Big Ideas
Big Ideas
Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.
Learning about ourselves and others helps us develop a positive attitude and caring behaviours, which helps us build healthy relationships.
Knowing about our bodies and making healthy choices helps us look after ourselves.
Good health comprises physical, mental, and emotional well-being.
Content
Learning Standards
Content
proper technique for fundamental movement skills, including non-locomotor
movement skills performed “on the spot” without travelling across the floor or surface; could include:
, locomotor- balancing
- bending
- twisting
- lifting
movement skills that incorporate travelling across the floor or surface; could include:
, and manipulative- rolling
- jumping
- hopping
- running
- galloping
movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; skills could include:
skills
- bouncing
- throwing
- catching
- kicking
- striking
how to participate in different types of physical activities, including individual and dual activities
activities that can be done individually and/or with others; could include:
, rhythmic activities- jumping rope
- swimming
- running
- bicycling
- Hula Hoop
activities designed to move our bodies in rhythm; could include:
, and games- dance
- gymnastics
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
relationships between food, hydration, and health
- food gives us energy and helps us grow
- food connects to self, family, history, culture, tradition, nature and community
- water refreshes us and helps us grow, learn and play
practices that promote health and well-being
- getting adequate sleep
- participating in physical activity
- making healthy eating choices
- participating in relaxing activities
- illness prevention through washing hands and proper hygiene
names for parts of the body, including male and female private parts
could include:
- male and female private parts
- recognizing that nobody can touch your private parts without your consent
- arms
- legs
- heart
- muscles
appropriate and inappropriate ways of being touched
(e.g., consensual touch that feels welcome and safe – medical checkups, high-fives)
(e.g., touch that hurts or makes us feel uncomfortable – being hit, touching of private parts)
different types of substances
could include:
- poisons
- medications
- psychoactive substances
hazards and potentially unsafe situations
could include:
- cars on the road
- recognizing when strangers ask you to do uncomfortable things (e.g., getting in a vehicle, going to a different location, separating you from your class or family/ caregiver
caring behaviours
could include:
in groups and families
- nurturing
- providing guidance
- loving
- respecting
emotions and their causes and effects
reliable sources
could include:
of health information
- medical professionals
- safety/medical signs
- parents
Curricular Competency
Learning Standards
Curricular Competency
Physical literacy
Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments
Describe the body’s reaction to participating in physical activity in a variety of environments
- How is your breathing different when you are running in a game and when you are sitting?
Develop and demonstrate safety, fair play, and leadership in physical activities
Healthy and active living
Participate daily in physical activity at moderate to vigorous intensity levels
Identify opportunities to be physically active at school, at home, and in the community
- What kinds of activities do you like to participate in on a daily basis at school, at home, or in the community?
Identify and explore a variety of foods and describe how they contribute to health
- Examples of ways to explore a variety of foods: by colour, texture, shape, size, smell, how and where they grow.
Identify opportunities to make choices that contribute to health and well-being
Identify sources of health information
identifying sources of support (e.g., trusted adults, school staff) for disclosing uncomfortable experiences, such as inappropriate touch
Social and community health
Identify and describe a variety of unsafe and/or uncomfortable situations
- What are some factors that might make a situation unsafe and/or uncomfortable?
- identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)
- identifying trusted adults versus strangers
- recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
Develop and demonstrate respectful behaviour when participating in activities with others
- How do caring behaviours make people feel?
- developing an initial understanding of consent:
- understanding personal boundaries and respecting the boundaries of others (e.g., body boundaries, emotional boundaries)
- ensuring affirmative consent (yes means yes) and obtaining permission before doing things
- saying “no” and “stop” in respectful and assertive ways
- listening and respecting when others say “no” or “stop it”
Identify caring behaviours among classmates and within families
- understand personal space (e.g., body bubbles)
- asking for permission to touch or hug a person
- respecting “no” or “stop”
- showing respect for the boundaries of others
Mental well-being
Identify and describe practices that promote mental well-being
- What are some practices that help you feel good about yourself?
Identify and describe feelings and worries
Identify personal skills, interests, and preferences