Physical and Health Education 4

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Curriculum Physical and Health Education Grade 4 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.
Knowing what we enjoy doing and knowing about our opportunities to participate in those activities helps us develop an active lifestyle.
Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle.
Personal choices and social and environmental factors influence our health and well-being.
Developing healthy relationships helps us feel connected, supported, and valued.

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 this physical activity?  
  • Examples of methods of monitoring physical exertion levels:
    • heart rate monitors
    • rate of perceived exertion scales
    • talk test
  • Examples of types of physical activity:
    • indoor or outdoor activities
    • team games or recreational activities 
 
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 describe preferred types of physical activity

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
  • Why is it important to eat a variety of foods from the different food groups?
  • How might health messages in the media influence your behaviour?
  • Example of a strategy for pursuing personal healthy-living goals: Outline the following:
    • What do I want to do?
    • Where can I do this?
    • When can I do this?
    • Who might I do this with?
 
Participate daily in physical activity at moderate to vigorous intensity levels
Identify and describe opportunities for and potential challenges to participation in preferred types of physical activity at school, at home, and in the community
Explain the relationship of healthy eating to overall health and well-being
Identify and describe factors that influence healthy choices
Examine and explain how health messages can influence behaviours and decisions
Identify and apply strategies for pursuing personal healthy-living goals

Social and community health

Mental well-being

Mental well-being
Mental well-being
  • What strategies do you use to promote your mental well-being?
  • What resources exist in your school and/or community to help students with problems related to mental well-being and/or substance use?
  • How do the various changes you may be experiencing during puberty influence your relationships with others?
  • Examples of factors that influence mental well-being:
    • self-esteem
    • self-efficacy
    • stress levels
    • personal interests
 
Describe and assess strategies for promoting mental well-being
Describe and assess strategies for managing problems related to mental well-being and substance use
Explore and describe strategies for managing physical, emotional, and social changes during puberty
Describe factors that positively 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 heart rate monitors
  • checking pulse
  • checking rate of perceived exertion (e.g., a five-point scale to self-assess physical exertion level)
 
how to participate in 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
 
benefits
benefits
could include:
  • developing a stronger heart, muscles, and bones
  • burning off excess energy
  • helping focus attention in class
  • promoting optimal growth and development
  • helping us feel good
  • lowering stress levels
  • having fun with friends
 
of physical activity and exercise
practices that promote health and well-being, including those relating to physical activity
physical activity
getting at least 60-90 minutes of daily physical activity at moderate to vigorous intensity levels 
, sleep
sleep
getting approximately 10-11 hours of sleep each night 
, healthy eating
healthy eating
choosing a variety of foods from the different food groups to support a healthy lifestyle 
, and illness prevention
illness prevention
practices could include:
  • washing hands
  • covering mouth when coughing
  • washing hands after sneezing and/or coughing
  • resting when sick
  • staying away from others when sick
 
food portion sizes and number of servings
number of servings
recommended daily servings for students aged 9-13:
  • six servings of vegetables and fruit
  • six servings of grain products
  • three to four servings of milk and alternatives
  • one to two servings of meat and alternatives
 
communicable
communicable
illnesses that can be spread or contracted from person to person 
and non-communicable
non-communicable
illnesses that cannot be “caught” from someone else 
illnesses
media messaging
media messaging
health-related messages that are communicated through media sources, such as the Internet, magazines, TV 
and body image
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)
 
, including identifying common lures or tricks used by potential abusers
lures or tricks used by potential abusers
could include:
  • offering special attention or compliments
  • saying they know a family member
  • using the Internet to get to know you
 
strategies for responding to bullying, discrimination, and violence
strategies for responding to bullying, discrimination, and violence
could include:
  • assessing the situation
  • avoiding
  • being assertive
  • reporting
  • seeking help
 
potential effects of psychoactive substance
psychoactive substance
could include:
  • alcohol
  • tobacco
  • illicit drugs
  • solvents
 
use, and strategies for preventing personal harm
factors that influence self-identity, including body image
body image
how we see and feel about our bodies; can be influenced by the words and actions of others 
and social media
social media
students might receive and/or send comments to others around various topics, including:
  • how they look
  • what they’re wearing
  • what they believe in
  • what their cultural background might be
 
physical
physical
how students’ bodies are growing and changing during puberty 
, emotional
emotional
how students’ thoughts and feelings might evolve or change during puberty 
, and social
social
how students interact with others and how their relationships might evolve or change during puberty 
changes that occur during puberty, including those involving sexuality
sexuality
having a capacity for sexual feelings 
and sexual identity
sexual identity
a component of a person’s identity that reflects his or her sexual self-concept 
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.