide oral discussion prior to writing.
• Model and display examples for specific purposes in writing (e.g., letters, editorials, essays).
• Provide overviews of lessons at the beginning of class where possible (e.g., visual organization
scheme such as maps or webs).
• Relate material to students’ lives and real-life situations.
• Reinforce oral instructions with written or visual cues.
• Repeat important information. Visibly mark it at the board or on an overhead.
• Clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking
students to retell or paraphrase instructions.
• Allow a significant response time when questioning to allow the student time to process
the request.

Background Information

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

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CGE4f Applies effective communication, decision-making, problem-solving, time and resource

management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

CGE4h Participates in leisure and fitness activities for a balanced and healthy lifestyle

Fully Alive: 2
The Ontario Health and Physical Education Curriculum: Healthy Living Strand can be effectively inte-
grated with the Family Life Education Program, Fully Alive. Many expectations can be woven into the
themes and topics presented in Fully Alive. The Fully Alive Program provides the students with a
context of values within the Catholic faith tradition to teach the Healthy Living expectations. The pro-
gram reinforces learning and provides a strong basis for decision making.

In Theme 5, Living in the World, the children are encouraged to become aware of the richness
of God’s creation and of the interdependence of all people in the human family. The children are
invited to discuss the natural resources of the earth, some of which provide our food. The theme
also focuses on the people who work to transform the good things of the earth into the things that
we need.

One way that love and care are shown in the family is by providing nutritious food for our bodies to
grow in a healthy way. Theme 2, Living in Relationship, could provide a context for showing chil-
dren that the day-to-day provision of nutritious food is a visible sign of love and care.

Theme 5, Living in the World. Topic 2, Gifts of the Earth

• Identify some of the many resources of the earth
• Be encouraged to appreciate that God has given us what we need to live in the world
Teacher Manual (TM) pp. 84 – 85, Student Book (SB) pp. 63 – 64
Scrapbook/Blackline Master (SB/BM) p. 29
Theme 5, Living in The World, Topic 3, We Work With God’s Gifts
• Identify some of the people who work to transform God’s gifts for our use
TM pp. 86 – 89, SB pp. 65 – 67
SM/BM p.30 Who Works to Make Emilie’s House?

Fully Alive (Grades 1 – 8), Ontario Conference of Catholic Bishops, Prentice-Hall Canada.

Ontario Catholic School Graduate Expectations, Institute for Catholic Education, Toronto, 1998.

Canada’s Food Guide to Healthy Eating

In 1992 Canada’s Food Guide was redesigned and renamed Canada’s Food Guide to Healthy Eating
to reflect the messages of the 1990 document Canada’s Guidelines for Healthy Eating. The names of
the food groups are Grain Products, Vegetables and Fruit, Milk Products, and Meat and Alternatives.
The Food Guide consists of a rainbow with arcs of different lengths which guides people four years
of age and older in the selection of all foods, including such items as butter, oil and candies. This
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approach to healthy eating is referred to as the total diet approach. This approach supports a
greater level of health than simply surviving and the range of recommended servings allows for dif-
ferences in the amounts of food individuals need.

The total diet approach recognizes that healthy eating is the sum total of all food choices made over
time. It is the overall pattern of foods eaten, and not any one food, meal, or even a day’s meals, that
determines if an eating pattern is healthy.

Canada’ Food Guide to Healthy Eating uses the rainbow to show that just as different colours make a
rainbow, different food groups are the basis of a healthy eating pattern. The Food Guide gives direc-
tion on which foods to emphasize and how to expand the range of foods we eat, including more mul-
ticultural foods. All four food groups are important but the amounts needed from each group are dif-
ferent; Canada’s Food Guide to Healthy Eating recommends more servings from the outer arcs.

Factors Influencing Food Choices1

A variety of factors influence a person’s food choices, body image and self-esteem.

Media Messages
Children absorb a great deal of information from the media. Advertisements, TV shows, movies,
celebrities and sports stars can have a big influence on children and on their food choices. Children
are often not aware of how much influence TV and other media have on their food choices.
Advertisers encourage children to consume foods that are high in fat and calories. At the same time,
the media delivers the message that “thin is in” and large is unacceptable.

Family and Traditions

Parents are children’s most important source of information and influence for healthy eating. Family
eating habits, activity patterns and attitudes toward food and eating have an enormous influence on
children. For example, if the parents eat breakfast, it’s likely the children will also. Family income is
another factor that influences what children eat and the food choices that are available to them.

Families develop patterns of eating including what they eat, when, and where. These eating patterns
accommodate their schedules, family size, and activity levels of different members. Families may eat
one or more meals a week in restaurants or from take-out establishments. They may also use pre-
pared foods (e.g., frozen entrees).

School Policy and Practices

School has an important influence on what children eat. School nutrition education programs are a
key source of information about healthy eating. As well, school food policies can reinforce in-class
education. For example, children taught in class about nutritious snacks need to see them featured
during school events or in the cafeteria.

Allergies
Children and adults alike need to be more aware and sensitive to food allergies. This means always
asking about food allergies before sharing food. The number of life-threatening reactions to food
allergies is increasing. These can happen anywhere – at home, in school or recreational facilities, at
camp and on field trips. Make sure your school has a policy for handling these allergies and that
you are familiar with it.

1
Excerpts taken from Health Canada, Focus on Children Six to Twelve Years: Background for Educators and Communicators, 1997.
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Heredity
Because body shape and size are largely determined by heredity, many heavy children will never be
“thin.” However, it is more important that they can be healthy, active people who feel good about
themselves and their lives. Being comfortable with their bodies is a key step in developing a good
sense of self. All children should be encouraged to establish a healthy eating pattern and participate
in regular physical activity as a way to feel healthy, energetic and fit.

Cultur e
Canada is made up of people from all over the world so there are many food choices available. For
example, pizza and a variety of pasta dishes came from Italy, sausages and hamburgers from 2
Germany, stir-fry dishes from China, and pita bread sandwiches from Lebanon. People from different
ethnic backgrounds have traditionally based their food choices on what has grown in the climates of
their country of origin. For example, North Americans have traditionally built their meals around
wheat or corn, and Asians around rice. Colder countries, like Scotland, have relied on heartier
grains such as oats and barley. Special foods that people eat on holiday occasions are also related to
ethnic background.

Children can learn about the differences in people’s eating habits, likes and dislikes and cultural
backgrounds. They can learn that people from different parts of the world can choose different, but
equally healthy, foods (e.g., bread, rice, tortillas, roti). Discussion about food in the classroom
should enable each child to feel individually involved by including foods that relate to their own
food habits.

When discussing the food practices of multicultural groups, understanding value systems of the cul-
tural groups is required. Food habits are greatly influenced by the group’s values. The perception of
healthy foods differs from one cultural group to another. Because of family, culture, and religious
reasons, many children do not eat foods from the four food groups, but still meet their nutritional
needs. It is important that you do not make the students feel that one value system and food practice
is superior to another.

When there is discussion around cultural foods:

• Do not assume that students from a particular group have or have not adopted the food and
dietary practices of their new country. Ask students to share with the class their food practices
and current eating patterns of their family.
• Children sharing food experiences can help establish trust, as well as knowledge, among class-
mates. Ask questions with an open mind.

Individual Preferences
Individuals develop eating habits based partly on culture and family but also on personal likes, dislikes
and idiosyncrasies. Some foods become associated with good times, and eating them makes people
feel good (e.g., cake, candy). Sometimes we eat simply out of habit or because we are bored (e.g.,
when a certain television program comes on, out comes the popcorn or the bag of chocolate chip
cookies). The main reason children give for choosing a favourite food is almost always taste. Children
choose foods because they taste good and because eating those foods makes them feel good.

Volunteers and Professionals Who Work with Children

People children look up to – coach, teacher, camp leader, group leader – can have powerful effects
on children through the example they set. Their unspoken example, such as munching on fruit for a
snack, can strongly support what children think about healthy eating and healthy living.
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Peers
Peer pressure influences children of all ages and is particularly strong in the early teen years.
Although children identify strongly with their family, they also want to be like peers whom they
admire. Acceptance in a peer group can depend on eating, liking and doing the same things as the
other children in the group.

Benefits of Physical Activity

Active Living
Active Living promotes a way of life in which physical activity is valued and integrated into daily life.
It is more than fitness and sport – it is a commitment to a healthy mind, spirit and environment, all
linked through physical activity. For children, regular physical activity is important for overall health.
Most children enjoy physical activities that they can do with their friends, and which give them a
sense of accomplishment – things like building a snowman, skating or swimming.

Children benefit from regular activity in many ways:

• Active children learn better, are more alert and are more self-confident.
• Healthy students are more ready to learn and to get along better with others.
• Young people who are physically active are less likely to smoke, drink, or use drugs, and more
likely to have healthy eating habits.

When fun and enjoyment are part of skill development and physical activity, children are more likely
to develop positive attitudes towards healthy active living.

Many children spend more time in less active pursuits such as watching TV or playing computer/video
games than in the past. Children may need both encouragement and the opportunities to get up and
move. Parents and educators can have a role in promoting this message to children.

Participation in physical education programs will provide lifelong benefits for children. Integrating
physical activity as an enjoyable part of their daily lifestyles helps to prevent heart disease, bone dis-
ease and other health conditions. Some of the benefits of regular activity include better sleep, fun,
good times with friends, healthy body weight, healthy heart and lungs, less stress, optimal learning
ability, positive feelings about self, and strong muscles and bones.

Healthy Eating and Physical Activity

The concepts of healthy eating and active living are interrelated and complementary to each other.
Healthy eating provides the energy required for participation in regular physical activity. Regular
physical activity provides young people with opportunities for increasing their self-esteem and
appreciation for their own bodies. Healthy eating and regular physical activity have important roles
to play in growth and development and they are important components of a healthy lifestyle.

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Glossary
(Source: 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.)

Acid – a substance that makes a corrosive etching effect on the tooth surface. When food with sugar
is eaten, bacteria in plaque break down the food and change the sugar to acid.

Allergy – an unusual immune reaction to a normally harmless substance such as some components
of food.
2
Bacteria – microscopic organisms of many different types and shapes, some of which are capable
of producing disease.

Breakfast – the first meal of the day. Including fruit, grains and milk will provide important
nutrients for the day.

Calorie – a unit to measure the amount of energy we get from foods we eat. One calorie is the
amount of energy required to raise the temperature of one kilogram of water by one degree Celsius.
Calories are available from protein, carbohydrate and fat.

Canada’s Food Guide to Healthy Eating – a rainbow that shows that different food groups are
the basis of a healthy eating pattern. The Food Guide gives direction on which foods to emphasize
and how to expand the range of foods eaten.

Cavities/Tooth Decay – occurs when acid produced by bacteria decalcifies (weakens) the tooth.

Combination Foods – recipes made with foods from two or more food groups, such as pizza,
tuna sandwich, carrot muffins and lasagna.

Dental Assistant – a person who teaches people how to prevent dental disease, prepares patients,
sterilizes equipment, maintains patient records, and helps dentist examine teeth and take X-ray pictures.

Dental Hygienist – a person who teaches people how to prevent dental disease, cleans teeth,
applies fluoride, and takes X-ray pictures.

Dentist – a person who teaches people how to prevent dental disease, examines teeth, treats
decayed teeth and other oral diseases and problems.

Dental Floss – a special nylon thread used to clean plaque and food from the sides of the teeth.

Ethno-cultural Gr oups – various groups of people with unique origins, characteristics, languages,
customs, institutions, or cultures.

Everyday Foods – a variety of nutrient-dense foods from each food group and the Other Foods
category. Examples include whole grain cereals, pasta, rice, vegetables, fruit, lower fat milk products,
leaner meats, beans, and water.

First Permanent Molars – the first permanent back teeth that appear in the mouth. They are
guides for the position of the rest of the permanent teeth.

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Food Group – groupings of foods based on commodity or agricultural base, use of foods, and
traditional classifications in Canada’s Food Guide to Healthy Eating. Each food group provides its
own set of key nutrients. It is important to eat foods from all food groups as well as a variety within
each food group.

Gums – the tissue that covers the bone of the upper and lower jaws and surrounds the necks
of the teeth.

Malnutrition – an inadequate or excessive intake of calories or one or more nutrient.

Mouth Guar d – fitted, flexible mouth and tooth protector to prevent mouth injury. Used when
playing in contact sports.

Nutrient – a chemical substance found in food that is used by the body for growth and health.
Nutrients provide energy, serve as building material, and help maintain or repair body parts.
Nutrients include water, carbohydrates, fats, proteins, vitamins, and minerals.

Nutrient Density – a measure of nutrients provided per calorie of food. The addition of a lot of fat
or sugar decreases the nutrient density of the food by decreasing the amount of nutrients compared
to the number of calories in the food.

Nutrition – the study of the nutrients in foods and in the body. The study of human behaviours
related to food.

Other Foods – this is a food “category,” not one of the four food groups. It is included in Canada’s
Food Guide to Healthy Eating to guide people on the complete selection of all foods. Other Foods
are a broad range of food items that do not belong in one of the four food groups, including water,
butter, jam, chips, and spices.

Permanent Teeth – teeth meant to last a lifetime. The first permanent tooth appears in the mouth
at six years of age. They replace primary teeth that are lost naturally.

Physical Activity – movement of the body. Doing a variety of endurance activities (for the heart,
lungs and circulatory system), flexibility activities, and strength activities (for muscles, bones and
posture) help to keep the body healthy.

Pits and Grooves – natural crevices and grooves on the surfaces of the teeth.

Plaque – a soft sticky, colourless layer of harmful bacteria and bacteria by-products that are
constantly forming on teeth.

Primary Teeth – the first set of teeth developed by a child, which usually erupt between six and
33 months old.

Recipe – a list of ingredients and directions to make a food (e.g., soup, cookies, spaghetti sauce).

Sealant – a plastic coating that is painted on the chewing surfaces of the back teeth to protect them
against cavities.

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Snack – a light meal that can be an important part of healthy eating for growing children. Examples
of snacks are cut-up raw vegetables or crackers with yogurt dip, fruit, cheese, milk, breads, cereals,
and muffins. Brushing teeth after eating can help decrease the risk of tooth decay related to snacking.

Sometimes Foods – foods from the food groups and/or Other Foods category which are high in
energy and not very nutrient-dense, such as cookies, cake, potato chips, cream cheese, fruit drinks,
pop, and fruit leathers.

Variety – choosing many different kinds of foods, prepared in different ways. Variety promotes an
adequate intake of essential nutrients, the use of cuisines from different ethno-cultural groups, and 2
the positive and pleasurable aspects of eating.

Appendices
Unit 2 Appendix A: Food Identification Cards
Unit 2 Appendix B: Canada’s Food Guide to Healthy Eating
Unit 2 Appendix C: Food Rainbow (Blank)
Unit 2 Appendix D: Balanced Diet Bar Graph
Unit 2 Appendix E: Breakfast Journal Activity Sheet
Unit 2 Appendix F: Healthy Happy Lodge Brochure
Unit 2 Appendix G: Healthy Eating: Create A Menu Assessment Rubric
Unit 2 Appendix H: Big Food Puzzle Pieces
Unit 2 Appendix I: Puzzle Sentences
Unit 2 Appendix J: Healthy Eating Poster Assessment Rubric
Unit 2 Appendix K: Choose Healthy Snacks Activity Sheet
Unit 2 Appendix L: Teeth Rap Song Assessment Rubric

Sources
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission 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.
[Link]/health

Grade One to Eight Curriculum Support for Healthy Living Strand, Durham Catholic District
School Board and Durham Region Health Department, Oshawa, 1999/2000.

Additional Resources
Dairy Farmers of Ontario resources (e.g. food model pictures, posters, snacking booklet),
Tel: (905) 821-8970, Fax: (905) 821-3160.

Health Canada, “Canada’s Food Guide to Healthy Eating Poster,” Canada Communication
Group Publishing, Ottawa, ON K1A 0S9, Tel: (819) 956-4802, Fax: (819) 994-1498.

Health Canada, “Canada’s Food Guide to Healthy Eating Tearsheet” (available through local
health unit).

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Health Canada, “Focus on Children Six to Twelve Years: Canada’s Food Guide to Healthy
Eating” (available through local health unit).

Health Canada, “Food Guide Facts: Background for Educators and Communicators”
(available through local health unit).

Health Canada, “Using the Food Guide Booklet” (available through local health unit).

Ontario Egg Producers, “Snacking Posters,” Tel: (905) 858-9790, Fax: (905) 858-1589.

Story Books:

Aliki, Milk From Cow To Carton, Harper Collins: New York, 1992.
Barrett, J., Cloudy With A Chance of Meatballs, Scholastic, Toronto, 1978.
Bemelmans, L., Madeline, Viking Press, New York, 1939.
Berenstain, S. & J., The Berenstain Bears go to the Doctor, Random House, New York, 1981.
Brown, Marcia, Stone Soup, MacMillan Publishing Co., New York, 1947.
Bryan Cauley, Lorinda, The Pancake Boy, G. P. Putnam’s Sons: New York, 1988.
Carle, Eric, Walter The Baker, Simon & Schuster, Inc.: New York, 1972.
Carlson, N., Take Time To Relax, Penguin Group: New York, 1991.
Conrad, Pam, Molly and The Strawberry Day, Harper Collins, 1994.
de Paola, Tomie, Strega Nona, Simon & Schuster, Inc., New York, 1975.
de Paola, Tomie, Strega Nona Her Story, G.P. Putnam’s Sons, New York, 1996.
Desantis, K., A Doctor’s Tools, Dodd, Mead & Co., New York, 1985.
Devlin, W. & H., Cranberry, Trip to the Dentist, First Aladdin Books, New York, 1994.
Dooley, Norah, Everybody Cooks Rice, Carolrhoda Books, Inc., Minneapolis, 1991.
Dortleff, D., The Little Red Hen, Willowisp Press, St. Petersburg, Fla., 1995.
Egan, R., From Wheat to Pasta, Children’s Press, New York, 1997.
Fowler, A., It’s a Fruit, It’s a Vegetable, It’s a Pumpkin, Children’s Press, Chicago, 1995.
Gibbons, G., The Milk Makers, Macmillan Pub. Co., New York, 1985.
Gillmor, Don, When Vegetables Go Bad, Doubleday Canada Ltd., 1994.
Golden Gelman, Rita, Pizza Pat, Random House, New York, 1999.
Griffin, Margaret, The Amazing Egg Book, Kids Can Press Ltd., Toronto, 1989.
Gross, R., What’s on My Plate? MacMillman Pub. Co., New York, 1990.
Harrison, T., Aaron’s Awful Allergies, Kids Can Press, Toronto, 1996.
Hickman, Pamela, A Seed Grows, Kids Can Press Ltd., Toronto, 1997.
Jeunesse, Gallimard, Fruit, Moonlight Publishing, London, U.K., 1989.
Kalman, B., The Food We Eat, Crabtree Publishing Co., Toronto, 1986.
Karkowsky, Nancy, Grandma’s Soup, Kar-Ben Copies Inc., Maryland, 1989.
Keats, E.J., Goggles!, Macmillan Publishing, New York, 1969.
Knight, B., From Cow to Ice Cream, Children’s Press, New York, 1997.
Luppens, M., What Do the Fairies Do With All Those Teeth?, Scholastic Canada, Ltd.,
Richmond Hill, 1991.
MacDonald, A., Rachel Fister’s Blister, Houghton Mifflin, Boston, 1990.
MacDonald, Hugh, Chung Lee Loves Lobsters, Annick Press, Toronto, 1992.
McQueen, L., The Little Red Hen, Scholastic, New York, 1985.
Mollel, Tololwa, Ananse’s Feast, Clarion Books, New York, 1997.
Moss, Miriam, Eggs, A&C Black, London, U.K., 1990.
Parkinson, Kathy, The Enormous Turnip, Albert Whitman & Company, Illinois, 1986.
Rathmann, P., Ruby the Copycat, Scholastic, Toronto, 1991.
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Rey, M. & H.A., Curious George Goes To The Hospital, Scholastic, New York, 1996.
Rogers, F., Going to the Doctor, Scholastic, Toronto, 1986.
Ross, Tom, Eggbert the Slightly Cracked Egg, G.P. Putnam’s Sons, New York, 1994.
Selsam, Millicent, Egg to Chick, Harper & Row, Pub., New York, 1997.
Smith, K., How Cows Make Milk, Vanwell Pub. Ltd., Ontario, 1989.
Smith, L., Glasses Who Needs ‘em?, Scholastic, Toronto, 1993.
Stevens, Janet, Tops & Bottoms, Harcourt Brace & Company, San Diego, 1995.
Tregebov, R., Sasha and the Wiggly Tooth, Second Story Press, Toronto, 1993.
Turner, Dorothy, Eggs, Wayland Ltd., East Sussex, U.K., 1988.
Zevy, A., No Nuts For Me, Tumbleweed Press, 1995. 2

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UNIT 2 Healthy Eating

Sub-Task #1 Canada’s Food Guide to

Healthy Eating: Review
Materials
Food models or pictures of a variety of foods (see resource list – Dairy Farmers of Ontario).
“4-section sorting mat” made out of a large piece of white paper marked into four equal sections.
Four labels – one per food group, use colour paper to match food group colour, e.g. Yellow (Grain
Products) Green (Vegetables and Fruit), Blue (Milk Products) Red (Meat and Alternatives).
Supplies for colouring and cut and paste supplies for the students.
Food pictures one per student.
A blank rainbow, one per student.
Canada’s Food Guide to Healthy Eating

Description
Through class discussion, sorting mat and categorizing food, students review how Canada’s Food
Guide classifies foods into four main groups, other and combination foods.

Expectation Code Learning Expectation

2p1 Identify healthy eating practices and use a decision-making

model to make healthy food choices.
2p5 Identify a balanced diet and apply decision-making skills to create
menus for healthy meals.

Assessment Opportunities: Suggestions for Assessing Expectations

• This expectation is a focus of this Sub-Task but will be assessed later in the Healthy Eating unit.

Teaching/Learning Strategies

Review of the Four Food Groups

1. The class sits in a circle with the teacher. Hand out one picture of each food (see Unit 2
Appendix A) to each student or pair of students. (Keep back at least two difficult foods from each
food group). Go around the circle, as students show and identify each food. Students sort the
food pictures into the four food groups using the prepared sorting map (see Materials for a
description). What do the foods in each box have in common? The students label each box with
the coloured food group labels (see Materials for description). Students add the foods to the
sorting mat. Stop and discuss foods that are difficult to classify (e.g., fish, dried beans, peanut
butter, nuts and spaghetti). Give the students the two difficult food pictures that were kept back.

2. Canada’s Food Guide. Introduce the poster, Canada’s Food Guide to Healthy Eating (see Unit 2
Appendix B). Discuss the “rainbow” layout and review the colour coding. Ask them where a food
like pizza would fit in.

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Discuss combination foods (e.g., pizza, stir-fry, soups).

• Can you think of any other foods we eat?
Discuss “other food” category of the food (e.g., candy, pop, spices, butter or margarine, etc.)
and introduce the terms, “sometimes” and “everyday” foods. Explain that “sometimes” foods
from the “other food” category can be part of a healthy eating pattern but they should not dis-
place foods from the four food groups. “Sometimes foods” can be foods from the four food
groups too (e.g., ice cream, cookies, cake) (see Notes to Teacher). Mention that water is an
“other” food and that our bodies need water everyday.

3. The students colour a blank rainbow (see Unit 2 Appendix C) and cut and paste samples of each
2
food group from the food pictures sheet (see Unit 2 Appendix A).

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

CGE4f Applies effective communication, decision-making, problem-solving, time and resource

management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

Food Groups

Canada’s Food Guide to Healthy Eating classifies foods into food groups on the basis of agricultural
commodity groupings and on the basis of customary use. For instance, cheese is part of the Milk
Products commodity group. Similarly, wheat grain, wheat flour and foods made with wheat flour
such as cookies, cakes and other pastries are grouped together as Grain Products. Beans. Peas and
lentils would be considered part of the Grain Products group if food classification were based on
nutrient similarity; however, these legumes are part of the Meat and Alternatives group because they
are customarily used as alternatives to meat.

Foods that don’t fit into any of the four food groups are classified as Other Foods. Other Foods is a
food “category,” not a “food group”; there are no recommended serving sizes or number of serv-
ings for Other Foods.

Foods and beverages that are part of the Other Foods category include:
• Foods that are mostly fats and oils such as butter, margarine, cooking oils and lard.
• Foods that are mostly sugar such as jam, honey, syrup and candies.
• Fatty and/or salty snack foods such as chips (potato, corn, etc.) or pretzels.

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• Beverages such as water, tea, coffee, alcohol and soft drinks.

• Herbs, spices and condiments such as pickles, mustard and ketchup.

The Other Foods category includes a wide range of dietary items that are used very differently by
people. These foods can be used in making meals and snacks and are often eaten with foods from
the four food groups. Since they are not very rich in nutrients, these foods should be eaten in mod-
eration. However, water is an exception since it is essential for good health and should be con-
sumed every day. Children especially need more water in hot weather and when they are physically
active. Ensure that children have easy access to water and encourage them to drink frequently.

The keys to healthy eating is to find a balance among the many different kinds of foods people eat.
Although we may need more of some foods and less of others, each kind of food can be part of
healthy eating. Balanced meals include choices from all four food groups of Canada’s Food Guide to
Healthy Eating.

Understanding “Everyday” and “Sometimes” Foods

When asked about healthy eating, children tend to classify foods as “good” or “bad.” This classifica-
tion will not help children develop a positive approach toward eating. Healthy eating is the sum total
of all food choices made over time. It is the overall pattern of foods eaten and not any one food,
meal or even a day’s meals that determines if an eating pattern is healthy.

To help create a positive pattern of healthy eating, a secondary classification of foods as “everyday”
and “ sometimes” foods can be used. Foods which are high in nutrients can be considered “every-
day foods” while “sometimes foods” are those which are low in nutrients. There are some “some-
times foods” which we eat almost every day. This is okay as long as we are eating lots of “everyday
foods.” It is important to recognize that it is not a clear-cut process and differs for each individual
depending on their needs and eating habits. For example, there is a difference between eating cook-
ies every day for lunch with a sandwich, piece of fruit and glass of milk compared to eating a lunch
of potato chips, pop, and snack cake every day.

Appendices
Unit 2 Appendix A: Food Identification Cards
Unit 2 Appendix B: Canada’s Food Guide to Healthy Eating
Unit 2 Appendix C: Food Rainbow (Blank)

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UNIT 2 Healthy Eating

Sub-Task #2: What is a “Balanced” Diet?

Materials
Four strips of construction paper (one yellow, green, blue and red) for each student

Description
The students learn about the four food groups, classifying foods by groups and understanding
that “healthy eating means eating a variety of foods from each food group every day” through class 2
discussion of a story on balanced diets.

Expectation Code Learning Expectation

2p1 Identify healthy eating practices and use a decision-making

model to make healthy food choices.
2p5 Identify a balanced diet and apply decision-making skills to create
menus for healthy meals.

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Performance Task – Assess the student’s ability to identify a balanced diet
and apply decision making skills to create menus for healthy meals by creating a marking
scheme to assess the Balanced Diet Bar Graph (see Unit 2 Appendix D).

Teaching/Learning Strategies

Balanced Diet

1. Review the four food groups with the students.

2. Place four coloured strips of paper on each student’s desk, representing the colour of the four
food groups. A student scribe is ready at the board or chart stand to record each food as it is
mentioned under the headings, “Nick” and “Husam.”
3. Read a story aloud to the students. As you read the story and mention each food eaten, the
student scribe will write the foods eaten under the categories “Nick” and “Husam.” The other
students hold up a paper strip to classify the food in a food group.

The Story of Husam and Nick.

One day, Husam and his friend Nick decided to take a picnic lunch up to their favourite branch
in the big oak tree. They raided the fridge in Husam’s kitchen to put together some favourite
foods for their adventure. Husam chose a bagel and put some peanut butter on it. Nick put a
cheese slice and a slice of ham in a pita pocket for his lunch. They wrapped their creations and
threw everything they would need into their backpacks. Both boys grabbed a handful of crackers
for the trip and headed for the big tree.

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Nick and Husam carefully climbed the big oak until they came to the spot where a branch split
off from the trunk. There was plenty of room for two adventurers to sit safely and enjoy their pic-
nic lunch. The boys ate until they were thirsty. Nick offered to trade his chocolate milk for
Husam’s orange juice and Husam agreed. A little grey rabbit hopped the bushes below and that
reminded them to eat the carrot sticks they had in their packs. A banana and a few grapes topped
off their, “picnic in the air” and left them feeling full of energy for the afternoon ahead. They
packed up their bags quickly when Nick said, “Let’s get your soccer ball Husam and have a game
of one-on-one!”

Explain that one of the most important things about healthy eating is to “balance” your food choices;
choose a variety of foods from each food group every day. Discuss: Did Nick and Husam make a
“balanced” healthy choice for their lunch? (Yes, because they chose food from all the food groups.)

4. Creating a Balanced Diet

Brainstorm a list of three meals and two snacks that a child might eat in a day. Write or draw the
foods on three large and two small circles (plates) on the board or chart paper. Try to include a
combination food and one or two “Other Foods.” Encourage snack food from Grain Products
(yellow) and Vegetables and Fruit (green) food groups as children need more servings of these
to be healthy.

5. Make a Bar Graph

From the foods eaten in one day, the students create a four-colour bar graph (see Unit 2
Appendix D) to show how much of a food group would be eaten that day relative to the other
food groups. Colour one box on the graph for each food that falls into a food group. This activity
should reinforce the concepts of eating from all the food groups everyday and choosing more
foods from the Vegetables and Fruit and Grain Products food groups.

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

CGE4f Applies effective communication, decision making, problem solving, time and resource
management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

Variety

Eating from all of the four food groups provides more than 50 nutrients our bodies need to func-
tion. This is why the message of variety is a focus of Canada’s Food Guide to Healthy Eating. Each
food group provides its own set of key nutrients. However, there are also nutrient differences among
foods within each group. Foods vary nutritionally because of natural differences and as a result of

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processing, enrichment and preparation methods. Eating many different kinds of foods, prepared in
different ways, is what variety is all about. Variety promotes:
• An adequate intake of essential nutrients.
• The use of foods and cuisines enjoyed by different ethnic and cultural groups.
• The positive and pleasurable aspects of eating by exploring a wide range of foods varying in
colour, flavour and texture.

Variety also supports moderation in the consumption of fat, salt, caffeine and alcohol. 2
Vitamin and mineral supplements cannot provide all the benefits of a healthy diet. There are many
components in food that simply cannot be replaced by a pill.

Where Foods Come From

Foods from the Grain Products group come from grains. Grains include wheat, oats, barley, rice,
corn and rye. Choices from the Vegetables and Fruit group come from various parts of a plant,
including the root (e.g., carrots, radishes), the stem (e.g., celery, asparagus), the leaf (e.g.,
spinach, bok choy), the fruit (e.g., tomato, green pepper), or the flower (e.g., cauliflower, broc-
coli). Many foods that we eat as vegetables are botanically classified as fruits because they contain
seeds (e.g., tomato and cucumber). Fruits grow on trees (e.g., peaches, mangoes, lemons), vines
(e.g., grapes, pumpkins, melons), and bushes (e.g., blueberries, gooseberries).

Milk products, meats and eggs come from animals. Other protein-rich foods such as peanuts,
sesame seeds and soybeans, come from plants.

Combination Foods

Children need to understand the concept that some food dishes contain foods that belong to more
than one food group. They need to learn what happens to a food when it is cut, chopped, beaten,
mixed, heated or cooled, or combined with other foods (e.g., chili, pizza, soup). Casseroles, chili,
moussaka, pizza, spaghetti, soup, stew, tacos, fajitas, quesadillas and sandwiches are made from
foods of more than one food group as well as Other Foods. These are called combination foods. An
examples of a Combination Food:
Dish: Pilau
• Rice – Grain Products
• Beef – Meat and Alternatives
• Beans – Meat and Alternatives
• Carrots, Onions – Vegetables and Fruit

Healthy Snacks

Young children need snacks between meals to ensure that they get an adequate intake of the food
groups; they have high food needs because of their growth and activity demands. Fruit, vegetables
and yogurt dip, oatmeal cookies and milk, and crackers and cheese are great snacks. Research

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indicates that most children do not eat the minimum five servings of Vegetables and Fruit, so focusing
on foods from this food group as well as the Grain Products group is recommended. Snacks that
include foods from two of the four food groups should be encouraged.

Be cautious of sweet sticky snacks because even a small amount of sugar eaten between meals dam-
ages teeth. Snacks with molasses, syrup and dried fruits that stick to teeth should only be provided if
children can brush their teeth shortly after eating.

Some cultural groups are not accustomed to snacking. Some may only use fruits, while others use
sweet dessert type foods for snacks. Snacking is a common practice in Canada and it can be a very
healthy behaviour for small children if nutrient-dense foods are chosen.

Appendix
Unit 2 Appendix D: Balanced Diet Bar Graph

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UNIT 2 Healthy Eating

Sub-Task #3: Breakfast Discussion

Materials
Beanbag (use Fruit and Vegetable Beanbags as an option)
Chart paper and markers

Description
The students learn about the importance of eating breakfast. They illustrate healthy food choices by 2
creating a breakfast journal and playing a game.

Expectation Code Learning Expectation

2p1 Identify healthy eating practices and use a decision-making

model to make healthy food choices.
2p5 Identify a balanced diet and apply decision-making skills to create
menus for healthy meals.

Assessment Opportunities: Suggestions for Assessing Expectations

• These expectations are a focus of this Sub-Task, but will be assessed later in the Healthy Eating unit.

Teaching/Learning Strategies

Food Group Review

1. Review the foods and food groups by playing the beanbag toss game. Students stand in a circle.
Start the game by giving one student a beanbag to toss. That student tosses the beanbag to
another student in the circle and at the same time calls out the name of a food. The student who
catches the beanbag must identify the food group to which that food belongs. The game contin-
ues with the second student tossing the bag to someone else and calling out a food name.
Students may call out “pizza” for example and the correct response would be “combination
food.” For “ketchup,” the correct response is “other.”

2. This game can also be played in reverse: the student tossing the beanbag calls out the name of a
food group and the student catching the beanbag names a food from that food group.

3. Review and list the criteria for healthy eating as follows:

– Eat a variety of foods from each food group every day (see Canada’s Food Guide to Healthy
Eating, Unit 2 Appendix B).
– Choose Grain Products and Vegetables and Fruit more often.
– Be familiar with the concepts of “sometimes” and “everyday” foods.

Discuss why it is important that we eat breakfast. Explain that a complete breakfast includes foods
from at least three of the four food groups. One food from Grain Products, one from Vegetables and

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Fruit and one from either Milk Products or Meat and Alternatives. Provide examples of breakfast
menus that would meet these criteria.

Breakfast Journal Activity

4. Assign Breakfast Journal activity sheet (see Unit 2 Appendix E). Instruct students to fill in only the
middle column What I Ate Each Morning. This information is needed the next Sub-Task.

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

CGE4f Applies effective communication, decision-making, problem-solving, time and resource

management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

• The beanbag toss game could be used as a daily vigorous physical activity.

Healthy Breakfasts

Breakfast is a very important meal, especially for young children. Over night the body has been
using its reserved nutrients and energy sources. By the time morning arrives, it is ready for new fuel
– breakfast. Without something to eat in the morning, the young child may be drowsy, irritable and
inattentive at school.

A complete breakfast should include foods from at least three of the four food groups:
Grain Products, Vegetables and Fruit and one from either the Milk Products or Meat and Alternatives
food groups.

Including a variety of different foods for breakfast helps to ensure that the body gets the nutrients
and energy that it needs. Foods served at breakfast do not have to be “traditional” breakfast foods
such as toast or cereal. All kinds of food can be eaten. For example, people from some cultures eat
soup, rice, fish, dahl, tortilla, leftover pizza or spaghetti for breakfast.

Breakfast does not have to be eaten as soon as a child wakes up, or even before the child leaves the
home. If breakfast can’t be eaten at home, eating a traveling breakfast or arriving early and eating at
school are also possibilities. Packing a healthy snack to eat during recess can also help a child
through the later part of the morning.

Appendix
Unit 2 Appendix E: Breakfast Journal Activity Sheet
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UNIT 2 Healthy Eating

Sub-Task #4: Breakfast Journal

Materials
Chart with headings of the four food groups

Description
Students analyze their breakfast journals (see Sub-Task #3) to determine whether or not they meet
the criteria for healthy eating. They discuss what they can do to make their breakfast meal more 2
complete by finishing the breakfast journal activity.

Expectation Code Learning Expectation

2p1 Identify healthy eating practices and use a decision-making

model to make healthy food choices.
2p5 Identify a balanced diet and apply decision-making skills to create
menus for healthy meals.

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Pencil and Paper Task: Assess the student’s ability to identify a balanced
diet and apply decision-making skills to create menus for healthy meals. Use a marking scheme
to assess their Breakfast Journal Activity (see Unit 2 Appendix E).

Teaching/Learning Strategies

Criteria for Healthy Eating

1. Review with the students and list the criteria for healthy eating:
• Eat a variety of foods from each food group every day (see Canada’s Food Guide to Healthy
Eating, Unit 2 Appendix B).
• Choose Grain Products and Vegetables and Fruit more often.
• Be familiar with concepts of “sometimes” and “everyday” foods.

2. Students share two or three of the entries in the breakfast journals (see Unit 2 Appendix E) kept
by the students leading up to the Sub-Task. On a chart headed with the four food groups, catego-
rize the foods as the students read them out.

3. Explain that the way to plan the healthiest breakfast is to choose foods from at least three of
the four food groups. Choose one serving from each of the Grain Products and Vegetables and
Fruit food groups as well as at least one serving from the milk products OR meat and
alternatives groups.

4. Ask the students, “With this information in mind, let’s look at how we can get the most out of
these breakfasts.” Students give suggestions for adding to incomplete breakfasts. Reinforce
breakfasts that meet all of the requirements.
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5. Focus the discussion on substitute choices, being sensitive to the fact that student’s food choices
may be limited by home situations.

Breakfast Journals
6. Students review their breakfast journals (see Unit 2 Appendix E from Sub-Task #3) and fill out
the second column until they are satisfied that a combination of the food they ate and what they
added in the second column combine to make a complete meal. If a student has eaten and
recorded a complete breakfast for most days or for early finishers, have them substitute other
foods from each group to create new complete breakfasts.

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas
and experience

CGE4f Applies effective communication, decision making, problem solving, time and resource
management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

Appendix
Unit 2 Appendix E: Breakfast Journal Activity Sheet

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UNIT 2 Healthy Eating

Sub-Task #5 Create a Menu

Materials
Legal size paper folded into three sections, one per student

Description
Students plan three meals for the Healthy Happy Lodge to assess their ability to identify a balanced
diet and apply decision-making skills. 2
Expectation Code Learning Expectation

2p1 Identify healthy eating practices and use a decision-making

model to make healthy food choices.
2p5 Identify a balanced diet and apply decision-making skills to create
menus for healthy meals.

Assessment Opportunities: Suggestions for Assessing Expectations

• Summative Assessment: Performance Task – Assess the student’s ability to identify a balanced diet
and apply decision-making skills to create menus for healthy meals. Use the Rubric for
Assessment of Healthy Eating (see Unit 2 Appendix G) and apply it to the Healthy Happy Lodge
Pamphlet (see Unit 2 Appendix F).

Teaching/Learning Strategies

Creating A Balanced Menu

1. Explain that the Healthy Happy Lodge has requested the student’s help to plan the meals for one
day for their guests to enjoy. The lodge is famous for providing fun outdoor activities and healthy
meals for its guests. The task is to ensure that all meals are balanced according to Canada’s Food
Guide for Healthy Eating.

2. Present the threefold format for a pamphlet. On the inside, have the students write Breakfast,
Lunch and Dinner at the top of each column. Close the pamphlet and decorate the cover. The stu-
dents design the cover panel, highlighting the name Healthy Happy Lodge.

3. Discuss what criteria the menus should meet to be considered healthy and balanced. The criteria
should include the following:
• A variety of foods from each food group.
• More choices from the Grain Products and Vegetables and Fruit groups
than from the other groups
• Familiarity with the concepts of “sometimes” and “everyday” foods.
• Breakfast should include three of four food groups.

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4. The students will create menus. Before they decide what to put on their menus, remind students
of the Decision-Making Model and to:
• Stop: There are some things you need to consider.
• Think: About all of the options you have and what the Lodge is expecting from you. Act: Make
your choices and complete the menu.
• Review: Look over your work to make sure your menu has all of the things on our list.

5. Instruct students to complete the menus first and then design the cover to be colourful and
appealing to the guests of the lodge.

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas
and experience

CGE4f Applies effective communication, decision making, problem solving, time and resource
management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

Appendices
Unit 2 Appendix F: Healthy Happy Lodge Brochure
Unit 2 Appendix G: Healthy Eating: Create a Menu Assessment Rubric

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UNIT 2 Healthy Eating

Sub-Task #6: Importance of Food to Our Bodies

Materials
Puzzle pieces duplicate the twosided “Big Food Puzzle” pieces (key words, “grow, warm, energy,
strong, think” will appear on the back). Cut the Big Food Puzzle into Puzzle Pieces.
Prepare large print sentence strips with blanks for each of the five statements.

Description 2
Students complete a puzzle to discover five reasons why food is important to our bodies.

Expectation Code Learning Expectation

2p1 Identify healthy eating practices and use a decision making

model to make healthy food choices.
2p6 Describe the importance of food to the body (e.g., for energy
and growth).

Assessment Opportunities: Suggestions for Assessing Expectations

• Summative Assessment: Performance Task - Apply a marking scheme to the poster activity, to
assess the student’s ability to describe the importance of food to the body.

Teaching/Learning Strategies

Importance of Food to Our Bodies

1. Ask, “Why do we eat food?” Discuss the importance of food to our bodies (see Notes to Teacher).
“How do you feel when you come to school without breakfast?”

Big Food Puzzle

2. Introduce puzzle pieces (see Unit 2 Appendix H) assembled with key words facing students. Read
the key words together. Ask students to use the key words to fill in the blanks in some sentences
and turn the pieces around. Each time a puzzle piece is turned, ask for predictions about the slogan
on the “Big Food Puzzle.” Post the first sentence strip (see Unit 2 Appendix I) and read together.
Ask, “Which word from the puzzle would make sense in the sentence?”:
• When I am cold, food helps to keep my body _________. (warm)
• Food helps to make my bones, teeth and muscles _______.(strong)
• Food helps my body to ________ . (grow)
• Food helps me to _______ at school. (think)
• Food gives me ____ so I can run, jump and play. (energy)
Continue until all sentences are complete and the puzzle is revealed to read “Food fuels
my body!”
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3. Review the importance of food to the body by writing the correct words on the sentence strips
that will remain posted in the room while the task is completed.
4. Explain that the Healthy Happy Lodge was so impressed with the student’s menus for a balanced
diet for their guests that they have requested that the students help with designing a poster to
explain why eating healthy foods is important for healthy happy bodies. Encourage students to
use pictures and words to remind guests of all of the reasons we should eat well. Ask, “Why is
food important to our bodies?”
5. Explain that all of the reasons should be included in your poster.

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas
and experience

CGE4f Applies effective communication, decision making, problem solving, time and resource
management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

Importance of Food to the Body

Children in Grades 1 to 3 can begin to form an understanding of the relationship between healthy
eating and health. Children start to understand that healthy eating can help them be healthy now,
and stay healthy in the future. Eating a healthy diet is a way of showing respect for themselves (their
bodies/minds). In class, they share their ideas with people whose eating habits are different but
equally valuable.

The importance of food should be explained in simple terms, such as “food gives you energy to
learn, work and play, it helps you grow and it keeps your body working.” Children can often relate
to the need for food when they think of how they feel when they don’t eat breakfast.

Children need to eat well because of their energy needs for growth, development and activity. Both
carbohydrate and fat are important sources of energy (calories) in foods. The Food Guide recom-
mends that we try to get more of our food energy from complex carbohydrates (starchy foods). For
this reason, the Guide recommends more servings of Grain Products and Vegetables and Fruit, and
promotes legumes as a meat alternative.

The Food Guide recommends that we choose lower-fat foods more often. However, during the childhood
years, food choices should not be eliminated or restricted because of the fat content. During early adoles-
cence, an energy intake adequate to sustain growth should be emphasized with a gradual lowering of fat
intake. Once linear growth has stopped, fat intake as currently recommended in the Food Guide is appro-
priate. During childhood, learning to enjoy lower-fat milk products, leaner meats, fish and poultry, and
foods prepared with less fat helps set a pattern of healthy, life-long eating. Be sure that children under-
stand that some fat is necessary for good health. “Lower-fat food more often” does not mean “no fat.”
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All children are different, lead different lives and have different energy needs. Children need a vary-
ing amount of food depending on their gender, their body size, how physically active they are and
how fast they are growing. Although children’s energy needs tend to increase through puberty, this
increase is not steady. Children grow according to their own growth patterns. As a general rule, if
children eat according to their appetites and choose foods from the four food groups, over time
they will get the nourishment they need.

Appendices
2
Unit 2 Appendix H: Big Food Puzzle Pieces
Unit 2 Appendix I: Puzzle Sentences
Unit 2 Appendix J: Healthy Eating: Poster Assessment Rubric

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UNIT 2 Healthy Eating

Sub-Task #7: A Healthy Smile

Materials
Food Guide rap song lyrics on chart paper or overhead transparencies
“Choose Healthy Snacks”

Description
Students learn about the causes of tooth decay, and why they should brush and visit the dentist. They
participate in an activity about healthy snack choices.

Expectation Code Learning Expectation

2p1 Identify healthy eating practices and use a decision-making

model to make healthy food choices.
2p7 Explain the negative effects of poor nutrition on healthy teeth
and the importance of regular brushing and visits to the dentist.

Assessment Opportunities: Suggestions for Assessing Expectations

• Formative Assessment: Pencil and Paper Task: Assess the “Choose Healthy Snacks” worksheet
(use Unit 2 Appendix K) to determine the student’s understanding of the negative effects of poor
nutrition on healthy teeth.

Teaching/Learning Strategies

Food Guide Rap

1. Introduce a rap song, practise it until the students can follow the beat (they will be required to
add a verse at the end of Sub-Task #8).

Food Guide Rap Song Lyrics

Foods from the “Guide,” foods of all kinds
A variety of foods, for my body and mind.
Pasta, brown rice, apples and beans,
Popcorn and carrots and good crispy greens!
If I don’t eat, enough foods of all kind
I feel weak and tired, not good for my mind.
My body won’t grow healthy and strong,
Oh no, oh dear, I won’t last very long!

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Healthy Food/Health Teeth

2. Ask the students, “How does healthy eating affect our teeth?” Define “plaque”(see Notes to
Teacher and Glossary). Explain that the sugar we eat combines with plaque to form an acid that
decays or eats away at tooth enamel.

3. Ask, “What can we do to fight tooth decay?” (see Background Information and Glossary):
• Eat foods low in sugar.
• Good brushing habits.
• Visit the dentist. 2
Healthy Snack Activity

4. Students complete the Choose Healthy Snacks Activity Sheet (see Unit 2 Appendix K).

5. Prepare for Sub-Task #8 by placing an egg into vinegar for six hours. Ask the students to predict
what might happen to the egg.

Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas
and experience

CGE4f Applies effective communication, decision making, problem solving, time and resource
management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

Benefits of Oral Health

Optimal oral health is an integral part of total health. Healthy teeth and gums contribute in many
ways to our everyday lives. If they are cared for properly, healthy teeth should last a lifetime!

Primary and Permanent Teeth

We get two sets of teeth, primary and permanent.

Primary Teeth
The primary teeth consist of 20 teeth, 10 lower teeth and 10 upper teeth. They are important for
eating, talking, smiling and self-esteem. The primary teeth also save the space for the permanent
teeth. When the permanent tooth is ready to erupt, the roots of the primary tooth absorb allowing it
to fall out. The permanent tooth then has room to move into the space.

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Permanent Teeth
The permanent teeth consist of 32 teeth, 16 lower teeth and 16 upper teeth, and are also important
for eating, talking, smiling and self-esteem. The first permanent teeth that appear in the mouth are
the six-year molars. They come in at the very back of the mouth, usually at five or six years of age.
Permanent teeth are meant to last a lifetime.

Plaque
Plaque is a soft, sticky, colourless layer of bacteria and food debris that is constantly forming on the
teeth. It clings to the teeth especially near the gum line, on the surfaces next to the other teeth, and
in the pits and grooves. Plaque is recognized as the primary cause of the two most common oral
diseases, tooth decay and gum disease.

The Relationship of Plaque to Dental Decay

The most widespread dental disease in children is dental decay. For dental decay to occur there must
be plaque, sugar and a susceptible tooth. When food-containing sugar is eaten, the plaque bacteria
react to form acid. This sticky plaque then holds the acid to the tooth surface, allowing it to attack the
tooth. After repeated acid attacks, the surface of the tooth begins to dissolve and a cavity results.

Appendix
Unit 2 Appendix K: Choose Healthy Snacks Activity Sheet

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UNIT 2 Healthy Eating

Sub-Task #8: Healthy Teeth

Materials
Food Guide rap song lyrics from Sub-Task #7
Egg from previous Sub-Task

Description
Students create a “healthy teeth” verse for the Food Guide rap song after assessing the results of the 2
egg experiment and reviewing care of teeth.

Expectation Code Learning Expectation

2p1 Identify healthy eating practices and use a decision making

model to make healthy food choices.
2p7 Explain the negative effects of poor nutrition on healthy teeth
and the importance of regular brushing and visits to the dentist.

Assessment Opportunities: Suggestions for Assessing Expectations

• Summative Assessment: Performance Task – Assess the student’s ability to explain negative effects
of poor nutrition on healthy teeth and importance of regular brushing, and regular visits to den-
tist through completion of “Rap Song Lyrics.” Use Rubric (see Unit 2 Appendix L) to assess.

Teaching/Learning Strategies

Food Guide Rap

1. The students practise the Food Guide rap song (see Sub-Task #7).

2. Students observe the effects of vinegar on the eggshell. As the acid decalcifies the eggshell, the
shell will become soft, just as the acid (plaque and sugar) weakens the surface of a tooth.
The shell is like a tooth and the acid is like the mixture of sugar and plaque. and the teacher
will address the following discussion points. Review dental care, and why we take these
preventative measures:
• What: Eat foods low in sugar
• Why: Because sugar mixes with plaque and decays tooth enamel.
• What: Good tooth brushing habit.
• Why: To remove plaque and avoid tooth decay.
• What: Visit the dentist.
• Why: To keep teeth free of plaque and to ensure early detection of problems.

3. Divide the students into groups of three or four. Each group writes another rhyming verse for the
rap song to remind us of the ways we care for our teeth and why.

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Notes to Teacher

Ontario Catholic School Graduate Expectations:

CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience

CGE4f Applies effective communication, decision-making, problem-solving, time and resource

management skills

CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities

The Decay Process

Enamel, the hard outer protective covering of the tooth, is broken down by the acid. If left untreat-
ed, the decay will spread into the dentin, a slightly softer layer that forms the bulk of the tooth. If
still not treated, the decay penetrates to the pulp, the soft center tissue containing blood vessels and
nerve tissue. An abscess may form at the root of the tooth. At this point, if the tooth is not treated by
root canal therapy, the tooth may be destroyed (see Glossary).

Sugar and Tooth Decay

Sugars come in many forms and names (e.g., honey, fructose, sucrose, lactose, glucose, corn syrup,
corn sugar, maple sugar, invert sugar and molasses). Whether the sugars are in candy, cookies,
milk, fruits, breads or cereals, they can contribute to tooth decay.

When evaluating if a food is a good snack, be tooth smart! Consider these simple guidelines to help
encourage students to make good food choices:
• Discourage the use of sticky, sugary foods between meals. Reserve these foods (such as dried
fruit, fruit leathers and sweet sticky baked goods) for mealtimes or when children can brush
their teeth afterwards.
• Avoid daylong nibbling because it provides a steady food supply to acid producing bacteria.
• Not all sweets can be totally eliminated but the frequency of intake should be limited.

Protective Foods
Eating a piece of cheese after a meal or snack may actually protect teeth against cavities. Cheeses
such as cheddar, Swiss, blue, Monterrey jack, mozzarella, Brie and Gouda contain ingredients that
have been shown to protect teeth from acids and help keep teeth strong.

Brushing the Teeth

Brushing is one of the most effective ways of removing plaque from all surfaces of the teeth. It takes
at least two minutes to properly brush teeth and gums. Teeth should be brushed twice a day, in the
morning and in the evening before bedtime. Supervision and assistance is required for children up
to six years of age. If brushing is not possible during the day, rinsing the mouth with water may help
to prevent decay.

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Brushing Methods
Students should be given some basic advice to help them develop proper brushing habits. There are
many brushing methods available. The method taught will always depend on the dexterity and matu-
rity of the student. It will be up to the dental professional to evaluate his/her skills and then decide
on the most suitable method. Students should grasp the brush handle in the palm of the hand, close
to the brush head so they can control it easily. The handle should be comfortable to hold.
Encourage students to use the easiest motion that allows them to clean the most surface area of the
teeth, gums and tongue. Stress that children are to clean the “outsides” (surface of teeth against
cheek), the “insides” (surface of teeth against tongue) and the “tops” (chewing surfaces) of the
teeth. Emphasize they must clean the back teeth, not just the front teeth! A counting system will
2
encourage thorough coverage and help the students concentrate on brushing; have them count five
to ten strokes in each area.

Brushing Tips
Do!
• Choose a toothbrush with soft bristles.
• Use a youth-sized brush.
• Always rinse your toothbrush after brushing and store it where bristles can dry.
• Replace your toothbrush when it is worn. A worn brush does not clean properly. The Canadian
Dental Association recommends replacing your toothbrush every three months, or after infectious
diseases.

Don’t!
• Share your toothbrush with anyone.
• Use your toothbrush for anything except brushing your teeth.
• Forget to brush, especially before going to bed.

Dental Floss
Thorough flossing once a day can help to prevent tooth decay and gum disease. Dental floss
removes plaque and debris from between the teeth where the toothbrush can’t reach. It removes the
plaque that builds along the gum-line. As soon as the child has sufficient manual dexterity they
should begin to floss. Encourage students to ask their dental health professional, parent or caregiver
to teach them to floss. Remind them that although they might find flossing their teeth awkward at
first, with continuous practise they can develop this skill.

Fluoride
Fluoride is a naturally occurring mineral found in water, soil, rocks, air, some foods and plant and
animal tissues. The Canadian Dental Association (CDA) supports the appropriate use of fluorides in
the prevention of dental caries as one of the most successful preventive health measures in the his-
tory of health care. Because of the availability of fluorides from a variety of sources, exposure to
more fluoride than is required simply to prevent dental caries can cause dental fluorosis, particular-
ly in children under the age of six years. Mild fluorosis presents as chalky, white spots in the enamel
of permanent teeth. There is no evidence of any health problems being created by such exposure,
but it can cause cosmetic concerns.
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Sources of Fluoride
Fluoridated Community Water
There is no question that water fluoridation is safe and does reduce the occurrence of dental dis-
ease. Some communities do not have fluoride added to their water. For more information about
your water supply, contact your local Public Health Department.

Topical Fluoride Treatment

This is a concentrated form of fluoride applied by a dental health professional. In selected cases,
where children are susceptible to dental disease, a dentist or dental hygienist will indicate the need
for professionally applied topical fluoride.

Fluoride Toothpaste
Children should brush twice a day with a “pea-sized amount” of fluoridated toothpaste that is
approved by the Canadian Dental Association. Make sure that the “pea sized amount” is empha-
sized, as swallowing of toothpaste should be discouraged. Children must learn to rinse with water
after brushing and spit out the rinse.

Fluoride Supplements
Recommended only for individuals or groups at high risk for dental decay, where the estimation of
fluoride exposure from all sources indicates a need. They are not recommended for use in fluori-
dated areas. Parents or guardians should receive necessary information from a health professional
before giving fluoride supplements to a child.

Dental Sealants
Dental sealants are thin, protective plastic coatings applied to the chewing surfaces of the molars
(back teeth). They act as a physical barrier, filling in the pits and grooves where food and bacteria
can get trapped and cause cavities. Sealants are applied to the child’s teeth by a dental health pro-
fessional. Once they are applied dental sealants can last for years. Sealants should be checked dur-
ing regular visits to the dental office. Dental sealants are tooth protectors but they do not ensure that
cavities will not occur. Even when sealants are placed, children must still practise good dental
health habits.

Visit to the Dentist

The dental visit should always be presented in a very positive way. Children should see the dentist at
least once a year for a check-up. Review some of the things the dental health team can do to help
keep children’s teeth healthy:
• Check their mouths to make sure teeth and gums are healthy.
• Teach proper methods for care of teeth and gums.
• Clean and polish teeth.
• Take X-rays, which are pictures that let the dentist check for cavities in teeth.
• Apply topical fluoride, if necessary.
• Apply dental sealants.
• Fill cavities to prevent decay from spreading deeper into the tooth.

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Tooth Safety
Encourage students to protect their teeth from injury.
• Wear safety gear for playing sports such as helmets and mouth guards.
• Be aware of others around you. Do not swing bats or kick balls when others are unaware or
within reach. Play safely!
• Always wear your seatbelt. Buckle Up!
• Don’t use your teeth as tools such as opening of beverage bottles or holding things like pencils
or eyeglasses.
2
• Don’t push others at the water fountain or on playground equipment.
• Make sure your shoelaces or buckles are done up at all times. Don’t trip or fall!
• Know first aid if a tooth is knocked out.

What to do if a tooth is knocked out:

• If the tooth is dirty, rinse it gently under running water. Do not scrub it.
• If it is a permanent tooth, try to gently insert it back in its socket. If this isn’t possible, simply
place the tooth in milk, or cool water.
• Do not try to put a primary tooth back in the socket. If it’s a primary tooth, or if you are not sure,
simply place it in milk, or cool water.
• Take the child and the tooth to the dental office or hospital immediately!

Appendix
Unit 2 Appendix L: Teeth Rap Song Assessment Rubric

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Food Identification Cards

Unit 2 – Appendix A
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Health Santé
Canada Canada
C A N A D A’ S

2
T O H E A LT H Y E AT I N G
FOR PEOPLE FOUR YEARS
AND OVER

Enjoy a variety
of foods from each
group every day.

Choose lower-
fat foods
more often.

Grain Products Vegetables and Fruit Milk Products Meat and Alternatives
Choose whole grain Choose dark green and Choose lower-fat milk Choose leaner meats,
and enriched orange vegetables and products more often. poultry and fish, as well
products more often. orange fruit more often. as dried peas, beans
and lentils more often.

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Personal Food Guide

Name: ________________________________________

Grain Vegetables Milk Meat and

Products and Fruit Products Alternatives

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Amount
Unit 2 - Appendix D
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What I Ate for Breakfast

(Breakfast Journal)

Weekday Food You Ate What you need to add to

Make your breakfast

Monday

Tuesday

Wednesday

Thursday

Friday

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Unit 2 - Appendix F
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UNIT 2 Healthy Eating

TEACHER
Rubric for Assessment of Healthy Eating:
Create a Menu
Overall Expection:
Identify healthy eating practices and use a decision-making model to make healthy food choices.
Specific Expection:
Identify a balanced diet and apply decision-making skills to create menus for healthy meals.
Activity:
Students plan three meals on a three-fold menu for the Healthy Happy Lodge.
Categor y Level 1 Level 2 Level 3 Level 4
Understanding of Concepts/ • shows a lack of understanding • shows understanding of con- • shows understanding of con- • shows understanding of con-
Knowledge (K) of concepts taught by includ- cepts taught by including some cepts taught by including most cepts taught by including all or
ing a few of the following of the following choices in of the following choices in their almost all of the following choic-
choices in their menu: a variety their menu: a variety of foods menu: a variety of foods from es in their menu: a variety of
of foods from each food group, from each food group, more each food group, more grain foods from each food group,
more grain and fruit and veg- grain and fruit and vegetable and fruit and vegetable choices more grain and fruit and
etable choices than other choices than other groups, few than other groups, few “some- vegetable choices than other
groups, few “sometimes” “sometimes” foods, and a times” foods, and a breakfast groups, few “sometimes” foods,
foods, and a breakfast that breakfast that includes three of that includes three of the four and a breakfast that includes
includes 3 of the 4 food groups the four food groups food groups three of the four food groups

Communication (C) • communicates required • communicates required knowl- • communicates required • communicates required knowl-
knowledge, making many edge with some clarity, making knowledge clearly and pre- edge clearly and precisely,
errors or omissions some errors or omissions cisely, making few errors or making no or almost no errors
• rarely uses appropriate • sometimes uses appropriate omissions or omissions
terminology terminology • usually uses appropriate • uses appropriate and varied
terminology terminology
Class list K C K C K C K C

Unit 2 – Appendix G
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HER Puzzle Pieces

Instructions: Expand words and copy with “Food Fuels my Body” page (double side).
Cut into puzzle pieces (See sub-task #6).

2
Warm

Energy

Strong

Think

Grow
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Food Fuels My Body

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Puzzle Sentences

1. When I am cold, food helps to keep my body

______________________________. 2

2. Food helps to make my bones, teeth and muscles

__________________________.

3. Food helps my body to __________________________.

4. Food helps me to __________________________

at school.

5. Food gives me ____________________________ so I

can run, jump and play.

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UNIT 2 Healthy Eating

TEACHER
Rubric for Assessment of Healthy Eating: Poster
Overall Expectation:
Identify healthy eating practices.
Specific Expectation:
Describe the importance of food to the body.
Activity:
Students create an informative poster that explains why eating healthy food is important for a healthy body.

Categor y Level 1 Level 2 Level 3 Level 4

Understanding of Concepts/ • shows a lack of understanding • shows some understanding of • shows understanding of most • shows understanding of all of
Knowledge (K) of concepts taught by including some of the required concepts of the required concepts the required concepts taught
one or none of the reasons for taught by including two of the taught by including at least by including all five of the rea-
healthy eating taught in Sub- reasons for healthy eating three of the reasons for healthy sons for healthy eating taught
Task #6 taught in Sub-Task #6 eating taught in Sub-Task #6 in Sub-Task #6

Communication (C) • communicates required knowl- • communicates required • communicates required • communicates required knowl-
edge, making many errors or knowledge with some clarity, knowledge clearly and pre- edge clearly and precisely,
omissions making some errors cisely, making few errors or making no or almost no errors
• rarely uses appropriate or omissions omissions or omissions
terminology • sometimes uses appropriate • usually uses appropriate • uses appropriate and varied
terminology terminology terminology

Class list K C K C K C K C

Unit 2 – Appendix J
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HER Choose Healthy Recess Snacks

Instructions: Draw a Happy tooth beside the snacks which are good for
you. Draw a tooth brush beside the snakcs that can lead to
tooth decay and must be brushed away.

apple sunflower banana

seeds

milk bubble gum lollipop

candy bar Peanuts in shell unsweet-

ened
orange
juice

cookies carrot cheese and

sticks crackers

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UNIT 2 Healthy Eating

TEACHER
Rubric for Assessment of Healthy Eating:
Teeth Rap Song
Overall Expectation:
Identify healthy eating practices.
Specific Expectation:
Explain the negative effects of poor nutrition on healthy teeth and the importance of regular brushing and visits to the dentist.
Activity:
Students create a rap song lyric that identifies and explains the effects of good nutrition, regular brushing and visits to the dentist on
our teeth.
Categor y Level 1 Level 2 Level 3 Level 4
Understanding of Concepts/ • shows understanding of few of • shows understanding of some • shows understanding of most • shows understanding of all or
Knowledge (K) the concepts taught by includ- of the concepts taught by of the concepts taught by almost all of the concepts
ing some information in the including and explaining one including and explaining two of taught by including and
song lyric and/or in a discus- way to care for teeth in the the three ways to care for teeth explaining all three ways to
sion after performing the song song lyric and/or in a discus- in the song lyric and/or in a care for teeth in the song lyric
with major errors or omissions sion after performing the song discussion after performing and/or in a discussion after
the song performing the song

Communication (C) • communicates required • communicates required knowl- • communicates required • communicates required knowl-
knowledge, making many edge with some clarity, making knowledge clearly and edge clearly and precisely,
errors or omissions some errors or omissions precisely, making few errors making no or almost no errors
• rarely uses appropriate • sometimes uses appropriate or omissions or omissions
terminology terminology • usually uses appropriate • uses appropriate and varied
terminology terminology
Class list K C K C K C K C

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HER UNIT Substance Use and Abuse

OVERVIEW
3 Duration
Description
7 Sub-Tasks

Students will describe differences between prescription and non-prescription medicines, outline
their safe use, and use decision-making skills to identify healthy alternatives to drug use.

Sub-Task Title Expectation Code

1. Prescription and Non-Prescription Medicines 2p14

2. Safe Use of Medicines 2p3, 2p15
3. Safe Use of Medicines 2p15 3
4. Outline the Safe Use of Medicines 2p15
5. Healthy Alternatives to Drug Use 2p16
6. Identifying Healthy Alternatives to Drug Use 2p16
7. Making Healthy Alternatives to Drug Use 2p14, 2p15, 2p16

Assessment and Evaluation:

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Pencil and Paper Task: Print a label activity (see Unit 3 Appendix A, page 5)
• Performance Task: Role-Play Scenarios Using Safe Use of Medicines Rubric
(see Unit 3 Appendix F)
• Pencil and Paper Task: Self/Peer Assessment of Safe Use of Medicines (see Unit 3 Appendix G)
• Pencil and Paper Task: Identification of Healthy Alternatives to Drug Use Self/Peer Assessments
Triangle (see Unit 3 Appendix I)
• Performance Task – Using the Journal Entry (see Unit 3 Appendix K)

Links to Prior Knowledge:

The following expectations and content for Substance Use and Abuse have been introduced in the fol-
lowing grades. In Grade 1, the student has practised basic decision-making skills, has a knowledge of
what medicines are and how they help the body when used properly, understands rules of the safe
use of medicine and hazardous products, and is able to identify hazardous product symbols.

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Notes to Teachers:

Accommodations:

Not all students in a Grade 2 classroom will be able to complete independently all unit suggestion or
assessments. Adapt the teaching/learning strategies to accommodate the needs of exceptional stu-
dent’s consistent with the strategies outlined in their IEP. Students may require scribing, instructions
repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner pro-
vides a complete list of accommodations and suggestions to address the needs of all students. For
example:
• Announce what you are going to say before you say it, say it, then say what you said

This kind of structure helps to “glue” the ideas in place:

• Use visual aids, demonstrations, simulations and manipulatives to ensure that students under-
stand concepts presented.
• Preteach important vocabulary.
• Arrange for the student to have a “study buddy” in each subject, when possible.
• Provide a structured environment: lists, previews, repetition, direction and limits.
• Provide immediate, specific feedback on learning and behavioural progress whenever possible.
• Provide models of completed tasks so the student can visualize a completed project.
• Provide instructions visually and verbally.
• Provide oral discussion prior to writing.
• Model and display examples for specific purposes in writing (e.g., letters, editorials, essays).
• Provide overviews of lessons at the beginning of class where possible (e.g., visual organization
scheme such as maps or webs).
• Relate material to students’ lives and real-life situations
• Reinforce oral instructions with written or visual cues.
• Repeat important information. Visibly mark it at the board or on an overhead.
• Clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking
students to retell or paraphrase instructions.
• Allow a significant response time when questioning to allow the student time to process
the request.

Background Information:

Ontario Catholic School Graduate Expectations:

CGE1d Develops attitudes and values founded on Catholic Social teaching and acts to promote
social responsibility, human solidarity and the common good

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CGE4f Applies effective communication, decision-making, problem-solving, time and resource

management skills

CGE4g Examines and reflects on one’s personal values abilities and aspirations influencing life’s
choices and opportunities

CGE5e Respects the rights, responsibilities and contributions of self and others

Fully Alive:

The Ontario Health and Physical Education Curriculum: Healthy Living Strand can be effectively inte-
grated with the Family Life Program, Fully Alive. Many expectations can be woven into the themes
and topics presented in Fully Alive. The Fully Alive Program provides the students with a context of
values within the Catholic Faith tradition to teach the Healthy Living expectations. The program rein- 3
forces learning and provides a strong basis for decision-making.

Links to Substance Use and Abuse

Because young children need to have ALL medication use supervised by a trusted adult, Theme 2,
Living in Relationship, would provide a context for addressing the expectations in this compo-
nent. Children need to understand that reminders and restrictions, e.g. in medication use, are signs
of family love and care.

The decision-making aspect of this component could be linked to Theme 4, Growing

in Commitment.

Theme 2, Living in Relationship, Topic 2 Signs of Family Love

• Recognize that care and co-operation are signs of love within families
• Accept parental reminders and restrictions as signs of care
TM pp. 26 – 28, SB pp. 20 – 22
SB/BM p.12 What We Say is a Sign of Love (The use of sign shapes will link well to the
“danger signs” presented in this component

Theme 4, Growing in Commitment, Topic 3, Making Decisions

• TM pp. 76 – 78, SB pp. 57 – 59
SB/BM p. 26 Stan’s Decision
SB/BM p. 27 Betty’s Decision

Fully Alive (Grades 1–8), Ontario Conference of Catholic Bishops, Prentice-Hall Canada.

Ontario Catholic School Graduate Expectations, Institute for Catholic Education, Toronto, 1998.

Education is critical to the prevention of drug abuse. Parents, guardians, educators and society in
general all have key roles to play in educating students about drug use and abuse.

The home is the primary source for access to medicines therefore it is critical to link with parents
for this expectation. Parents need to be provided with safety information regarding safe use and
storage of medicine and household products. Adults at home need to offer the child safe choices
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and set standards for acceptable behaviour. Encourage parents to practise with their children what
they should do if someone offers them cigarettes, medicines etc. Local pharmacies are often a good
resource for providing information and perhaps a community outing. Alcohol and tobacco are the
drugs most readily available to Ontario students and smoking is the primary cause of preventable ill-
ness, disabilities and premature deaths in Canada.

The Substance Use and Abuse learning expectations respond to the facts by focusing on an under-
standing of the effects of drugs – prescription drugs, non-prescription drugs, illicit drugs, tobacco,
alcohol and the consequences of their use. This knowledge is integrated with a variety of living skills
that help students and maintain healthy choices. By using problem-solving, decision-making, refusal
and assertiveness skills effectively, learners can seek healthy, drug-free behaviours based on accu-
rate information.

Key attitudes and feelings about drugs, including medications, are shaped by what they see and hear
from a variety of sources. They are influenced by their role models: parents, coaches, siblings, older
children, what they see and hear in the media, on TV, billboards, and at the movies.

It is important that children have positive role models and that they are encouraged to explore
healthy alternatives to taking medication (e.g. rest, exercise, good nutrition as possible alternatives).

Laws are made by lawmakers and are related to concerns for the problems associated with its use
as well as by strong social and religious movements.

In Ontario, store retailers are not allowed to sell tobacco/nicotine and alcohol to children under 19
years of age because it is known to have a strong negative effect on younger and developing bodies.

Symbols

Many substances in the home and community are poisonous, e.g., cleaners, solvents, insecticides,
pesticides, alcohol etc. Keep all products with these symbols out of the reach or sight of children.

Appendices:
Unit 3 Appendix A Student Booklet (10 pages) – My Safety Book About Medicine
Page 1 – My Medicine Rules
Page 2 – My Hazardous Products Rules
Page 3 – Hazardous Symbols
Page 4 – Prescription Label Sample
Page 5 - Print a Label
Page 6 – Use Medicine Safely
Page 7 – STAR Decision-Making Model
Page 8 – Detectives Page
Page 9 – The After School and Weekend Me
Page 10 – My Journal Entry
Unit 3 Appendix B Prescription Label Sample Teacher Reference
Unit 3 Appendix C My Medicine Rules Overhead transparency
Unit 3 Appendix D Decision-Making Model Teacher Reference
Unit 3 Appendix E Substance Use and Abuse Scenarios
Unit 3 Appendix F Safe Use of Medicines Rubric
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Unit 3 Appendix G Self/Peer Assessment Target

Unit 3 Appendix H Medicine Bottle Teacher Reference
Unit 3 Appendix I Self/Peer Assessment Triangle
Unit 3 Appendix J Alternatives to Drug Use Scenarios
Unit 3 Appendix K Substance Use and Abuse Journal Entry on Assessment

Sources
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom, Centre for Addiction and Mental Health.
[Link]
Grade One to Eight Curriculum Support for Healthy Living Strand, Durham Catholic District 3
School Board and Durham Region Health Department, Oshawa, 1999/2000.

Additional Resources
Addiction Research Foundation -1-800-Info-ARF/ 1-800-463-6273 [Link]

Centre for Addiction and Mental Health – Marketing Department at 1-800-661-1111, [Link]

Health Canada – “Do you know what these symbols mean?” March 1999

Health Canada – [Link]

“The Primary Division Curriculum Guideline for the Drug Abuse Prevention Project: An Education
Resource, Grade 1–3,” Addiction Research Foundation of Ontario and the Board of Education for
the City of York, 1985.

OPHEA (Ontario Physical and Health Education Association) – [Link]

Ontario Ministry of Health – [Link]/health

Ontario Public Health Association – [Link]

PAD (Parents Against Drugs) Drug Education and Support Services – [Link]/pad

Substance Abuse Network of Ontario (SANO) – 416-595-6053 [Link]

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UNIT 3 Substance Use and Abuse

Sub-Task #1: Prescription and

Non-Prescription Medications
Materials
Booklet for every student
Sample Medicine bottles
Metro Pharmaceuticals, “Mr. Finlay’s Pharmacy” video, 1982 (see Overview)

Description
Student identify differences between prescription and non-prescription medication, and
examine the contents of a prescription label by preparing an example of a prescription and
non-prescription label.

Expectation Code Learning Expectation

2p14 Describe the difference between prescription and

non-prescription medicines.

Assessment Opportunities: Suggestions for Assessing Expectations

Formative assessment: Pencil and Paper Task – Assess if the students can describe the difference
between prescription and non-prescription medicines using a marking scheme for the Print a Label
Activity (see Unit 3 Appendix A, page 5)

Teaching/Learning Strategies:

Names of Medicines

1. Lead question/answer discussion with the class regarding the names of medicines they
know (e.g., cough syrup, Tylenol, inhaler, ointment, vitamins, Echinacea etc. Write responses
on the chalkboard.

Prescription and Non-Prescription

2. Ask the students some ways you can tell if a medication is a prescription medication (e.g., pre-
scribed by a doctor, filled by a pharmacist, special label, doctors name, your name, name of
drug, dose, directions for taking it correctly), OR non-prescription medication (anyone can buy
this, do not have to see a doctor first, buy in the store off the shelf or “over the counter”).
Review the list written on the board and ask the children what category the medicine fits into –
Prescription (P) or Non-Prescription (NP) medication. Places P or NP next to the medicine on
the board.

3. Refer to the “Sample Prescription Label” page 4 of the student booklet (see Unit 3 Appendix A)
and teacher reference sheet (see Unit 3 Appendix B). Each child identifies information from the

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label using the following teacher commands (e.g., on the label – circle the name of the doctor,
draw a square around the drug name, draw a triangle around the name of the pharmacy).

Print a Label

4. Students pretend they work as a pharmacist and they are filling a prescription for someone. Their
job is to make and colour a medication label for the medicine bottle. “Print a Label” Activity is
on page 5 of their student handbooks (see Unit 3 Appendix A). Use the Print a Label template on
page 5 (see Unit 3 Appendix A) and have the students make a second label for a non-prescrip-
tion medicine.

The following activities are optional:

5. Show Mr. Finlay’s video and discuss key points with the class. The video length is 12 minutes,
produced by Metro Pharmaceuticals Assoc. It shows the proper use of drugs “Medicine Cabinet
3
Safety.” It discusses how drugs can “mess you up,” and the theme song, “I Know Where I’m
Going” is a strong, positive reinforcement on self-image (also available in French.)
6. Have sample medication bottles/packages prescription and non- prescription for the children to
look at and compare.

Notes to Teachers:

Ontario Catholic School Graduate Expectations:

CGE4g Examines and reflects on one’s personal values abilities and aspirations influencing life’s
choices and opportunities

Drugs

Drug Definition: “A drug is something other than food which when taken into the body, changes
the way you think, act or feel.”

Drugs can be divided into three categories:

• Prescription drugs are medications that only a doctor can order, e.g. inhalers,
insulin, antibiotics.
• Non-prescription drugs are available without a prescription, e.g. cough syrup,
Tylenol, cigarettes, alcohol.
• Illegal or street drugs e.g. marijuana, heroin, LSD, cocaine, ecstasy, speed.

Drugs can either speed up the body or slow it down. A drug that speeds up the body can increase
the breathing rate and cause heart problems, including a heart attack. A drug that slows down the
body can lead to unconsciousness and death. Drugs that affect the brain can change the user’s feel-
ings, thoughts and co-ordination. Some drugs can damage the reproductive organs of either males
or females and cause children to be born with birth defects and other problems.

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Prescription medicines are those taken only:

• When a doctor or dentist prescribes them.
• For a specific reason.
• For a specific person.
• When a specially trained person, called a pharmacist prepares them.
• Non-prescription medications are those products that are displayed at a supermarket,
department store or drug store and treat certain conditions:
– Anyone can buy non-prescription medications.
– You do not have to see a doctor first.
– They are also called “over-the-counter” medicines because you can take them off the
shelf and pay at the checkout counter.

Illegal Drugs:
• Cannot be bought in a retail store, usually these drugs are sold in a secret place hidden from
police.
• You can be charged or jailed if caught with the drug
• Drug safety cannot be certain, ingredients are not guaranteed, and the drug could cause harm or
death depending on the drug, amount taken etc.

The legality of a substance is based on many things:

• Concerns about the side effects of the drug.
• Social/public policy related to political will.
• International drug policies.
• Concern about age and stage of development when use is initiated.

Labels:
• Give us important information and should be read carefully.
• Tell us what is inside a product and how to use it properly.
• On medications labels provide information about what symptoms the medication will treat and
how much and how often to take it; how long the drug should be taken and possible side effects.
It may also give warnings and advice e.g. may cause drowsiness etc.
• Often tell us what to do if the contents are not used properly.

Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom with permission from the Centre for Addiction and Mental Health.

Appendices:
Unit 3 Appendix A: Student Booklet (10 pages) – My Safety Book About Medicine
Unit 3 Appendix B: Prescription Label Sample Teacher Reference
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UNIT 3 Substance Use and Abuse

Sub-Task #2: Safe Use of Medicines.

Materials
See Appendix list

Description
Students learn rules for the safe use of medication through classroom discussion and
role-play of scenarios.

Expectation Code Learning Expectation

2p3 Describe the effects on the body of appropriate and

inappropriate uses of medicines. 3
2p15 Outline the safe use of medicines (e.g., the need for an adult to
supervise the administration of medicines, taking proper dosages)

Assessment Opportunities: Suggestions for Assessing Expectations

Formative Assessment: Performance Task – Through role of the scenarios Assess the student’s
ability to outline the safe use of medicines by using the Safe Use of Medicines Rubric (see Unit 3
Appendix F).

Teaching/Learning Strategies:

Taking Medication Safely

1. Ask the students what they know about taking medication safely.
2. Ask the students to generate a list of safe rules they know on how to take medication safely.
3. Write the rules the students identified on the board and begins discussion, one at a time. Lead a
class discussion around the importance of each rule (see Unit 3 Appendix C, Student Handbook
page 1).
Rule #1. Take medication only from an adult you trust
• Discuss who is a trusted adult (parent, caregiver, babysitter who spoke with your caregiver,
teacher, doctor, nurse, relative, etc.) Reinforce the importance of not taking medicine from
anyone else.
Rule #2. Take only the amount of medicine your doctor or a grown-up says to take
• Ask students what will happen to you if you take a medicine exactly as prescribed. Get better,
but sometimes you can have side effects, allergies. Anytime you take a medicine and you feel
sick or itchy or have problem breathing or you feel different also tell a trusted adult/caregiver
right away.
• Discuss/review with the children what can happen if medication is taken incorrectly (get ill,
have to go to the hospital, throw up, die).

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• Remind the students that it is ok to ask questions—even of the people you trust – if the medi-
cine looks different or the amount is changed from what you normally take, be sure and tell
the person. Anyone can make a mistake!
Rule #3. Never share medication
• Discussion points to follow with the students; never share your medicine with anyone even if
you know it is the same name… maybe wrong dose etc.

Decision-Making Model

4. Display the Decision-Making Model on chart paper or on overhead (see Unit 3 Appendix D).

Role-Play of Scenarios

5. Read or role-play scenarios (highlighting Rules 1 to 3). Using the Decision-Making Model (see
Unit 3 Appendix D) determine the students’ understanding of safe use of medicines.
6. Encourage each child to share this information with his/her caregiver(s).

Notes to Teachers:

Ontario Catholic School Graduate Expectations:

CGE4g Examines and reflects on one’s personal values abilities and aspirations influencing life’s
choices and opportunities

CGE5e Respects the rights, responsibilities and contributions of self and others

Teacher Medicine Rules

(Unit 3, Appendix C – large print can be enlarged, cut out and posted in the classroom).

Sometimes medicines can be harmful for the following reasons:

• Prescribed for someone else.

• Not the correct amount (too little or too much).
• Taken for too short or too long a time period.
• Too old or out of date.
• Antagonistic or stronger when used with another kind of medicine you are already taking.
• Taken in a different way than prescribed (e.g. crushed tablets when supposed to be
swallowed whole).
• Prescribed for some other condition.
• Exposed to sunlight, heat/cold or other environmental concern.
• Side effects (e.g. cold and cough syrups can make you sleepy).
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• Allergic reaction.
• Related to means of ingestion e.g. by injection.

• Can have a positive effect or a negative effect on our body. Therefore, it is very important for a
child to develop skills to decide what is safe and unsafe.

Decision-Making

Decision-making skills are vital for all children. Preparing children to make wise, independent
decisions will make them less easily influenced by negative peer pressure. In primary grades, deci-
sion-making is most often an activity adults and children work on together. Children need to be
guided to see the difference between helpful and harmful decisions. Adults provide information
about safe choices as well as standards for acceptable behaviour. Adults are available to assist the
child in making decisions. Use classroom example where possible (e.g. what will the consequences
3
be if someone does not clean up the classroom after himself or herself? Someone may trip, miss
phys. ed. etc.). Discuss positive decisions you observe your students making. Learning from their
decisions gives them tools to employ in facing life’s challenging decisions.

To begin using a decision-making process children need:

• Clear guidelines.
• To understand that the decisions they make have consequences that follow.
• Practise saying “no” to negative influences of peers and even some adults.
• Opportunities to practise stop/think and evaluate the situation and identify advantages and disad-
vantages of each decision – making safe and healthy choices.
• To know who to ask – a trusted adult, e.g., parent, teacher, nurse, police officer, relative, friend
and to be comfortable in asking for help.

Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom with permission from the Centre for Addiction and Mental Health.

Appendices
Unit 3 Appendix A: Student Booklet (10 pages) – My Safety Book About Medicine
Unit 3 Appendix B: Prescription Label Sample Teacher Reference
Unit 3 Appendix C: My Medicine Rules Overhead transparency
Unit 3 Appendix D: Decision-Making Model Teacher Reference

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UNIT 3 Substance Use and Abuse

Sub-Task #3: Safe Use of Medicines.

Materials
See Appendix list

Description
Student’s learn rules for the safe use of medication through classroom discussion and a
role-play of scenarios.

Expectation Code Learning Expectation

2p15 Outline the safe use of medicines (e.g., the need for an
adult to supervise the administration of medicines, taking
proper dosages).

Assessment Opportunities: Suggestions for Assessing Expectations

Follow the same assessment as found in Sub-Task #2.

Teaching/Learning Strategies:

Review Safe Use of Medicines

1. The teacher will place the rules the students already identified on the board from previous class
and begin discussing the remaining rules, one at a time. The teacher will lead a class discussion
around the importance of these rules (see Unit 3 Appendix C, Student Handbook, page 1).
Rule #1 Take medication only from an adult you trust.
Rule #2 Take only the amount of medicine your doctor or a grown-up says to take.
Rule #3 Never share medication.
Rule #4 Never take someone else’s medication.
• Remind the students to ask a grown-up before eating or drinking anything you don’t know or
recognize, even if it looks the same, or if something you usually eat or drink looks different.
Reinforce the importance of keeping things in their original containers.
Rule #5. If you do not feel well after taking a medication, tell a grown-up you trust right away.
• Discuss some examples – itchy, rash, trouble swallowing or breathing, swelling of tongue,
feeling unusual, can be related to the medicine. Drug side effects vary from person to person
and by the type of drug. Some people have allergies and have to be careful to avoid that drug
in future – they need to wear a special bracelet to warn others in case of emergency.

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Decision-Making Model

2. Display the Decision-Making Model on chart paper on overhead (see Unit 3 Appendix E).

3. Read or role-play the remaining three to four scenarios to the children (see Unit 3 Appendix D).
Using the decision-making model (see Unit 3 Appendix D), the teacher will through whole class
discussion or role-play outline the safe use of medicines.

4. Encourage each child to share this information with his/her caregiver(s).

Notes to Teachers:

Ontario Catholic School Graduate Expectations: 3

CGE4g Examines and reflects on one’s personal values abilities and aspirations influencing life’s
choices and opportunities

CGE5e Respects the rights, responsibilities and contributions of self and others

Teacher Medicine Rules (large print can be enlarged, cut out and posted in the classroom).

Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom with permission from the Centre for Addiction and Mental Health.

Appendices
Unit 3 Appendix A: Student Booklet (10 pages) – My Safety Book About Medicine
Unit 3 Appendix C: My Medicine Rules Overhead transparency
Unit 3 Appendix D: Decision-Making Model Teacher Reference
Unit 3 Appendix E: Substance Use and Abuse Scenarios

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UNIT 3 Substance Use and Abuse

Sub-Task #4: Outline the Safe Use of Medicines

Materials
Safe medicine rules are transferred onto cards and posted on your classroom wall as a reminder

Description
Students learn the rules of safe medication use through completing a detective activity to explore the
safe use of medicine rules.

Expectation Code Learning Expectation

2p15 Outline the safe use of medicines (e.g., the need for an
adult to supervise the administration of medicines, taking
proper dosages).

Assessment Opportunities: Suggestions for Assessing Expectations

Formative Assessment: Pencil and Paper Task – Assess the student’s ability to outline the safe use of
medicines by having the students self-assess using sub-tasks on the Self/Peer Assessment Target (see
Unit 3 Appendix G). Students place their name on a sticky note and place it where the target best
describes their ability to outline the safe use of medicine.

Teaching/Learning Strategies:

Review of Medication Rules

1. Review Safe Medication Rules (see Unit 3 Appendix C) covered previously by having different stu-
dents read aloud a rule (posted on wall in classroom).

2. Instruct the students to select one rule and turn to the journal page called Detective Page
and write it down, then say why they feel it is important (see Unit 3 Appendix A, page 8 of
Student Booklet).

Sharing Journal Responses

3. Invite a few students to share responses with the rest of the class. Review the answers
with the class.

4. Students turn to page 6 in their handbooks and complete blank Use Medicine Safely sheet.

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Notes to Teachers:

Ontario Catholic School Graduate Expectations:

CGE4g Examines and reflects on one’s personal values abilities and aspirations influencing life’s
choices and opportunities

CGE5e Respects the rights, responsibilities and contributions of self and others

Appendices
Unit 3 Appendix A: Student Booklet (10 pages) – My Safety Book About Medicine
Unit 3 Appendix C: My Medicine Rules Overhead transparency 3
Unit 3 Appendix G: Self/Peer Assessment Target

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UNIT 3 Substance Use and Abuse

Sub-Task #5: Healthy Alternatives to Drug Use

Materials
My Safety Book About Medicine Booklet
Activities I Can Do After School and On Weekends Student Booklet, page 9
Chart paper
Markers

Description
Students begin exploring alternatives to drug use to stay healthy by completing an activity where they
explore alternatives to drug use.

Expectation Code Learning Expectation

2p16 Use decision-making skills to identify healthy alternatives to

drug use (e.g., fresh air and exercise can help relieve headaches).

Assessment Opportunities: Suggestions for Assessing Expectations

• This expectation is addressed in this sub-task however it will be assessed later in the Substance
Use and Abuse unit.

Teaching/Learning Strategies:

Think/Pair/Share

1. Students work in pairs. Ask the students to think of one thing they do to stay healthy other than
using drugs. When the teacher claps his/her hands, the students will turn to the person beside
you and shares (tells) them what it is. When teacher claps his/her hands a second time, turn
back. Ask the students to share their answers. Highlight healthy habits and write them on chart
paper in one column.

Healthy Alternatives To Drug Use

2. Brainstorm with the whole class other ways, we keep our bodies physically healthy. List these on
chart paper in the same single column (exercise, eat well, get enough sleep, wear protective
equipment, follow rules, wash hands, brush teeth, dress warm in winter, wear sunscreen).

Alternatives to Drug Use

3. Challenge the children to explain how the healthy habit is an alternative to drug use. Place these
alternatives in the second column on the chart paper.

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Healthy Habits Alternative to Drug Use

• get lots of fresh air •relieves headaches, so no aspirin needed
• get lots of exercise • fewer colds, so no cold medicine
• wear warm clothes • fewer colds and chills, so no need for stuffy nose
• eat proper food medication (nose drops)
• wear sunscreen • a better diet, so no need for vitamin pills
• brush your teeth regularly • no sunburns, so no sunburn lotions needed
• healthy teeth, so no drugs to relieve toothaches

4. Brainstorm healthy leisure activities and discuss their importance (e.g., sports, hobbies, going to
the library, taking a course to learn to swim or paint, summer camp, gardening etc.). Point out
where possible do more leisure activities as an alternatives to watching T.V or playing video
games etc.
3
5. The teacher will have the students complete the “Activities I can do after school and on week-
ends” worksheet in the student handbook (see Unit 3 Appendix A, page 9).

Notes to Teachers:

Ontario Catholic School Graduate Expectations:

CGE4f Applies effective communication, decision-making, problem-solving, time and resource

management skill

CGE4g Examines and reflects on one’s personal values abilities and aspirations influencing life’s
choices and opportunities

Consider incorporating any local issues, personal safety concerns into the lesson etc.

Appendix
Unit 3 Appendix A: Student Booklet (10 pages) – My Safety Book About Medicine

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UNIT 3 Substance Use and Abuse

Sub-Task #6: Identifying Healthy Alternatives

to Drug Use
Materials
Large pieces of construction paper
Magazines
Scissors
Glue
String
Crayons (optional)

Description
Students look through magazines for pictures that depict healthy alternatives to medication use.
These are applied to a medicine bottle art activity to help students identify alternatives to drug use.

Expectation Code Learning Expectation

2p16 Use decision-making skills to identify healthy alternatives to drug

use (e.g., fresh air and exercise can help relieve headaches).

Assessment Opportunities: Suggestions for Assessing Expectations

Formative Assessment: Pencil and Paper Task – The students will self-assess their ability to identify
healthy alternatives to drug use by using the Self/Peer Assessment Triangle (see Unit 3 Appendix I).

Teaching/Learning Strategies:

Healthy Alternatives to Drug Use

1. Students work in small groups of four to five people. Each group will be given a medication bottle
card, scissors and glue. The teacher will explain that sometimes it is necessary to take medica-
tion but there are many things we can do to keep healthy and reduce the need for medicine.

2. Review the chart paper list of Healthy Alternatives to Drug Use from the previous sub-task
(e.g., eat well, exercising etc.).

3. Instruct the children to look through magazines for pictures of these healthy alternatives to med-
ication. Encourage them to try and find a picture representing things written on the chart paper.

4. On the reverse side of the bottle, groups paste a collage of the pictures they found. Students
colour the medicine bottle, sign names to their collage. Hang the bottles by a string so that both
sides can be seen.

5. Discuss the artwork created is an example of healthy alternatives to taking medication.

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Notes to Teachers:

Ontario Catholic School Graduate Expectations:

CGE4f Applies effective communication, decision-making, problem-solving, time and resource

management skill

CGE4g Examines and reflects on one’s personal values abilities and aspirations influencing life’s
choices and opportunities

Alternatives to Medication

The teacher will photocopy and enlarge a Large Medicine Bottle prior to sub-task. In preparation 3
for this activity ask parents, co-workers to bring in old magazines. Magazines with a family focus
would work best. Enlarge and photocopy several medicine bottle pictures. Paste on construction
paper and cut out the bottle (see Unit 3 Appendix E). Prepare enough bottles to allow four to five
students to work in small groups.

At times, children do not want to take medication that is prescribed for them or there may be other
things the children can do to feel better. Introduce the concept that there are alternatives to drug
use and that they too can help you feel better. A list of these include:
• Eating a balanced diet according to Canada’s Food Guide to Healthy Eating.
• Giving yourself timeout if you are getting too hot and tired from running around.
• Talking about your feelings and situations that are bothering you with a parent,
trusted teacher or friend.
• Taking a warm bath.
• Getting enough uninterrupted sleep.
• Daily exercise.
• Lying down in a quiet, dark room or sitting quietly reading if you have a headache.
• Relaxation exercises.
• Deep breathing.

Appendices
Unit 3 Appendix H: Medicine Bottle Teacher Reference
Unit 3 Appendix I: Self/Peer Assessment Triangle

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UNIT 3 Substance Use and Abuse

Sub-Task #7: Making Healthy Alternatives

to Drug Use
Materials
See Appendix list

Description
Teacher reads scenarios, students use a decision-making model to identify alternatives to
medication usage.

Expectation Code Learning Expectation

p14 Describe the difference between prescription and

non-prescription medicines.
2p15 Outline the safe use of medicines (e.g., the need for an adult to
supervise the administration of medicines, taking proper dosages).
2p16 Use decision-making skills to identify healthy alternatives to drug
use (e.g., fresh air and exercise can help relieve headaches).

Assessment Opportunities: Suggestions for Assessing Expectations

Summative Assessment: Performance Task – By using a journal entry the teacher will be able to
assess the students’ ability to use decision-making skills to outline the safe use of medicines. (see
Rubric, Unit 3 Appendix K).

Teaching/Learning Strategies:
1. Read the scenarios to the whole group (see Unit 3 Appendix J). The students work in small
groups to discuss the scenario and decide on the healthiest choice. Then, use a decision-making
model, step by step, inviting responses from one student grouping.

2. Ask the students to make a journal entry (see Unit 3 Appendix A, page 10 of their handbooks),
“The next time I get sick with a sore throat, some things I can do are…”

The following activities are optional:

3. If students are having difficulties working in small groups, consider inviting responses from the
whole class for a couple of scenarios then have students work in small groups.

4. If scenarios are too easy for students, consider removing information (e.g., deleting cause, e.g.,
stayed up late). Review the scenario with the symptom only (e.g., use symptom – headache…).
Have the students use the Decision-Making Model, then give the students the missing information
(e.g. stayed up too late) to see if their answers change.

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Notes to Teachers:

Ontario Catholic School Graduate Expectations:

CGE1d Develops attitudes and values founded on Catholic Social teaching and acts to promote
social responsibility, human solidarity and the common good

CGE4f Applies effective communication, decision-making, problem-solving, time and resource

management skill

CGE4g Examines and reflects on one’s personal values abilities and aspirations influencing life’s
choices and opportunities

3
Medicine

Journal entries may include talking to a trusted adult about if a medicine is needed, extra rest,
healthy diet, etc.

Medicines can be helpful when used properly. They can:

• Prevent sickness. Medicines like vaccines are given to prevent illness. Almost everyone is vacci-
nated (usually by a needle) so that he/she will not get diseases such as measles and mumps.
• Help to heal the body. Bacteria cause certain diseases such as ear infections and pneumonia.
Some drugs like antibiotics fight infections by killing bacteria. Other medications can be put on
scrapes and cuts to kill germs. Vitamins and minerals are essential in the maintenance and repair
of the body. Supplements can be given when necessary. However, eating a variety of foods is the
best way to ensure you are getting enough nutrients. If a child is growing and eating according to
the food guide, vitamin/mineral supplements are rarely necessary.
• Help stop pain. There are medicines such as Tylenol that can help take away pain. The dentist
uses medication to prevent any pain when a cavity is filled.
• Help us feel better. Sometimes medicine will not make problems go away such as colds and
coughs but it can help us feel better while our body heals itself. A medicine that helps to stop a
cough or clear up a stuffy nose can be helpful.

Even though medicine can be very helpful, all prescriptions and over-the-counter medications can
be dangerous if they are not used properly, e.g., if you take too much or take too often, if you take
certain medications together or take someone else’s medication.

Appendices
Unit 3 Appendix A: Student Booklet (10 pages) – My Safety Book About Medicine
Unit 3 Appendix J: Alternative to Drug Use Scenarios
Unit 3 Appendix K: Substance Use and Abuse Journal Entry on Assessment

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Sample Prescription Label

TEACHER
Our Town Drug Store
27 Main Street, Toronto
M5M MGM
(416) 123-4567

Rx 1234567890 Dr. Feel Real Good

January 1, 2000

Amy Su
Penicillin 500 mg
Take one tablet twice a day
for 10 days

20 tablets Instructions:
Take on an empty
stomach

Grade Three Curriculum Support for Healthy Living Strand, Durham Catholic District School Board and Durham Region Health Department,
Oshawa, 1999.

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HER My Medicine Rules

3
Rule #1.
Take medication only
from an adult you
trust.

Grade Three Curriculum Support for Healthy Living Strand, Durham Catholic District School Board and Durham Region Health Department, Oshawa, 1999.

Unit 3 – Appendix C
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My Medicine Rules

Rule #2.
Take only the amount
of medicine your
doctor or a grown-up
says to take.

Grade Three Curriculum Support for Healthy Living Strand, Durham Catholic District School Board and Durham Region Health Department, Oshawa, 1999.

Unit 3 – Appendix C
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My Medicine Rules

Rule #3.
3

Never share
medication

Grade Three Curriculum Support for Healthy Living Strand, Durham Catholic District School Board and Durham Region Health Department, Oshawa, 1999.

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My Medicine Rules

Rule #4.
Never take someone
else’s medication.

Grade Three Curriculum Support for Healthy Living Strand, Durham Catholic District School Board and Durham Region Health Department, Oshawa, 1999.

Unit 3 – Appendix C
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My Medicine Rules

Rule #5.
3

If you do not feel

well after taking a
medication, tell a
grown-up you trust
right away.

Grade Three Curriculum Support for Healthy Living Strand, Durham Catholic District School Board and Durham Region Health Department, Oshawa, 1999.

Unit 3 – Appendix C
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Decision-Making Model
Using this model to assist students solve problems
and make decisions.

Step 1 STOP
• What is going on?
• Is there a problem?
• How am I feeling?

Step 2 THINK
• Explore the issue.
• Identify the problem.
• List and evaluate choices.

Step 3 ACT
• Make a choice to solve the problem.
• Then try it.

Step 4 REVIEW
• What happened?
• What did you learn?
• What will you do next time?

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Substance Use and Abuse Scenarios

1. Stan is sick in bed with a fever and cough. He calls to his dad to see if it is time for his medicine. Stan
knows what medicine his dad gives him and thinks he should get it himself. (Review rules #1, 2).
Stop: How is Stan feeling?
Think: What is he thinking?
Act: What are some things Stan can do?
Review: What is Stan’s safest choice?

2. Christine has allergies and asthma. She is at school and feels short of breath. She needs her puffer but
she forgot it at home. Her friend Sue says” Here you can use mine, it’s the same colour as yours.”
Should Christine use Sue’s puffer? (Review rules #1, 3, 4)
3
3. Ahmed finds a container at the playground that had little white round objects inside. The white balls
look like mints. The container doesn’t have a label on it. He is not sure what they are, he thinks if he
tastes one. Should Ahmed try one? (Review rule #1)

4. Andrew is playing at Joshua’s house and complains that he is getting a headache. Joshua’s mom
offers Andrew a pill that she would give Joshua when he has a headache. What should Andrew do?
Should he take them? (Review rules #1, 4 OR it is ok to take them if her caregiver told a trusted
adult and that trusted adult gave her the medicine.)

5. Simon has diabetes. This morning he took his insulin and ate his breakfast. Simon felt fine. Around
9:30 Simon is starting to feel weak and was feeling like he needed to eat something soon. Simon
knows recess time is in 15 minutes. What should Simon do? (Rule#5)

6. Anna likes the vitamin pills her mom usually gives her. They taste really good. She wonders “if one is
good for me, maybe 2 or 3 would be even better.” Is it ok for Anna to take 2 or 3 vitamins? (Review
rule #1, 2).

7. Clarisa takes the medicine her mom gave her for a throat infection. After she takes it she notices she
feels itchy on your arms then on her neck. You notice a small rash starting, but it’s not getting any
worst. Is there anything Clarisa should do? (Rule #5)

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UNIT 1 Personal Safety and Injury Prevention

TEACHER
Safe Use of Medicines Rubric

Knowledge/Skill Category: Learning Expectation

Understanding of Concepts Outline the safe use of medicines (e.g., the need for an
adult to supervise the administration of medicines,
taking proper dosages)

Indicator Level 1 Level 2 Level 3 Level 4

Outline the safe use • Shows understanding • Shows understanding • Shows understanding • Shows understanding
of medicines of few of the concepts of some of the con- of most of the concepts of all or almost all of
that outline the safe use cepts that outline the that outline the safe use the concepts that
of medicines with safe use of medicines of medicines with few outline the safe use
major errors or with several minor minor errors or of medicines with
omissions errors or omissions omissions practically no errors
or omissions

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HER Self/Peer Assessment Target

Name: ________________________________________ Class: ___________________________

Knowledge/Skill Category: Learning Expectation

Understanding of Concepts Outline the safe use of medicines (e.g. the need for an
adult to supervise the administration of medicines,
taking proper dosages)

1 3
2
3
4

Can outline all or almost all of the

safe uses of medicine

Can outline many of the safe

uses of medicines

Can outline some of the safe

uses of medicines

Can outline few, if any of the safe

uses of medicines

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Medicine Bottle

Grade Two Curriculum Support for Healthy Living Strand, Durham Catholic District School Board and Durham Region Health Department,
Oshawa, 1999.

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Self/Peer Assessment Triangle

Name of Group Members: ______________________ ____________________ __________________________

Knowledge/Skill Category: Learning Expectation

Understanding of Concepts Use decision-making skills to identify healthy alternatives

to drug use (e.g., fresh air and exercise can help
relieve headaches)

Colour the section of the Triangle that shows how

3
well your group has done.

4
Our bottle shows a lot
(seven or more) of healthy
alternatives to drug use

3
Our bottle shows many
(five or six) healthy
alternatives to drug use

2
Our bottle shows some
(three or four) healthy
alternatives to drug use.

1
Our bottle shows few
(one or two) healthy
alternatives to drug use.

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Alternatives to Drug Use Scenarios

Decision-Making Using Star STOP THINK ACT REVIEW

1. Last night Ria stayed up late watching a very interesting show on TV. When Ria gets
home from school she notices she has a headache. What can Ria do?
S: Stop - Ria has a headache, she stayed up too late
T: Think - what are Ria options? (Take medicine or lie down for awhile or both )
A: Act - What will she do? (Lie down and have a nap to see if that helps her
headache)
R: Review - Was that her best choice? (lie down and rest a while to see if headache
gets better, go to bed earlier next time, ask caregiver to record the program
if possible).

[Link] gets in trouble at school for not having his homework done. He is embarrassed
and develops a tummy ache because he usually does his work. What can Chris do?
Stop – Chris does not have his homework done, he is embarrassed and now is getting
a tummy ache
Think – Chris can explain to the teacher what happened, apologize to teacher, prom -
ise to do it tonight, take something to help his stomach ache, snack on crackers,
Act – snack on some crackers, talk about what happened to the teacher/ trusted adult
Review – make sure you finish your homework next time, or discuss what happened
with the teacher as soon as possible maybe even before the teacher asks for your
homework.

[Link] recess Lee notices his tooth is starting to ache. What can Lee do? (Tell teacher,
rinse mouth immediately with water or brush your teeth, visit the dentist as soon as
possible for a check-up, tell trusted adult, prevent in future by having regular check-
ups, brush regularly, eat healthy snacks.

[Link] develops a cough while at the movie with Rene and her family. What can
Celine do? (Drink some water, if water doesn’t help, tell trusted adult, rest, don’t take
any medicine without checking with your parent or caregiver first, see a doctor if the
cough doesn’t go away)

[Link] is Halloween night, you and your brother eat so much candy and chips you get a
tummy ache. What can you do? (Stop eating, listen to your body stop eating when
full, eat sometimes foods sometimes not all at once, eat smaller amounts next time).

6. You and your friends have been outside playing and running around a lot. You feel
hot and dizzy. You have seen your grandfather take pills from the medicine cabinet
when he gets dizzy. What can you do? (Stop what you are doing, have a drink of
water, tell a trusted adult, never take medicine unless given to you by a trusted adult,
have a piece of fruit/snack, play indoors for awhile, apply extra sunscreen, wear a hat
when playing outside in the sun, play in the shade, play something else for awhile, see
a doctor if dizziness doesn’t go away after eating or resting).

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UNIT 3 Personal Safety and Injury Prevention

TEACHER
Substance Use and Abuse Journal Entry
Assessment Rubric
Overall Expectation: Describe the effects on the body of appropriate and inappropriate uses of medicines
Specific Expectation: Use decision-making skills to identify healthy alternatives to drug use
Activity: Students write a journal entry in My Safety Book About Medicine to identify healthy alternatives to drug use.

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UNIT Growth and Development

OVERVIEW
4 Duration
Description
6 Sub-Tasks

Students will be able to identify the parts of the human body and the behaviours that contribute to
good health through an understanding of their five senses, personal hygiene and the characteristics
of their bodies.

Sub-Task Title Expectation Code

1. Amazing Me, Amazing You 2p8

2. I Am Special 2p8
3. Here a Germ, There a Germ 2p9
4. The Germinator 2p9
5. It Makes Sense! 2p10
6. How the Senses Work 2p2, 2p10 4
Assessment and Evaluation
A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Pencil and Paper Task – Assess for accuracy/completing a chart of similarities and differences
comparing the body parts.
• Personal Communication – Assess student’s self-portrait of personal characteristics.
• Personal Communication – Assess students description of things they do to protect their bodies
from germs.
• Pencil and Paper Task – Review student cut-and-paste solutions to determine their understanding
of protecting themselves from germs.
• Performance Assessment – Review student activity where they match their senses to various situa-
tions presented in the activity.
• Pencil and Paper Task – Assess the completed “My Sense Report” to determine student under-
standing of the five senses and how each one functions

Links to Prior Knowledge

The following expectations and content for Growth and Development have been introduced in the
following grades.

• In Grade 1, the students describe simple life cycles of plants, animals and humans. They identify
major parts of the human body by their proper names. They recognize the influence of rest, food
and exercise on growth.

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Notes to Teacher

Accommodations

Not all students in a Grade 2 classroom will be able to complete independently all unit suggestions
or assessments. Adapt the teaching learning strategies to accommodate the needs of exceptional
students consistent with the strategies outlined in their IEP. Students may require scribing, instruc-
tions repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner
provides a complete list of accommodations and suggestions to address the needs of all students.
For example:
• make use of computer technology where possible;
• include a variety of activities for the student in each lesson;
• make expectations explicitly;
• make use of contracts, as appropriate;
• pair students to check work;
• provide checklists, outlines, advance organizers, to assist in assignment completion;
• provide opportunity for discussion prior to writing;
• model and display examples of specific purposes in writing (e.g., letters, editorials, essays);
• relate material to student’s lives and real-life situations;
• clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking stu-
dents to retell or paraphrase instructions.

Background Information

Ontario Catholic School Graduate Expectations

CGE(4) A self-directed, responsible, lifelong learner who develops and demonstrates their God-
given potential.

Fully Alive

The Ontario Health and Physical Education Curriculum: Healthy Living Strand can be effectively inte-
grated with the Family Life Education Program, Fully Alive. Many expectations can be woven into the
themes and topics presented in Fully Alive. The Fully Alive Program provides the students with a
context of values within the Catholic faith tradition to teach the Healthy Living expectations. The pro-
gram reinforces learning and provides a strong basis for decision-making.

Fully Alive (Grades 1–8), Ontario Conference of Catholic Bishops, Prentice-Hall Canada.
Ontario Catholic School Graduate Expectations, Institute for Catholic Education,
Toronto, 1998.

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Appendices
Unit 4 Appendix A Amazing Me, Amazing You – Observation Chart
Unit 4 Appendix B I am Special – Worksheet
Unit 4 Appendix C I Am Special – Self-Assessment Sheet
Unit 4 Appendix D Here a Germ, There a Germ – Story Guide
Unit 4 Appendix E The Germinator – Worksheet
Unit 4 Appendix F The Germinator – Protecting Myself From Germs – Worksheet
Unit 4 Appendix G It Makes Sense, Sens-itive Situations – Worksheet
Unit 4 Appendix H It Makes Sense, Body Parts Worksheet
Unit 4 Appendix I How the Senses Work – Worksheet
Unit 4 Appendix J Rubric – Assessing Knowledge of the Five Senses

Sources
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:

Grade One to Eight Curriculum Support for Healthy Living Strand, Durham Catholic District
4
School Board and Durham Region Health Department, Oshawa, 2000.

Selected resources from Thames Valley District School Board, Violence Prevention Committee.

Additional Resources
Apacki, Carol, Energize, Lions-Quest, Skills for Growing (K-5), Lions-Quest Canada, Waterloo,
Ontario, 1992.

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UNIT 4 Growth and Development

Sub-Task #1 Amazing Me, Amazing You

Materials
Tape measures (or ruler)

Description
Students will identify that we all grow and change in our own way and identify similarities and differ-
ences between one another.

Expectation Code Learning Expectation

2p8 Distinguishes the similarities and differences between themselves

and others (e.g., in terms of body size and gender)

Assessment Opportunities – Suggestions for Assessing Expectations

Formative Assessment: Pencil and Paper Task – Determine whether students can distinguish the sim-
ilarities between themselves and others by utilizing the Amazing Me, – Amazing You Observational
Chart (see Appendix A).

Teaching/Learning Strategies
1) Student Similarities
• Brainstorm with the children things that they have in common (this is a similarity) and things
that make them unique (this is a difference), e.g. every one has eyes, but they are different
colours, shapes; some people wear glasses etc.; everyone has hair but it comes in different
colours, lengths and shapes, i.e. curly, straight.

2) Stand Up Sit Down Game

• Similarities and differences can be reviewed with a stand-up/sit-down game, e.g., everyone with
eyes – stand up, if your eyes are blue – sit down. Everyone whose favourite colour is red – stand
up, yellow - stand up, etc.

3) Observational Chart - Amazing Me, Amazing You

• Give each child the observation chart (see Appendix A) and review the instructions carefully. A
parent, volunteer, co-op student or buddy can help to complete the chart.
• Carry out this activity in two sections:
– Students complete the column about themselves.
– They interview classmates, parents, friends, siblings (someone they know) to find someone
who is similar to them and someone who is different.
– Allow time for discussion and sharing when the activity is completed. Talk about their findings.
Reassure the children that their pattern of growth is normal and just right for them.

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Notes to Teacher

Amazing Me, Amazing You

• There are billions of people in the world and each one is unique. No two people are the same;
even identical twins are not exactly the same.
• Each child has a unique pattern of development. Even though he/she may not notice it a
child is growing all the time. Measuring height and weight over time will determine an
individual’s pattern.

Similarities and Differences

• People may look alike, but no two faces are identical. The shape of the nose, mouth, eyes, ears,
cheeks may differ a great deal or be quite similar to another person’s.
• People may speak alike, but no two voices are the same.
• Everybody sleeps and dreams but each person’s dreams are different. 4
• There is a great variety of skin, eye and hair colours. Hair also comes in all shapes and lengths.
• Everyone has fingerprints, but no two are the same. Fingertips have a pattern of ridges that helps
a person to grip objects. The whorls and loops of a person’s fingerprints are unique.
• Some people can roll their tongue, raise one eyebrow, others cannot.
• Height varies from person to person. Everyone grows taller at his/her own speed. Children
continue to grow until they are in their teens. Girls tend to grow faster than boys, but boys grow
for longer.

Ontario Catholic School Graduate Expectations

CGE(4) A self-directed, responsible, lifelong learner who develops and demonstrates their God-
given potential.

CGE4(a)Demonstrates a confident and positive sense of self and respect for the dignity and welfare
of others.

Fully Alive

Links to Growth and Development

Theme 1, Created and Loved by God, provides an excellent opportunity to integrate the first spe-
cific expectation about distinguishing similarities and differences of students. This theme affirms the
wonder of God’s creation and, in particular, the wonder of each human person. We are made in the
image of God and share a common human nature. We have so much in common, yet each one of us
is unique; in appearance, in talents and in personality. The story about the identical twins, Amy and
Susan in Theme 1 will help to illustrate the similarities, differences and uniqueness of each person.

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Theme 3, Created Sexual: Male and Female, will provide a context for teaching some parts of
the expectations about gender differences and care for the body.

Theme 1, Created and Loved by God, Topic 2, We are Growing

• recognize that they are developing physically and mentally
• be encouraged to accept their unique pattern of growth and development
TM pp. 8–10, SB pp. 5–7
SB/BM p. 3 I Am Unique
SB/BM p. 4 All About Me
SB/BM p. 5 I Am Growing

Theme 1, Created and Loved by God, Topic 4, Each One Is Different

• TM pp. 15 –17, SB pp. 11–13
SB/BM p. 7 My Special Way of Being a Person

Theme 3, Created Sexual: Male and Female, Topic 5, The Gift of Our Bodies
• TM pp. 64–67, SB pp. 47–50
SB/BM pp. 21–22 How Do We Care For Our Bodies
SB/BM 23 All About My Body

Appendix
Unit 4 Appendix A Amazing Me, Amazing You – Observation Chart

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UNIT 4 Growth and Development

Sub-Task #2 I am Special
Materials
Tape measures (or ruler)
Pencil crayons

Description
Students will write, depict and share their uniqueness with classmates.

Expectation Code Learning Expectation

2p8 Distinguishes the similarities and differences between themselves

and others (e.g., in terms of body size or gender

Assessment Opportunities – Suggestions for Assessing Expectations

Formative Assessment: Personal Communication – Students create a self-portrait of a special trait 4
(see Appendix B) which outlines similarities and differences between themselves and others.
Students will self-assess the portrait (see Appendix C).

Teaching Learning Strategies

1) Similarities and Differences
• Discuss the similarities and differences found on the observation chart from Lesson #1 –
Amazing Me, Amazing You (see Appendix A).

2) Favourite Activities
• Students brainstorm/discuss ideas on children’s favourite activities. List these on the board or on
chart paper. Play the game “What Do I Like About Others?” (adapted from the game, “Who Do
You Like?” by Carol Apacki, Quest Books, Energize, page 21), a game designed to allow children
a chance to learn more about each other.
Materials and Preparation
A large space that has one less space (seat, chair, etc., than the number of available players).
Chairs are in a circle.
• Place everyone in a circle, with teacher in the middle.
• Demonstrate by saying, “I like people who like to wear blue shirts.” Everyone who wears blue
shirts quickly exchanges seats with one another. The teacher goes for a new seat and the per-
son left standing comes up with a new, “I like people” statement.
• The children brainstorm for descriptors. For example:
– “I like people who are tall.” (Physical Descriptors)
– “I like people who love to play hockey.” (Likes)
– “I like people who have rollerbladed” (Things You’ve Done Together)
– “I like people who have red hair.” (Physical Descriptor)
– Students can also say, “I like everybody!” – and then everyone gets up and changes places.
– Play until the students get tired or begin to run out of ideas.
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3) I am Special – Portrait
• The teacher will give each child Worksheet 2 – I am Special (see Appendix B). Review the
instructions to ensure they understand the task.
• The students will complete the activity.

4) Share and Compar e

• Allow the students time to share their posters. The students move around the room comparing
their posters to others to look for traits that are similar and different to themselves. They record
these traits on the bottom of Appendix B. In order to make sure that students understand the
similarities and differences between each other, ask the students to put their name on a “Post-It”
note and place it on the star (see Appendix C) indicating their own level of understanding.
Explain each level of performance before the students begin the activity.

Notes to Teacher

Ontario Catholic School Graduate Expectations

CGE(4) A self-directed, responsible, lifelong learner who develops and demonstrates their God-
given potential.

CGE4(a)Demonstrates a confident and positive sense of self and respect for the dignity and welfare
of others.

Fully Alive
Theme 1, Created and Loved by God, Topic 2, We Are Growing
• recognize that they are developing physically and mentally
• be encouraged to accept their unique pattern of growth and development
TM pp. 8 – 10, SB p.5 – 7
SB/BM p. 3 I Am Unique
SB/BM p. 4 All About Me
SB/BM p. 5 I Am Growing

Theme 1, Created and Loved by God, Topic 4, Each One is Different

TM pp. 15 – 17, SB pp. 11 – 13
SB/BM p. 7 My Special Way of Being A Person

Appendices
Unit 4 Appendix B I am Special – Worksheet
Unit 4 Appendix C I am Special – Self-Assessment Sheet

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UNIT 4 Growth and Development

Sub-Task #3 Here a Germ, There a Germ

Materials
Chalk or powder
Chalk brushes
Chart paper

Description
Students will understand how germs are transmitted through a demonstration,
story and brainstorming

Expectation Code Learning Expectation

2p9 Describes how germs are transmitted and how this relates to
personal hygiene (e.g., using tissues, washing hands before eating)

Assessment Opportunities – Suggestions for Assessing Expectations

4
Diagnostic Assessment: Personal Communication – Assess through observation of classroom
discussion. See if the children can describe things they do to protect their bodies from germs.

Teaching/Learning Strategies
1) Lousy Lar ry
• Read to the children the story of “Lousy Larry” (from Healthy Bodies 1, Lions-Quest) (see
Appendix D).

2) Transmission of Germs
• Discuss how germs travel (see Notes to Teacher).
• Pass around a piece of sports chalk, chalk, or powder and have the children rub it on their
hands. Once their hands are chalked, move about the room and touch things, leaving chalk
smudges behind. Talk to the children about the fact that even though we are not able to see the
germs, they are on our hands and remain everywhere we touch, just like the chalk.
• Bang two chalk brushes together. (You could do this outside.) The children watch where it lands.
Note that germs are like the dust and that when we cough or sneeze germs travel just like the
dust which travels and goes everywhere.
• Ask the children what would happen if they were to stand nearby when you banged the brushes
and they breathed in.

3) Protecting Yourself from Germs

• Children brainstorm all the things they could do to protect themselves from germs. Write their
responses on chart paper (or the board). (Enlarge the pictures from Appendix F to aid the dis-
cussion.) Use a checklist or similar assessment tool.

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Notes to the Teacher

Here a Germ, There a Germ

• Germs
– Germs are tiny (microscopic) living things, too small to see with the human eye alone.
– There are many different kinds of germs. Viruses and bacteria are the germs that cause many
illnesses like colds, coughs, stomach flu, food poisoning, infections and others. Bacteria in the
mouth can also cause cavities.
– Germs are found everywhere: in the air, on food, in water and on everything we touch. They
are even on skin and in the body. Many germs are not harmful and the body keeps out harm-
ful germs most of the time.
– Viruses and bacteria like an environment that is warm, wet and has plenty of food. The inside
of the human body is warm, wet and has plenty of food.

• Transmission
– Because germs are everywhere, it is easy to get them on our hands. Millions of germs can hide
out on dirty fingers and hands. Some of them can find their way to the stomach through the
mouth.
– Sometimes viruses and bacteria zoom through the air in sneezes and coughs. Another person
can breathe them in.

• Defense Against Germs

– The Skin: The body is completely wrapped in skin. As long as there are no scratches or cuts
on the skin, it keeps germs on the outside of the body from getting inside.

Ontario Catholic School Graduate Expectations

CGE(4) A self-directed, responsible, lifelong learner who develops and demonstrates their
God-given potential
CGE4(h)Participates in leisure and fitness activities for a balanced and healthy lifestyle

Fully Alive
Theme 3, Created Sexual: Male and Female, Topic 5, The Gift of Our Bodies
• TM pp. 64 – 67, SB pp. 47 – 50
SB/BM pp. 21 – 22 How Do We Care For Our Bodies
SB/BM 23 All About My Body

Appendices
Unit 4 Appendix D Here a Germ, There a Germ – Story Guide
Unit 4 Appendix F The Germinator – Protecting Myself From Germs - Worksheet

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UNIT 4 Growth and Development

Sub-Task #4 The Germinator

Materials
Construction Paper
Scissors
Crayons
Paste

Description
Students will identify ways to prevent germs from being transmitted and demonstrate knowledge of
rules for good hygiene.

Expectation Code Learning Expectation

2p9 Describes how germs are transmitted and how this relates to
personal hygiene (e.g., using tissues, washing hands before eating)

4
Assessment Opportunities – Suggestions for Assessing Expectations
Formative Assessment: Performance Task – Assess student knowledge of how germs are transmitted
and how this relates to personal hygiene by reviewing the “shields” constructed in Teaching
Learning Strategy #3. The teacher can develop a marking scheme for this assessment.

Teaching/Learning Strategies
1) Review of Sub-Task #2 and #3
• Review the list generated from Here a Germ, There a Germ.
• Brainstorm to develop a list of rules to protect oneself including:
– Wash hands with soap and warm water.
– Treat cuts and scrapes. Keep them clean.
– Stay away from other people’s coughs and sneezes and cover up your own.
– Brush your teeth after meals.
– Be physically active, eat healthy food and get enough sleep.
– Visit your doctor and dentist regularly.

2) Building a Shield
• The children construct a shield to protect themselves, highlighting a rule discussed above or
more than one rule (see Appendix E and F as a pattern). The teacher may choose to have stu-
dents construct their own shield.
• Display the shields in the classroom and use them to remind children of health rules, e.g., wash
your hands before you eat your snack. Assess the shields as noted in the assessment notes.

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Notes to the Teacher

Ontario Catholic School Graduate Expectations

CGE(4) A self-directed, responsible, lifelong learner who develops and demonstrates their
God-given potential

CGE4(h)Participates in leisure and fitness activities for a balanced and healthy lifestyle

Fully Alive

Theme 3, Created Sexual: Male and Female, Topic 5, The Gift of Our Bodies
• TM pp. 64 – 67, SB pp. 47 – 50
SB/BM pp. 21 – 22 How Do We Care For Our Bodies
SB/BM 23 All About My Body

Appendices
Unit 4 Appendix E The Germinator – Worksheet
Unit 4 Appendix F The Germinator – Protecting Myself From Germs – Worksheet

Unit 4 – Sub-Task #4
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UNIT 4 Growth and Development

Sub-Task #5 It Makes Sense

Materials
Popcorn maker and popping corn
Chart paper

Description
Students will identify the five senses and describe how they function.

Expectation Code Learning Expectation

2p10 Identifies the five senses and describes how each functions

Assessment Opportunities – Suggestions for Assessing Expectations

Diagnostic Assessment: Performance Task – Students match senses to situations. Teacher observes
students complete exercise which identifies the five senses and describes how each functions.
4

Teaching/Learning Strategies
1) Popcorn Popping
• As the students enter the classroom, the teacher will have popcorn popping in the background
or have popcorn out in the room.
• Invite the students to use their senses to answer:
– What do you think I am making? Have out?
– How do you know this? (smell, sound, sight)
• Give each student some popcorn. Ask the following:
– What words describe how popcorn tastes?
– What comes to mind when you touch it?
– Describe the smell of popcorn.
– What sound does popcorn make?
– Describe what popcorn looks like.

2) Summary of the Senses

• Summarize the senses mentioned.
• Discuss how the senses help protect you. Ask for comments about the following:
• Would you eat popcorn if ...
– it was very hot?
– the popcorn was on the floor?
– the popcorn smelled “funny”?
– you were allergic to it?
• Discuss the fact that not everyone senses things in exactly the same way and that some people
may lack one or more senses (deaf, blind). Discuss how we can help others in these situations.
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• Students in partners, match “Sens-itive Situations” with the corresponding sense the would help
them protect themselves (see Appendix G and H). Assess how students identify the five senses
and describe their function by using checklist or similar assessment tool.

Notes to the Teacher

Ontario Catholic School Graduate Expectations

CGE(4) A self-directed, responsible, lifelong learner who develops and demonstrates their God-
given potential

CGE4(h)Participates in leisure and fitness activities for a balanced and healthy lifestyle

Fully Alive:

Theme 3, Created Sexual: Male and Female, Topic 5, The Gift of Our Bodies
• TM pp. 64 – 67, SB pp. 47 – 50
SB/BM pp. 21 – 22 How Do We Care For Our Bodies
SB/BM 23 All About My Body

Appendices
Unit 4 Appendix G It Makes Sense, Sens-itive Situations – Worksheet
Unit 4 Appendix H It Makes Sense, Body Parts Worksheet

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UNIT 4 Growth and Development

Sub-Task #6 How the Senses Work

Materials
Samples of salt, sugar, icing sugar, garlic powder and flour, library books
Helpers (parents, volunteers, co-op students)

Description
Students will understand how the five senses work and how they relate to daily life.

Expectation Code Learning Expectation

2p2 Describe parts of the human body, the function of the parts and
behaviour that contributes to good health
2p10 Identifies the five senses and describes how each functions

Assessment Opportunities – Suggestions for Assessing Expectations 4

Summative Assessment: Pencil Paper Task – Assess student’s “My Sense Report” (see Appendix I),
using the rubric (see Appendix J) to determine their understanding of the five senses and how each
functions.

Teaching Learning Strategies

1) Using Your Senses

CAUTION: Check for potential allergies before using this activity.

• The teacher will divide students into groups of four or five; provide each group with samples of
salt, sugar, icing sugar, garlic powder and flour in plastic bags labeled 1 to 5. The teacher will
ask the students to use their senses to identify the contents of each. The teacher will identify
which sense they mainly used (taste).

2) Making A Senses Repor t

• Discuss/review with the students basic background information on how the senses work. Enrich
this activity with books on the senses to be read aloud, in groups, or by a helper.
• The teacher will distribute the worksheet, “How the Senses Work” (see Appendix I). Instruct the
students to write or draw a report about each sense. An opportunity to share the books from the
library, use the computer, or work with the assistance of a helper would be appropriate.
• Have students report their senses studied, and assess using the rubric (see Appendix J).

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Notes to the Teacher

How the Senses Work

• Senses tell us about the world we live in. There are five senses: sight, touch, smell, taste and
hearing.
• Most sensory organs are located in the head where they are close to the brain. This reduces the
travel distance for nerve impulses so that information can be processed faster.
Sight
– Eyes work with the brain to give information about the world.
– Eyes provide a stream of information about shape, colour and movement in the world.
– The eyes contain about 70% of the body’s sensory receptors. A million nerve fibres carry
information from these receptors to the brain. When light hits the retina’s sensory cells, they
fire off coded messages, which are sent along the optic nerve to the brain. The visual area of
the brain unscrambles these messages.
Touch
– Touch receptors are found all over the body.
– Just below the surface of the skin are sensors (nerves) that detect heat, cold, pain, pressure.
– Some areas like lips, tongue and fingertips are more sensitive because they have more receptors.
– Touch receptors in our skin tell us if things are hot or cold, rough or smooth, wet or dry,
sharp or round, slimy, soft, hard, etc.
Hearing
– Sounds are made when something vibrates. Vibrations are to and from movements in the air,
solid objects or liquids.
– We cannot see sound, but sometimes we can see the vibrations and hear them too.
– Ears enable you to hear sounds whether they are loud or soft, pleasant or unpleasant, high-
pitched or low-pitched.
– Ears allow you to appreciate differences in sound and to identify sound, e.g., the voice of a
stranger and the voice of a friend.
– Ears also help you tell where a sound is coming from.
– Ears help catch sound waves. Nerves in our ears send the sound messages to our brain.
Smell and Taste
– The sense of taste and smell work together.
– The tongue is covered with thousands of tiny taste buds that pick out the tastes in food
and drink.
– Your nose is packed with tiny hairs and nerves. The hairs trap smells and the nerves send
messages about the smells to your brain.
– When the nose is blocked, signals can’t be picked up to tell your brain if you like what you
are eating.

Ontario Catholic School Graduate Expectations

CGE(4) A self-directed, responsible, lifelong learner who develops and demonstrates their God-
given potential

CGE4(h)Participates in leisure and fitness activities for a balanced and healthy lifestyle

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Fully Alive

Theme 3, Created Sexual: Male and Female, Topic 5, The Gift of Our Bodies
• TM pp. 64 –67, SB pp. 47–50
SB/BM pp. 21–22 How Do We Care For Our Bodies
SB/BM 23 All About My Body

Appendices
Unit 4 Appendix I How the Senses Work – Worksheet
Unit 4 Appendix J Rubric – Assessing Knowledge of the Five Senses

Unit 4 – Sub-Task #6
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Amazing Me, Amazing You

Name:__________________________________ I am a___________________(Print boy or girl)
My Observation Chart
Characteristic Myself Someone Like Me Different From Me

(Print name) (Print name)

Fingerprint
(dip your finger in paint
and press in the square)

Eyes
(colour the square with
crayon the colour of
your eyes.

Skin
(colour the square with
crayon the colour of
your skin)

Hair
(draw your hair shape
and colour with
a crayon)

Height
(measure in centimeters
how tall you are)
Shoe Size (measure in
centimeters how long
your shoes are)

Favourite Colour
(colour the square with
a crayon)

Favourite Food
(draw or print)

Favourite Activity
(print name of activity
in the box or draw a
picture on the back of
this page)

Unit 4 – Appendix A
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I Am Special

There is no one else exactly like me.

Draw a Picture of you doing something you like.

This is me

Similarities between my classmates and me are:

Traits from my classmates that are different from differences between my classmates
and me are:

Unit 4 – Appendix B
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I Am Special: Self Assessment

Knowledge/Skill Category: Learning Expectation

Understanding of Concepts Distinguish the similarities and differences between

themselves and others (e.g., in terms of body size
and gender)

Most of the time I understand

similarities and differences between
myself and others.

3
I understand the
similarities and
and differences
between myself
and others.

2 4
I can understand the
similarities and
differences between
myself an others.

1
I find it challenging to understand the differences and
similarities between myself and others.

Unit 4 – Appendix C
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Here a Germ, There a Germ

Lousy Larry
Larry was lousy! It all started when he woke up yesterday with an ear ache. (If you have
ever had an ear ache, shake your head.)

He tried to get up for school, but he felt very weak. (Nod if you have ever felt weak.)
He called his older brother Jim, and told him that he was very cold and just couldn’t get
warm. (Nod if you know what I mean.)

Jim took Larry’s temperature. Sure enough, he had a fever! (Nod if you have had a
fever.) It wasn’t very high so Jim told Larry to get back into bed and he brought him
some tissues and a glass of juice.

Soon Larry was sneezing and coughing. (Nod if you know what this feels like.)
He felt terrible! 4
Jim’s mom was working so he stayed home with Larry and took care of him. He gave
him a waste basket and asked him to put his tissues there after he used them. He gave
him plenty to drink and even made him some hot tomato soup for lunch! He washed his
hands carefully each time he came near Larry and he set out a separate towel for him in
the bathroom.

Larry slept most of that day. He still wasn’t feeling well the next day. But on the third
day he felt much better!

He went back to school even though he still had some sniffles, a little cough and his ear
was still sore. He had no fever now so he didn’t have chills anymore!

Larry didn’t want to get another cold so he was very careful about washing his hands
several times a day and he made sure that he ate nutritious foods and had plenty of
rest. He also went outside and played in the fresh air whenever he could.

After about a week Larry was as good as new! (Nod your head if you have ever been
sick like Larry!)

Unit 4 – Appendix D
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The Germinator

Enlarge pattern if you wish

Cut Shield out of construction paper
Tape pipe cleaner or strip of paper to back for handle

Unit 4 – Appendix E
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The Germinator
Protecting Myself From Germs

Wash hands Treat cuts

with soap and and scrapes
warm water. and keep
them clean.

Stay away Cover up your

from other coughs and
people’s sneezes. 4
coughs and
sneezes.

Brush your teeth after Be active.

meals.

Get enough Eat healthy

sleep. food.

Visit the Visit the

doctor. dentist.

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It Makes Sense
Sens-itive Situations

Unit 4 – Appendix G
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It Makes Sense

Unit 4 – Appendix H
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How the Senses Work

Name ___________________________________________________________________________________________

My Sense Report

Draw or cut and paste a picture of the five senses: touch, taste,
smell, hearing or sight.
Describe an interesting fact about each sense.

Describe how each sense works (Print your answer or draw a picture on the back).

Unit 4 – Appendix I
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Unit 4 – Appendix J
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Fitness Building Activities

Unit Title
5 Fitness 203

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UNIT Fitness
OVERVIEW
5 Duration
Description
6 Sub-Tasks

Students participate in fitness circuits, and assess their degree of exertion and participate in a goal-
setting process to set a short-term goal. Students record goals. Students will develop an understand-
ing of the following:
• reasons for participating in regular physical activity;
• contribution of physical fitness to healthy heart and lungs.

Sub-Task Title Expectation Code

1. Fitness and Goal Setting 2p31, 2p38, 2p39

2. Fitness Benefits 2p32, 2p35, 2p37
3. Fitness Fun Activities 2p31, 2p38, 2p39
4. Keeping Fit Is Fun! 2p31, 2p35, 2p36
5. Fitness Games 2p31, 2p35, 2p36
6. Fitness Assessment and Goal Setting 2p31, 2p32, 2p37, 2p38

Assessment and Evaluation 5

• A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
Formative/Ongoing:
• Teacher assessment of vigorous participation using the anecdotal observational recording
chart in conjunction with the participation rubric.
• Teacher assessment of fitness level using the anecdotal observational recording chart in con-
junction with the fitness rubric.
• Teacher assessment of knowledge of reasons for participating in physical activity using ques-
tion and answer discussion.
• Teacher assessment of goal setting using the anecdotal observational recording chart in con-
junction with a goal setting rubric.
• Self-assessment of vigorous activity using a participation target or a four-finger rating scale.
• Self-assessment of active participation using a thumbs-up/thumbs-down assessment tool.
• Self-assessment of goal setting sheet in conjunction with the Snowfall Fitness Circuit.
• Teacher assessment of fitness knowledge expectations using the anecdotal observation
recording chart in conjunction with the fitness rubric during a variety of activities.
Summative:
• Self-assessment of active participation using Participation Target and Star Assessment tools.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety guidelines.
• Students have participated in vigorous physical activity for five to ten minutes.
• Students know the rules of safety in relation to facility, equipment and activity.
• Students have worked with a partner and are able to play cooperatively.
• Students have knowledge of the response of the heart and lungs after exercise.
• Students have experienced class goal-setting activities.
• Students have been introduced to a variety of locomotor patterns in their previous
physical education experience.
• Students have worked independently and will be able to work at stations with little
ongoing direction once the activity is explained.

Notes to Teacher
• This unit can be taught as a whole or in sections throughout the year. Students would benefit
from a review of the content throughout the year.
• Vigorous physical activity needs to be maintained with students as a goal throughout the year.
• Review the safety procedures with regards to facility, equipment and activity each time you are
teaching over the course of the year.

Appendices
Unit 5 Appendix A Snowfall Fitness Circuit
Unit 5 Appendix B Fitness Goal Setting Rubric
Unit 5 Appendix C My Fitness Goals
Unit 5 Appendix D Four Corners Fitness Circuit
Unit 5 Appendix E Fortune Cookie
Unit 5 Appendix F What Physical Fitness Means to Me
Unit 5 Appendix G Fitness Rubric

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UNIT 5 Fitness

Sub-Task #1 Fitness and Goal Setting

Facility
Gymnasium

Materials
Snowfall Fitness Circuit (Unit 5 Appendix A)
9 pylons
4 mats
Several beanbags
30 pieces of 8 x 11” newsprint
4 hoops

Description
Students participate in Snowfall Fitness Circuit and assess their degree of exertion after the comple-
tion of the circuit. They participate in a goal-setting process for short-term goals related to their per-
formance. They record their personal goals and progress.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

2p38
and group activities, dancing to music, co-operative games).
Assess their degree of exertion in physical activities (e.g., by
5
calculating their heart beat or breathing rate).
2p39 Participate in personal or group goal setting related to physical
activity (e.g., to bring proper clothing for gymnastics, to
bench step for two minutes).

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing:
• Teacher assessment of vigorous participation using the anecdotal observational recording chart
(Grade 2 Appendix N) in conjunction with the participation rubric (Grade 2 Appendix G).
• Self-assessment of degree of exertion using a thumbs-up/thumbs-down assessment rating system.
• Self-assessment of goal setting using goal setting sheet (Unit 5 Appendix C) in conjunction with
the Snowfall Fitness Circuit (Unit 5 Appendix A). This is an extension activity.

Teaching/Learning Strategies

A) Warm-Up

• Students participate in the “Marching Soldiers” warm-up activity. In a large circle formation
students march responding to the following instructions:
– March with alternate high arm swings

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– March with alternate tapping of the shoulders

– Change direction and march with a twist of the waist from side to side
– March with alternate tapping of the knees
– March quickly with long strides
– Change direction and march and clap in front
– March and clap behind your body
– March and alternate kicks
– Scatter and on signal freeze in an interesting shape

B) Skill Development

• Hoop and Holler . Divide class into four groups. Each group has their own space and one
hoop. Challenge students to place the hoop on the floor and see how many students they can get
in the hoop. Students try not to have any part of their bodies touching the floor outside the hoop.
Challenge students to get more people in the hoop by standing on one foot or possibly no feet.

C) Skill Application

• Introduce Snowfall Fitness Circuit (Unit 5 Appendix A). Before beginning, ask students to
count how many times they stop for a rest. Encourage students to find a pace that they can move
continuously. After the circuit, ask how they are feeling and what they look like after they have
been physically active, e.g., hot, sweating, heart beating faster, breathing faster. At the end of class
today, students self-assess the following questions using a thumbs-up/thumbs-down assessment of
the following statements:
– I did not stop during the circuit.
– My heart and lungs are working harder.
– I got hot and sweaty.
– I tried my very best.
• Circuit Set-Up (See Unit 5 Appendix A):
Snow Angels – no equipment, students move arms and legs like snow angels
Snowploughs – students move to pylon and back in “reverse” push-up position
Blizzard Bounce – no equipment, students jump over lines
Snowflake Shuffle – no equipment, students make shapes with their bodies.
Frosty the Snowman – students do “egg rolls” on a mat
Snowball Toss – students toss a beanbag in different ways
Snow Forts – students move beanbags and pile them
Cross-Country Skiing – students slide on scrap paper
Toboggan Slide – no equipment, students shuffle forward (seated) as a group

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D) Cool-Down/Wrap-Up

• Snowman Meltdown . Students stand in place and on command let body parts (e.g., head,
arms, wrists, hands, waist) relax and hang loosely until they are looking like a melting snowman,
lying in a heap on the floor. With each new body part, students let out a breath of air.
• Students reflect on their performance in the “Snowfall Fitness Circuit.” Ask students to
think about how many times they stopped during the circuit and assess themselves using the
statements above.

Extension

• Students reflect on their performance in the Snowfall Fitness Activity. Using “Physical Fitness…
My Goal” response sheet (Unit 5 Appendix C), they indicate one activity in the circuit in which
they are going to try to improve. Students share with a peer their goal in that activity.
• Hoop and Holler extension game: Challenge students to have only certain body parts touch-
ing or only certain methods of movement available.

Notes to Teacher
• Prior to the Snowfall Fitness Circuit, review with students the stations by demonstration. Use the
teaching points for rolling in Unit 14, Sub-Task #1 to assist you in Frosty the Snowman station.
The equipment in the Cross-Country Ski station could be changed to carpet squares instead of
5
paper.
• Encourage students to move continuously without stopping. Help them learn to move moderately
at a comfortable pace without sprinting and stopping.
• Play music during stations. Stop the music to rotate stations. On the rotation have the students
move in a specific way to the next station (e.g., by skipping, hopping).
• Ensure playing surfaces, whether indoor or outdoor, provide safe footing.

Appendices
Unit 5 Appendix A: Snowfall Fitness Circuit
Unit 5 Appendix C: My Fitness Goals
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart

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UNIT 5 Fitness

Sub-Task #2 Fitness Benefits

Facility
Gymnasium

Materials
Four Corners Fitness Circuit (Unit 5 Appendix D)
Music and tape/CD player

Description
Students participate in fitness circuits to understand what it feels like to be physically active. They
discuss the benefits of being physically active and its importance to the heart and lungs and the
importance of warming up before physical activity.

Expectation Code Learning Expectation

2p32 Identify the reasons for participating in regular physical activity.

2p35 Participate in moderate to vigorous physical activity
(e.g., an aerobics routine) for five to ten minutes.
2p37 Recognize that the body needs activity for sustained amounts of
time to improve the strength of the heart and lungs.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing Assessment:
• Self-assessment of vigorous activity using a participation target (Grade 2 Appendix O-9).
• Teacher assessment of knowledge of reasons for participating in physical activity and the need
for physical activity, using question and answer discussion.

Teaching/Learning Strategies

A) Warm-Up
• On the Move. In a large circle formation, students walk and respond to the
following instructions:
– Walk and roll shoulders
– Walk and pretend you are swimming
– Walk and shake arms above your head
– Change direction and gallop
– Walk with a high leg kick
– Scatter and run in a figure 8
– Change direction and run in a figure 8
– Run sideways
• Discuss the reasons for warming up before physical activity (e.g., to avoid injury, sore muscles,
to get body ready to move).
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B) Skill Development

• Skunk Tag.

Select two students to be “It.” If tagged, the player becomes “It.” Players can avoid being tagged
by stopping and putting one arm under one leg and grasping their nose. Change
taggers frequently.
• Ask students to stop and feel their heart. What do they feel? Ask them to put their hands in front
of their mouths. What do they feel? Ask students to tell what physical activity does for their hearts
and their lungs. Ask students to tell why in addition to a healthier heart and lungs it is important
to be physically active everyday (see Notes to Teacher - Benefits of Being Physically Active).

C) Skill Application

• Four Corners Fitness Circuit (Unit 5 Appendix D). Post a station card in each corner of the
gymnasium. Divide class into four groups, with one group in each corner. Students perform the
first locomotor skills in each corner to music. When the music stops they move counter clock-
wise to the next corner and begin when the music starts. When they get back to their original
corner they do the second locomotor skill. On the third round they do the third activity. 5
D) Cool-Down/Wrap-Up

• Reach for the Rafters. Students walk the outside of the gymnasium counter clockwise with
arms held high. On every signal they change direction.
• While students are stretching, ask students to list reasons for participating in regular physical
activity (e.g., it is fun, it makes your heart and muscles stronger, it keeps you healthy, it gives you
a chance to be with friends). See Notes to Teacher.
• Students reflect on their performance during Skunk Tag. Ask them to think about how many
times they had to stop during the circuit and post their name on the participation target wheel
(Grade 2 Appendix O-9).

Extension

• Animal Tag. This game is an extension of Skunk Tag but changed to animal (e.g., turtles on
back with feet in the air, or rabbits in stoop position or snakes on stomach).
• In the classroom, teacher and students could brainstorm and list on chart paper some of the
benefits of being physically active.

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Notes to Teacher
• With each subsequent lesson, ask students why it is important to warm up muscles before physi-
cal activity. Encourage students to keep moving throughout the lesson in order to build
endurance and improve their minutes of sustained vigorous activity level.
• Use the notes below to discuss the benefits of physically activity. This information could be put on
chart paper in the gymnasium so students are reminded of this on a daily basis.

The Benefits of Being Physically Active

1. You have more energy

2. Your heart becomes stronger
3. You feel better about yourself
4. It helps you stay fit and trim
5. It tones your muscles
6. You do not feel as tired
7. It helps you feel relaxed and less tense
8. It makes your lungs stronger
9. If you feel sad, it helps you feel better
[Link] helps you fall asleep more easily and sleep well
[Link] is a great way to share an activity with friends
[Link] improves your health

Appendices
Unit 5 Appendix D: Four Corners Fitness Circuit
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Grade 2 Appendix O-9: Participation Target Example

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UNIT 5 Fitness

Sub-Task #3 Fitness Fun Activities

Facility
Gymnasium

Materials
Snowfall Fitness Circuit
9 pylons
4 mats
Container of beanbags
30 pieces of 8 x 11 newsprint
4 hoops

Description
Students will be given an opportunity to be vigorously active and to self-assess their
levels of exertion.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games).
2p38 Assess their degree of exertion in physical activities (e.g., by
calculating their heart beat or breathing rate).
5
2p39 Participate in personal or group goal setting related to physical
activity (e.g., to bring proper clothing for gymnastics, to
bench step for two minutes).

Assessment Opportunities - Suggestions for Assessing Expectations:

Formative/Ongoing:
• Teacher assessment of vigorous participation using the anecdotal observational recording chart
(Grade 2 Appendix N) in conjunction with the participation rubric (Grade 2 Appendix G).
• Self-assessment of degree of exertion using a thumbs-up/thumbs-down assessment in response to
questions.
• Teacher assessment of goal setting using the anecdotal observational recording chart (Grade 2
Appendix N) in conjunction with a rubric (Unit 5 Appendix B).

Teaching/Learning Strategies

A) Warm-Up

• Time for Action. Students participate in warm-up in a large circle formation. Students walk
responding to the following instructions:

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– Walk and turn left and right

– Walk with double arm swings forward and back
– Walk and shake arms and legs
– Change direction and walk loudly
– Walk softly
– Walk on toes
– Change direction and walk on heels
– Walk with high knees
– Scatter and walk then run on the signal
– Walk quickly and turn left and right on signal
– Call out “free move” every few commands and students move in their own way

B) Skill Development
• Crows and Cranes. Divide the class into two teams, the Crows and the Cranes. Two end lines
are designated at opposite ends of the gymnasium at least 2 metres from the wall. The two teams
stand facing each other on either side of the centre line. Call out Cranes or Crows. If Cranes are
called, they turn and try to reach their safety zone before being tagged by a Crow. If Crows are
called, the reverse happens. If a player is tagged he/she joins the opposite team.

C) Skill Application
• Review stations of the Snowfall Fitness Circuit. Encourage students to move through the stations
moving continuously.
• Students move through the stations (see Sub-Task #1). After the circuit, ask students how they
are feeling and what they look like after they have been physically active, e.g., hot, sweating, heart
beating faster, breathing faster.
• Students reflect on their performance in the Snowfall Fitness Activity. Give students the opportuni-
ty to revisit Personal Fitness Goals and add or modify information using the “My Fitness Goals”
response sheet. This is the follow up to the extension activity in Sub-Task #1.

D) Cool-Down/Wrap-Up
• Hugs and Tugs. Students do the following stretches:
– Lie on back and hug knees to chest, roll side to side.
– Sit, cross arms in front of body, place hands on back and walk fingers on back as far as possible.
– Lie face down, bend left leg up and back, grasp left foot with right hand and pull gently toward
seat. Try with other leg.
– Lie on back with legs bent, hug right knee with both hands, repeat left knee.
– Walk and change direction on signal.
• Students reflect on their level of activity during the “Snowfall Fitness Circuit.” Ask students to
think about how many times they stopped during the circuit.
• Students self-assess with a thumbs-up/thumbs-down in response to the following statements:
– I did not stop during the circuit.
– My heart and lungs are working harder.
– I got hot and sweaty.
– I tried my very best.
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Extension

• With a partner design a new station for the Snowfall Fitness Circuit that would make your heart
beat faster using the equipment that is available today.

Notes to Teacher
• The purpose of this lesson is to provide students with opportunities to be vigorously active, to
self-assess their level of exertion and to revisit their personal fitness goals and add or modify (an
extension activity).
• Teachers also have an opportunity to formatively assess participation, fitness, goal setting and
self-assessment.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Unit 5 Appendix A: Snowfall Fitness Circuit
Unit 5 Appendix B: Goal Setting Rubric

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UNIT 5 Fitness

Sub-Task #4 Keeping Fit Is Fun

Facility
Gymnasium

Materials
Fortune Cookie (Unit 5 Appendix G)
3 hoops
1 bench
2 skipping ropes

Description
This lesson provides a variety of activities so students can be vigorously active for a sustained
period of time.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games).
2p35 Participate in moderate to vigorous physical activity (e.g., an
aerobics routine) for five to ten minutes.
2p36 Explain the importance of stretching large muscle groups through
warm-ups before physical activity.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing Assessment

• Self-assessment of vigorous activity using a participation target. (Grade 2 Appendix 0-9)

• Teacher assessment of vigorous participation using the anecdotal observational recording chart
(Grade 2 Appendix N) in conjunction with the participation rubric (Grade 2 Appendix G)
• Teacher assessment of knowledge of the importance of stretching using a class discussion during
cool-down.

Teaching/Learning Strategies

A) Warm-Up

• Students do the following challenges, beginning by walking quickly then increasing their speed to
a slow jog.
– Move; on signal sit on floor without hands or feet touching.
– Move; on signal lie face down so stomach is on a red line.
– Move; on signal sit back to back with a partner.
– Move; on signal find partner, crawl under each other’s legs and then sit back to back.

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B) Skill Development

• Wagon Wheels. In groups of four to six, students join hands in a circle and travel around the
outside of the gymnasium by moving the circle in a clockwise direction. One person’s back must
be touching the wall at any given time.
• Under the Tunnel

In pairs, one partner stands with legs open in a straddle position. The other partner stands
behind him or her. On a signal, partner A goes through B’s legs, stands, clap both of B’s hands
and then crawls back. Challenge students to do this five times and then change places.

C) Skill Application

• Fortune Cookie. Cut up Fortune Cookie tasks (Unit 5 Appendix E) and place in the middle of
the gymnasium in two or three hoops.
• Students work with a partner, moving around the gymnasium. On signal (“Fortune Cookie”)
partners select one piece of paper, read the instructions and perform the activity and put the
5
“cookie” back then continue moving.
• Students pick a new activity each time “Fortune Cookie” is called.

D) Cool-Down/Wrap-Up
• Circles. Sitting on the floor students make circles with:
– One foot, the other foot and then both feet.
– One arm, the other arm and then both arms.
– Shoulders, then elbows, then wrists.
• Ask students why it is important to cool-down after physical activity.
• Students reflect on their performance during the skill development. Ask students to think about
how many times they had to stop during the circuit. Teachers use Participation rubric (Grade 2
Appendix G) and Fitness rubrics (Unit 5 Appendix B) to assess student performance. Students
self-assess their participation using the participation target (Grade 2 Appendix O-9).
• Ask students why it is important to warm up large muscles before doing physical activities.

Extension

• In the Driver ’s Seat. In pairs, Partner B students stands behind Partner A. Partner B puts hands
on A’s shoulders and steers Partner A around the gymnasium. Call out “Green” which means
speed up, “Red” which means slow down, and “Yellow” which means change drivers. Pairs may
come close to other drivers but do not bump into them.

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Notes to Teacher
• The purpose of this lesson is to provide students with opportunities to be vigorously active for a
sustained period of time. Keep the lesson moving at a good pace. Review the reasons for warm-
ups before physical activities.
• Before involving students in strenuous outdoor activity, take into account the temperature and
other weather conditions.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix O-9: Participation Target Example
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Unit 5 Appendix B: Fitness Goal Setting Rubric
Unit 5 Appendix E: Fortune Cookies

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UNIT 5 Fitness

Sub-Task #5 Fitness Games

Facility
Gymnasium

Materials
Walk Like An Animal cards
Pylons
15 – 20 hoops
1 beanbag per student

Description
This lesson provides a variety of activities for students to be vigorously active for a sustained
period of time.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games).
2p35 Participate in moderate to vigorous physical activity (e.g., an
aerobics routine) for five to ten minutes.
2p36 Explain the importance of stretching large muscle groups through
warm-ups before physical activity.
5

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing:
• Teacher assessment of fitness level using the anecdotal observational recording chart (Grade 2
Appendix N) in conjunction with the fitness rubric (Unit 5 Appendix B).
• Teacher assessment of knowledge of the importance of stretching using a class discussion during
cool-down.

Summative:
• Self-assessment of active participation using Star Assessment tool (Grade 2 Appendix O-3)
assessment tool.

Teaching/Learning Strategies

A) Warm-Up

• Hop to It. In scatter formation, students respond to the following commands:

– Run and on signal hop on one foot.
– Run and jump with both feet together.
– Jump continuously on a floor line, two feet to two feet.

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– Run and leap from one foot to the other.

– Run quietly on toes, walk quietly on heels.
– Select students to call out warm-up challenges.

B) Skill Development

• Hoop Tag. Designate two or three students to be “It.” Scatter hoops on floor. A player cannot be
tagged while standing with both feet in a hoop. Only one player can be in a hoop at a time; a
player may only stand in a hoop for ten seconds; when one player enters a hoop, the other must
leave. Players tagged outside the hoops run on the spot and can tag other players as they go by.
Call out “hoop free” every few minutes and any players jogging on the spot are free again to
move. Change taggers frequently.

• Animal Tag. Select two or three students to be “It.” They choose a type of animal and move
around the gymnasium. When they tag runners, the tagged player freezes in the shape of the ani-
mal that tagged them. Other players can “unfreeze” frozen players by guessing the kind of animal
shape they are making. Change taggers frequently.

C) Skill Application

• Animal Walks. (Grade 2 Appendix A: Safe Stretching) Challenge students to move like specific
animals. After learning a variety of Animal Walks, students work in relay formation (three or four
per group). The first person on each team moves to a pylon and around it like one kind of ani-
mal. The next person moves like another kind of animal.

D) Cool-Down/Wrap-Up

• While sitting on the floor, students breathe in and out slowly and do the following actions one at
a time:
– Cross legs, cross arms, cross fingers, cross one arm with one leg, cross the other arm with the
other leg, place one arm over your shoulder and across your back, place the other arm over
your shoulder and across your back.
– Remind students to breathe deeply. Ask students to tell why it is important to warm up large
muscles before doing physical activities.

• Students self-assess using Star self-assessment, recording their name and the date on the star.

Extension

• With a partner, make up two new animal walks that you could demonstrate to the class. These
could be partner animal walks.

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Notes to Teacher
• The purpose of this lesson is to provide students with opportunities to be vigorously active for a
sustained period of time. Keep the lesson moving at a good pace. Review the reasons for warm-
ups before physical activities.
• When using the Star self-assessment tool, review the following four indicators in each of
the points:
– I did not stop during the activity
– My heart and lungs are working harder
– I got hot and sweaty
– I tried my very best
• Student colour in the point of the star if they have achieved that goal. It would be helpful to have
this up in the class on chart paper today and throughout the unit as reminders of what the stu-
dents are working towards.

Appendices
Grade 2 Appendix A: Safe Stretching
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Grade 2 Appendix O-3: Participation Star (Self-Assessment Tool)
Unit 5 Appendix B: Fitness Rubric 5

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UNIT 5 Fitness

Sub-Task #6 Fitness Assessment and Goal Setting

Facility
Gymnasium and classroom

Materials
Snowfall Fitness Circuit (Unit Appendix A)
9 pylons
4 mats
Several beanbags
30 pieces of 8 x 11” newsprint
4 hoops

Description
Students participate in a fitness circuit and assess their degree of exertion after the completion of
each circuit using a target. They record their goals on “My Fitness Goal” sheet.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games).
2p32 Identify the reasons for participating in regular physical activity.
2p37 Recognize that the body needs activity for sustained amounts of
time to improve the strength of the heart and lungs.
2p38 Assess their degree of exertion in physical activities (e.g., by
calculating their heart beat or breathing rate).

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing:
• Teacher assessment of fitness knowledge using the anecdotal observational recording chart
(Grade 2 Appendix N) in conjunction with the Fitness Rubric (Unit 5 Appendix G).
• Self-assessment of active participation using peer discussion.

Teaching/Learning Strategies

A) Warm-Up

Motion Madness. In scatter formation, students do the following actions, trying to keep moving
without stopping:
– walk quickly in place
– skip quickly touching all four walls (slow down before walls)
– skip the diagonals of the gymnasium and walk the ends
– hop on left foot

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– hop on right foot

– jump with feet wide apart
– jump with feet close together
– walk two lengths of gymnasium
• Repeat the above but substitute jogging for walking.
• Ask students why it is important to warm up large muscles before doing physical activity.

B) Skill Development
• Review stations of the Snowfall Fitness Circuit (see Sub-Task #1). Students move through the sta-
tions, trying to do the skills as well as they can. Encourage students to think about the quality of
the skill as well as the speed.

C) Skill Application
• Students select three stations from the fitness circuit. Do three more rotations of the circuit with
students choosing which stations to go to. Encourage students to choose another station if the
one they want to work at is crowded.

D) Cool-Down/Wrap-Up
• Students walk around the gymnasium stretching to alternately clap above head and behind back.
Change direction on signal. 5
• While stretching, students share with a partner some examples they noticed of good participation.
Ask some students to share some examples.

Extension

• Give students the opportunity to revisit their Personal Fitness Goals and complete the questions.
• Students complete “What Physical Fitness Means to Me” for homework and describe the benefits
of fitness and the importance of warming up large muscles before physical activity.

Notes to Teacher
• Communicate the importance of wearing appropriate gymnasium attire to parents and students.

Appendices
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Grade 2 Appendix O-9: Participation Target (Self-Assessment Tool)
Unit 5 Appendix A: Snowfall Fitness Circuit
Unit 5 Appendix C: My Fitness Goal
Unit 5 Appendix F: What Physical Fitness Means to Me
Unit 5 Appendix G: Fitness Rubric

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Snowflake Circuit

Snow Angels Snowploughs

Lie down and make a snow Sit on the floor and raise body onto
angel –Move legs and arms hands and heels. Move forward feet first
apart and together. to a pylon. From the pylon, back up to
the start.

Blizzard Bounce Snowflake Shuffle

Stand beside a line on the Step side to side. Raise knee and touch it with
floor and bounce over it your elbow. Stretch open into different
with two feet. Bounce for- snowflake
ward, backward, sideways shapes.
and along the line.

Frosty the Snowman Snowball Toss

Crouch down into a (snow)ball. Tuck chin to Toss a beanbag to a part-
chest and roll sideways across a mat. ner. Toss and catch with
one hand, the other,
under your legs,
behind your back.

Snow Forts Cross-Country Skiing

Pick up a beanbag from a bucket. Carry it across Stand on two pieces of paper. Slide feet
the gymnasium and start a pile. Return to the to keep paper under your feet as you move in
bucket and take and out of pylons.
one beanbag at
a time to
build a snow fort.

Toboggan Slide
Sit one behind another in a line holding the
ankles of the person behind you. Staying
attached, shuffle forward, around a pylon and
back.

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UNIT 5 Fitness
TEACHER

Unit 5 – Appendix B
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My Fitness Goal
My Fitness Goal: ____________________________________________

Think about your fitness goal and complete the following:

Did I have fun? (most of the time)

(sometimes)

(a little)

(never)

Did I achieve my goal? Yes

Not Yet

What was the hardest part?

What would I change for my next fitness goal?

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Four Corner Fitness Circuit

Expand cards and cut to post in each corner of the gymnasium

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Fortune Cookie
Cut into strips.

Shake hands with ten different people.

Touch every wall in the gymnasium.

Do two jumping jacks in each corner of the gymnasium.

Step up and down on a bench 20 times.

Jog around the gymnasium twice.

Jump rope 20 times.

Open and close a door five times.

Touch 20 different lines on the gymnasium floor with

left hand and right foot.

Do two push-ups in each circle on the gymnasium floor.

Jog around all the curved lines on the gymnasium floor.

Touch five people wearing the colour red.

Touch five people wearing the colour blue.

Do five wall push-ups.

Skip around the outside of the gymnasium touching wall

corners.

Jump up and try to touch each basket.

Bunny jump along the centre line of the gymnasium

from one wall to the other.
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“WHAT PHYSICAL FITNESS

MEANS TO ME”
1. I like to be physically fit because:

2. If I am physically fit it helps my body because:

3. My favourite physical activity is:

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UNIT 5 Fitness
TEACHER

Unit 5 Appendix G
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Indoor and Outdoor Games

Unit Title
6 Locomotor Games 231
7 Cooperative Games 255
8 Winter Activities 285
9 Outdoor Activities 295
10 International Games 317
11 Playground Games 339

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Units 6-11 Gr2 InOutDoorGames 1/12/01 10:00 AM Page 231

UNIT Locomotor Games

OVERVIEW
6 Duration
Description
7 Sub-Tasks

This unit will allow students to practise their locomotor patterns in isolation, with a partner and in
groups. Students will be designing a game as well as a locomotor routine.

Sub-Task Title Expectation Code

1. Travelling and Changing Direction 2p20, 2p33

2. Changing Locomotor Patterns 2p19, 2p33
3. Hopping and Jumping 2p19, 2p33
4. Skipping and Side-Sliding 2p19, 2p33
5. Locomotor Routines 2p19, 2p20
6. Locomotor Pathway 2p19, 2p20
7. Moving with Hoops 2p19, 2p20

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
Formative/Ongoing Assessment:
• Teacher anecdotal notes describing a student’s readiness for class by observing students joining 6
in the activities, wearing running shoes, and removing jewelry.
• Teacher assessment of students’ change in direction using an anecdotal observational recording
chart in conjunction with a locomotor skills checklist.
• Teacher assessment of locomotor skills using an anecdotal observational recording chart in con-
junction with a locomotor skills checklist.
• Student self-assessment of readiness to participate using a stand up/sit down rating.
• Peer assessment of a locomotor routine using a peer assessment tool.
• Summative assessment of locomotor skills using an anecdotal observational recording chart in
conjunction with a locomotor skills checklist.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines of their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Students will have been introduced to a variety of locomotor patterns in their previous physical
education experience.

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• Students have been exposed to different pathways and directions but not necessarily be able to
identify the pathway or direction.
• Student will have participated in vigorous physical activity for five to ten minutes, if able.
• Students will know the rules for safety in relation to facility, equipment and activity.
• Students will have worked with a partner and are able to play cooperatively.

Notes to Teacher
• This unit can be taught as a unit or in sections throughout the year. Students would benefit from
a review of these lessons throughout the year.
• Review the general rules for equipment every time these lessons are taught.
• Review the safety procedures with regards to the facility, equipment and activity.

Appendices
Unit 6 Appendix A: Locomotor Skills Checklist
Unit 6 Appendix B: Locomotor Station Cards
Unit 6 Appendix C: Grade 2 Locomotor Routine Assessment Tool

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UNIT 6 Locomotor Games

Sub-Task #1 Travelling and Changing Directions

Facility
Gymnasium, Utility Room or Playground

Materials
Red, green and yellow sign

Description
The lesson will review with students the different directions and will review the different locomotor
patterns that the students practised in Grade 1.

Expectation Code Learning Expectation

2p20 Travel in a variety of ways changing pathways and directions

(e.g., in creative dance, dances from other countries)
2p33 Display readiness to participate in the instructional program
(e.g., taking out and putting away equipment, joining in readily,
wearing appropriate clothing, and applying sun protection
when necessary);

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing:
• Teacher anecdotal notes describing a student’s readiness for class by observing students’ joining
in the activities, wearing running shoes, and removing jewelry. Use the Anecdotal Observation 6
Recording Chart Grade 2 Appendix N.
• Teacher assessment of students’ change in direction using an anecdotal observational
recording chart (Grade 2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6
Appendix A). Students will need to practise the skill in a few lessons prior to being assessed.
• Student self-assessment of readiness to participate using a stand up/sit down rating.

Teaching/Learning Strategies

A) Warm-Up
• Discuss with students: What does it mean to be ready to participate? Get ideas from the class.
Read the checklist to the class. Students stand up if they are ready.
• F – Are you ready to have fun?
• A – Are you ready to be active? No jewelry.
• I – Are you ready to listen to instructions?
• R – Are you wearing your running shoes?
• Review with students what personal space is. (See notes to teacher)
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“Traffic Lights”

• Students travel safely around the gymnasium. On the signal, hold up the different color of con-
struction paper:
• RED – all children stop
• YELLOW – all children jog in place
• GREEN – all children run

B) Skill Development
• Review with students different locomotor patterns which include: walk, run, leap, and gallop.
• Students demonstrate each of them. Hold up signs (Unit 6 Appendix B) and students practise the
different patterns.
• Point to a space and ask students to run slowly and fill it. Repeat.
• Identify students who are travelling correctly and safely and point them out to the class.
• Encourage students to move faster but still be aware of personal space. Students can try:
– changing direction;
– running backwards;
– running sideways.

C) Skill Application
“Partner Tag”

• Select three to six students to be “It.” The rest of the students are safe if they link elbows with
one other student. When a runner links up with a pair, the player on the other end automatically
becomes a runner. When “It” tags a runner, they exchange positions. Change the chasers if they
have been “It” for very long.
• Stress honesty when playing tag games.

D) Cool-Down/Wrap-Up
• With a partner float slowly around the gymnasium. On a signal, pretend to wring out the dish-
cloth with your partner and slowly sink to the floor.
• Remind students: What does it mean to be ready to participate?
• F – Are you ready to have fun?
• A – Are you ready to be active? No jewelry.
• I – Are you ready to listen to instructions?
• R – Are you wearing your running shoes?

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Extension

“Auto W recker”
• Choose approximately five children to be auto wreckers and five children to be mechanics. The
rest of the children will be cars. Auto wreckers tag the cars and the cars are wrecked. They lie
on their backs with their feet in the air. The mechanics fix the cars, who then get up and continue
to travel. Stress honesty when playing this game. Stop the game frequently to change the roles of
players. This game adapts well to other themes.

Notes to Teacher
• Personal Space is the area around the student that when the student spreads their arms or legs
out but remains stationary they can touch. Encourage children to remain outside each other’s
personal space.
• Children should not wear hanging jewelry.
• Use cue words to help students distinguish between different locomotor movements:

Skipping – “knee up, knee up”

Galloping : “apart – together” and encourage students to gallop like a horse. When galloping, stu-
dents keep one foot in front and hop back foot up to meet the front leg

Leaping : “Jumping Giant Step”

Appendices
6
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Unit 6 Appendix A: Locomotor skills checklist
Unit 6 Appendix B: Locomotor skills task cards

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UNIT 6 Locomotor Games

Sub-Task #2 Changing Locomotor Patterns

Facility
Gymnasium, Utility Room or Playground

Materials
6 Locomotor Movement Cards (Skip, Run, Gallop, leap, Jog, Run)
Red sign
Green sign

Description
Students will have the opportunity to practise the locomotor skills and changes in types of movement.

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion/travelling

movement to another (e.g., hopping to skipping)
2p33 Display readiness to participate in the instructional program
(e.g., taking out and putting away equipment, joining in readily,
wearing appropriate clothing, and applying sun protection
when necessary)

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing:
• Teacher anecdotal notes describing a student’s readiness for class by observing students joining
in the activities, wearing running shoes, and removing jewelry. Use the Anecdotal Observation
Recording Chart (Grade 2 Appendix N).
• Teacher assessment of a students’ travelling technique using an anecdotal observational record-
ing chart (Grade 2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6
Appendix A). Students will need to practise the skill in a few lessons prior to being assessed.
• Student self-assessment of readiness to participate using a stand up/sit down rating.

Teaching/Learning Strategies

A) Warm-Up
• Review with students from lesson #1: What does it mean to be ready to participate? Get ideas
from the class. Read the checklist to the class. Students stand up if they are ready.
• F – Are you ready to have fun?
• A – Are you ready to be active? No jewelry.
• I – Are you ready to listen to instructions?
• R – Are you wearing your running shoes?
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Go Stop
• Students respond to red and green signs. For go, students will choose a variety of methods to
move. Let a student hold the cards up. Have students demonstrate how they moved. Have other
students identify the locomotor pattern – (i.e. skip, hop, leap, run, gallop, etc.).

B) Skill Development

LEGO
• Students move around the gymnasium freely. When the teacher says “LEGO,” students stop and
hold an interesting pose. On the teacher signal, the students will move in a different locomotor
pattern (skipping). When the teacher says “LEGO 3,” students form groups of three and make an
interesting shape. Continue to challenge students to move using different locomotor patterns.
Practise the locomotor patterns that need practise. Stop and have students demonstrate their
locomotor patterns.

C) Skill Application

• Place locomotion cards face down on the floor and choose a student to hold up the card and the
class moves accordingly. (Unit 6 Appendix B)
• Give each group of four students a set of six locomotor task cards and have them choose an
order and do a four-part sequence together in your group of four.

D) Cool-Down/Wrap-Up

Slow Leak 6
• Students pretend they are balloons floating about. Gradually they lose their air to a slow leak and
deflate to the floor. Students lie on floor, tensing and relaxing muscles and breathing deeply.
• Remind students what it means to be ready to participate. Ask students for examples of things
they did to participate well.

Extension

Everyone’s It
• In this game everyone is “It.” If a player tags another player, the first tagged sits down. If two stu-
dents tag each other at the same time, both sit down. Play until several students are caught, then
start the game again. Seated players may tag runners as they pass by. This game is very quick.

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Notes to Teacher
• Communicate the importance of wearing appropriate gymnasium attire to parents and students.
• LEGO is from Active Kids: Anytime Anyplace , Ontario Physical and Health Education
Association, Toronto, 1992. [Link]

Appendices
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist
Unit 6 Appendix B: Locomotor Skills Task cards

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UNIT 6 Locomotor Games

Sub-Task #3 Hopping and Jumping

Facility
Gymnasium, Utility Room or Playground

Materials
Hoops – one per student if possible
Long ropes (optional)

Description
The lesson will review with students the different directions and will reinforce hopping and jumping.

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion/travelling

movement to another (e.g., hopping to skipping)
2p33 Display readiness to participate in the instructional program
(e.g., taking out and putting away equipment, joining in readily,
wearing appropriate clothing, and applying sun protection
when necessary)

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing:
• Teacher anecdotal notes describing a student’s readiness for class by observing students joining
in the activities, wearing running shoes, and removing jewelry. Use the Anecdotal Observation 6
Recording Chart (Grade 2 Appendix N).
• Teacher assessment of locomotor skills using an anecdotal observational recording chart (Grade
2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A). Students
will need to practise the skill in a few lessons prior to being assessed.

Teaching/Learning Strategies

A) Warm-Up

Sticky Popcor n
• Players start in a crumpled body position scattered about the floor. The leader asks players to
imagine themselves as kernels of corn in a huge pot. “Heat” is applied to the pot and players
begin to uncrumple and start popping up and down like popcorn in a pot. Players pop faster
until the leader calls out “sticky popcorn!” to which all players jump around, sticking to one
another, linking arms.

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B) Skill Development

• Discuss difference between hopping and jumping. Refer to Notes to Teacher for teaching points.
Use animal imagery to explain hopping (e.g., frog, kangaroo or rabbit).
• Place hoops on floor.
• Explore hopping in and out of hoops.
• Explore jumping in and out of hoops. Ask students:
– Can you hop forwards, backwards, sideways?
– Can you jump in different directions?
– Can you hop at a high level, a low level? How far? How high?
– Can you jump at different levels? How far?
– Can you hop from hoop to hoop?
– Can you jump over a hoop?

Stepping Stones
• Students will practise hopping from hoop to hoop in partners.
– Hop on the spot.
– Hop higher on the spot.
– Try hopping backwards on one foot.
– Try hopping backwards on the other foot.
– Try touching the ground while hopping.

C) Skill Application

Play “Hop Across”

• Two parallel base lines are set up 10 metres apart (rope or string). Each team stands on one of
these lines, the teams facing each other. At a signal, each students starts toward the opposite line
with arms folded, hopping on one foot. Each player tries to get to the opposite line without put-
ting down his/her free foot or to unfold his/her arms. If he/she does either he/she takes three
steps back then continues moving. Play continues until every player reaches the goal. Players may
continue to practise.

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D) Cool-Down/Wrap-Up

Crossing the Brook

• Create two parallel lines using chalk or ropes to represent a brook. Vary the distance they
are apart.
• Students take turns jumping across. After each turn widen the brook by one step. Students work
to try not to get a ‘soaker’.
• Students finish by “wading” slowly in the brook, circling arms, stretching up and cooling down.

Extension

• Introduce standing long jump technique. In groups of two to four, practise taking off from a line
with another member marking the length of jump.

Notes to Teacher
Hopping Indicators – Watch for:
– Take off and land on the same foot
– Bend knee in take off and land with a bent knee
– Land on the ball of the foot
• Use these jumping indicators to assist with standing long jump

Jumping Indicators – Watch for:

– Feet shoulder-width apart
– Legs bent and then extend 6
– Arms swing up
– Push off ball of feet
– Land with legs bent
• Stress light landings and space awareness

Appendices
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist

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UNIT 6 Locomotor Games

Sub-Task #4 Skipping
Facility
Gymnasium, Utility Room or Playground

Materials
One beanbag per student, if possible.

Description
During this lesson, student will refine their skipping techniques and practise during a
Pokemon game.

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion/travelling

movement to another (e.g., hopping to skipping)
2p33 Display readiness to participate in the instructional program
(e.g., taking out and putting away equipment, joining in readily,
wearing appropriate clothing, and applying sun protection
when necessary)

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing
• Teacher anecdotal notes describing a student’s readiness for class by observing students joining
in the activities, wearing running shoes, and removing jewelry. Use the Anecdotal Observation
Recording Chart (Grade 2 Appendix N).
• Teacher assessment of locomotor skills using an anecdotal observational recording chart
(Grade 2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).
Students will need to practise the skill in a few lessons prior to being assessed.
• Self-assessment of “I am ready for physical education” using a running shoes chart (see Grade 2
Appendix O-7 )

Teaching/Learning Strategies

A) Warm-Up

Bean Bag Hustle

• Scatter beanbags on the floor. Students move around the gymnasium using a different
locomotor patterns.
• Each time they meet a beanbag, students will change and go a different direction.
• Add changes of speed and level when students pass a beanbag.
• Students jump, circle and weave around and over beanbags.
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• Discuss with students What does it mean to be ready to participate? Review the checklist.
• F – Are you ready to have fun?
• A – Are you ready to be active? No jewelry.
• I – Are you ready to listen to instructions?
• R – Are you wearing your running shoes?

• At the end of class today students could fill out a self-assessment “I am Ready.”

B) Skill Development

• Students explore skipping. Ask students:

– Can you skip into the open spaces without touching anyone or the beanbags?
– Can you skip around the gymnasium: on the lines, on circles, over the lines, sideways,
high/low. (These are levels).
– Can you change your level while skipping?
– Can you speed up or slow down while skipping?
– Can you change from skipping to side-sliding and back? Repeat.
– Can you change from skipping to side-sliding every time you come to a beanbag?
– Can you skip completely around it when you approach a beanbag?
– Can you change your direction, or level or speed while skipping when you come to a beanbag?
– Can you safely jump over a beanbag and then continue skipping?

C) Skill Application

Pokemon Tag: 6
• Students pretend they are good Pokemon characters who live in a cave (the hoop). Ashe is their
trainer and Pikachu is his helper who will help them if they get touched by the villain Niffty.
Pokemon characters who are outside their cave are safe if they are skipping but if they move in
any other manner they will get zapped by Niffty. To evolve back in to a good Pokemon character
they must skip with Ashe or Pikachu.

D) Cool-Down/Wrap-Up

Robots
• Students put a power pack (beanbag) on their head. Slowly they move around the gymnasium,
if the beanbag falls, they lose power and must stop until another robot restores their power.
Introduce Cybourg (the villain) who knocks off beanbags and robot doctors who move around
replacing power packs.

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• Students assess their readiness to participate in class using a self-assessment tool (Grade 2
Appendix O-7). They could use this periodically throughout the year.
• Students stretch tall and curl up small as they cool down.

Extension

• Individually, use a hoop, a beanbag and lines on the floor to make an obstacle course that stu-
dents skip through. Students change direction and level at least once.
• With a partner, using hoops, beanbags and lines on the floor, design a miniature obstacle
course to hop, jump, slide and skip through. Students change direction, speed and level at least
once.

Notes to Teacher
• Pokemon characters are relevant to primary students as of spring 2000. This game could be
modified to reflect current characters.

Appendices
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix O-7: I am Ready (for Physical Education)
Unit 6 Appendix A: Locomotor Skills Checklist

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UNIT 6 Locomotor Games

Sub-Task #5 Locomotor Routines with

Hopping and Skipping
Facility
Gymnasium, Utility Room or Playground

Materials
Pinnies or ball for the taggers
10 beanbags

Description
During this lesson, students will work on and perform locomotor routines. Students will provide
peer feedback for routines.

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion/travelling

movement to another (e.g., hopping to skipping);
2p20 Travel in a variety of ways changing pathways and directions
(e.g., in creative dance, dances from other countries);

Assessment Opportunities - Suggestions for Assessing Expectations:

• Teacher assessment of locomotor skills using an anecdotal observational recording chart (Grade 2
Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A). 6
• Peer assessment of a locomotor routine using a peer assessment tool (Unit 6 Appendix C).

Teaching/Learning Strategies

A) Warm-Up
Radar Leaders
• Students will work in pairs and choose the leader. The leader uses radar to invade open space.
The follower attempts to stay as close as possible without touching. Leader will try to run, hop,
skip or walk. Students will switch roles on the signal.

B) Skill Development
Locomotor Routine
• Students will work with a partner, design a locomotor routine that shows skipping and hopping
movements in three different directions.
• Part way through the development of routines, ask students to watch half the class perform. Give
feedback to students as a group and then ask them to continue.
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C) Skill Application

Locomotor Performance
• Students work in groups of four to perform and assess their routines. A pair may perform and
then two students will assess them. They may need to perform their routine two times. First time
to watch for enjoyment and the second time to assess.
• Peer assessment of a locomotor routine using a peer assessment tool (Unit 6 Appendix C).

D) Cool-Down/Wrap-Up
• Do a hopping pattern with all the students born in the same month. Ask students to make a
group with all the students born in the same month. Design a three pattern finger hopping rou-
tine together.
• Students stretch from head to toe in their small groups. (Grade 2 Appendix A)

Extension

• Choose five taggers who run, skip, hop, jump or leap over the beanbags and tag others. The oth-
ers must move in the same fashion as taggers. Once tagged, players must go to the nearest bench,
and stand on it until a free player touches them. If more than three people are standing on the
bench, the fourth person to the bench “bumps” the person who has been there the longest time.
• The object is for the taggers to tag everyone and for the others to stop this from happening.

Notes to Teacher
• Students may pick a card from a deck of playing cards to determine partners or who they are
assessing.
• Have the audience communicate what they like about their routines. Assist students to be very
specific with their comments.

Appendices
Grade 2 Appendix A: Safe Stretching
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist
Unit 6 Appendix C: Grade 2 Locomotor Routine Assessment Tool

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UNIT 6 Locomotor Games

Sub-Task #6 Locomotor Patterns

Facility
Gymnasium, Utility Room or Playground

Materials
Hoops – one per student

Description
Students will review the different locomotor patterns and design a game.

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion/travelling

movement to another (e.g., hopping to skipping);
2p20 Travel in a variety of ways changing pathways and directions
e.g. in creative dance, dances from other countries);

Assessment Opportunities – Suggestions for Assessing Expectations:

• Summative assessment of locomotor skills using an anecdotal observational recording chart
(Grade 2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).

Teaching/Learning Strategies
6
A) Warm-Up

• Students will move freely around the hoops scattered on the gymnasium floor.
• Students practise different locomotor patterns and moving in different directions.
• Students gradually increase their speed as they warm up.

Numbers
• Students move freely anywhere in the area, the teacher calls out a number and the students form
that size of group. When they have the correct number, they squat together in a small group. If
there are any leftovers, those students make a group and they can help the teacher decide on the
next number to be called. Those students can also make the number as a team with their bodies.
Everyone plays every time. Encourage students to be inclusive and not to let the same students be
“left over” more than once.

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B) Skill Development

Four Corner Patter n

• In groups of four, students line up at the end of the gymnasium. Teacher assigns each student in
a group a different locomotor pattern. Students perform the locomotor pattern around the
perimeter of the gymnasium and back. The students tag the next person in their group. This
continues until all players have tried a variety of patterns.

C) Skill Application

• In groups of four, students design a game that uses different locomotor patterns. Students may
use four hoops in the game as well.
• Students teach their game to another group of four.

D) Cool-Down/Wrap-Up

• With the hoop, each student will slowly move around the hoop from a high level to a low level. In
the end, every student will melt down inside their own hoop.
• Students stretch with their hoop, reaching it high, holding it by their toes and circling it around
their body.

Extension

• Students will observe another groups game and try to play it.
• Hoop Fun Have each group form a circle holding hands. Place two hoops through the hands of
the players forming the circle. Students step through the hoops, moving both hoops in opposite
directions around the circle.

Notes to Teacher
• The students may need a sample idea of a game if this unit is done early in the year.

Appendices
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist

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UNIT 6 Locomotor Games

Sub-Task #7 Moving with Hoops

Facility
Gymnasium, Utility Room or Playground

Materials
One hoop per student

Description
Students will explore a variety of methods of moving hoops

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion/travelling

movement to another (e.g., hopping to skipping);
2p20 Travel in a variety of ways changing pathways and directions
e.g. in creative dance, dances from other countries);

Assessment Opportunities – Suggestions for Assessing Expectations:

Teacher assessment of locomotor skills using an anecdotal observational recording chart (Grade 2
Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).

Teaching/Learning Strategies
6
A) Warm-Up

• Students explore ways of moving the hoop when the student is in a stationary person.
• Students move around the gymnasium and come back to their spot without losing their hoop.
• Students move around the gymnasium and travel in different pathways.

B) Skill Development

Move the Hoop

• On the signal student rolls his/ her hoop continuously to the opposite line. If it falls, the hoop is
picked up and the activity is continued. At the opposite line, student turns and returns the hoop
to the starting point by: rolling it again, carrying it, moving it by a different method. When the
players are back at their spot they choose another method to move the hoop down and back.
Students may:
– skip with it (over head or around ankle)
– spin it sideways
– twirl it on body parts
– twist it on one arm going across and the other arm going back

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C) Skill Application

Up and Over
• A team of five or six students with one hoop per team is required. Each team is in a line. The first
player has a hoop. On the signal, the first player of every team steps into the hoop and pulls it up
and over his/her head. The hoop is then passed over the head to the second player who repeats
the action. When the hoop gets to the last player in the line, he/she brings it up to the front and
starts the activity again.
• Students continue this relay, using the hoop in different way. Encourage students to be creative.
Students may:
– Crawl through a hoop tunnel
– Each twist the hoop on the ground once then pass on
– Pass the hoop from person to person without using hands
– Pass the hoop overhead when sitting down
– Spread out and toss or roll the hoop from person to person

D) Cool-Down/Wrap-Up

Personal Hula Contest

• Students try to spin the hoop around their waist, arm, knees or ankles as long as they can.
• Students can count to set a record, then try again and try to beat their own record.
• Students move around gymnasium holding hoop and avoiding touching any other students.
• Students move more and more slowly.
• Students breathe deeply, stretching hoop up and down and to both sides.

Extension

• With a partner, students create a jumping pattern using two hoops, travelling into and
over hoops.

Appendices
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist

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UNIT 6 Locomotor Games

TEACHER
Locomotor Skills Checklist

Knowledge/Skill Category: Learning Expectation

Movement Skills 2p19 – travel and change from one kind of locomotion/
travelling movement to another (e.g., hopping
to skipping)
Movement Skills 2p20 – travel in a variety of ways, changing
pathways and directions (e.g., in creative dance,
dances from other countries)

Level 1 Level 2 Level 3 Level 4

Performs few skills Performs some skills Performs most skills Performs all or almost all skills
Rarely applies skills Sometimes applies skills Usually applies skills Consistently applies skills

Name Changing from one Directions Pathways Locomotion

kind of travelling Skills
movement to another
(i.e., hopping to
skipping)
forwar d backwar d sideways straight curve zigzag leap gallop skip

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Locomotion Station Cards

Cut into cards or expand to post in the gymnasium.

Run Hop

Jog Skip

Leap Gallop

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Grade 2 Locomotor Routine

Knowledge/Skill Category: Learning Expectation

Movement Skills 2p19 – Travel and change from one kind of

locomotion/travelling movement to another
(e.g., hopping to skipping);
Movement Skills 2p20 – Travel in a variety of ways changing pathways
and directions e.g. in creative dance, dances
from other countries)

Peer Assessment ❑ Self Assessment ❑

Peer ______________ Performers

1. _________________

2. _________________

1. The students skipped.

2. The students hopped.

6
3. The students moved sideways. ➜

4. The students moved forwards.

5. The students moved backwards.

6. My favourite part of the performance is…

7. Next time, I think…

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UNIT Cooperative Games

OVERVIEW
7 Duration
Description
9 Sub-Tasks

This unit allows the students to practise working cooperatively, demonstrating respect for other stu-
dents while staying on task and participating vigorously in group games and activities. Games with
cooperative and communication elements are included. These lessons will focus on the students
working in partner activities, relays, large/small group challenges and parachute activities.

Sub-Task Title Expectation Code

1. Animal Games 2p34, 2p40

2. Healthy Group Games 2p31, 2p40
3. Large Group Games 2p31, 2p40
4. Hoop Activities 2p34, 2p40
5. Relays 2p31, 2p40
6. Partner and Group Challenges 2p40, 2p41
7. Reintroduction to Parachute Activities 2p30, 2p40
8. More Parachute Activities 2p34, 2p40
9. Even More Parachute Activities 2p34, 2p40

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:

Formative/Ongoing

• Teacher assessment of students’ behaviour related to paying attention and staying on task using
7
the participation rubric in conjunction with an anecdotal observational recording chart.
• Teacher assessment of students’ behaviour related to cooperating with others using the social
skills rubric in conjunction with an anecdotal observational recording chart.
• Teacher assessment of fair play and cooperation using fair play, cooperation and activity etiquette
sections of the social skills rubric.
• Teacher assessment of students’ behaviour related to providing help and asking help from others
using the social skills rubric in conjunction with an anecdotal observational recording chart.
• Teacher assessment of students’ behaviour related to cooperating and demonstrating respect for
others using the social skills rubric in conjunction with an anecdotal observational recording
chart.
• Self-assessment of cooperation by moving to different designated areas of the playing space to
rate self.

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• Self-assessment of listening, following instructions and staying on task by moving to different des-
ignated areas of the playing space to rate self.
• Self-assessment of vigorous participation using a four finger rubric.
• Self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
• Peer assessment of fair play and cooperation skills using the Cooperation/Fair Play Assessment.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Students can travel in a variety of ways in different directions, in response to signals.
• Students can travel using different pathways.
• Students follow all safety procedures.
• Work cooperatively with others and have had some opportunities to work with others.
• Participate vigorously in the program.
• Listen, follow instructions and attempt new activities.

Notes to Teacher
• Cooperative games should consistently emphasize the expectations for this unit. Stop and address
any disruptive behaviour immediately.
• Tag game must have at least a 2 metre safe zone before the wall. Identify boundaries clearly.

Appendices
Unit 7 Appendix A: Getting Strong and Healthy Cards
Unit 7 Appendix B: Rope Shapes

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UNIT 7 Cooperative Games

Sub-Task #1 Animal Games

Facility
Gymnasium or multi-purpose room
A large area outside

Materials
Four different colours of paper or beanbags

Description
The students practise demonstrating appropriate interpersonal skills while participating in small
group activities.

Expectation Code Learning Expectation

2p34 Stay on task, follow instructions, pay attention and see tasks
through to completion.
2p40 Demonstrate appropriate interpersonal skills and
respectful behaviour (e.g., displaying etiquette, playing
fairly, co-operating) in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of students’ behaviour related to paying attention and
staying on task using the participation rubric (Grade 2 Appendix G) in conjunction with an anec-
dotal observational recording chart (Grade 2 Appendix N).
• Formative/Ongoing – Self-assessment of cooperation and respectful behaviour by moving
to different designated areas of the playing space to rate self (See social skills rubric Grade 2
Appendix H for indicators).
7
Teaching/Learning Strategies

A) Warm-Up

• Animal Aerobics . The students choose the animal they would like to be for the warm-up. Lead
the students through a series of exercises to elevate the heart rate and get the body moving. (e.g.,
moving on the spot -jogging, marching, jumping, rotating joints - head, neck, hands, wrists,
shoulders, arms, legs, hips, and ankles.) See Grade 2 Appendix A.
• On the signal, the students make the noise of their animal while moving.

B) Skill Development

• Remind the students about the importance of cooperation and respecting others. Encourage students
to work together in a games and activities. Discuss the reason for the cooperative games unit.

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• Animal Walks (see Grade 2 Appendix A for more examples of animal walks). The students
move around the gymnasium imitating the animals the teacher calls out (e.g., seal, crab, horse,
bear, rabbit). On the signal to freeze the students get into a pose that shows what kind of animal
they were performing. They generate a list of other animals and what their “walk” (or move-
ment) would look like. Students find a partner and try to move together like an animal. On the
freeze signal they pose together.
• In the Barn. This game is an effective way to make groups. The students spread out around the
playing space. Name each group after a barnyard animal (e.g., chickens, cows, pigs, sheep,
ducks). Whisper an animal name to each student. Create groups of equal numbers. On the sig-
nal, the students stand up, close their eyes, walk with their arms out and start making the noise
of their animal. They try to find others making the same noise, without opening their eyes. Once
the groups find each other they sit down. Caution students to walk slowly and carefully when par-
ticipating in this activity. Watch to see that no students go outside the boundaries.

C) Skill Application

Feeding Time.
• The students stay in their animal groups from the last activity. Scatter coloured beanbags (or
coloured pieces of paper) around the playing space. The beanbags represent pieces of food.
Each group will be looking for a different colour, so there should be one colour of beanbag for
each group, and the same number of beanbags for each group (10 – 12 pieces per group).
• Students choose a leader for the group and only that person is allowed to touch the “food”
(beanbags).
• Before the game begins the groups practise their animal noises, as they will not be able to talk
during this activity. Each group has their own “pen” (home base area).
• All the students go out into the space and start searching for their “food.” When students find a
piece of “food” they point and make their animal noise. The leader of the groups comes and
picks up the pieces of food and brings them back to their “pen.”
• Once all the food is found the groups sit in a circle around their food and have a pretend feast.
• Repeat the activity with a new leader and new animals.

D) Cool-Down/Wrap-Up

• Animals on Parade. The students choose to move like their favourite animal. Choose one stu-
dent to be the leader to guide the rest of the animals on parade. When a new leader is chosen,
the student chooses another animal to imitate.
• Discuss the four levels of self-assessment for cooperation. Designate different areas of the playing
space levels 1, 2, 3, and 4. Establish the four levels using the social skills rubric: 1 – I need
reminders cooperate and show consideration for others. 2 – I sometimes cooperate and show
consideration others. 3 – I cooperate and show consideration. 4 – I always cooperate and show
consideration. Direct the students to stand in the area of the playing space corresponding to the
level they feel they displayed.

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Extension

• A New Barn. Once the students have gathered the “food” in the Feeding Time game, the groups
work together to make a structure or design using the pieces they have brought back. Students
imagine they are building a new barn or the tallest structure. Encourage students to use their
bodies in the structure.

Notes to Teacher
• Students need to work together on all the activities to make them successful. Address any behav-
iour that does not support the group.
• Remind students to be careful when moving with eyes closed. Keep hands out in front.
• To save time, the beanbags or pieces of paper can be set up before the class begins.

Appendices
Grade 2 Appendix A: Safe Stretching
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart

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UNIT 7 Cooperative Games

Sub-Task #2 Healthy Group Games

Facility
Gymnasium or Multi-Purpose room
A large area outside

Materials
Four large paper bags
Small pieces of paper with different tasks written on them
Music

Description
The students will continue to practise interpersonal skills while participating actively in
large group games.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program

(e.g., individual and group activities, dancing to music,
co-operative games).
2p40 Demonstrate appropriate interpersonal skills and respectful
` behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of students’ behaviour related to cooperating with oth-
ers using the social skills rubric (Grade 2 Appendix H) in conjunction with an anecdotal obser-
vational recording chart (Grade 2 Appendix N).
• Formative/Ongoing – Self-assessment of vigorous participation using a four finger rubric. (See
participation rubric Grade 2 Appendix G for indicators.)

Teaching/Learning Strategies

A) Warm-Up

• Move to the Music . The students move around the playing space in a variety of different ways.
On the signal, call out a new way for students to move (e.g., side steps, twisty steps, knees high,
skier arms).

• Music Moves . Students work in groups of three. Call out an action and the group moves togeth-
er doing the action (e.g., march together, hop, climb a mountain, ride a bike, swim).

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B) Skill Development
• Remind the students about the importance of playing together and respecting other students in
the class.
• Germ Tag . One student starts out as the “germ” and starts moving around the space trying to
increase in size, by catching “healthy” students. The rest of the students move around the space
trying to avoid being caught. If students are tagged, they link arms with the “germ” and continue
trying to catch more players. Only the two ends of the “germ” can tag the other players, so the
group works together to help catch the “healthy” people. When the germ gets to have more than
five people, it breaks off into two “germ” groups.
• Doctor Tag . Four students are chosen to be the “Flu” and three students are chosen to be the
“Doctors.” The rest of the students try to avoid being tagged by the “Flu.” If the “Flu” touches
students they will be too “sick” to move, so they stand still with their hands on their stomachs.
The only way they can get back into the game is if the “Doctor” comes over and performs five
lunge jumps (or some other fitness activity) with the “sick” players. Once they perform the fit-
ness activity students continue in the game. Rotate the “Flu” and “Doctors” often.

C) Skill Application
• Getting Strong and Healthy .

Place a big paper bag at pylons near each corner of the space. In each bag are pictures and
instructions of fitness or challenge activities for the group to perform. (See Unit 7 Appendix A for
cards.) In a group of four, the students start moving around the gymnasium together. On the sig-
nal, one group member goes to the closest bag and picks out a piece of paper with the challenge
on it. Once the group has performed the challenge they start moving around the space again.
Indicate how the students are to move in between tasks. Some examples of tasks may include:
– five line jumps
– stand up and sit down five times
– patty cake in a group for 20 seconds
– a group pose
– yell “we are healthy” three times
– perform “Ring Around the Rosie” two times
– five jumping jacks
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– ten arm circles both ways

– seat walk across the space
– make the shape of a letter with the groups’ bodies
– dance a jig for 20 seconds
– row across the space in a group boat
• The students can generate new tasks to be added to the bags.

D) Cool-Down/Wrap-Up
• Germ Handshake . The students spread out the playing space with their eyes closed. The
teacher secretly chooses one of the students to be the “sick” player. The students will move
around the space shaking hands with all the students in the space. The “sick” player will squeeze
the hands of the rest of the players so they know they have been exposed to the sickness. When
“healthy” players have had their hands squeezed they wait five seconds before they pretend to
sneeze, cough, lay down and begin to stretch. If a healthy player thinks they know the identity of
the “sick” player they can put up their hand to tell the rest of the class. If the player is right, a
new game begins. If they are wrong they become “sick” and lie down too. All students finish by
lying down, and stretching arms, legs and bodies.
• Discuss the four levels of self-assessment for participation. Describe what it means by holding up
one finger, two fingers, etc. Establish the four levels using the active participation rubric: 1– I
participated actively with constant encouragement. 2 – I participated actively with occasional
encouragement. 3 – I participated actively with no encouragement. 4 – I participated actively in a
way that encourages others to participate. Direct the students to hold up the number of fingers
corresponding to the level that they feel they are at today.

Extension
• Hospital . Five students are chosen as the “Its.” The students move around the space trying to
avoid the “Its.” If students are tagged they must put their hand on the spot that was touched. If
the students are tagged a second time they must use the other hand to hold the spot that was
touched by the “It.” If students are tagged a third time, they go to the hospital (centre of the
room) and perform a fitness activity, e.g., stand up, sit down five times then rejoin the game.

Notes to Teacher
• The theme in this lesson can be linked to Growth and Development section of the Health
curriculum regarding the spread of germs.
• Each task could be discussed ahead of time or allow the students to experiment and then go
through them afterwards to see how the groups performed the tasks.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Unit 7 Appendix A: Getting Strong and Healthy Cards
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UNIT 7 Cooperative Games

Sub-Task #3 Large Group Games

Facility
Gymnasium or multi-purpose room

Materials
Pinnies or something to indicate groups
Pylons
Music

Description
The students continue to practise their fair play and cooperation skills while participating vigorously
in group games and activities.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program

(e.g., individual and group activities, dancing to music,
cooperative games).
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of students’ behaviour related to cooperating with
others using the social skills rubric (Grade 2 Appendix H) in conjunction with an anecdotal
observational recording chart (Grade 2 Appendix N).
• Formative/Ongoing – Self-assessment of vigorous participation using a four finger rubric. (See
participation rubric Grade 2 Appendix G for indicators.)
7
Teaching/Learning Strategies

A) Warm-Up
• Are You Full Of Beans? Students find a space with a partner. Partners remain connected as
they act out these types of beans:
– Baked beans – make a small shape with your bodies.
– Broad beans – make a wide stretched out shape with your bodies.
– String beans – make a tall stringy shape with your bodies.
– Jumping beans – make your beans jump!
– Runner beans – run on the spot with your partner.
– Chili beans – shiver and shake with your partner.
– Jelly beans – wobble and shake like Jell-O with your partner.
– French beans – do the can-can attached to your partner.
– Lima beans – make a fat and thin shape together.
– Beans in the pot – variety of movements from groups to show all the beans they know.
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B) Skill Development
• Remind students to think about others when working with partners or in groups.
• Closest Corner . The students move in a variety of ways to the music. When the music stops, the
students move to the closest pylon near a corner and make a group pose. When the music
resumes, the students continue to move in the ways indicated by the teacher. Students can also
make suggestions. Each time the music stops, the students move to the closest pylon. Repeat sev-
eral times.
• Colour Catchers . Divide students into four groups. Students go to the four corners of the play-
ing space. Use cones to indicate the area close to the corners. Give students pinnies or pieces of
paper to indicate their colour. On the signal, the students move around the playing space. Call
out a colour (e.g., red). The students who are in the red group are the “Its” and have one
minute to tag as many of the other colours as possible. When colours get caught by the “Its” they
return to their corner and start a pose. Every time players get caught they add to their group’s
pose. This game is repeated with a new colour as the “Its.” Be sure to give all groups a turn as
the “Its.”

C) Skill Application

• Sleeping Snake . Choose one student to be the “snake” and stand inside a circle in the middle
of the playing area. The other students are “mice,” and try to avoid being caught by the “snake.”
When the music plays, the “snake” falls asleep and the “mice” are hypnotized into moving as
close as they can to the “snakepit” (hoop). When the music stops, the “snake” wakes up and
starts catching as many “mice” as possible. The “mice” must move back to their original corner
and make a group circle around the pylon. The “mice” are not safe from the “snake” until the
group is in a circle around the pylon. If “mice” are caught they become a “snake” and must help
catch other “mice.” The “snake” “sleeps” standing up and cannot move until the music is turned
on. Once the “mice” are circling the pylon, the “snakes” go back to the middle of the playing
space and the game continues. When there are many more “snakes” then “mice,” restart the
game with a new “snake” in the middle.

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D) Cool-Down/Wrap-Up
• Snake Shapes . Divide the students into four groups. All the students in the groups have turned
into snakes. Each group must use all its members to create a shape that resembles one big snake.
• Students assess their participation using a four finger rubric (See Sub-Task #2).

Extension

• Sleeping Snake II . The game is played the same as the original version except the snakes and
mice must move in different ways. Every time the music resumes, the movement changes,
e.g., skipping, galloping, hopping, etc.

Notes to Teacher
• Never use walls or corners for stopping points in a game. Use a cone or lines in the gymnasium
as points for stopping.
• Remind students about safe tagging practices, e.g., just touching, not hitting.
• Before activities begin, reinforce fair play in games and activities.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart

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UNIT 7 Cooperative Games

Sub-Task #4 Hoop Activities

Facility
Gymnasium or multi-purpose room
A large area outside

Materials
Hoops for every student

Description
The students practise listening, staying on task and cooperating with others while participating in
hoop activities.

Expectation Code Learning Expectation

2p34 Stay on task, follow instructions, pay attention and see tasks
through to completion.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of fair play and cooperation using fair play, coopera-
tion and activity etiquette sections of the social skills rubric (Grade 2 Appendix H).
• Formative/Ongoing– Self-assessment of listening, following instructions and staying on task by
moving to different designated areas of the playing space to rate self (see Participation rubric
Grade 2 Appendix G for indicators).

Teaching/Learning Strategies

A) Warm-Up
• Before starting the activities with the hoops, remind the students of the rules for this equipment.
(e.g., students need their own space when using the hoops, watch out for other people’s space,
keep hoops still when the instructions are being given, avoid bending the hoops)
• Students use a hoop to develop travelling pathways around a hoop. Challenge students to explore
on their own and offer other challenges for students:
– Can you tiptoe around your hoop?
– Can you jump over your hoop?
– Can you jump through your hoop on the floor?
– Can you slide step around your hoop?
– Can you march backwards around your hoop?
– Can you skip over your hoop?
– Can you hop through your hoop?

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B) Skill Development
• Hoop Tricks . In partners, students try some hoop challenges, such as:
– Rolling it to your partner.
– Spinning it for your partner and having them jump inside without hitting the hoop.
– Rolling it to your partner who jumps through it without touching the hoop.
• Students can also make up their own challenges. Select some students to demonstrate
their challenges.
• Leaping Lizards! : Divide students into teams of four or five with each student holding a hoop.
They line up in teams at the end of the playing space. The first students in line stand inside their
hoops and jump forward as far as possible while holding a hoop. The next student stands in front
of them and jumps forward with their hoop. They repeat the pattern jumping to the other side.

C) Skill Application

Find the Island

• Scatter hoops throughout the gymnasium area, not touching the lines on the floor.
• A pair of students link arms and they are a ship. The lines are the shipping lanes and the hoops
are the islands.
• Students travel in pairs in the shipping lanes. If they come to another ship, one of them backs up
to another intersecting line in order to get past each other. Encourage students to cooperate and
take turns being the team to back up. Students stay on the lines at all times.
• When the teacher calls, “Overboard!” The pairs swim to a hoop and huddle together
to keep warm.

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• Encourage students to help each other solve some challenges. The students decide together in
their groups what these challenges will look like and how to act them out:
– Gather coconuts to eat.
– Sway in the breeze.
– Swing through the trees like the monkeys.
– Fish for food.
– Watch for the rescue boat.
– Sleep while someone watches.
– Swim to the rescue boat when teacher indicates, “Ship Ahoy!”
– When the students are “rescued” they find their partners and continue travelling in the
shipping lanes again and repeat the activity.

D) Cool-Down/Wrap-Up
• Slow Hoop Tricks . Students lie on the floor with their hoop over top of them in their hands.
They move the hoop around their head. They curl up like a ball in the hoop. They hold the hoop
with their feet in the air.
• Discuss four levels of self-assessment for paying attention and following instructions. Designate
different areas of the playing space levels 1, 2, 3and 4. Establish the four levels using the social
skills rubric: 1 – I need help and reminders to pay attention, follow instructions and stay on task.
2 – I sometimes pay attention, follow instructions, and stay on task. 3 – I pay attention, follow
instructions and stay on task. 4 – I always pay attention, follow instructions and stay on task.
Direct the students to stand in the area of the playing space corresponding to the level at which
they feel they paid attention and followed instructions.

Extension

• Come Join With Me . Place six hoops in the playing space. Students move about the area to the
music in the manner indicated by the teacher (e.g., jumping jacks, marching, tiptoes). When
music stops, students listen to the number called by the teacher and they gather in the available
hoops in the number indicated.

Notes to Teacher
• Remind students to work cooperatively when in their groups.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1– 8)

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UNIT 7 Cooperative Games

Sub-Task #5 Relays
Facility
Gymnasium or multi-purpose room
A large area outside

Materials
Small utility balls
Hoops

Description
The students practise cooperation and fair play skills while participating actively in relay activities.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program

(e.g., individual and group activities, dancing to music,
cooperative games).
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of students’ behaviour related to cooperating with
others using the social skills rubric (Grade 2 Appendix H) in conjunction with an anecdotal
observational recording chart (Grade 2 Appendix N).
• Formative/Ongoing – Self-assessment of vigorous participation using a four finger rubric. (See
participation rubric Grade 2 Appendix G for indicators.)
7
Teaching/Learning Strategies

A) Warm-Up
Human Balls
• Students spread out around the playing space.
• Remind students of levels that a ball can bounce, e.g., high, low, medium.
• Students watch the teacher’s hand, and pretend to be balls, bouncing at the height indicated.
• Discuss speed of a ball, e.g., slow, fast, medium.
• Students watch the teacher’s hand, and they bounce at the speed indicated (thumb up = fast,
thumb down = slow, thumb in the middle = medium).
• The students bounce on the spot first, and then begin to move around the room, bouncing
as they go.
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B) Skill Development
• Simple Relays . Students work in small groups and line up at one end of the playing space.
Encourage students to work together and support all teams during the relays.
• Around and Around the Cone . The first group members travels across the playing space to
the pylon in front of their team. These players run around the pylon three times before returning
to the team. Students take turns following the first person.
• Hoop the Pylon . Students roll their hoops around the pylons at the other end of the playing
space. The players will repeat this process one at a time until the whole team has participated.
• One in the Hoop Relay .

One team member stands inside the hoop while the rest of the team puts one hand on the hoop to
hold it in place. On the signal, the whole group starts speed walking while holding on to the hoop
with one team member still in the centre. The group walks down to the other end of the playing
space, around the pylon and back again. Repeat until every member of the team has been in the
centre. The team is careful not to pull the student in the hoop when they are moving. Challenge the
group to move the hoop forward without it touching the person standing in the hoop.

C) Skill Application
• Over and Under Relay . Divide the students into groups of five. Each group lines up across the
playing space. The first players in line starts with the utility ball, and passes the ball back over
their head using two hands. The next players pass the ball through their legs with two hands.
Students continue this over the head, though the legs pattern until it gets to the final player in
line. The last person receives the ball and runs to the front of the line and starts the pattern
again.
• Over and Under Relay with Two Large Groups . Divide the class into two groups. Repeat the
Over and Under activity. Once the end person receives the ball, s/he runs to the front and the
whole group freezes with their hands on their heads. The students can try timing themselves to
set a group record.
• Over and Under with One Large Group . The class spreads out across the playing space in
one long line. The students do the over/under pattern down the entire line. When the end person
receives the ball he comes to the front of the line and freezes. Repeat and time each attempt to
try to improve.

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D) Cool-Down/Wrap-Up
• Pass the Tap . Students sit in a circle with palms up and their right hands resting on top of
their right neighbour’s left hand. On a signal, the starter uses the right hand to tap the
neighbour to their left on the right hand, and so it continues around the circle until it reaches
the starting point.
• Teacher may time the rounds and encourage them to improve their time.
• Students pass a stretch around the circle, with the first person doing a stretch and others follow-
ing until the stretch reaches the last person. Students hold the stretch until the next stretch is sent
around the circle.
• Students assess their participation using a four finger rubric (See Sub-Task #2).

Extension

• Over and Under II . The students try to do the over/under passing in groups with some new
challenges added (e.g., eyes closed, one hand, elbows).

Notes to Teacher
• Continue to encourage students to work together as a group and to respect the abilities of every-
one in the group
• When doing relays, use small groups so students have more opportunities to be active.
• Relays can be continuous. Students continue pattern of activity until new pattern is called, instead
of stopping when each person has had a turn.
• During the relays old hoops may be used as there is a possibility of them bending during
the activities.

Appendices 7
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart

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UNIT 7 Cooperative Games

Sub-Task #6 Partner and Group Challenges

Facility
Gymnasium or multi-purpose room
A large area outside

Materials
Four long skipping ropes

Description
The students practise their cooperation and communication skills while participating in partner and
group challenges.

Expectation Code Learning Expectation

2p40 Demonstrate appropriate interpersonal skills and respectful

behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.
2p41 Provide help to and ask for help from group members.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of students’ behaviour related to providing help and
asking help from others using the social skills rubric (Grade 2 Appendix H) in conjunction with
an anecdotal observational recording chart (Grade 2 Appendix N).
• Formative/Ongoing – Peer assessment of fair play and cooperation skills using the
Cooperation/Fair Play Assessment (Grade 2 Appendix O-8).

Teaching/Learning Strategies

A) Warm-Up
• Circle Warm-Up . Students stand in a circle with one student in the middle. The centre student
leads a warm-up activity (e.g., arm circles, shoulder shrugs). Continue choosing different stu-
dents to lead a warm-up until the whole body has been exercised. Cue the students to what parts
of the body need to be moved. Remind students that they need to gradually increase their heart
rate and get their bodies ready for more vigorous activity.

B) Skill Development
• Emphasize the importance of effective communication and listening to the other members
of the group.
• Partner Pull-Ups . Partners sit on the ground facing each other with knees bent and toes touch-
ing. They grasp hands, keep toes touching and pull each other up together. Students may try to
lower themselves using the same process.
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• Shape Makers . Divide the students into four equal groups. Show the groups a picture of a sim-
ple shape (e.g., triangle, square). Students work together in their group to make that shape with
their bodies. Encourage students to create challenges, making more difficult shapes.

C) Skill Application
• Can We Make It? Divide students into four equal groups and give one long skipping rope to
each team. The students use the long rope to make a large circle and then stand inside the space.
They double the rope and make a smaller circle and try to stand in the space. They continue to
make the space smaller and see what kind of solutions they can develop to solve their problem
and fit into the space.
• Everybody On!

Divide students into four equal groups and give each team one long skipping rope. Students receive
eight different shapes to make with the rope. See Unit 7 Appendix B for sample shapes. Students
make the shape with the rope and stand on it, covering the shape. They try to use their bodies to
cover the rope completely. Encourage everyone to contribute to the formation of the shapes.

D) Cool-Down/Wrap-Up

Line Up
• Students line up in order of who has the longest hair. The line goes from the shortest hair at the
front to longest hair at the back. Students do this with little verbal communication as possible.

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• Group stretch – Standing in the line, the students stretch forward, up and backward. Students
lunge forward and stretch legs. Students hold stretches for 15-30 seconds.
• Hand out and discuss the Cooperation and Fair Play Peer Assessment Sheet. Describe what each
level looks like so that students may make an adequate assessment of their partners. The students
will put the name of their partner on the top of the sheet and the date with their initials beside
the level that best describes their partner’s performance that day.

Extension

• Get Up Backwar d. Partners stand back to back. Both partners gradually move the feet forward;
leaning against each other’s back until they are in a sitting position. Students press against each
other’s back to rise up to the starting position.
• Try the same activity with three people.

Notes to Teacher
• Remind students to work carefully when doing the standing and sitting exercises with a partner.
Students need to communicate and work together without pulling or pushing their partner.

Appendices
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix O-8: Co-operation and Fair Play (Peer Assessment Tool)
Unit 7 Appendix B: Rope Shapes

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UNIT 7 Cooperative Games

Sub-Task #7 Reintroduction to
Parachute Activities
Facility
Gymnasium or multi-purpose room
A large open space outdoors

Materials
A beanbag (preferably yellow)
Parachute
A variety of sizes of balls

Description
Students will work cooperatively and respectfully while participating safely in games and activities
using the parachute.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment

and facilities.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of students’ behaviour related to cooperating and
demonstrating respect for others using the social skills rubric (Grade 2 Appendix H) in conjunc-
tion with an anecdotal observational recording chart (Grade 2 Appendix N).
• Formative/Ongoing – Self-assessment of attention to safety procedures using a thumbs- 7
up/thumbs-down rating. (See safety rubric Grade 2 Appendix I for indicators.)

Teaching/Learning Strategies

A) Warm-Up
• Parachute Review . Remind how to move to the parachute, where and how to stand, proper
grip. Remind students of the importance of cooperating and doing the activities together. The
parachute is not effective if students work independently.
• Row Boat . The students sit on the floor. They bring their knees up and put the parachute to their
feet, then stretch their legs out and lean back against the parachute (in a rowing action).
Students sing, “Row, Row, Row Your Boat” while they reach forward and back. The students can
make up other actions for the song incorporating the parachute.

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B) Skill Development/Application
• KABOOM . Review how to inflate the parachute before beginning this activity. The students put
the parachute to their feet. On the signal, the students lift the parachute over their head and take
one giant step towards the circle. They quickly lie down on the ground and pull the parachute
around their heads, so their legs are out and their heads are looking in. Students keep an eye on
the center of the parachute. The students wait for the centre of the parachute to touch the floor
and all together shout, “KABOOM”!
• Gold Rush . Number students from one to four (or more). Place one (yellow) beanbag under-
neath the parachute. On the signal, the students inflate the parachute while the teacher calls one of
the numbers. Those students run clockwise around the parachute until they get to the space where
they started. The students run through their space underneath the parachute, put their foot on the
“gold” then return to their spot before the parachute hits the ground. Repeat, calling a new num-
ber each time. Remind students to keep their heads up and to watch out for other runners.
• Ball Pop . Put a number of balls, varying in size and weight, on the parachute. The students try to
shake as many balls as they can off the parachute. Repeat. Students discuss and experiment with
other techniques for getting the balls off the parachute. Choose four or five students for a clean
up crew. They put the balls back on the parachute at the end of each round.

C) Cool-Down/Wrap-Up

Follow the Leader

• Choose one student to be the leader. Using the parachute, the leader performs a variety of move-
ments to gradually cool down (e.g., walk on the spot, lift and lower the parachute, gentle leg
kicks, neck rolls (forward), shoulder rolls, lunge stretch) and the rest of the class follows.
Rotate the leader.
• Ask the students questions regarding safety practices, so students can assess their performance
e.g., “Did you play safely?” “Did you use the equipment safely?” Students use a thumbs-
up/thumbs-down rating to answer questions.

Extension
• Review and play games that students learned in grade one:
• “Mountain of Air” : Students inflate the parachute, bringing arms down quickly and kneeling on
the edge of the parachute. Choose a few students to “climb” forward onto the parachute to
deflate the “mountain.” Repeat choosing different students to “climb” onto the parachute. Make
sure everyone gets a chance to deflate the “mountain.”
• Parachute Stor m. Students demonstrate different types of waves, for example, calm tiny waves,
slow rolling waves and storm waves. The teacher calls the type of wave, and students work
together to create them. Call the type of waves faster to increase the students’ heart rate.

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Notes to Teacher
• Review the procedures for the parachute before starting.
• Remind students of the expectations for the parachute and the importance of working together.
• Students should remove shoes before climbing on the “Mountain of Air.”

Appendices
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart

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UNIT 7 Cooperative Games

Sub-Task #8 More Parachute Activities

Facility
Gymnasium or multi-purpose room
A large area outdoors

Materials
Parachute
A variety of balls

Description
Students use the parachute to practise cooperation and respectful behaviour through games
and activities.

Expectation Code Learning Expectation

2p34 Stay on task, follow instructions, pay attention and see tasks
through to completion.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing - Teacher assessment of students’ behaviour related to paying attention and
staying on task using the participation rubric (Grade 2 Appendix G) in conjunction with an anec-
dotal observational recording chart (Grade 2 Appendix N).
• Formative/Ongoing– Peer assessment of cooperation by peer discussion (See social skills rubric
Grade 2 Appendix H for indicators.)

Teaching/Learning Strategies

A) Warm-Up
• Popcor n. Review this activity from Grade 1. Students practise shaking the parachute vigorously
(machine is warming up). Toss several lightweight balls into the centre of the parachute.
Students shake the parachute up and down, giving it the appearance of popping corn. Assign a
couple of students to retrieve balls that fall off and to throw them back into the “machine.” The
students try shaking the parachute at different speeds.

B) Skill Development/Application

• Remind students to listen and cooperate when using the parachute.

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• Birthday Switch . Number students from one to four (or more). On the signal, students inflate
the parachute. Call out a month of the year. Any student who has a birthday in that month runs
underneath the parachute and finds a new spot before it deflates. Call out all the months of the
year (two or three months at once ) to give all the students a chance. Remind students to keep
their heads up and to watch out for other runners.
• Under the Sea . Students sit on the ground with the parachute at waist level. Choose one student
go under the parachute and begin as the “mermaid.” The rest of the class gently shakes the para-
chute, making waves. The “mermaid” moves around, tapping students on the toes. When tapped,
students slip under the parachute and become another mermaid who taps other toes. When there
are not enough students to shake the parachute, begin again with the students who did not have a
chance to be mermaids.
• Mouse Trap . Number students one and two. On the signal, the students inflate the parachute
while the teacher calls a number. The students called let go of the parachute and begin weaving
around those still holding the parachute. When the teacher calls “snap,” the students holding the
parachute pull it down very quickly. Students try to move quickly so they are not caught under-
neath. Repeat, giving both groups a turn.

C) Cool-Down/Wrap-Up

• Camping Trip .

The students make a tent by bringing the parachute to their feet and lifting it above their heads
on the count of three. The students take one giant step towards the center, pull the parachute
down, and sit on the edge of it to trap the air inside. While underneath students each try to name
something needed for the camping trip before the tent deflates.
• Lead students in full body stretches with the parachute as they cool down. Stretch body from
head to toe (See Grade 2 Appendix A).
• With peers, students discuss examples of good cooperation they noticed during class.

Extension
• Review and play parachute games that were learned in the previous lessons,
e.g., Gold Rush or KABOOM.
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Notes to Teacher
• Review of the games is necessary to give students an opportunity to improve and
demonstrate knowledge.
• Encourage students to shake the parachute, keeping it low during the Under the Sea game, so
they can watch the faces of other students as they get tapped and “pulled under” by the mermaid.
• Remind students not to pull down the parachute too hard during the Mouse Trap game.
• When students make a “tent,” health or safety concepts can be reviewed. Ask students questions.
See how many questions they can answer before the parachute deflates.

Appendices
Grade 2 Appendix A: Safe Stretching
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart

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UNIT 7 Cooperative Games

Sub-Task #9 Even More Parachute Activities

Facility
Gymnasium or multi-purpose room
A large space outdoors

Materials
Parachute
A variety of balls

Description
Students work cooperatively and respectfully while engaging in a variety of games and activities with
the parachute.

Expectation Code Learning Expectation

2p34 Stay on task, follow instructions, pay attention and see tasks
through to completion.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of fair play and cooperation using fair play, coopera-
tion and activity etiquette sections of the social skills rubric (Grade 2 Appendix H).
• Formative/Ongoing – Self-assessment of listening, following instructions and staying on task by
moving to different designated areas of the playing space to rate self (See Participation rubric
Grade 2 Appendix G for indicators.)

Teaching/Learning Strategies
7
A) Warm-Up
• Circle Up . Students hold the parachute with one hand. Students start walking in a clockwise
direction while keeping the parachute in the same space in the room. The teacher varies the type
and speed of the movement (e.g., skip, gallop, jog). The students change directions, placing the
opposite hand on the parachute and moving in a counter-clockwise direction. Add arms to the
movement, with the whole class bringing them up and down together.

B) Skill Development/Application
• Fitness Switch . Number students from one to four (or more). On the signal, the students inflate
the parachute while the teacher calls a number and a fitness activity. The students called run
underneath the parachute, perform the fitness task (e.g., five jumping jacks, five crunches etc.)
and find a new place on the parachute before it deflates. Change the number and fitness task
each time.
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• Snake in the Grass . Number students from one to four (or more). Choose one student to be
the “Snake.” Snakes move on their bellies underneath the parachute. The rest of the class stands
up and holds the parachute. On the signal, the students start shaking the parachute while the
teacher calls out a number. The students called go underneath and move quickly to find a new
space on the other side of the parachute while trying not to be tagged by the “Snake.” Quickly
choose a new student to be the snake each time. Remind students to keep their heads up and to
watch out for other students.
• Cat and Mouse . Choose several students to be “mice” and a few students to be “cats.” The
“mice” go underneath the parachute and stay as low as they can. The “cats” go on top of the
parachute and crawl around trying to find the “mice.” The other students shake the parachute to
help conceal the “mice.” If a “cat” catches a “mouse,” the “mouse” comes out from underneath
the parachute right away and works with the rest of the class to shake the parachute. The “cats”
must be very careful to stay on their hands and knees and move carefully so they just touch the
mice, they do not lie or step on them. Choose new students to be the “cats” and “mice.”
Encourage students to shake the parachute vigorously to conceal the location of the mice. The
students should not tell the “cats” where the “mice” are located.

C) Cool-Down/Wrap-Up
• Walk and Cool Down . Students walk in a circle, holding the parachute. Students lift the para-
chute up and down with each hand and both hands as they stretch and cool down.
• Review the four levels of self-assessment for paying attention and following instructions and asks
students to move to four different spots in the gymnasium which reflect how they felt about their
listening skills during class.

Extension
• Review and play parachute games from previous lessons, e.g., Mousetrap, or Under the Sea.

Notes to Teacher
• Review proper tagging procedures and spatial awareness when underneath the parachute.
• During the Cat and Mouse game the students must not be rough when they are on the parachute.
Students must stay on hands and knees (no standing).

Appendices
Grade 2 Appendix G Participation Rubric (Getting Assessment Right: HPE: Grades 1 – 8)
Grade 2 Appendix H Social Skills Rubric (Getting Assessment Right: HPE: Grades 1 – 8)

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Getting Strong and Healthy Cards

Expand and cut up cards. Add your own.

Five line Stand up and

jumps sit down five
times

Patty cake in Make a

a group for group pose
20 seconds

Yell “we are Perform “Ring

healthy” Around the
three times Rosie” two times

Five jumping Ten arm

jacks circles both
ways

Seat walk Make the shape 7

across the of a letter with
space the groups’ bodies

Dance a Row across the space in a group boat

jig for 20
seconds

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Rope Shapes
Use the following shapes for Sub-Task #6. Provide pencils and paper
so students can create their own shapes.

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UNIT Winter Activities

OVERVIEW
8 Duration
Description
3 Sub-Tasks

The focus of this unit is on being active and working well with others while participating in winter
activities. Students will have a chance to try winter relay and tag games, sculpture, team games and
playday activities.

Sub-Task Title Expectation Code

1. Relay and Tag Games 2p31, 2p33

2. Building Sculptures 2p34, 2p40
3. Winter Playday Activities 2p30, 2p34, 2p40

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Formative/Ongoing – Teacher assessment of vigorous participation using participation rubric.
• Formative/Ongoing – Teacher assessment of listening and interpersonal skills using
social skills rubric.
Formative/Ongoing – Student self-assessment of social skills using snow fort assessment.
• Formative/Ongoing – Student self-assessment of readiness to participate using a thumbs-
up/thumbs-down rating.
• Formative/Ongoing – Peer assessment of attention to safety procedures using peer feedback at
activity stations.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their school board’s safety policy. Please see overview page on safety, and
detailed information in safety guidelines.
8
• Students have participated in locomotor games in beginning of the year, so they understand how
to chase and tag others properly.
• Students understand about proper attire for the gymnasium and must be prepared for participat-
ing outside. Students should wear a hat and sunscreen and appropriate winter clothing when
going outdoors. Scarves should be tucked in.
• Students understand safety expectations for the gymnasium. Rules will be similar outside.
• Students should have knowledge of classroom routines.
• Students demonstrate respectful behaviour to peers through fair play, manners and cooperation.

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Notes to Teacher
• Many indoor lessons can be adapted to be used outdoors.
• Make an assessment chart in the shape of a snow fort. Level 1 a few snowballs, Level 2 – a wall is
formed, Level 3 – sides are formed, Level 4 – the fort is complete with accessories such as a flag,
windows, and a tunnel.
• Discuss safety for the new environment prior to going outside. Students should tuck in scarves,
cover all extremities and dress appropriately. Check play area for condition. Do not play running
games on icy areas.
• Clearly establish boundaries before the activity or game begins.
• A first-aid kit should be on hand when going outside in case of emergency.
• Organize equipment needed for the lesson in advance.

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UNIT 8 Winter Activities

Sub-Task #1 Relay and Tag Games

Facility
Outdoor schoolyard

Materials
6 –7 heavy duty garbage bags
Tempera paint in squirt bottles

Description
Students play small group games and work as a team in a snowy area of the schoolyard.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games).
2p33 Display readiness to participate in the instructional program
(e.g., taking out and putting away equipment, joining in readily,
wearing appropriate clothing, and applying sun protection
when necessary).

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing – Teacher assessment of vigorous participation using participation rubric
(Grade 2 Appendix G)

Formative/Ongoing – Student self-assessment of readiness to participate using a thumbs-up/thumbs-

down rating.

Teaching/Learning Strategies

A) Warm-Up
• Students assess their “Readiness to participate” using a thumbs-up/thumbs-down rating. Ask stu-
dents if they are ready with coats done up, hats on, boots on, ready to listen and ready to move. 8
• Students move around the yard area to warm up. Encourage students to be creative and to move
in different ways. Provide students with extra challenges. Ask students to show:
– a snowflake
– a blizzard
– an icicle
– the abominable snowman
– a hockey stick
– a down hill skier
– a Zamboni

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B) Skill Development

• Divide students into groups of four or five. Give each team a heavy duty garbage bag. One player
sits on the bag and the other players pull the player around a pylon and return them to the line.
Teams take turns pulling each student up the trail and around the pylon.

C) Skill Application
Snowball
• Students work in their teams of four or five, and play with another team. Mark a circle in the
snow with tempera paint for each team, on opposite sides of the field. On a signal, the two teams
work to place snowballs in the opponent’s circle. One player from the each team may guard the
circle to try to prevent snowballs from being placed in the circle. If the player guarding touches a
student putting a snowball in the circle, the student must go back to his/her own side and try to
approach again. Snowballs must be placed in the circle, not thrown. To make snowballs, the
team gathers snow from their own side of the line.

Drown the Fir e

• Students work together to cover up the paint in their own team’s end. Students try to cover their
circle as quickly and as completely as they can.

D) Cool-Down/Wrap-Up
Winter Sport Stretch
• Students move around the yard within boundaries. Call out “sport stretch” and students stretch a
part of their body doing a stretch that a winter athlete (e.g., cross-country skier, luge athlete, fig-
ure skater, speedskater). Challenge students to guess what sport other students have chosen.

Extension
• Play snowball in groups of four or five, but instead of playing with one team against one other,
divide the field into as many sections as there are teams, and all teams play against each other.
Students can work to place snowballs in any circles.

Notes to Teacher
• Put tempera paint in squirt bottles and thin with water to use to mark the snow.

Appendix
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
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UNIT 8 Winter Activities

Sub-Task #2 Building Sculptures

Facility
Outdoor schoolyard

Materials
Scoops, shovels, liquid tempera

Description
Students work cooperatively to create snowball sculptures.

Expectation Code Learning Expectation

2p34 Stay on task, follow instructions, pay attention, and see tasks
through to completion.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, cooperating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of listening and interpersonal skills using social skills
rubric (Grade 2 Appendix H)

Teaching/Learning Strategies

A) Warm-Up

Snowball Shuffle
• Students work with a partner, moving from one side of the playground to the other. Each
partner works to make snowballs one at a time, then carry them across the playground to their
partner’s side. Partners move continuously, making snowballs and adding to each other’s supply
of snowballs.
8
B) Skill Development

• Discuss the formation of snowball sculptures. Students work in small groups to gather snow,
make snowballs, plan a figure and shape the figure. Students brainstorm the kinds of figures or
structures they could make.
• Students work cooperatively to build a snow figure.

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C) Skill Application

• Students work in different areas of the field to create their snowball sculpture. Students use tem-
pera paint in squirt bottles to decorate. Challenge students to use only snowballs to create their
structures. They can use balls of several different sizes.
• Call out “Tour Break.” Students stop working to tour and observe other sculptures. Challenge
students to move a different way between every sculpture.

D) Cool-Down/Wrap-Up

• Students make their bodies into snowball shapes in a variety of sizes. Students crouch down to
make round shapes with their arms and make large round shapes with their whole body.

Extension
• Challenge students to make a class sculpture using snowballs.

Notes to Teacher
• Remind students not to throw snowballs. Snowballs are being used for building.
• Taking a “Tour Break” when building sculptures will help keep students warm and get them to
move vigorously. Students can share ideas with other groups when touring. Groups may all tour
at once or they may go one at a time.

Appendix
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)

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UNIT 8 Winter Activities

Sub-Task #3 Winter Playday Activities

Facility
Outdoor schoolyard

Materials
Station #1: many ping-pong balls (50)
Station #2: 2 utility balls, 10 pylons
Station #3: 2 spoons, 4 pylons, 2 whiffle balls
Station #4: 4 pylons
Station #5: hoops hanging from soccer crossbar, 4 white air balls
Station #6: 2 sets of winter clothing, 2 chairs

Description
Students participate in an outdoor winter playday moving through a variety of games and activities
with a team.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment,

and facilities.
2p34 Stay on task, follow instructions, pay attention, and see tasks
through to completion.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of listening skills and following instructions using
social skills rubric (Grade 2 Appendix H).
• Formative/Ongoing – Student self-assessment of interpersonal skills using snow fort assessment.
• Formative/Ongoing – Peer assessment of attention to safety procedures using peer feedback at
activity stations. 8
Teaching/Learning Strategies

A) Warm-Up

Station Tour – Walk around the field visiting each station. Explain each station briefly. Lead the
students between each station moving like a different winter animal (e.g., snow hare, polar bear,
seal, deer in the snow, fox, snowy owl).

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B) Skill Development

Winter Playday
• See notes to teacher for things to consider “prior to the event.”
• Divide students between stations. Allot five to ten minutes at each station with travel time between
each station. Use a loud whistle or bell to indicate the time to rotate.
• Each group creates a cheer to support their team.

C) Skill Application

Winter Activity Day Games

At each station, students check for safety, reinforcing guidelines for each other.

Station #1: Ping-Pong Pick-Up

Materials: many ping-pong balls
• Scatter ping-pong balls in the snow. Students work to collect as many ping-pong balls as they can.
Variation: assign two people per team as “collectors.” Only those students can pick up the ping-
pong balls. Others find them and call their team name to signal their collector to come for a
pick-up.

Station #2: Foot Slalom

Materials: 2 utility balls, 10 pylons

• Students use their feet to move a ball around the pylons. Set two lines of pylons so two students
can move at one time.

Station #3: Snowball on a Spoon

Materials: 2 spoons, 4 pylons, 2 whiffle balls
• Students do a mini relay race with their team, shuttling a whiffle ball on a spoon around a pylon
and back. Students pass the spoon and ball to the next team member who runs the course.

Station #4: Rabbit Race

Materials: 4 pylons
• Students take turns hopping to a pylon and back. Students try hopping on one foot, the other
foot, both feet and with their arms up for ears. Students can make up names for their different
types of hopping.
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Station #5: Targets in the Wind

Materials: 2 hoops hanging from soccer crossbar, 4 white air balls
• Hang hoops from soccer crossbar. Students take turns throwing balls through the hoops.
Encourage students to increase the challenge by stepping back and by swinging the hoops slightly
so they have to throw at a moving target.

Station #6: Dress and Go

Materials: 2 sets of winter clothing, 2 chairs
• Students work in teams, one at a time to put on an extra set of winter clothing on top of their
winter clothes. Extra clothing may include an adult skidoo suit, hat, goggles, large mitts and a
vest. Team members help each person put on the clothes. Once dressed, the student runs to a
chair and back, then takes off the clothes to give to the next person. Students may race against
another team.

D) Cool-Down/Wrap-Up
• Lead a group stretch as students move inside. Stretch up, down and to both sides.
• Students assess their group work and respect for others after they go back to their class. Students
use a snow fort to represent their rating. Level 1 – a few snowballs, Level 2 – a wall is formed,
Level 3 – sides are formed, Level 4 – the fort is complete with accessories such as a flag,
windows, students inside, a tunnel. As students finish getting changed out of their winter clothes,
they take turns adjusting the snow fort to reflect their group work.

Extension
• Activity stations (e.g., snow dance station, snowball rolling and piling) could be added or stations
could be repeated.

Notes to Teacher
• Prior to the event, involve students in planning of the day. Some items for discussion may include
the focus of the event, choosing activities for the day from a list of possibilities, the goal of the
group and its members, and the steps needed to achieve goals. Students should know what group
they are in prior to the Winter Activity Day.
• Students could be divided into smaller groups and two groups can work at a station
at the same time.
8
• This activity, could be used for just one class, all the Grade 2 classes, or the primary division.
Activities could be done in class in two or three lessons.
• Ahead of time, do a visual check of equipment and facilities.
• Designate a teacher, older students or parent volunteer to supervise each activity.
• Reinforce the need for proper outdoor clothing.

Appendix
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
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UNIT Outdoor Activities

OVERVIEW
9 Duration
Description
6 Sub-Tasks

This unit will focus on locomotion/travelling skills, safety, readiness, active participation, interper-
sonal skills and goal setting while participating in outdoor games and activities. The development
activities are all designed to be a lead up to the large game, which is played during the application
section of the lessons. The final sub-task has been designed as a playday, which could include a
whole primary division or simply one class. Many of the skills involved in playing the activities and
games will have already been taught in the gymnasium, so this unit offers the opportunity to see the
students apply these skills in another setting. The teacher also has the chance to focus on the active
participation sections instead of the movement skills. The games will build upon the students’
knowledge from grade one, which allows for an increase in the level of difficulty.

Sub-Task Title Expectation Code

1. Moving and Tagging – Dragon’s Jewels 2p20, 2p30

2. Throwing and Catching Activities – SPUD 2p31, 2p33
3. Kicking and Dribbling – Circle Ball 2p31, 2p40
4. Throwing and Catching Activities – Bottle Ball 2p31, 2p33
5. Tagging Activities – Food Chain 2p20, 2p31
6. Warm Weather Playday 2p39

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:

Formative/Ongoing
• (Diagnostic) Teacher assessment of locomotor skills using an anecdotal observational recording
chart in conjunction with a locomotor skills checklist.
• Teacher assessment of vigorous participation using the participation rubric.
• Teacher assessment of students’ participation in group discussions and goal setting using the
social skills rubric in conjunction with an anecdotal observational recording chart.
• Teacher assessment of fair play using fair play and activity etiquette sections of the social
skills rubric. 9
• Student self-assessment of participation in group, goal setting, moving to different designated
areas of the field to rate self.
• Self-assessment of vigorous participation using a four finger rubric.
• Self-assessment of cooperation and fair play by moving to different designated areas of the field
to rate self.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. See overview section on safety, and detailed infor-
mation in safety guidelines.
• Students participated in locomotor games at the beginning of the year, so they understand how to
chase and tag properly.
• Students understand about proper attire for the gymnasium and must be prepared for
participating outside. Students should wear a hat and sunscreen when going outdoors.
• Students understand safety expectations for the gymnasium which will be similar to those
for outside.
• Students should have knowledge of classroom routines.
• Students should be able to travel using different pathways.
• Students should be able to follow instructions, pay attention and attempt new activities.
• Students should be able to work cooperatively with others.
• Students should be able to throw and catch balls and objects of various sizes.
• Students should be able to kick a stationary ball and dribble with the feet over a short distance.

Notes to Teacher
• Discuss safety for the outdoor environment prior to going outside.
• Clearly establish boundaries before the activity or game begins.
• A first-aid kit should be on hand when going outside in case of emergency.
• Organize all equipment needed for the lesson in advance.
• Review the signals and signs to stop and start.
• The lead up games will help the students develop the skills they need to play the larger games,
which are more advanced in nature.
• It is a very active unit and will give the teachers an opportunity to assess students’ vigorous par-
ticipation.
• The lessons build in their level of difficulty and complexity.
• There are some expectations that are ongoing throughout the course of the outdoor activities
unit. These include 2p30, 2p31, 2p33, 2p39, and 2p40. Some suggestions as to where and how
these expectations are to be assessed are in place on specific lessons, but the teacher may want
to develop a system for assessing these expectations that will be consistent throughout the year
and in every activity.

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UNIT 9 Outdoor Activities

Sub-Task #1 Moving and Tagging –

Dragon’s Jewels
Facility
A large area outdoors (field)

Materials
Rubber rings
Pinnies
Hoop

Description
Students practise travelling using a variety of pathways while participating vigorously in outdoor
games and activities.

Expectation Code Learning Expectation

2p20 Travel in a variety of ways, changing pathways and directions

(e.g., in creative dances from other countries).
2p30 Follow safety procedures related to physical activity, equipment,
and facilities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Self-assessment of safe participation using a four finger rubric. (See partici-
pation rubric Grade 2 Appendix I for indicators.)
• Formative/Ongoing– (Diagnostic) teacher assessment of locomotor skills using an anecdotal
observational recording chart (Grade 2 Appendix N) in conjunction with a locomotor skills
checklist (Unit 6 Appendix A).

Teaching/Learning Strategies

A) Warm-Up

Way to Go Tag
• Establish the boundaries before the activity begins. Choose five people to be “It.” Students move
quickly around the space trying to avoid being caught by “It.” If students are tagged they freeze in 9
place with one hand in the air and one hand sticking out. To get back into the game a “free”
player must shake the frozen person’s hand and say “way to go.” Rotate the “Its” and change the
way the students travel, (e.g., skip, gallop, run) gradually increasing speed as students warm up.

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B) Skill Development

Ring Pass
• Using the rubber rings, students practise throwing and catching in partners. Students can also
practise rolling, high throws, low throws and “ringing” an arm target.

Partner Relay
• Divide students into teams of eight, with half on one side of the field and rest on the other. The
first two students in each team link arms and run together towards the next set of partners. The
relay is continuous, with students stopping when they hear a signal. Continue relay with partners
moving in different ways (e.g., skipping, alternate hops, giant steps)

C) Skill Application

Dragon’s Jewels

• Establish the boundaries before the activity begins. Place a hoop in the centre of the space with a
number of rubber rings (or beanbags) inside. One student is chosen to be the dragon who
guards the jewels. There are also two guards outside the hoop to protect the jewels and help the
dragon. The rest of the students are all trying to get a jewel from the dragon. If a guard or the
dragon catches students, they freeze in place. Frozen players can get back into the game is if a
“free” player links arms with them. Once a “free” player links with a frozen player, together they
can move freely out of the area. Two players linked together cannot go in and try to steal the jew-
els, since linking is only used to save players. Students collect any jewels they manage to take
from the dragon. There can be cones to indicate how far the guards can go away from the drag-
on and the jewels. Rotate the guard positions often and select new students to be the dragon. Use
a marker to identify the dragon and guards (pinnies).

D) Cool-Down/Wrap-Up

Pass it Down
• Students stand in one giant line and try to pass a ring as quickly as they can to each player. When
the ring reaches the end than the last student runs to the front of the line and starts the passing
all over again. Add more rings to the activity.
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• Students pass a stretch down the line. The first person does a stretch, then the each person in
line follows until all students are doing the stretch. When the last person starts, the first person
begins a new stretch.
• Introduce the four levels of self-assessment for participation. Describe what it means by holding
up one finger, two fingers, etc. Explain the four levels using the active participation rubric: 1 – I
participated actively with constant encouragement. 2 – I participated actively with occasional
encouragement, 3 – I participated actively with no encouragement. 4 – I participated actively in a
way that encourages others to participate. Students hold up the number of fingers corresponding
to the level they feel they participated at today.

Extension
• Dragon’s Jewels can be played without the use of the two guards at the beginning when the
students are learning, or with more than two guards to make the game more challenging. A
second “dragon’s lair” with more jewels can also be added to the game.

Notes to Teacher
• Define the boundaries for each activity since the space may be much larger than the gymnasium.
• Make sure the area is safe for use (e.g., not too wet, not a lot of pot holes).
• Proper attire should be emphasized whenever going outside. Students should wear a hat
and sunscreen.
• Keep a first-aid kit nearby.

Appendices
Grade 2 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist

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UNIT 9 Outdoor Activities

Sub-Task #2 Throwing and Catching Activities –

SPUD
Facility
A large outdoor area (field)

Materials
Utility balls

Description
The students practise displaying readiness and vigorous participation while taking part in a variety of
outdoor games and activities.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games).
2p33 Displays readiness to participate in the instructional program
(e.g., taking out and putting equipment, joining readily, wearing
appropriate clothing, and applying sun protection
when necessary).

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of vigorous participation using the participation rubric
(Grade 2 Appendix G)
• Formative/Ongoing – Self-assessment of readiness to participate by moving to different designated
areas of the field to rate self (See participation rubric Grade 2 Appendix G for indicators.)

Teaching/Learning Strategies

A) Warm-Up

Firefighter
• Divide the students into five groups. The groups are given a fire station number, e.g., fire station
#1. All the groups line up on one side of the field. Call a fire station and all the students in that
group run around the pylon on the other side of the field and back. The students run as quickly
as possible and the teacher selects a student from that group to become the new fire chief.
Encourage students to run together as a train. The fire chief’s job is to call out the next fire sta-
tion. Repeat several times and make sure all the stations have the opportunity to race.

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B) Skill Development

Throwing and Catching

• Students practise throwing and catching in partners using the utility balls. The students practise
throwing high and low, and practise rolling the ball through the legs of their partner.

Ball Throw
• In groups of three, the students assign everyone in their team a number from one to three. One
person starts the game by throwing the ball straight up in the air and calling one of the numbers.
The player who is that number will try to catch the ball quickly while the rest of the students run
as far away as possible. When players catch the ball they call “freeze” very loudly so the rest of
the team stops immediately. The player with the ball calls, “back in” and the students hustle in to
regroup. Students continue, calling different numbers each time. The students should try to
improve their own distance away from the person catching the ball each time.

C) Skill Application

SPUD

• Divide the class into four even groups. Each group has their own boundaries for the game.
Everyone in the group is given a number. Each group is given a ball and one of the students from
each group is chosen to start. The starting players choose a number and call it as they throw the
ball in the air. The players whose numbers are called catch the ball as quickly as possible and
call out “SPUD.” Upon hearing this call the rest of the students freeze immediately. The player
with the ball takes three steps towards any player on their team. The person who is the target
stands with feet apart. The player with the ball rolls the ball and tries to get it through the legs of
the target player. Target player cannot move. Student throwing the ball throws the ball in the air
for the next round. Encourage students to be aware of all players and call all numbers.

D) Cool-Down/Wrap-Up
9
Name Ball
• The students stand in a big circle. The student who starts with the ball calls the name of another
person in the circle. The student called must try to catch the ball. When they catch it they thank
the person who threw it to them and call the name of a different student in the circle. This
process is repeated until everyone has received and thrown the ball.

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• Introduce the four levels of self-assessment for readiness to participate. Designate different areas
of the field levels 1, 2, 3, and 4. Establish the four levels using the participation rubric: 1 – I
wear my running shoes and clothes to participate – on a few days. 2 – I wear my running shoes
and clothes to participate – on some days. 3 – I wear my running shoes and clothes to partici-
pate – most days. 4 – I wear my running shoes and clothes to participate every day. Students
stand in the area of the field corresponding to the level they feel they are at today.

Extension
• SPUD . Add a rule that a player who catches the ball without dropping it can throw it back up in
the air and call a different number right away. Students cannot call the same number twice in a
row, so everyone in the class will have the opportunity to throw.

Notes to Teacher
• Make sure boundaries are clearly defined for all the games and activities.
• Starting and stopping signals must be clearly established before beginning any activities.
• Playing fields are free from hazards such as glass, rocks and holes.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart

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UNIT 9 Outdoor Activities

Sub-Task #3 Kicking and Dribbling Activities –

Circle Ball
Facility
A large area outdoors (field)

Materials
Hoops
Utility balls
Pylons

Description
Students practise demonstrating appropriate interpersonal skills while participating in small group
activities outdoors.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games).
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, cooperating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of vigorous participation using the Active Participation
Recording Chart (Grade 2 Appendix K).
• Formative/Ongoing – Teacher assessment of students’ behaviour related to cooperating with
others using the social skills rubric (Grade 2 Appendix H) in conjunction with an anecdotal
observational recording chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up

Triangle Tag
• Divide students into groups of four. Three students hold hands in the shape of a triangle. 9
The student on the outside of the triangle is “It.” The “It” chooses one of the people from the
triangle to try to tag. The other two parts of the triangle try to prevent the “It” from being able
to tag the identified part of the trio. The players in the triangle must move fast, darting one way
and then another in order to prevent the “It” from tagging the person identified. Change the
“Its” frequently.

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B) Skill Development

Hoop Relay

• Students are divided into groups of four, with two on one side of the field and two on the other.
Each group is given a hoop. The first member of the group runs with the hoop across the field
towards the second runner. When the first person gets to the other side the second runner grabs
the hoop and they both start running towards the third member. This pattern is repeated until all
four members of the group are holding the hoop and running back to where the relay began.
Remind the students not to bend or pull the hoops, or use old hoops that have bends already.

Dribble Relay

Divide students into groups of four. Students line up at one side of the field. Pylons are placed on
the other side of the field in front of each team. The first player on each team dribbles the ball with
their feet across the field, around the pylon and back towards the second person in line. This pat-
tern continues until the whole team has had the opportunity to participate.

C) Skill Application

Circle Ball
• Establish the boundaries before the activity begins. Divide students into teams of four. Each team
is given a hoop, and they all hold onto it. There is a hoop at both ends of the field. Throw three
balls on to the field to start the game. Each group works together to try to gain possession of one
of the balls and uses their feet to put it into one of the hoops at either end. Students can put the
ball into any hoop. If a team gets the ball to the hoop then they get a point. The teams who do
not have possession try to stop other teams from gaining a point and get the ball themselves.
Students need to be reminded to work together and travel at a pace comfortable for the whole
team. The teams are working on trying to score as many times as possible and to do their best.

D) Cool-Down/Wrap-Up

Pass It Down II
• Students make one big line. They pass the ball down the line, over the heads of everyone in the
line. The last person to receive the ball sprints up to the front and repeats the process. Repeat
the relay while the students are walking slowly back towards the school.
• Pass the Stretch – Students pass a stretch down the line. The first person does a stretch, then
the each person in line follows until all students are doing the stretch. When the last person
starts, the first person begins a new stretch.

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Extension

Pirates
• The boundaries must be clearly defined before starting this game. Five students are chosen to be
“pirates” and to move around without a ball. The rest of the students each dribble a ball with
their feet around the playing area. The pirates try and take away any balls they find out of control.
If pirates obtain a ball they are no longer pirates and the people who have lost their balls become
the new pirates.

Notes to Teacher
• Remind students about dribbling techniques, e.g., ball one metre ahead, using the inside of the
feet to move it, eyes looking ahead and on the ball.
• Clearly define the boundaries before each activity.
• The area must be clear of any potential hazards.
• Discuss and reinforce fair play and sportsmanship in games and activities where points are kept
and in cooperative activities.
• Keep the relay groups small so all students are active as much as possible.
• Ensure playing surfaces, whether indoors or outdoors, provide safe footing.

Appendices
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix K: Active Participation Recording Chart
Grade 2 Appendix N: Anecdotal Observation Recording Chart

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UNIT 9 Outdoor Activities

Sub-Task #4 Throwing and Catching Activities –

Bottle Ball
Facility
A large area outdoors (field)

Materials
Plastic pop bottles
Utility balls

Description
Students continue to practise displaying readiness by wearing the proper attire for the weather and
joining in all the outdoor games and activities.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games).
2p33 Displays readiness to participate in the instructional program
(e.g., taking out and putting equipment, joining readily, wearing
appropriate clothing, and applying sun protection
when necessary).

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing – Self-assessment of vigorous participation using a four finger rubric.
(See participation rubric Grade 2 Appendix G for indicators.)

Formative/Ongoing – Teacher assessment of readiness to participate using a participation rubric

(Grade 2 Appendix G )

Teaching/Learning Strategies

A) Warm-Up

Ball Tag
• Establish the boundaries before the activity begins. Choose three students to be “It” and give
each one a ball. The rest of the students move around the space trying to avoid being tagged
with the ball. Begin by walking and gradually increase speed as students warm up. If a person is
tagged, they take the ball and become one of the “Its.” Students touch the players with the ball
to tag. They do not throw the ball. Remind the students about safe tagging (e.g., just touch play-
ers lightly with the ball on the arm, shoulder, or back. Stress no pushing, hitting or throwing the
ball at anyone).

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B) Skill Development

Throw and Catch

• Students practise throwing and catching in partners. Review throwing and catching tips
(Unit 16). Partners practise a variety of throwing challenges (e.g., up high, down low, two hands,
underhand).

Bottle Target
• Working in partners, each student receives a ball and a plastic pop bottle (target). The students
stand away from each other and practise knocking their partner’s bottle over. One student puts
the bottle on the floor between or beside their feet while the other tries to hit the target. The stu-
dents try a variety of techniques to knock the bottle over (e.g., rolling, bouncing, throwing).

C) Skill Application

Bottle Ball

• Establish the boundaries before the activity begins. All the students receive a plastic bottle and
find their own space inside the boundaries. Throw several utility balls onto the field. The object
of the game is for students to try to knock other people’s bottles over while protecting their own.
Players roll bounce or throw the balls (no kicking). Students can move anywhere they want, but
risk leaving their bottle unprotected. If students get their bottle knocked down they get a letter,
when they spell BALL they start over again. If players knock over other people’s bottles they get a
point. The students try to do their personal best in this game and not focus on what letters or
points other students have. The game ends on the teacher’s signal.

D) Cool-Down/Wrap-Up

Monkeys in the Middle 9

• Divide students into groups of three. The two outside players try to throw and catch to each other
over the head of the middle person. The middle person moves around between the two outside
players trying to obtain the ball. If the player in the middle gets the ball then the person who lost
it switches places and becomes the new “monkey.” Students should switch after a minute if one
person is not having any luck getting out of the middle.

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• Review the four levels of self-assessment for readiness to participate. Designate different areas of
the field levels 1, 2, 3, and 4. Establish the four levels using the participation rubric: 1 – I wear
my running shoes and clothes to participate – on a few days. 2 – I wear my running shoes and
clothes to participate – on some days. 3 – I wear my running shoes and clothes to participate –
most days. 4 – I wear my running shoes and clothes to participate every day. Direct the students
to stand in the area of the field corresponding to the level they feel they are at today.

Extension
• Bottle Ball II – Play the same game as above, but play in teams. Each team has an area that they
are restricted to and has one bottle to protect. All the teams are trying to knock each other’s bot-
tles over to score points. The rest of the game is the same. Several balls should be used for the
game. Balls should be rolled or thrown low for safety.

Notes to Teacher
• Clearly define the boundaries before each activity.
• Students are reminded of proper throwing and catching procedures
• Make sure the playing area is free of any potential hazards.
• Students should be wearing proper attire for playing outside.

Appendix
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)

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UNIT 9 Outdoor Activities

Sub-Task #5 Tagging Activities – Food Chain

Facility
A large area outdoors (field)

Materials
Pinnies (or something else to identify the groups)
Four pylons

Description
Students practise changing directions, using different pathways and participating vigorously in a
variety of outdoor games and activities.

Expectation Code Learning Expectation

2p20 Travel in a variety of ways, changing pathways and directions

(e.g., in creative dances from other countries).
2p31 Participate vigorously in all aspects of the program (e.g., individual
and group activities, dancing to music, co-operative games).

Assessment Opportunities – Suggestions for Assessing Expectations:

• Diagnostic teacher assessment of locomotor skills using an anecdotal observational recording
chart (Grade 2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6
Appendix A).
• Formative/Ongoing – Teacher assessment of vigorous participation using the Active Participation
Recording Chart (Grade 2 Appendix K).

Teaching/Learning Strategies

A) Warm-Up
• Animal Relay – Divide students into groups of four and students line up on one side of the field.
On the signal the first student runs across the field and back like their favourite animal. Students
follow until each member of the team has participated. The teams continue the relay until the
teacher signals to stop, after everyone has participated. After each person has followed the first
student’s animal, the second student chooses an animal to imitate, and other students follow.
9
B) Skill Development

Fox and Hound

• Establish the boundaries before the activity begins. Divide students into two teams, and identify
them as the foxes and the hounds with pinnies. All the students travel around the playing area.
Call out one of the groups, e.g., “fox” all the foxes must chase the hounds and try to catch as

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many as possible. If a hound is caught then they come to the side. The teacher then calls out the
other group, e.g., “hounds” and now they become the chasers and the foxes are being chased.
All the hounds that were tagged in the last round are back in the game. Keep the turnaround time
short, so no one is at the side very long.

Dog Catcher

• Establish the boundaries before the activity begins. Divide students into four teams and give each
team a different colour pinnie (or piece of paper). Put the students in the four areas of the field,
indicated by a pylon. This pylon will become their group’s doghouse. The students move around
the playing field mingling with the other dogs. Call out one of the colours, e.g., red dogs. The red
dogs will now become the dogcatchers and try to catch as many other dogs as they can. Once a
dog is caught they go back to their doghouse and jump up and down while barking. The game is
repeated calling a different colour dog each time. Each time a new colour is called, all dogs are
free. The turn around time should be very short to keep the game fast paced and to keep the stu-
dents “out of the doghouse.”

C) Skill Application

Food Chain
• Establish the boundaries before the activity begins. Divide students evenly into four groups,
humans, wolves, deer, and plants. Students wear pinnies or hold coloured cards to identify their
group. Discuss the four groups and how they relate to each other. The food chain will be circular
for the purpose of the game, e.g., some humans kill wolves, wolves eat deer, deer eat plants, and
some plants are poisonous to humans. In this game the students may only catch the group that is
beneath them, so the humans chase the wolves, the wolves chase deer, the deer chase the plants
and the plants chase the humans. Each student is given three cards, which represent a life. On
the signal the students begin chasing each other. If group members above students tag them, they
must give up a life card. When students tag someone below them, they gain a life card. When stu-
dents have run out of life cards, they can return to the side linked with another member of the
same group to receive another life card. Students who are linked and returning to the side can-
not be tagged.

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D) Cool-Down/Wrap-Up
• Animal Walks : Students choose their favourite animal and imitate its movement (walk)
all the way into the school. On the way inside the students imitate the walk and the sounds their
animal makes.
• Animal Stretches: Students stretch their bodies, imitating different animals (e.g., gorilla, cat,
octopus, mink)

Extension
• Food Chain : Introduce some new characters that can’t be tagged, e.g., disease, or elements.
These characters cannot be caught, but can take lives and add a new dimension to the game.

Notes to Teacher
• Clearly define the boundaries before each activity.
• Make sure all the life cards and pinnies are prepared ahead of time. If there are no pinnies use
pieces of paper or different colored beanbags.
• Check the playing area for any potential hazards.
• Review safe tagging procedures.
• Before involving students in strenuous outdoor activity, take into account the temperature and
other weather conditions.

Appendices
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix K: Active Participation Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist

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UNIT 9 Outdoor Activities

Sub-Task #6 Warm Weather Playday

Facility
A large area outdoors

Materials
String
Spoons
Buckets
Margarine containers with holes
Cups
Soapy water (bubble solution) in buckets
Big bubble wands
Beach balls

Description
Students will participate in personal and group goal setting relating to the Warm Weather Playday.

Expectation Code Learning Expectation

2p39 Participate in personal or group goal setting related to physical

activity (e.g., to bring proper clothing for gymnastics, to bench
step for two minutes).

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of students’ participation in group discussions and goal
setting using the social skills rubric (Grade 2 Appendix H) in conjunction with an anecdotal
observational recording chart (Grade 2 Appendix N).
• Formative/Ongoing – Self assessment of participation in goal setting moving to different designat-
ed areas of the field to rate self (See social skills rubric Grade 2 Appendix H for indicators.)

Teaching/Learning Strategies

A) Warm-Up
• Students make one giant circle, with one student standing in the middle. That student chooses a
fitness activity, e.g., jumping jacks, and everyone else follows. A new student is chosen every
twenty seconds to come to the middle and start a new warm-up activity to get the body moving.

B) Skill Development/Application
Warm Weather Playday
• Designate two groups at each station to make the activities more challenging. Groups should contain
between four and six members. Allot 15 minutes at each station with two-minute travel time
between each.
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Mad Dash
• Set up buckets full of water at the starting line and empty ones with indication lines on them at
the other end of the field. Give each team a margarine container with several holes in it. All the
groups must line up behind the starting line. On the signal, the first runner on each team fills up
the leaky container, runs as quickly as possible towards the other side and dumps out the water
into the empty bucket. With the empty container in hand, the first player runs back and passes it
to the next person in line. This process is repeated until the water is filled to the indication line
on the bucket.

Beach Ball Sandwich Relay

• Give each team a beach ball. Students line up behind the starting line. The first two runners sand-
wich the beach ball between their bodies and run together to the other end of the field and back
making sure that the beach ball does not fall out. Once the first two players return they pass the
ball on to the next two and the pattern continues until everyone has had a turn. If the ball does
drop, the students pick it up and continue.

Skin the Snake

• Each group makes a line standing with their feet apart, right hands out in front of them and left
hands through their legs. The students join the hands that are out in front with ones that are
through the legs. On the signal, the end player lies down on the ground and the rest of the group,
with their feet apart, carefully backs up. One by one, and still connected by hands, the students
lie down from the back of the line while the rest of the group shuffles backwards over top of
their team lying on the ground. The snake has been skinned when the first player in line is lying
down. Then the process reverses. While still connected, the first player stands up keeping the feet
apart and starts shuffling forward. One by one each member stands up and starts shuffling for-
ward over the team members still on the ground until everyone is standing. Try this activity in
larger groups for more of a challenge.

Assembly Line
• Set up buckets full of water at the starting line and empty ones with indication lines on them at
the other end of the field. All the team members have a cup and they are spread out across the 9
field towards the empty bucket. The first players fill up their cup, run to the second players, and
dump the water into their cup. The second players then run to the third players and dump the
water into their cup and so forth down the line. When the last players get the water they dump it
into the bucket and run back to the starting line to begin the assembly line again. This process
continues until the water fills up to the indication line on the end bucket.

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Bubble Relay
• Set up buckets of bubble solution at the starting line and give each team a big plastic wand. In
their teams the student run across the field one by one to see which group can make their
bubbles go the furthest distance, or have the most interesting looking bubbles.

Clothesline
• Set up spoons, tied with very long pieces of string before starting this activity (one for every
group). The team members spread out and stand side by side. The first players in the lines drop
the spoon down the neck hole of their shirts. The spoons come out of the bottom of the T-shirt
with the string still attached (T-shirts should be untucked before starting the activity). The second
players take the spoons and put them down their shirts, which now leaves them attached to play-
er one by the string. This pattern of down through the neck hole and out of the bottom of the
shirt is continued until everyone on the team is part of the clothesline. Make sure there is enough
string so the students do not have to get too close and break the string or pull their shirts. Once
everyone is attached the challenge is to reverse the process.

C) Cool-Down/Wrap-Up
• Wrap up with a group clean-up and a large group discussion regarding trying new activities, fair
play, supporting other players and the spirit of fun in the playday.
• Review the four levels of self-assessment for participation in group discussion to set goals.
Designate different areas of the field levels 1, 2, 3, and 4. Establish the four levels using the social
skills rubric: 1 – needed reminders to participate in discussions and help to set goals. 2 – I
sometimes participate in group discussions and help to set goals. 3 – I participate in group dis-
cussions and help to set goals. 4 – I always participate in group discussions and help to set
goals. Direct the students to stand in the area of the field corresponding to the level they feel they
are at today.

Extension
• Activity centres (e.g., team relays – travelling together, rubber chicken toss) can be added if the
group is really large

Notes to Teacher
• This “playday” activity, could be used for just one class, all the Grade 2 classes, or the whole pri-
mary division. Activities could be done in class in two or three lessons.
• Prior to the event, involve students in planning of the day. Some items for discussion may include
the focus of the event, choosing activities for the day from a list of possibilities, the goal of the
group and its members, and the steps to take to achieve goals. Students should know what group
they are in prior to the playday.
• There should be a teacher running (or supervising and older students or volunteers running)
each activity.
• On a hot day incorporate a refreshment/rest stop area.

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• Proper attire and sunscreen is imperative.

• Alter equipment list depending on the number participating.
• A notice to parents could be sent home ahead of time indicating the need for proper attire, water
bottles, sunscreen and to forewarn them that student’s will get wet in some of the activities on
this day.

Appendices
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)

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UNIT International Games

OVERVIEW
10 Duration
Description
6 Sub-Tasks

Students learn and participate in a variety of games and activities from other countries. These activities
and games can help to develop an appreciation for a variety of cultures in a fun and enjoyable way.

Sub-Task Title Expectation Code

1. Hopscotch Games 2p34, 2p40

2. Tag Games 2p30, 2p31
3. More Tag Games 2p31, 2p40
4. Ball Games 2p30, 2p40
5. Beanbag Activities 2p30, 2p33
6. “Mixed Bag” 2p39, 2p40

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:

Formative/Ongoing:
• Teacher assessment of staying on task and paying attention using the participation rubric.
• Teacher assessment of attention to safety procedures using the safety rubric.
• Teacher assessment of students’ behaviour related to cooperating with others using the social
skills rubric in conjunction with an anecdotal observational recording chart.
• Teacher assessment of students’ readiness to participate in the instructional program using the
participation rubric in conjunction with an anecdotal observational recording chart.
• Teacher assessment of students’ behaviour related to participating in group discussions, setting
personal and group goals using the social skills rubric in conjunction with an anecdotal observa-
tional recording chart.
• Peer assessment of fair play and cooperation skills using the Cooperation/Fair Play Assessment.
• Self-assessment of vigorous participation using a four finger rubric.
• Self-assessment of cooperation by moving to different designated areas of the playing space to
rate self.
• Self-assessment of attention to safety procedures using a Safe Activity Self-Assessment tool.

10

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Students should have experience with starting and stopping in response to signals
• Students should have experience with a wide variety of activities that have involved jumping,
hopping and balancing.
• Students should have been given opportunities to practise activities that require
eye-hand coordination.
• Students should have experienced activities that develop ball and striking skills.
• Students should have been given many opportunities to work with a partner and in small and
large group situations.

Notes to Teacher
• Integration with other areas of the curriculum (e.g., math, social studies) works well
with this unit.
• Children’s games and activities are basically universal in nature.
• Countries represented in these lessons may be pinpointed on a world map located in the class-
room to reinforce their location in relation to Canada.
• Note not only the differences in the games from other countries but the similarities they all share.
• In order to meet the needs of all students, modify activities to promote maximum skill
development and participation:
– Use larger balls, slower moving balls that are easier to track visually and catch. Use balloons
instead of balls.
– Allow the ball to bounce before catching.
– Avoid elimination-type activities or adapt them so that all players are constantly involved.
Often it is the student who is eliminated first that requires the greatest amount of practice to
develop the skill.

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UNIT 10 International Games

Sub-Task #1 Hopscotch Activities

Facility
Grass area (for warm-up, cool-down)
Playground pavement (some of the following activities could easily be played inside in a gymnasium
or general purpose room)

Materials
Sidewalk chalk
Popsicle sticks or similar
Playground balls

Description
The students practise demonstrating interpersonal skills and respectful behaviour while staying on
task playing Hopscotch Activities.

Expectation Code Learning Expectation

2p34 Stay on task, follow instructions, pay attention and see tasks
through to completion.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, cooperating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing:
• Teacher assessment of staying on task and paying attention using the participation rubric (Grade
2 Appendix G).
• Self-assessment of cooperation by moving to different designated areas of the playing space to
rate self (See social skills rubric Grade 2 Appendix H for indicators.)

Teaching/Learning Strategies

A) Warm-Up

“Everybody Run” (Netherlands)

• This is a type of tag game best played on a grass area. Clearly identify the boundaries
before starting.
• Designate a “base” at one corner of the playing area. Use pylons or ropes or a hoop to
distinguish the area 10
• Choose one student to be “It,” who stands at the base and calls out “Everybody run!” Students
speed walk, jog and run around the field, gradually increasing speed as they warm up.

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• When tagged, students join hands with the tagger, run to the base, touch the base, then run out
again, shouting again, “Everybody run!” Taggers work together to tag other students.
• Each time a student is tagged, they join the end of the line and the taggers visit the base before
beginning to chase again.
• If the joined line breaks the group must return to the base to join hands once more
before continuing.
• Students can hold a scarf between players instead of joining hands.
• When the line of taggers gets longer than five people, students break into two groups of taggers
and continue.

B) Skill Development

“Varra” (Albania)

• Students hop on one foot from square one to nine, without stepping on any lines.
• Students may put both feet down in the safe resting squares (important for primary students who
cannot jump too far without resting). They count out loud as they hop into each square.
• Variations: Students repeat the above but hop in a different manner (e.g., sideways, eyes closed-
carefully). Hop with a partner.

C) Skill Application

“Lame Chicken” (China)

• Incorporate rest areas if needed, as more time is spent balancing on one foot with this activity.
• Place five Popsicle sticks (or similar items) on the ground, in an even row, spaced about
30 cm apart.
• The first student hops over each stick while on one foot, picks up the fifth stick and hops back
over the remaining four sticks.
• This continues until all the sticks are picked up.

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“Ball Hopscotch” (Great Britain)

• Students practise rolling for accuracy, bouncing, catching and clapping with this challenging
game. See progression below and modify as required for students.
• To play, students stand at the end of the hopscotch and roll the ball into square #1, drop the ball
into this square, clap hands once and catch the ball.
• Stay at the end of the hopscotch roll the ball into square #2, step into square #1 with one foot
and catch the ball before it rolls out of square #2.
• Drop the ball, clap hands, catch the ball twice into square #2.
• Stay at the end of the hopscotch and roll the ball into square #3. Put one foot in square #1, one
foot in square #2 and catch the ball in square #3 before it rolls out. Drop the ball, clap hands
and catch the ball three times in square #3.
• Repeat this pattern up to square #10, always stepping with one foot per square.
• This activity will be challenging for Grade 2 students and will require some practice. The students
should just start by bouncing the ball and catching it in each square. They progress to dropping
the ball and catching it the same number of times as the number on the square. Students move to
bouncing and catching the ball inside each square (the same number of times as the square).
Finally, students practise rolling the ball to each square.
• Variation: Work backwards from square #10 to #1

D) Cool-Down/Wrap-Up
“Hagoo” (Inuit Game)
• Students sit in a circle. One player sits in the middle and tries to make the others laugh.
• If successful, the “laughing” student leaves and starts another circle where a
second game begins.
• Students move back and forth between circles, continuing to play.
• Students stretch legs, arms and back as they are sitting in the circle.
• Introduce the four levels of self-assessment for cooperation. Designate different areas of the play-
ing space levels 1, 2, 3 and 4. Introduce four levels of cooperation using the social skills rubric:
1 – I need reminders cooperate and show consideration for others. 2 – I sometimes cooperate
and show consideration others. 3 – I cooperate and show consideration. 4 – I always cooperate
10
and show consideration. Direct students to stand in the area of the playing space corresponding
to their level of cooperation today.
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Extension

• Students make up their own rules of play for the different hopping activities
• Students draw their own hopscotch patterns and demonstrate to others

Notes to Teacher
• Remind the students to work cooperatively on the activities and to stay on task.
• Safe tag zones must be at least 2 metres from the wall or fence, or other obstacles.
• Hopping activities are quite tiring for young children and can be demanding on bones and joints.
Permit and encourage plenty of rest/recovery opportunities.
• Adapt activities to suit the skill level of the students.
• Lame Chicken Variations:
– Students hop over all five sticks and pick them up one by one as they hop back to
the beginning.
– Reduce the number of sticks used or use more.
– Adjust the space between the sticks
• Create hopscotch squares that are age and size appropriate. Primary students need squares that
are approximately 30 cm by 30 cm.
• Make sure that outside playing areas are free of hazards (e.g., glass, rocks).

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: ocial Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)

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UNIT 10 International Games

Sub-Task #2 Tag Games

Facility
Gymnasium or general purpose room

Materials
Ribbons or markers (two different colours)
A small block of wood or box, one side is black, the other side is white

Description
Students learn and participate in various tag games and activities from other countries.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment,

and facilities.
2p31 Participate vigorously in all aspects of the program (e.g., individual
and group activities, dancing to music, co-operative games).

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing:
• Self-assessment of vigorous participation using a four finger rubric. (See participation rubric
Grade 2 Appendix G for indicators.)
• Teacher assessment of attention to safety procedures using the safety rubric (Grade 2
Appendix I).

Teaching/Learning Strategies

A) Warm-Up
• One-Two-Three . Students move around play area at different speeds. Students watch the
teacher’s fingers. Hold up one, two or three fingers. When the students see one finger, they move
slowly; two fingers, they move at a medium speed; three fingers, they speed walk.
• “Dragon Tag” (China) . Students line up in groups of six or eight. They stand one behind the
other and place their hands on the shoulders of the student in front. The first student is the
Dragon “Head” the last player is the Dragon “Tail.” On the signal, “1, 2, 3, Dragon” the head
tries to tag the tail by twisting and turning the line. If the line breaks, the head goes to the end of
the line and become the tail.

B) Skill Development 10
• “The North Winds and the South Wind” (Sweden ). Two students represent the North
Winds, and wear a coloured ribbon or marker that is traditionally blue. One student represents

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the South Wind and wears another coloured ribbon or marker, traditionally yellow. The North
Winds tag as many students as they can. Tagged students squat down “frozen.” The South Wind
frees as many students as possible, by tagging them and shouting, “Free.”

C) Skill Application

“White and Black” (Panama) Two teams sit or stand just behind their centre line, face to face.
Students should stand about two metres apart. One team is designated “white” and the other is
“black” (or any colours). You need a small wooden block or box that has been painted white on
one side and black on the other. Toss it on the ground. If the white side shows, the “white” team
chases and attempts to tag students on the “black” team who are running to escape behind their
base line. Students tagged join the opposite team.

D) Cool-Down/Wrap-Up

“Wee Bologna Man” (Scotland):

• This game is somewhat similar to “Simple Simon.”
• Students stand in a circle with a “Wee Bologna Man” in the centre who chants: “I’m the Wee
Bologna Man. Always do the best you can to follow the Wee Bologna Man.”
• The “Wee Bologna Man” pantomimes an action (e.g., dancing, laughing) and the other students
must copy the action.
• The “Bologna Man” changes actions quickly and tries to confuse the others.
• The “Bologna Man” leads the group in some stretches as they cool down.
• Change leaders frequently.
• Review the four levels of self-assessment for participation. Describe meaning of holding up one
finger, two fingers: 1 – I participated actively with constant encouragement; 2 – I participated
actively with occasional encouragement; 3 – I participated actively with no encouragement; 4 – I
participated actively in a way that encourages others to participate. Ask the students to hold up
the number of fingers that indicates the level they feel they participated at today.

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Extension

• Students could modify the above games and activities to reflect Canadian traditions (e.g., change
the “Dragon Tail” game to “Beaver Tail,” use the red and white colours of the Canadian flag
instead of the yellow and blue Swedish flag colours from the North Winds game).

Notes to Teacher
• Safe zones in tag games are at least 2 metres from the wall.
• Emphasize appropriate tagging “touch” (a light tap, not a slap or hit or on the head).
• Many traditional games include elimination of players in order to declare a winner; however, it is
more important for students to participate fully, stay active and have fun.
• Often it is the student who is eliminated first who would benefit the most from prolonged play
and skill development.
• Ask students what similarities they notice between the international games and games they know
(e.g., Black and White is almost the same game as Crows and Cranes).

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)

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UNIT 10 International Games

Sub-Task #3 More Tag Games

Facility
Gymnasium or general purpose room

Materials
Small cloths, or scarves as markers

Description
Students learn and participate in various tagging and chasing games from other countries.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games).
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, cooperating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing:
• Teacher assessment of vigorous participation using the Active Participation Recording Chart
(Grade 2 Appendix K).
• Self-assessment of cooperation by moving to different designated areas of the playing space to
rate self (see social skills rubric Grade 2 Appendix H for indicators).

Teaching/Learning Strategies

A) Warm-Up
• Students move on their own through the space, moving high, low, fast, slow and in different path-
ways as they warm up.

• “Lao Ying Zhui Xiao Ji” (China).

This name of this tag game translates to “the eagle chases the little chickens.” It is pronounced
“Laow ying jway sheeow jee.”

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• One student is the eagle. The others are chickens, and they form single lines in groups of four or
five, holding on to the waist of the person in front. The student at the head of the line is the
mother hen who must protect her chicks.
• The eagle attempts to tag the baby chick at the end of the line while the hen and chicks protect
the baby by dodging and twisting and turning away from the eagle.
• Variation: For greater movement have more than one game going on at the same time but safely
spaced away from one another.

B) Skill Development
• “Catch Your Tail” (Nigeria) . In pairs, students stand one behind the other, holding on to the
partner’s waist. The back partner has a scarf is tucked into the back of the pant or shorts. On a
signal, each pair moves as a group and attempts to steal the scarf (tail) from the other pairs.
Teams are still involved even if they have lost their tail; they just try to get other peoples tails. The
game is over when only one pair still has their handkerchief attached. Distribute scarves, switch
positions of partners and play again.

C) Skill Application
• “Chicken Contest” (Brazil) . Students play in pairs. Each student has a scarf tucked into the
waistband of his/her shorts or pants. Students fold one arm across their chests (make a wing) and
hop on one foot. They try to grab their partner’s scarf without putting both feet down or unfolding
their wings. Caution against body contact and avoid jumping into anyone else. Variation: Instead of
playing in partners, students try to grab everyone’s scarf, collecting as many as possible.

D) Cool-Down/Wrap-Up
• “Baton Maudit” (Belgium: “The Cursed Stick”) . Traditionally a stick is used but a scarf also
works. Students sit in a circle, and pass a “stick” around the circle. “It” sits in the middle blind-
folded or with closed eyes, holding a whistle. When “It” blows the whistle the student with the
“stick” chooses a stretch for the class to do. Other students can help if they need ideas.
Traditionally, the student with the stick performs a trick for the group when the whistle is blown.
• Review cooperation indicators (see Sub-Task #1). Students rate how well they cooperated by
standing in different parts of the gymnasium to indicate different levels.

Extension

• Start a class chart with the names of all the different games and their country of origin on it. Post
it and refer to it often in future classes.

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Notes to Teacher
• Reinforce acceptable tagging (light tap not a slap or punch).
• Safe zones in tag are at least 2 metres from the wall.
• Encourage students to ask other family members to share games and activities from their child-
hood and bring those ideas to class to share with others.
• Invite those family members into the class and have them teach the game(s).
• Invite other staff in the school (caretaker, librarian) to share traditional games with the class.

Appendices
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix K: Active Participation Recording Chart

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UNIT 10 International Games

Sub-Task #4 Ball Games

Facility
Gymnasium or general purpose room

Materials
Tennis balls or other small balls that bounce easily
Playground balls

Description
Students learn and participate in a variety of ball games and activities from other countries.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment,

and facilities.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing
• Self-assessment of attention to safety procedures using a Safe Activity Self-Assessment tool (Grade
2 Appendix O-6).
• Teacher assessment of students’ behaviour related to cooperating with others using the social
skills rubric (Grade 2 Appendix H) in conjunction with an anecdotal observational recording
chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up

“Bear Race” (North American Aboriginal Peoples)

• Students practise walking like a bear with their hands on the ground. The left hand and the right
foot move together and the right hand and the left foot move forward at the same time.
• Traditionally, players race in this position to a finish line. For a warm-up, students move around
the room doing a bear walk – quickly, slowly, and in different directions.
• Remind students to keep their heads up.
• Variations: Students make the “bear” move over and through obstacles. They move around the
room (use a variety of different ways – skip, gallop, jog) then on a signal move in the “bear”
10
walk position and until the next signal.

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B) Skill Development
• “Donkey” (Canada) . In groups of three or four, students stand in single file approximately
three or more metres away from a wall. Leave plenty of space between students. The first student
underhand tosses a small playground ball against the wall and does a stride jump over the ball
before it bounces when it returns, then moves to the end of the line. The next student in line
catches the ball and repeats the above and so on continuously down the line. If students miss the
ball, they collect letters of the word “DONKEY.” Challenge students to make up their own rules to
add challenge and fun to the activity. Students may choose another animal’s name to spell (a
short one for a challenge, or a long one to extend the game).

C) Skill Application
• “Down, Down, Down” (Australia) .

Students work in pairs or in small groups of three to five, with one small ball (Nerf) per group.
They toss the ball continuously back and forth within the group. When someone drops the ball
say, “Down on one knee” and that player drops to one knee and continues to throw and catch
the ball from that position. The second time a ball is dropped say, “Down on two knees.”
Students continue to throw and catch from the new position.
• Students can add additional challenges like: “Down on one elbow” and “Down on two elbows.”
When students can no longer throw and catch, they begin again from a standing position.
• Variation: “Team Down.” When someone drops the ball, everyone goes down on one knee. The
group moves up one position they are able to successfully throw and catch the ball around the
circle one time.
• “Human Skittles” (Great Britain) . This is a dodging game for three players. They line up with
approximately two to three metres between each other. The outside students play together to try
and roll a ball and hit the middle player in the legs (use a soft ball). If the middle player’s legs
are hit he/she change places with the hitter.
• Variation: Restrict the middle student to a circle (use chalk, tape or available painted circles)
where he/she must remain while avoiding the rolled ball.

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D) Cool-Down/Wrap-Up
• “O-O-Oh-Soom” (Thailand) (Paper, Rock, Scissors). In partners, facing one another, students
put one hand on their ear and say “O-O-Oh-Soom” and bring the hand down to make one of the
following signs:
– Flat hand (paper)
– Fist (rock)
– Two extended fingers (scissors)
• Students compare signs to determine winner, then play again. Winning combinations are: rock
breaks scissors; scissors cut paper; paper covers rock.
• Students do a stretch with their partner between each game of “O-O-Oh-Soom.”
• Discuss the levels on the “Safe Activity” assessment tool. The students put their names on the top
and date the box that best describes how they feel they performed on that day. Collect the sheets
and reuse them on another day.

Extension
• In “Human Skittles” a group of three joins with another group to play with more student rollers
and more student dodgers.
• Have a larger group form a circle and have several students in the middle that must dodge the
rolled ball.

“Jan-Kem-Po” (Japan):
• This game is similar to “O-O-Oh-Soom.” Small groups of students stand together and play against
a leader, trying to defeat and replace him/her.
• The leader makes a fist, pumps it twice, saying “Jan, Kem.”
• On a third pump the leader calls out “Po” and all players make one of the three signs.
• If a student beats the leader three times, he/she becomes the new leader.

Notes to Teacher
• Remind students of the importance of working cooperatively and respecting the ability levels
of others.
• For “Human Skittles” reinforce safety when it comes to playing this dodgeball-type game. The
ball is to be ROLLED not thrown (use softer balls).
• Avoid eliminating any students from a game. Provide ways for students to re-enter the game.
• Boundaries for all activities must be clearly established before starting.

Appendices
10
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix O-6: “Safe Activity” (Assessment Tool)
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UNIT 10 International Games

Sub-Task #5 Beanbag Activities

Facility
Gymnasium or general purpose room

Materials
Beanbags
Hoops

Description
Students learn and participate in beanbag games and activities from other countries.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment,

and facilities.
2p33 Display readiness to participate in the instructional program
(e.g., taking out and putting away equipment, joining in readily,
wearing appropriate clothing, and applying sun protection
when necessary).

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing:
• Self-assessment of attention to safety procedures using a Safe Activity Self-Assessment tool
(Grade 2 Appendix O-6).
• Teacher assessment of students’ readiness to participate in the instructional program using the
participation rubric (Grade 2 Appendix G) in conjunction with an anecdotal observational
recording chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up

• Students pick up a beanbag upon entry and move about the room balancing it on
different body parts.
• Encourage students to move quickly, slowly, and at high, medium and low levels as they move
around the gymnasium.
• Students move and stop in response to signals as they warm up.

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B) Skill Development

• Students practise a variety of beanbag challenges to improve eye-hand coordination, and throw-
ing and catching skills.
• Students toss and catch the beanbag to themselves while stationary, and then while moving
around the room.
• They repeat the above two challenges but do an action before catching the beanbag (e.g., clap
hands, touch floor, spin around).
• They aim and throw the beanbag at targets marked on a wall (paper bull’s-eyes). Place the
bull’s-eye at various heights. Vary the distance from the wall to the student to address different
student abilities.
• Students aim and throw the beanbag into hoops placed approximately 2-3 metres away.
• Caution students to make sure the area is clear before throwing.

C) Skill Application

“Square Throwing”(China).

• Students work with a partner. Student #1 places his/her beanbag in one of the squares (squares
should be about 30 cm x 30 cm). Student #2 stands at a distance behind the squares (far enough
away to make it challenging) and throws his/her beanbag and tries to get it in the same square.
Start off close and with successful throws move back a little. Students can keep track of points
and try to break their own record.
• Points system:
– 5 – direct hit
– 3 – lands in the same square
– 2 – lands in the other square
– 1 – lands outside of either square
• “Foot Cast Ball” (North American Aboriginal Peoples) : Originally this game was played
with a heavy stone but it has been modified to use a beanbag. Students stand behind a starting
line, balancing the beanbag on one foot. Seven or eight students at a time throw their beanbags
forward as far as possible off their foot. After everyone has had a turn, students all retrieve their
beanbags. They repeat several times, trying to beat their distance record.
• Variation: Use a small soft ball or hacky-sack instead of a beanbag.

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D) Cool-Down/Wrap-Up

• Students sit in a circle, each with a beanbag. Appoint one student to be the end collector. On a
signal, students start passing beanbag to the person on the right. Remind them to pass, not throw,
the beanbag. When the collector receives the beanbag he/she dumps it into a hoop in front of
him/her. This activity could be timed, and students can try to beat their “clean up record” in
another class.
• Lead the class in a series of head to toe stretches (Unit 10 Appendix A).
• Discuss the levels on the “Safe Activity” assessment tool. The students put their names on the top
and date the box that best describes how they feel they performed on that day. Collect the sheets
and reuse them on another day.

Extension

• “Shoe Fling” (like an activity at an “old-fashioned” picnic). Students stand behind starting line
and undo a shoe and try to fling it forward as far as possible. Students should all be behind the
line before anyone begins the activity. They need lots of room for this activity.

Notes to Teacher
• Reinforce safety when throwing. Students should always check to see if the area is clear before
throwing or retrieving beanbags.
• Students can research other games/activities from other countries and teach them to the rest of
the class or to other classes.

Appendices
Grade 2 Appendix A: Safe Stretching
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix O-6: “Safe Activity” (Assessment Tool)

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UNIT 10 International Games

Sub-Task #6 “Mixed Bag”

Facility
Gymnasium or general purpose room

Materials
Beanbags
Dried beans
Popsicle sticks or small twigs

Description
Students learn and participate in a variety of activities from other countries.

Expectation Code Learning Expectation

2p39 Participate in personal or group goal setting related to physical

activity (e.g., to bring proper clothing for gymnastics, to bench
step for two minutes).
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, cooperating)
in physical activities

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing:
• Teacher assessment of students’ behaviour related to participating in group discussions, setting
personal and group goals using the social skills rubric (Grade 2 Appendix H) in conjunction
with an anecdotal observational recording chart (Grade 2 Appendix N).
• Peer assessment of fair play and cooperation skills using the Cooperation/Fair Play Assessment
(Grade 2 Appendix O-8).

Teaching/Learning Strategies

A) Warm-Up
• Remind students of the importance of fair play in games and physical activities. Students choose a
partner at the beginning of class, and they will assess each other’s fair play and cooperation.
• Poison Tag . Choose two or three students to be taggers. Other students start speed walking.
When tagged, students touch the “poison” spot where they were tagged, and continue moving.
Stop the game frequently to change taggers. Each time taggers change, all players who were “poi-
soned” get a fresh start.
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B) Skill Development
• Students toss and catch a beanbag on one palm, and then on the back of the hand. They try to
catch it on other body parts.
• Students experiment with creative ways of catching using one and two hands.
• Students stay in their own personal space, not allowing their beanbag to interfere with others.

C) Skill Application
• Discuss what goal setting means, and what kind of goal a student could set for the next catching
activity. Students can set personal goals and score points for the number of beans that they can
catch. There can also be a class goal. Total everyone’s score and go for a personal best for the
entire class.
• “Trier” (Trinidad) .

Each student has five dried beans (or small objects). Each student tosses the five beans into the
air and catches as many as possible with one hand.
• Variation: Place the five beans on the back of one hand. Toss them up and catch them with the
palm of the same hand, or with both hands.

D) Cool-Down/Wrap-Up
• Students help to collect all of the equipment. They estimate how many bean, sticks and beanbags
were used for the activities. The actual answers could be worked on back in class.
• Explain the “Cooperation and Fair Play” peer assessment tool and what the levels look like.
Students put the name of the student they are assessing on the top and the date beside the picture
that best describes their partner’s performance that day. Students assessing should put their ini-
tials beside the date. Collect the sheets and reuse them at a later date.

Extension

• “Toss Up” (North American Aboriginal Peoples) . This game is similar to “Trier.” Each stu-
dent has four Popsicle sticks or small twigs. Students place sticks on the back of the their hand
(palm down), and then toss the sticks into the air. They to catch them in the palms, with hands
held together. Variation: Try to catch the sticks in one hand only.
• Encourage students to take the beans and sticks out for recess and teach others these games.
Students can take them home to show and play with other family members.
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Notes to Teacher
• Goal setting was also addressed in Units 5 and 6 (Fitness and Locomotor Games).

Appendices
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix O – 8: “Cooperation and Fair Play” (Peer Assessment Tool)

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UNIT Playground Games

OVERVIEW
11 Duration
Description
6 Sub-Tasks
11
These lessons reintroduce and expand on the playground activities (Hopscotch, Four Square, and
Skipping) learned in Grade 1. These activities have been designed to use little or no equipment and
can be played anywhere with a hard surface (e.g., asphalt, sidewalk, gymnasium).

Sub-Task Title Expectation Code

1. Reintroduction to Hopscotch 2p20, 2p33

2. Hopscotch Activities 2p20, 2p33
3. Reintroduction to Four Square 2p34, 2p40
4. More Four Square Activities 2p34, 2p40
5. Reintroduction to Skipping 2p19, 2p31, 2p40
6. Individual Skipping Challenges 2p19, 2p31

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
Formative/Ongoing
• Teacher assessment of locomotor skills using an anecdotal observational recording chart in
conjunction with a locomotor skills checklist.
• Teacher assessment of fair play using fair play and activity etiquette sections of the social
skills rubric.
• Teacher assessment of students’ behaviour related to cooperating with others using the social
skills rubric in conjunction with an anecdotal observational recording chart.
• Teacher assessment of students’ behaviour related to listening, following instructions and seeing
tasks through to completion with others using the participation rubric in conjunction with an
anecdotal observational recording chart.
• Self-assessment of displaying readiness to participate by moving to different designated areas of
the playing space to rate self.
• Self-assessment of displaying readiness to participate by reflecting and discussing with peers.
• Self-assessment of paying attention and seeing tasks through to completion by moving to different
designated areas of the playing space to rate self.
• Self-assessment of cooperation by moving to different designated areas of the playing space to
rate self.
• Self-assessment of vigorous participation using a four finger rubric.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Students can travel in a variety of ways in different directions, in response to signals.
• Students can travel using different pathways.
• Students can travel and change from one kind of locomotion to another.
• Students follow safety procedures.
• Work cooperatively with others.
• Demonstrate respectful behaviour in physical activities.
• Follow instructions and attempt new activities.

Notes to Teacher
• Discuss the safety rules for the activities and equipment before starting the lesson.
• If the area outside does not have pre-made courts for hopscotch and Four Square use sidewalk
chalk to draw the courts prior to the start of the class.
• There will be variations of skill in each activity and between students. Progress to the next level
when the class is ready. Be prepared to accommodate all the levels in the class with modifica-
tions. Encourage students to work at their own level. Avoid penalizing students by eliminating
them for making errors. Provide students with as many opportunities as possible to continue to
play and develop their skills.
• Check the area for any potential hazards before using the playing space.
• Clearly establish the signals for starting and stopping.
• Make sure there are enough courts and equipment so students are active.
• Proper shoes (running shoes) must be worn when participating in skipping activities.
• Ensure students wear hats and sunscreen when working outdoors.

Appendix
Unit 11 Appendix A: Additional Hopscotch Patterns

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UNIT 11 Playground Games

Sub-Task #1 Reintroduction to Hopscotch

Facility
Outdoors on the asphalt (or cement area)
11
Materials
Chalk
Beanbags (or another object that can be used as a marker)

Description
The students travel using different pathways, while readily joining in hopscotch activities.

Expectation Code Learning Expectation

2p20 Travel in a variety of ways, changing pathways and directions

(e.g., in creative dance, dances from other countries).
2p33 Display readiness to participate in the instructional program
(e.g., taking out and putting away equipment, joining in readily,
wearing appropriate clothing ,and applying sun protection
when necessary).

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing – Teacher assessment of locomotor skills using an anecdotal observational
recording chart (Grade 2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6
Appendix A).

Formative/Ongoing – Self-assessment of displaying readiness to participate by moving to different

designated areas of the playing space to rate self (see participation rubric Grade 2 Appendix G for
indicators).

Teaching/Learning Strategies

A) Warm-Up
• Partner Jump . Students choose a partner. The partners mark off a starting point and take turns
jumping as far as possible from their partners’ last jump. On the signal, the partners see how far
they have jumped collectively. A challenge may be to make it all the way around the playing
space. Students can jump in different patterns (e.g., a straight line, circle, square).

B) Skill Development
• Draw the patterns for Pickup Hopscotch and Swamp Hopscotch
• Getting Started : Students work in groups of no more than four and take turns hopping on one
foot all around the court from Box 1 to the highest number and back down again. The students

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practise using the courts for Centre Square Hopscotch and Desert Hopscotch, to get used to
the patterns.
• Students alternate the right and left feet, and jump on the courts with two feet together.
• Students practise tossing the beanbags (or other object being used as markers) into the different
boxes to practise their targeting skills.
• Combination Activity: The students take turns tossing the beanbags from Box 1 to the highest
number. Students try to avoid throwing out of sequence. Students may keep personal records and
try to reduce their number of “errors” each round.

C) Skill Application

Centre Square Hopscotch

• The court is a square pattern with numbered spaces going all the way around and the centre
square is blank.
• Step #1: The first player starts by tossing the beanbag into the centre square, hopping into Box
1, picking up the beanbag and hopping out. Each student takes a turn.
• Step #2: Students toss the beanbag back into the centre, hop into Box 1 then Box 2, pick up the
beanbag, hop down the pattern and out of the court.
• The game continues with the players always tossing the beanbag into the centre hopping to the
next box (in numerical order), picking up the marker and hopping back down the pattern and
out of the court.
• Students work on trying to avoid stepping on lines and putting their other foot down. Challenge
students to take turns using both feet.

Desert Hopscotch

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• The students imagine they are in a dry, hot and sandy desert. The boxes are actually little water-
ing holes (oasis) and the lines and centre area is scorching sand with quicksand.
• The students move through the desert landing in the watering holes and avoiding the quicksand
in the desert.
11
• Step #1: The players start in Box 1 and hop on one foot to Box 14.
• Once the players reach Box 14 they hop back to Box 1 on the opposite foot.
• Step #2: Students move through the pattern again, this time only landing in the even numbered
boxes. Repeat using the odd numbered boxes.
• Step #3: The students go through the pattern again hopping backward.
• Step #4: The students go through the pattern jumping on both feet.
• Students take turns moving through the patterns.
• Students work to avoid stepping on lines and stepping in the centre into the quicksand.

D) Cool-Down/Wrap-Up

• Scorpion . One student from each of the groups will stand in the centre space of the Desert
Hopscotch court. The rest of the students follow the lines all around the court without falling off.
The “Scorpion” in the middle of the court, tries to make group members fall off the lines without
touching them (e.g., making them laugh, or startling them). If a member of the group falls off,
that person becomes the new “Scorpion.” The “Scorpion” can choose the way the group moves
around the court.
• Discuss the four levels of self-assessment for displaying readiness to participate. Designate differ-
ent areas of the playing space levels 1, 2, 3 and 4. Establish the four levels using the participation
rubric: 1 – I need help to display readiness to participate. 2 – I sometimes display readiness to
participate. 3 – I display readiness to participate. 4 – I always display readiness to participate.
Direct the students to stand in the area of the playing space corresponding to the level they feel
they displayed.

Extension

• Have the students add their own steps to the Desert Hopscotch game, e.g., hop only in certain
boxes or have one box designated as a rest stop; one box could allow the players to land with
both feet, etc.
• Challenge students to hop through the hopscotch court with the beanbag balanced on a part of
the body.

Notes to Teacher
• Draw the hopscotch courts ahead of time, or allow time in the plan for the students
to draw them.
• In the Scorpion game, the students in the centre never touch the rest of the group.

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• Make sure the playing area is free from any possible hazards.

• Avoid eliminating students for stepping on lines or stepping out of the box. Students may keep
track of “errors” and try to reduce the number of mistakes on each turn.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist
Unit 11 Appendix A: Additional Hopscotch Patterns

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UNIT 11 Playground Games

Sub-Task #2 Hopscotch Activities

Facility
Outdoors on a hard surface
11
Asphalt

Materials
Chalk

Description
Students continue to practise moving in a variety of pathways and directions while participating in
hopscotch activities

Expectation Code Learning Expectation

2p20 Travel in a variety of ways, changing pathways and directions

(e.g., in creative dance, dances from other countries).
2p33 Display readiness to participate in the instructional program
(e.g., taking out and putting away equipment, joining in readily,
wearing appropriate clothing ,and applying sun protection
when necessary).

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of locomotor skills using an anecdotal observational
recording chart (Grade 2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6
Appendix A)
• Formative/Ongoing – Self-assessment of displaying readiness to participate by reflecting and dis-
cussing with peers. (See participation rubric Grade 2 Appendix G for indicators.)

Teaching/Learning Strategies

A) Warm-Up

Hop To It and Stretch . Lead the students through a series of hops and jumps in between light
stretches and body part rotations (e.g., hop three times on the right foot; then calf stretches; three
hops on the left foot – shoulder circles, three times on both feet – arm circles).

B) Skill Development

• Draw the patterns for Alphabet Hopscotch and Colour Hopscotch before the class begins.

Getting Started
• Using the Colour Hopscotch pattern, the students practise jumping to five different colours on
one foot. The students try with the opposite foot.
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• The students do the same as above except this time they use both feet.
• The students try jumping to five different colours backwards.
• Using the A, B, C Hopscotch court the students try to land on the letter the group members call.
Have one student stand facing away from the hopscotch. That person will call out a letter and the
group member in the court hops to it.

C) Skill Application

A, B, C Hopscotch

• Draw a three metre square with 50 cm squares inside of it. Designate each square a letter of
the alphabet.
• Step #1: Students try to hop to all the letters of the alphabet without touching the lines.
• Step #2: Students try to spell their names without touching the lines.
• Step #3: Students try to spell simple words, e.g., cat, fit, sun.

Colour Hopscotch

• Draw a large rectangle with a variety of coloured circles inside.

• Divide students into groups of no more than four. The students take turns being the caller.
• The caller calls out a colour, foot, direction (e.g., red, left, forward, blue, right, sideways). Group
members hop and stretch to follow the direction. Each caller takes five turns calling out direc-
tions, then trades places with a new caller.

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• Each student will have the opportunity to be the caller.

• The number of colours can be increased and rest areas can be used (e.g., yellow is a rest stop).
• Students can create their own steps to the game. Share with other groups at the end of the activity.
11
D) Cool-Down/Wrap-Up
• Alphabet Shapes . The students use their bodies to make the letters of the alphabet. The teacher
calls out a letter and the students make that shape with their body. The students make letters
while standing up or use different body parts to make the letters.
• Review the criteria for paying attention and trying new activities. Ask students to share something
that they did well in their group.

Extension

• A, B, C Hopscotch . The groups could challenge themselves to hop all the names of the group
members. If students do not know how to spell names, the other group members can help.

Notes to Teacher
• Prepare courts ahead of time. Draw many circles for Colour Hopscotch. (Fewer circles will
create a more challenging game.)
• For alphabet game, the blank square can be used as any letter. Additional vowels could be
included to make spelling words easier.
• The games should be adapted according to the skill level of the group.
• Group members should help each other.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist
Unit 11 Appendix A: Additional Hopscotch Patterns

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UNIT 11 Playground Games

Sub-Task #3 Reintroduction to Four Square

Facility
A hard surface outdoors
Asphalt

Materials
Pre-painted Four Square courts (or sidewalk chalk)
Utility balls

Description
The students practise staying on task while playing fairly and cooperating in Four Square activities.

Expectation Code Learning Expectation

2p34 Stay on task, follow instructions, pay attention and see tasks
through to completion.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating),
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of students’ behaviour related to cooperating with
others using the social skills rubric (Grade 2 Appendix H) in conjunction with an anecdotal
observational recording chart (Grade 2 Appendix N).
• Formative/Ongoing – Self-assessment of paying attention and following instructions by holding
thumbs up or down (see participation rubric Grade 2 Appendix G for indicators).

Teaching/Learning Strategies

A) Warm-Up
• Four Square Corners .

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There are five players on each Four Square court; four are in the corners, and one is in the mid-
dle (“It”). The object of the game is to not let “It” (in the centre) get to the corner while the
other players are switching places. The player who puts a foot in the corner first gets it. Players
can switch on their own, or the “It” can stand right in the middle of the court and call out
“switch” at which point all the players must change corners. If the “It”gets to a corner the player 11
without a corner becomes the “It.” Make sure all students get a turn being “It.”

B) Skill Development
• The students work on the Four Square courts in groups of four. Use chalk to draw more courts
so there are enough. Encourage students to work together on the activities.
• The students practise different methods of passing the ball, for example:
– Spin – Spin is put on the ball before bouncing in the other players’ square
– Baby – Ball is dropped low in the other players square so that it will usually bounce more
than once before the player can catch it.
– High – Ball is bounced as high as possible (e.g., over the head)
– Low – The ball is bounced low
– Around the World – The ball is bounced on an angle so that it bounces out of the square
– Rotation – Ball is bounced clockwise or counterclockwise around the square
– Anywhere, Anytime – The ball is bounced to any player
• Introduce each of the methods individually and allow time for the students to practise before
going on to the next one.
• Each time a new method is introduced the students choose a new leader to start the activity.

C) Skill Application
• Leader Four Squar e.

There are students in each of the squares on the court. The students in square number one are
the leaders. The leader chooses the method that will be used to pass the ball. That method is
used until the ball comes back to the leader. Each time the ball bounces out of control, students
rotate one position so a new student becomes the leader.
• Challenge the groups to keep the ball going as long as possible.

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D) Cool-Down/Wrap-Up
• Atoms . The students move around the playing space in a variety of slow-moving ways to cool
down. On the signal, the teacher calls out a number and a part of the body, e.g., three/knees. The
students get into a group of three and put their knees together. Repeat several times changing the
number of students and parts of the body each time.
• Review examples of following instructions, paying attention and trying new things. Ask students to
hold their thumbs up if they felt they did their best and hold their thumbs down if they felt like
they need more work. Students may hold thumbs between up and down.

Extension

• Students invent new methods of passing the ball around the Four Square court.

Notes to Teacher
• Prepare the courts ahead of time.
• Consider the skill and experience level of the class when introducing new ways of
sending the ball.
• In traditional Four Square, the person who makes the least errors becomes the “King” and stays
on the court while others challenge his/her position. Adapt games to avoid penalizing students by
eliminating them for making errors. Provide students with as many opportunities as possible to
continue to play and develop their skills.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Unit 11 Appendix A: Additional Hopscotch Patterns

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UNIT 11 Playground Games

Sub-Task #4 More Four Square Activities

Facility
A hard surface outdoors
11
Asphalt

Materials
Pre-painted Four Square courts (or some sidewalk chalk)
Utility balls
Scarves

Description
The students continue to practise following instructions while demonstrating respectful behaviour
towards others during Four Square games.

Expectation Code Learning Expectation

2p34 Stay on task, follow instructions, pay attention and see tasks
through to completion.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating),
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Self-assessment of cooperation by moving to different designated areas of
the playing space to rate self (See social skills rubric Grade 2 Appendix H for indicators.)
• Formative/Ongoing – Teacher assessment of students’ behaviour related to listening, following
instructions and seeing tasks through to completion with others using the Participation rubric
(Grade 2 Appendix G) in conjunction with an anecdotal observational recording chart (Grade 2
Appendix N).

Teaching/Learning Strategies

A) Warm-Up
• Four Square Scarf Tag . Use Four Square court with six players. Give each player a scarf to tuck
into the side of their pants. On the signal, the students try to collect as many scarves as they can
while keeping their own. Players who lose their scarves are not out, they continue to play and
collect scarves. Players are not allowed to hide their scarf, or hold it with their hands. Repeat the
game a few times because it will go quickly. Students try to keep their own scarves longer and
collect as many as possible.

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B) Skill Development
• Students work in groups of four on the traditional Four Square courts. The students work togeth-
er and help each other.
• The students review all the bouncing methods and take turns being the leader and deciding the
method for passing the ball around the court.
• Stone Four Squar e

A flat stone is placed in the centre of the Four Square court. The students stand outside the lines
of their section of the court. The players take turns trying to knock the stone off the centre line
by bouncing the ball on it. The students can keep track of how many times the group was able to
collectively knock off the stone.

C) Skill Application

• Royal Squar e.

Use a slightly modified court from the traditional Four Square courts. In this game there is a
square in the centre of the court and each of the Four Squares is given a name “Ace,” “King,”
“Queen” and “Jack.” The player in the “Jack” square always serves the ball. The ball must
bounce in the centre square before entering an opponent’s court. Students try to avoid bouncing
the ball in the centre square, twice in their square, out or on the line. Players get five turns in
“Ace” position, then students rotate. Students can keep track of the number of “errors” in each
position and try to improve their record each round.

D) Cool-Down/Wrap-Up
• Over/Under . In their Four Square groups, the students move the ball down a straight line pass-
ing over the head and through the legs all the way down the line. When the players at the back
receive the ball, they jog to the front of their line and start the process over again. Students
stretch and relax.
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• Discuss the four levels of self-assessment for cooperation. Designate different areas of the playing
space levels 1, 2, 3, and 4. Establish the four levels using the social skills rubric: 1 – I need
reminders cooperate and show consideration for others. 2 – I sometimes cooperate and show
consideration others. 3 – I cooperate and show consideration. 4 – I always cooperate and show
consideration. Direct the students to stand in the area of the playing space corresponding to the 11
level they feel they displayed.

Extension

• Royal Squar e. Played as above except the “Ace” determines how the ball will be passed around
the court.

Notes to Teacher
• Draw the Royal Square Four Square court ahead of time.
• Make sure the playing space is clear of any potential hazards.
• The games can be adapted to suit the needs of the students. Avoid eliminating students
for making mistakes.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Unit 11 Appendix A: Additional Hopscotch Patterns

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UNIT 11 Playground Games

Sub-Task #5 Reintroduction to Skipping

Facility
A hard surface outdoors or indoors
Asphalt

Materials
One skipping rope per student

Description
Students will practise skipping individually to a slow rope swinging rhyme and then
try three different rhymes.

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion/travelling

movement to another (e.g., hopping to skipping).
2p31 Participate vigorously in all aspects of the program (e.g., individual
and group activities, dancing to music, co-operative games).
2p40 Demonstrates appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, cooperating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing
• Teacher assessment of locomotor skills using an anecdotal observational recording chart (Grade
2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).
• Teacher assessment of fair play using fair play and activity etiquette sections of the social skills
rubric (Grade 2 Appendix H).
• Self-assessment of vigorous participation using a four finger rubric. (See participation rubric
Grade 2 Appendix G for indicators.)

Teaching/Learning Strategies

A) Warm-Up
• In the four corners of the playing space, post pictures of cartoon characters. Instruct students to
move from one character to another using the form of travel that the character would use (e.g.,
Dumbo, Tigger, Winnie the Pooh, Rabbit). At each corner the students complete a fitness exercise
(e.g., arm circles, hip circles, jumping jacks, line jumps). Once they have completed the activity
they move to the next corner. Divide students equally in the four corners to start the activity.

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B) Skill Development
• Remind students about the safety with the ropes (e.g., make sure there is enough space around
the skipper, do not walk into anyone else’s space while they are skipping, do not use the ropes
for hitting people or tying people up). Review how to choose the rope that is the correct size –
when standing in the middle of the rope the handles should come to the underarms.
11
Individual Skipping Review:
• Students hold the handles in their hands and rest the rope on the ground. They practise keeping
the rope still and jumping over the rope. The students progress to jumping back and forth over
the rope.
• The students put both handles in one hand and swing the rope on one side of the body, with the
rope touching the ground. Repeat on the other side. With the rope still swinging beside them, the
students listen for the sound and jump when they hear the rope hitting the ground.
• Students start with the rope behind the heels. They bring the rope over their head and stop it with
their toes. They step over the rope and repeat the same activity.
• Students start with the rope behind their heels, bring the rope over their head and jump over it.
Repeat the process trying to jump more than one time in a row.
• When turning the rope, arms are kept close to the sides and forearms are out from the hips.
Wrists are loose.
Turning the Rope: This is a slow non-skipping rhyme that will help the enders practise timing
and rope turning. At the beginning of the rhyme the enders swing the rope back and forth and
not over. When they say the word “over” they swing the rope up and over again: “Bluebells, cock-
le shells, eevy, ivy, over.”
• Repeat the pattern. The partners concentrate on getting the rope up in a smooth arch while it still
touches the ground on the way over.

C) Skill Application
• Partners practise turning the rope together while reciting three basic rhymes. The two students
work on getting the rope over in a good arched position while it still makes contact with the
ground as it comes over.

Turning Rhymes:

As I was walking near the lake; I met a little rattlesnake; He ate so much jelly cake;
It made his little belly ache.

A sailor went to sea, sea, sea; To see what he could see, see, see; But all that he could
see, see, see; Was the bottom of the deep blue sea, sea, sea.

Two in the middle and two at the end; Each is a buddy and each is a friend; A penny to
save and a penny to spend; Two in the middle and two at the end.

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Group of Three

• Two students are enders and one is the jumper. The enders swing the rope back and forth while
the person in the middle tries to jump over the rope without hitting it. Rotate positions.
• The groups try the “Blue Bells” rhyme with one of the partners in the middle. The challenge is
for the students to get through the rhyme without hitting the rope. Rotate positions.
• The group tries one of the other rhymes with the enders turning the rope and the person in the
middle skipping. The challenge is to complete the rhyme without hitting the rope.

D) Cool-Down/Wrap-Up
• Fold the rope in four and do some stretching with the rope. Lead the students through a series of
stretches from head to toe.
• Review the four levels of self-assessment for participation. Describe what it means by holding up
one finger, two fingers, etc. Establish the four levels using the active participation rubric: 1 – I
participated actively with constant encouragement. 2 – I participated actively with occasional
encouragement. 3 – I participated actively with no encouragement. 4 – I participated actively in a
way that encourages others to participate. Direct the students to hold up the number of fingers
corresponding to the level they feel they displayed.

Extension

• The students try one of the other rhymes. The groups could challenge themselves to try to get all
the members to skip to the rhyme without hitting the rope.

Notes to Teacher
• The teacher will notice a great variation in skill. Encourage the students to follow the progres-
sions and work at their own pace. Encourage students to help each other.
• The playing area must be clear of any potential hazards.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist

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UNIT 11 Playground Games

Sub-Task #6 Individual Skipping Challenges

Facility
A hard surface outdoors or indoors
11
Asphalt

Materials
One rope per student

Description
Students try several individual skipping challenges and learn two types of skipping.

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion/travelling

movement to another (e.g., hopping to skipping).
2p31 Participate vigorously in all aspects of the program (e.g., individual
and group activities, dancing to music, co-operative games).

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of locomotor skills using an anecdotal observational
recording chart (Grade 2 Appendix N) in conjunction with a locomotor skills checklist
(Unit 6 Appendix A)
• Formative/Ongoing – Self-assessment of vigorous participation using a four finger rubric.
(See participation rubric Grade 2 Appendix G for indicators.)

Teaching/Learning Strategies

A) Warm-Up
• The students hold the skipping rope with both handles in one hand and walk around the playing
space swinging the rope from side to side. Repeat this activity while skipping instead of walking.
This activity must be done in a large space so there is no chance for injury.
• Students roll their shoulders, arms and ankles.

B) Skill Development

Remind the students about the necessary safety practices when using the skipping ropes.

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Skipping Challenges
• Challenge students to think of an original way to move over the rope while continually rotating the
rope forwards or backwards (e.g., hopping over the rope, one foot at a time, single bounce
between beats, double bounce between beats, skipping backward, skipping and moving forward).
• Choose some students to demonstrate their challenges and allow the class to try them.
• Demonstrate alternate methods of skipping and give students time to practise.
– Scissors: Feet start together and then alternate them one in front and one behind.

– Twister : Feet start together and then twist to the left, twist to the right just like the dance move
except with a swing of the rope between each one.
– Side Straddle: Feet start together and then they alternate apart, together with the swing of
the rope.

– Skier: Feet start together on one side of a line on the asphalt and then ask students to jump to
the other side of the line.

– Bell: Feet start together in front of a line on the asphalt and them ask them to jump behind
the line. Keeping repeating forward and backward.

C) Skill Application
• Rhyming Challenge . Using the rhymes from Sub-Task #5, students and choose one of the new
methods of skipping to perform a rhyme individually. Repeat using a different type of skipping.
• For less of a challenge, do not use rhymes. For more of a challenge, encourage students to make
up their own rhyme or skip faster to the rhyme.

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D) Cool-Down/Wrap-Up
• The students put one handle of rope in their hand and keep the rope on the ground spelling their
initials. Students can try spelling their whole name. Students stretch their bodies into the letters
of their name. 11
• Students self assess their participation using a four finger rubric (see Sub-Task #5).

Extension

• Working with a partner the students try to perform a skipping rhyme in time with each other. The
partners could use plain jumping or one of the fancier methods of skipping.

Notes to Teacher
• Encourage students to work at their own pace. There will be a discrepancy in the level of skill
between students. Encourage students to help each other.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist

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Additional Hopscotch Patterns

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Movement Exploration
Unit Title
12 Balance 363
13 Jumping and Landing 383
14 Transfer of Weight 399
15 Rhythm and Movement 415

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UNIT Balance
OVERVIEW
12 Duration
Description
4 Sub-Tasks

Students explore movement through activities that involve balance, with and without equipment.
Students begin by reviewing traditional static balances, and then progress to balancing while moving
on and off the equipment. They create routines with some basic pieces of equipment and incorpo-
rate both balancing in static positions and while on the move. 12
Sub-Task Title Expectation Code

1. Balance Introduction or Review 2p25, 2p30

2. Moving On and Off Equipment 2p25, 2p30
3. On and Off Equipment, Create a Routine 2p25, 2p30
4. Partner Balances 2p25, 2p41

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Formative/Ongoing – Teacher assessment of balancing skills using a movement skills recording
chart. Use indicators from lesson in combination with blank movement skills recording chart.
• Formative/Ongoing – Teacher assessment of attention to safety procedures using the safety rubric.
• Summative – Teacher assessment of balancing skills using a movement skills recording chart.
Use indicators from lesson in combination with blank movement skills recording chart.
• Formative/Ongoing – Self-assessment of response to others using the “Response to Others
Assessment Tool.”
• Formative/Ongoing – Self-assessment of attention to safety procedures using a thumbs up/thumbs
down rating.
• Formative/Ongoing – Peer assessment of balancing skills using a teacher developed checklist.
Use indicators from lesson in combination with blank movement skills checklist.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Students should be able to travel in a variety of ways and in different directions in response
to signals.
• Students should be able to travel, changing from one kind of locomotion to another while using
different pathways.

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• Students should be able to follow safety procedures related to physical activity, equipment,
and facilities.
• Demonstrate basic static balances.
• Transfer their body weight from one body part to another.
• Students should have knowledge of classroom routines.
• Students should be able to follow instructions, pay attention and attempt new activities.
• Students should be able to work cooperatively and communicate with others.
• Students must be dressed appropriately for Physical Education specific to the activity and equip-
ment being used.

Notes to Teacher
• In order to meet the needs of all the students in the class who may not be able to perform tradi-
tional static balance positions as presented, allow for variations and look for the basic elements
of a balanced position. Work with all students to help them achieve success at their own level.
• Owing to the nature of the Balance unit, classroom routines must be firmly established prior to
teaching the unit.
• There are some expectations that are ongoing throughout the course of the Balance unit. These
include 2p30, 2p33, 2p41. Some suggestions as to where and how these expectations are to be
assessed are in place on specific lessons, but the teacher may want to develop a system for evalu-
ating these expectations that will be consistent throughout the year.
• Allow time for those students who want to show their routines an opportunity to do so.
• Organize equipment to be used in the lessons ahead of time.
• The lessons in this unit have been written using very little equipment, since some schools do not
have large gymnastics equipment. Schools that have the equipment should pay particular atten-
tion to information proceeding each activity where it gives examples and possibilities of how
these pieces could be used.

Appendices
Unit 12 Appendix A: Movement Skills Recording Chart – Balance – Moving and Stationary
Unit 12 Appendix B: Traditional Static Balances
Unit 12 Appendix C: Bench Balance Circuit
Unit 12 Appendix D: Partner Balance Routine
Unit 12 Appendix E: Partner Balances and Counterbalances

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UNIT 12 Balance

Sub-Task #1 Balance Introduction or Review

Facility
Gymnasium or general purpose room

Materials
Mats
Two foam dice, or boxes made into dice 12
Beanbags

Description
Students practise balancing on and off equipment.

Expectation Code Learning Expectation

2p25 Balance on a variety of body parts, on and off equipment, while

stationary and moving (e.g., balancing on a bench without moving,
walking forward on a bench)
2p30 Follow safety procedures related to physical activity, equipment
and facilities

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Self-assessment of attention to safety procedures using a thumbs up/thumbs
down rating. (See safety rubric Grade 2 Appendix I for indicators.)
• Formative/Ongoing – Teacher assessment of balancing skills using a movement skills recording
chart. (Unit 12 Appendix A)

Teaching/Learning Strategies

A) Warm-Up

Statues
• Students move around the gymnasium in a variety of ways. On the signal, the students immediate-
ly freeze like a statue. The last three students to freeze come to the side and choose a pose to
stand in while waiting. On the next round, three more students come to the side and the students
who are waiting in the frozen poses return to the game. For variety, instead of the last students
frozen, select students to come to the side who are frozen in excellent poses. Change the speed
and level of movement each time, gradually increasing speed of movement as students warm up.
• Tell students that they will be asked about moving safely in the gymnasium at the end of the class.

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B) Skill Development

• Before the lesson begins take some time to review the keys to a proper balance, e.g.,
1) tight body (controlled);
2) eyes focused on a stationary object;
3) body centred over base of support; and
4) hold position for three seconds.
• Each student works on a mat (or part of a mat).
• Call out a number and the students place that number of body parts on the mat. Repeat several
times.
• Students balance on the mat using the number of body parts the teacher calls. Repeat several
times. Review important tips for balancing after the first attempt.
• Choose two students to roll foam dice. The sum of the two numbers will be the number of body
parts the students will use to balance. Change the students each time.
• The students move around the gymnasium to music using a variety of movements at different lev-
els. On the signal the students freeze on a mat in balanced position. Repeat
• Move from mat to mat changing the static balance each time.
• Two students on the same piece of mat try to balance together. Students move from mat to mat
changing the balance and partner each time.

C) Skill Application

• Students move around the gymnasium performing static balances on a mat, then on the floor,
then on a mat again. Each time students should change their balance.
• Students choose four balances to perform. Students create a routine demonstrating two balances
on the floor and two on the mats. Remind students to make smooth transitions between each
static balance and to hold each one for three seconds. Students should try to use different levels.
• Have one half of the class show the other half and then switch.

D) Cool-Down/Wrap-Up

Robot
• Give each student a beanbag that is their “power pack.” When the power pack is balanced on
his/her head, the students can move, but if it falls off the student is frozen until one of the other
students comes along and puts the power pack back in place.

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• Ask the student questions regarding safety practices, so they can assess their own performance
e.g., “Did you play safely?” “Did you use the equipment safely?” Students use a thumbs
up/thumbs down rating to answer questions.

Extension

• Add music and have the students hold the balances with the music.
• Students work in pairs to perform a partner routine on and off the mats.
12
Notes to Teacher
• Remind students to keep a tight body and focus on one spot when balancing.
• Make dice out of bristle board or use boxes if foam ones are not available.
• Balances could be performed on other apparatus other than mats e.g., climber, chairs,
lower parts of the box horse, or trestle equipment. Teachers that have access to such equipment
should be sure to introduce them one piece at a time for safety and later incorporate these
pieces into a circuit.
• Prior to teaching the skills of an activity, procedures and rules for safe play are introduced.

Appendices
Grade 2 Appendix I Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Unit 12 Appendix A Movement Skills Recording Chart – Balance – Moving and Stationary

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UNIT 12 Balance

Sub-Task #2 Moving On and Off Equipment

Facility
Gymnasium or general purpose room

Materials
Beanbags
Benches
Mats

Description
Students practise balancing while moving with and without equipment.

Expectation Code Learning Expectation

2p25 Balance on a variety of body parts, on and off equipment, while

stationary and moving (e.g., balancing on a bench without moving,
walking forward on a bench)
2p30 Follow safety procedures related to physical activity, equipment,
and facilities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of attention to safety procedures using the safety rubric
(Grade 2 Appendix I).
• Formative/Ongoing – Teacher assessment of balancing using a movement skills recording chart.
(Unit 12 Appendix A)

Teaching/Learning Strategies

A) Warm-Up

Line Tag
• Choose some students to be “It.” All the students travel on the lines in the gymnasium. If students
are tagged by the “Its” they sit down beside the line with their hand up until a student comes by
and touches their hand and they are back in the game. If students fall off the lines, or are not fol-
lowing the lines they also sit down and wait with their hand up. Change the style of movement fre-
quently as students warm up and gradually increase heart rate.

B) Skill Development

• Students walk on the lines slowly and carefully. Direct students to change the level and direction
of the locomotion movement each time, e.g., high, middle, low, forward sideways and backward.

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• Students repeat this exercise, but choose their own movement each time they hear the signal.
Review walking on a bench or beam. Ask the students what they need to remember when moving
and balancing on a piece of equipment. Discuss points such as:
1) Tight body position.
2) Eyes looking ahead focused on a stationary object while glancing down periodically.
3) Arms out to the sides for balance.
4) While walking, use the foot to actually touch the side of the beam or bench to help find the
foot placement.
• Set up a variety of benches around the gymnasium. Students take turns walking forward 12
on the benches.
• Students practise walking along the benches in a variety of ways, e.g., forward, sideways, or back-
wards. Change the level of movement, e.g., low, middle and high.
• Have some benches turned over so the narrow side is up.
• Students walk around the gymnasium on the lines. When they come to a bench they walk along it
in different ways and when they come off they move along the lines again.

C) Skill Application

• Create a circuit placing the benches in a variety of positions. At each station there should be dif-
ferent tasks or challenges for the students to practise. Use circuit cards described in Unit 2
Appendix C.
• Station #1 – Walking forward
• Station #2 – Walking backwards.
• Station #3 – Walking sideways.
• Station #4 – (Turn bench over) Walking along the narrow side of the bench in different ways.
• Station #5 – Walking with a beanbag balanced on a variety of body parts.
• Station #6 – Balancing in a variety of static positions on the bench.

D) Cool-Down/Wrap-Up

• Follow the leader – Teacher chooses one student to be the leader. The other students follow the
leader’s movements. The leader should be rotated regularly to give other students an opportunity.

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Extension

• Students create various challenges at the stations. The teacher can choose some students to show
the class.

Notes to Teacher
• Make up station cards and post them ahead of time.
• Remind students to keep body position tight and focus on an object while balancing.
• Have the benches set up for the stations ahead of time.

Appendices
Grade 2 Appendix I Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Unit 12 Appendix A Movement Skills Recording Chart – Balance – Moving and Stationary
Unit 12 Appendix C Bench Balance Circuit

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UNIT 12 Balance

Sub-Task #3 On and Off Equipment,

Create a Routine
Facility
Gymnasium or general purpose room

Materials
Beanbags
12
Mats
Benches
Chairs

Description
Students combine the elements of balancing while moving with static balances both on and off
equipment into a routine.
Expectation Code Learning Expectation

2p25 Balance on a variety of body parts, on and off equipment, while

stationary and moving (e.g., balancing on a bench without moving,
walking forward on a bench)
2p30 Follow safety procedures related to physical activity, equipment,
and facilities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Peer assessment of balancing skills using a teacher developed checklist.
Use indicators from lesson in combination with blank movement skills checklist (Grade 2
Appendix O-10).
• Formative/Ongoing – Teacher assessment of attention to safety procedures using the safety rubric
(Grade 2 Appendix I).
• Formative/Ongoing – Teacher assessment of balancing skills using a movement skills recording
chart. (Unit 12 Appendix A).

Teaching/Learning Strategies

A) Warm-Up
Frozen Beanbag Tag

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• Choose some students to be “It.” All students balance a beanbag on their head. If students get
tagged they freeze in the position they are in and put their beanbags on the floor. If the beanbag
falls to the floor while students are moving, they freeze in place. Frozen students can get back
into the game when a non-frozen student puts the beanbag back on their head. The “Its” cannot
tag any students who are in the process of helping someone get back into the game. Call out “un-
freeze” if many students are frozen so students have a chance to keep moving and to warm up
their bodies.

B) Skill Development

• Introduce traditional static balances (Unit 12 Appendix B). Call each static balance by name, while
students attempt the static. Select students to demonstrate the correct position of the balance.
• Student perform a variety of balances on the floor, mats, benches, chairs, beam, bottom of the
box horse, trestle or climber. Discuss the safety considerations for each piece of equipment
before it is used. Emphasize the same basic points, e.g., tight body position, centre body over the
base of support, eyes focus on a stationary object and hold pose for three seconds.
• Students move around the gymnasium in a variety of ways on and off the equipment. On the
signal, the students freeze in a static balance on floor or equipment. Students must hold the bal-
ance for a count of three, then change the static balance two more times before moving again.
Teachers should change the speed, direction and the level of the movement. Students are
encouraged to change the level of the balances each time. Call specific balances for the students
to demonstrate.

C) Skill Application

• Students create a routine using the following guidelines:

– Two static balances on the floor
– Two static balances on a bench or chair
– Move along a bench
– Hold each pose for three seconds
– Use a variety of body parts for static balances
• Students choose how they want to balance and move.
• Create a checklist for the students to assess one another using the above criteria.
• Students work with a partner and peer assess with the balancing checklist.
• Students spend time practising and show a partner the routine.
• Partners complete their assessments.
• Choose some students to show the class.

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D) Cool-Down/Wrap-Up

Beanbag Balance Contest

• Students balance the beanbag on different parts of the body using a variety of static balances. If
beanbags fall off while the students are balancing, then they get a letter of the word STORK. When
the students spell the word STORK they start again. Encourage students to move slowly and
stretch their muscles while they balance.

Extension
12
• Students find partners and watch their routines. Students try their partners’ routine.

Notes to Teacher
• Other equipment may be incorporated into this lesson, e.g., beam, box horse or the climber. It is
important for the teacher to demonstrate proper use of equipment before the students use it.
• Set up gymnasium ahead of time to accommodate the needs of the lesson.
• Constantly reinforce proper position for balances.
• Be vigilant to prevent one student from pressuring another into trying skills or activities that
he/she is not ready for.

Appendices
Grade 2 Appendix I Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix O-10 Blank Movement Skills Checklist
Unit 12 Appendix A Movement Skills Recording Chart – Balance – Moving and Stationary
Unit 12 Appendix B Traditional Static Balances

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UNIT 12 Balance

Sub-Task #4 Partner Balance

Facility
Gymnasium or general purpose room

Materials
Mats
Benches
Chairs
Music
Flashcards demonstrating traditional partner balances (Unit 12 Appendix E)

Description
Students practise, in isolation and in a routine, static balances with a partner.

Expectation Code Learning Expectation

2p25 Balance on a variety of body parts, on and off equipment, while

stationary and moving (e.g., balancing on a bench without moving,
walking forward on a bench)
2p41 Provide help to and ask for help from group members

Assessment Opportunities – Suggestions for Assessing Expectations:

• Summative – Teacher assessment of balancing skills using a movement skills recording chart.
(Unit 12 Appendix A)
• Formative/Ongoing – Self-assessment of response to others using the “Response to Others
Assessment Tool” (Grade 2 Appendix O-4).

Teaching/Learning Strategies

A) Warm-Up

Rivers and Bridges

• Divide students so that half the classes are rivers and the other half are bridges. Those students
who are bridges try to make a bridge using only their body. They stay frozen as a bridge while the
rivers “flow” under them. Students switch, and now the rivers are frozen lying down on the floor
(in a position that looks like a river) and the bridges step carefully over them. Students should
have a chance to be both a bridge and a river.

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B) Skill Development

• Students will:
– Discover a variety of ways to make a bridge. Ask students what a bridge looks like.
– Create a bridge with a partner.
– Create a balance with a partner.
– Move around the room, stop on the signal and change partners and balances each time.
• Show flashcards with demonstrations of some static partner balances for the students to perform.
• Students travel around the gymnasium in a variety of ways using different speeds and levels. On 12
the signal, the students choose the closest person and perform the partner balance on the card
the teacher holds up. Repeat the same procedure as above, this time trying to incorporate a vari-
ety of equipment, e.g., mats, benches, chairs, beam, etc. Before the students use the equipment,
remind them about the safety procedures.

C) Skill Application

Partner Routine

• Students choose a partner they have not worked with before on balances. Students develop a rou-
tine using four partner balances. Students should choose a variety of balances that incorporate
different levels, equipment and body parts. Emphasize smooth transitions, holding balances for
three seconds, tight body positions, focusing on a stationary object and cooperating to create a
successful routine.
• Post the components for the routine so the students can check to see if they have included every-
thing in their routine. (Unit 12 Appendix D)
• One half of the class presents while the other watches and than switch.

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D) Cool-Down/Wrap-Up

Mir ror, Mir ror on the Wall

• Students have partners, one is the leader the other mirrors what they do. The leaders do slow
movements, and emphasizing balancing. Both partners have a turn with both roles.
• Hand out and explain the “Response to Others” self-assessment tool. The students put their name
on the top and date the step that they feel best describes their performance for the day. Collect
the sheet and use it again on a later date.

Extension

• In partners, students find another pair. Each pair demonstrates their routine to the other pair.
Each tries the other’s routine. Try it in a group of four.

Notes to Teacher
• Teachers can utilize other equipment, e.g., climber, box horse, beam, for balances.
• Continue to stress proper body position and keeping tight.
• Use flashcards of static balances – copy Unit 12 Appendix E or draw balances on large
pieces of paper.

Appendices
Grade 2 Appendix O-4 “Response to Others” (Self-assessment Tool)
Unit 12 Appendix A Movement Skills Recording Chart – Balance – Moving and Stationary
Unit 12 Appendix D Partner Balance Routine
Unit 12 Appendix E Partner Balances and Counterbalances

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UNIT 12 Balance
TEACHER
Movement Skills Recording Chart

Knowledge/Skill Category: Learning Expectation

Movement Skills • 2p25 Balance on a variety of body parts, on and off equipment,
while stationary and moving (e.g., balancing on a bench

Topic:
without moving, walking forward on a bench)
12
Balance – Moving
and Stationary
Skill Indicators Level 1 Level 2 Level 3 Level 4
• tight body position • performs few of the skills as • sometimes performs the skills • usually performs the skills as • consistently performs the skills
• eyes focussed ahead on a sta- described as described described as described
tionary object while looking • rarely applies skill in other sit- • sometimes applies skill in • usually applies skill in other • consistently applies skill in
down occasionally uations or activities other situations or activities situations or activities other situations or activities
• arms out to sides for balance
• use foot to touch side of beam
or bench while walking
• hold body still when balancing
on other body parts

Student Names

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Traditional Static Balances

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Bench Balance Circuit

Cut cards, expand and post on wall for balance circuit.
(Sub-Task #2)

Station #1 Station #2
Walk forward in a variety of ways (e.g., on toes, Walk backwards in a variety of ways (e.g., on 12
crouched down) on bench or beam. Keep a tight toes, on knees).
body position.

Station #3 Station #4
Walk sideways in a variety of ways (e.g., on toes, Walk along the nar row side of the bench in dif-
cross one foot over another). ferent ways. Use the moving foot to slide beside
the bench to ensure a correct foot placement.

Station #5 Station #6
Walk with a beanbag balanced on a variety of Balance in a variety of static positions on the
body parts. bench.

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Partner Balance Routine

Cooperate with partner to create a balance routine.

1) Choose four balances.

2) Use different levels.

3) Use a piece of equipment for at least one balance.

4) Balance on different body parts.

5) Move smoothly from balance to balance.

6) Keep a tight body.

7) Hold each balance for at least three seconds.

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Partner Balances and

Counterbalances

12

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UNIT Jumping and Landing

OVERVIEW
13 Duration
Description
4 Sub-Tasks

Students explore movement through activities that involve Jumping and Landing with and without
equipment. An emphasis is placed on safety – participating in activities, in personal and shared
spaces.

Sub-Task Title Expectation Code

1. Take-Off Combinations 2p19, 2p24, 2p30

2. With Benches and Mats
3. Jumps, Shapes, Directions
2p24, 2p33
2p24, 2p30
13
4. Skills Circuit 2p24

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Formative/Ongoing – Teacher assessment of locomotor skills using an anecdotal observational
recording chart in conjunction with a locomotor skills checklist.
• Formative/Ongoing – Teacher assessment of jumping and landing skills using a movement skills
recording chart.
• Formative/Ongoing – Teacher assessment of attention to safety procedures using the
safety rubric.
• Summative – Teacher assessment of jumping and landing skills using the Movement Skills
Recording Chart.
• Formative/Ongoing – Self-assessment of attention to safety procedures using a thumbs up/thumbs
down rating.
• Formative/Ongoing – Self-assessment of readiness to participate using “I am Ready for Physical
Education” Assessment tool.
• Formative/Ongoing – Peer assessment of jumping and landing skills using a teacher developed
checklist. Use indicators from lesson in combination with blank movement skills checklist.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Students must have knowledge of classroom routines (e.g., signals).

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• Students must be able to move safely in the gymnasium (body and space awareness).
• Students should be able to assist in the safe movement of equipment.
• Students should have had experiences working in small groups.
• Jump forward with control, using a variety of take-offs and landings.
• Demonstrate basic static positions.
• Transfer their weight from one body part to another.

Notes to Teacher
• Classroom routines should be firmly established prior to teaching the unit.
• This unit has been written using a minimum of equipment (e.g., mats, benches). Teachers are
encouraged to use other available pieces of large equipment to extend and enhance their lessons.
Such equipment might include agility boxes, box horses, balance beams, climbers, etc.
• Some students may need assistance and may need to have spotters while using bench.
• For more information: See Getting Assessment Right: HPE: Grades 1–8 (p.33) for jumping and
landing exemplar.

Appendices
Unit 13 Appendix A: Jumping and Landing Circuit Cards
Unit 13 Appendix B: Landing Skills Recording Chart

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UNIT 13 Jumping and Landing

Sub-Task #1 Take-Off Combinations

Facility
Gymnasium or general purpose room

Materials
Hoops (one per student)

Description
Students will practise jumping and landing safely in and out of hoops, using one or two feet.

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion travelling

13
movement to another (e.g., hopping to skipping)
2p24 Jump and land safely, using take-off combinations of one or
two feet
2p30 Follow safety procedures related to physical activity, equipment
and facilities

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Self-assessment of attention to safety procedures using a thumbs up/thumbs
down rating. (See safety rubric Grade 2 Appendix I for indicators.)
• Formative/Ongoing – (Diagnostic) teacher assessment of locomotor skills using an anecdotal
observational recording chart (Grade 2 Appendix N) in conjunction with a locomotor skills
checklist (Unit 6 Appendix A).
• Formative/Ongoing – Teacher assessment of jumping and landing skills using a movement skills
recording chart (Unit 13 Appendix B).

Teaching/Learning Strategies

A) Warm-Up

“Lily Pad”
• Students pick up a hoop and find a space to place the hoop down quietly.
• Students move through the room around the hoops.
• On a signal, students jump and land inside the nearest hoop.
• Repeat, moving in a variety of ways around the hoops (e.g., walk, jog, skip, and gallop).

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B) Skill Development

• Review safety procedures for the gymnasium and for gymnastics.

Jumping and Landing

Students:
– Move to their own hoop and find different ways to jump and land inside their hoop
– Land lightly on the balls of their feet
– Bend at the knees, ankles and hips to absorb the force of the landings
– Use arms to help balance on the landing

• Students start inside their hoops and practise jumping and landing outside their hoops in differ-
ent ways. Examples:
– two feet to two feet
– one foot to two feet
– two feet to one foot
– one foot to opposite foot (a leap)
– one foot to same foot (a hop)

• Students:
– Practise jumping/hopping/leaping over their own hoop.
– Attempt to land lightly facing the direction from which they came.

C) Skill Application

“Hoop Hopping”

• In groups of four or five, students take six hoops per group and arrange them in any pattern on
the floor.

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• In a follow-the-leader formation, students jump through their group’s hoop patterns.

• Encourage students to visit with the other groups and attempt to jump through their
hoop patterns.
• Students observe one another’s take-offs and landings, looking for control, lightness on landing
and good balance.

D) Cool-Down/Wrap-Up

• Students sit inside their own hoop and isolate different body parts to tense and then relax (e.g.,
hand, legs, feet).
• They stand holding the hoop over their head and stretch the body in a tall shape.
• Teacher asks the student questions regarding safety practices, so students can assess their per- 13
formance, e.g., “Did you play safely?” “Did you use the equipment safely?” Students use a thumbs
up/thumbs down rating to answer questions.

Extension

• Repeat the “Hoop Hopping” activity using hopping and leaping movements through
the hoop patterns.

Notes to Teacher
• Remind the students about moving safely and in control.
• Teach the phrase, “Toes, Heels, Knees, Freeze” to stress a proper controlled landing technique.

Appendices
Grade 2 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Unit 6 Appendix A: Locomotor Skills Checklist
Unit 13 Appendix B: Jumping and Landing Skills Recording Chart

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UNIT 13 Jumping and Landing

Sub-Task #2 With Benches and Mats

Facility
Gymnasium or general purpose room

Materials
Benches
Mats

Description
Students will work on benches and mats, moving on them, along/over them and jumping off with a
change in direction.

Expectation Code Learning Expectation

2p24 Jump and land safely, using take-off combinations of one or

two feet
2p33 Display readiness to participate in the instructional program
(e.g., taking out and putting away equipment, joining in readily,
wearing appropriate clothing and applying sun protection
when necessary).

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Self-assessment of readiness to participate using “I am Ready for Physical
Education” Assessment tool (Grade 2 Appendix O-7)
• Formative/Ongoing – Teacher assessment of jumping and landing skills using a Movement Skills
Recording Chart (Unit 13 Appendix B).

Teaching/Learning Strategies

A) Warm-Up

• Refer students to proper take-off and landing techniques as learned in Sub-Task #1.
• Students move slowly at first and increase movement as they warm up.
• Students travel around the room and are given these challenges:
– Hop on one foot
– Hop on the other foot
– Hop along the lines
– Leap over lines
– Perform the above tasks sideways
– Perform the above tasks backward (carefully)

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B) Skill Development

• Discuss how to move equipment safely into place (e.g., bend knees to pick up, watch for obsta-
cles in the way, and cooperate with others, adequate distance between pieces of equipment).
• Place mats and benches around the room.
• Assign students a bench or mat to work on first.

• Challenge students to:

– Move onto the equipment (assigned bench or mat) along it and jump off using a variety of
take-offs and landings (see Sub-task #1);
– Perform the above, changing directions (e.g., forward, backward, sideways);
– Switch to the other piece of apparatus.
13

C) Skill Application

• Students choose either a bench or mat and create a sequence of getting on, going along/over it
and jumping off it (e.g., sideways jump onto mat, log roll along mat, backward hop off the mat,
landing on one foot in a balanced position).
• Students on mats demonstrate their sequence for those on the benches.
• Reverse roles.

D) Cool-Down/Wrap-Up

• Students walk slowly along the lines and respond to change of direction (e.g., walk sideways,
backwards, forwards) as they cool down.
• Teacher discusses the “I am ready for Physical Education” assessment tool. Students put their
name on the top and the date in the box that best describes them for that day. This sheet can be
used again.

Extension

• Use benches and mats to create sequences that combine jumping, landing and rolling with
changes in direction.

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Notes to Teacher
• Caution students about doing any task in a “backward” direction. They must watch behind them
before moving slowly.
• Make sure that benches do not move when students jump from them. Other students may sit on
the benches to help stabilize them.
• Refer to Transfer of Weight unit for correct “rolling” technique and progressions.
• Refer to Balance unit for further challenges and activities.

Appendices
Grade 2 Appendix O-7: “I am Ready” (for Physical Education) Assessment Tool
Unit 13 Appendix B: Jumping and Landing Skills Recording Chart

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UNIT 13 Jumping and Landing

Sub-Task #3 Jumps, Shapes, Directions

Facility
Gymnasium or general purpose room

Materials
Music
Benches
Mats

Description
Students practise moving along benches and mats incorporating different jumps, shapes and directions.
13
Expectation Code Learning Expectation

2p24 Jump and land safely, using take-off combinations of one or

two feet
2p30 Follow safety procedures related to physical activity, equipment,
and facilities

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Peer assessment of jumping and landing skills using a teacher developed
checklist. Use indicators from lesson in combination with blank movement skills checklist
(Grade 2 Appendix O – 10).
• Formative/Ongoing – Teacher assessment of attention to safety procedures using the safety rubric
(Grade 2 Appendix I).

Teaching/Learning Strategies

A) Warm-Up

Puzzled Partners
• Students work with a partner.
• Music is played and the students move away from their partners (e.g., skip, gallop, and jog).
• When the music stops, both partners move quickly towards one another, hold hands, jump up
and then squat down.
• When the music resumes, they say “good-bye” to one another and move away again.
• Start the game with long periods of starting and stopping the music and gradually shorten
the time.

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B) Skill Development

• Place mats and benches beside each other and/or at the end of benches, depending on number
of mats and benches that are available.
• Review jumping and landing techniques: bend arms, bend knees, land on toes (balls of the feet),
then heels, arms for balance, head up, looking straight ahead.
• Students:
– Get onto the bench is a variety of ways (e.g., hop, jump, step, leap).
– Travel along the bench in a variety of ways (e.g., using hands and feet, without using feet).
– Jump off the bench.
– Make a shape in the air and land lightly on the mat (e.g., tall, small, wide, twisted).
– Roll across the mat (e.g., log, front – refer to Transfer of Weight unit)

C) Skill Application

Students:
– Create a sequence that uses a bench and a mat.
– Demonstrate changes of direction while moving along the bench and/or mat.
– Demonstrate different body shapes while moving along the bench, while in flight and while
rolling on the mat.
– Show their sequence to a partner.
– Partners assess each other using a Peer Assessment Jumping and Landing Skills Checklist that
the teacher creates using the indicators from the lesson.

D) Cool-Down/Wrap-Up

• Students lie on mat, breathing deeply and alternately tightening and relaxing muscles.

Extension

• Create a sequence with a partner using a “mirror” or “shadow” effect.

Notes to Teacher
• Remind students how to move equipment properly.
• Reinforce safety around others and equipment.
• Students must be aware of others and equipment before attempting activities (e.g., jumping,
landing, etc.)
• Landing areas are safe distances away from wall and equipment.
• If benches move when students jump from them, have other students sit on the benches to
stabilize them.

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• Refer to Balance and Transfer of Weight units for techniques and further challenges and activities.
• If available, use other pieces of equipment to move on, across, over. Examples would be planks,
trestles, box horses, balance beams.

Appendices
Grade 2 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix O-10: Blank Movement Skills Checklist

13

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UNIT 13 Jumping and Landing

Sub-Task #4 Skills Circuit

Facility
Gymnasium or general purpose room

Materials
Benches
Mats
Hoops
Task cards

Description
Students participate in a variety of safe jumping and landing activities which demonstrate take-off
and landing combinations.

Expectation Code Learning Expectation

2p24 Jump and land safely, using take-off combinations of one or

two feet

Assessment Opportunities – Suggestions for Assessing Expectations:

• Summative – Teacher assessment of jumping and landing skills using the Movement Skills
Recording Chart (Unit 13 Appendix B).

Teaching/Learning Strategies
Set up circuit stations.

A) Warm-Up

• Students:
– Move around the room, changing direction when coming to a piece of equipment.
– Move around the room, changing speed on a signal (e.g., whistle).
– Move along the lines only.
– Move between the lines.

B) Skill Development

• Reviewing previous lessons, students move around the gymnasium and:

– Jump over benches when they come to one.
– Jump across mats when they come to one.
– Roll across a mat when they come to one.
– Not jump over or across any equipment unless the space is clear.
– Review take-off and safe landings.

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• Challenge students to:

– Jump with a one foot take-off.
– Jump with a two foot take-off.
– Remind students to land in control, with knees bent, arms for balance and head up.
– Land on one foot.
– Land on two feet.
– Take off and land on opposite feet.
– Take off and land on same foot.

C) Skill Application

13

• Students rotate through the stations and practise the challenges at each station. Refer to Unit 13
Appendix A for task cards.
• Students do the following at each station:

Station #1
Equipment: benches, mats, hoops
• Jump from bench using a two-foot take-off
• Land on both feet in a hoop placed on mat
• Jump from bench using a one-foot take-off
• Land on both feet in a hoop
• Land with control, toes, then heels, bend the knees, arms for balance, head up

Station #2
Equipment: benches, mats
• Travel along the bench using different locomotor movements
• Jump off of the bench using both a one and two foot take-offs
• Demonstrate a shape in the air
• Land properly, on two feet
• Demonstrate their best three part sequence to their group
• Observe others in the group
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Station #3
Equipment: benches, mats
• Move along the bench in a variety of ways (forwards, backwards, sideways)
• Jump off the bench using both a one and two foot take-offs
• Land properly, on two feet
• Execute a proper roll
• Demonstrate their best sequence to their group
• Observe others in the group
Station #4
Equipment: hoops
• Jump through the hoop pattern
• Hop through the hoop pattern
• Leap through the hoop pattern
• As a group, create a different hoop pattern
• Demonstrate jumping, hopping and leaping through this new hoop pattern

D) Cool-Down/Wrap-Up
• Students walk throughout the room on their toes, arms stretched over their head, twisting
their torso.
• On a signal they very slowly “deflate” to the ground.

Extension

• Each student demonstrates his/her best sequence from one of the stations.

Notes to Teacher
• Review what will be assessed in this circuit (jumping and landing safely, using
take-off combinations of one or two feet).
• It may take more than one class to assess the expectation.
• Remind students about safety around others and equipment prior to and during the lesson.
• Ensure that landing areas are a safe distance from walls and equipment.

Appendices
Unit 13 Appendix A: Jumping and Landing Skill Circuit Cards
Unit 13 Appendix B: Jumping and Landing Skills Recording Chart

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Grade 2 Jumping and Landing

Circuit Cards
Station #1 Station #2
• Jump from bench using a two-foot take-off • Travel along the bench in different ways
• Land on both feet in a hoop placed on mat • Jump off of the bench using both a one and
• Jump from bench using a one-foot take-off two foot take-offs
• Land on both feet in a hoop • Demonstrate a shape in the air
• Land with control, toes, then heels, bend the • Land properly, on two feet
knees, arms for balance, head up • Demonstrate your best three-part sequence to
their group 13
• Observe others in the group

Station #3 Station #4
• Move along the bench in a variety of ways • Jump through the hoop pattern
(forward, backward, sideways) • Hop through the hoop patter n
• Jump off the bench using both a one and two- • Leap through the hoop pattern
foot take-offs • As a group, create a different hoop pattern
• Land properly, on two feet • Demonstrate jumping, hopping and leaping
• Do a roll through this new hoop pattern
• Demonstrate your best sequence to your group
• Observe others in the group

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UNIT 13 Jumping and Landing

TEACHER
Jumping and Landing Skills Recording Chart
Knowledge/Skill Category: Learning Expectation
Movement Skills 2p24 Jump and land safely, using take-off
combinations of one or two feet
Movement Skills 2p19 Travel and change from one kind of
locomotion travelling movement to another
(e.g., hopping to skipping)

Topic: Landing
Skill Indicators Level 1 Level 2 Level 3 Level 4
• Land lightly on the balls • performs few of the skills as • sometimes performs the skills • usually performs the skills as • consistently performs the skills
of feet described as described described as described
• Bend at the knees, ankles • rarely applies skill in other sit- • sometimes applies skill in other • usually applies skill in other • consistently applies skill in
and hips to absorb the force uations or activities situations or activities situations or activities other situations or activities
of the landing
• Use arms to help balance on
the landing
• Smooth transition from
moving to jumping
Student Names

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HER UNIT Transfer of Weight

OVERVIEW
14 Duration
Description
4 Sub-Tasks

Students explore movement through activities that involve transfer of weight with and without equip-
ment. Through the various sub-tasks the students will have the opportunity to achieve the expecta-
tion of transferring weight over a piece of equipment.

Sub-Task Title Expectation Code

1 Travelling Over and Around 2p20, 2p26, 2p30

2 Different Directions and Levels 2p26, 2p30
3 Variety of Rolls 2p20, 2p26, 2p30
4 Challenge Circuit 2p26, 2p30

Assessment and Evaluation 14

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Formative/Ongoing – Teacher assessment of transfer of weight skills using a movement
skills recording chart. Use indicators from lesson in combination with blank movement skills
recording chart.
• Formative/Ongoing – Teacher assessment of locomotor skills using an anecdotal observational
recording chart in conjunction with a locomotor skills checklist.
• Formative/Ongoing – Teacher assessment of attention to safety procedures using the safety rubric.
• Formative/Ongoing – Self-assessment of attention to safety procedures using a thumbs up/thumbs
down rating.
• Formative/Ongoing – Self assessment of attention to safety procedures using a Safe Activity Self
Assessment tool.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their school board’s safety policy. Please see overview page on safety, and
detailed information in safety guidelines.

• Knowledge of classroom routines (e.g., signals).

• Move safely in the gymnasium (body and space awareness).

• Knowledge of safety expectations for the facility.

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• Travels in a variety of ways using different pathways.

• Can demonstrate basic static balances.
• Can transfer their weight from one body part to another.

Notes to Teacher
• There are other ongoing expectations throughout the Transfer of Weight unit. These can be
assessed at any time during the course of the unit. These include 2p30, 2p33, 2p39.
• Owing to the nature of the Transfer of Weight unit, classroom routines must be firmly established
prior to teaching the unit.
• Rolls and other skills must be taught in proper progression.
• Students should display readiness, with proper clothing and no jewelry.
• Even schools with little equipment will be able to follow these lesson plans. Schools that do have
the equipment can introduce the pieces and incorporate the basic ideas. Be sure to introduce
each piece of equipment one at a time and outline the safety rules for it.
• Equipment should be safety checked and ready ahead of time.

Appendix
Unit 14 Appendix A: Transfer of Weight Circuit Cards

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UNIT 14 Transfer of Weight

Sub-Task #1 Travelling Over and Around

Facility
Gymnasium or General Purpose Room

Materials
One beanbag per child

Description
Students transfer weight while travelling around and over a beanbag.

Expectation Code Learning Expectation

2p20 Travel in a variety of ways, changing pathways and direction

(e.g., in creative dance, dances from other countries)
2p26 Transfer their body weight over low equipment in a variety of
ways (e.g., form feet to hands to feet)
2p30 Follow safety procedures related to physical activity, equipment
14
and facilities

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of transfer of weight skills using a movement skills
recording chart. Use indicators from lesson in combination with blank movement skills recording
chart (Grade 2 Appendix J-1).
• Formative/Ongoing – Teacher assessment of locomotor skills using an anecdotal observational
recording chart (Grade 2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6
Appendix A)
• Formative/Ongoing – Self-assessment of attention to safety procedures using a thumbs up/thumbs
down rating. (See safety rubric Grade 2 Appendix I for indicators.)

Teaching/Learning Strategies

A) Warm-Up

• Remind the students of the important safety procedures for this unit and reinforce the rules for
the equipment, activities and facility.
• Students take beanbag and place on floor. Students will travel around beanbags.
• On “stop” signal students make various parts of body the highest or lowest part (Highest – feet;
Lowest – seat)
• Students change directions, speed and follow different patterns each time.

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B) Skill Development

• Students pick up beanbag and place in own space.

• Travel over the beanbag. Students discover a variety of different ways to go over the beanbag
using different parts of the body to travel over it. Some students can demonstrate their method
and everyone tries them.
• Travel around the beanbag with hands and feet. Students discover different ways to travel around
the beanbag. Some students demonstrate their method and everyone tries them.
• The students travel around the room in a variety of ways, every time they come to a new beanbag
they go over it in a different way (e.g., crab walk, bear walk, sideways, skipping). The students
are transferring their weight from one body part to another over equipment.

C) Skill Application

• Students travel around the gymnasium using a variety of different movements. On the signal the
students freeze in a balanced position. The teacher calls out “Melt” and the students dramatically
melt for the count of eight into a “puddle” on the floor (no sound, just action). Once the count is
over the students start moving in a different way this time, until the next freeze signal.
• The teacher leads the students through a series of sequences using balance, movement and melts
for counts of eight e.g., “BALANCE” - 2, 3, 4, 5, 6, 7, 8 “MOVE” – 2, 3, 4, 5, 6, 7, 8, “BALANCE”
– 2, 3, 4, 5, 6, 7, 8 “MELT” – 2, 3, 4, 5, 6, 7, 8. Use a drum or clap out the beats.
• Encourage the students to move in interesting ways, using arms and legs. Make the balances dif-
ferent each time. Make smooth transitions from one movement to another. Body must be in con-
trol when performing the sequences.
• Choose some students to show their sequences to the class.

D) Cool-Down/Wrap-Up

I Can Car ry the Bean Bag with My …

• Students practise carrying the beanbag with different parts of the body. Students try a few
methods and then put the beanbag away in the container.
• Teacher asks the students questions regarding safety practices, so students can assess their per-
formance, e.g., “Did you play safely?” “Did you use the equipment safely?” Students use a
thumbs-up/thumbs-down rating to answer questions.
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Extension

• One student mirrors the other for the sequences of balance, movement and melts.
• Students practise balancing, moving and melting (to counts of 8) to music.

Notes to Teacher
• Ask students to demonstrate creative ideas.
• Movement can be related to animals (e.g., worms, snakes).
• If time allows, ask students to try each other’s sequence.

Appendices
Grade 2 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix J-1: Movement Skill Recording Chart
Grade 2 Appendix N:
Unit 6 Appendix A:
Anecdotal Observation Recording Chart
Locomotor Skills Checklist
14

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UNIT 14 Transfer of Weight

Sub-Task #2 Different Directions and Levels

Facility
Gymnasium or General Purpose Room

Materials
Chairs
Benches
Mats
Ropes

Description
Students transfer weight while travelling in different directions and at different levels using chairs,
benches and the floor.

Expectation Code Learning Expectation

2p26 Transfer their body weight over low equipment in a variety of

ways (e.g., form feet to hands to feet)
2p30 Follow safety procedures related to physical activity, equipment
and facilities

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Self-assessment of attention to safety procedures using a Safe Activity Self-
Assessment tool (Grade 2 Appendix O-6).
• Formative/Ongoing – Teacher assessment of transfer of weight skills using a movement skills
recording chart. Use indicators from lesson in combination with blank movement skills record-
ing chart (Grade 2 Appendix J-1).

Teaching/Learning Strategies

A) Warm-Up

Donkey Walk
• Students travel around the gymnasium on the balls of their feet and hands. On the signal, the stu-
dents kick their feet backward in the air and gently bringing them back to the floor. The students
continue travelling. Students should not arch their back when kicking. Remind students to keep
their stomach muscles tight.
• Students alternate this movement with walking and rolling shoulders, neck (forward), arms,
waist, knees and ankles.

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B) Skill Development

• Remind students of the importance of following safety procedure relating to the activity, equip-
ment and the facility. Place several sturdy benches, chairs and mats around the gymnasium.
• Students move around the all the pieces of equipment in the gymnasium in a variety of ways. On
the signal, they stand on the closest piece of equipment. Repeat, changing direction and levels.
• Working in groups of three, the students place a skipping rope flat on the floor. They explore
ways to transfer weight over the rope.
• Keeping the same groups, two students hold the ends of the long ropes at ankle height and the
third student practises putting hands on one side of the rope and kicking legs over the other side
of the rope (donkey kick). Repeat, allowing everyone to try. Students can start by placing both
hands down on the floor and kicking one leg before the other. After that, they can try both legs.
• Students can raise the rope to shin height. Students work to make a smooth transition from
hands to feet to hands again. The body should always be in control
• Students can try the activity using a bench. They start by putting both hands on the bench and kick-
ing one leg at a time over the bench. After that, they try kicking both legs over at the same time. 14
C) Skill Application

• The students put together three transfer of weight challenges incorporating one or two pieces of
equipment. The equipment could be a rope, bench, or chair, e.g., a rope – donkey kick, crab
walk and bear walk over the rope.
• Encourage students to maintain control of their bodies and make smooth transitions between
each challenge.
• Students show their challenges to a partner. The partners try each other’s sequence.

D) Cool-Down/Wrap-Up

• Have students find a partner and demonstrate a “space” word, e.g., under, over, around, through,
between. One partner makes a bridge with their body and their partner moves under the bridge
(switch). Repeat using other “space” words.
• The teacher discusses the “Safe Activity” Self-assessment tool and the levels. The students put
their names on the top and the date beside the box that best describes their performance for the
day. Collect the sheets and reuse them at another time.

Extension

• Partners create a matching travelling sequence moving under, over, around and through equip-
ment with different body parts.

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Notes to Teacher
• Students should demonstrate interesting ways of travelling over the chairs, and try to avoid touching
them during movement.
• Make sure long ropes are used for group activity.
• Other pieces of equipment may be incorporated, e.g., a box horse at the lowest level, the climber,
ropes from the climber, a mini-beam.

Appendices
Grade 2 Appendix J-1: Movement Skill Recording Chart
Grade 2 Appendix O-6: “Safety Activity” (Self-assessment Tool)

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UNIT 14 Transfer of Weight

Sub-Task #3 Variety of Rolls

Facility
Gymnasium or General Purpose Room

Materials
Mats
Tambourine

Description
Students transfer weight while performing a variety of rolls.

Expectation Code Learning Expectation

2p20 Travel in a variety of ways, changing pathways and direction

(e.g., in creative dance, dances from other countries)
2p26 Transfer their body weight over low equipment in a variety of
ways (e.g., from feet to hands to feet) 14
2p30 Follow safety procedures related to physical activity, equipment
and facilities

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of transfer of weight skills using a movement skills
recording chart. Use indicators from lesson in combination with blank movement skills record-
ing chart (Grade 2 Appendix J-1).
• Formative/Ongoing – Teacher assessment of locomotor skills using an anecdotal observational
recording chart (Grade 2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6
Appendix A).
• Formative/Ongoing – Self assessment of attention to safety procedures using a Safe Activity Self
Assessment tool (Grade 2 Appendix O-6).

Teaching/Learning Strategies

A) Warm-Up

• Students move through the gymnasium in a variety of ways and in different directions. Students
begin by moving slowly and gradually increase speed as they warm up. On the signal (tam-
bourine) the students take off, jump and land. Repeat several times.

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B) Skill Development

• Review the importance of being aware of space when practising rolls.

• Review the rolls learned in Grade 1.
– Log roll – arms stretch out above head, body straight and tight, turn with entire body.
– Egg roll – lying on mat in ball position. Hug Knees. Roll in a sideways direction, over knees, to
shoulders/side, to back, to shoulders/side, etc.
– Pencil roll – arms at sides, body straight and tight, turn with the entire body.
– Front roll:
• start in a squat (tucked) position, feet together
• Fingers point forward, arms out
• Tuck chin to chest, between arms
• Reach forward
• Lift hips straightening legs
• Bend arms to roll onto shoulders
• Stay tucked all the way through
• Reach forward, arms do not push off the mat (“Reach for the prize.”)
• Stand up, feet together and body tight
• The students experiment with all the different types of rolls, trying each one a few times in their
own space.
• Students practise different rolls over a rope laid out flat on the ground.
• When the rope is raised off the ground, the students can only perform the front roll. The steps
are the same except the hands must reach forward and should be placed on the other side of the
rope before rolling.

C) Skill Application

• Students practise rolling through a hoop. In partners, one student holds the hoop upright close
to the floor. The steps are the same as a regular front roll, except the hands must reach and be
placed through and on the other side of the hoop before rolling. Switch partners.
• Students create a rolling sequence incorporating a hoop or a rope. Students can use a partner to
help hold equipment. Students include:
– Three rolls (should be three different rolls).
– Use a rope or hoop with one of the rolls.
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– Start and end in a balanced position (hold each balance for three seconds).
– Smooth transitions from one movement to the next.
– Keep body in control at all times.

D) Cool-Down/Wrap-Up

• Extra Long Log Roll – Partners lie on their back, arms and feet extended straight. One grasps
the ankles of the partner keeping arms extended above the head. They try to roll in the same
direction, keeping even with their partners. The students must roll slowly and carefully.
• Discuss the “Safe Activity” Self-assessment tool and the levels. Students put their names on the
top and the date beside the box that best describes their performance for the day. Collect these
sheets and reuse them at another time.

Extension

• Students create a rolling sequence with a partner using the same criteria as above.
14
Notes to Teacher
• Remind students of the proper safety procedures for rolling
• Students must be careful when helping the other students, making sure the equipment
is kept still.
• Equipment should be ready ahead of time.
• Students must focus on proper log rolling techniques when performing the Extra Long Log Roll.

Appendices
Grade 2 Appendix J-1: Movement Skill Recording Chart
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix O-6: “Safety Activity” (Self-assessment Tool)
Unit 6 Appendix A: Locomotor Skills Checklist

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UNIT 14 Transfer of Weight

Sub-Task #4 Challenge Circuit

Facility
Gymnasium or General Purpose Room

Materials
Hoops
Benches
Mats
Ropes

Description
Students transfer weight while performing a variety of tasks in a challenge circuit.

Expectation Code Learning Expectation

2p26 Transfer their body weight over low equipment in a variety of

ways (e.g., form feet to hands to feet)
2p30 Follow safety procedures related to physical activity, equipment
and facilities

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of transfer of weight skills using a movement skills
recording chart. Use indicators from lesson in combination with blank movement skills record-
ing chart (Grade 2 Appendix J-1).
• Formative/Ongoing – Teacher assessment of attention to safety procedures using the safety rubric
(Grade 2 Appendix I).

Teaching/Learning Strategies

A) Warm-Up

Rolling Tag
• The teacher chooses three or four students to be “It.” On the signal, the students speedwalk
around the gymnasium trying to avoid being caught by an “It.” If a student is tagged, he or she
performs a roll on the closest mat and then rejoins the game. The students do a different roll
each time they are tagged. The students must make sure the mat space is clear before performing
the roll.
• Change taggers frequently.

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B) Skill Development

• The students move through the gymnasium around, on top and over the pieces of equipment set
up in the gymnasium.
• On the signal, they perform the particular transfer of weight the teacher calls out, e.g., bear walk
over a rope, donkey kick over a bench, crab walk on a bench.
• After performing the transfer of weight, the students continue moving around the gymnasium
changing the type of movement, the level and direction.
• Students must make sure the area is clear before performing the transfer of weight.
• Repeat several times.
• The teacher should review the safety for the equipment and the proper procedures for rolls.

C) Skill Application

Challenge Circuit for Transfer of Weight

14

• Divide students equally into six groups. Clearly explain the rules and instructions for the circuit
before starting. See Unit 14 Appendix A for circuit cards.

Bench Challenges
• Students try to perform a “donkey kick” over the bench (putting hands on the bench and trying
to kick one foot or both feet at a time over the bench.
– Can you “donkey kick” down the bench?
– How many “donkey kicks” can you do down the bench? (Slide hands down and kick both legs
back and forth over the bench.)

Through the Hoop (on mats)

• Each group is given several hoops to work with.
– Can you do a front roll through the hoop?
– Can you front roll through two hoops?

Over the Rope .

• The students try to do a variety of rolls over the rope at different heights.
– Can you front roll over a rope?
– Can you front roll over a rope held at ankle height?

Down a Mat
• A row of mats must be set up for this challenge. The students try to do two or more consecutive
rolls. The transitions must be smooth.
– How many different kinds of rolls can you do in a row?

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On the Bench
• Students try different kinds of movement using transfer of weight from hands to feet.
– Can you “crab walk” down the bench? Can you “bear walk” down the bench?

Move, Balance, Melt

• Put together a sequence of one movement, one balance and one melt.
– Hold each part of the sequence for eight counts.
– Try to create one with another group member, etc.

D) Cool-Down/Wrap-Up

• Students walk around the gymnasium in different directions. On a signal, they freeze in shape.
Change the level of the shape each time – high, medium, low.

Extension

• Repeat the circuit again but this time the students create their own challenges for the stations.
The teacher should set guidelines so the students will not invent dangerous challenges.

Notes to Teacher
• The students must stay in their station until it is time to rotate.
• Rotate every two to three minutes.
• The students must work together in their groups and help one another.
• The rules of the circuit must be clearly understood.
• The instructions can be written (task cards) or be verbal.

Appendices
Unit 14 Appendix A: Transfer of Weight Circuit Cards
Grade 2 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix J-1: Movement Skill Recording Chart

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Transfer of Weight Circuit Cards

Bench Challenges Through the Hoop

Down a Mat On the Bench 14

Move, Balance, Melt Over the Rope

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UNIT Rhythm and Movement

OVERVIEW
15 Duration
Description
12 Sub-Tasks

Students will explore basic whole body movements experimenting with space, energy, levels, quality
of movement, direction and relationships. Students will also practise responding to signals and fol-
lowing directions as they are introduced to basic steps used in folk dance and line dance. The folk
dances are from a variety of countries and there is a mixture of folk and novelty with most lessons.

Sub-Task Title Expectation Code

1. Pathways 2p31
2. Body Shapes and Directions 2p19, 2p20, 2p35
3. Energy and Levels 2p34, 2p40
4. Travelling and Counting 2p20, 2p35
5. Poetry and Dance 2p19, 2p20, 2p34
6. Creative Dance Stations 2p19, 2p20, 2p31
7. Atlantic Mixer 2p31, 2p35
8. Keep It Moving 2p20, 2p34
9. Marching Arms 2p34 15
[Link] the Beat 2p20, 2p31, 2p34
[Link] 2p34, 2p35
[Link] Warm-Ups 2p31, 2p35

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Formative/Ongoing – Teacher assessment of vigorous participation using a participation rubric.
• Formative/Ongoing – Teacher assessment travelling skills using an anecdotal recording chart and
a locomotor skills checklist.
• Formative/Ongoing – Teacher assessment of students’ attention to task using anecdotal recording
chart and Participation Rubric.
• Formative/Ongoing – Student self-assessment of vigorous participation using a participation target.
• Formative/Ongoing – Student self-assessment of interpersonal skills using “Response to Others”
self-assessment.
• Formative/Ongoing – Student self-assessment of listening skills using “I Listen”
self-assessment chart.
• Formative/Ongoing – Peer assessment of travelling skills using a peer discussion.

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• Formative/Ongoing – Student peer assessment of participation using peer discussion.

• Formative/Ongoing – Student self-assessment of participation using a thumbs up/thumbs
down assessment.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their Board’s safety policy. Please see overview page on Safety, and detailed
information in the Safety Guidelines.
• Students will have used patterns to express creative ideas.
• Students will be comfortable working with partners.
• Students will be knowledgeable of a variety of movements to express emotion.
• Students will know the safety procedures in the gymnasium and with equipment.
• Students will know how to respect other people’s feelings.

Notes to Teacher
• Prepare self-assessment tools to post on wall.
• Many dance steps are introduced in this unit. Grade 2 students are expected to travel in a variety
of pathways and directions and to work cooperatively with other. Additional concepts are intro-
duced to help students build movement skills.

Tips for Teaching Dance

• Allow students to experiment, without worrying about rights and lefts
• Use verbal cues, speaking on the beat of the music
• Teach dances in chunks, introducing one part at a time, “Watch then join”
• Keep explanations brief – give students time to practise
• Assist student in selecting partners so students work with different people
• Give students opportunities to practise listening to the music and counting the beats
• Use a variety of music for classes. Sources for music include:
– Ask students for suggestions
– Music Teachers, musicians
– Libraries
– Retail Music Outlets
– Music Videos
– Local Dance Schools, choreographers, dance teachers.
– Internet music sites
– Books about music and composers

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Types of Music include:

• Music from shows – TV and stage performances (e.g., Science Fiction, Musicals – Cats, Rent,
Phantom of the Opera, Movie Themes – Star Wars, Star Trek, X-Files, Disney classics – Lion King,
Cinderella)
• Children’s Music (e.g., Raffi, Sharon, Lois and Bram, Fred Penner)
• Children’s Popular Music (e.g., Rock, New Age, Novelty, Hits of the Year CDs)
• Folk and Ethnic Music
• Electronic and Synthesized Music (e.g., Tomita, Tangerine Dream, Jean Michel Jarre)
• Classical and Symphonic Music (e.g., William Tell Overture, Peter and the Wolf, Grand Canyon
Suite, Carnival of the Animals)
• 20th Century and New Age Music (e.g., Steve Reich, Vangelis, Yanni, Philip Glass)

Resources
Basic Skills Series: Creative Dance , Canadian Association for Health, Physical Education,
Recreation and Dance, Gloucester, 1988.

Folk and novelty music is available from:

• Can-Ed Media , 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: 416-445-3900, 15
Fax: 416-445-9976
• Jack Grunsky Productions , 383 Wellesley Street East, Toronto, Ontario, M4X 1H5,
Tel./Fax 416-928-9375

Appendices
Unit 15 Appendix A – Creative Dance Cards
Unit 15 Appendix B – Creative Dance Stations
Unit 15 Appendix C – Elements of Dance

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UNIT 15 Rhythm and Movement

Sub-Task #1 Pathways
Facility
Gymnasium, foyer, hallway

Materials
Tape/CD player
Variety of music

Description
Students will explore a variety of pathways while leaping, galloping and turning.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games)

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing – Teacher assessment of vigorous participation using a participation rubric
(Grade 2 Appendix G)

Teaching/Learning Strategies

A) Warm-Up
• Teacher offers challenges to students which include moving in different pathways. Ask students:
“Can you…
• Make straight lines while running quickly and lightly?
– Change directions but still keep running in a straight line?
– Do a light, quick walk in curved paths?
– Do a straight movement with your arms? your knees? your head?
– Do a zigzag movement with your hands? your hips? your feet?
– Do a zigzag movement in a low level with your legs?
– Show me how you leap over a log? a puddle? a snake?
– Show me how to gallop like a pony? a runaway stallion in a storm?
– Show me a gallop with a turn over a bumpy road?
• Students explore, moving on their own pathways.

B) Skill Development

• Review with students action words associated with leaping, e.g., fly, soar, glide, explode, project,
spring, float, fling. Students practise these leaping steps.

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• Review with students actions words associated with galloping, e.g., racing. Students demonstrate
what a gallop looks like when racing on a horse, when galloping like a giraffe, when galloping
like an injured horse.
• Review with students action words associated with turning, e.g., spiral, revolve, rotate, whirl,
spin, swirl, whip, twirl, wring, pivot. Students demonstrate turning with two feet on the ground
and then with one foot on the ground. Students imitate the inside of the washing machine as it
turns back and forth.
• Students demonstrate how they move in the gymnasium. Ask students what kinds of paths they
can take, e.g., curved, straight, zigzag, bumpy, steep. Students make up a sequence with a variety
of pathways.

C) Skill Application
• Change music frequently (e.g., loud to soft or from drums to violins). Students use movements
they have practised to show changes. Discuss examples of changes (e.g., animals changing in
their environment, humans growing up, changing from happy to sad, fast to slow, up to down).
• Students move to the music, showing how an animal (e.g., horse, zebra, antelope) might travel in
different times – grazing, frightened, sleeping, hunting, leaping and galloping for joy.
• Students make up a short series of movements showing changes and including a leap, gallop,
turn while moving around the gymnasium. Students may work individually or with a partner.
• Select four or five students at a time to show their sequence to the class. Encourage students to
observe and look for new ideas. Give students a chance to practise again after observing.
15
D) Cool-Down/Wrap-Up
• Students imagine they are a rainbow that has come to life, dancing through the sky.
• Students stretch, tracing the arc of the rainbow.

Extension
Superheroes
• Make a Spiderman dance using leaps and turns with crouching and clinging.
• Show a path that a superhero might have to fly through to avoid airplanes that fly slower that s/he
does. Remind students to use pathways and actions with their bodies.

Notes to Teacher
• Encourage students to take a turn showing their sequence to the class. Give students an opportu-
nity to demonstrate in small groups if they do not wish to demonstrate for the class. Allowing sev-
eral students to show at one time gives many students an opportunity to perform and also
reduces the amount of time the students observing are inactive.

Appendix
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
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UNIT 15 Rhythm and Movement

Sub-Task #2 Body Shapes and Directions

Facility
Gymnasium, foyer, hallway

Materials
Tape/CD player
Variety of music
Hoops

Description
Students will explore moving in different directions and using different body shapes with and with-
out hoops.

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion/travelling

movement to another (e.g., hopping to skipping)
2p20 Travel in a variety of ways, changing pathways and directions
(e.g., in creative dance, dances from other countries)
2p35 Participate in moderate to vigorous physical activity (e.g., an
aerobics routine) for five to ten minutes

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment travelling skills using an anecdotal recording chart
(Grade 2 Appendix N) and a locomotor skills checklist (Unit 6 Appendix A).
• Formative/Ongoing – Student self-assessment of vigorous participation using a participation tar-
get. (Grade 2 Appendix O-1).

Teaching/Learning Strategies

A) Warm-Up

• Challenge students to move in a variety of ways which use different body parts and directions.
Students try to:
– Crawl as close to the ground as they can.
– Crawl like a snake, a spider, a worm.
– Show how tall you can be moving backwards.
– Walk like a person on stilts, a giant, a long-legged clown.
– Make your legs and arms wiggle like jelly.
– Move sideways as though you were on skates.
– Tiptoe forward in a gallop.
– Show a zigzag pathway using your feet
– Be a piece of tissue being blown in the wind, tumbling about in many directions.

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• Challenge students to develop different way of moving body parts in different directions.
• Inform students that they will be assessing their level of participation today. Ask students for
examples of excellent participation. What will you see? Hear? (E.g., always moving, sweating, rosy
cheeks, hot, positive comments, on task.)

B) Skill Development
• Students practise travelling with leaps, gallops and turns. Call out different movement patterns.
Select different groups of students to demonstrate each way of moving:
– traveling with leaps
– travelling with leaps and zigzags
– galloping with turns
– running with turns
– leaping then galloping
– jump as high as you can
– backwards running
– turning and running
– leaping around curves
– jogging then leaping
– running, turning and stopping

Follow that Body Par t

• Lead the class around the gymnasium with your elbow in the air.
15
• Call out other body parts (e.g., knees, head, back, bottom, hip, stomach, finger, nose). Students
follow that body part as they move around the room.
• Students work with a partner. One student lets a body part lead them as they move. The other stu-
dent guesses which body part is leading, then follows. Students switch roles.

C) Skill Application

• Select some light, flowing music to imitate the ocean and the life under the water. Students listen
to the music and imagine they are able to swim without oxygen under the water. Ask students
how they would move like a sea turtle? An eel? A snail? An octopus? A shark? Encourage students
to use different pathways and combinations as they move.
• Students experiment with a hoop, and move to represent different sea creatures. Students use the
hoop to add movement to the sea creature shapes (e.g., make an octopus that can jump and gal-
lop, take a starfish for a walk, make a jellyfish turn, show a whale leaping out of the ocean).
Challenge students to move in the space with their hoop without touching any other students.
• Half the class demonstrates their sea creature movements with hoops. The students observing
point out movement combinations (e.g., leaping and galloping, sliding and turning) that they can
see. Students switch roles.
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D) Cool-Down/Wrap-Up

• Student use hoops to make sea creatures without moving. Encourage students to stretch to make
different shapes with their bodies.
• Students assess their level of participation using a participation target. Post the target on the wall.
Students post a sticky note with their name on it on the level they feel they deserved. Review with
student examples of participation at each level.

Extension

• Students use body shapes to send a message. With partners, students show gestures and partners
guess the action. Possible gestures may include:
– A gesture that tells the rest of the class to go away
– Getting crumbs off your clothes
– Starts an orchestra playing
– Hit a ball in baseball
– Playing soccer.

Notes to Teacher
• Remind students to be aware of others when moving in space.

Appendices
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix O-1: Participation Target Blank
Unit 6 Appendix A: Locomotor Skills Checklist

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UNIT 15 Rhythm and Movement

Sub-Task #3 Energy and Levels

Facility
Gymnasium, foyer, hallway

Materials
Tape/CD player
Variety of music
Scarves or ribbon – one per student

Description
Students explore using different amounts of energy and levels while using scarves.

Expectation Code Learning Expectation

2p34 Stay on task, follow instructions, pay attention, and see tasks
through to completion
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities

Assessment Opportunities – Suggestions for Assessing Expectations: 15

• Formative/Ongoing – Teacher assessment of students attention to task using anecdotal recording
chart (Grade 2 Appendix N) and Participation Rubric (Grade 2 Appendix G).
• Formative/Ongoing – Student self-assessment of interpersonal skills using “Response to Others”
self-assessment (Grade 2 Appendix O-4).

Teaching/Learning Strategies

A) Warm-Up

• Students warm up working with different levels and forces. Challenge students to demonstrate
strong, heavy, medium, light, soft, high and low movements.
• Encourage students to try some specific challenges: Try to...
– Do a quick, light straight movement together.
– Do a quick, strong curved movement together.
– Alternate these movements.
– Punch at the air using quick, strong movements.
– Float hands through the air.
• Tell them: Show me…
– How high your knees can go, how low? how far apart? how close together?
– How you can move very slowly.
– How you can move with your knees raised very high like a trotting horse.

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– How you move like a gorilla – heavy or light.

– How you can move like a sailboat.
– How you can fly like Peter Pan.
– How can you be like a strong crocodile’s jaws holding Peter Pan.
• Tell students that they will be assessing themselves on their “response to others” at the end of the
class. Ask students for examples of what working well with others looks like and sounds like
(e.g., supportive comments, positive encouragement, students working with any other students)

B) Skill Development

• Students scatter in the gymnasium, each carrying a scarf.

• Students explore movements that indicate power and strength versus light and airy movements.
(E.g., Imagine that you are a large rock at the top of a mountain. Show me an earthquake that
starts the rock tumbling down the mountain. Show me a Superhero stopping the rock from
squashing a house. Show me Tinkerbell flittering about Peter Pan’s head. Show me the push that
Tinkerbell would use against Captain Hook. Show me water falling down a brook. Show me a
rushing river in a flood. Show me Hercules complaining about being hungry. Show me a hum-
mingbird feeding at a flower.)
• Students explore using energy at a low level. (E.g., show a turtle lying on its back unable to get
turned over, show a penguin protecting its egg, show an eagle swooping down onto its prey.)

C) Skill Application

• Students use the theme of weather to demonstrate movement at different levels and with different
amounts of force. Students use scarves to create different movements that represent a hurricane,
tornado, wind, sunshine and snow. Call out different types of weather and students create the
movement.
• Divide students into groups of four or five. In groups, half of the students choose one type of
weather to demonstrate. The others observe and guess the type of weather being shown. The
small groups switch roles.
• Working in their groups, the students use scarves and develop a sequence showing three levels of
movement and three levels of force. Small groups share their sequences with another small
group. Students should be able to identify different levels and types of force.

D) Cool-Down/Wrap-Up

• Students work in their small group to stretch and cool down. Students hold scarves above their
head, stretch them down their back, reach them through their legs, and stretch them to wrap
around their toes.

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• Students will complete a “Response to Others” self-assessment. Post assessment tool on the wall
and have students place their name on a sticky note on the appropriate place on the chart.
Review with students examples of each level.

Extension

• Students pick a part from a story they like and use energy and levels to tell a section of the story.
(e.g., Students act out the Wicked Witch in the Wizard of Oz. They show the witch travelling then
shrivelling and melting.)

Notes to Teacher
• Students are using levels and energy to explore movement and to practise working in a group.
Students use of levels and force are not assessed. They are practising these concepts to build
movement skills.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix O-4: Response to Others (Self-Assessment)
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UNIT 15 Rhythm and Movement

Sub-Task #4 Travelling and Counting

Facility
Gymnasium, foyer, hallway

Materials
Tape/CD player
Variety of music

Description
Students practise counting the beat of the music as they move in a variety of ways.

Expectation Code Learning Expectation

2p20 Travel in a variety of ways, changing pathways and directions

(e.g., in creative dance, dances from other countries)
2p35 Participate in moderate to vigorous physical activity (e.g., an
aerobics routine) for five to ten minutes

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment travelling skills using an anecdotal recording chart
(Grade 2 Appendix N) and a locomotor skills checklist (Unit 6 Appendix A).
• Formative/Ongoing – Student self-assessment of participation using a thumbs up/thumbs
down assessment.

Teaching/Learning Strategies

A) Warm-Up

• Challenge students to move as they warm up, experimenting with body parts, time and size.

Ask students who can:

– Run lightly and quickly to a spot in the gymnasium and see where their arms and legs bend?
– Watch to see what happens to their body when you stop jumping? running? Sliding? Turning?
– Leap to their own space? Gallop to their new space?
– Touch the floor without bending their knees?
– Squeeze up tightly like a ball on the floor then stand up with arms and legs astride? Quickly?
Slowly? Faster? Suddenly?
– Sit in their space and count the number of joints in their body that they can touch?
– Bend all the joints in their hips, legs, feet?
– See how far they can stretch their hips, legs, feet?
– Stretch their shoulders, arms, hands, fingers?
– Squeeze to make body tight and small?
– Twist their spine?

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• Tell students that they will be assessing their participation in class. Review with students what
good participation looks like and sounds like.

B) Skill Development

• Review the body actions running, jumping, sliding, leaping, galloping and turning. Students show
these actions at all levels.
• Use music with a strong beat. Ask students to: stomp to the beat, change directions and leap to
the beat, change directions and clap to the beat, change direction and bob to the beat, change
directions and hammer to the beat, change direction and turn to the beat. Explain that using beat
is keeping the body in time with the music.
• Count 8 beats of the music with the students. Ask students to clap 8 beats, listen and count in
their head and to raise their hands on beat 8 each time.
• Students change size every time they hear 8 beats (e.g., they are small for 8 beats then they
change to being enormous for 8 beats).
• Students practise changing directions every 8 beats. Students work with a partner and change the
direction they are moving every 8 beats. Encourage students to work together but not to go the
same way every time.

C) Skill Application 15

• Students work with a partner and develop a pattern that changes every 8 beats. Students can
change their size, direction or type of movement each time. Half of the class shows their patterns,
then the other half demonstrates. Give students more time to practise after observing.
• Students create a dance routine that imitates a bird (e.g., hummingbird, eagle, hawk, owl, spar-
row or a chickadee). Students use body parts to create a sequence (e.g., birds in flight, hunting,
soaring through the trees, landing on the ground or hunting for insects).
• Encourage students to use different sizes, directions and pathways as they dance their bird story.
Encourage students to show definite movement changes on the beat.

D) Cool-Down/Wrap-Up

• Students lie on the floor and tighten and relax different body parts one at a time.
• Encourage students to breathe deeply and relax.
• Students assess their participation in today’s lesson. They hold their thumbs up if they think they
participated their best. They point thumbs down if they feel they did not participate their best.

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Extension

• In a small group, students create a ‘Dance of the Birds’.

Notes to Teacher
• Counting the beat may be challenging. Encourage students to focus on continuous movement.

Appendices
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Unit 6 Appendix A: Locomotor Checklist

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UNIT 15 Rhythm and Movement

Sub-Task #5 Poetry and Dance

Facility
Gymnasium, foyer, hallway

Materials
Tape/CD player
Variety of music

Description
Students use poetry to travel in a variety of ways. All elements of dance will be employed as the
students create their dance.

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion/travelling

movement to another (e.g., hopping to skipping)
2p20 Travel in a variety of ways, changing pathways and directions
(e.g., in creative dance, dances from other countries)
2p34 Stay on task, follow instructions, pay attention, and see tasks
through to completion

15
Assessment Opportunities – Suggestions for Assessing Expectations:
• Formative/Ongoing – Teacher assessment travelling skills using an anecdotal recording chart
(Grade 2 Appendix N) and a locomotor skills checklist (Unit 6 Appendix A).
• Formative/Ongoing – Student self-assessment of listening skills using “I Listen” self-assessment
chart (Grade 2 Appendix O-5).

Teaching/Learning Strategies

A) Warm-Up

• Students warm up by using drama to move and imitate different people and animals. Encourage
students to move continuously as they warm up.
• Ask students to show how these animals or people act:
– A tired traveller
– The team that won (good sports)
– The team that lost (good sports)
– Strangers in a city
– A frog looking for dinner
– Nervous patients at a dentist
– A bike racer in the Tour de France
– The good coach on a hockey bench

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– The fielder trying to catch a ball in the sun

– A groundhog that senses danger
– A deer running in the woods.
– An owl swooping down for its prey
– A rabbit being chased by a fox
• Students make up their own actions with a partner. One partner leads and the other guesses the
action. Both partners do the action then change roles.
• Tell students that they will be assessing their listening skills at the end of the class. Ask students
what good listening looks like and sounds like.

B) Skill Development

• Read the poem “Boa Constrictor” by Shel Silverstein to the class. Students suggest the actions that
could be used for each of the lines. Explore ideas encouraging students to use different body
actions, pathways and directions and changing energy, time and levels.
• Students spread out in scatter formation and do the actions the poem suggests.

Boa Constrictor
Oh, I’m being eaten
By a boa constrictor,
A boa constrictor,
A boa constrictor,
I’m being eaten by a boa constrictor,
And I don’t like it – one bit.
Well, what do you know?
It’s nibblin’ my toe.
Oh, gee,
It’s up to my knee.
Oh my,
It’s up to my thigh.
Oh, fiddle,
It’s up to my middle.
Oh, heck,
It’s up to my neck.
Oh, dread,
It’s upmmmmmmmmmmffffffffff…

C) Skill Application

• Students work with a partner and decide on their own actions they will use to tell the poem.
Teacher reads the poem out loud or posts the poem on the wall so students become familiar with
the poem.
• Students may explore movement with equipment such as balls, scarves, hoops, ropes.
• One half of the class may perform their poem while the other half watches. Read the poem while
the students perform.

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D) Cool-Down/Wrap-Up

• Students begin by lying on their backs and pretend they are backstroking to a desert island with a
shark chasing them. The shark swims away and the students now relax in the tropical water.
Students float on their back and stretch long and wide. Students stretch and relax different parts
of their bodies.
• Photocopy and expand the “I Listen” self-assessment tool and post it on the wall. Write students’
names on a clothes peg. Students clip their clothes peg on the ladder at the level they feel they
participated. Rungs of the ladder are:
– I always pay attention and follow instructions.
– I pay attention and follow instructions.
– I sometimes pay attention and follow instructions.
– I need help and reminders to pay attention and follow instructions.

Extension

• Students act out “Galoshes” without any previous interpretation.

• Remind students to use all levels, change directions and pathways and illustrate size and time.

GALOSHES
Susie’s galoshes
Make splishes and sploshes 15
And slooshies and sloshes
As Susie steps slowly
Along in the slush.

The slippery slush

As it slooshes and sloshes
And splishes and sploshes
All round her galoshes.

They stamp and they tramp

On the ice and concrete
They get stuck in the muck and the mud
But Susie likes much best to hear

The slippery slush

As it slooshes and sploshes
And splishes and sploshes
All round her galoshes.

Notes to Teacher:
• Use familiar poems that the students have read in class. Encourage students to memorize the
poems so half the class can recite the poem while the other half of the class moves to the words.
• Integrate this lesson with language expectations.

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• “Boa Constrictor” can be found in Where the Sidewalk Ends , by Shel Silverstein, Harper
Collins, 1974.
• “Galoshes” is from Hastings County HPE Curriculum , Hastings County Board of Education,
Belleville, 1987.

Appendices
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix O-5: “I Listen” (Self-Assessment)
Unit 6 Appendix A: Locomotor Checklist

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UNIT 15 Rhythm and Movement

Sub-Task #6 Creative Dance Stations

Facility
Gymnasium, foyer, hallway

Materials
Tape/CD player
Variety of music
Station Cards

Description
Students explore different dance elements at stations and create a sequence using skills from stations.

Expectation Code Learning Expectation

2p19 Travel and change from one kind of locomotion/travelling

movement to another (e.g., hopping to skipping)
2p20 Travel in a variety of ways, changing pathways and directions
(e.g., in creative dance, dances from other countries)
2p31 Participate vigorously in all aspects of the program (e.g., individual
and group activities, dancing to music, co-operative games)

15
Assessment Opportunities – Suggestions for Assessing Expectations:
• Formative/Ongoing – Teacher assessment of vigorous participation using a participation rubric
(Grade 2 Appendix G).
• Formative/Ongoing – Peer assessment of travelling skills using a peer discussion.

Teaching/Learning Strategies

A) Warm-Up

• Students warm up, moving around the space in a variety of ways. Call out “change” and encourage
students to be creative in changing how they move.
• Encourage students to gradually increase the speed they move as they warm up and to move
all body parts.
• After students have had an opportunity to explore, challenge students with the following questions.
“Who can…
– Slide toward me using light steps?
– Jump toward me using heavy jumps?
– Jump sideways making themselves as big as possible?
– Gallop around the gymnasium and stop on the clap?
– Use three levels to move from space in the gymnasium to another?

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– Bend their body into a pretzel shape?

– Touch the ground with only one shoulder and one knee?
– Sit on the floor with only one body part touching?

B) Skill Development

• Use creative movement cards (Unit 15 Appendix A) to encourage students to use different path-
ways, speeds, directions and shapes to create movements.
• Choose cards to read aloud while students interpret what they hear by doing the action.

C) Skill Application

• Students move in pairs to seven stations in the gymnasium. At each station, students work with
their partner to put together a series of movements using that element of movement. See Unit 15
Appendix B for station cards.
• Stations:
– Locomotion (walk, run, jump, slide)
– Body shapes and sizes (curled, twisted, wide stretched, narrow)
– Directions (forward, backward, sideways)
– Levels (low, medium, high)
– Force and Energy (strong, heavy, light, soft)
– Speed (fast, medium, slow)
– Body Parts (e.g., arms, head, legs, back)
• Students move in a counter-clockwise direction to the activities of the next group.
• Students provide feedback for each other about how they could move differently and what they
like about what they see.

D) Cool-Down/Wrap-Up

• Students lie on the floor stretching as they imitate different sea animals (e.g., a seal, walrus,
whale, sea gulls, clam, starfish, crab).

Extension

• Students combine movements from different stations to create a routine. Select groups to present
to the class.

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Notes to Teacher
• Use fewer or more stations depending on size of class and the number of concepts you want the
students to explore
• Students can experiment with different levels, speeds, and forces, but are not expected to master
these concepts at this level. Introducing these concepts helps to build skill.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Unit 15 Appendix A: Creative Dance Cards
Unit 15 Appendix B: Dance Station Cards

15

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UNIT 15 Rhythm and Movement

Sub-Task #7 Atlantic Mixer

Facility
Gymnasium, foyer, hallway

Materials
Tape/CD player
Variety of music

Description
Students move vigorously while learning a circle dance.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games)
2p35 Participate in moderate to vigorous physical activity (e.g., an
aerobics routine) for five to ten minutes

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of vigorous participation using a participation rubric
(Grade 2 Appendix G).
• Formative/Ongoing – Student peer assessment of participation using peer discussion.

Teaching/Learning Strategies:

A) Warm-Up

Line Walk
• Students walk on the lines in the gymnasium. Encourage students to use the movements they have
been practising – walking high, low, fast, slow and in creative ways.
• Call “change” and students change the line on which they are walking or the way they
are moving.
• Encourage students to move all body parts as they warm up.

B) Skill Development

• Students practise moving to the music. Students walk, skip and hop to the music. Encourage
students to count out loud to the beat, then to count in their head. Every 8 counts, students raise
their hands to show the count and keep moving.
• Introduce the “Promenade” position. Students work with a partner.

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• Simple Promenade – partners hold hands, hold a scarf between hands or link elbows
and walk.
• Formal Promenade position – students face each other and shake right hands. Holding onto
right hands, students turn to face forward, holding right hands in front. Student on the left puts
their left hand up by their shoulder. Student on the right reaches their left hand behind their part-
ner’s back to hold their partner’s hand by their shoulder. Students practise moving in and out of
this position and practise walking and skipping in promenade position.

C) Skill Application

Atlantic Mixer
Students stand in a double circle, standing beside partner, facing forward.

Count Action Cue Words

16 beats Promenade with your partner. All partner groups walk Ready, walk
in the same direction
16 beats Partners split up and the two circles now walk in
opposite directions
Inside go forward
Outside go back
15
8 beats Stop in front of a new partner, link right elbows and Turn, turn, turn
swing for 8 counts.
8 beats Switch arms to the left and swing Ready – and – other way
• Students repeat dance from the beginning.

D) Cool-Down/Wrap-Up
• Students walk slowly around the circle rolling shoulders, shaking legs and rolling head
(forward).
• Students face the middle and stretch up, down and to both sides.
• Encourage students to hold their stretches for 15 – 30 seconds and to breathe while they stretch.
• Students discuss their participation in class with a peer, giving examples of good participation
that they observed (in themselves and others) today.

Extension

Students work in small groups to add variations to the Atlantic Mixer. Students can add moving forward
and back, weaving around partner or walks and a kick. Small groups teach other small groups the
variations and the class can add variations to the full class dance.

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Notes to Teacher
• Music for Atlantic Mixer is available from “Easy Folk Dance Lessons for Children” Tape 2 (Can-
Ed Media). If music is not available, use any reel music with a strong beat.
• When students are about to change direction, warn them a few counts in advance “Ready to
switch – go.”
• Remind students to turn and swing in control without pulling their partner.
• Use the middle of the circle in Atlantic Mixer as the “lost and found.” When students stop in front
of a new partner, if the lines are uneven and a student ends up not facing a partner, the student
should move quickly to the middle of the circle. Any students without a partner are quickly
matched, then re-join the circle to swing.

Appendix
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)

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UNIT 15 Rhythm and Movement

Sub-Task #8 Keep It Moving

Facility
Gymnasium, foyer, hallway.

Materials
Tape/CD player
Variety of music

Description
Students practise moving in different ways and following instructions to music.

Expectation Code Learning Expectation

2p20 Travel in a variety of ways, changing pathways and directions

(e.g., in creative dance, dances from other countries)
2p34 Stay on task, follow instructions, pay attention, and see task
through to completion

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment travelling skills using an anecdotal recording chart
15
(Grade 2 Appendix N) and a locomotor skills checklist (Unit 6 Appendix A).
• Formative/Ongoing – Teacher assessment of students’ attention to task using anecdotal recording
chart (Grade 2 Appendix N) and Participation Rubric (Grade 2 Appendix G).

Teaching/Learning Strategies

A) Warm-Up

How Does it Sound?

• Students move to a variety of music as they warm up. Use fast, slow, movie themes, instrumental
and rock.
• Tell students that you cannot hear the music and that they have to show you what kind of music is
being played by how they move. Encourage students to use their bodies to distinguish different
types of movement. Select small groups of students to show their actions. While each group is
demonstrating, other students continue moving, but move on the spot while they are observing.

B) Skill Development

Review a variety of steps. Teach each step then give students time to practise to the music.
• Step Touch – Step on one foot, touch beside with the other. Add a clap, clapping to the side, over
head, on the step, on the touch.
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• Step Turn –Walk in a small circle with three steps and a touch – Right, left, right, touch left.
Circle the other way.
• Rock It – Step and lean forward on right foot, touch beside with left foot, step and lean back with
left foot, touch beside with right foot
• Students move around the space in their own way. Call out a step and they do it five times, then
continue moving.

C) Skill Application

Keep It Moving
• Students scatter in their own space.

Count Action Cue Words

Part 1
2 beats Students walk forward with right foot and touch step Step touch
with left and clap
2 beats Students walk forward with left foot and touch step Step touch
with right and clap
4 beats Repeat
Part 2
2 beats Students walk back with right foot and touch step Back touch
with left and clap
2 beats Students walk back with left foot and touch step Back touch
with right and clap
4 beats Repeat
16 beats Repeat Part 1 and 2
Part 3
4 beats Moving to the right, do a full turn then clap on Circle 1, 2, 3 clap
last step (touch)
4 beats Moving to the left, do a full turn clap on Circle 1, 2, 3 clap
last step (touch)
Part 4
1 beat Step on right foot leaning right shoulder down Rock forward
1 beat Touch left foot beside right Touch
1 beat Transfer weight back on left foot Rock back
1 beat Touch right foot beside left Touch
4 beats Repeat this section one time Again
• Repeat Parts 1, 2, 3 and 4 as many times as the music allows.

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D) Cool-Down/Wrap-Up
• Students pretend they are whirling merry-go-rounds that are being shut down for the night. They
are the horses that move up and down until they stop for the night.
• Students stretch up and down as they move.

Extension

Jump Jim-Jo
• Students stand with a partner in a circle, one partner facing in, one partner facing out.
• Students listen to the song cues and do the actions to the song.
Song Cues Action
“Jump, jump, jump, Jim Jo’ Partners jump up and down to the beat five times.
“Take a little whirl and around you go” Partners join hands and skip around each other to come
back to original position.
“Slide, Slide and stamp just so” Partners slide in opposite directions away from each
other two times.
One slides inward, one slides outward.
Partners stamp feet three times.
“You’re a funny little fellow” Students on the inside stay in their place and the students
on the outside skip on to a new partner, moving
15
counter clockwise
“When you jump, Jim Jo” Jump up and down three times with new partner.

Notes to Teacher
• Music for Jump Jim Jo is available from “Easy Folk Dance Lessons for Children” Tape 1
(Can-Ed Media).
• If music is not available, use any music with a strong beat, or students can chant the rhyme with-
out the music.
• Practise actions for Jump Jim Jo first without students moving on to a new partner. When students
know actions, introduce changing partners, doing this in slow motion. Practise so all students are
moving in the same direction.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Unit 6 Appendix A: Locomotor Checklist

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UNIT 15 Rhythm and Movement

Sub-Task #9 Marching Arms

Facility
Gymnasium, foyer, hallway

Materials
Tape/CD player
Variety of music
Tambourine or drum (optional)

Description
Students practise moving their arms and feet at the same time. Students work with a partner, provid-
ing feedback and helping each other.

Expectation Code Learning Expectation

2p34 Stay on task, follow instructions, pay attention, and see task
through to completion

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of students attention to task using anecdotal recording
chart (Grade 2 Appendix N) and Participation Rubric (Grade 2 Appendix G).
• Formative/Ongoing – Student self-assessment of interpersonal skills using “Response to Others”
self-assessment (Grade 2 Appendix O-4).

Teaching/Learning Strategies

A) Warm-Up

Partner Leader
• Students work with a partner to warm up to the music.
• Students follow a partner through a variety of actions to warm up. Encourage students to use all
spaces in the gymnasium, to move in different ways, to follow different pathways, to use different
body parts and to move at different levels.
• Partners switch leaders every few minutes.
• Call out “change partners” and encourage students to find a new partner as quickly as possible.
Use the middle of the room as the “lost and found.” If students cannot find a partner, they go to
the middle to find a match.
• Tell students that they will be assessing how they work with others today. Review with students
what good group work skills look like and sound like.

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B) Skill Development
• Students practise doing arm actions while moving their feet.
• Students stand in place trying the following sequence of arm actions:
– both arms up
– both hands to shoulders
– both arms reach out
– both arms reach forward
– one arm cross to shoulder
– other arm cross to shoulder
– both arms out to side
– hands clap in front
• Students practise this sequence counting two beats for each move.
• Students repeat this sequence counting one beat for each move.
• Play music or beat a tambourine or a drum while students practise.
• Students practise the same arm actions while walking forward, then marching forward
then skipping forward.
• Students practise with a partner, moving together, moving opposite and providing feedback and
suggestions for each other

C) Skill Application
15
Marching Arms
– Play any music with a strong beat (or use drum or tambourine).
– Students work in their own space,
– Introduce the dance one part at a time, giving students a chance to practise with the music.
Counts Action Cue Words
Students march 16 steps forward moving arms as they go
2 beats Right arm straight out Out
2 beats Left arm straight out Out
2 beats Cross right arm to left elbow Elbow
2 beats Cross left arm to right elbow Elbow
2 beats Lift both arms to ceiling Up
2 beats Bring arms back to elbows Cross
4 beats Clap and jump, feet together four times Jump and clap
16 March backward 16 steps, reaching arms out Count 16 steps
and crossing them back
8 beats Step touch and clap eight times (Step on right foot, Step touch
touch left foot out to side and clap)
2 beats Step out on right foot, right arm up Star – up
2 beats Step out on left foot, left arm up Up
2 beats Step back on right foot, right arm down Down
2 beats Step back on left foot, left arm down Down
4 beats Jump Feet together and clap four times Jump
4 beats Twist hips in place Twist
• Repeat each part from the beginning.
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D) Cool-Down/Wrap-Up

• Students move slowly around the room, acting like falling snowflakes fluttering to the ground in a
snowstorm. Students settle on the floor and curl and stretch different body parts.
• Students will complete a “Response to Others” self-assessment. Post assessment tool on the wall
and have students place their name on a sticky note on the appropriate place on the chart.
Review examples of each level.

Extension

• Students work with a partner to create their own series of arm actions. One partner leads and the
other follows. Encourage students to use music to create a series of actions that fit into a count of
8. Students can adapt “Marching Arms” to add their own verses or change the actions.

Notes to Teacher
• When students are finding their own partner in the warm up, encourage students to find a part-
ner as quickly as possible. If someone asks them to be a partner, their answer should be “yes.”
Encourage students to work with all other students in the class. Partners will change frequently
so that they are not with the same partner for a long time.
• Give students a chance to practise as each part of the dance is introduced. Move on to next sec-
tion when students feel comfortable with the ones presented.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix O-4: Response to Others (Self-Assessment)

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UNIT 15 Rhythm and Movement

Sub-Task #10 Keep the Beat

Facility
Gymnasium, foyer, hallway

Materials
Tape/CD player
Variety of music

Description
Students move vigorously practising adapting steps to different music, different beats and
different formations.

Expectation Code Learning Expectation

2p20 Travel in a variety of ways, changing pathways and directions

(e.g., in creative dance, dances from other countries)
2p31 Participate vigorously in all aspects of the program (e.g., individual
and group activities, dancing to music, co-operative games)
2p34 Stay on task, follow instructions, pay attention, and see tasks
through to completion

15
Assessment Opportunities – Suggestions for Assessing Expectations:
• Formative/Ongoing – Student self-assessment of vigorous participation using a participation tar-
get (Grade 2 Appendix O-1).
• Formative/Ongoing – Teacher assessment travelling skills using an anecdotal recording chart
(Grade 2 Appendix N) and a locomotor skills checklist (Unit 6 Appendix A).
• Formative/Ongoing – Teacher assessment of students attention to task using anecdotal recording
chart (Grade 2 Appendix N) and Participation Rubric (Grade 2 Appendix G).

Teaching/Learning Strategies

A) Warm-Up

Eight Whatevers
• Students warm up as a class, doing a variety of warm up moves for 8 counts.
• Lead the class in an activity to gradually raise the heart rate (e.g., marching on the spot, knee
raises, light jogging, jump and twist).
• After 8 counts, call out a student to lead the group in another activity. Other students keep mov-
ing until the new leader calls out the activity. If the student cannot think of an idea, they call out
“whatever” and all students do their own action. Students take turns calling out names of new
leaders to lead a warm-up activity. Encourage students to get an idea in their head as they are

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moving so they do not need to call out “whatever.” Before beginning, quickly brainstorm some
warm-up ideas to help students think of various actions.

• Inform students that they will be using a participation target to assess their participation today.

B) Skill Development

• Students work with a partner to create a short series of moves using the following steps:
– Heel toe (heel out, toe out, use both feet, add a jump)
– Circle right and left (three steps and a touch)
– Step and reach (add a clap above the head, to the front)
• Encourage students to use these moves and add their own.
• Encourage student to be creative doing some moves together, some in sequence, some mirroring
partner and some opposite.
• Student present their sequence to another pair. Encourage students to give positive feedback and
also a helpful suggestion.

C) Skill Application

Keep the Beat

• Use any music with a strong beat.
Counts Action Cue Words
8 beats Step, touch and clap high - four times Step - up
8 beats Repeat step touch, reaching heel forward on touch Step - front
– four times
Reach arms forward
2 beats Heel/Toe and Jump - place right heel out, then toe in Heel – toe
6 beats Do this two more times, then jump with feet together Jump
8 beats Repeat to the left
4 beats Circle walk – walk in a circle to the right - three steps, Walk, walk, walk, touch
touch left toe
4 beats Repeat to the left. Walk, walk, walk, touch
8 beats Repeat both sides

D) Cool-Down/Wrap-Up
• Students move like robots whose power pack is beginning to wear down. Students move quickly
then slow down, showing the stages of running out of power.
• Students stretch slowly, reaching up, to the side, to their legs. Students hold each stretch position
for at least ten counts.

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• Students assess their level of participation using a participation target. Post the target on the wall.
Students post a sticky note with their name on it on the level they feel they deserved. Review
examples of participation at each level.

Extension

• Students use the parts of the dance in “Keep the Beat” and change them to create a new dance.
Students can repeat a part several times, change the order of the parts or add arm actions.
Encourage students to use the same basic steps but change order and add “frills” to make the
dance unique.

Notes to Teacher
• Try the same dance steps using different music. Use a single count or double count and show stu-
dents how the same steps can look very different by doing only minor changes.
• When students are working on creating their own sequence during skill development, encourage
students to experiment with formations and levels, standing together, apart, in front of each other
and beside.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
15
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix O-1: Participation Target Blank
Unit 6 Appendix A: Locomotor Checklist

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UNIT 15 Rhythm and Movement

Sub-Task #11 Lollipop

Facility
Gymnasium, foyer, hallway

Materials
Tape/CD player
Variety of music

Description
Students learn the grapevine step as they move to the music.

Expectation Code Learning Expectation

2p34 Stay on task, follow instructions, pay attention, and see task
through to completion.
2p35 Participate in moderate to vigorous physical activity (e.g., an
aerobics routine) for five to ten minutes

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of vigorous participation using a participation rubric
(Grade 2 Appendix G).
• Formative/Ongoing – Student self-assessment of listening skills using “I Listen” self-assessment
chart (Grade 2 Appendix O-5).

Teaching/Learning Strategies

A) Warm-Up

• Teacher leads an aerobic workout with modern music.

• Students are in a scattered formation throughout the gymnasium or working space.
• Inform students that they will be assessing their listening skills at the end of class.

B) Skill Development

• Introduce the basic grapevine step. Step sideways with right foot, step behind with left, then out
again with right. Students practise, moving to both the right and the left.
• Encourage students to bend their knees to make steps easier.
• Students move around the gymnasium jogging and sliding. Call out “grapevine” and students
practise grapevine step. Encourage students to keep their heads up and to take small steps so
their feet do not get “tangled.”

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• Students practise the grapevine step moving along lines in the gymnasium. When they meet
another person, students shake hands, step off the line, pass each other, then step on again and
continue moving.

C) Skill Application

Lollipop

• Introduce one part at a time, beginning with “lollipop” chorus.

• Encourage students to stretch their arms to make exaggerated actions.
• Students scatter, facing one direction.
Song cues Counts Action Cue Words 15
“Lollipop, 2 beats Right hand up high, stretch fingers out Up
lollipop, oh, 2 beats Right hand out to side, stretch fingers out Out
lolli lollipop...” 2 beats Right hand down at side, stretch fingers out Down
2 beats Right hand out to side, stretch fingers out Out
8 beats Repeat with left hand
8 beats Repeat with both hands
“Pop” Hands up two more times – Pop hands up Pop
on word ‘pop’
boom, boom, Twist and bend knees going down Down, down, down
boom
“…loves you 4 beats Grapevine right, left, right, left (clap on the Walk, walk, walk
all the time…” last left)
Grapevine left, right, left, right (clap on the
last right)
24 beats Repeat three times
“lollipop…” 24 beats Repeat Lollipop chorus
32 beats Twist – high, low, on one foot, turning around twist
8 beats Backward struts four steps Back, back…
8 beats Forward struts Forward…
8 beats Backward struts Back…
8 beats Forward struts Forward…
“lollipop…” 24 beats Repeat Lollipop chorus
Reach arms up to pose at the end

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D) Cool-Down/Wrap-Up

• Students cool down, stretching their arms up and holding, stretching their arms across their
chest, and stretching to the ground.
• Sitting on the ground, students stretch forward, twist to stretch behind and lie over each leg.
• Students hold each stretch for 15 – 30 seconds.
• Post the “I Listen” self-assessment tool on the wall. Students clip their clothes peg on the ladder
at the level they feel they participated.

Extension

Be My Partner
• Use any music with a strong beat.
• Students practise another dance with a clapping sequence with their partner.
• Encourage students to do the clapping sequence below then to make up their own sequence.
Counts Action Cue Words
8 Walk forward eight steps Walk forward
8 Walk backwards eight steps Walk back
8 Face partner and do-si-do (passing right shoulders) Do-si-do
8 Right elbow swing with partner swing
Clapping sequence with partner:
1 Clap right hand with partner Right
1 Clap left hand with partner Left
2 Clap both hands with partner two times Both both
4 Slap own thighs four times 1-2-3-4
• Variation: After elbow swing, students could move to face another partner.

Notes to Teacher
• Lollipop music is available on the “Stand By Me” movie soundtrack (sung by the Chordettes).
• The grapevine step can be challenging. The focus of this lesson is for students to move continu-
ously and to practise following instructions. If the grapevine step is too challenging, encourage
students to simply walk to the side without crossing feet.
• Do-si-do – students face a partner, walk past their partner passing right shoulders, step to the
right while back to back with partner, back up to original spot returning to face partner. Students
can practise doing a do-si-do right and a do-si-do left.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix O-5: I Listen (Self-Assessment)

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UNIT 15 Rhythm and Movement

Sub-Task #12 Winter Warm-ups

Facility
Gymnasium, foyer, hallway

Materials
Tape/CD player
Variety of music

Description
Students use dance steps to follow instructions and learn novelty dances that fit with
seasonal themes.

Expectation Code Learning Expectation

2p31 participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games)
2p35 participate in moderate to vigorous physical activity (e.g., an
aerobics routine) for five to ten minutes

Assessment Opportunities – Suggestions for Assessing Expectations: 15

• Formative/Ongoing – Teacher assessment of vigorous participation using a participation rubric
(Grade 2 Appendix G).
• Formative/Ongoing – Student self-assessment of participation using a thumbs up/thumbs
down assessment.

Teaching/Learning Strategies

A) Warm-Up
Body Part Lead

• Students choose different body parts to lead their movements around the gymnasium.
(e.g., elbow, nose, hips, toes, stomach, back).
• Students follow that body part as they move around the room. Encourage students to move in
their own space and use all spaces in the gymnasium.
• Students work with a partner. Partners guess what body part is leading, then follow partner
around the gymnasium. Students switch roles.
• Inform students that they will be assessing their participation today.
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B) Skill Development

• Review dance steps used in dances below – sliding, clapping, twisting.

• Play music and let students explore, making up actions on their own or with a partner.

C) Skill Application

Jingle Bell Rock

• Play music and challenge students to make up actions to the music.
• Introduce the actions below one part at a time.
• Give students time to practise actions below and their own moves.
• Select groups to show their combination of moves.
Counts Action Cue Words
8 beats Bend knees and straighten them four times Bend – up
8 beats Slap thighs with hands and clap hands two times Slap – clap
16 beats Sway arms up over head Sway…
2 beats Right knee up, touch with left hand Knee
2 beats Left knee up and touch with right hand Knee
4 beats Repeat
8 beats Sway hips to front, side, back, side while stepping and Front, turn, turn, turn
turning to each side
• Repeat all.

D) Cool-Down/Wrap-Up

• Students stretch with a partner, mirroring each other’s actions. They stretch from head to toe.
Students take turns being leaders.
• Students assess their participation in today’s lesson. Students hold their thumbs up if they think
they participated their best. They hold their thumbs down if they feel they did not participate their
best. Students may hold their thumbs between up and down to indicate their level of participation.

Extension

• Use other seasonal music. Students work in small groups to make up sequences that repeat to
the music. Small groups share their sequences with another small group. Gradually put groups
together until all small group dances are taught to the full class.

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Notes to Teacher
• Use dances for warm-ups at different times of the year.
• Be aware of different cultures in the class. All students will not celebrate the same holidays. Use
the dances included as examples and present dances or use music appropriate for the cultural
mix of your class.

Appendix
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)

15

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Creative Dance Cards

• You are a fly buzzing around in a house. • You are a rescue helicopter. You fly out to
Show all the places you can land and hold strange places to help with rescues. Show us one
on to. Show us the story of your day as of your funny days. What was that stuff you
you avoid the fly swatter and the pet frog. were expected to land on? What were they try-
Use levels and body actions to show us ing to put into you storage area? Use lots of
your experiences. body actions and levels and directions.

• You are an unhappy giant. You have

• You are a fairy godmother who has forgot-
stubbed your toe and you have to hop to
ten her spells. You keep changing your
get around. How will you carry your bag
friends into strange creatures. What will
and food? Show us how the giant got back
you do next? Show us the weird things you
to his home. Use size, levels and directions.
have done to your friends.
Use gestures to show how he feels.

• You are a vacuum cleaner that has gone

wild! You are sucking up everything in your • You and your partner both sat in glue and
way! The dog has disappeared and your Dad are stuck together! How will you get apart
has just come in the door. What will stop and how will you move around the room?
you? Use body actions and size to tell us Show us how you move.
your story.

• You are a lobster that has taken a growing

• Show what it looks like to be invisible to
pill. Show us what kind of problems you
your partner. You try everything to get
have getting around and carrying those big
them to see you but it is not working. Will
claws. Will you be able to catch anything?
your partner think there is a ghost chasing
Use body actions and shapes to show us
them?
your story.

• Show me what happens when the ghosts

•You are a snake being chased by a cat. Use come out to a dance at Hallowe’en. Do they
all levels to keep out of the cat’s reach. join in and show everyone their latest step?
What do they do to get everyone to have a
Can you hiss back at the cat? What can good time even though they aren’t very
you do to get it to go away from you? boo-tiful? Use levels and body shapes to
show us your new dance.

• A porcupine wants to be a family pet. He

• The kangaroo has forgotten how to hop!
really is a very friendly fellow even though
But fortunately, he has a friend who will
he is very prickly! Show how the porcupine
help. Show how the kangaroo gets his hop-
moves and has difficulty fitting in to the
per back. Use body movement and actions
family activity. Use body actions and
to show us the story.
shapes to show us this moving story.

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Creative Movement Stations

Locomotion (walk, run, jump, slide) Body shapes and sizes
(curled, twisted, wide stretched, narrow)

Directions (forward, backward, sideways) Levels (low, medium, high)

15

Force and Energy Speed (fast, medium, slow)

(strong, heavy, light, soft)

Body Parts (e.g., arms, head, legs, back)

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ELEMENTS OF DANCE
Body, Space, Quality, Relationships
BODY: What the body does:

Whole Body Actions Body Parts Body Shapes

walk, run, jump, leap, gallop, in isolation, support, weight, curled, twisted, wide, stretched,
slide stop, bend, stretch, twist, lead, gesture narrow
turn, skip, swing

SPACE: Where the body moves

Levels Size Directions Pathways

high - on your feet small, big, huge, tiny, forward, backwards, curved, straight,
medium -on your knees enormous, wide, flat, sideways, diagonally zigzag, bumpy,
low-back, tummy, balled-up round
bottom

QUALITY - How the body moves

Time Energy Flow

sudden – sustained muscular force: strong-light free – held
speed – fast, slow, accelerate, weight: heavy-light
decelerate
rhythm

RELATIONSHIPS: How the body moves

individual contrasting supporting Formation:
partner matching connecting scattered
groups mirroring meeting/parting lines
shadowing echoing squares
following action/reaction circles
near/far groups shapes
with objects groups forms

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Skill Building Activities

Unit Title
16 Throwing and Catching 459
17 Bouncing 487
18 Kicking and Dribbling 503
19 Manipulative Activities with Equipment 521

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UNIT Throwing and Catching

OVERVIEW
16 Duration
Description
10 Sub-Tasks

This unit focuses on vigorous participation, interpersonal skills and safety procedures, helping stu-
dents develop fundamental movement skills of throwing and catching, as well as interpersonal skills.
This unit allows students to use a variety of equipment and participate in a variety of activities.

Sub-Task Title Expectation Code

1. Review Rolling 2p30, 2p40

2. Toss and Catch 2p27, 2p30
3. Underhand Throwing and Catching 2p30, 2p31
4. Beanbag Foot Tricks 2p27, 2p30
5. Target Practice with Beanbags 2p30, 2p31
6. Beanbag Games with Targets 2p30, 2p31
7. Ring Throw at a Target 2p31, 2p40
8. Throwing and Catching on the Move 2p30, 2p40
9. Hitting Balloons 2p30, 2p31
10. Skills Circuit and Create-a-Game 2p31, 2p40

Assessment and Evaluation

16
• A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
Formative/Ongoing
• Self-Assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
• Teacher Assessment of attention to safety procedures with respect to equipment using the
safety rubric
• Teacher assessment of active participation using the participation rubric in conjunction with an
anecdotal observational recording chart
• Teacher assessment of students’ behaviour related to sports etiquette at the stations using the
social skills rubric in conjunction with an anecdotal observational recording chart
• Teacher assessment of displaying etiquette using the social skills rubric in conjunction with an
anecdotal observational recording chart.
• Peer assessment of a catching routine using a teacher-developed checklist. Use indicators from
the lesson in conjunction with participation rubric.
• Self-assessment of cooperation during designing a game using the thumbs-up/thumbs-down rating

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• Teacher assessment of cooperation using the social skills rubric in conjunction with an anecdotal
observational recording chart
• Self-assessment of cooperation skills using the ‘Cooperation and Fair Play Self-Assessment Tool.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Students will follow safety procedures related to physical activity, equipment and facilities.
• Student will have knowledge of the expected routines of the gymnasium (e.g., stopping signals,
fire drill procedures, circle formation, etc.).
• Students will be able to follow instructions and stay on task.
• Students will have been formally taught how to throw and catch a variety of objects.
• Students will have been taught the importance of being in control of the equipment and self while
participating in activities.
• Students will have moved in a variety of different locomotor patterns, direction, levels
and pathways.

Notes to Teacher
• The safety rules for the equipment, the facility and the activity should be made clear to students
prior to the lessons.
• Discuss general equipment guidelines prior to the lesson.
• Teachers may notice a great variation in skill level. Encourage students to work at improving
their skill level. Provide modifications for individual skill level.
• Prior to teaching this unit, it would be beneficial to make station cards for lesson 10. These are
found in Unit 16, Appendix B.
• Discuss the safety issues of dodgeball-type games. Modify games to use objects as targets instead
people. Using people provides moving targets which offers an additional challenge. Be aware that
dodgeball games can be threatening and use professional judgement before introducing these
target activities. Students can roll balls instead of throwing them. Use soft balls and contact only
below the waist or knees. Take special care of head, eyes, ears and neck. Work in small groups
with students of similar ability.

Appendices
Unit 16 Appendix A Rolling Station Set-Up
Unit 16 Appendix B Throwing and Catching Station Cards

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UNIT 16 Throwing and Catching

Sub-Task #1 Review Rolling

Facility
Gymnasium

Materials
Chairs
Pins
Hockey Nets
Lines on the gymnasium floor
Balls

Description
Students use a ball to practise and review rolling skills learned in Grade 1.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment,

and facilities.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing 16
• Self-Assessment of attention to safety procedures using a thumbs-up/thumbs-down rating. (see
Grade 2 Appendix I for indicators).
• Teacher assessment of students’ behaviour related to sports etiquette at the stations using the
social skills rubric (Grade 2 Appendix H) in conjunction with an anecdotal observational
recording chart.

Teaching/Learning Strategies

A) Warm-Up

• Statue Game . Four to six students are runners and the rest are statues spread around the gym-
nasium. Runners run around the gymnasium and find a spot behind a statue to stand. The statue
then becomes the runner. Continue, encouraging the students to move in different ways and to
make sure all statues get “visited.” Statues who have not moved in more than ten seconds can
raise their hands as a signal.

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B) Skill Development

Students roll the ball back and forth to your partner using:
• Different body parts
• Different levels to throwing using two hands
• Different shapes to throw using two hands
• Different directions
• A slow soft motion
• A hard fast motion

C) Skill Application

• Record students’ behaviour related to sports etiquette at the stations using the observational
anecdotal recording chart located in the Grade 2 Appendix N in conjunction with the social skill
rubric (Grade 2 Appendix H).
• Discuss with students safety procedures related to station work (e.g., taking turns, sharing equip-
ment, putting away equipment). Divide students into four groups and rotate students through
rolling stations.
• Challenge Stations for Rolling (see Unit 16 Appendix A for station cards)
– How many times can you roll the ball through the chairs?
– How many times can you roll the ball between the lines?
– How many times can you knock down the pins?
– How many can you roll your ball into a hockey net?
• At the end of the station work, students self-assess their attention to safety procedures using a
thumbs-up/thumbs-down rating. Discuss the routines and ask students for examples of following
them (e.g., equipment put away properly, shared leadership roles, line-ups).

D) Cool-Down/Wrap-Up

• Bubble Gum Game . Students pretend they are chewing a piece of bubble gum and blow a bub-
ble. The teacher pretends that they are the gum and the bubble breaks. Now the roles change.
The teacher pretends they are chewing a piece of bubble gum and the students pretend they are
the bubble gum. Encourage the students to bend and stretch their whole body.

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Extension

• With a partner, ask students to roll the ball between their legs. Ask students how many times they
can you do it in a row? Students can step back to increase the challenge.

Notes to Teacher
• Set routines up about how to rotate and put equipment away between stations.
• Reinforce the proper technique for underhand rolling:

Two-Handed Underhand Throw:

– Hold the ball in front of the body with two hands, line it up with the target.
– Slightly bend elbows.
– Swing the ball downward and backward.
– Swing the ball forward, release the ball and follow through with the hands.

Appendices
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I: Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Unit 16 Appendix A: Rolling Station Set-Up

16

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UNIT 16 Throwing and Catching

Sub-Task #2 Toss and Catch

Facility
Gymnasium

Materials
One beanbag per student

Description
Students use beanbags to practise throwing and catching.

Expectation Code Learning Expectation

2p27 Participate on a regular basis in activities that maintain or

improve physical fitness (e.g. games, gymnastics, dance).
2p30 Follow safety procedures related to physical activity, equipment,
and facilities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing
• Teacher Assessment of attention to safety procedures with respect to equipment using the safety
rubric (Grade 2 Appendix I).
• Teacher assessment of active participation using the participation rubric (Grade 2 Appendix G) in
conjunction with an anecdotal observational recording chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up

• In scatter formation, students choose a partner. Students jog and their partner shadows them.
• Challenge students to:
– walk with big strides, walk and tilt head side to side, walk and shake legs;
– change direction and hop sideways, skip.
– shoulder rolls, leg raises, side steps, kicks behind.

B) Skill Development

• Students toss and catch a beanbag while doing a sequence of hand movements: clapping, rolling,
turning. Add a new movement each time. Encourage students to create their own hand move-
ments. Students try the following challenges:

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– Place the beanbag between feet, bend knees and place hands on the floor in front of you –
take the weight on your hands and try to flick the beanbag over your head.
– Toss and catch the beanbag while moving forward, backward or sideways.
– Toss the beanbag to their partner, starting off close and gradually making the distance longer
and then smaller again.

C) Skill Application

• With a partner, toss and catch beanbag. Have one person perform an action that their partner
must mirror (e.g., clap, turn, touch the floor). Try to hike the beanbag backward through legs to
their partner.
• “Chase It.” With a partner students toss the beanbag back and for a while. When the teacher sig-
nals by blowing the whistle or calling “Chase,” the student with the beanbag must chase the other
student and try to touch them with the beanbag. Student stop chasing whenever the teacher signals.

D) Cool-Down/Wrap-Up
• Students balance beanbags on their heads while walking around the gymnasium. On a signal,
students ‘melt’ softly to the floor and take a few deep breaths. Repeat.

Extension

• Play “Chase It” in a group of three with a different chaser each time.

Notes to Teacher 16
• Ensure playing surfaces, whether indoor or outdoor, provides safe footing.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I: Safety Skills Rubric (Getting Assessment Right: HPE: Grades )
Grade 2 Appendix N: Anecdotal Observational Recording Chart

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UNIT 16 Throwing and Catching

Sub-Task #3 Underhand Throwing and Catching

in a Stationary Position
Facility
Gymnasium

Materials
Balls (one per student)

Description
Students use balls to practise underhand throwing and catching technique.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment,

and facilities.
2p31 Participate vigorously in all aspects of the program (e.g., individual
and group activities, dancing to music, co-operative games).

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing
• Teacher assessment of attention to safety procedures with respect to equipment using the safety
rubric (Grade 2 Appendix I).
• Teacher assessment of active participation using the participation rubric (Grade 2 Appendix G) in
conjunction with an anecdotal observational recording chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up

• Call Ball . Divide students into groups of three or four and assign each student a number. In
each group, one student throws the ball up in the air while calling the number. The student
whose number is called tries to catch the ball, all others run away from the ball. Once the ball is
controlled all players freeze. The student with the ball then attempts to roll the ball and touch a
frozen player. Students try freezing with different shape themes (twisted, ball, curled).

B) Skill Development

• With a partner, students practise throwing and catching the ball. Encourage students to stand
close until they throw and catch consistently and then start to take steps back.

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• Toss and Duck Relay . Place students in a group of three or four with a leader who stands and
faces his/her team. The leader stands about two metres in front of the first person in line. The
leader underhand tosses the ball to the first player in the line, who catches it and tosses it back.
That player squats down. Now the next player is ready to toss and catch with the leader. If the ball
is dropped, students try again. When all players have tried it, switch the leaders.

C) Skill Application

• Students throw the ball up in the air and try to do a trick before catching it (e.g., clap, snap, turn
around, touch part of body or floor). Students try several tricks. Select students to demonstrate
their catching routine and give feedback. Encourage others to try some of the ideas they see.
• Students make up a catching sequence that has tricks in it.
• Half of the class performs their sequence while the other half watches. Switch roles.
• Students share one positive comment to make about the catching routine. Provide examples.

D) Cool-Down/Wrap-Up

Seed to T ree 16
• Students start out as a seed and the teacher waters. The seed grows into a sapling, then into a big
tree, then the fall wind comes and blows the leaves off the tree. The tree becomes the winter
sleeping tree. Encourage students to stretch.

Extension

• With a partner, students make up catching sequence with tricks.

Notes to Teacher
• Examples of comments students could make include: I like the way you leaned out with your body
to catch the ball. You did a good job watching the job. Your trick is very interesting and different.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I: Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart

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UNIT 16 Throwing and Catching

Sub-Task #4 Beanbag Foot Tricks

Facility
Gymnasium

Materials
Beanbags (one per student)
Cones

Description
Students use beanbags to practise throwing and catching skills

Expectation Code Learning Expectation

2p27 Participate on a regular basis in activities that maintain or

improve physical fitness (e.g. games, gymnastics, dance).
2p30 Follow safety procedures related to physical activity, equipment,
and facilities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing
• Teacher Assessment of attention to safety procedures with respect to equipment using the safety
rubric (Grade 2 Appendix I).
• Teacher assessment of active participation using the participation rubric (Grade 2 Appendix G) in
conjunction with an anecdotal observational recording chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up
• In a large scatter formation students move around the gymnasium. On teacher’s signal, students change
direction, walk left and right, stretch arms up in the sky and spell a word, shake arms and legs.
• Students hop on the gymnasium lines and then move around the gymnasium jogging and leaping
over the lines
• Students run carefully, trying not to step on any lines.
• In a large circle formation, students stay in place and do the following: neck tilts, forward crawl,
waist bends and ankle turns.

B) Skill Development
Students experiment with tossing and catching beanbags. Students can:
• Toss and catch two beanbags at the same time.
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• Place the beanbag between feet, sit on floor and try to flick the beanbag up to catch it.
• Toss and catch the beanbag while moving around a curved pathway or a zigzag pathway.

With partners:
• Keep two beanbags moving between yourself and your partner.
• Place the beanbag between feet, sit on floor and try to flick the beanbag up to partner to catch.
• Try to keep two beanbags moving between partners as they change levels (e.g., sitting, kneeling,
standing).

C) Skill Application

• Beanbag Relay . Divide class into groups of four. The first runner carries the beanbag around a
cone then drops it for the second runner to pick up. Repeat for all students in the group.
Continue relays using actions that the students have practised (e.g., tossing and catching while
moving, jumping with beanbag between knees, tossing and catching with left hand).
• Triangles . In groups of four, three students form a triangle and throw the beanbag underhand
around the triangle, while the fourth student runs around the triangle three times. The object of
the game is to see how many successful catches can be made in the time it take the fourth person
to run around the triangle three times. Change runners and try again.

D) Cool-Down/Wrap-Up

• North, South, East, West . Assign each wall of the gymnasium one of the four directions. Call
out a movement and direction signal. Students must move toward the wall. Movements begin
quickly and end slowly (Skipping to North, Galloping to West, Walking to East, Slithering to
South). Call out movements that will help the students cool down gradually. Remind students to
run to the line in front of the wall, not the wall.
16
Extension

• Beanbag Hop . Students work in groups of two or three. In front of each group, place five to
seven beanbags in a row, 1 metre apart. The first student hops on one foot to the end of the row,
bends down and picks up the last beanbag, then hops back and picks up the first beanbag
Students try to pick up all the beanbags without touching their foot to the floor. Replace the bean-
bags for the next student in line.

Notes to Teacher
• Safe Zones for tag games are at least 2 metres away from the wall.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I: Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart

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UNIT 16 Throwing and Catching

Sub-Task #5 Target Practice with Beanbags

Facility
Gymnasium

Materials
Beanbags
Music
Targets (e.g., hoops, cones, balls)

Description
Students practise hitting targets with beanbags.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment,

and facilities.
2p31 Participate vigorously in all aspects of the program (e.g., individual
and group activities, dancing to music, co-operative games).

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing
• Teacher Assessment of attention to safety procedures with respect to equipment using the safety
rubric (Grade 2 Appendix I).
• Teacher assessment of active participation using the participation rubric (Grade 2 Appendix G) in
conjunction with an anecdotal observational recording chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up
• Scatter beanbags around the gymnasium. Students move around the gymnasium to music. When
the music stops, students find a beanbag to sit on. Repeat using different ways to move (e.g.,
skip, jump, walk, hop) and different positions for when the music stops.

B) Skill Development
• Students practise tossing and catching beanbags with two hands. Challenge students to:
– Toss beanbags, clap hands and catch.
– Toss and touch knee.
– Toss and sit down to catch.

• With partner set up hoops against the wall:

– Toss the beanbag to a target, have partner retrieve.
– Toss the beanbag through a hoop held by a partner.
– Targets could be lines on the floor, paper tacked to the wall, ball on a cone, hoops, etc.
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C) Skill Application
• Hot Potatoes . Divide students into two teams. Teams are separated by a centre line. Each team
tries to toss their beanbag into the opposing team’s hoops or pails. If the beanbag hits the target,
it stays there. Students work to get as many beanbags in the targets as they can in three minutes.
Repeat the activity, giving students a chance to “beat their record.”

D) Cool-Down/Wrap-Up

• In a circle formation, students stand and pass the beanbag around the circle and measure the
time it takes. Repeat while sitting on the floor, then lying on the floor.
• Pass and stretch. Students pass a beanbag from one person to the next. Each person who holds
16
the beanbag leads a stretch for the group.

Extension

• Hot Potato . Give each team a beanbag of the same colour for each player. Each team tries to
toss their beanbag onto the opposing team’s side. Students also try to rid their own side of any
beanbags from the opposing side.

Notes to Teacher
• Give attention to safe exercising, warm-ups and cool-downs.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I: Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart

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UNIT 16 Throwing and Catching

Sub-Task #6 Beanbag Games with Targets

Facility
Gymnasium

Materials
Beanbags
Pylons
Benches
Balls
Skipping ropes

Description
Students develop throwing and catching skills using beanbags.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment,

and facilities.
2p31 Participate vigorously in all aspects of the program (e.g., individual
and group activities, dancing to music, co-operative games).

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing
• Teacher assessment of attention to safety procedures with respect to equipment using the safety
rubric (Grade 2 Appendix I).
• Teacher assessment of active participation using the participation rubric (Grade 2 Appendix G) in
conjunction with an anecdotal observational recording chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up
• Funky Beanbag Beats . Using some upbeat music, ask students to move around the gymnasium
with their beanbag using different locomotor patterns (e.g., skipping, hopping, galloping,
walking). They move around the gymnasium with the beanbag on different body parts (e.g.,
stomach, knee, shoulder, elbow, foot, chest). Ask them to think of a creative way to run with their
beanbag, a way to push their beanbag and a way to hop with their beanbag.

B) Skill Development
• Mark off targets on the wall at various heights and sizes.
• Students move around the gymnasium tossing their beanbag at the targets.
• Students stand behind a line, or bench, and toss underhand to the target on the floor. Students
can take a step back each time they hit the target.
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C) Skill Application
• Beanbag Ball .

Divide students in half so that they may play two separate games. Each game should have two
teams. Each game could play on half court. On each side, place three pylons with balls on top.
Students try to toss the beanbags to try to knock off the balls. Students may not step within a
metre of their pylons. Skipping ropes can be used to mark the area around the pylon. When all
balls are knocked off, both sides replace all beanbags and start the activity again.

D) Cool-Down/Wrap-Up

• Students skip around the gymnasium two times, slow jog around the gymnasium two times, and
then walk around the gymnasium two times. 16
Extension

• Play beanbag ball without boundaries. Students may move anywhere in the gymnasium (except
one metre from the pylon), trying to knock the beanbags off the pylons.

Notes to Teacher
• Encourage students to be made aware of the importance of assuming responsibility for their
own safety.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I: Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart

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UNIT 16 Throwing and Catching

Sub-Task #7 Ring Throw at a Target

Facility
Gymnasium

Materials
Rubber rings/quoits (one per student)

Description
Students use ring to practise throwing underhand at targets.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games).
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Self-Assessment of cooperation during designing a game using the thumbs-up/thumbs-down rat-

ing (Grade 2 Appendix H for indicators).
• Teacher assessment of active participation using the participation rubric (Grade 2 Appendix G)
in conjunction with an anecdotal observational recording chart (Grade 2 Appendix N).
• Teacher assessment of cooperation using the social skills rubric (Grade 2 Appendix H) in con-
junction with an anecdotal observational recording chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up

• Enchanted Castles .

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• Students are princes or princesses. The quoit/ring is their crown. Students travel in the court-
yard. If their crown falls off they are under a spell and must freeze for ten seconds, then retrieve
their crown and keep moving. Encourage students to move in different pathways.

B) Skill Development

• Students place the quoits on the floor and travel in a variety of ways. Each time they approach a
quoit, they travel completely around it and then change their method of travel. Repeat.
• Encourage students to practise throwing and catching the quoit, being creative and trying some
of the following challenges:
– Underhand throw the quoit against the wall, using two hands then one hand (left and right).
– Find a target (e.g., line or spot) on the wall and aim at it.
– Throw above the target, below it, beside it.
– Change the speed of the quoit (e.g., slower/softer, faster/harder).
– Increase and decrease the distance from the target.
– Throw the quoit into a container (e.g., bucket, basket, can).
– Use different body parts to throw the quoit into the container.
– Throw harder and more softly.

C) Skill Application

• Discuss examples of cooperation with students by referring to the cooperation section of the
Social Skills Rubric (Grade 2 Appendix H).
• Ring Game . Students make up an underhand throwing game, using the wall, container and ring.
Everyone must have an equal part and experience success.
• Students self-assessment of cooperation skills using a thumbs-up/thumbs-down rating.
16
D) Cool-Down/Wrap-Up

• Students practise balancing quoit on different body parts without moving.

Extension

• Select groups to explain and show their ring game. Groups try another group’s ring game.

Notes to Teacher
• Use other equipment (e.g., beanbags, balls, Frisbees) if rings are not available for every student.
• Encourage students to work with the activities and to find their challenge point. Students should
adjust the activity by throwing harder or softer, stepping closer or farther away and working with
larger or smaller targets to increase or decrease the challenge.
• During the first activity in skill development, select students to demonstrate.

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• Observe and correct throwing techniques.

• During the game development section, discuss with students what cooperation in groups looks like
and sounds like. Encourage students to have a goal and move towards it in terms of cooperation.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart

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UNIT 16 Throwing and Catching

Sub-Task #8 Throwing and Catching on

the Move
Facility
Gymnasium

Materials
Various sizes gator skin balls (one per student)
Target on the wall where possible

Description
Students practise throwing and catching balls while moving.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment,

and facilities.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Self-Assessment of cooperation during games using thumbs-up/thumbs-down rating (Grade 2 16

Appendix H for indicators).
• Teacher assessment of attention to safety with respect to the balls using the safety rubric (Grade 2
Appendix I) in conjunction with an anecdotal observational recording chart (Grade 2 Appendix N).
• Teacher assessment of cooperation using the social skills rubric (Grade 2 Appendix H) in
conjunction with an anecdotal observational recording chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up

• Students warm up while throwing and catching balls in a variety of ways. Students individually
throw the ball up in the air and catch it. They try the same activity but throw in the air ahead,
beside or behind, trying not to let the ball touch the floor.
• Stress space awareness.

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B) Skill Development

• Students work on their own, throwing and catching the ball while running slowly. Encourage stu-
dents to pick up dropped balls quickly and to continue moving.
• Students practise moving and hitting targets with the ball while on the move. Ask students:
– Can you hit targets on the wall while running slowly?
– Can you hit lines on the floor?
– Can you hit targets while running faster, slower, backwards and sideways.
• Students work with a partner and practise throwing and catching while both students are moving.
Encourage students to throw ahead of the catcher and anticipate where the ball will go.
• Students move from one side of the gymnasium to the other while throwing and catching.
• One partner moves and tries to hit a target on the wall while the other partner tries to intercept
the ball (no body contact). Change positions often.

C) Skill Application

• Discuss fair play using the Social Skills Rubric indicators. Ask students for examples of fair play.
• Stuck in the Middle . Two players throw and catch the ball while the player in the middle tries
to intercept the ball. Change positions frequently
• Touch Ball . Students work in groups of five or six and stand in a circle with one student standing
inside the circle. Pass a ball around and across the circle. The student in the centre tries to touch
the ball with one hand. Give each student about one minute in the centre, then switch position.
• Student’s self-assessment of cooperation using a thumbs-up/thumbs-down rating

D) Cool-Down/Wrap-Up

• Rowing Machine .

Students close together as if riding a toboggan with legs around the person in front of them.
Students move all together by pushing with the hands. When the team reaches the turning point,
students get up, stretch, turn around, then move back.

Extension

• Touch Ball Variation . Three or four players stand inside the large circle. Whoever catches the
ball changes places with the student who threw the ball.

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Notes to Teacher
• When students play “Stuck in the Middle” discuss opposition and interception with the students.
Have a student demonstrate. Point out moving quickly, faking and anticipating the throw.
• Discuss the safety issues of using students as targets in dodgeball-type games. Modify games to
use objects as targets.
• Encourage students to throw accurately and to throw across the circle.
• Prior to teaching the skills of an activity, strategies to minimize risks are demonstrated.

Appendices
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I: Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart

16

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UNIT 16 Throwing and Catching

Sub-Task #9 Hitting Balloons

Facility
Gymnasium

Materials
Balloons (one per student if possible)

Description
Students use balloons to practise hitting skills.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment,

and facilities.
2p31 Participate vigorously in all aspects of the program (e.g., individual
and group activities, dancing to music, co-operative games).

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Teacher assessment of attention to safety with respect to the balloons using the safety rubric
(Grade 2 Appendix I) in conjunction with an anecdotal observational recording chart (Grade 2
Appendix N).
• Teacher assessment of active participation using the participation rubric (Grade 2 Appendix G) in
conjunction with an anecdotal observational recording chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up

• Students travel throughout the gymnasium striking a balloon, avoiding hoops placed on the floor.
• Students change the method of travel and striking, on the signal from the teacher.
• Students attempt to hit the balloon continuously while standing in the hoop.

B) Skill Development

• Students work with their own balloon trying to stay in a defined area, hitting the balloon in the
air and keeping it up as long as possible. Encourage students to use their left hand, right hand,
head, and both hands.

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• Students experiment with hitting the balloon hard and then softly and with different parts of their
body, keeping the balloon up while moving down to the floor and up again and travelling in dif-
ferent ways, changing speed, direction and level while hitting with accuracy.
• Challenge students to make a hitting sequence.

C) Skill Application

• Students work in pairs with one balloon and experiment with hitting and moving in a variety of
ways. Encourage students to try:
– Moving around the gymnasium hitting a balloon back and forth.
– Hitting the balloon back and forth at different levels.
– Hitting the balloon without using hands.
– Hitting while crouching, kneeling and sitting.
– Holding a balloon between your foreheads and changing levels.

D) Cool-Down/Wrap-Up

• Over and Away Relay . In groups of four, students place all four balloons at the front of the line.
Students sit down and pass the balloon down the line. Students stretch up as they get the balloon.
While waiting for the balloon, students stretch shoulders, roll neck and reach arms.

Extension

• Cooperative Keep It Alive . Divide the class into groups of four players and start each team
with one balloon to keep in the air as long as possible. Players hit the balloon with their hands.
Encourage team members to count the number of hits out loud. Challenge students to pick one 16
body part to use to keep the balloon up.

Notes to Teacher
• Ask students to demonstrate their hitting techniques and their sequences for the class. Give stu-
dents the opportunity to work on their sequence after observing.
• Remind students to keep their heads up so they do not invade someone’s personal space.
• Ask students to demonstrate original passing techniques.
• Prior to teaching the skill of an activity, introduce procedures and rules for safe play.
• Blow the balloons up ahead of time and have a few extra ones.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I: Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart

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UNIT 16 Throwing and Catching

Sub-Task #10 Skills Circuit and Create-a-Game

Facility
Gymnasium

Materials
Balls, bean bags
Rubber rings or quoits

Description
Students use balls, rings/quoits to practise throwing and catching tricks.

Expectation Code Learning Expectation

2p31 Participate vigorously in all aspects of the program (e.g., individual

and group activities, dancing to music, co-operative games).
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Teacher assessment of cooperation using the social skills rubric (Grade 2 Appendix H) in con-
junction with an anecdotal observational recording chart (Grade 2 Appendix N).
• Teacher assessment of active participation using the participation rubric (Grade 2 Appendix G)
in conjunction with an anecdotal observational recording chart (Grade 2 Appendix N).
• Self-assessment of cooperation skills using the ‘Cooperation and Fair Play Self-Assessment Tool
(Grade 2, Appendix 0-8).

Teaching/Learning Strategies

A) Warm-Up

• Students move around the area, moving in their own space.

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• On a signal, call out “bell” or “Thread the needle” and the students try the following challenges.
– Bell – hop on right foot, extend left leg to side and bring right heel up to click left heel.
Try other foot.
– Thread the needle – Hold hands together in front of body. Slip one foot through held hands
and then other foot. Return by stepping backwards with each foot.
• Students keep moving between challenges.

B) Skill Development

• Students go from station to station. Quickly review expectations for each station activity (See
station cards Unit 2 Appendix B).
– Toss and Catch: Throw the tennis ball under leg and catch it.
– Jump Up and Catch: Place the quoit between feet, jump up and catch it.
– Back Catch: Toss beanbag over your head and catch behind your back.
– Changing Position: Toss the tennis ball up, kneel down and catch it on the first bounce.
– Catching Swinger: Place the beanbag on foot, swing your foot upward and catch the beanbag
with hand. Try tossing with both feet and try catching with each hand.
– Twirlers: Toss the ball up in the air and turn around once and catch it. Try a quarter turn and
a half turn prior to the full turn.

C) Skill Application

• Students design a cooperative game that involves throwing and catching with a piece of equip-
ment from a station.
• Discuss the elements of cooperative games. Ask students what they will see/hear in the games
(e.g., positive comments, taking turns, everyone involved, sharing equipment). 16
D) Cool-Down/Wrap-Up

• Students share their game with another person in the class.

• Students self-assess their cooperation with other using the ‘Cooperation and Fair Play Self-
Assessment Tool” (Grade 2, Appendix O-8).

Extension

Students play a cooperative game designed by another group.

Notes to Teacher
• Prepare station cards in advance.

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Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observational Recording Chart
Grade 2 Appendix 0-8: Cooperation and Fair Play (Self-Assessment Tool)
Unit 16 Appendix B: Throwing and Catching Station Cards

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Rolling Stations Circuit Cards

Expand, cut up cards to post at each station.

Challenge Challenge
How many times can you roll the ball How many times can you knock down
through the row of chairs? the pins?
Try with your right hand, left hand, Try with your right hand, left hand,
both hands. both hands.

16
Challenge Challenge
How many times can you roll the ball How many times can you roll the ball
between the lines? into the net?
Try with your right hand, left hand, Try with your right hand, left hand,
both hands. both hands.

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Grade Two Throwing and

Catching Activities
Expand, cut up cards to post at each station.

1. Toss and Catch 2. Jump Up and Catch

Throw the tennis ball under Place the quoit between
your leg and catch it. Can your feet and jump
you make up other chal- up and catch it. Can
lenges? you make up other
challenges?

3. Back Catches 4. Changing Positions

Toss your beanbag over your Toss the tennis ball up,
head and catch it behind kneel down and catch it on
your back. Can you make up the first bounce. Can you
other challenges? make up other challenges?

5. Catch the Swinger 6. Twirlers

Place the beanbag on your Toss the ball up in the air
foot, swing your foot and turn around once and
upward and catch the bean- catch it. Try a quarter turn
bag with your hand. Try the and a half turn before the
other foot. Try catching with full turn.
each hand. Can you make up
other challenges?

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UNIT Bouncing
OVERVIEW
17 Duration
Description
5 Sub-Tasks

This unit is designed to reintroduce the skill of bouncing a ball with one hand, adding movement to
the development. The lessons proceed from stationary bouncing, to moving while bouncing with two
hands and finally to bouncing with one hand on the move. The activities provide a combination of
large and small group activities, which provide the students with more opportunities to practise
their skills. The final lesson is a skill circuit, which enables the teacher to assess the specific expec-
tations in smaller groups. All the stations in the skill circuit are different and provide a variety of
ways to meet the expectations.

Sub-Task Title Expectation Code

1. Bouncing with One Hand While Stationary 2p23, 2p30

2. Bouncing on the Move 2p23, 2p34
3. Bouncing on the Move in Relays 2p23, 2p34
4. Bouncing on the Move with Obstacle Courses 2p23, 2p40
5. Bouncing – Skill Circuit 2p23, 2p34

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
• Formative/Ongoing – Teacher assessment of bouncing skills using a movement skills
recording chart.
• Formative/Ongoing – Teacher assessment of students’ behaviour related to cooperating with oth-
ers using the social skills rubric in conjunction with an anecdotal observational recording chart. 17
• Formative/Ongoing – Teacher assessment of bouncing skills using a movement skills
recording chart.
• Summative – Teacher assessment of bouncing skills using a movement skill recording chart.
• Formative/Ongoing – Teacher assessment of paying attention and following directions using
initiative and effort sections of the social skills rubric
• Formative/Ongoing – Self-assessment of attention to safety procedures using a thumbs up/thumbs
down rating.
• Formative/Ongoing – Self-assessment of paying attention and following instructions by moving to
different designated areas of the gymnasium to rate self.
• Formative/Ongoing – Self-assessment of listening skills using the “I Listen Self-Assessment Tool.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Travel in a variety of ways in different directions in response to signals.
• Travel and change from one kind of locomotion to the next, changing pathways and directions.
• Follow safety procedures related to physical activity, equipment and facilities.
• Work cooperatively with others.
• Follow instructions, pay attention and attempt new activities.
• Demonstrate respect for others in group situations.
• Experience with balls and small pieces of equipment in throwing and catching activities.
• Bouncing a ball with one hand while stationary.

Notes to Teacher
• Ensure the safety rules for the facility, equipment and activity are always clear before proceeding
with the lesson.
• Explain general rules for the equipment, e.g., keeping the balls still while instructions are given.
• These lessons are designed for the gymnasium, but could be done in a large space where the
balls are able to bounce.
• Equipment should be ready and activities set up before starting.
• The students must be reminded regularly about the necessary steps for dribbling the ball and
maintaining control.
• Establish clear starting and stopping signals.
• Teachers will notice a great variation in the skill. Encourage the students to work at their own
level when participating in the activities. Expect differences between classes and adapt the lessons
accordingly.
• Have markers to identify the “its” during tag and other chasing games e.g., pinnies.
• For more information: See Getting Assessment Right: HPE: Grades 1–8 (p. 59) for
bouncing rubric.

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UNIT 17 Bouncing

Sub-Task #1 Bouncing with One Hand

while Stationary
Facility
Gymnasium or multi-purpose room

Materials
Utility balls or mini-basketball
Pinnies

Description
Students will be reintroduced to skill of bouncing the ball with one hand in control while maintain-
ing a safe environment in the gymnasium.

Expectation Code Learning Expectation

2p23 Bounce a ball while moving, using either hand

2p30 Follow safety procedures related to physical activity, equipment,
and facilities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of bouncing skills using a movement skills recording
chart. Use indicators from lesson in combination with movement skills recording chart (Grade 2
Appendix J-1).
• Formative/Ongoing – Self-assessment of attention to safety procedures using a thumbs up/thumbs
down rating. (See safety rubric Grade 2 Appendix I for indicators)

Teaching/Learning Strategies 17
A) Warm-Up

• Review the safety rules for the balls and remind the students that the balls must be still when the
instructions are being explained.

Beginner ’s Dribble Tag

• Students bounce the ball with two hands, one hand or bounce and catch. The teacher chooses
three students without a ball to be “it.” The rest of the students bounce the ball around the gym-
nasium trying to avoid the “its.” When players are tagged they come outside of the playing bound-
aries and bounce the ball on the spot, five times with the right hand and five times with the left.
Once completing this activity they may return to the game. Rotate the “its”

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B) Skill Development

• Review the steps for proper bouncing: keep eyes ahead; use fingers (the whole finger not just the
tip) to control the ball; push it – do not hit it; keep the shoulders, elbows and wrists flexible
while ball bouncing, put the foot opposite the dribble hand forward a little and bend forward
slightly. Keep the ball in control.
• Kneeling – students try to bounce the ball continuously with two hands, counting how many
times they can bounce without losing control.
– Students try to start with two hands and switch to one hand. Students should try both right and
left hands.
– Students count how many times they can bounce the ball with one hand without losing control.
• Standing – Students bounce the ball with two hands continuously.
– Students bounce the ball with two hands then switch to one hand. Students use both left and
right hands.
– Students count how many times they can bounce the ball with one hand without losing control.
– Students try bouncing the ball at different heights, e.g., waist level, knee level, underarm level.

C) Skill Application

How Many Fingers

• Students begin by bouncing the ball with one hand. On a signal, teacher holds up a hand with
some fingers showing and calls out “how many fingers.” The students look up from the ball,
while maintaining a continuous bounce and call out the number.

Bounce Routine
• Students create a stationary bouncing routine with one hand. Each routine must have a
definite beginning and end, four distinct parts, and a change of level. Choose some students to
show the class.

D) Cool-Down/Wrap-Up

A Bouncy Bedtime
• The students use one hand to bounce the ball and one hand to perform the actions that people
do before going to bed, e.g., Call out: brush your teeth, comb your hair. The students try to main-
tain control of the ball.

Extension

Personal Bounce Contest

• On the signal all the students start bouncing the ball with one hand. When players lose control of
the ball, they sit down and continue practising their bouncing skills. Once a number of students
are sitting, restart the game.

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Notes to Teacher
• Make sure the safety rules for the facility, equipment and activity are always clear before
proceeding with the lesson.
• Remind the students about the necessary steps of dribbling the ball and maintaining control.
• Remind students of the importance of keeping the balls still while the instructions are being
explained.
• Clearly establish starting and stopping signals.
• There can be great variations in skill levels. Encourage the students to work and progress at their
own rate.

Appendices
Grade 2 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix J-1: Movement Skill Recording Chart

17

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UNIT 17 Bouncing

Sub-Task #2 Bouncing on the Move

Facility
Gymnasium or multi-purpose room

Materials
Utility balls
Hoops

Description
The students continue to develop their ball bouncing skills with control by following instructions
and staying on task in a safe facility.

Expectation Code Learning Expectation

2p23 Bounce a ball while moving, using either hand

2p34 Stay on task, follow instructions, pay attention and see tasks
through to completion

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of bouncing skills using a movement skills recording
chart. Use indicators from lesson in combination with blank movement skills recording chart
(Grade 2 Appendix J-1).
• Formative/Ongoing – Self-assessment of paying attention and following instructions by moving to
different designated areas of the gymnasium to rate self (see participation rubric Grade 2
Appendix G for indicators).

Teaching/Learning Strategies

A) Warm-Up

Quick Dribble Relay

• Divide the class into groups of four or five. Each group will require three hoops. In front of the
groups place the three hoops three metres apart. Place a ball in each hoop. The first player in
each team runs to the first hoop, picks up the ball and dribbles it with their hand to the second
hoop. The player places ball #1 in hoop #2 and dribbles ball #2 to hoop #3. The first player then
dribbles ball #3 back to hoop #1, then runs back to the group and tags the next player in line.

B) Skill Development
• Students practise bouncing, using one hand on the spot.
• Student practise maintaining control of the ball while bouncing with one hand. Students should
practise with the right and left hands.
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• Bouncing on the move – remind students of the importance of keeping control of the ball
• Students practise bouncing a ball with two hands while moving around the gymnasium.
• Students try using one hand and bouncing the ball. Remind the students that they must keep an
eye on the ball and where they are going (do not just look at the ball).
• Students practise bouncing the ball with one hand and on the signal must freeze immediately.
Repeat several times. Students can use two hands if one hand is too different (work at their
own pace).
• Students bounce the ball around the gymnasium with one hand and on the signal change
direction without stopping the ball.
• Students move around the gymnasium trying to increase their speed on the signal.

C) Skill Application

Hoops
• Scatter several hoops around the gymnasium. The students move in/out and around the hoops
while bouncing the ball with one hand (they can use two hands if they are having difficulty).
• The students move around to all the hoops while bouncing the ball with one hand. When students
approach the hoops they bounce the ball three times inside of it before moving to the next one
and repeating the process.

Group Bounce
• Divide the students into groups of five or six. The students stand in a circle with a ball. On the
signal, the students bounce the ball with one hand while staying and moving in a circle. Call out
switch and the students must move the circle in the opposite direction. Remind them to try to 17
maintain control of the ball all the time. The activity starts out slow and the students must work
together to make sure no one loses control. Students can use a two-handed dribble if they are
having difficulty.
• The students try to increase speed each time.
• The students practise alternating hands on the direction switches.

D) Cool-Down/Wrap-Up

Group Mir ror Bounce

• In the same groups of six, the students choose one member to be the leader and stand in the
centre of the circle. The students try to mirror the actions of the leader. Encourage the students
to perform challenges that are stationary and done using one hand. Rotate the leader.

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• Discuss the four levels of self-assessment for paying attention and following instructions.
Designate different areas of the gymnasium levels 1, 2, 3, and 4. Establish the four levels using
the social skills rubric e.g., 1 – I need help and reminders to pay attention and follow instruc-
tions, 2 – I sometimes pay attention and follow instructions, 3 – I pay attention and follow
instructions, 4 – I always pay attention and follow instructions. Direct the students to stand in the
area of the gymnasium that corresponds to the level they feel they are at today.

Extension

Group Bounce Challenge

• The students work in the same groups of six to create a group challenge with bouncing. Have the
groups perform their challenges and allow the rest of the groups to attempt them.

Notes to Teacher
• There is going to be a variation of levels of skill development, so it is important to suggest alter-
natives to the students who are encountering difficulties (e.g., use a larger ball, use two hands,
work on accuracy instead of speed).
• Only progress if the class is ready to advance.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix J-1: Movement Skill Recording Chart

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UNIT 17 Bouncing

Sub-Task #3 Bouncing on the Move in Relays

Facility
Gymnasium or multi-purpose room

Materials
Utility balls or mini-basketballs
Pylons

Description
The students continue to practise and develop their bouncing on the move skills while maintaining
ball control and staying on task in the gymnasium.

Expectation Code Learning Expectation

2p23 Bounce a ball while moving, using either hand

2p34 Stay on task, follow instructions, pay attention and see tasks
through to completion

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of bouncing skills using a movement skills recording
chart. Use indicators from lesson in combination with blank movement skills recording chart
(Grade 2 Appendix J-1).
• Formative/Ongoing – Self-assessment of listening skills using the “I Listen Self-Assessment Tool”
(Grade 2 Appendix O-5).

Teaching/Learning Strategies
17
A) Warm-Up
Follow the Leader with a Bounce
• With a partner the students take turns being the leader. The students practise moving around the
gymnasium while bouncing the ball with one hand. Encourage the students to move at different
speeds, in different ways and changing directions.

B) Skill Development
• Remind the students about proper bouncing techniques while on the move:
a) use fingers (the whole finger not just the tip) to control the ball
b) Push the ball – do not hit it;
c) keep the shoulders, elbows and wrists flexible while bouncing;
d) bend forward slightly;
e) have the ball ahead and slightly to the side of the body; and
f) look ahead both at the ball and where the student is going.
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Bouncing on the Move

• Students move around the gymnasium bouncing the ball with one hand. On the signal, the stu-
dents freeze as quickly as possible. Repeat several times.
• Students move around the gymnasium bouncing the ball with one hand. On the signal, instead of
freezing the students bounce the ball on the spot in proper position. Repeat several times.

Around the Pylons

• The teacher scatters several pylons all around the gymnasium. The students move around the
pylons while bouncing the ball with one hand.
• The students count how many pylons they can weave through while bouncing with one hand and
keeping control of the ball.
• With a partner – One partner bounces the ball on the spot while the other weaves between all the
stationary players. The partners on the move must keep control of their ball while bouncing with
one hand.

C) Skill Application

Bouncing (dribbling) Relays

• Students are divided into five equal teams and line up at one end of the gymnasium with one ball.
Each member of the team will have a chance to go. All the players on each team wait until the
player ahead of them returns before starting. The students repeat this pattern until everyone has
participated or the teacher signals the end. Repeat each relay a second time. Allow the students
to use one hand, two hands or a combination of both.

Straight Dribble Relay

• Pylons are set up at the end of the gymnasium in line with each team. Students bounce the ball
with one hand across the gymnasium to the end, around the pylon and back to tag the next
player in line.

On the Spot Relay

• Students bounce ball with one hand down the gymnasium to the end line, bounce the ball on the
spot five times and dribble back.

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Three Pylon relay

• Three pylons are set up three metres apart in front of each group. The students bounce the ball
with one hand while weaving in and out of the pylons to the end of the gymnasium and back.

D) Cool-Down/Wrap-Up

I Can Bounce With…

• Students try using different parts of their body to bounce the ball. Students experiment with a
variety of parts, e.g., knee, foot, elbow.
• Review the levels in the “I Listen Self-Assessment Tool.” The students complete it and hand it in.

Extension

Stop and Star t

• Three pylons are set up three metres apart in front of each group. The students bounce the ball
while moving to the first pylon, where they will stop and bounce the ball on the spot three times
before moving to the next one. This pattern is repeated all the way to the end of the gymnasium
and back.

Notes to Teacher
• Encourage the students to try to use only one hand while dribbling during the relay activities.
They should be allowed to use two hands or a combination if they are experiencing difficulty.
• The equipment for the activities should be ready prior to starting the lesson.

Appendices
Grade 2 Appendix J-1: Movement Skill Recording Chart 17
Grade 2 Appendix O-5: I Listen (Self-assessment Tool)

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UNIT 17 Bouncing

Sub-Task #4 Bouncing on the Move with

Obstacle Courses
Facility
Gymnasium and multi-purpose room

Materials
Utility balls or mini-basketballs
Hoops
Pylons
Chairs
Benches

Description
The students will practise and polish their skill in bouncing a ball while moving and demonstrate
cooperation in group games and activities.
Expectation Code Learning Expectation

2p23 Bounce a ball while moving, using either hand

2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, cooperating)
in physical activities

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of students’ behaviour related to cooperating with
others using the social skills rubric (Grade 2 Appendix H) in conjunction with an anecdotal
observational recording chart (Grade 2 Appendix N).
• Formative/Ongoing – Teacher assessment of bouncing skills using a movement skills recording
chart. Use indicators from lesson in combination with blank movement skills recording chart
(Grade 2 Appendix J-1).

Teaching/Learning Strategies

A) Warm-Up

Musical Stops with a Bounce

• The students move around the gymnasium bouncing the ball with one hand to the music. When
the music stops, the students freeze immediately. Repeat several times.

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B) Skill Development
• Remind the students of the proper techniques for bouncing on the move. (Sub-Task #3)
• Students bounce the ball with one hand on the move.
• The students bounce the ball with one hand around the gymnasium and change direction on the
signal. Repeat several times using both hands.

C) Skill Application
Obstacle Course
• The students choose a partner and receive a variety of equipment. With their partner, students
use the equipment to create an obstacle course. The obstacle course must focus on bouncing
while on the move. Students must cooperate and work together to create the best possible
obstacle course.
• Students should practise moving through their own obstacle course.
• Have a few groups demonstrate their course.
• The students try another group’s course.

D) Cool-Down/Wrap-Up
Partner Bounce Tag
• Partners face each other while bouncing a ball with one hand. Both partners are “it” and trying
to tag each other while keeping the ball bouncing. Set small boundaries. If one partner tags
another, the partner that was tagged bounces the ball on the spot with one hand five times and
they try again.

Extension
• Obstacle course continues – In their pairs, one partner moves to another group’s obstacle
17
course while the other stays at their course. The students that stays will teach the new people
how their course works. The students will continue to rotate until the partners who moved have
visited all the obstacle courses. The partners switch roles.

Notes to Teacher
• Have all the equipment necessary for the lesson ready to be used.
• Remind students not to make their obstacle courses too difficult or students will
become frustrated.

Appendices
Grade 2 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Grade 2 Appendix J-1: Movement Skill Recording Chart
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UNIT 17 Bouncing

Sub-Task #5 Bouncing – Skill Circuit

Facility
Gymnasium or multi-purpose room

Materials
Utility balls
Pylons
Hoops

Description
This lesson is designed to be a skill circuit, which will provide the teacher with the opportunity to
view bouncing a ball with one hand while moving in a variety of ways. The stations allow the teacher
to assess if students are able to stay on task and follow instructions.

Expectation Code Learning Expectation

2p23 Bounce a ball while moving, using either hand

2p34 Stay on task, follow instructions, pay attention and see tasks
through to completion

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of bouncing skills using a movement skills recording
chart. Use indicators from lesson in combination with blank movement skills recording chart
(Grade 2 Appendix J-1).
• Formative/Ongoing – Teacher assessment of paying attention and following directions using
initiative and effort sections of the participation rubric (Grade 2 Appendix G).

Teaching/Learning Strategies

A) Warm-Up

• Students warm up on their own, using the balls in a variety of ways. This provides the students
with practice time to work on skills that they are having difficulty performing.
• Encourage students to keep moving the whole time so they gradually get warm and increase their
heart rate.

B) Skill Development/Application

• This activity is set up as a skill circuit and will consist of five stations that are designed to allow
practice of all the skills taught in this unit and provide the teacher with assessment opportunities.
Students should be divided into five groups and placed at a station. The group must stay together

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and will rotate every 3 – 5 minutes. Have the stations set up with a number beside them and the
activities for each one explained clearly before beginning the circuit. Students should already be
very familiar with the proper procedure for bouncing the ball on the move.

Stations:

Start/Stop

• Set up three pylons three metres apart. The students bounce the ball with one hand while moving
to the first cone where they will proceed to bounce on the spot five times before moving to the
next one. The student repeats the process at all the pylons on the way there and back. Students
increase the speed as they improve.

Straight Line
• The students bounce the balls in control five metres, around a pylon and back using one hand.
Repeat with the other hand. Students can increase speed with each successful attempt.

Challenge Station
• The students create a challenge for bouncing a ball using one hand while moving. Students share
their challenges with the rest of their group.

Partner Routine

• With a partner, the students create a bouncing routine. Routines should have a definite beginning
and ending, some moving and stationary bouncing, level changes and five separate parts.

Obstacle Course 17
• Create a challenging obstacle course that will require the students to practise their bouncing with
one hand while moving. Once the students have completed the course successfully they can time
how long it takes them to finish it the second time.

C) Cool-Down/Wrap-Up

How Do You Move?

• The teacher calls out a variety of ways to move slowly. While the students are moving they must
be bouncing the ball with one hand, e.g., duck walk, snake slithering, heel-to-toe walking.

Extension

• Students repeat the circuit. This time they could try to come up with a challenge for each station with
the help of the students in their group, instead of just doing the requirements set by the teacher.
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Notes to Teacher
• Set up and organize the stations before the class begins.
• Be sure that the students stay together in their stations.
• Assess ball-handling skills at the straight line station.

Appendices
Grade 2 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix J-1: Movement Skill Recording Chart

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UNIT Kicking and Dribbling

OVERVIEW
18 Duration
Description
5 Sub-Tasks

This unit builds on the skills learned in Grade 1. In Grade 2, the teacher will assess the student’s
ability to kick and dribble a ball. The development and application activities enable the students to
have the opportunity to continuously develop their skills on their own, in small and large groups.
The final lesson is a skill circuit, which allows the teacher to assess the students in smaller numbers
and provides variations of the same expectations. In all the lessons there is a focus on following
safety procedures and maintaining control of the ball.

Sub-Task Title Expectation Code

1. Trapping and Dribbling with the Feet 2p22, 2p30

2. Dribbling Relays 2p20, 2p22
3. Re-Introduction to Kicking 2p21, 2p30
4. Kicking and Dribbling Skills in Combination 2p21
5. Skill Circuit 2p22, 2p31

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
Formative/Ongoing
• Teacher assessment of dribbling skills using a movement skills recording chart.
• Teacher assessment of locomotor skills using an anecdotal observational recording chart in con-
junction with a locomotor skills checklist.
• Teacher assessment of kicking skills using a movement skills recording chart.
• Teacher assessment of attention to safety procedures using the safety rubric.
• Self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
• Peer assessment of kicking skills using a movement skills checklist.
18
Summative
• Teacher assessment of dribbling skills using a movement skills recording chart.
• Teacher assessment of kicking skills using a movement skills checklist.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Travel in a variety of ways in different directions, in response to signals.
• Travel and change from one kind of locomotion to the next, changing pathways and directions.
• Follow safety procedures related to physical activity, equipment and facilities.
• Work cooperatively with others.
• Follow instructions, pay attention and attempt new activities.
• Experience with balls in throwing and catching activities.

Notes to Teacher
• When using kicking checklist, photographs of the students could be used to illustrate “get ready,
execution and follow through” parts of the kick. Use photographs to replace drawings on Unit 18
Appendix A. Different students could “model” for different skills in other units.
• Ensure the safety rules for the facility, equipment and activity are always clear before proceeding
with the lesson.
• The lessons have been designed for outdoor and indoor use (if indoors be sure to deflate the
balls slightly so they will not bounce as much).
• Explain general rules for the equipment, e.g., keeping the balls still while instructions are being
given.
• Equipment should be ready and activities set up before starting.
• Remind students about the steps for kicking and dribbling the ball while maintaining control.
• Explain starting and stopping signals.
• Teachers will notice a great variation in the skill levels. Encourage the students to work at their
own level when participating in the activities. Expect differences between classes as well as indi-
viduals and make changes in the lessons accordingly. Provide accommodations (e.g., variety of
balls available – large balls, slightly deflated balls, foam balls that will roll slowly).
• Have something to identity the “Its” during tag and other chasing games e.g., pinnies, or a piece
of cloth, etc.
• For more information: See Getting Assessment Right: HPE: Grades 1–8 (p.59) for foot dribbling
and kicking rubrics.

Appendix
Unit 18 Appendix A: Movement Skills Recording Chart for Kicking Skills

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UNIT 18 Kicking and Dribbling

Sub-Task #1 Trapping and Dribbling with

the Feet
Facility
Gymnasium or multi-purpose room
A large space outdoors

Materials
Utility balls or small soccer balls
Pylons
Pinnies

Description
Students practise using the proper technique for dribbling a ball in control using feet, in a number
of games and development activities.

Expectation Code Learning Expectation

2p22 Dribble a ball over a short distance, using their feet.

2p30 Follow safety procedures related to physical activity, equipment,
and facilities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Self-assessment of attention to safety procedures using a thumbs-
up/thumbs-down rating. (See safety rubric Grade 2 Appendix I for indicators.)
• Formative/Ongoing – Teacher assessment of dribbling skills using a movement skills recording
chart. Use indicators from lesson in combination with blank movement skills recording chart
(Grade 2 Appendix J-1).

Teaching/Learning Strategies

A) Warm-Up 18
• Mir ror with a Ball . With a ball, the students move around the room in partners. One is the
leader and one is the mirror. The students practise dribbling the ball around the space maintain-
ing control of the ball. They switch roles.

B) Skill Development
• Review the proper techniques of dribbling:
– push the ball with the inside of either foot;
– keep the ball close to feet (approximately one metre);
– focus eyes ahead (occasionally glancing at the ball);
– maintain control of the ball.
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• Review the two types of trapping taught in Grade 1 before the activity begins:
– place the side of the foot in the path of the ball to stop it;
– move one foot in front of the ball (heel down, toe up) to cut off its path.
• Use the cue, “Put on the brakes.” Students move around the space and on the signal stop and
trap the ball.
• Spread out a number of pylons in the space. The students move in and out of as many pylons as
possible (at their own speed) and on the signal must trap the ball. Repeat several times.
• Students continue moving through the pylons, but this time changing directions on the signal.
• Students move through the pylons, but on the signal they will change their speed. Students having
difficulty maintaining control will keep the same speed.

• In partners, students take turns using their partner as a pylon. The two partners start facing each
other about five feet away; one partner freezes while the other dribbles around the frozen one.
They switch once the first partner has returned to their original position. This activity can be
made a game where one partner starts when the other calls “go.” As soon as the first partner
starts dribbling, the other begins doing jumping jacks until the first partner makes it back to the
starting point. Students try to improve each time. Remind the students that maintaining control is
important and that they should work at their own level. Students should move at a speed at which
they can maintain control.

C) Skill Application

• Dribble Tag: All the students have a ball. The teacher chooses four or five students to be “It.”
Students dribble around the gymnasium keeping control of their ball. If players are tagged by the
“Its” they move to the side and choose their favourite fitness activity (e.g., tuck jumps, star
jumps, nose to knee stretch) to do, then rejoin the game. Choose new “Its” frequently.

D) Cool-Down/Wrap-Up

• In the Bin: Students make a line in front of the ball bin. On the signal the students start passing
all the balls down the line and into the bin. Remind students not to pass until the person behind
them is ready.
• Students add a stretch by stretching down to pick up the ball and stretching it high before pass-
ing it to the next player on the ground.
• Teacher asks the student questions regarding safety practices, so students can evaluate their per-
formance, e.g., “Did you play safely?” “Did you use the equipment safely?” Students use a
thumbs-up/thumbs-down rating to answer questions.

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Extension

• Musical Stops . The students move the ball around the space when they hear the music, but
when it stops the students must quickly trap the ball. This could be used as a final activity where,
each time the signal is given, several students are chosen to put the ball away and go to get
changed (until all the balls are put away).

Notes to Teacher
• Clearly identify the boundaries before an activity begins.
• Make sure students understand the proper techniques of the dribble.
• Remind students how to move through the space safely and that they must maintain control of
their bodies and equipment.
• Encourage students to work at their own ability level.
• Clearly establish the signals for stopping and starting.
• Teachers using the gymnasium for the activities may want to deflate the balls slightly, so they will
not bounce too high.

Appendices
Grade 2 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix J-1: Movement Skill Recording Chart

18

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UNIT 18 Kicking and Dribbling

Sub-Task #2 Dribbling Relays

Facility
Gymnasium or multi-purpose room
A large area outdoors

Materials
Utility balls or small soccer balls
Pylons

Description
Students continue to practise dribbling the ball in control using their feet, while safely changing
pathways and directions in the playing space.

Expectation Code Learning Expectation

2p20 Travel in a variety of ways, changing pathways and directions

(e.g., in creative dance, dances from other countries).
2p22 Dribble a ball over a short distance, using their feet.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of locomotor skills using an anecdotal observational
recording chart (Grade 2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6
Appendix A).
• Formative/Ongoing – Teacher assessment of dribbling using a movement skills recording chart.
Use indicators from lesson in combination with blank movement skills recording chart (Grade 2
Appendix J-1).

Teaching/Learning Strategies

A) Warm-Up
• Pirate : Choose four students to be “pirates.” The “pirates” tag other players and take their ball.
Once players lose their ball they become the new “pirates” and the old one becomes a regular
player. The students with the balls dribble around the gymnasium in control and avoid the
“pirates.”
• Encourage students to move in a variety of speeds, directions and pathways.

B) Skill Development
• Review the key points about dribbling:
– push the ball with the inside of either foot
– keep the ball close to feet (approximately 1 metre)
– eyes should be focused ahead (occasionally glancing at the ball)
– maintain control of the ball
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• Dribbling in the Open Space : Students practise dribbling and stopping on the signal. Signal
changes in direction and speed. Encourage students to work at their own ability level.
• Dribble Relays : Divide the class into six equal groups. Line groups up single file at the starting
line. Students do continuous relays. Give a signal to stop after all have had a turn.
• One-Pylon Relay : On the signal, the first players dribble the ball to the end of the space around a
pylon and come back to give it to the next player in line. Students continue until all have had a turn.
• Pylon Stop : Place pylons at the halfway point and at the end of the playing area in line with all
the teams. On the signal, the first players will dribble the ball in control in line with the first
pylon, bring the ball to a complete stop and then start dribbling again. This procedure continues
at each pylon on the way there and back. The rest of the team repeats this process.
• Three-Pylon Relay : Place three pylons in line with each team. On the signal, the first players
dribble the ball between the cones on the way there and back. Students keep going after all have
had a turn.

C) Skill Application

• Circle Tag .

Divide students into groups of six. There will be two balls in the game. Four of the students make
a circle by holding hands while the other two members of the group are outside that circle. The 18
two players outside dribble the ball; one is the chaser while the other avoids being caught. The
two students are restricted to playing around the circle. If the chaser catches the other person
they switch roles immediately. The players in the circle move around (in a circle) continuously
moving and maintaining a circle shape. Remind the students that the ball must remain in control.
Switch roles often.

D) Cool-Down/Wrap-Up

• What’ s in a Name? Students control the ball and dribble their name on the floor. They may drib-
ble only their initials of their name. Without the ball, students stretch their body into the shapes
of the letters of their name. Encourage students to stretch slowly and breathe deeply.

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Extension

• The teacher can review the game from last class.

• Dribble Tag . All the students have a ball. The teacher chooses four or five students to be “It.”
All the students must dribble around the gymnasium keeping control of their ball. If players are
tagged by the “Its” they must come outside the playing area and complete a fitness activity e.g.,
tuck jumps, etc. Once the student has completed their fitness activity they are free to return to the
game. Repeat choosing new “Its.”
• Students can create their own dribbling game.

Notes to Teacher
• Teachers will notice a great variation in the skill level of the students in each class. Encourage
students to work at their own skill level, but offer opportunities for all levels of students to expe-
rience success (e.g., students may work in small groups, at slower speeds, with larger balls).

Appendices
Grade 2 Appendix J-1: Movement Skills Recording Chart
Grade 2 Appendix N: Anecdotal Observation Recording Chart
Unit 6 Appendix A: Locomotor Skills Checklist

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UNIT 18 Kicking and Dribbling

Sub-Task #3 Re-Introduction to Kicking

Facility
Gymnasium

Materials
Utility balls, small soccer balls, variety of other balls
Pylons
Targets (paper targets)
Chairs

Description
Students use the balls to develop the proper kicking technique while maintaining a safe playing area.

Expectation Code Learning Expectation

2p21 Kick a stationary ball, using either foot, to a partner or to a

large target.
2p30 Follow safety procedures related to physical activity, equipment,
and facilities.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Peer assessment of kicking skills using a movement skills checklist
(Unit 18 Appendix A).
• Formative/Ongoing – Teacher assessment of attention to safety procedures using the safety rubric
(Grade 2 Appendix I).

Teaching/Learning Strategies

A) Warm-Up

• Crabby Pirate . Students dribble the ball in crab walk position. The teacher chooses four stu- 18
dents to be the “pirates.” The role of the “pirate” is to tag the players and steal their ball. Once
players lose their ball they become the new “pirates” and the old one becomes a regular player.
The students with the balls must dribble while crab walking around the gymnasium in control
and avoid the “pirates.”
• Caution students not to kick balls. Students will be close to the ground and risk being hit in the
face with the ball if it is kicked.

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B) Skill Development

• Review the basic steps for kicking a ball:

– keep eyes on the ball
– step beside or slightly behind the ball with non-kicking foot
– bring kicking leg back with toes turn down
– bring foot up underneath ball connecting with the instep
– kicking foot follows through in the direction of the target
• Students practise kicking the ball against the wall using both feet.
• Students continue to practise against the wall but try to change the level of the kick using
both feet.
• The teacher puts some chairs around the area close to the wall. The students kick the ball over
or under the chair using both feet. Provide a variety of balls (e.g., beach balls, balloons, lighter
balls, large balls) so all students can experience success.
• In partners, the students practise kicking the ball to each other. With each kick, they increase the
distance between partners. Students not kicking should practise trapping the ball. Students work
with a kicking checklist (post on wall) to give feedback to their partner.

C) Skill Application

• Soccer Bombardment . Divide students into two groups on opposite sides of the playing area. A
safety “no entry zone” divides the two teams. Scatter the balls on both sides of the playing area.
The object of the game is for each team to kick the balls off their side and on to the opponent’s
side. Softer balls would be better for this activity (Nerf or gator skin). Encourage students to use
the proper kicking technique (no toe bashing).

D) Cool-Down/Wrap-Up

• Slow Leak . The students imagine that they are overinflated balls and they have developed a slow
leak. The students act out, using their bodies, what they would look like as the air was escaping
from them.
• Encourage students to breathe deeply and stretch as they fall.

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Extension

• Soccer Dodgeball Switch (with a kick) : Students are divided into two teams and they go to
opposite sides of the playing area. Put several balls on both sides of the area. On the signal, the
students will start kicking the balls across the centre line. If a ball touches a player on the legs
then that person must walk across to the other team’s side. Use softer balls for this activity.

Notes to Teacher
• Be sure to have a “no entry” zone and soft balls for the Soccer Bombardment game so there is
no chance for injury.
• Teachers will notice a great variation in the skill levels from one class to another. Only progress
to the next level when the students are ready.

Appendices
Grade 2 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
Unit 18 Appendix A: Movement Skills Recording Chart for Kicking Skills

18

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UNIT 18 Kicking and Dribbling

Sub-Task #4 Kicking and Dribbling Skills

in Combination
Facility
Gymnasium or multi-purpose room
A large space outdoors

Materials
Utility balls or small soccer balls
Pylons
Chairs
Targets
Pinnies
Soft balls (gatorskins or Nerf)
Music and tape player

Description
The students continue to practise proper kicking techniques in a variety of skill development activi-
ties, while following safety procedures.

Expectation Code Learning Expectation

2p21 Kick a stationary ball, using either foot, to a partner or to a

large target.

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing- Teacher assessment of kicking skills using a movement skills checklist
(Unit 18 Appendix A)

Teaching/Learning Strategies

A) Warm-Up
• Lead the students through a series of exercises to increase heart rate (e.g., hopping, speed walk-
ing, knee lifts, jog and arm swing). Reinforce the importance of being prepared for an activity
and warming up properly.

B) Skill Development
• Review technique of the kick. Students warm up by kicking the ball against the wall with the left
and right foot ten times each.
• Musical Kicks . When the music begins, the students travel around the space keeping the ball in
control. When the music stops, the students trap the ball and kick it toward the closest wall.
Students must make sure the path is clear of other students before kicking it. They should prac-
tise kicking with either foot.
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• Target Shoot : Set up a variety of targets close to the wall at different heights, e.g., chairs, pylons,
paper targets, etc. On the signal, the students move around the gymnasium trying to hit the differ-
ent targets. The ball should be stationary before contact. The students should increase the dis-
tance to the target when they are ready.
• Kicking Relay : Divide students into six equal groups. Set up pylons at the end of the space. The
first players dribble the ball to the end, around the pylon, trap the ball and kick it to the next
person in line. Repeat.

C) Skill Application

• Four Corner Soccer Dodgeball .

Divide students and direct them to four square sections of the playing space. Using the proper
techniques, the students try to kick the balls into the opposing teams’ areas. If the ball touches
the feet of a player in any section, they join the team of the player that touched them. On the sig-
nal to stop, ask the students what techniques they were using to try to kick the ball and what they
were doing to try to avoid being touched. Stop and start the activity several times to reinforce
rules, and to remind students of kicking tips. This activity should be played with softer balls (Nerf
or gator skin). Use pinnies to identify the original teams. Use pylons to identify the four areas.

D) Cool-Down/Wrap-Up

• Simon Says . Students play a non-elimination version of Simon Says focusing on stretching and 18
cooling down. Select two “Simons.” When a student is eliminated from one game, they join the
other game.

Extension

• Circle Soccer . Students make one big circle in the centre of the playing space. Two students are
chosen to be in the middle of the circle, each with a ball. The object of the game is for middle
players to try and kick the balls out of the circle while the people in the circle keep the balls in.
Rotate the centre players often. This activity should be played with softer balls. Remind students
to keep balls on the ground, keeping kicks low.

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Notes to Teacher
• Clearly identify the boundaries before an activity begins.
• Make sure students understand the proper techniques of the dribble.
• Remind students how to move through the space safely and that they must maintain control of
their bodies and equipment.
• Clearly establish the signals for stopping and starting.
• Teachers using the gymnasium for the activities may want to deflate the balls slightly, so they will
not bounce so high.

Appendix
Unit 18 Appendix A: Movement Skills Checklist – Kicking

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UNIT 18 Kicking and Dribbling

Sub-Task #5 Skill Circuit

Facility
Gymnasium or multi-purpose room
A large area outdoors

Materials
Utility balls or small soccer balls
Pylons
Chairs
Net

Description
This lesson is designed as a skill circuit, so that all the skills taught in this unit can be assessed in
different areas and in a variety of ways.

Expectation Code Learning Expectation

2p22 Dribble a ball over a short distance, using their feet.

2p31 Participate vigorously in all aspects of the program (e.g. individual
and group activities, dancing to music, co-operative games).

Assessment Opportunities – Suggestions for Assessing Expectations:

• Formative/Ongoing – Teacher assessment of dribbling using a movement skills recording chart.
Use indicators from lesson in combination with blank movement skills recording chart (Grade 2
Appendix J).
• Student self assessment of vigorous participation using a peer discussion.

Teaching/Learning Strategies

A) Warm-Up

• Crows and Cranes . Students find a partner and sit back to back in the middle of the playing
18
space. One side will be called the crows and the other side will be called the cranes. When the
teacher calls “crows” they speed walk as fast as they can towards the side they are facing while
the “cranes” try to catch them. If the “cranes” catch the “crows” they become “cranes.” Similarly
if the teacher calls out “cranes” they speed walk as fast as they can towards their side while the
“crows” chase them. If the “crows” catch the “cranes” they become “crows.” The game always
starts back at the centre. Students should stop running at least 2 metres before the wall. Change
type of movement so students warm up by skipping, sliding, hopping and galloping.

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B) Skill Development/Application

• Set up a skill circuit consisting of five stations. Divide students into five groups and each group
goes to a station. The group stays together and rotates every three to five minutes (more time
may be needed to assess a station). Set up and explain the stations before beginning the circuit.
Before beginning any activities stress the importance of control.
• Station 1: Dribbling around the pylons . Set up three pylons in a straight line with quite a bit
of space in between them. The students move around the pylons both there and back.
• Station 2: Kicking at targets . Set up a variety of targets near the wall, e.g., chairs, pylons, a
net, etc. One or two at a time the students attempt to hit one of the targets. With successful
attempts the students will increase the distance. They pick a different target to aim at each time.
• Station 3: Partner challenge . The students find a partner at this station and use only one ball.
The first partners dribbles around the second all the way back to their original space, traps the
ball and kicks it to his/her partner. The second partner traps the ball and repeats the drill. The
students can increase the distance with two successful rotations.
• Station 4: Culmination drill . Set up two pylons in a straight line with space between
them in front of a net. The students take turns starting from one pylon, dribbling to the second
one, trapping the ball and shooting on the net. When successful, the students can try to increase
the speed.
• Station 5: Dribble straight . Mark an area for dribbling with two pylons. The students dribble
the ball in control to the end and back, increasing their speed each time.

C) Cool-Down/Wrap-Up

• Find Someone . Ask students to each find someone else with similar characteristics or hobbies
(e.g., hair colour, eye colour, sport they play, etc.) Students try to find someone new each time,
so they are not always with the same person. Each time they find a person, they do a different
stretch together. Students discuss their vigorous participation with their partner as they stretch.
Students rate their participation and share examples of their strategies to be vigorously active.

Extension

• Repeat the circuit, with students creating their own challenges for each station. Students could
demonstrate for the whole group.

Notes to Teacher
• Set up the circuit before the class begins.

Appendix
Grade 2 Appendix J-1: Movement Skills Recording Chart

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Student Assessment –
Movement Skill Checklist
Skill: Kicking a Ball

What to look for?

Get Ready “Ready”
❑ eyes on the ball

❑ bend knees

Action “Hop”
❑ hop into kicking position
❑ step beside of slightly behind the ball (non
kicking foot)
❑ bring kicking foot back – toes down
“Kick”
❑ bring foot up underneath the ball
❑ connect with instep

Follow Through “Point”

❑ follow through with kicking foot in the
direction of the target

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UNIT Manipulative Activities With Equipment

OVERVIEW
19 Duration
Description
9 Sub-Tasks

Students explore a variety of equipment and continue to develop their manipulative, movement,
participation and social skills. Teach this unit in sections to introduce use of different equipment.

Sub-Task Title Expectation Code

1. Moving the Hoop 2p20, 2p30, 2p41

2. Relays and Challenges with Hoops 2p20, 2p30, 2p41
3. Introduction to Scooters 2p30, 2p34
4. Partner Scooter Activities 2p30, 2p34, 2p40
5. Scooter Games 2p30, 2p40
6. Introductory Work with Sticks 2p30, 2p41
7. Passing with a Stick 2p30, 2p41
8. Introduction to Throwing and
Catching a Frisbee 2p40
9. Throwing and Catching a Frisbee 2p40

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:

Formative/Ongoing
• Self-Assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
• Self-Assessment of respectful behaviour, following instruction and paying attention using a
thumbs-up/thumbs-down rating.
• Self-Assessment of fair play using a four finger rating scale in conjunction with the Social Skills
Rubric indicators.
• Teacher assessment of students’ behaviour related to providing or asking for help using the social
skills in conjunction with an anecdotal observational recording chart.
• Teacher assessment of students’ behaviour related to interpersonal skill such as cooperating with
others, fair play using the social skills rubric in conjunction with an anecdotal observational 19
recording chart.
• Teacher assessment of locomotor skills using an anecdotal observational recording in
conjunction with a locomotor skills checklist.
• Self-Assessment of attention to safety procedures using Safe Activity Self-Assessment Tool.

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Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Students follow safety procedures related to physical activity, equipment and facilities.
• Student have knowledge of the expected routines of the gymnasium (e.g., stopping signals, fire
drill procedures, circle formation).
• Students can follow instructions and stay on task.
• Students have been formally taught how to throw and catch a variety of objects.
• Students have been taught the importance of being in control of the equipment and self while
participating in activities.
• Students have moved in a variety of different locomotor patterns, direction, and pathways.

Notes to Teacher
• Explain safety rules for the equipment, the facility and the activity prior to the lessons.
• Teachers may notice a great variation in skill level. Encourage students to work at improving
their skill level.
• In Grade 2, this unit is meant to be taught after the basic skills and locomotor patterns have been
taught. In this unit, students will transfer the skills they have learned to these new pieces of
equipment. The sub-tasks in these units can be taught in combination with locomotor skills or
any manipulative (throwing, catching, bouncing, kicking) units.
• The majority of this unit would be best taught in second or third term. This unit would be best
broken up into the sections: hoops, scooter boards, foam sticks, and Frisbees. Review the safety
rules specific to the equipment being used every time you teach the unit.
• Review the safety procedures in terms of boundary lines during tag games, putting away equip-
ment and taking equipment out. Walls are not use as turning points in relays. Use a line, pylon or
marker before the wall. Safety zones for tag games are at least 2 metres away from the walls.
• Use foam sticks at the primary level. Students are developing skills that will be assessed in the jun-
ior level. The hockey type activities should be skill building in nature and encourage participation.
Be prepared for a broad range of ability in this area due to the students’ prior experience.

Appendix
Unit 19 Appendix A Scooter Board Positions

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UNIT 19 Manipulative Activities with Equipment

Sub-Task #1 Moving the Hoop

Facility
Gymnasium

Materials
One hoop per student

Description
Students will explore a variety of methods of moving hoops

Expectation Code Learning Expectation

2p20 Travel in a variety of ways changing pathways and directions

e.g., in creative dance, dances from other countries).
2p30 Follow safety procedures related to physical activity, equipment,
and facilities.
2p41 Provide help and ask for help from other group members.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Self-Assessment of attention to safety procedures using a thumbs-up/thumbs-down rating (see

Grade 2 Appendix I for indicators).
• Teacher assessment of students’ behaviour related to providing or asking for help using the social
skills rubric (Grade 2 Appendix H) in conjunction with an anecdotal observational recording
chart (Grade 2 Appendix N).
• Teacher assessment of locomotor skills using an anecdotal observational recording chart (Grade
2 Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).

Teaching/Learning Strategies

A) Warm-Up

• Students explore ways of moving the hoop when they are in a stationary position.
• Students move around the gymnasium and travel in different pathways coming back to their same 19
hoop when a signal is given.
• Students move with their hoop and freeze on a signal.

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B) Skill Development

Move the Hoop

• On the signal student rolls his/her hoop continuously to the opposite line. If it falls, students pick
it up and continue rolling. At the opposite line, students return the hoop to the starting point by
rolling it again, carrying it, or moving it by a different method. When the players are back at their
spot they begin again, using a different method to move the hoop (e.g., skip with it, spin it side-
ways, twirl it on body parts, twist it on one arm going across and the other arm going back).
• Select students to demonstrate a new way to move their hoop.
• Give students time to explore and practise after observing demonstrations.

C) Skill Application

Up and Over

• Students use one hoop in a group of five or six students. Each team is in a line. The first player
has a hoop. On the signal, the first player of every group steps into the hoop and pulls it up and
over his/her head. The hoop is then passed over the head to the second player who repeats the
action. When the hoop gets to the last player in the line, he/she brings it up to the front and starts
the activity again. Students continue until they are back in their original order with the hoop in
front of the line. Encourage students to focus on completing the task as opposed to racing.

Who is the Leader?

• A team of five to seven students form a circle and with one hoop place over the arms a student.
Play music as students pass the hoop around the circle, not letting go of hands. When the music
stoops, the player who is touching the hoop is the leader. The leader chooses a fitness activity for
the group to do (e.g., tuck jumps, circle run, cancan kicks, push-up position hold). Group does
the activity until the music starts then continue passing the hoop.

New Moves
• With their team, students create a way to move their hoop down the line.

D) Cool-Down/Wrap-Up

• Students experiment with using different body parts to move their hoop.
• Students try this with a partner.

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Extension

• With a partner, students create a jumping pattern using two hoops. Students move in, out and
over the hoops.

Notes to Teacher
• Hoop safety considerations: instruct students on holding equipment still during instruction time.
Instruct students on the proper way to put away and take out equipment. Discuss with students
the dangers of swinging or throwing hoops.
• Encourage students to report to the teacher any equipment that is unsafe for use.

Appendices
Unit 6 Appendix A Locomotor Skills Checklist
Grade 2 Appendix H Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N Anecdotal Observational Recording Chart

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UNIT 19 Manipulative Activities with Equipment

Sub-Task #2 Relays and Challenges with Hoops

Facility
Gymnasium

Materials
One hoop per student
Music

Description
Students work on challenges and relays that involve hoops.

Expectation Code Learning Expectation

2p20 Travel in a variety of ways changing pathways and directions

e.g., in creative dance, dances from other countries).
2p30 Follow safety procedures related to physical activity, equipment,
and facilities.
2p41 Provide help and ask for help from other group members.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Self-Assessment of attention to safety procedures using a thumbs-up/thumbs-down rating. (see

Grade 2 Appendix I for indicators).
• Teacher assessment of students’ behaviour related to providing or asking for help using the social
skills rubric (Grade 2 Appendix H) in conjunction with an anecdotal observational recording
chart (Grade 2 Appendix N).
• Teacher assessment of locomotor skills using an anecdotal observational recording chart (Grade 2
Appendix N) in conjunction with a locomotor skills checklist (Unit 6 Appendix A).

Teaching/Learning Strategies

A) Warm-Up

• Students create different pathways and directions in which to move the hoop.
• Challenge students to roll the hoop, run ahead of it, and run around it as many times as they can
before it lies flat.

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B) Skill Development

Students try the following tasks:

– Roll the hoop forward and try to go through it.
– Spin the hoop as long as possible.
– Spin the hoop and see what line they can run and touch and be back before the hoop hits
the ground.
– See how many times can they jump rope with the hoop, trying forward and backwards
– Try to twirl the hoop slowly.
– Try to twirl the hoop quickly.
– Experiment with different ways of moving the hoop.
– Select students to demonstrate their “hoop tricks” and give students more time to practise.

C) Skill Application

• Divide the class into groups of four to do some hoop relays.

• Monkey in the Middle Relay : All students take turns being in the middle of the hoop. The rest
of the team holds on to the outside of the hoop and runs as a team to a designated spot and
back. When everyone has been in the middle, start again. Encourage students to try to run with-
out the person in the middle touching the hoop
• Choo Choo Relay : Each player has a hoop around their waist. The first player runs across the
gymnasium and collects the first player with a hoop and then they run back. The second player
runs across the gymnasium and collects the third player with a hoop and then runs back. The
relay is complete when all players are collected.
• Rescue Relay : The same as the Choo Choo Relay except the leader collects all the student from
his/her teams.
• Crawl Through the Hoop Relay : All students except the first student stand with their hoop
standing up and touching the ground. The first student crawls through all the hoops and then runs
back to the beginning and takes the place of the next student who then crawls through the tunnel.
• Jump Hoop Relay : Students use the hoop to skip to a designated spot or pylon and back.

D) Cool-Down/Wrap-Up

Around and Down

• In a circle of four to six students, using one hoop, students take turns rolling the hoop around
the circle. He/she then returns to his/her space and hands the hoop to the next student. Students
in the circle hold a different stretch each time the hoop is being rolled around the circle.
19

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Extension

• Students work with a partner and their hoop:

– Roll a hoop to a partner who catches and returns it.
– Roll to a partner who is moving.
– Roll a hoop to a partner who jumps over it or moves through it.
– Crawl Through Relay Variation : Students put the hoops on different angles to make inter-
esting tunnels for other students to crawl through. Students crawl under, step over and reach
through hoops.

Notes to Teacher
• See Sub-Task #1 for safety considerations with hoops.
• When doing relays, use small groups so students have more opportunities to be active.
• Relays can be continuous – students continue pattern of activity until new pattern is called,
instead of stopping when each person has had a turn.

Appendices
Unit 6 Appendix A Locomotor Skills Checklist
Grade 2 Appendix H Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N Anecdotal Observational Recording Chart

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UNIT 19 Manipulative Activities with Equipment

Sub-Task #3 Introduction to Scooters

Facility
Gymnasium or general purpose room

Materials
Scooter boards

Description
Students will be introduced to scooters, following instructions in a safe manner as they work with
scooters in a variety of challenges.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity equipment.

2p34 Stay on task, follow instructions, pay attention, and see tasks
through to completion.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Self-Assessment of attention to safety procedures using a thumbs-up/thumbs-down rating. (see

Grade 2 Appendix I for indicators).
• Teacher assessment of students’ behaviour related to following instructions and paying attention
using the Social Skills Rubric (Grade 2 Appendix H) in conjunction with an anecdotal observation-
al recording chart (Grade 2 Appendix N).
• Teacher assessment of attention to safety procedures using the safety rubric (see Grade 2
Appendix I for indicators).

Teaching/Learning Strategies

A) Warm-Up

Traffic Lights
• Students pretend they are cars.
• Call out “Green Light” and students move around the streets using the lines on the gymnasium
19
floor as the streets.
• Call out “Red Light” and students stop and balance in a shape.
• Repeat, reinforcing safe starting and stopping as the students warm up.

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B) Skill Development

• Review safety rules before students use the scooter boards (see Notes to Teacher).
• Students experiment with scooters, moving safely around the gymnasium.
• After students have explored, challenge students to move in the following ways (See Unit 19
Appendix A):
– Sitting on the scooter using hands only to move forward and backward.
– Moving forward using a variety of body parts (e.g., on one knee, on bottom using hands to
move, on knees).
– Moving backward and sideways using a variety of body parts.
– Moving in any direction and changing body parts used for propulsion on the signal “Change.”
• Students explore additional ways to move on the scooter.
• Remind students to move safely and in a controlled manner.

C) Skill Application

• Students create their own scooter “sequence” using at least five different ways to move around
the gymnasium and using changes in direction.
• Students may work on their own or with a partner.
• Students share their “sequence” with a friend, group or whole class.
• Give students a chance to work on their sequence again after observing sequences and ideas
from other groups.
• Students self-assess their attention to safety using a thumbs-up/thumbs-down rating.

D) Cool-Down/Wrap-Up

• Students move to form a large circle using their feet only. Then they balance, sitting on their
scooter (no hands or feet on floor).
• Tap students on the shoulder to put their scooter away using their hands only to propel them-
selves to the collection area.

Extension

• Students create a scooter “sequence” with a partner.

• Mirror a partner’s movements, shadow them or link body parts and move as a single unit.

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Notes to Teacher
• Establish safety rules prior to starting scooter activities:
– No standing on scooter boards.
– Keep fingers away from wheels.
– Tie back long hair.
– Keep loose clothing away from the wheels.
– Move carefully and in control. Do not run and dive onto scooter boards.
– In scooter board relay games, allow for a slow-down area.
– Avoid contact with other scooters.
• Check your local district safety policy for additional items to be aware of, or refer to the Ontario
Safety Guidelines (Curricular – Scooter Boards).
• Inform students that scooter board wheels are different than skateboard wheels. Scooter board
wheels turn in all directions.
• Keep in mind that scooter boards are very loud when students are moving on them. Set up a rou-
tine and ask students to sit with the board in their lap or keep them upside down on the floor in
front of them when the teacher is giving instructions.
• Students who have mobility limitations should be able to attempt several of the scooter activities.
Students may work with a “buddy.”

Appendices
Unit 19 Appendix A Scooter Board Positions
Grade 2 Appendix H Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N Anecdotal Observational Recording Chart

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UNIT 19 Manipulative Activities with Equipment

Sub-Task #4 Partner Scooter Activities

Facility
Gymnasium or general purpose room

Materials
Scooters (preferably one per student)

Description
Students will work in a safe cooperative manner during a variety of partner challenges on the
scooter boards.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity equipment.

2p34 Stay on task, follow instructions, pay attention, and see tasks
through to completion.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Self-Assessment of respectful behaviour, follow instruction, paying attention and respectful behav-
iour using a thumbs-up/thumbs-down rating (see Grade 2 Appendix H for indicators).
• Teacher assessment of students’ behaviour related to following instructions, paying attention and
respectful behaviour using the Social Skills Rubric (Grade 2 Appendix H) in conjunction with an
anecdotal observational recording chart (Grade 2 Appendix N).
• Teacher assessment of attention to safety procedures using the safety rubric (see Grade 2
Appendix I for indicators).

Teaching/Learning Strategies

A) Warm-Up

• Review scooter safety rules prior to and throughout this lesson.

• Students move about the gymnasium carefully with two hands gripping the edges of the scooter.
• Remind students to keep their heads up and to watch for other students and scooters.
• Students travel, staying on the lines then switching on a signal to stay off the lines.

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Statue Tag
• Select one or more students to be “It.” All students move about the room on a scooter. When
tagged by “It,” students stop in a statue-like position. Another student may free them by tapping
them. Repeat changing the “Its” often.
• Remind students to use appropriate touching for this tagging activity.

B) Skill Development

Partner Activities:
• Discuss the importance of working cooperatively with a partner and the importance of making
sure each student receives equitable time in the activity
• Students work in partners, each with a scooter and move as a unit
• Students experiment with their own safe ways of moving
• Students work with a partner to travel with the following total body parts on the floor:
– two feet and two hands
– two feet and three hands
– two feet and four hands
– three feet and two hands
• Avoid contact with other scooters. Caution students to keep fingers away from the wheels with
hands on the floor.

Row Your Boat

• Partners sit on a scooter, one behind the other.

• The back person hooks his/her legs around the waist of the front person and partners “row”
their boat around the room using their hands as paddles.
• Change leaders so that each student gets to be in front of the “Boat.”

C) Skill Application

Centipede
• Students hook up as in “Row Your Boat” activity. 19
• Join with another group, then another and so on until there is one large “Centipede.”
• Call out “Raid!” and the students break apart and move to a space by themselves.
• Repeat.

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D) Cool-Down/Wrap-Up

• Students link elbows with one another to form one large circle then sit quietly, slowing breathing
in and out together as a “unit.”
• Tap students on the shoulder one at a time to put their scooters away. Students return quietly to
the circle to continue breathing and to do some stretching.
• Self assess the following statements using a thumbs-up/thumbs-down rating scale:
– Did I follow the scooter board safety rules?
– Did I follow instruction and pay attention?
– Did I take turns with my partner?
• Students may place their thumbs between up and down. Ask students for examples of why they
gave themselves a certain rating.

Extension

• Students work in pairs using one scooter board between them.

• Students create balances with one student on the scooter and the other complementing on
the floor.
• Students demonstrate to class.

Notes to Teacher
• See Sub-Task #3 for safe scooter guidelines.
• Reinforce safety rules. If safety rules are not being followed, immediately stop the class or
partner group and go over the rules again.
• Asking students to provide reasons for their decisions when assessing their own attention to safe-
ty and social skills helps to clarify the criteria and indicators for assessment. Discussing indica-
tors publicly clarifies the targets for both students and teachers.

Appendices
Unit 19 Appendix A Scooter Board Positions
Grade 2 Appendix H Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N Anecdotal Observational Recording Chart

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UNIT 19 Manipulative Activities with Equipment

Sub-Task #5 Scooter Games

Facility
Gymnasium or general purpose room

Materials
Scooters, pylons, beanbags, balls that bounce, a variety of clothing

Description
Using scooters, students will work safely in group activities and in game situations.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment,

and facilities.
2p40 Demonstrate appropriate interpersonal skills and respectful
behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing
• Teacher assessment of students’ behaviour related to respectful behaviour using the Social Skills
Rubric (Grade 2 Appendix H) in conjunction with an anecdotal observational recording chart
(Grade 2 Appendix N).

Summative
• Self-Assessment of attention to safety procedures using Safe Activity Self-Assessment tool (Grade 2
Appendix 0-6).

Teaching/Learning Strategies

A) Warm-Up
• Students move about the gymnasium on a scooter board staying on the lines.
• Students use a variety of body parts to move through the gymnasium (e.g., hands only, feet only).
Challenge students to move safely in creative ways.

B) Skill Development 19
Relays
• Students line up in groups of four at one end of the play area (use width of gymnasium) opposite
a pylon.
• Each student has his/her own scooter board.
• On a signal one student moves in a variety of ways, across the floor, around the pylon and back to
touch the next student who then travels across the floor.
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Examples of relay challenges

– move in a specific way (use hands only, use feet only)
– balance a beanbag on a body part while moving
– dribble a basketball while moving
– kick and control a soccer ball while moving
– hold a Frisbee on your knee while moving

C) Skill Application

Scooter Soccer

• Students work in small groups of two or three. Two groups use a bench tipped on its side as a
goal. Students try to pass the ball with team members and hit the bench to score a goal.
• Students sit on a scooter and use their feet to move the scooter and move the ball.
• More than one group may share a bench as a goal.
• Make sure that the bench is at least 2 metres out from the wall so that students can move around
the bench.

D) Cool-Down/Wrap-Up

Isolations
• Students are seated on their scooter board.
• They tense and relax various body parts (e.g., hands, stomach, legs).

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• On a quiet signal, students individually quietly and carefully carry their scooter back to the
collection area.
• Students self-assess their safely during scooter board activities using the Safe Activity Self-
Assessment Tool (Grade 2 Appendix 0-6).

Extension

• Wall Scooter Soccer . Divide students into four teams. Half of the students act as goalies, pro-
tecting the walls and half of the students try to score by hitting the wall with a ball. Play with two
or three soft balls. Students roll the ball at the wall to score. Teams switch roles often. Goalies
may use their hands.

Notes to Teacher
• See Sub-Task #3 for safe scooter guidelines.
• Address any unsafe behaviour immediately.
• When doing relays, use small groups so students have more opportunities to be active.
• Relays can be continuous – students continue pattern of activity until new pattern is called,
instead of stopping when each person has had a turn.
• Use soft balls for scooter soccer game and remind students that the balls must stay on
the ground.

Appendices
Grade 2 Appendix H Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N Anecdotal Observational Recording Chart
Grade 2 Appendix 0-6 Safe Activity (Self-Assessment)

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UNIT 19 Manipulative Activities with Equipment

Sub-Task #6 Introductory Work with Sticks

Facility
Gymnasium or general purpose room

Materials
Foam hockey stick for each student
Beanbags, foam balls or rings, cones, hoops

Description
Students will practise stick handling and review safety rules with respect to using sticks.

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment

and facilities.
2p41 Provide help to, and ask for help from, group members.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Self-Assessment of attention to safety procedures using a thumbs-up/thumbs-down rating (see

Grade 2 Appendix I for indicators).
• Teacher assessment of students’ behaviour related to helping using the Social Skills Rubric
(Grade 2 Appendix H) in conjunction with an anecdotal observational recording chart (Grade 2
Appendix N).
• Teacher assessment of attention to safety procedures using the safety rubric (see Grade 2
Appendix I for indicators).

Teaching/Learning Strategies

A) Warm-Up

Hockey Team Tag

• Prior to playing this game, ask students the names of favourite local male and female hockey
teams and professional teams. Select five or six students to be “It.” Taggers try to tag as many stu-
dents as possible. Students call out the name of a hockey team and squat down to be safe from
taggers. Challenge students not to repeat a name. If a student gets touched then they show the
teacher two dramatic goalie saves and then rejoin the game.

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B) Skill Development

• Students pick up sticks and hold them with one hand near the top and the other halfway down
the shaft.
• Students try switching hands to find out which way feels most comfortable.
• Students move around the gymnasium, dropping and picking up sticks on a signal. On “drop,”
students let go of the stick and continue moving, moving carefully over and around stick. On “pick
up,” students pick up sticks and check their grip to make sure it is comfortable and correct.
• Students practise jogging with the sticks keeping the end/blade near the ground and below the
waist at all times. Be vigilant about this rule.
• Repeat the activities above with a beanbag, small foam ball or ring.
• Students dribble into open spaces keeping control using both sides of the foam stick. Students
respond to signals to stop and change directions.
• Students work with a partner and provide each other with tips to control the ball (e.g., use short
pushes, keep head up and eye on the ball, hold stick with firm grip, try to keep the ball close to
the stick).

C) Skill Application

• Hand Of f: Students form a circle with five people. The first person dribbles around outside of
circle then passes to second person. After everyone has dribbled around the circle, team contin-
ues the pattern.
• Students self-assess using a thumbs-up/thumbs-down. Did I move safely with my stick and ball?

D) Cool-Down/Wrap-Up

• Students control the ball and dribble to spell their name on the floor.
• Students stretch, holding their stick at their toes, to the side, above their head and behind
their back.

Extension

• With a partner, students create a game where they dribble the ball with their stick.

Notes to Teacher 19
• Activities with sticks are presented to give students opportunities to build and develop basic stick
handling skills. Grade 2 students will not be assessed on these skills. The focus of the activities is
safety and group interaction.
• Students must understand that the stick may be dangerous. Be very vigilant about allowing no
sticks above waist height.

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• When using implements such as sticks, racquets or scoops, ensure so that there is room for an
uninterrupted swing.
• Only soft, foam balls, felt rings or beanbags are to be used (no pucks or hard balls). Use bean-
bags if students are having difficulty controlling a ball.
• Encourage students to experiment with the grip. Some students will need to try it both ways and
may not be sure until later in the class which way feels most comfortable.
• Put away in proper storage location equipment not being used so it is not a tripping hazard.

Appendices
Grade 2 Appendix H Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N Anecdotal Observational Recording Chart

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UNIT 19 Manipulative Activities with Equipment

Sub-Task #7 Passing with a Stick

Facility
Gymnasium or general purpose room

Materials
Foam hockey stick for each student
Beanbags, foam balls or rings, cones, hoops

Description
Students will practise passing and shooting a ball

Expectation Code Learning Expectation

2p30 Follow safety procedures related to physical activity, equipment

and facilities.
2p41 Provide help to and ask for help from group members.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Teacher assessment of students’ behaviour related to helping using the Social Skills Rubric
(Grade 2 Appendix H) in conjunction with an anecdotal observational recording chart (Grade 2
Appendix N).
• Teacher assessment of attention to safety procedures using the safety rubric (see Grade 2
Appendix I for indicators).

Teaching/Learning Strategies

A) Warm-Up

• Students move around the gymnasium with a stick, keeping the stick on the ground.
• Students practise moving in different directions and using different pathways.
• Students continue moving while moving a beanbag, foam ball or ring around the gymnasium.

B) Skill Development
19
• Review how to hold the stick and safety considerations.
• Introduce hitting a stationary ball. Students practise passing a ball to a partner. Select students to
demonstrate and point out different passing tips.

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Passing Tips
– Pass the ball into a space ahead of the receiver. The receiver moves to meet the pass.
– Keep eyes on the ball and use a smooth sweeping motion with a follow-through that does not
go above your waist.
– Feet should be shoulder-width apart.
• Students practise hitting a ball against the wall. Encourage students to challenge themselves by
gradually increasing the distance from the wall.
• Students practise passing to a partner. Again, students challenge themselves by gradually stepping
away from their partner
• Students practise hitting the ball at targets against the wall. Students vary the speed, distance of
the shot. They may want to keep track of their hits out of 20 attempts.

C) Skill Application

Targets
• Students work with a partner and shoot the ball, aiming for partner’s blade. Students increase the
challenge by increasing the distance and shooting from different spots.
• Students form a circle in groups and pass the ball across the circle. Encourage students to stop
the ball with their stick then it to another player. Start out the game with four to six in a circle
and either increase the number of players or balls to make it more difficult.

D) Cool-Down/Wrap-Up

• Students lie on the floor and close their eyes. Students lift different body parts and let them float
to the ground.

Extension

Partner Net
• Students practise shooting a ball at a net created with pylons. One partner acts as goalie and the
other partner attempts five shots, then students switch roles.

Notes to Teacher
• See Sub-Task #6 for stick handling safety tips and notes.
• For controlled dribbling, encourage students to keep the ball close to the stick and watch for
empty spaces to travel to with the ball.
• Remind students to keep their eyes on the ball and use a smooth sweeping motion with a
follow through that does not go above the waist when hitting the ball. Feet should be shoulder-
width apart.

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Shooting Tips
– Grip the stick firmly and keep wrists locked.
– Snap the wrists as the ball is projected.
– One hand should be lower than the other.
– Keep eye on the ball.
– Follow through with your whole body and do not bring the stick above the waist.

Appendices
Grade 2 Appendix H Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix I Safety Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N Anecdotal Observational Recording Chart

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UNIT 19 Manipulative Activities with Equipment

Sub-Task #8 Introduction to Throwing and

Catching a Frisbee
Facility
Gymnasium or Multipurpose room
A large area outdoors

Materials
Foam Frisbees (or plastic ones if outside)

Description
The students will practise their interpersonal skills by learning to throw and catch Frisbees safely
in partners.

Expectation Code Learning Expectation

2p40 Demonstrate appropriate interpersonal skills and respectful

behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Teacher assessment of students’ behaviour related to cooperating with others using the Social
Skills Rubric (Grade 2 Appendix H) in conjunction with an anecdotal observational recording
chart (Grade 2 Appendix N).

Teaching/Learning Strategies

A) Warm-Up

Frisbee Fitness
• Lead the class through a series of fitness activities using the Frisbee (e.g., holding Frisbee up
high, down low and side to side, hopping and putting Frisbee under legs, jump and twist, moving
Frisbee from side to side).

B) Skill Development

• Review the important safety procedures for the activity, equipment and facility before the lesson
begins. Clearly establish stopping and starting signals and remind students to keep Frisbees still
while instructions are being given.

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Throwing and Catching

• Students practise throwing the Frisbee from one side of the gymnasium to the other.
• Review the steps of a proper throw and have the students repeat the activity. Refer to Notes to
Teacher with the steps to a proper throw.
• Students work with a partner and practise throwing and catching. Remind the students not to
throw the Frisbees until the partner is ready and to make sure the pathway is clear. Encourage
students to catch with two hands and reach for the Frisbee. Tell students watch the Frisbee into
their hands and bring it to the body. Partners encourage and help each other.
• Choose some partners to demonstrate, or select half the class demonstrate to the other half.

C) Skill Application

Code Wor d
• Divide the gymnasium and the class in half with one group on one side and one group on the
other. Each team chooses code word (e.g., “rain” and “sun”) Scatter Frisbees on both sides of
the gymnasium and on the signal both teams start throwing the Frisbees towards the opposing
groups’ side. If a player catches a Frisbee thrown by an opponent they call out their code word
and throw it back. If they try to catch it and drop it they kneel on one knee. The kneeling stu-
dents stand again when someone on their team catches a Frisbee without dropping it and calls
out their team’s code word. Encourage students to call out their team’s code word loudly, every
time they catch a Frisbee. The students work together with their team so that no one is kneeling
for a long time. Remind students to play fairly and kneel when they drop the Frisbee. No student
should be kneeling for long. Play the game indoors with foam Frisbees. If playing outside, estab-
lish a zone in between both teams’ sides where no player can go.

D) Cool-Down/Wrap-Up

That’s My Car
• Choose one student to be the leader. Students pretend their Frisbee is the steering wheel of their
car and they drive slowly around the gymnasium following the leader.

Extension

• The code word game can be played with some variations. Players kneeling can try to catch a
Frisbee and call the code word. If players are having difficulty catching the Frisbee, implement a
rule that students kneel after three attempts catching and dropping instead of one.
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Notes to Teacher
• If these activities are done outside, ensure a large space for the development activities and a
neutral zone for the Code game.
• Allow time for all students to perform throwing and catching skills for the class. This can be
done quickly by choosing small groups to show at the same time, or having one half of the class
show the other.
• Tips for Throwing the Frisbee
– stand on slight angle, so the arm extends out in a straight line towards the target (one foot
ahead of the other)
– put the thumb on top and the fingers underneath
– curl the Frisbee in towards the body
– put the pointer finger along the edge of the Frisbee
– uncurl the arm, making sure the Frisbee is flat upon release
– the arm extends out until straight and the index finger points at the target

Appendices
Grade 2 Appendix H Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N Anecdotal Observational Recording Chart

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UNIT 19 Manipulative Activities with Equipment

Sub-Task #9 Throwing and Catching a Frisbee

Facility
Gymnasium or multi-purpose room
A large space outdoors

Materials
Foam Frisbees (or plastic Frisbees if outside)
Pieces of paper with targets on them
Several hoops (enough for half the class)

Description
Students continue to practise demonstrating cooperation and respect for others while working in
small group activities using the Frisbees.

Expectation Code Learning Expectation

2p40 Demonstrate appropriate interpersonal skills and respectful

behaviour (e.g., displaying etiquette, playing fairly, co-operating)
in physical activities.

Assessment Opportunities – Suggestions for Assessing Expectations:

Formative/Ongoing

• Teacher assessment of students’ interpersonal skills using the Social Skills Rubric
(Grade 2 Appendix H) in conjunction with an anecdotal observational recording chart (Grade 2
Appendix N).

Teaching/Learning Strategies

A) Warm-Up
Frisbee Move
• Students move around the gymnasium, tossing and catching their Frisbee in the air. Students
respond as quickly as they can to a variety of signals:
– “Lines” – move only on lines
– “Change” – change direction
– “Switch” – make eye contact with a partner and toss Frisbees to switch with a partner 19
– “Stretch” – reach Frisbee high and to both sides
– “Trick” – throw and catch Frisbee with a tricky move
• Students move quickly, speed walking between signals

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B) Skill Development
• Remind students of proper procedures for throwing the Frisbee while maintaining a safe environ-
ment. See Notes to Teacher in Sub-Task #8.
• Post pieces of paper around the gymnasium. The students choose one target on each wall to prac-
tise the accuracy of their throws. After the students have practised they move around the gymnasium
in a variety of ways, and on the signal will stop and try to hit the closest target. Remind the students
to make sure they have a clear pathway before throwing. Students keep track of the targets they hit.
• Scatter hoops on the floor. The students move through the gymnasium weaving around all the
hoops carrying their Frisbee. On the signal the students stop and throw to a hoop that is in their
area trying to get it in the hoop. Repeat several times changing the speed and type of movement
each time.

C) Skill Application
Catch Ten
• Divide the class into two groups with each group on one side of the gymnasium. Place five hoops
behind each team. Five students from both sides are chosen to be the “catchers” for that team and
stand in the hoops behind the other team. Students try to throw the Frisbees over the heads of the
other team to their catchers. If the “catcher” catches a Frisbee they hold it up in the air and call out
a number. Catchers count each Frisbee caught, together trying to reach ten catches. Encourage the
students to try to stop the Frisbees from going to the “catchers” without going too close to their
hoops. The teams stay in their own section of the gymnasium. Rotate the catchers frequently.

D) Cool-Down/Wrap-Up
Alphabet Frisbee
• The students use their bodies to make shapes of the letters of the alphabet while balancing the
Frisbee on a variety of body parts. Change letters and body parts. Encourage students to stretch
and hold their shapes.

Extension
• Students working in partners need a hoop and a Frisbee. One partner holds the hoop while the
other tries to throw the Frisbee through it. Each partner gets five chances then they switch.
Partners can hold the hoop at greater distances or tricky angles to increase the challenge.

Notes to Teacher
• This lesson can be adapted for outdoor use. Ensure there is enough space between zones in
Catch 10.
• Adjust the number of “Catch 10” to make it challenging for the students.

Appendices
Grade 2 Appendix H Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 2 Appendix N Anecdotal Observational Recording Chart
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Scooter Board Positions

19

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APPENDICES
Appendix A Safe Stretching (Kindergarten/Primary) 553
Appendix B Daily Vigorous Physical Activity (Primary) 563
Appendix C Sample Long Range Plans (Primary) 572
Appendix D Sample Timetables/Timetable Suggestions 574
Appendix E Summary of Evidence Chart 580
Appendix F-1 Summary of Evidence Chart – Active Participation 581
Appendix F-2 Summary of Evidence Chart – Communication 582
Appendix F-3 Summary of Evidence Chart – Movement Skills 583
Appendix F-4 Summary of Evidence Chart – Understanding of
Concepts 584
Appendix G Participation Rubric 585
Appendix H Social Skills Rubric 587
Appendix I Safety Rubric 589
Appendix J-1 Movement Skill Recording Chart 590
Appendix J-2 Movement Skill Rubric 591
Appendix K Active Participation Recording Chart 592
Appendix L Communication Recording Chart 593
Appendix M-1 Understanding of Concepts Recording Chart 594
Appendix M-2 Understanding of Concepts Rubric 595
Appendix N Anecdotal Observation Recording Chart 596
Appendix O-1 Participation Target 597
Appendix O-2 Participation Pyramid 598
Appendix O-3 Participation Star 599
Appendix O-4 Response to Others (Primary) 600
Appendix O-5 I Listen (Primary) 601
Appendix O-6 Safe Activity (Primary) 602
Appendix O-7 I am Ready (Primary) 603
Appendix O-8 Cooperation and Fair Play (Primary) 604
Appendix O-9 Participation Target Example (Primary) 605
Appendix O-10 Blank Movement Skill Checklist 606
Appendix P Transferable Skills: Strategies and Tactics 607
Appendix Q Transferable Skills: Sending/Receiving/Carrying 609

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Safe Stretching Kindergarten/Primary

APPENDIX A

“Get Your Heart Pumping” Activities

Use “Get Your Heart Pumping” activities to prepare students, physically and psychologically, for
more vigorous activity. Warm up with some easy aerobic activities that will gradually elevate the
heart rate. Keep activities simple and move major joints (neck shoulders, trunk, hip, knee and
ankle) through their range of motion. Avoid deep stretching until muscles are warm. Flexibility
can be improved by stretching during cool-down activities.

Moving on the Spot

• March on the spot or around the room; lift the knees high and perform a variety of arm actions
while marching.
• Jogging: on the spot or around the room; slow pace, faster pace, touch heels to hands (behind back).
• Lift knees high in front; use accompanying arm actions.
• Jumping: feet together, slow, fast; while turning; make a square pattern; make a triangle pattern.
• Kicking: combine hop and kick forwards, sideways; with bent knee or straight leg; alternate legs.

Around the Room

• Hopping: one foot then the other, slow, fast.
• Skipping: around the room, change the lead leg.
• Galloping: around the room forwards, backward.

Bingo Warm-Up
• Skip or run around the gym to BINGO music (sing or play).
• When the dog’s name is spelled out slowly, students make shapes with their bodies:
B = stretched high and tall
I = wide
N = as low as possible, staying on feet
G = lying face down
O = rollover onto back
• Students get up and start skipping again.

Animal Relays
• Partners stand on opposite sides of the gym.
• Choose two animals: One partner moves like a seal (or any other animal) to their partner, who
moves like an alligator (or any other animal) back to their partner’s spot.
• Pick any animal. One partner moves like any animal across the gym to their partner. The waiting
partner guesses the type of animal then moves to the opposite side of the gym and back, moving like
that animal. Students switch roles
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Speedy Lines
• Students walk on the lines of the gymnasium. On a signal, students change directions, move to a
new line or vary the type of movement.

Shake Your Sillies Out

• Students stand on the spot singing and shaking their arms and legs:
Shake, shake, shake your sillies out,
Shake, shake, shake your sillies out,
Shake, shake, shake your sillies out,
And wiggle your worries away.
• Vary this each time by singing the song with different words and changing movements, for example:
Hop, hop, hop your sillies out,
Jump, jump, jump your sillies out,
Dance, dance, dance your sillies out...

Grab Bag Moves

• Students move around the gymnasium in their own space.
• Pull out a series of objects from a “grab bag”, e.g., Slinky, toy train, animal puppets, airplane drawing.
• Students move around the room, moving like the object.
• Remind students to move in their own space and gradually increase speed and intensity as they
warm up.

Popcorn
• Students move into a squat position, with head tucked in and arms wrapped over the head.
• Students pretend they are kernels of popcorn and that the pot is
getting hotter.
• They begin to jump up and down on the spot when the “popcorn”
begins to pop.
• Continue for 20 - 30 counts, rest, and then repeat.

Full Body Warm-Up and Cool-Down Stretch: Kindergarten/Primary

After “Get Your Heart Pumping” activities, include some active stretches to increase mobility while
still keeping heart rate elevated. Stretches gradually increase muscle elasticity and the range of
motion at joints. Stretch major muscle groups and those muscles to be used in the activity. During
the cool-down, hold stretches longer (15-30 seconds) to work on improved flexibility. Stretch
major muscle groups and those muscles used during the lesson. Some exercises below are designed
to stretch muscles and some are designed to move the joints through their range of motion. Some
exercises stretch more than one body part.

NECK
Neck Stretches
• Slowly bend neck to the right side, moving right ear toward right shoulder. Hold.
• Repeat on left side.
• Slowly bend neck forward, moving chin toward chest. Hold.
• Slowly roll head across chest from shoulder to shoulder in a half circle, repeat four times.
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“I Don’t Know!”
• Slowly tilt head side to side, shrugging shoulders.
• Raise hands in a gesture to indicate, “I don’t know!”

SHOULDERS
Swan Dive
• Raise arms outward from sides to shoulder height.
• Slowly press arms backward and hold.
• Feel a stretch across chest and down arms. Repeat.

Snail Stretch
• In a kneeling position, with arms stretched forward in front (on the floor), try to touch armpits
to the floor.
• Keep rear end high, and pretend it is the snail’s shell. Press low to the ground and pretend to be
a small snail.

ARMS
Tall as a House, Small as a Mouse, Wide as a Wall
• Students stretch “tall as a house, small as a mouse and wide as a wall.”
• Stand on tiptoes with arms overhead, stretching fingers up to the sky. Hold. Crouch down hugging
knees and tucking head down toward chest to curl up like a mouse. Hold.
• Slowly return to standing position and extend arms and legs out on each side of body to stretch
as wide as a wall. Hold.

Growing Flowers
• Stand with feet shoulder-width apart.
• Crouch down, tucking head toward the chest and folding arms across the front of body, like the
closed petals of a flower.
• Slowly rise to standing position while unfolding arms.
• Extend arms overhead, like a flower opening. Repeat.

Shake and Splash (range of motion activity)

• Gently shake hand as if shaking water off fingers.
• Flick fingers away as if splashing water.
• Flick other body parts (e.g., toes, hips, arms) as if flicking water.

Arm Swing (range of motion activity)

• Swing arms slowly forward and back.
• Swing arms in front of body.
• Swing arms overhead.

Scarecrow (range of motion activity)

• Pretend to be a scarecrow, putting arms out to the side, parallel to the ground, palms facing
backwards.
• Bend arms at the elbows and let hands swing down and towards the body.

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FOR HANDS AND WRISTS

Fist and Stretch
• Make a tight fist then spread out and relax the fingers.

Finger Press
• Press finger end pads together.
• Pretend to make hands look like a spider doing push-ups on a mirror!

Wrist Circle
• Rotate wrists by drawing circles with hands

BACK
Be a Star
• Stand with feet placed wide apart, moving onto tiptoes and extending arms over head to look like
five points of a star.
• Hold stretch while standing on tiptoes.

Hug Me
• Hug yourself, hug tightly and release.

Cat Stretch
• Stand with feet shoulder-width apart, knees slightly bent.
• Bend forward, placing hands on knees and keeping the back flat.
• Slowly arch the back upward, into a rounded position.
• Hold, then return to flat back. Repeat.

Horse/Camel
• Assume a position on hands and knees.
• The horse position is with back slightly arched and head up; the camel position is with back
curled and head down. Hold each position.

ABDOMINALS and WAIST

Side Bends
• Stand with feet shoulder width apart, knees slightly bent. Bend at the hips from one side to the other.
• Hold the position, do not bounce.
• Keep body facing straight forward.

Sit n’ Twist
• Sit, with one leg stretched out in front, the other bent with foot flat on the floor.
• Twist body around from the waist, on the straight leg side, and try to look behind.

Slow Motion Lie Down (strengthening exercise, not a stretch)

• Sit with knees bent, feet flat on the floor, arms parallel to the floor and forward.
• Lower the body slowly, hold at the halfway point, return to start.

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Crunches (strengthening exercise, not a stretch)

• Do a partial sit-up, hands touching forehead or hands crossed at the waist.
• Lift head and shoulders off the ground, hold.
• Knees must be bent throughout, with feet either flat on the floor, or legs in a vertical position
(with knees slightly bent).

HIPS
Butterfly (and inner thigh stretch)
• Sit with legs bent in front, knees to the side, soles of feet touching.
• Using hands, gently press knees towards the floor. Hold.

Seat Walk (range of motion activity)

• In a sitting position with legs straight out in front and together, move forward using only the hips
to initiate movement.

LEGS
Shin Stretch
• Hold onto desk, chair or wall for balance. Stand with feet slightly apart.
• Lift one foot, and move it slightly behind you, gently pressing the top of the toes into the floor.
Feel a stretch up the shin.
• Keep knee of supporting leg slightly bent. Hold. Repeat with the other leg.

Elbow Lunge
• Stand with legs wide apart and knees bent.
• Place hands resting on thighs or on the floor in front of the feet.
• Lunge to the side by bending one leg and straightening the other, keep feet flat on the floor.
• Try to touch your elbow to the floor on the bent leg side.
• Alternate sides.

Calf Stretch
• Place both feet together and hands on the floor ahead of the feet. Press with arms to straighten
legs and push with shoulders. Push up with arms and straighten arms and legs
• Cue words: “Make your body into a triangle.”

ANKLES AND FEET

Foot Flexers (range of motion activity)
• Lie on back, legs vertical, knees bent.
• Alternately flex and extend the ankles.
• Try both feet together.

Ankle Rotation (range of motion activity)

• Lie on back or sit, using hands for support, legs bent in front.
• Raise one leg off the ground and rotate the foot at the ankle.
• Repeat with other foot.

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FULL BODY
Sky Stretch
While standing on tiptoes, stretch arms over head, reaching up as high as possible. Hold and repeat.

Funny Body Shapes

• Make interesting shapes (poses) with bodies or by using specified body parts, expressing the
following emotions:
– Angry
– Strong/weak
– Tired/full of energy
– Sad/happy
• Hold body in each shape.

Body Stretch
• Pretend to be a puppet being controlled by strings.
• Be loose and limp, then tighten and stretch.
• Stretch up high, reaching with fingers, arms, legs, tiptoes, whole body.

Tight Body Exercise

• Make whole body as stiff and tight as possible.
• Tighten one body part at a time: one arm, both arms, one leg, both legs, buttocks, whole body.
• Be as straight as a pencil and tighten all your muscles to stay straight.
• Teacher can check their tightness by trying to move or lift their bodies to see if they stay tight or
go loose and bend.

Kindergarten/Primary Animal Moves

Use “Animal Moves” to encourage movement in a variety of ways. Animal moves can be used in
warm-ups and cool-downs and as a part of many activities in the lesson. Encourage students to
explore and create their own animal moves.

Bear Walk
• Get in position with hands and feet touching the floor.
• Move the foot and the hand on the same side together, then the other side (right hand, right foot,
left hand, left foot).
• Keep arms and legs stiff.

Rabbit Hop
• Squat, placing hands on the floor in front of feet.
• Move the hands first, then move feet to hands.

Elephant Walk
• Bend forward at the waist.
• Clasp hands together, arms straight to form a trunk.
• Walk with big slow steps, keeping the legs straight.
• Swing trunk from side to side.

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Gorilla Walk
• Bend knees and move upper body forward.
• Let arms hang at sides.
• As each step is taken, touch floor with fingers.

Cricket/Chicken Walk
• Squat with knees apart.
• Place arms between the knees and grasp the outside of the ankles with hands.

Seal Walk
• Get in a push-up position (straight arms and straight legs).
• Walk forward with the hands and drag the feet.

Crab Walk
• Squat down and reach back with arms (fingers are pointed away from the body).
• Touch the floor with only feet and hands.
• Move backward.

Frog Jump
• Squat down, placing hands on the floor slightly in front of feet.
• Jump forward with hands and feet at the same time.

Camel Walk
• Place one foot in front of the other and bend at the waist.
• Clasp hands behind the back.
• Walk, raising head and chest with each step.

Kangaroo Hop
• Begin in a squat position and fold arms across chest.
• Keep body weight over toes.
• Jump up and forward, landing on feet.

Inchwor m
• Begin with hands and feet touching the floor, hands close to feet.
• Bend knees slightly.
• Reach hands forward, bring feet up to meet hands.

Lame Dog
• Move across the floor with two hands and one foot.
• Hold one foot off the floor – it hurts!

Alligator
• Move along the floor, staying as low as possible.
• Keep feet and hands close to body.
• Keep head in line with back.

Mouse
• Run with weight on hands and feet, taking little steps.

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Cat
• Spring forward from a crouch, from feet to hands.

Penguin Walk
• Place both legs together and feet point outward towards side.
• Place arms straight against body with hands facing outward.
• Shuffle forward, waving hands and staying very straight.

Turtle Walk
• Move forward in push-up position.
• Keep back as straight as possible – it is the shell!

Kindergarten/Primary Cool-Down Activities

Cool-down activities focus on slow stretching, allowing the heart rate to return to normal after
vigorous activity. Use full body stretches to work on improved flexibility. For primary students, use
creative movement activities to slow down and change the mood. Cool-down activities also help to
prepare the students for the transition back into the classroom setting. Use the following activities
to gradually slow down movement and provide a period of relaxation. Take long, slow, deep breaths
during the cool-down.

Itsy Bitsy Spider

• While standing on the spot, sing the song and do the hand actions to the words:
The Itsy Bitsy spider went up the waterspout,
Down came the rain, and washed the spider out,
Out came the sun and dried up all the rain,
So, the Itsy Bitsy spider went up the spout again.

Side Arm Circles

• While marching on the spot, raise arms out from the sides of the body to shoulder height.
Now slowly circle arms forward 8 – 10 times and backward 8 – 10 times.

Circles in the Sky

• While marching on the spot, students raise arms overhead.
• Students pretend they are drawing circles in the sky. Students keep arms overhead and draw
a variety of shapes.

Climb the Ladder

• Students stand with feet slightly apart.
• Move arms and legs up and down as if climbing a ladder to the sky.
• Climb a ladder for 20 – 30 steps.

On-the-Spot Follow the Leader

• Choose a leader to lead some slow, cool-down movements:
– Walk on the spot, moving arms in a gentle swinging motion.
– Touch shoulders with hands, then reach up over head. Repeat five times.
– Skip slowly on the spot.
– Skip side to side.
– Jump or hop on the spot.
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Slow March
• March slowly on the spot, keeping knees low and gently swinging the arms for 15 counts.

Skating on the Spot

• While standing on the spot, imitate a skating motion by extending the right then left leg away
from the body at a back/side angle.
• Swing the arms.
• Continue this skating motion for 15 – 20 counts.
• Variation: students can “skate” around the gym either by pretending to have skates or by standing
on scrap paper, and using the paper as skates.

Deep Breaths and Hug

• Slowly take a deep breath in through the nose and out through the mouth. Repeat three times.
• Wrap arms around shoulders and give self a big hug and a pat on the back.

Low Kicks
• A variation of walking on the spot, with students alternating their feet in low forward kicks.
• Slowly swing arms by sides.

Tr ee in the Wind
• Stand with both arms overhead, feet placed wide apart, and knees slightly bent.
• Gently wave arms from side to side and forward like a tree in the wind.

Slow Leak
• Stand, arms circled over their heads, pretending to be a great big balloon.
• Pretend there is a hole in the balloon and the air is slowly leaking out.
• Move slowly downward to the floor, until the balloon has no more air.

Digging in Your Heels

• Stand with one foot forward, pressing heel into the floor and raising toes up.
• Continue this movement while alternating feet, swinging arms in a strolling movement.

Action Stories
• Tell a story with actions that the students can do.
– Some Theme Suggestions:
– Rainstorm coming and then leaving, with fingers and hands tapping the floor in beat to the
intensity of the rain.
– Walk through the forest, listening to the birds and the wind in the trees.
– Visit to a planet in outer space, exploring new terrain.

Strolling on the Spot

• Begin by standing on the spot. Stroll one step forward, then one step back, one step forward,
then one step back gently swinging arms by sides. Do not raise arms above waist. Continue
“strolling” on the spot for 20 – 30 counts.

Bubble Gum Game

• Students pretend to be a piece of bubble gum that is being chewed.
• Students expand like a bubble blowing up, then , “pop” the bubble breaks!

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Body Shake
• Gently shake one arm, the other, both.
• Shake one leg, the other, both, head, hips, whole body.

Some ideas and activities for this section have been reprinted or adapted with permission from Moving on the Spot , Toronto Public
Health, Toronto, 1999. [Link]/health

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Primary Daily Vigorous Physical Activity

APPENDIX B

Learning Expectations:

Grade 1:
• Participate on a regular basis in physical activities that maintain or improve physical fitness.
• Participate in moderate to vigorous physical activity for five to ten minutes.

Grade 2:
• Participate on a regular basis in physical activities that maintain or improve physical fitness.
• Participate in moderate to vigorous physical activity for five to ten minutes.

Grade 3:
• Participate on a regular basis in physical activities that maintain or improve physical fitness.
• Participate in moderate to vigorous physical activity for eight to ten minutes.

Outdoor Activities

For all activities, designate boundaries. Students should be within a distance that they can hear the
teacher and can respond to stop signals.

Speedway
Equipment Required: None
Students stand in a circle. They choose the names of three different “fast cars” (e.g., Camaro, Corvette
and Porsche). Each student is given the name of one car. The teacher calls out the name of one
car at a time. When their name is called, the students step out of the circle and run laps around the
circle. If another student passes them, they need to duck into the centre of the circle to “get some gas.”
To get gas, students do a designated fitness task (e.g., five tuck jumps). After they have “gassed up,”
students should look at the traffic running around the circle and carefully re-enter the traffic and con-
tinue running laps. When the teacher calls out “Parking Lot,” all students return to their home spot.
The teacher then calls the next car. More than one car can be called at one time if students
are good at watching carefully and moving safely.

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Here There Everywhere

Equipment Required: None
When the teacher calls out “Here,” students stand as close to him/her as possible. When the teacher
calls out “There,” students run in the direction where he/she points. When the teacher calls out
“Everywhere,” the students spread out and find their own space within the designated area.
Challenge students to move as quickly as possible from one command to another. Challenge
students to move without touching any other students.

Onesies Twosies

Equipment Required: None

Designate two thirds of the class to be “twosies.” Twosies move in partners, one holding onto the
others’ waist. The rest of the students are “Onesies.” In this game, “Onesies” try to catch a “twosie”
and hold onto the waist of the back person on the twosie team. When they succeed, the onesie calls
out “threesies” because they have formed a group of three. The front person in this group is then
released. That person becomes a onesie and looks for another group.

Ice Cube Tag

Equipment Required: Three or four blue markers for the “Ice Cubes” and two or three red markers
for the “Melters.”
Choose three or four students to be “Ice Cubes” and two or three students to be “Melters.” When an
Ice Cube tags a runner, the runner is frozen until a Melter saves them. The student who was caught
“melts” to the ground then re-joins the game. Ice Cubes cannot catch Melters. Stop the game frequently
to give many students an opportunity to be an Ice Cube or a Melter.

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Touch Blue
Equipment Required: None
The teacher gives students a challenge and instructs them to touch the objects then return to the
starting point as quickly as possible. Challenges could include: “Touch the far fence then touch
three blue things then come back;” or “Touch the climber, touch the fence, touch four different
lines on the playground then come back;” or “Touch two different fences, touch something blue,
something red, something yellow, then come back.”

Freeze It Quiz
Equipment Required: None
The class moves around a designated area in a variety of ways (hopping, skipping, galloping). One
pair of students is selected to be the “Quiz Master.” As other students are moving, that pair works
with the teacher to come up with a question for the class. The question should relate to a topic
being studied in the class (e.g., name three provinces in Canada, what is 7 × 4 ?, touch a primary
colour with your right toe). A student who answers the question gets to choose a partner and be the
next quiz master. The rest of the class continues to move while the new quiz masters decide on the
question. Choose different students to be quiz masters each time.

Protect It
Equipment Required: Five or six small objects (balls, scarves).

Divide the class into small groups of four or five. One person in each group is the “protector”.
The protector tries to protect the ball or scarf that sits at his/her feet. The protector cannot touch
the object he/she is protecting and tries to tag other players. The other people in the group try to
touch the object without being tagged by the protector. If they touch the object, they move to another
group and try to touch the object in that group. Change roles frequently so all students have a chance
to be a protector.

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Jumpin’ Math
Equipment Required: None
Students complete a variety of activities which involve counting:
• Jump across the field, counting the total number of jumps. How many jumps did the whole class do?
• Jump across the field working with a partner. One partner takes off from where the other partner
landed. Challenge the students to use as few jumps as possible.
• Walk across the field and count steps. Repeat and try to cross the field with fewer steps.
• Jog across the field while a partner counts to time run. Students repeat the activity trying to take
exactly the same amount of time. Students repeat this activity, setting different goals (e.g., try to
cross the field five seconds faster).

Twizzle

Equipment Required: None

Students form two circles with one person in the centre of each circle. Circles should be well
spaced out so students do not bump into each other when moving. Students in the centre randomly
call out commands: Go (students walk around the circle), Stop (students freeze), Turn (students
turn and walk the other direction), Jump (students jump up and keep walking), Twizzle (students
jump and turn and freeze). Additional commands can be created. Students work to respond as
quickly as possible to the commands. If they make a mistake, or do not freeze when “stop” is called,
or after “twizzle,” students move to the other game. Students should be encouraged to switch
between games quickly to keep the flow going. To make it more tricky, “code” words can be used for
the commands so that students must remember and respond. Change leaders in the middle frequently.

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Fitness Eggs
Equipment Required: Small plastic eggs (3 – 4 per student), can substitute painted rocks.
Give each student three or four eggs to take within designated boundaries and “hide” in the school
yard. When all the eggs are distributed, students return to the teacher. The class’ task is to collect
the eggs as quickly as possible. Students may retrieve only one egg at a time. They bring each egg
they retrieve back to the basket at the starting point. When the class is finished, send students out to
check their original hiding places to see if all eggs have been collected. This activity can be repeated
and the class can try to beat their record – collecting all eggs as quickly as possible. For an added
variation, if using plastic eggs available from dollar stores, fitness tasks can be written on small
pieces of paper and put inside the eggs. Students can choose an egg and do a task when all eggs
have been collected.

Indoor Activities (use classroom, hallway, utility room…)

Couch Potato
Equipment Required: Couch Potato signs to be markers for “It.”
Students walk quickly around the classroom. Three or four students are “It.” If tagged by “It,”
students “sit” in a crouch position and pretend to be sitting on the couch, watching TV or playing
an electronic game. Designate two or three “Active Angels” who visit each couch potato. The couch
potato tells the Active Angel an activity that they could do to be active in their free time. They are then
free to re-join the game.

Red Yellow Green

Equipment Required: Red/Yellow/Green cards or pieces of material
Students walk quickly around the room. Teacher can designate type of movement (skipping, galloping,
hopping). When a red card is held up, students freeze. When a yellow card is held up, the students
keep moving in place. When a green card is held up, students move quickly around the room.
Students practice being aware of the change in signals without any audible indication.

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Keep It Clean
Equipment Required: Small balls or objects (math manipulatives or crunched-up balls of paper).

Divide the class into two groups. Place all objects in the centre of the room. One group stands at the
back of the room; one group stands at the front of the room. On a signal, students walk quickly to
the centre, pick up ONE object and return it to their end of the room. When all objects are gone
from the centre, students can walk to the other side and take an object from the other side. Students
work as quickly as they can to get many objects on their side of the room. Teacher may challenge
the class to move in different ways or to carry the objects in unique or creative ways. Students may
also work at grouping or counting their objects as they gather them.

Bridges and Rivers

Equipment Required: None
Students walk quickly around the room. Half of the students are designated as “bridges.” The other
half are “Rivers”. When the teacher calls out “Bridges”, all the bridges stop and make a shape with
their body like a bridge. All the rivers crawl under as many bridges as they can. The teacher gives
another signal for everyone to move again. When the teacher calls out “Rivers”, all the river students
make their bodies into a river shape on the floor. All the bridges jump over as many rivers as they can
before the teacher gives the signal to move again. Change roles so that students have an opportunity
to be both a bridge and a river.

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Alphabet Soup
Equipment Required: None
Students walk quickly around the room. When the teacher calls out a letter, students form that letter
with their bodies, making the room into a big bowl of alphabet soup. The teacher can encourage
students to be creative and think of their own unique way of forming that letter. Make sure students
have an opportunity to move vigorously between forming of the letters, so that their shape making is
a short rest amidst the movement. For variety, the teacher can call out a spelling word and have students
choose a letter from that word to form. Half the class could also form letters while the other half
guesses the letter. Students may work in pairs or small groups to form letters. For another variation,
the teacher can call out a math question and the students think of the answer and form the number
with their bodies.

Popcorn
Equipment Required: Music, tape/CD player.
Students move to the music like popcorn. They need to keep “popping” for the entire song. Vary the
kind of jumping – one foot, two feet, jumping forward, jumping backward, feet out and in. If possible,
use the song “Popcorn.” If it is not available, use any music that has a quick tempo.

Animal Relays
Equipment Required: None

Using a hallway or an area in the class where students can move from one side to the other, students
work in teams. Select small teams of three or four students so that students are moving most of the
time. Students move to one end of the room and back moving like different animals. Choose animals
that will encourage vigorous movement (e.g., kangaroo, horse, frog, three-legged dog, flamingo).
Call out the next animal as the first team finishes, rather than waiting for all teams to finish. This
de-emphasizes “winning” and encourages continuous movement. For variety, the teacher may try
a “silent” animal race.

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Fitness Circuit

Equipment Required: Fitness Task Cards.

Create six fitness task stations around the room or in the hallway. Divide students into groups and
assign them to a station. Students work at their station for one to two minutes until a signal is given
to move to the next station. Music can be used as a signal. When the music stops, students freeze,
point to the next station then walk to the next station. The students can track their progress by
completing a fitness log or journal after this activity. Fitness stations can be changed and adapted
and given catchy names to fit with themes and units in the class.
Station 1: Jump and wall touch.
Station 2: Stand up/ sit down.
Station 3: Jump and twist.
Station 4: Cancan kicks.
Station 5: Jogging on the spot with arm circles.
Station 6: Alternate knee lifts.

Tambourine Move
Equipment Required: Tambourine or other music maker.
Students move around the room to the beat of the tambourine. The teacher uses the tambourine to
change the tempo and patterns of movement. Teacher can direct the students to move by walking,
hopping, jogging or skipping to the beat.

Music Move and Freeze

Equipment Required: Music, tape or CD player.
Play any upbeat music. The students may bring in music or suggestions. Students move around the
room in beat with the music. When the music stops, students freeze in place. Students may take
turns suggesting different ways of moving (e.g., hopping, “cool walking,” chicken walk, wiggle walk,
one-legged, slow motion, baby speedy steps). For another variation, change the music every time.
Students should change their way of moving to match the music being played.

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Roll the Dice

Equipment Required: Two dice.

The teacher or students choose a fitness activity (e.g., jumping jacks, tuck jumps, star jumps).
Students move around the room to music if desired. Students take turns rolling the dice. They call out
the number and the students stop moving to do that number of the fitness activity, then the students
continue moving. Continue the activity so that the class is moving continuously and several students
have an opportunity to roll the dice.

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A Year at a Glance
APPENDIX C

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XC A Year at a Glance

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Scheduling for Maximum Participation in Health

APPENDIX D
and Physical Education

Creative Timetabling (see sample timetables)

• Combine classes with specialist; or teacher with more Physical Education background or expertise
takes lead on planning, giving instructions, planning assessment, demonstrations.
– Second teacher supports and learns; he/she assists with tracking and assessment, change
room monitoring, group formation, equipment distribution, safety and injury prevention,
supervision.
• Combine classes for large group fitness activities (i.e., fitness circuits, aerobics, dance, fitness
monopoly, etc.).
• Split classes for some periods with one teacher working inside and one working outside.
• Split 50 minute periods into two 25-minute periods for fitness classes.
• Take two minutes from each period and use the time saved for daily vigorous physical activity.
• Use 10 minutes with opening exercises for vigorous activity.
• Use entire time allotted for the use of the gymnasium for physical education. Changing for class
and some instructions can be done prior to the scheduled physical education time period
• Benefits: Opportunity to schedule more physical education classes; professional development
opportunity for teachers to team teach and learn from each other; opportunity for students to
work in different groupings; opportunity for maximum use of time allotted for physical education.
• Challenges: More students in the gymnasium can make it more challenging to ensure active partici-
pation for all; more challenging to monitor safety procedures; scheduling of classes could be
more challenging.

School-Wide Activity Days

• Plan to work together with other classes to organize school-wide activity days, e.g., Activ8
celebration, hop-a-thon, Jump Rope for Heart, Skip-a-thon, kilometer club, neighbourhood walk,
school yard jog, health hustle, school-wide fitness breaks, running clubs, carnival days.
• Plan to do the activities once per year, once per term or once per month.
• Rotate responsibility for organizing the events.
• Link events to other school functions and celebrations.
• Benefits: Opportunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for students to get fresh air; opportunity to build community spirit in the school;
opportunity to link activity to a fundraiser; build awareness of the value of activity; opportunity
for comprehensive school planning by linking the “active” event to other school functions;
opportunity to involve parents and community; public relations opportunity.
• Challenges: Requires time to organize; need to be flexible because of varying weather conditions.

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XD Using Community Facilities

• Use local rinks, fields, courts, pools and other facilities.
• Develop relationships with parks and recreation staff.
• Benefits: Opportunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for students to get fresh air; opportunity to expose students to activities and
experiences that they may try again outside of school time; public relations opportunity to build
links with local community.
• Challenges: Requires time to organize; sometimes costs involved if a reciprocal agreement
cannot be negotiated; sometimes challenging to find a mutually convenient time to use facilities;
may involve transportation costs; need to be flexible because of varying weather conditions.

Scheduling Outdoor Classes

• Schedule an outdoor period for all classes every week, regardless of the time of year.
• Designate specific units and expectations to be covered in an outdoor setting.
• Benefits: Opportunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for fresh air.
• Challenges: Need to overcome challenge of organizing equipment and spaces in advance; need
to be flexible because of varying weather and field conditions.

Using Alternative Spaces

• Plan to use halls, stairwells, utility rooms, stages and other available spaces for limited space
activities.
• Schedule activity time in these alternative spaces.
• Benefits: Opportunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for students to take responsibility for their own fitness improvement if using
these spaces for students to work on fitness challenges.
• Challenges: Need to overcome challenge of organizing equipment and spaces in advance; space
may require more vigilance to ensure safe participation.

Fostering an “I Can” Attitude

• Teachers support each other by doing group activities with several classes together.
• Provide classroom incentive (golden sneaker award, kilometer club, participation awards).
• Make the link to staff personal wellness.
• Provide staff support for wellness (fitness breaks at staff meetings, announcements about physical
activity, encouragement to be active at recess and lunch, support to wear running shoes and
active attire).
• Build in student support. Train student monitors in routines to care for classroom equipment,
set up gym equipment and support playground activity.
• Benefits: School culture of activity and wellness is created, staff role models emerge, compre-
hensive school health is a focus.
• Challenges: May require a shift of attitude and priorities.

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Developing and Expanding Partnerships

• Involve parents. Assign active homework (students can track this in an “Active Fitness Log”).
• Solicit support from school councils (funds for playground equipment, help with school-wide events).
• Create links with high schools and middle schools (opportunities for co-op students and volunteers
in programs, shared facilities).
• Student partnerships. Create “PE buddies” like reading buddies. Older students work with
younger students to teach games and skills and to be active.
• Benefits: Efficient use of resources, long-term support is built into the system; fosters broader
buy-in and support for the value of quality Health and Physical Education.
• Challenges: Fostering partnerships requires time and energy.

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Sample Timetables

Sample 1:
Features:
Timetable for grade 4-6 based on:
• 6-day cycle.
• 4 periods of PE and 1 period of health per cycle.
• Vigorous activity on non-PE days.
Percentage of Curriculum Time per cycle (1920 minutes)
Mathematics – 480 minutes (25%)
Language – 480 minutes (25%)
French as a Second Language – 240 minutes (12.5%)
Science and Technology – 160 minutes (8.3%)
The Arts (Music, Drama, Visual Arts) – 240 minutes (12.5%)
Health and Physical Education – 160 minutes (8.3%)
Social Studies – 120 minutes (6.3%)
TAG – 40 minutes (2.1%)

SAMPLE 1: SIX-DAY SCHEDULE WITH A FOUR-WEEK ROT ATION FOR DAILY VIGOROUS ACTIVITY
Times Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
8:45 – 9:25 Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated
Programming Programming Programming Programming Programming Programming
9:25 – 10:05 Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated
Programming Programming (Health) Programming Programming Programming Programming
10:05 – 10:20 Recess Recess Recess Recess Recess Recess

10:20 – 11:00 Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated

Programming Programming Programming Programming Programming Programming
11:00 – 11:40 Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated
Programming Programming Programming Programming Programming Programming
11:40 – 12:40 Lunch Lunch Lunch Lunch Lunch Lunch

12:40 – 1:20 Social studies Science/Tech Physical Education TAG Drama/Dance Physical Education

1:20 – 2:00 French French French French French French

2:00 – 2:15 Recess Recess Recess Recess Recess Recess

2:15 – 2:55 Physical Education Social Studies Music Visual Arts Social Studies Science/Tech

2:55 – 3:35 Music Drama/Dance Science/Tech Visual Arts Physical Education Science/Tech

Week One: Add Vigorous Activity on Day 2, 11:00 (Math) and Day 4, 9:25 (Language)
Week Two: Add Vigorous Activity on Day 2, 12:40 (Science/Tech) and Day 4, 9:25 (Language)
Week Thr ee: Add Vigorous Activity on Day 2, 9:25 (Language) and Day 4, 10:20 (Math) (Teach Health
on Day 2 at 9:25 with Language)
Week Four: Add Vigorous Activity on Day 2, 2:15 (Social Studies) and Day 4, 11:00 (Language)

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Sample 2: K-8 School

Features:
• 10.5 classes (three kindergartens every other day).
• Primary classes are 25 minutes in length, junior and intermediate are 37.5 minutes.
• When blocking two intermediate periods, there are three primary periods (2 × 37.5 = 3 × 25).
• Junior/intermediate classes have physical education in the afternoon.
• Morning classes run as follows for primary:
8:50 – Opening exercises 12:45 – period 5
8:55 – period 1 1:20 – period 6
9:20 – period 2 1:55 – recess
9:45 – period 2b 2:10 – period 7
10:10 – recess 2:45 – period 8
10:25 – period 3
10:50 – period 4
11:15 – period 4b
11:40 – lunch

Period MONDA Y TUESDA Y WEDNESDA Y THURSDA Y FRIDA Y

1 3/4 3/4 3/4 3/4 3/4
2 2 2 2 2 2
2b 1/2 1/2 1/2 1/2 1/2
RECESS
3 KA/KC KA/KC KA/KC KA/KC KA/KC
4 KB KB KB
4b 1 1 1 1 1
LUNCH
5 8 7 8 7 7/8
6 7 5/6 7 8 4/5
RECESS
7 5/6 7/8 7/8 7/8 5/6
8 4/5 4/5 5/6 4/5 8

578
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Sample 3: Daily PE – 15 Classes

Features:
• Multi classes in gym booked for Fitness Sessions e.g., aerobics to video, STEP routines, circuits.
• All classes get physical activity every day: (Two full periods each plus three Fitness periods of
15 minutes each).
• Transition time is recognized and not included in timetable, e.g., 10 minutes at beginning of day.

SAMPLE SCHEDULE FOR DAILY PHYSICAL EDUCATION: 15 CLASSES

9:10 – 9:45 9:45 – 10:20 10:40 – 11:15 11:15 – 11:45 12:55 – 1:30 1:30 – 2:05 2:30 – 3:00 3:00 – 3:35
Monday 1 2 & 3 & 14 4 5 7 & 12 & 15 8 11 13
(15 Min. Fitness) (15 Min. Fitness)

6& 9 6 & 10
(15 Min. Fitness) (15 Min. Fitness)
Tuesday 2 1& 4 3 6 7 & 11 & 15 9 12 14
(15 Min. Fitness) (15 Min. Fitness)

5& 8 13 & 10
(15 Min. Fitness) (15 Min. Fitness)
Wednesday 1 12 & 9 4 7 3 & 5 & 13 10 11 15
(15 Min. Fitness) (15 Min. Fitness)

14 & 2 6& 8
(15 Min. Fitness) (15 Min. Fitness)
Thursday 2 7 & 10 5 8 1 & 3 & 13 9 12 14
(15 Min. Fitness) (15 Min. Fitness)

11 & 15 4& 6
(15 Min. Fitness) (15 Min. Fitness)
Friday 3 1 & 2 & 14 6 7 8&9 10 13 15
(15 Min. Fitness) (15 Min. Fitness)

4& 5 11 & 12
(15 Min. Fitness) (15 Min. Fitness)
Entrance Recess Lunch Recess Dismissal
9:00 10:20 – 10:35 11:45 – 12:50 2:10 – 2:35 3:40

579
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Summary of Evidence Recording Chart

APPENDIX E
Class: ______________________________________________ Grade: ________________

Understanding Movement Active Communication Highest, Most

of Concepts Skills Participation of Required Consistent Level
(Weight of 1) (Weight of 1) (Weight of 2) Knowledge of Achievement
(Weight of 1)
Student Names

580
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XE Active Participation – Summary of Evidence Chart

APPENDIX F-1
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Active Participation
Level 1 Level 2 Level 3 Level 4
• Participates actively only with constant • Participates actively needing only occa- • Requires no encouragement to participate • Participates actively in a manner that
encouragement. sional encouragement. actively. encourages others to participate.
• Applies few of the required skills. • Applies some of the required skills. • Applies most of the required skills. • Applies all or almost all of the required
• Requires constant reminders regarding • Requires occasional reminders regarding • Follows safe procedures and uses skills.
safety procedures and the safe use of safety procedures and the safe use of equipment and facilities safely. • Follows safe procedures and uses equipment
equipment and facilities. equipment and facilities. and facilities safely, and encourages others
to do so.

Unit: _______ Unit: _______ Unit: _______ Unit: _______ Highest Most
Consistent
Expectation: Expectation: Expectation: Expectation:
Level

Student Names

581
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Communication of Required Knowledge –

APPENDIX F-2
Summary of Evidence Chart
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Communication of Required Knowledge
Level 1 Level 2 Level 3 Level 4
• Communicates poorly, making many • Communicates with some clarity, making • Communicates clearly and precisely, making • Communicates clearly and precisely, making
errors or omissions. some errors or omissions. few errors or omissions. no or almost no errors or omissions.
• Rarely uses appropriate terminology. • Sometimes uses appropriate terminology. • Usually uses appropriate terminology. • Uses appropriate and varied terminology.

Unit: _______ Unit: _______ Unit: _______ Unit: _______ Highest Most
Consistent
Expectation: Expectation: Expectation: Expectation:
Level

Student Names

582
Health and Physical Education – Grade 2 Appendix F-2
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F-2 Movement Skills – Summary of Evidence Chart

APPENDIX F-3
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Movement Skills
Level 1 Level 2 Level 3 Level 4
• Performs few of the skills as described. • Performs some of the skills as described. • Performs most of the skills as described. • Performs all or almost all of the skills as
• Rarely applies skill in other situations • Sometimes applies skill in other situations • Usually applies skill in other situations described.
or activities. or activities. or activities. • Consistently applies skill in other situations
or activities.

Unit: _______ Unit: _______ Unit: _______ Unit: _______ Highest Most
Consistent
Expectation: Expectation: Expectation: Expectation:
Level

Student Names

583
Health and Physical Education – Grade 2 Appendix F-3
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Understanding of Concepts – Summary of Evidence Chart

APPENDIX F-4
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Understanding of Concepts
Level 1 Level 2 Level 3 Level 4
• Shows understanding of few of the • Shows understanding of some of the • Shows understanding of most of the • Shows understanding of all or almost all
required concepts taught, with major required concepts taught, with several required concepts taught, with few of the required concepts taught, with prac-
errors or omissions. minor errors or omissions. minor errors or omissions. tically no errors or omissions.

Unit: _______ Unit: _______ Unit: _______ Unit: _______ Highest Most
Consistent
Expectation: Expectation: Expectation: Expectation:
Level

Student Names

584
Health and Physical Education – Grade 2 Appendix F-4
 Appendices for Grade 2 1/12/01 9:25 AM Page 585

F-4
Chart Participation Rubric
APPENDIX G
Grades 1 to 8
Categories Level 1 Level 2 Level 3 Level 4
Specific Expectation:
• participate vigorously in all aspects of the program
Readiness to Participate • enters the gym late more • usually ready to participate • regularly ready to partici- • always ready to participate
than half of the occasions on time pate on time on time
• infrequently participates • usually participates in class • regularly takes part in class • always takes part in class
actively activities activities activities
Physical Participation • infrequently participates • sometimes participates in a • regularly participates in • always or almost always
in a variety of physical variety of physical activities all physical activities promotes active participa-
activities independently tion in all physical activities
• infrequently participates in • sometimes participates in a • regularly participates in a • routinely promotes and
physical activities outside variety of physical activities wide variety of physical organizes physical activities
of the classroom program outside of the classroom activities outside the outside the classroom
program classroom program program
• experiences difficulty par- • sometimes participates • frequently participates • always participates positive-
ticipating as an individual positively as an individual positively as an individual ly as an individual and in a
or in a group setting or in a group setting and in a group setting group setting
Initiative • infrequently tries new • sometimes attempts new • regularly attempts new • always tries new activities
activities activities with encourage- activities and encourages others to
ment do the same
• infrequently takes on a • sometimes with encourage- • regularly takes on a • routinely asks to play a
leadership role ment leads the class in leadership role in class leadership role in class
activities
• relies on others to begin • sometimes begins activities • frequently begins activities • routinely is a self-starter
physical activities with some teacher independently and provides opportunities
intervention for others to participate
Effor t • infrequently works hard • sometimes works hard • regularly demonstrates a • always strives for personal
(e.g., goes through the with encouragement determined effort best
motions)
• easily distracted from task • sometimes easily distracted • regularly stays on task • routinely encourages
and often distracts others from task and sometimes others to stay on task
distracts others
Enjoyment • infrequently demonstrates • sometimes demonstrates • regularly demonstrates • always or almost always
(Based on the activities they enjoyment from participa- enjoyment from participa- enjoyment from participa- demonstrates enjoyment
choose to participate in) tion in physical activities tion in physical activities tion in physical activities from participation in
physical activities
Social Interaction • infrequently recognizes • sometimes recognizes • regularly recognizes physical • always or almost always
physical activity as a posi- physical activity as a posi - activity as a positive oppor- seeks out and motivates
tive opportunity for social tive opportunity for social tunity for social interaction others to participate
interaction interaction together
• infrequently recognizes the • sometimes recognizes the • regularly recognizes the • always or almost always
role that participation in role that participation in role that participation in recognizes the role that
physical activity plays in physical activity plays in physical activity plays in participation in physical
getting to know and under- getting to know and getting to know and activity plays in getting to
stand self and others understand self and others understand self and others know and understand self
and others

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 68, 69), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / [Link]

585
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Participation Rubric continued

Categories Level 1 Level 2 Level 3 Level 4

Specific Expectation:
• participate vigorously in all aspects of the program
Challenge • infrequently able to describe • sometimes able to accept • regularly accepts the • always or almost always
the feelings resulting from the feelings resulting from feelings resulting from accepts the feelings resulting
challenges, successes, and challenges, successes, and challenges, successes and from challenges, successes
failures in physical activity failures in physical activity failures in physical activity and failures in physical
activity and encourages
others to do so
• infrequently open to new • sometimes open to new • regularly open to new • always or almost always
challenges or trying new challenges or trying new challenges and trying new open to new challenges
activities activities activities or trying new activities
Respect and Support for • infrequently plays or inter- • sometimes will partner with • regularly participates with • always or almost always
Others acts with other students other students anyone in class initiates changes in part-
ners or groups to resolve
conflict or address an
imbalance
• infrequently accepts others • sometimes accepts others • regularly accepts others, • always or almost always
with different ability, with different ability, including those of different encourages the inclusion
culture and gender culture and gender ability, culture and gender of others of different ability,
culture and gender
• infrequently offers positive • sometimes offers positive • regularly encourages others • always or almost always
comments to others comments to others with positive comments encourages others with
(e.g., fabulous, great work, positive comments
you’re getting better)

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 69), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / [Link]

586
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Social Skills Rubric

APPENDIX H
Grades 1 to 8
Categories Level 1 Level 2 Level 3 Level 4
Specific Expectation:
• follow the rules of fair play in games and activities
Self-Expression • rarely expresses • sometimes expresses • regularly and accu- • always or almost
personal feelings, personal feelings, rately expresses own always accurately
ideas and experiences ideas and experiences feelings, ideas and expresses own
experiences with an feelings, ideas and
awareness of audi- experiences with an
ence (e.g., uses “I” awareness of audience
messages)
Response to Others • listens to others when • sometimes listens • regularly listens • always or almost
topics are of personal attentively to others actively to others always listens actively
interest and is atten- (e.g., restates infor- to others
tive for short periods mation accurately, uses
of time effective questioning)
• with assistance • sometimes follows • regularly follows and • encourages others to
follows basic instruc- and outlines instruc- explains instructions listen (e.g., assists the
tions and directions tions and directions when pursuing a task group in maintaining
for familiar games, individually or with the focus, demon-
activities and events others strates active listening,
states different points
of view)
• rarely shows respect • sometimes shows • regularly shows • always or almost
for other people’s respect for other respect for other always shows respect
ideas people’s ideas people’s ideas for other people’s
ideas and encourages
others to do so
Cooperation • with extensive • sometimes shows • regularly shows con- • always or almost
support, shows con- consideration for sideration for others always shows consid-
sideration for others others eration for others and
encourages others to
do so
• with encouragement, • sometimes accepts • regularly accepts • always or almost
accepts leadership of leadership of teachers, leadership of teachers, always accepts leader-
teachers, peers and peers and officials peers and officials ship of teachers,
officials peers and officials
• based on examples • sometimes encour- • regularly encourages • always or almost
modeled in class, ages others others always encourages
encourages others others
• with direct supervi- • with some supervision • regularly stays on task • always or almost
sion stays on task stays on task without direct super- always stays on task
vision and is self-directed
• rarely gives and • sometimes gives and • regularly gives and • always or almost
accepts assistance accepts assistance accepts assistance always gives and
accepts assistance

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 70), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / [Link]

587
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Social Skills Rubric continued

Categories Level 1 Level 2 Level 3 Level 4

Specific Expectation:
• follow the rules of fair play in games and activities
Respect • shows limited patience with • sometimes shows patience • regularly shows patience • always or almost always
others of different abilities with others of different with others of different shows patience with others
abilities abilities of different abilities and
encourages others to do so
• with encouragement, treats • sometimes treats others of • regularly treats others of • always or almost always
others of diversity equally diversity equally diversity equally treats others of diversity
equally
• with encouragement uses • sometimes uses appropri- • regularly uses appropriate • always or almost always
appropriate language when ate language when talking language when talking with uses appropriate language
talking with peers and with peers and teachers peers and teachers when talking with peers
teachers and teachers and encour-
ages others to do so
Fair Play and Activity • rarely follows the rules of • sometimes follows the rules • regularly follows the rules • always or almost always
Etiquette fair play in games and of fair play in games and of fair play in games and follows the rules of fair
activities activities activities play in games and activities
and encourages others to
do so
• rarely respects the deci- • sometimes respects the • regularly respects the deci- • always or almost always
sions made by officials, be decisions made by officials, sions made by officials be respects the decisions
they students, teachers or be they students, teachers they students, teachers or made by officials, be they
coaches or coaches coaches students, teachers or
coaches
Group Interaction • with encouragement works • sometimes works well with • regularly works well with • always or almost always
well with others others others works well with others
• with encouragement takes • sometimes takes turns • regularly takes turns • always or almost always
turns takes turns and encourages
others to do so
Group Decision-Making • with encouragement and • sometimes discusses • regularly discusses options, • always or almost always
support, discusses options options and agrees with the participates in making discusses options, partici-
and agrees with the group’s group’s decisions decisions and agrees with pates in making decisions
decisions the group’s decisions and agrees with the group’s
decisions

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 71), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / [Link]

588
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Safety Rubric – Grades 1 to 8

APPENDIX I
Grades 1 to 8
Categories Level 1 Level 2 Level 3 Level 4
Overall Expectation:
• follow safety procedures related to physical activity, equipment and facilities, and begin to take responsibility for their safety
Activity • rarely dresses appropriately • sometimes dresses appropri- • regularly dresses appropri- • always or almost always
for vigorous physical activity ately for vigorous physical ately for vigorous physical dresses appropriately for
activity activity vigorous physical activity
and is able to explain the
reasons for doing so
• with direct instruction par- • sometimes participates in • regularly participates in • always or almost always
ticipates in appropriate appropriate warm-up con- appropriate warm-up con- participates in appropriate
warm-up conditioning and ditioning and cool-down ditioning and cool-down warm-up conditioning and
cool-down activities activities activities cool-down activities inde-
pendently
• with frequent reminders • with reminders listens • listens attentively to achieve • always or almost always
listens attentively to promote attentively to enhance safe safe and successful partici- listens attentively to achieve
safe and successful partici- and successful participation pation in class safe and successful partici-
pation in class in class pation in class
• beginning to use and • sometimes uses and • regularly uses and explains • always or almost always uses
explain (when asked) the explains (when asked) the (when asked) the impor- and explains (when asked)
importance of safe and importance of safe and tance of safe and controlled the importance of safe and
controlled movements controlled movements movements controlled movements and
encourages others to do so
• with assistance can suggest • beginning to modify activities • regularly practises modifi- • always or almost always
modifications to activities to ensure safety cations to activities to ensure practises modifications to
to ensure safety safety (e.g., reducing the activities to ensure safety
size of the playing surface if and can explain why
walls are too close)
• with assistance applies safety • sometimes applies safety • regularly applies safety • always or almost always
rules and safety procedures rules and safety procedures rules and safety procedures applies safety rules and
while participating in a while participating in a while participating in a safety procedures while
variety of physical activities variety of physical activities variety of physical activities participating in a variety
of physical activities
Equipment • rarely recognizes and • sometimes recognizes and • regularly recognizes and • always or almost always
reports unsafe conditions reports unsafe conditions reports unsafe conditions recognizes and reports
and situations and suggests and situations and suggests and situations and suggests unsafe conditions and situa-
changes changes changes tions and suggests changes
• rarely assumes responsibility • sometimes assumes • regularly assumes respon- • always or almost always
for self and others responsibility for self and sibility for self and others assumes responsibility for
others (e.g., helping to set up self and others
equipment in a safe manner
with adult assistance)
Facility • with assistance, recognizes • sometimes recognizes envi- • regularly recognizes envi- • always or almost always
environments unsafe for ronments unsafe for playing ronments unsafe for playing recognizes environments
playing unsafe for playing
• requires encouragement to • requires encouragement to • regularly accepts and prac- • always or almost always
practise modifications of practise odifications of tises modifications of rules accepts and practises mod-
rules to suit facility rules to suit facility to suit facility use (e.g., ifications of rules to suit
identifying an area out of facility uses and encourages
bounds if part of the field is others to do the same
unsafe)
• rarely reports unsafe con- • sometimes reports unsafe • regularly reports unsafe • always or almost always
ditions to teacher and conditions to teacher and conditions to teacher and reports unsafe conditions
peers peers peers to teacher and peers
Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 67), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / [Link]
589
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Movement Skills Recording Chart

APPENDIX J-1
Knowledge/Skill Category: Movement Skills
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _____________________________________________________
___________________________________________________________________________
Skill Indicators: Level 1 Level 2 Level 3 Level 4
• • Performs few of the • Sometimes performs • Usually performs the • Consistently performs
skills as described. the skills as skills as described. the skills as
• described. described.
• Rarely applies skills • Sometimes applies • Usually applies skills • Consistently applies
•
in other situations or skills in other situa- in other situations or skills in other situa-
•
activities. tions or activities. activities. tions or activities.

Student Names

590
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J-1 APPENDIX J-2

591
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Active Participation Recording Chart

APPENDIX K
Knowledge/Skill Category: Active Participation
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _____________________________________________________
___________________________________________________________________________
Indicators: Level 1 Level 2 Level 3 Level 4
• • Participates actively only with • Participates actively needing • Requires no encouragement to • Participate actively in a man-
• constant Encouragement. only occasional encouragement. participate actively. ner that encourages others to
• participate.
• Applies few of the required • Applies some of the required • Applies most of the required • Applies all, or almost all, of
•
skills. skills. skills. the required skills.
• • Requires constant reminders • Requires occasional • Follows safe procedures and • Follows safe procedures and
• regarding safety procedures reminders regarding safety uses equipment and facilities uses equipment and facilities
and the safe use of equipment procedures and the safe use of safely safely, and encourages others
and facilities. equipment and facilities. to do so.
Student Names

592
Health and Physical Education – Grade 2 Appendix K
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XK Communication of Required Knowledge Recording Chart

APPENDIX L
Knowledge/Skill Category: Communication of Required Knowledge
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _____________________________________________________
___________________________________________________________________________
Indicators: Level 1 Level 2 Level 3 Level 4

• • Communicates poorly, • Communicates with • Communicates clearly • Communicates clearly

• making many errors some clarity, making and precisely, making and precisely, making
• or omissions. some errors or few errors or omis- no, or almost no,
• omissions. sions. errors or omissions.
• • Rarely uses appropri- • Sometimes uses • Usually uses appro- • Uses appropriate and
• ate terminology. appropriate priate terminology. varied terminology.
terminology.
Student Names

593
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Understanding of Concepts Recording Chart

APPENDIX M-1
Knowledge/Skill Category: Understanding of Concepts
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _____________________________________________________
___________________________________________________________________________
Indicators: Level 1 Level 2 Level 3 Level 4

• • Shows understanding • Shows understanding • Shows understanding • Shows understanding

• of few of the required of some of the of most of the of all, or almost all,
• concepts taught, with required concepts required concepts of the required
• major errors or taught, with several taught, with few concepts taught, with
• omissions. minor errors or minor errors or practically no errors
• omissions. omissions. or omissions.

Student Names

594
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M-1 APPENDIX M-2

595
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Anecdotal Observation Recording Chart

APPENDIX N
*Use for ongoing assessment of expectations in combination with an assessment tool to provide indicators.

Class: ______________________________________________ Unit: __________________

Expectation(s): _____________________________________________________________
___________________________________________________________________________

596
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XN APPENDIX O-1
Self/Peer Participation
Assessment Target
Name: _______________________________ Class: _____________ Grade: __________
Knowledge/Skill Category: __________________________________________________
Expectations: ________________________________________________________________
____________________________________________________________________________

1
2
3
4

597
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APPENDIX O-2
Self/Peer Participation
Assessment Pyramid
Name: _______________________________ Class: _____________ Grade: __________
Knowledge/Skill Category: __________________________________________________
Expectations: ________________________________________________________________
____________________________________________________________________________

598
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O-2 APPENDIX O-3

Self/Peer Participation
Assessment Star
Name: _______________________________ Class: _____________ Grade: __________
Knowledge/Skill Category: __________________________________________________
Expectations: ________________________________________________________________
____________________________________________________________________________

2 4

599
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APPENDIX O-4
Response to Others
Self-Assessment (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:

1p33 Follow instructions, pay attention, attempt new activities.

1p38 Demonstrate respect for others in group situations (e.g., being courteous,
speaking kindly).
2p40 Demonstrate appropriate interpersonal skills and respectful behaviour
(e.g., displaying etiquette, playing fairly, cooperating) in physical activities.
3p37 Demonstrate respect for the abilities and feelings of others (e.g., accepting
everyone into the group).
3p39 Communicate positively to help and encourage others.

Draw yourself on the step that describes you today.

I always speak
kindly, and listen
to others.
I speak kindly and
listen to others.

I sometimes speak
kindly and listen to
others.
I need reminders
to speak kindly and
listen to others.

600
Health and Physical Education – Grade 2 Appendix O-4
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O-4 APPENDIX O-5

“I Listen”
Self-Assessment (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Grade: 1, 2
Expectations:

1p33 Follow instructions, pay attention, attempt new activities.

2p34 Stay on task, follow instructions, pay attention, and see tasks through to
completion.

Write the DATE on the rung of the ladder

that best describes you today.

I always pay attention and

follow instructions. _________

I pay attention and follow

instructions. ______________

I sometimes pay attention and

follow instructions. _________

I need help and reminders

to pay attention and follow
instructions. ______________

601
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APPENDIX O-6
Safe Activity
Self-Assessment (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:

1p30 Follow safety procedures related to physical activity, equipment and facilities.
2p30 Follow safety procedures related to physical activity, equipment and facilities.
3p29 Follow safety procedures related to physical activity, equipment and facilities

Write the DATE in the box

that best describes you today.

With help and reminders, I play safely. With reminders, I play safely.
______________ ______________

I play safely. I play safely and help others play safely.

______________ ______________

602
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 Appendices for Grade 2 1/12/01 9:26 AM Page 603

O-6 APPENDIX O-7

I am Ready for Physical Education (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:

1p30 Follow safety procedures related to physical activity, equipment, and facilities.
1p32 Display readiness to participate in the instructional program (e.g., joining
in readily, wearing appropriate clothing, removing jewelry).
2p30 Follow safety procedures related to physical activity, equipment and facilities.
2p33 Display readiness to participate in the instructional program (e.g., taking
out and putting away equipment, joining in readily, wearing appropriate
clothing, and applying sun protection when necessary).
3p29 Follow safety procedures related to physical activity, equipment and facilities.

Write the DATE in the box that best describes you.

I wear my running shoes once in a while. I wear my running shoes some days.
______________ ______________

I wear my running shoes most days. I wear my running shoes every day.
______________ ______________

603
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APPENDIX O-8
Cooperation and Fair Play
Self-Assessment (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:

1p37 Work cooperatively with others (e.g., sharing equipment, helping others).
2p40 Demonstrate appropriate interpersonal skills and respectful behaviour
(e.g., displaying etiquette, playing fairly, co-operating) in physical activities.
3p38 Follow the rules of fair play in games and activities (e.g., giving everyone a
chance to play).

Write the DATE under the picture that describes you today.

I need reminders to play fairly and I sometimes play fairly and cooperate.
cooperate.

(frog egg) (tadpole)

I play fairly and cooperate. I always play fairly and cooperate.

(froglet) (frog)

604
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O-8 APPENDIX O-9

Self/Peer
Assessment Target (primary)
Name: _______________________________ Class: _______________________________
Knowledge/Skill Category: Active Participation
Expectations:

1p31; 2p31; 3p30 Participate vigorously in all aspects of the program

1p34; 2p35; 3p33 Participate in moderate to vigorous physical activity for 5-10 minutes
(Grades 1 and 2) or 8 – 10 minutes (Grade 3)

Stopped more
1 than four times

Stopped
2 3-4 times

Stopped once
3 or twice

Did not stop

4 moving for
5-10/8-10
minutes

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APPENDIX O-10
Student Assessment – Movement Skill
Checklist
Grade: _______________________________ Skill: _______________________________

What to look for:

Get Ready

Insert picture

Action

Insert picture

Follow-Through

Insert picture

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-10 TRANSFERABLE SKILLS – STRATEGIES AND TACTICS

APPENDIX P

It is helpful to teach games by grouping them into categories with games of similar type. Widening
the focus can help to bridge the gap between developing skills and learning strategies. As students
learn strategy while playing, they develop an intrinsic motivation to build their skills. With a balanced
skills/strategy approach, students learn more than just “the rules of the game.” They become thinking
players, learning to deal with the challenge of the unexpected and using opportunities to give and
receive feedback. Ask students to think about making connections to the game experience and to
take responsibility for increasing the challenge in games. Students who are engaged in the activity
are more likely to continue seeking out opportunities to be active.
Grouping games and activities into categories can help students see the connections between the
activities. Junior and intermediate students can use similar game strategies in each of these game
categories.

Tar get-type games (e.g., croquet, golf, archery, curling, bowling)

Target-type games emphasize accuracy and control. Modify challenges by changing target size,
distance and equipment, by using stationary or mobile targets and by having the players shoot
while stationary or mobile. Strategies used in target games include:

Strategy Criteria

Offensive • Planning path to target

Defensive • Blocking path of object

Net/Wall-Type Games (e.g., tennis, 4-square, badminton, table tennis, volleyball)

Net/wall-type games involve moving and controlling an object and hitting it within a specified space.
Players work to make it difficult for other players to gain possession of the object or to send it back
to the wall or across the net. Small numbers of players are usually involved in net/wall games.
Strategies used include:

Strategy Criteria

Offensive • Place object in a difficult spot for opponent to return

• Varying shots; speed, distance, height
Defensive • Assume “ready position”

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Striking/Fielding-Type Games (e.g., baseball, cricket, rounders, softball)

Striking/fielding-type games can involve running, striking, throwing, kicking and catching. Runners
hit, kick or throw an object then score runs by running to designated areas. Fielders retrieve the
object and get it to a specified place to stop runs from being scored and to get opponents out.
Because of the many aspects of the game, strategy for striking/fielding games can be challenging.
Basic strategies include:

Strategy Criteria

Offensive • Placement of object where the defender can’t easily make a play
• Score runs by advancing to safe areas
Defensive • React and anticipate object movement
• Assume “ready position”
• Quick fielding of object

Invasion/Territory-Type Games (e.g., soccer, handball, ultimate Frisbee, football, basketball,

lacrosse, field hockey).
Invasion/territory-type games involve controlling an object, keeping it away from opponents and
moving it into a scoring position to score on a target. Games can be modified to be simple running
games or to use a specified skill (kicking, throwing). Depending on whether the team has control
of the object or not, the team uses offensive or defensive strategies:

Strategy Criteria

Offensive • Keeping possession of ball/object

• Attempting to move in the direction of the goal
• Moving into and creating open spaces
Defensive • Staying between the offensive player and the goal
• Using hands, feet, stick or body to prevent a pass or scoring
attempt

Considerations
All games and activities can be adapted to meet the level appropriate for students. With any activity,
consider the following questions and adapt the activity as needed:
• Is the activity safe?
• Do all students have an opportunity to be active?
• Does the activity build on skills and strategies that the student has been taught?
• Can adaptations be made so that students of all abilities can be involved?
• Are positive social skills reinforced?
• Does the structure need to be adjusted (e.g., play in smaller groups with rule variations)?
• How can the challenge/fun factor be increased?

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TRANSFERABLE SKILLS – Sending/Receiving/Carrying

APPENDIX Q

Developing the fundamental movement skills of locomotion, manipulation and stability are a focus
of the elementary Health and Physical Education curriculum. In Grades 1-8, students have opportu-
nities to develop and combine fundamental movement skills .
Basic locomotion skills include: walking, running, hopping, skipping, galloping, chasing,
fleeing, dodging.
Stability skills include: turning, rolling, twisting, balancing, transferring weight, jumping and
landing, stretching, curling
Manipulation skills include throwing and catching, kicking, dribbling, punting, collecting,
volleying, striking with implements.

Combining movement skills or adding the elements of effort, relationships, body awareness and
space awareness can make the skills more complex.

Effort Relationships Body Awareness Awareness of Space

(how the body moves)

• Time (slow, fast) • Of body parts (round, • Individual, whole body, • Levels (low, medium,
narrow, curved, wide, body shapes, body high)
• Force (strong, light) twisted, symmetrical) parts • Directions (up/down,
• Flow (bound, free) • With objects and/or forward/backward,
people (over/under, right/left,
on/off, near/far, in clockwise/counter
front/behind, clockwise)
along/through, meeting/ • Location (self, general
parting, surrounding, space)
around, alongside)
• Pathways (curved,
• With people straight, zigzag,
(leading/following, smooth, broken)
mirroring/matching,
unison/contrast, • Extensions (far/near,
between groups, large/small)
groups, partners,
solo, alone in a group)

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When combining movement skills, students will be performing a variety of sending, receiving and
carrying skills. Helping students make connections between the skills will help students transfer
knowledge and apply what they already know to learning new skills. Each sending, receiving and
carrying skill should include a ready position, execution and follow-through. Breaking down skills
into component parts, and simplifying skills can make it easier for students to understand and
improve.

The following critical elements of sending, receiving and catching skills can be transferred from
sport to sport and can be emphasized in any sending, receiving and carrying skill.

Strategy Critical Elements

Sending • Intent to move an object

• Weight evenly distributed
• Back swing (wind up)
• Square to target
• Weight transfer
• Follows through
Receiving • Intent to catch an incoming object
• Eye contact/focus
• Anticipation
• Ready Position
– weight evenly distributed on both feet
– knees bent
– low centre of gravity
Car rying • Maintain possession of object while stationary or travelling
• In control with/without opponent
• Ability to change directions, speed/levels

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