Physical and Health Education 3

Physical and Health Education K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Physical and Health Education Grade 3 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being.
Movement skills and strategies help us learn how to participate in different types of physical activity.
Adopting healthy personal practices and safety strategies protects ourselves and others.
Having good communication skills and managing our emotions enables us to develop and maintain healthy relationships.
Our physical, emotional, and mental health are interconnected.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

Physical literacy

Physical literacy
Physical literacy
  • What types of strategies can help you succeed in different physical activities?
  • Example of a method of monitoring exertion levels: using a 1-5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, choose the number that you feel best describes how you are feeling in relation to your exertion levels
  • Examples of types of physical activity:
    • indoor or outdoor activities
    • individual activities or activities with others 
 
Develop and apply a variety of fundamental movement skills in a variety of physical activities and environments
Apply a variety of movement concepts and strategies in different physical activities
Apply methods of monitoring exertion levels in physical activity
Develop and demonstrate safety, fair play, and leadership in physical activities
Identify and explain factors that contribute to positive experiences in different physical activities

Healthy and active living

Healthy and active living
Healthy and active living
  • Examples of potential challenges:
    • lack of time after school
    • not knowing where to be physically active
    • not having access to places to be physically active
  • What are some factors that can help you make healthy eating choices in different places?
  • Where can you find health information when you are at school?
  • Examples of strategies for pursuing personal healthy-living goals:
    • identify an area related to healthy living that you would like to focus on (e.g., “I want to be more physically active”)
    • explore possible ways to reach your goal (e.g., “I can play with my friends at recess and at lunch when I’m at school or join a sports team”)
 
Participate daily in physical activity at moderate to vigorous intensity levels
Identify and describe opportunities for and potential challenges to being physically active at school, at home, and in the community
Explore and describe strategies for making healthy eating choices in a variety of settings
Describe ways to access information on and support services for a variety of health topics
Explore and describe strategies for pursuing personal healthy-living goals

Social and community health

Mental well-being

Mental well-being
Mental well-being
  • Examples of strategies that promote mental well-being:
    • getting enough sleep
    • talking about feelings
    • participating in regular physical activity
  • How do the various changes you may be experiencing influence your relationships with others?
  • Examples of factors that influence mental well-being:
    • self-esteem
    • self-efficacy
    • stress levels
    • personal interests
 
Identify and apply strategies that promote mental well-being
Describe physical, emotional, and social changes as students grow older
Describe factors that influence mental well-being and self-identity

Content

Students are expected to know the following:
proper technique for fundamental movement skills, including non-locomotor
non-locomotor
movements performed “on the spot” without travelling across the floor or surface; could include:
  • balancing
  • bending
  • twisting
  • lifting
 
, locomotor
locomotor
movement skills that incorporate travelling across the floor or surface; could include:
  • rolling
  • jumping
  • hopping
  • running
  • galloping
 
, and manipulative
manipulative
movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; could include:
  • bouncing
  • throwing
  • catching
  • kicking
  • striking
 
skills
movement concepts
movement concepts
include:
  • body awareness (e.g., parts of the body, weight transfer)
  • spatial awareness (e.g., general spacing, directions, pathways)
  • effort awareness (e.g., speed, force)
  • relationships to/with others and objects
 
and strategies
strategies
include a variety of approaches that will help a player or team successfully achieve a movement outcome or goal (e.g., moving into space away from an opponent to receive a pass) 
ways to monitor physical exertion levels
monitor physical exertion levels
could include using a 1-5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, and students choose the number that they feel best describes how they are feeling in relation to their exertion levels 
different types of physical activities, including individual and dual activities
individual and dual activities
activities that can be done individually and/or with others; could include:
  • jumping rope
  • swimming
  • running
  • bicycling
  • Hula Hoop
 
, rhythmic activities
rhythmic activities
activities designed to move our bodies in rhythm; could include:
  • dancing
  • gymnastics
 
, and games
games
types of play activities that usually involve rules, challenges, and social interaction; could include:
  • tag
  • parachute activities
  • co-operative challenges
  • Simon Says
  • team games
  • traditional Aboriginal games
 
practices that promote health and well-being, including those relating to physical activity
physical activity
getting 60-90 minutes of moderate to vigorous physical activity each day 
, sleep
sleep
getting approximately 10-11 hours of sleep each night 
, and illness prevention
illness prevention
practices could include:
  • washing hands
  • covering mouth when coughing
  • resting when sick
  • staying away from others when sick
 
nutrition
nutrition
  • types of roles of nutrients
  • eating three meals and two to three snacks each day
  • limiting foods high in fat, sodium, and sugar
 
and hydration
hydration
water is the best choice for hydration 
choices to support different activities and overall health
strategies for accessing health information
strategies for accessing health information
could include:
  • speaking to a trusted adult
  • speaking to a medical professional
  • looking for health and safety signs
 
strategies and skills to use in potentially hazardous, unsafe, or abusive situations
strategies and skills to use in potentially hazardous, unsafe, or abusive situations
could include:
  • using a strong voice to say “no,” “stop,” “I don’t like this”
  • calling out for help and getting away if possible
  • telling a trusted adult until you get help
  • not giving out personal information (e.g., to strangers, on the Internet)
 
nature and consequences of bullying
effects of different substances
substances
could include:
  • poisons
  • medications
  • psychoactive substances
 
, and strategies for preventing personal harm
relationship between worries and fears
factors that influence self-identity
factors that influence self-identity
could include:
  • cultural heritage
  • interests
  • media
  • peers
 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.