Physical and Health Education 5

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Curriculum Physical and Health Education Grade 5 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Daily physical activity enables us to practice skillful movement and helps us develop personal fitness.
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 strategies can you use to gain some type of advantage in a game situation?
  • Examples of methods of monitoring and adjusting physical exertion levels:
    • heart rate monitors
    • rate of perceived exertion scales to self-assess exertion levels and make appropriate adjustments related to the activity
  • Examples of types of physical activity:
    • indoor or outdoor activities
    • individual activities or activities with others
    • competitive or non-competitive activities 
 
Develop and apply a variety of fundamental movement skills in a variety of physical activities and environments
Develop and apply a variety of movement concepts and strategies in different physical activities
Apply methods of monitoring and adjusting 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
  • Which health components of fitness are influenced by the different types of physical activities you participate in?
  • Examples of potential challenges:
    • lack of time after school
    • not knowing where to be active
    • not having access to places to be physically active
  • How do the different types of foods you eat influence how you feel on a daily basis?
  • Who can you speak with if you have concerns about health issues and/or are unsure about medical instructions?
  • Which strategies were most successful in helping you pursue your healthy-living goals?
 
Participate daily in physical activity designed to enhance and maintain health components of fitness
Identify and describe opportunities for and potential challenges to participation in preferred types of physical activity at school, at home, and in the community
Analyze and describe the connections between eating, physical activity, and mental well-being
Describe the impacts of personal choices on health and well-being
Describe strategies for communicating medical concerns and getting help with health issues
Identify, apply, and reflect on strategies used to pursue personal healthy-living goals

Social and community health

Mental well-being

Mental well-being
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?
  • How might you view yourself differently at home and at school?
 
Describe and assess strategies for promoting mental well-being, for self and others
Describe and assess strategies for managing problems related to mental well-being and substance use, for others
Explore and describe strategies for managing physical, emotional, and social changes during puberty
Explore and describe how personal identities adapt and change in different settings and situations

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
plans and/or ideas 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 and adjust physical exertion levels
monitor and adjust 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
 
differences between the health components of fitness
health components of fitness
five different aspects that influence overall health and effect our ability to meet the physical demands of everyday living; include:
  • muscular strength — exerting maximal force to lift and/or move an object (e.g., completing one push-up)
  • muscular endurance — ability of the muscles to exert submaximal force over a prolonged period of time (e.g., doing more than one push-up)
  • cardiovascular endurance — ability of the heart and lungs to work together and provide blood and oxygen to the working muscles over a period of time (e.g., jogging)
  • flexibility — the ability of a joint and the surrounding muscles to move through a full range of motion (e.g., stretching)
  • body composition — the ratio of fat tissue to fat-free body tissue
 

training principles to enhance personal fitness levels, including the FITT principle

FITT principle
a guideline to help develop and organize personal fitness goals based on:
  • Frequency — how many days per week
  • Intensity — how hard one exercises in the activity (e.g., percentage of maximum heart rate)
  • Type — the type of activity or exercise, focusing on the fitness goal (e.g., jogging for cardio endurance)
  • Time — how long the exercise session lasts
 

benefits
benefits
could include:
  • developing a stronger heart, muscles, and bones
  • burning off excess energy
  • helping focus attention more in class
  • promoting optimal growth and development
  • helping us feel good
  • lowering stress levels
  • having fun with friends
 
of physical activity and exercise
food choices
food choices
include:
  • local and seasonal foods
  • whole/natural foods versus processed foods
 
to support active lifestyles and overall health
practices that promote health and well-being, including those that prevent communicable
prevent communicable
prevention practices could include:
  • hand washing
  • covering mouth when coughing
  • washing hands after sneezing and/or coughing
  • staying away from others when sick
 
and non-communicable illnesses
non-communicable illnesses
prevention practices could include:
  • regular physical activity
  • healthy eating
  • stress management
  • regular sleep patterns
 
sources of health information and support services
sources of health information and support services
could include:
  • medical professionals
  • trusted adults
  • medical clinics
  • community support services
 
strategies to protect themselves and others
strategies to protect themselves and others
could include:
  • knowing their right not to be abused
  • being assertive
  • avoiding potentially unsafe situations
  • safe use of the Internet
  • identifying tricks and lures used by predators
 
from potential abuse, exploitation, and harm in a variety of settings
factors influencing use of psychoactive substances
psychoactive substances
could include:
  • alcohol
  • tobacco
  • illicit drugs
  • solvents
 
, and potential harms
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 an person’s identity that reflects his or her sexual self-concept 
, and changes to relationships
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.