Catholic District School Board Writing Partnership

Course Profiles

Course Profile Healthy Active Living Education Grade 10 Open

 for teachers by teachers

This sample course of study was prepared for teachers to use in meeting local classroom needs, as appropriate. This is not a mandated approach to the teaching of the course. It may be used in its entirety, in part, or adapted.

April 2000 Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

Acknowledgments Catholic District School Board Writing Team – Healthy Active Living Education

Catholic Curriculum Cooperative Writing Partnership

Lead Board Simcoe Muskoka Catholic District School Board Jim Hall, Project Manager

Course Profile Writing Team Anne Burns, Simcoe Muskoka Catholic District School Board Karen Connolly, Simcoe Muskoka Catholic District School Board Jim Hall, Simcoe Muskoka Catholic District School Board Laura Gulley-Annecca, Simcoe Muskoka Catholic District School Board Michele May, Simcoe Muskoka Catholic District School Board Craig McLaughlin, Simcoe Muskoka Catholic District School Board

Peer Review Team Patricia Coburn, Toronto Catholic District School Board John Jalsevac, Toronto Catholic District School Board Paul McAlpine, Toronto Catholic District School Board

Internal Review Team Theresa Conklin, Huron Perth Catholic District School Board Frank Farrell, Algonquin and Lakeshore Catholic District School Board Randy Riel, Peterborough, Victoria, Northumberland and Clarington Catholic District School Board

Consultants Dr. Pat Carney, Simcoe Muskoka Catholic District School Board Bill Ironside, Simcoe Muskoka Catholic District School Board Debra Slingerland, Simcoe Muskoka Catholic District School Board

 Healthy Active Living Education - Open Course Overview Healthy Active Living Education, Grade 10, Open

Identifying Information Course Title: Healthy Active Living Education Grade: 10 Course Type: Open Ministry Course Code: PPL2O Credit Value: 1 Course Developers: Anne Burns, Karen Connolly, Jim Hall, Laura Gulley Annecca, Michele May, Craig McLaughlin Development Date: February 2000 Course Revisors: John Jalsevac, Paul McAlpine, Patricia Coburn

Description/Rationale This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Through the achievement of the Ministry and the Ontario Catholic School Graduate expectations the student will apply movement principles to refine skills; participate in a variety of activities that enhance personal competence, fitness, and health; examine issues related to healthy sexuality, healthy eating, substance use and abuse; and apply informed decision-making, conflict resolution, and social skills in making personal choices. Aspects of this course include career education, community resources, and education for exceptional students. “Life and physical health are precious gifts entrusted to us by God. We must take reasonable care of them, taking into account the needs of others and the common good.” (Catechism of the Catholic Church, CCC, 2288)

How This Course Supports the Ontario Catholic School Graduate Expectations Through Healthy Active Living Education students learn to appreciate the health and well-being of the entire person from a physical, social, emotional, intellectual, and spiritual perspective. In addition, students gain respect for the many different ways and levels in which we have all been gifted by God. This course encourages respect for the dignity and welfare of self and others and promotes the living of gospel values. At the back of the profile is a list of gospel references and the appropriate unit in which they could be used.

Unit Titles (Time + Sequence) Unit 1 Interactive Games and Physical Fitness 33 hours Unit 2 Nutrition 12 hours Unit 3 Conflict Resolution and Anger Management 6 hours Unit 4 Healthy Lifestyle Choices: Growth and Sexuality, Substance Use and Abuse 7.5 hours Unit 5 Outdoor Education 13.5 hours Unit 6 Individual and Team Activities 38.5 hours

 Healthy Active Living Education - Open Unit Organization

Unit 1: Interactive Games and Physical Fitness Time: 33 hours Description Students develop an appreciation for the sacredness of the human body. Through participation in various interactive games, students demonstrate respect for the rights, responsibilities and contributions of both self and others, e.g., modelling positive behaviour, encouraging others. Students assess their personal fitness levels, design and/or review and make appropriate revisions to their personal programs for daily, health related fitness activities. Students participate actively and safely in vigorous physical activities designed to maintain or improve personal fitness levels. Community resources and career opportunities are explored. “Better off poor, healthy, and fit than rich and afflicted in body. Health and fitness are better than any gold, and a robust body than countless riches.” (Sir 30:14-15) Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d, 1i, 2a, 2b, 3c, 3e, 4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h, 5a, 5c, 5e, 7a, 7b, 7c. Strand(s): Physical Activity, Active Living, Living Skills Overall Expectations: PAV.02, ALV.01, ALV.02, ALV.03, LSV.01, LSV.03. Specific Expectations: PA2.01, PA2.02, PA2.04, PA2.05, AL1.01, AL1.02, AL1.04, AL2.01, AL2.02, AL2.03, AL2.04, AL3.01, AL3.02, LS1.01, LS1.03, LS3.02.

Unit 2: Nutrition Time: 12 hours Description In this unit, students explain how healthy eating fits into a healthy lifestyle, e.g., risks of dieting and other eating behaviours. Students analyse the relationships among healthy eating, physical activity, and body image. As an extension to their personal fitness programs, students examine personal eating patterns and develop strategies for improvement. “Do not work for the food that perishes, but for the food that endures for eternal life, which the son of man will give you.” (John 6:27). Students identify the relative effectiveness of different types of resources and support services related to healthy eating, e.g., health unit, sport nutritionist.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1j, 2a, 2b, 2c, 2e, 3b, 3d, 3e, 4a, 4b, 4c, 4e, 4f, 4g, 5b, 5c, 5e, 5f, 5g, 7a, 7b, 7f, 7g. Strand(s): Healthy Living, Living Skills Overall Expectations: HLV.01, HLV.04, LSV.01, LSV.03. Specific Expectations: HL3.01, HL3.02, HL3.03, HL3.04, HL3.05, HL3.06, LS1.01, LS1.02, LS1.04, LS3.01, LS3.02.

 Healthy Active Living Education - Open Unit 3: Conflict Resolution and Anger Management Time: 6 hours Description Students demonstrate an understanding of the varied dynamics of conflict, e.g., the context, escalators, perception. Students have the opportunity to discuss and analyse various conflict situations and develop strategies for dealing with and managing anger. Methods of effective communication and mediation will be explored. Methods of delivery will include active participation, as well as classroom-based instruction. “Who may dwell on your holy hill? Those who walk blamelessly, and do what is right, and speak the truth from their heart; who do not slander with their tongue, and do no evil to their friends, nor take up a reproach against their neighbours.” (Ps 15:1-3). Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1c, 1d, 1g, 1i, 1j, 2a, 2b, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4f, 4g, 4h, 5a, 5c, 5e, 6b,7a, 7b, 7c. Strand(s): Living Skills Overall Expectations: LSV.02, LSV.03. Specific Expectations: LS2.01, LS2.02, LS2.03, LS2.04, LS2.05, LS2.06, LS2.07, LS2.08, LS3.01.

Unit 4: Healthy Lifestyle Choices: Growth and Sexuality, Substance Use and Abuse Time: 7.5 hours Description Throughout this unit the decisions students make regarding their sexuality and the use of alcohol, tobacco, and drugs will be examined. Students demonstrate an understanding of the effects of their choices as they relate to sexual intimacy, e.g., STDs, HIV/AIDS, and identify community services related to sexual health concerns. “The dignity of belonging to Christ ... entails the demand that (one) should treat with respect (one’s) own body, but also the body of every other person...”) (CCC, 1004). Students explore factors that lead to substance dependency and demonstrate an understanding of the issues and coping strategies related to substance use and abuse. Emphasis is placed on the legal, physiological, and sociological impact of substance use and abuse. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d, 2a, 2b, 2c, 2d, 3a, 3c, 3d, 4a, 4f, 4g, 7a, 7b, 7c, 7h. Strand(s): Healthy Living, Living Skills Overall Expectations: HLV.01, HLV.02, HLV.03, LSV.01. Specific Expectations: HL1.01, HL1.02, HL1.03, HL1.04, HL2.01, HL2.02, HL2.03, LS1.02, LS1.04.

Unit 5: Outdoor Education Time: 13.5 hours Description “Those who live at earth’s farthest bounds are awed by your signs; you make the gateways of the morning and the evening shout for joy” (Ps 65:8). Through a variety of outdoor pursuits students will discover and appreciate the environment as a source of recreation and physical fitness. The importance of safety and emergency procedures related to recreational outdoor activities will be discovered and applied. Through topics such as orienteering, hiking/backpacking, rock climbing, mountain biking, canoe tripping, snow shoeing, and cross country skiing, students will come to cherish and respect the sacredness of the environment as an outlet that promotes lifelong participation. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1c, 1e, 1f, 1i, 3a, 3e, 3f, 4c, 4g, 4h, 5c, 5d, 5f, 6e, 7d, 7g, 7h, 7i, 7j. Strand(s): Physical Activity, Active Living, Living Skills

 Healthy Active Living Education - Open Overall Expectations: PAV.02, ALV.01, ALV.03, LSV.01, LSV.03. Specific Expectations: PA2.01, PA2.02, PA2.03, PA2.05, AL1.01, AL1.02, AL3.01, AL3.02, AL3.03, LS3.02.

Unit 6: Individual and Team Activities Time: 38.5 hours Description “... it is the whole human person that is intended to become, in the body of Christ, a temple of the Spirit.” (CCC, 364). In this unit students participate regularly in a variety of enjoyable individual/team activities to enhance overall fitness, health, movement skills and personal competence. Students describe appropriate movement principles in learning and refining isolated or combined movement skills, e.g., an overhead serve in volleyball, requires the use of all joints. Throughout this unit students are given opportunities to demonstrate an understanding of specific rules, and describe safety guidelines to maximize performance and participation in recreation and sport activities. Students build their level of fitness through interaction with others. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 2a, 2b, 2c, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4f, 4g, 4h, 5a, 5c, 5e, 5f, 5g, 7a, 7b, 7j. Strand(s): Physical Activity, Active Living, Living Skills Overall Expectations: PAV.01, PAV.02, ALV.01, ALV.03, LSV.03. Specific Expectations: A1.01, PA1.02, PA1.03, PA1.04, PA2.01, PA2.02, PA2.03, AL1.01, AL1.02 AL1.03, AL3.01, AL3.02, LS3.02.

Course Notes It is the intent of this course that the expectations be met through activity-based experiences. The units listed do not have to be delivered in the order presented. Due to varying environmental conditions, school schedules, facility and community resource availability, programming of this course will vary. As physical fitness is an integral part of daily living, the physical fitness unit should be interspersed throughout the entire course, e.g., Nutrition would be delivered Monday, Wednesday, Friday, and physical fitness activities delivered Tuesday and Thursday. As an alternative the Health components can be delivered on one particular day of each week. This would ensure that quality daily physical activity would be taking place, without long breaks for a week or two of a health unit. Given the nature of topics and class activities in this course, it is imperative that the teacher be sensitive to student needs, comfort levels and individual life circumstances. Facility bookings, e.g., rock climbing centres, provincial park reservations, ski facilities, mountain bike facilities and guest speakers should be booked prior to the beginning of this course.

Accommodations The following strategies allow teachers to adapt or alter the course to ensure growth, development and success for all students throughout the learning activities. These strategies provide opportunities for remediation, consolidation and enrichment of all students.  Teachers are to be sensitive to and aware of prior learning experiences.  Teachers adapt activities to address the needs of exceptional students.  Teachers are to be sensitive to cultural concerns and religious beliefs regarding all course topics.  Teachers use a variety of teaching strategies to meet the needs of all students.  Teachers are to be aware of safety concerns regarding students with special needs.  Teachers are to be sensitive to ESL and ELD students.

 Healthy Active Living Education - Open Ontario Secondary School Policy Application There are number of OSS policies which will impact on the delivery of this program. These policies include guidance/career education, co-operative education, work experience, violence prevention education, computers across the curriculum, using the community as a resource, and safety. Guidance/career education may involve making connections with community resources and personnel, e.g., athletic trainer, recreation professional, activities director, health educator, and sports writer. Potential partners in cooperative education include community organizations and private recreation centres, e.g., YMCA, Parks and Recreation. Multimedia resources may provide opportunities for students to analyse and assess personal health skills and fitness, e.g., videos, CD-ROMs, interactive television.

Teaching/Learning Strategies Brainstorming – group generation of initial ideas expressed without analysis. Collaborative/Co-operative Learning – small group interaction to achieve specific goals. Community-Assisted Learning – use of community and community resources to learn and/or reinforce knowledge and skills. Conferencing – student to student and student to teacher discussion. Independent Study – students explore and research a topic. Issued-Based Analysis – summarize information to distinguish facts from opinions in order to apply to their lives. Modelling – purposeful and repeated demonstration of an action. Practice – repeated encounters with facts, rules, patterns, skills, procedures or strategies. Role Playing – explore thoughts and feeling of another person by responding in a dramatic situation. Think/Pair/Share – think alone, then form pairs to discuss and share response with the class. Visual Organizers – a variety of strategies to make learning more visual.

Assessment Techniques The assessment plan will include: Personal Communication  journals/portfolio  self-assessment/reflection Conferencing  Student-Teacher conferencing  Peer conferencing  Parent-Teacher conferencing Paper and Pencil Tests  unit tests (knowledge)  mid-term and final exams Observation  formal/informal Performance Assessments  presentations, performances  demonstrations  role-play performances  formal written assignments (essays, research projects)  projects (posters, video production, Fitness Assessment Project)

Assessment Tools  checklists

 Healthy Active Living Education - Open  marking schemes  rubrics  anecdotal comments with suggestions for improvement.  worksheets  peer evaluation  self-evaluation

Main Resources

Books Catechism of the Catholic Church. Ottawa: National Office of the Canadian Conference of Catholic Bishops, 1992. EveryBODY Is A Somebody. Peel: The Body Image Coalition of Peel, 1997. Glencoe Health: Health 99. California: Glencoe McGraw-Hill, 1999. Healthy Active Living Standards for Physical and Health Education in Ontario. Toronto: OPHEA, 1997. Just for the Health of It! New York: The Centre For Applied Research In Education, 1993. Lifetime Fitness. Johnson Publications, 1993. Moving to Inclusion: Active Living Through Physical Education: Maximizing opportunities For Students With A Disability. Canada: Active Living Alliance for Canadians with a Disability. Safety Standards (B, I). Toronto: OPHEA, 1998. The Canadian Physical Activity, Fitness & Lifestyle Appraisal. Health Canada, 1996. Turning Points: Readings in Family Life Education (B, I). Scarborough: Prentice Hall Ginn, 1997.

Evaluation of Student Achievement Teachers assess and evaluate student progress continually using a variety of appropriate resources and strategies to facilitate and improve each student's learning. These different strategies will provide the opportunities to allow the students to demonstrate the full range of their learning. It is essential that all students have a clear understanding of the course expectations and specific achievement levels. It is important for teachers to be aware of the prior knowledge and skills students bring with them to the course. Course Grade Weighting % Achievement Category Weighting % Formative Evaluation (70%) Sport Theory or Health Tests Sport Theory 10 Knowledge/Understanding 40 Health Tests 10 Thinking/Inquiry 30 Fitness/Health Assignments 10 Communication 10 Active Participation 30 Application/Making Connections 20 Movement Skill Development 10 Fitness/Health Assignments Knowledge/Understanding 20 Summative Evaluation (30%) 10 Thinking/Inquiry 35 Final Theory Evaluation 10 Communication 25 Final Skill Evaluation 10 Application/Making Connections 20 Fitness/Nutrition Portfolio Active Participation 100 Knowledge/Understanding 30 Course Grade Thinking/Inquiry 20 Communication 10 Application/Making Connections 40 Movement Skills Knowledge/Understanding 30

 Healthy Active Living Education - Open Thinking/Inquiry 10 Communication 10 Application/Making Connections 50 Final Theory Evaluation Knowledge/Understanding 40 Thinking/inquiry 30 Communication 10 Application/Making Connections 20 Final Skill Evaluation Knowledge/Understanding 30 Thinking/inquiry 10 Communication 10 Application/Making Connections 50 Fitness/Nutrition Portfolio Knowledge/Understanding 20 Thinking/Inquiry 20 Communication 20 Application/Making Connections 40

 Healthy Active Living Education - Open General Rubrics

Initiative in the Health Class Criteria Level 1 Level 2 Level 3 Level 4 Attempts a variety - rarely attempts - sometimes - usually attempts - always attempts of learning a variety of attempts a variety a variety of a variety of activities. learning of learning learning activities learning activities activities activities Approaches new - rarely - sometimes - usually - always learning situations approaches new approaches new approaches new approaches new with confidence learning learning situations learning situations learning situations and a positive situations with with confidence with confidence with confidence attitude. confidence and a and a positive and a positive and a positive positive attitude attitude attitude attitude Requires little - routinely - sometimes - occasionally - never requires prompting to requires requires prompting requires prompting to complete tasks, prompting to to begin and prompting to begin and displaying self- begin and complete tasks begin and complete tasks motivation and complete tasks complete tasks self-direction. Seeks assistance - rarely seeks - sometimes seeks - usually seeks - always seeks when needed. assistance when assistance when assistance when assistance when needed needed needed needed

Organization in the Health Class Criteria Level 1 Level 2 Level 3 Level 4 Comes to class on - frequently comes - occasionally - rarely comes to - never comes to time. to class late comes to class late class late class late Comes to class - frequently comes - occasionally - rarely comes to - never comes to with the necessary to class comes to class class unprepared class unprepared materials. unprepared unprepared Manages and uses - manages time - manages time - manages time - manages time time effectively with limited with moderate with considerable with a high degree and creatively. effectiveness effectiveness effectiveness of effectiveness Uses appropriate - rarely uses - occasionally - usually uses - always uses and effective appropriate and uses appropriate appropriate and appropriate and organizational effective and effective effective effective strategies. organizational organizational organizational organizational strategies strategies strategies strategies Organizes work - organizes work - organizes work - organizes work - organizes work when faced with a with limited with moderate with considerable with a high degree number of tasks. competence competence competence of competence

 Healthy Active Living Education - Open Works Independently in the Health Class Criteria Level 1 Level 2 Level 3 Level 4 Accepts - rarely accepts - sometimes - usually accepts - always accepts responsibility for responsibility for accepts responsibility for responsibility for completing tasks. completing tasks responsibility for completing tasks completing tasks completing tasks Accomplishes - rarely - sometimes - usually - always tasks accomplishes accomplishes accomplishes accomplishes independently. simple tasks tasks tasks tasks independently independently independently independently Regularly - rarely completes - sometimes - usually - always completes assignments on completes completes completes assignments on time and with assignments on assignments on assignments on time and with care. care time and with care time and with care time and with care Demonstrates self- - rarely focussed - sometimes - usually focussed - always focussed direction in and on task focussed and on and on task and on task learning. task

Work Habits/Homework in the Health Class Criteria Level 1 Level 2 Level 3 Level 4 Follows - rarely follows - sometimes usually follows - always follows directions. directions follows directions directions directions Uses class time - rarely uses class - sometimes uses - usually uses - always uses class wisely and time wisely and class time wisely class time wisely time wisely and effectively. effectively and effectively and effectively effectively Uses materials - rarely uses - sometimes uses - usually uses - always uses and/or resources materials and/or materials and/or materials and/or materials and/or effectively resources resources resources resources effectively effectively effectively effectively Shows attention to - rarely shows - sometimes - usually shows - always shows detail. attention to detail shows attention to attention to detail attention to detail detail Completes - rarely completes - sometimes - usually - always homework on homework on completes completes completes time and with time and with care homework on homework on homework on time care. time and with care time and with care and with care

 Healthy Active Living Education - Open Teamwork in the Health Class (Brainstorming/Classroom Discussions)

Criteria Level 1 Level 2 Level 3 Level 4 Works willingly - rarely works - sometimes - usually works - always works and co-operatively willingly and co- works willingly willingly and co- willingly and co- with others operatively with and co-operatively operatively with operatively with others with others others others Listens - rarely listens - sometimes - usually listens - always listens attentively, attentively listens attentively attentively attentively without without without without without interrupting interrupting interrupting interrupting interrupting Contributes - rarely - sometimes - usually - always information and contributes contributes contributes contributes ideas to solve information and information and information and information and problems and ideas to solve ideas to solve ideas to solve ideas to solve make decisions problems and problems and problems and problems and make decisions make decisions make decisions make decisions Shows respect for - rarely shows - sometimes - usually shows - always shows the ideas and respect for the shows respect for respect for the respect for the opinions of others ideas and opinions the ideas and ideas and opinions ideas and opinions in the group or of others in the opinions of others of others in the of others in the class group or class in the group or group or class group or class class Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

 Healthy Active Living Education - Open Coded Expectations, Healthy Active Living Education, PPL2O

Physical Activity Overall Expectations PAV.01 – demonstrate personal competence in applying movement skills and principles; PAV.02 – demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities.

Specific Expectations Movement Skills and Principles PA1.01 – demonstrate the use and combination of motor skills in a variety of physical activities (e.g., moving towards the ability to perform skills on their own); PA1.02 – demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills (e.g., manipulation, locomotion, and stability); PA1.03 – describe appropriate movement principles (e.g., maximum force requires the use of all the joints that can be used) in learning and refining movement skills (e.g., in an overhead serve in volleyball); PA1.04 – demonstrate personal skill improvement. Sports and Recreation PA2.01 – demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play); PA2.02 – describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities; PA2.03 – explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., tipping rather than spiking against an effective blocker in volleyball, hitting the ball to one side of the fairway to compensate for cross-wind conditions in golf); PA2.04 – identify community sport and recreation opportunities related to personal interests; PA2.05 – describe career opportunities related to sport and recreation.

 Healthy Active Living Education - Open Active Living Overall Expectations ALV.01 – participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation; ALV.02 – demonstrate personal health-related physical fitness; ALV.03 – demonstrate responsibility for personal safety and the safety of others.

Specific Expectations Active Participation AL1.01 – participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities); AL1.02 – demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings; AL1.03 – demonstrate leadership (e.g., leading an in-class activity such as a warm-up or cool-down activity); AL1.04 – identify the factors (e.g., social interaction, enjoyment, relaxation, self-esteem) that will affect their choice of activities with potential for lifelong participation and enjoyment. Physical Fitness AL2.01 – review and make appropriate revisions to their personal plans for daily, health-related fitness activities (e.g., self-designed or computerized programs); AL2.02 – participate in revised personal health-related fitness programs; AL2.03 – maintain or improve personal fitness levels by participating in vigorous physical activities for sustained periods of time (e.g., a minimum of two ten-minute time periods or one twenty-minute time period for a minimum of four times a week); AL2.04 – assess the effectiveness of various activities for maintaining or improving health-related fitness (e.g., cross-country skiing versus downhill skiing). Safety AL3.01 – apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury); AL3.02 – demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training); AL3.03 – describe resources and community agencies that assist in emergency situations related to physical activity.

 Healthy Active Living Education - Open Healthy Living Overall Expectations HLV.01 – explain strategies to promote positive lifestyle choices and relationships with others; HLV.02 – demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others; HLV.03 – demonstrate understanding of the issues and coping strategies related to substance use and abuse; HLV.04 – explain how healthy eating fits into a healthy lifestyle. Healthy Growth and Sexuality HL1.01 – describe environmental influences on sexuality (e.g., cultural, social, and media influences); HL1.02 – explain the effects (e.g., STDs, HIV/AIDS) of choices related to sexual intimacy (e.g., abstinence, using birth control); HL1.03 – identify available information and support services related to sexual health concerns; HL1.04 – demonstrate understanding of how to use decision-making skills effectively to support choices related to responsible sexuality. Substance Use and Abuse HL2.01 – describe the factors that lead to substance dependence; HL2.02 – describe the physiological and sociological effects of substance use; HL2.03 – demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding under-age drinking, impaired driving, the Tobacco Control Act). Healthy Eating HL3.01 – explain how healthy eating is beneficial to various physical activities (e.g., sports, school); HL3.02 – explain the risks of dieting and other unhealthy eating behaviours for controlling weight; HL3.03 – analyse the relationships among healthy eating, physical activity, and body image; HL3.04 – make appropriate revisions to personal plans of action (e.g., using self-designed or computerized programs) that promote healthy eating and physical activity; HL3.05 – explain strategies and ideas for focusing on a healthy lifestyle rather than on body weight; HL3.06 – identify the relative effectiveness of different types of resources and support services related to healthy eating.

 Healthy Active Living Education - Open Living Skills Overall Expectations LSV.01 – identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living; LSV.02 – demonstrate understanding of conflict resolution, anger management, and mediation; LSV.03 – use appropriate social skills and positive attitudes when interacting with others. Decision Making LS1.01 – identify short- and long-term goals for personal growth (e.g., using a student planner); LS1.02 – analyse the impact of media and culture on decision making; LS1.03 – produce a sequential action plan (e.g., using the IDEAL model) to achieve personal goals related to new situations (e.g., those requiring time management); LS1.04 – explain their reasoning for their personal choices and actions related to health and well-being. Conflict Resolution LS2.01 – demonstrate understanding of the varied dynamics of conflict (e.g., the context, escalators, perception); LS2.02 – describe different styles of handling conflict and their effectiveness in different situations; LS2.03 – describe the benefits of developing anger management strategies; LS2.04 – identify techniques for dealing with angry disputants; LS2.05 – describe the impact of non-verbal (e.g., body language) and verbal responses; LS2.06 – identify the characteristics of an effective mediator; LS2.07 – describe the phases of mediation; LS2.08 – explain the difference between mediation and adjudication. Social Skills LS3.01 – demonstrate behaviours that are respectful of others’ points of view (e.g., listening actively, showing appreciation, criticizing ideas not people); LS3.02 – describe their own contribution to and effectiveness within a group.

 Healthy Active Living Education - Open Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

 Healthy Active Living Education - Open CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

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.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

 Healthy Active Living Education - Open CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

 Healthy Active Living Education - Open Unit 1: Interactive Games and Physical Fitness

Time: 33 hours Unit Developers(s) Anne Burns, Simcoe Muskoka Catholic District School Board Karen Connolly, Simcoe Muskoka Catholic District School Board Laura Gulley Annecca, Simcoe Muskoka Catholic District School Board Jim Hall, Simcoe Muskoka Catholic District School Board Michele May, Simcoe Muskoka Catholic District School Board Craig McLaughlin, Simcoe Muskoka Catholic District School Board Development Date: February 15, 2000

Unit Description Students develop an appreciation for the sacredness of the human body. Through participation in various interactive games, students demonstrate respect for the rights, responsibilities and contributions of both self and others, e.g., modelling positive behaviour, encouraging others. Students assess their personal fitness levels, design and/or review and make appropriate revisions to their personal programs for daily, health related fitness activities. Students participate actively and safely in vigorous physical activities designed to maintain or improve personal fitness levels. Community resources and career opportunities will be explored. “Better off poor, healthy, and fit than rich and afflicted in body. Health and fitness are better than any gold, and a robust body than countless riches.” (Sir 30:14-15)

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d, 1i, 2a, 2b, 3c, 3e, 4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h,5a, 5c, 5e, 7a, 7b, 7c. Strand(s): Physical Activity, Active Living, Living Skills Overall Expectations: PAV.02, ALV.01, ALV.02, ALV.03, LSV.01, LSV.03. Specific Expectations: PA2.01, PA2.02, PA2.04, PA2.05, AL1.01, AL1.02, AL1.04, AL2.01, AL2.02, AL2.03, AL2.04, AL3.01, AL3.02, LS1.03, LS1.01, LS3.02.

Activity Titles (Time + Sequence) Activity 1 Interactive Games 216 minutes Activity 2 Review of Healthy Active Living as a Concept 72 minutes Activity 3 Personal Physical Fitness Appraisal and Programming 360 minutes Activity 4 Participation in Physical Fitness Activities 1152 minutes Activity 5 Final Physical Fitness Assessment 144 minutes

Unit Planning Notes In order to help students develop positive self concepts and to help them achieve their God given potential, accept students for whom they are. The following suggestions should be considered for implementation of this unit.  Develop a repertoire of games that are inclusive, non-threatening, challenging and enjoyable.  As physical fitness is an integral part of daily living, this unit should be interspersed throughout the entire course, e.g., Nutrition is delivered on Monday, Wednesday, and Friday and physical fitness activities delivered Tuesday and Thursday.  Due to varying environmental conditions, school schedules, facility and community resource availability, programming of this unit will vary.  Make a tentative allocation of time for the entire unit.

Unit 1 - Page 1  Healthy Active Living Education - Open  Arrange to have a variety of physical fitness resources available.  Introduce the Personal Fitness Program and Assessment Review to the students towards the beginning of this unit.  Make necessary modifications and arrangements to accommodate the student with special needs, e.g., photocopied material, preferential seating.

Equipment Needed  grip dynamometers  task cards  stop watch  metre sticks  pencils  scale  various pieces of equipment for interactive games  measuring tapes  fat calipers  beep test tape  step test tape (CSTF)  flexometre

Prior Knowledge Required The knowledge and skills necessary to successfully achieve the expectations of this unit include:  ability to participate actively in physical fitness activities;  awareness of the importance of timelines;  co-operative learning skills;  ability to work productively and safely with others;  an awareness of peer/self-assessment;  communication skills (e.g., brainstorming, obtaining information, note-making);  computer skills.

Teaching/Learning Strategies A variety of teaching/learning strategies are used in this unit including:  brainstorming;  note making;  practice (active participation in fitness activities);  co-operative learning;  self-reflection;  conferencing;  task cards;  direct instruction;  think/pair/share;  journal logs;  worksheets.

Assessment and Evaluation Teachers assess and evaluate student progress continually using appropriate resources and strategies to facilitate and improve each student's learning. The following table is intended to aid teachers in reporting

Unit 1 - Page 2  Healthy Active Living Education - Open student achievement according to the Achievement Chart categories found in the policy document The Ontario Curriculum Grades 9 and 10, Health and Physical Education (these categories are: Application, Knowledge & Understanding, Thinking & Inquiry, Personal Communication). The table below contains the following:  Unit  Activity and the Teaching Learning Strategy (TLS)  Achievement Category  Method of assessment used, e.g., Paper and Pencil, Performance Assessment and Personal Communication  Strategy (strategies refer to the specific activity being assessed in the unit)  Assessment Tool, e.g., checklist, marking scheme, rubric, portfolio, anecdotal comment  User refers to the individual performing the assessment (e.g., teacher, self, peer) and whether the assessment is Formative (during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction) or Summative (carried out at the end of the learning process; may include feedback and/or judgement).

Formative Assessment Plan/Summative Evaluation Plan Unit 1 Activity Achievement Method Strategy(ies) Assessment User and TLS Category Tool(s) Formative/ Summative Activity 1 Application Performance Active Rubric Teacher TLS 4 Assessment participation in Formative games Activity 2 Application Performance Group Rubric Teacher TLS 2, 4, Assessment, participation Formative 5 Communication Activity 2 Knowledge & Pencil and Appendix 1b, Marking Teacher TLS 6, Understanding, Paper reflection paper scheme Formative Thinking & Inquiry, Communication Activity 3 Application Performance Participation, Rubric Teacher Assessment, Appendix 1c Formative Pencil and Paper Activity 3 Knowledge & Pencil and Jigsaw, Rubric Peer/Self- TLS 14 Understanding, Paper, Participation Assessment Thinking & Communication Formative Inquiry & Communication Activity 3 Knowledge & Pencil and Personal Fitness Marking Teacher TLS 16 Understanding, Paper Program Scheme Formative Thinking & Inquiry Activity 4 Knowledge & Performance Performance, Rubric Teacher/ Self- TLS 1, 2, Understanding, Assessment Product Assessment 3 Application Formative

Unit 1 - Page 3  Healthy Active Living Education - Open Unit 1 Activity Achievement Method Strategy(ies) Assessment User and TLS Category Tool(s) Formative/ Summative Activity 5 Application Performance Participation of Rubric Teacher/ Self- TLS 1 Assessment Final Fitness Assessment Assessment Summative Activity 5 Knowledge and Paper and Summary Rubric Teacher /Self- TLS 2, 3, Understanding, Pencil, Reflection Assessment 4 Application, Communication Worksheet, Formative Communication Conferencing Activity 5 Knowledge and Paper and Final Fitness Rubric Teacher/ Self- TLS 4 Understanding, Pencil Program Assessment Application Formative

Accommodations To make accommodations most successful, the following suggestions should be considered by the teacher:  Adapt the circuit to address the needs of individual students.  Pair or group students to assist with the note-making task.  Recognize that there are other opportunities for those with different learning styles to express their learning and skill abilities.  Be aware of safety concerns regarding the student with special needs.  Plan to make effective use of Instructional Assistants assigned to students.  Provide continual encouragement, praise, and assistance.  Provide a positive atmosphere that allows students to perform at their own level.  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion: Active Living Through Physical Education: Maximizing opportunities for students with an Intellectual Disability.  Develop various fitness programs to meet specific needs of the learner, e.g., strength program, endurance program, flexibility program, aerobic program.

Resources Corbin, Lindsey, Welk. Concepts of Physical Fitness: Active Lifestyles for Wellness. New York: McGraw-Hill, 2000. ISBN 0-697-29567-2 Donoghue, Wallace. How to Measure Your % Bodyfat. Michigan: Creative Health Products, 1996. Fitness Canada. Canadian Standardized Test of Fitness (CSTF). Fitness Canada, Government of Canada. Seiger, Kanipe, Vanderpool, Barnes. Fitness and Wellness Strategies. New York: 1998. ISBN 0-697-29579-6 OPHEA. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997. (416) 426-7120 Fax (416) 426-7373 Active Living Alliance for Canadians with a Disability. Moving to Inclusion: Active Living Through Physical Education: Maximizing opportunities for students with a Disability. Canada. Other books in this series include Maximizing opportunities for students with an Intellectual Disability, A Visual Impairment, With Multiple Disabilities, With Physical Awkwardness.

Unit 1 - Page 4  Healthy Active Living Education - Open The Canadian Physical Activity, Fitness & Lifestyle Appraisal. Canada: Health Canada, 1997. ISBN 0-9691374-7-8 Costill, David and Jack Wilmore. Physiology of Sport and Exercise. Human Kinetics Publishers. Zakrajsek, D., et. al. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2 Web Sites Eastnet Schools http://schools.eastnet.ecu.edu/pitt/ayden Physical Education Central www.pecentral.vt.edu

Activity 1: Interactive Games Time: 216 minutes

Description In this activity students actively and safely engage in a wide variety of interactive games that promote lifelong participation. The focus of this activity will be on fair play, co-operation, encouraging others, social skills, and active listening. The proper use of equipment and the demonstration of knowledge and strategies that enhance participation in recreational activities will be emphasized.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good; li - integrates faith with life. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4c - takes initiative and demonstrates Christian leadership; 4d - responds to, manages, and constructively influences change in a discerning manner; 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. A collaborative contributor who: 5a - works effectively as an interdependent team member; 5e - respects the rights, responsibilities, and contributions of self and others. A responsible citizen who: 7a - acts morally and legally as a person formed in Catholic traditions; 7b - accepts accountability for one’s own actions; 7c - seeks and grants forgiveness. Strand(s): Physical Activity, Active Living Overall Expectations PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities; ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation; ALV.03 - demonstrate responsibility for personal safety and the safety of others.

Unit 1 - Page 5  Healthy Active Living Education - Open Specific Expectations PA2.01 - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities; PA2.02 - describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities; AL1.01 - participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small-and large-group outdoor and aquatic activities); AL1.02 - demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, fair play) in physical activity settings; AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury); AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training).

Planning Notes  Develop a repertoire of low organizational, interactive, co-operative and adventure games that will have all students vigorously participating throughout this activity.  Review safety guidelines, responsible behaviour, rules, and procedures related to the activities.  Incorporate activities suitable to a variety of facilities and weather conditions.  Establish groups that include diverse membership, e.g., special needs, cultural backgrounds, skill levels.  Teacher and students develop co-operatively a tool for assessing participation (including responsible behaviour, safety concerns and team building skills).  Organize appropriate equipment for the students to be physically active prior to the beginning of class.  If possible, students are asked to bring in their Personal Fitness Program established last year in Grade 9. This program will be referred to in Activity 4 of this unit.

Prior Knowledge Required  co-operative learning skills  safe practices  communication skills  active listening skills

Teaching/Learning Strategies 1. Outline the safety concerns, routines, procedures (e.g., attendance, punctuality, appropriate dress) of the physically active classroom and stress the importance of following instructions, working co- operatively and playing fair. 2. Warm-ups that promote health-related fitness (cardiovascular endurance, muscular strength, muscular endurance, and flexibility) and group interaction should be provided. 3. Review the idea that every physical fitness workout should contain three components; 1) warm-up, 2) conditioning and 3) cool down. These components will be integrated in all physical fitness activities throughout the course. 4. Students vigorously participate in low organizational, co-operative, initiative, and adventure games (e.g., partner, small group, large group) that will help them identify the key components of participation.

Unit 1 - Page 6  Healthy Active Living Education - Open 5. Work with students to develop a clear picture of good participation and to create a rubric to assess participation throughout the unit. Some categories to assess participation may include the following list. Incorporate some or all of the categories in the development of this rubric (Appendix 1a – Participation Rubric that may be adapted for classroom use).  readiness to participate  physical participation  initiative  effort  motivating factors  enjoyment  social interaction/social skills  challenge  respect for self and others  safety

Assessment/ Evaluation Techniques  A formative assessment using observation and rubric to assess participation (Appendix 1a is an example.)  A formative assessment by the teacher of the following learning skills: teamwork and organization.

Accommodations  Recognize that there are other opportunities for those with different learning styles to express their learning and skill abilities.  Be aware of safety concerns regarding the student with special needs.  Plan to make effective use of Instructional Assistants assigned to students.  Provide continual encouragement, praise, and assistance.  Provide specific, precise, and brief instructions.  Provide a positive atmosphere that allows students to perform at their own level.  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.

Resources Canadian Special Olympics. Coaching Technical Manual. Toronto: Ontario, 1989. Cira. Zany Activities with a Rubber Chicken. Gloucester, Ontario: Canadian Intramural Recreation Association, 1995. ISBN 1-895716-30-6 Cira. Zany Activities with Panty Hose, Boxer Shorts and Leotards. Gloucester, Ontario. Canadian Intramural Recreation Association, 1997. ISBN 1-895716-38-1 Corbin, Lindsey, Welk. Concepts of Physical Fitness: Active Lifestyles for Wellness. New York: McGraw-Hill, 2000. ISBN 0-697-29567-2 Seiger, Kanipe, Vanderpool, Barnes. Fitness and Wellness Strategies. New York: 1998. ISBN 0-697-29579-6 OPHEA. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997. (416) 426-7120 Fax (416) 426-7373 Active Living Alliance for Canadians with a Disability. Moving to Inclusion: Active Living Through Physical Education: Maximizing opportunities for students with a Disability. Canada. Other books in this series include Maximizing opportunities for students with an Intellectual Disability, A Visual Impairment, With Multiple Disabilities, With Physical Awkwardness.

Unit 1 - Page 7  Healthy Active Living Education - Open The Canadian Physical Activity, Fitness & Lifestyle Appraisal. Canada: Health Canada, 1997. ISBN 0-9691374-7-8 Zakrajsek, D., et al. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2

Activity 2: Review of Healthy Active Living As a Concept Time: 72 minutes

Description In this activity students review the importance of quality daily physical activity as part of a holistic approach to life by integrating learning from various sport experiences. Through student-generated discussions the benefits of a healthy active lifestyle and its application to their personal life are reviewed. Specific applications will be made to community resources and career opportunities related to sport and recreation. Students identify factors that affect their choice of activities as it relates to their personal fitness levels.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1i - integrates faith with life. An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values; 2b - reads, understands, and uses written materials effectively. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4c - takes initiative and demonstrates Christian leadership; 4d - responds to, manages and constructively influences change in a discerning manner; 4e - sets appropriate goals, and priorities in school, work and personal life; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities; 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. A collaborative contributor who: 5c - develops one’s God-given potential and makes a meaningful contribution to society; 5e - respects the rights, responsibilities, and contributions of self and others. A responsible citizen who: 7b - accepts accountability for one’s own actions. Strand(s): Physical Activity, Active Living Overall Expectations PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities; ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation.

Unit 1 - Page 8  Healthy Active Living Education - Open Specific Expectations PA2.04 - identify community sport and recreation opportunities related to personal interests; PA2.05 - describe career opportunities related to sport and recreation; AL1.04 - identify the factors (e.g., social interaction, enjoyment, relaxation, self-esteem) that will affect their choice of activities with potential for lifelong participation and enjoyment.

Planning Notes  Review the concepts of Healthy Active Living studied in Healthy Active Living Education Open Grade 9. This may include preparing overheads or worksheets that define the terms ( physical fitness, Healthy Active Living, Barriers to Healthy Active Living)  Make the necessary modifications and arrangements to accommodate the student with special needs, e.g., photocopied material, preferential seating.  Photocopy Appendix 1b – Fitness In the Community.  Become knowledgeable about career opportunities, as well as local community services relating to fitness and healthy active living.  Become knowledgeable about programs that include opportunities for special needs students, e.g., Special Olympics, Wheelchairs.

Prior Knowledge Required  note-taking  brainstorming  communication skills  listening skills

Teaching/Learning Strategies 1. Introduce the topic and outline the learning expectations and the assessment/evaluation strategies that will be used during this activity. 2. Provide the students with a handout outlining the definition of Physical Fitness and Healthy Active Living. This handout will also provide students with information regarding the benefits of healthy active living and barriers to healthy active living. (This is intended to be a review of concepts introduced in Healthy Active Living Education Open Grade 9, and discussion should only last about 10 minutes). 3. Using Appendix 1b – Fitness in the Community students investigate options available to them in their community that allow them to develop a healthy active lifestyle. This activity can be delivered as a paired assignment in which students use the phone to acquire the information; or it can be done as a homework assignment in which the teacher gives each pair of students a fitness facility to research. A fitness directory will be developed based on their findings. If this assignment is done as a paired assignment, the teacher must provide the students with pamphlets and relevant information from various fitness facilities in the community. Class time will be devoted to complete Appendix 1b with use of the information provided. 4. Students investigate career opportunities relating to community resources as they complete (Appendix 1b – Fitness in the Community. 5. Students re-group, share information, to establish the fitness directory. 6. As a culminating activity students reflect on their personal fitness needs and the resources available to them by completing the following sentence stems:  The community sport and recreation resources that best suits my interests are...  This sport and community resource best suits my interests because...  Barriers that may prevent me from pursuing my interests are...  Ways to overcome these barriers are...

Unit 1 - Page 9  Healthy Active Living Education - Open Assessment/Evaluation Techniques  A formative assessment by the teacher using the participation rubric from Activity 1.  A formative assessment by the teacher on the completion of the Fitness in the Community worksheet and on the completion of the sentence stems.  A formative assessment by the teacher of the following learning skills: teamwork and organization. (Teachers may choose to establish a rubric with the input of the students to assess these learning skills)

Accommodations  Allow extra time for students to complete the activities if necessary.  Teachers may need to photocopy notes for insertion into student notebooks.  Teachers should encourage students to work in pairs when necessary.  Implement strategies recommended in student’s IEP.  Provide sample of the format of the fitness directory.  Provide specific, precise, and brief instructions.  Provide a positive atmosphere that allows students to perform at their own level.  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task.” From Moving to Inclusion - Intellectual Disability.

Resources Corbin, Lindsey, Welk. Concepts of Physical Fitness: Active Lifestyles for Wellness. New York: McGraw-Hill, 2000. ISBN 0-697-29567-2 Merki and Merki. Glencoe Health: A Guide To Wellness. New York: McGraw-Hill, 1999. ISBN 0-02-651562-8 Seiger, Kanipe, Vanderpool, Barnes. Fitness and Wellness Strategies. New York: 1998. ISBN 0-697-29579-6

Activity 3: Personal Physical Fitness Appraisal and Programming Time: 360 minutes

Description Through active participation students review the components of skill and health-related fitness. Upon completion of a fitness appraisal students identify their strengths and areas needing improvement. After reviewing the goal setting process and examining the health-related benefits of sports and other activities, students establish new fitness goals and design/revise their personal fitness programs.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: The graduate is expected to be: An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems. A self-directed, responsible life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4c - takes initiative and demonstrates Christian leadership;

Unit 1 - Page 10  Healthy Active Living Education - Open 4d - responds to, manages, and constructively influences change in a discerning manner; 4e - sets appropriate goals and priorities in school, work and personal life; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities; 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. A collaborative contributor who: 5c - develops one’s God-given potential and makes a meaningful contribution to society; 5e - respects the rights, responsibilities, and contributions of self and others. A responsible citizen who: 7b - accepts accountability for one’s own actions. Strand(s): Physical Activity, Active Living, Living Skills Overall Expectations PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities; ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation; ALV.02 - demonstrate personal health related physical fitness; ALV.03 - demonstrate responsibility for personal safety and the safety of others; LSV.01 - identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living. Specific Expectations PA2.02 - describe the requirements including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements); PA2.04 - identify community sport and recreation opportunities related to personal interests; AL1.02 - demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings; AL2.01 - review and make appropriate revisions to their personal plans for daily, health-related fitness activities (e.g., self-designed or computerized programs); AL2.04 - assess the effectiveness of various activities for maintaining and improving health-related fitness (e.g., cross-country skiing versus downhill skiing); LS1.01 - identify short- and long-term goals for personal growth (e.g., using a student planner); LS1.03 - produce a sequential action plan (e.g., using the IDEAL model) to achieve personal goals related to new situations (e.g., those requiring time management).

Planning Notes  Photocopy the Fitness Component Circuit (Appendix 1c) handout and stations prior to the activity. These circuit station activities are not designed to measure or test performance.  Provide students with information sheet containing definitions of fitness components.  Instruct students to bring in their previous personal fitness program. (This may be difficult as many students will not keep their fitness profiles from the previous year. However, expectations AL2.01 and AL2.02 clearly state revision to a personal fitness plan).  Familiarize yourself with fitness appraisals.  Provide students with the Fitness Appraisal Record Sheet (Appendix 1d).  Equipment needed for this activity includes: beep test or step cadence recording, hand grip dynamometre, metre sticks, measuring tapes, masking tape, bean bags, rulers, mats, scale, stop watch, flexometre, skinfold calipers, target heart rate chart, norm/standard charts or tables for appraisal comparison, pencils.

Unit 1 - Page 11  Healthy Active Living Education - Open  Review safety guidelines, responsible behaviour, rules and procedures related to the activities.  Arrange for the services of a Certified Fitness Appraiser or other related professional to assist with administration of the Fitness Appraisal, particularly the Body Composition, if needed.  Sensitivity to differences in individual fitness and skill level is imperative.

Prior Knowledge Required  co-operative learning skills  communication skills  active listening skills  safe practices  brainstorming skills  participation in physical activity  knowledge of physical fitness components, fitness appraisal procedures, principles of fitness program planning, goal setting and planning skills  conferencing skills

Teaching/Learning Strategies Day 1 1. Students review the importance and means of monitoring their level of exertion during exercise. Introduce one or more of the following methods: breath sound check, talk test, or target heart rate. 2. During a teacher-led warm-up activity, students monitor their intensity using the various methods. The warm-up activity should address all of the health-related components of physical fitness. 3. Distribute the Fitness Components Circuit handout (Appendix 1c). Students complete a Fitness Component Circuit comprised of both health related activities (cardiovascular endurance, muscular endurance, muscular strength, flexibility and body composition) and skill related activities (power, agility, speed, co-ordination, balance, reaction time). The circuit should be arranged in a random order combining the health and skill related components. Upon completion of each station students complete the handout by classifying the activity as either a health-related or skill-related component of fitness. 4. Upon completion of the circuit, students participate in a cool down activity and continue to monitor their level of intensity. 5. Through group discussion, the classification of each circuit activity as either a health-related component or skill-related component is determined. 6. Conduct a brainstorming session to identify the characteristics of Health-Related and Skill-Related Components of Physical Fitness: Characteristics of Health-Related Fitness  affects general health and well-being  will improve with proper training  reduces chances of developing a hypokinetic condition  increases energy levels Characteristics of Skill-Related Fitness  limited by genetic make-up  can be improved with practice  helps improve performance in sports  doesn’t affect overall health 7. Distribute a handout with the definitions for each of the individual components of Fitness. Review the definitions with the class and have them identify an example from the circuit activities which they record in the last column of the Fitness Component Circuit handout (Appendix 1c)

Unit 1 - Page 12  Healthy Active Living Education - Open Day 2-3 8. Review the purpose of doing a diagnostic fitness appraisal, e.g., to determine areas of strength and areas needing improvement in physical fitness; to guide in the development of a Personal Fitness Program; to evaluate progress in a current Fitness Program. Outline to the class that the focus of their physical fitness program is based on the improvement of health-related components. 9. Distribute to students the Fitness Appraisal Record Sheet (Appendix 1d). Discuss the fitness components being appraised and demonstrate the test protocol for each component.  test of cardiovascular fitness (e.g., 12-minute run, beep test, step test)  test of muscular strength (e.g., hand grip dynamometre)  test of muscular endurance (e.g., sit-ups, push-ups, single leg raises)  test of flexibility (e.g., sit and reach, two-hand ankle grab)  calculation of body composition (e.g., Body Mass Index, Skinfold measurement) 10. Students complete the Fitness Appraisal and record their results by working either individually or with a partner. (BF: The Cardiovascular test should be done as a large group separate from the other components) Remind students to bring in previous years’ fitness program for next day, if available. Day 4 11. Students with a previous fitness program evaluate the effectiveness of the program by reviewing the SMART formula:  Specific Were the goals clear and identifiable?  Measurable Could the results be determined?  Attainable Were they possible?  Realistic Were they probable?  Time When did the program conclude? 12. Students without a previous fitness program review the SMART goal setting process emphasizing the need for setting appropriate short and long term goals:  Specific Is the goal clear and identifiable?  Measurable Can results be determined?  Attainable Is it possible?  Realistic Is it probable?  Time When will it conclude? 13. Lead a discussion on various sport and recreational activities that students can participate in, at school and in their community. Record the list on the board. 14. Jig Saw Activity. Divide the class into Home Groups with a minimum of five people in each group. Each Home Group sends one or more representatives to one of the following five Groups: 1) Flexibility, 2) Muscular Endurance, 3) Muscular Strength, 4) Cardiovascular Endurance, and 5) Body Composition. These groups are now called the “Expert Groups.” Each member of the Expert Group must be able to answer the following questions:  Which of the activities listed from TLS 13 would be useful in maintaining or improving the fitness component studied in your Expert group?  Explain why the activity is effective for improving that particular fitness component? In the expert groups students record the answers to these questions. Students return to their Home Groups and share their expertise with the other members. 15. Review the FITT Principle (Frequency, Intensity, Time, Type) and the concepts of progression and overload. Students use this knowledge to revise/develop their Personal Fitness Program. Day 5 16. Students revise/develop their Personal Fitness Program using the following steps:

Unit 1 - Page 13  Healthy Active Living Education - Open 1. Identify strengths and areas needing improvement by analysing data from the Individual Appraisal Record Sheet. (Teachers may provide charts or tables of norms/standards for comparison.) 2. Students establish short-term and long-term goals based on individual needs. 3. Students develop an Action Plan for achieving their goals by asking themselves the following questions: What activities will I do? When will I do them? Where will I do them? Who will I do them with? Students describe the warm-up, work-out/activity and cool-down exercises, and specific safety issues that maximize performance and participation in the Program. (The Plan is recorded on a Program Planning sheet provided by the teacher.) 4. Students explore the challenges and barriers that may prevent them from achieving their goals and outline strategies for overcoming each challenge or barrier. 5. Students record participation using monthly tracking worksheets or journal logs. Future opportunities for students to reassess their goals, celebrate their successes, or rethink strategies to overcome barriers that hinder them from achieving their goals will be provided. At this point students make revisions to the program if necessary. 6. Provide opportunities for conferencing (peer or teacher) to assist or advise the students on the progress of their Personal Fitness Program. 7. Provide a rubric or work with students to develop a rubric to assess their Personal Fitness Program (Appendix 1e is an example of a Fitness Participation Rubric).

Assessment/Evaluation Techniques  Formative assessment of participation in Fitness Circuit and Appraisal activities using a participation rubric.  Formative assessment of the jigsaw activity using a group work rubric.  Formative assessment of the action plan on its thoroughness and completeness.  Formative assessment of Program participation and progress using student/teacher conferencing.  Summative assessment of knowledge of health and skill related components of fitness.  Summative assessment of Personal Fitness Program using a rubric.

Accommodations  Provide a positive atmosphere that allows students to perform at their own level.  Modify equipment at the stations for students with individual needs.  Partner students with other students who will be sensitive to their individual needs.  Use short and simple instructions.  Consider using Board Personnel, e.g., Physiotherapist/Occupational Therapist.  Stations should visually depict how to perform the activity.  Implement strategies recommended in student’s IEP.  Break down complex movements so student can focus on attainable goal  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.  Refer to the Canadian Fitness Appraisal adapted for students with special needs.

Resources Canadian Physical Activity, Fitness and Lifestyle Appraisal. Canada: Health Canada, 1997. ISBN 0-9691374-7-8 Corbin, Charles and Ruth Lindsey. Fitness For Life: Teacher’s Resource Book. Illinois: Scott, Foresman and Company, 1990. ISBN 0-673-29575-3

Unit 1 - Page 14  Healthy Active Living Education - Open Corbin, Charles and Ruth Lindsey. Fitness For Life: Second Canadian Edition. Toronto: Gage Educational Publishing Company, 1991. ISBN 0-7715-3110-9 Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8

Activity 4: Participation In Physical Fitness Activities Time: 1152 minutes

Description Students safely participate in a variety of physical fitness activities throughout the year as they continue their lifelong journey with Christ. Integrate warm-up, mini activities, and cool-down activities with other units of the course.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good; 1i - integrates faith with life. An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems. A self-directed, responsible life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4c - takes initiative and demonstrates Christian leadership; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. A collaborative contributor who: 5a - works effectively as an interdependent team member; 5e - respects the rights, responsibilities, and contributions of self and others. A responsible citizen who: 7b - accepts accountability for one’s own actions; 7c - seeks and grants forgiveness. Strands(s): Physical Activity, Active Living Overall Expectations PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities; ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation; ALV.02 - demonstrate personal health-related physical fitness; ALV.03 - demonstrate responsibility for personal safety and the safety of others.

Unit 1 - Page 15  Healthy Active Living Education - Open Specific Expectations PA2.01 - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play); PA2.02 - describe the requirements including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements); AL1.01 - participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities); AL2.02 - participate in revised personal health-related fitness programs; AL2.03 - maintain or improve personal fitness levels by participating in vigorous physical activities for sustained periods of time (e.g., a minimum of two ten-minute time periods or one twenty-minute time period for a minimum of four times a week); AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury); AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training).

Planning Notes  Allow students the opportunity for self-assessment throughout the activity.  Be sensitive to the physical limitations of individual students and potential safety hazards.  Vary the types of activities used and in doing so encourage full participation.  Activities should be planned and organized, including equipment and facility preparation before the start of each class.  Offer a variety of fitness activities throughout the year. These activities can be offered as either a one day activity, small unit, or warm-up activity.

Prior Knowledge Required  warm up and cool down appropriately and safely  organizational skills  collaborative/co-operative group skills  oral communication skills  awareness of physical limitations  self/peer assessment skills

Teaching/Learning Strategies 1. Review safety concerns for physical activity , e.g., warm-up, cool down, proper equipment, environment. 2. Instruct the students to monitor their heart rate during the activity. 3. Use 10 to 20 minutes of each physical activity lesson to provide the students with a vigorous fitness workout. The 10 to 20 minutes can come from a warm-up or be embedded into the body of the lesson. A variety of activities should be selected that will incorporate flexibility, muscular strength, muscular endurance and cardiovascular endurance. This allows students to meet most of the goals set in their personal plans. The activities could include the following:  tag games;  mirror drills;  partner resistance exercises;  circuit training;  interval training;  obstacle courses;

Unit 1 - Page 16  Healthy Active Living Education - Open  speed orienteering;  low organizational games/run relays;  weight training;  aerobic.

Assessment/Evaluation Techniques  Formative assessment by the teacher and student based on a participation rubric in fitness activities (Appendix 1e for sample fitness participation rubric)  Formative assessment of fitness appraisals used in Activity 3 to monitor improvement in fitness levels, e.g., ongoing observation of students’ participation in the physical fitness components.

Accommodations  Provide alternate fitness workout times.  Encourage students to work in pairs.  Make use of support personnel, e.g., Physiotherapists.  Adapt equipment to various needs of students. (See Moving to Inclusion Series.)  Implement strategies recommended in student’s IEP.

Resources Canadian Physical Activity, Fitness and Lifestyle Appraisal. Canada: Health Canada, 1997. ISBN 0-9691374-7-8 Corbin, Charles and Ruth Lindsey. Fitness For Life: Teacher’s Resource Book. Illinois: Scott, Foresman and Company, 1990. ISBN 0-673-29575-3 Corbin, Charles and Ruth Lindsey. Fitness For Life: Second Canadian Edition. Toronto: Gage Educational Publishing Company, 1991. ISBN 0-7715-3110-9 Pearl, Bill. Getting Stronger. Bolinas, California: Shelter Publications, 1986. ISBN 0-936070-04-8 Zakrajsek, D., et al. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2

Activity 5: Final Physical Fitness Assessment Time: 144 minutes

Description In this culminating activity students re-assess their level of fitness in each component referring to the Fitness Appraisal Record Sheet from Activity 3. They note improvements and changes since the beginning of the course, allowing them to evaluate their Personal Fitness Program, complete their Personal Fitness Assessment, and set goals for the future. Through this activity students demonstrate the knowledge and skills they have developed which is used as a summative evaluation.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems. A self-directed, responsible, life long learner who: 4e - sets appropriate goals and priorities in school, work, and personal life; 4g - examines and reflects on one's personal values, abilities, and aspirations influencing life’s choices and opportunities.

Unit 1 - Page 17  Healthy Active Living Education - Open Strand(s): Active Living, Living Skills Overall Expectations ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation; ALV.02 - demonstrate personal health-related physical fitness; ALV.03 - demonstrate responsibility for personal safety and the safety of others. Specific Expectations AL1.01 - participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities); AL1.02 - demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings; AL2.01 - review and make appropriate revisions to their personal plans for daily, health-related fitness activities (e.g., self-designed or computerized programs); AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury); AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training).

Planning Notes  This is a culminating activity therefore it is to be scheduled toward the end of the course.  Prepare Fitness Appraisal stations in advance. Use Appendix 1d – Fitness Appraisal Record Sheet from Activity 3.  Equipment needed includes: grip dynamometers, stop watch, mats, scale, metre sticks, measuring tapes, skinfold calipers, step cadence recording, flexometre, norm/standard charts or tables for appraisal comparison, and pencils.  Completion of all stations may take more than one class period. Sufficient warm-up and cool down are a consideration in the timing of this activity.  Encourage students to run with a partner in order to informally execute the Talk Test.  Some of the activities in the fitness appraisal do not have standards, but can be used so that students see improvement after subsequent tests, e.g., beep test.  Self-assessment and teacher-student conferencing at the end of this activity are intended to allow students to evaluate their results and set goals for the future.

Prior Knowledge Required  co-operative learning skills  work productively with others  participate actively in physical fitness activities  peer/self-assessment  obtaining information  critical thinking skills

Teaching/Learning Strategies 1. Using the same Fitness Appraisal stations as in Activity 3, the students reassess their Health-Related Fitness to gage improvement. 2. Students compare this Fitness Appraisal to the Appraisal performed in Activity 3 (near the beginning of the course). 3. As part of the Personal Fitness Program, students complete a Summary Reflection worksheet outlining:

Unit 1 - Page 18  Healthy Active Living Education - Open  knowledge obtained  growth in their personal fitness levels, e.g., have fitness levels improved, have levels been maintained or have levels declined.  attitudinal changes realized regarding Healthy Active Living, e.g., has nutrition knowledge affected overall lifestyle activity, food choices, diet strategies 4. Through teacher/student conferencing students make appropriate revisions to personal plans of action.

Assessment/Evaluation Techniques  Use the Achievement Levels Chart (Knowledge/Understanding, Thinking/Inquiry, Communication and Application) to outline how the summary reflection worksheet will be evaluated. Use exemplars of reflection papers to demonstrate the four levels.

Accommodations  Provide a positive atmosphere that allows students to perform at their own level.  Modify equipment at the stations for students with individual needs. Partner students with other students who will be sensitive to their individual needs. Use short and simple instructions.  Consider using Board personnel, e.g., Physiotherapist/Occupational Therapist.  Stations should visually depict how to perform the activity.  Implement strategies recommended in student’s IEP.  Break down complex movements so student can focus on attainable goal  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.  Refer to the Canadian Fitness Appraisal adapted for students with special needs

Resources Canadian Physical Activity, Fitness and Lifestyle Appraisal. Canada: Health Canada, 1997. ISBN 0-9691374-7-8 Corbin, Charles and Ruth Lindsey. Fitness For Life: Teacher’s Resource Book. Illinois: Scott, Foresman and Company, 1990. ISBN 0-673-29575-3 Corbin, Charles and Ruth Lindsey. Fitness For Life: Second Canadian Edition. Toronto: Gage Educational Publishing Company, 1991. ISBN 0-7715-3110-9 Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8

Unit 1 - Page 19  Healthy Active Living Education - Open Appendix 1a

Participation Rubric Evaluator: Teacher  Peer  Self  Date: Categories Level 1 Level 2 Level 3 Level 4 Readiness to - infrequently has required - usually has most of the - regularly has required - always has required Participate or appropriate clothing required clothing clothing clothing - enters gym late more - usually ready to - regularly ready to - always ready to than half of the time participate on time participate on time participate on time - infrequently participates - usually participates in - regularly takes part in - always takes part in class class activities class activities activities Physical - infrequently participates - sometimes participates - regularly participates in - always or almost always Participation in physical activities in physical activities physical activities promotes active - experiences difficulty - sometimes participates independently participation in all physical participating in individual in individual and/or - frequently participates activities and/or group activities group activities in individual and/or - always participates in group activities individual and/or group activities Effort - infrequently works hard - sometimes works hard - regularly demonstrates - always strives for (e.g., goes through with encouragement a determined effort personal best motions) - sometimes easily - regularly stays on task - always or almost always - easily distracted from distracted from task - rarely distracts others encourages others to stay task - sometimes distracts on task - often distracts others others - never distracts others Initiative - infrequently tries new - sometimes attempts - regularly attempts new - always tries new activities new activities with activities techniques and encourages - infrequently takes on a encouragement - regularly takes on a others to do the same leadership role - sometimes, with leadership role in class - routinely asks to play a - relies on others to begin encouragement, leads the - frequently begins leadership role in class physical activities class in activities activities (e.g., warm-up) - routinely a self starter - sometimes begins who gets other students activities with some involved teacher intervention Enjoyment - infrequently - sometimes - regularly demonstrates - routinely creates demonstrates enjoyment demonstrates enjoyment enjoyment from opportunities for others to from participation in from participation in participation in physical enjoy physical activities physical activities physical activities activities Social - infrequently plays or - sometimes plays or - regularly participates - always participates with Interaction/ interacts with other interacts with other with anyone in class anyone in class Respect for students students - regularly accepts others - always encourages the others - infrequently accepts - sometimes accepts including those of inclusion of others of others of different others of different different abilities, different ability, cultures, abilities, cultures, and abilities, cultures, and cultures, and genders and genders genders genders - regularly offers positive - always encourages others - infrequently offers - sometimes offers comments to others with positive comments positive comments to positive comments to - always suggests changes others others to resolve conflict in the group Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Unit 1 - Page 20  Healthy Active Living Education - Open Appendix 1b

Fitness in the Community

Name of Organization:

Location:

Types of memberships:

Types of activities available:

Hours of operation:

Other services available (fitness assessment, personal trainers):

Making the career connection:

Unit 1 - Page 21  Healthy Active Living Education - Open Appendix 1c

Fitness Component Circuit

Circuit Activity Health- Skill- Fitness Component Related Related (e.g., flexibility, balance)  check one  #1 Short Sprint #2 Push ups #3 Juggling #4 Bench Stepping #5 Ruler Drop #6 Toe Touch #7 Line Balance #8 Leg Squats #9 Side Shuttle #10 Standing Long Jump #11 Measure Height and Mass #12 Coin Catch #13 Double Heel Click #14 Ankle Grab

Unit 1 - Page 22  Healthy Active Living Education - Open Appendix 1d

Health Related Fitness Appraisal Record Sheet

Health Related Components of Fitness Pre-test Post-test Date: Date: Cardiovascular Level Level (Level Achieved) Achieved Achieved Step Test or Beep Test Muscular Strength Right Hand Left Hand Right Hand Left Hand (kilograms)

Grip Dynamometre (Adjust grip for comfort) Muscular Endurance Push ups Crunches Push ups Crunches (Repetitions completed)

Push ups to fatigue Crunches for 1 minute Flexibility Trial 1 Trial 2 Trial 1 Trial 2 (measured in centimetres)

Sit and Reach Flexometre Stretch properly prior to testing Body Composition BMI Sum of BMI Sum of Skinfolds Skinfolds Body Mass Index or Sum of Skinfolds

Unit 1 - Page 23  Healthy Active Living Education - Open Appendix 1e

Fitness Participation Rubric Evaluator: Teacher  Peer  Self  Date: Category Level 1 Level 2 Level 3 Level 4 Readiness - infrequently dresses - sometimes dresses - regularly dresses - always or almost appropriately for appropriately for appropriately for always dresses vigorous fitness vigorous fitness vigorous fitness appropriately for activities activities activities vigorous fitness - infrequently ready - sometimes ready to - regularly ready to activities to participate in participate in fitness participate in fitness - always or almost fitness activities activities activities always ready to participate in fitness activities Physical - infrequently - sometimes - regularly - always or almost Participation participates in all participates in all participates in all always participates in fitness activities fitness activities fitness activities all fitness activities Safety - infrequently - sometimes - regularly - always or almost participates in warm- participates in warm- participates in warm- always regularly up and cool down up and cool down up and cool down participates in and/or activities activities activities leads warm-up and - infrequently uses - sometimes uses - regularly uses cool down activities equipment and equipment and equipment and - always or almost facilities safely or facilities safely or facilities safely or always uses and correctly correctly correctly promotes the safe use of equipment and facilities Effort and - infrequently - sometimes - regularly - always or almost Co-operation demonstrates demonstrates demonstrates always demonstrates determined effort and determined effort and determined effort and determined effort and co-operation in co-operation in co-operation in co-operation in fitness activities fitness activities fitness activities fitness activities - rarely on task; - sometimes - regularly - always or almost easily distracted from demonstrates demonstrates always demonstrates task and distracts attentive behaviour attentive behaviour attentive behaviour others (not on task) (on task) and encourages - needs constant - sometimes on task - regularly others to do so redirection to - needs some demonstrates - always or almost participate in fitness encouragement to determination fitness always strives for activities persevere in fitness activities personal best activities Initiative - infrequently tries - sometimes tries new - regularly tries new - always or almost new activities activities activities always tries new - infrequently willing - sometimes willing - regularly willing to activities to try new activities to try new activities be involved in all - always or almost fitness activities willing to try new activities Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Unit 1 - Page 24  Healthy Active Living Education - Open Unit 2: Nutrition Time: 12 hours

Unit Description In this unit, students explain how healthy eating fits into a healthy lifestyle, e.g., risks of dieting and other eating behaviours. Students analyse the relationships among healthy eating, physical activity, and body image. As an extension to their personal fitness programs, students examine personal eating patterns and develop strategies for improvement. “Do not work for the food that perishes, but for the food that endures for eternal life, which the son of man will give you.” (John 6:27). Students will identify the relative effectiveness of different types of resources and support services related to healthy eating (e.g., health unit, sport nutritionist).

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1j, 2a, 2b, 2c, 2e, 3b, 3d, 3e, 4a, 4b, 4c, 4e, 4f, 4g, 5b, 5c, 5e, 5f, 5g, 7a, 7b, 7f, 7g. Strand(s): Healthy Living, Living Skills Overall Expectations: HLV.01, HLV.04, LSV.01, LSV.03. Specific Expectations: HL3.01, HL3.02, HL3.03, HL3.04, HL3.05, HL3.06, LS1.01, LS1.02, LS1.04, LS3.01, LS3.02.

Activities Titles (Time + Sequence) Activity 1 What is Healthy Eating? 72 minutes Activity 2 Nutrition and Sport Performance 72 minutes Activity 3 Body Image and Eating Disorders 144 minutes Activity 4 Diet Analysis and Personal Action Plan for Healthy Eating and Physical 288 minutes Fitness Activity 5 Food Festival and Unit Test 144 minutes

Unit Planning Notes  Note: Health Canada and a number of US government agencies are reviewing the current Recommended Daily Allowances (RDA), and Recommended Nutrient Intake (RNI). This review is intended to produce a series of Dietary Reference Intakes (DRIs) which will ultimately replace the current Canadian Recommended Nutrient Intakes. Information related to DRIs is available on the Food Program web site. Keep in mind that this could have an impact on Canada’s Food Guide.  Prior to the onset of this unit, encourage students to privately discuss any personal concerns and/or experiences they may have which could affect their participation in this unit.  In order to develop a positive self concept, accept students for who they are in order to help them achieve their God-given potential.  The primary focus of this course centres around participation in physical activity. Therefore it is recommended that this unit not be delivered in a solid block of time. It should be interspersed to allow opportunities for physical activities.  Make a tentative allocation of time for the entire unit to synchronize with the course time lines. Programming of this unit will vary due to school schedules and facilities and availability of community resources.  There are many support agencies in the community which have resources available for classroom and student use. Resources (information pamphlets) and speakers from these agencies are often available, e.g., local health units, Sport Nutritionist.

Unit 2 - Page 1  Healthy Active Living Education - Open Prior Knowledge Required The knowledge and skills necessary to successfully achieve the expectations of this unit include:  co-operative learning skills;  communication skills, e.g., brainstorming, obtaining information, presenting information note- making, listening;  work productively with others;  peer/self-assessment;  computer skills, e.g., keyboarding, Internet;  time management skills.

Teacher/Learning Strategies A variety of teaching/learning strategies are used in this unit including:  brainstorming;  self-reflection;  think/pair/share;  worksheets;  note-making;  co-operative learning;  direct instruction;  case studies;  question and answer;  internet searches;  community-assisted learning.

Assessment and Evaluation Teachers assess and evaluate student progress continually using appropriate resources and strategies to facilitate and improve each student's learning. The following table is intended to aid teachers in reporting student achievement according to the Achievement Chart categories found in the policy document The Ontario Curriculum Grades 9 and 10: Health and Physical Education (these categories are: Application, Knowledge & Understanding, Thinking & Inquiry, Personal Communication). The table below contains the following:  Unit  Activity and the Teaching Learning Strategy (TLS)  Achievement Category  Method of assessment used (e.g., Paper and Pencil, Performance Assessment and Personal Communication)  Strategy (strategies refer to the specific activity being assessed in the unit)  Assessment Tool (e.g., checklist, marking scheme, rubric, portfolio, anecdotal comment)  User refers to the individual performing the assessment (e.g., Teacher, self, peer) and whether the assessment is Formative (during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction) or Summative (carried out at the end of the learning process; may include feedback and/or judgement).

Formative Assessment Plan/Summative Evaluation Plan Unit 2 Activity Achievement Method Strategy(ies) Assessment User and TLS Category Tool(s) Formative/ Summative

Unit 2 - Page 2  Healthy Active Living Education - Open Activity 1 Knowledge & Paper & Pencil Reflection Paper marking scheme Teacher TLS 7 Understanding, Formative Application Activity 1 Communication, Performance participation in class discussion Teacher TLS 1-7 Knowledge & Assessment class discussions participation Diagnostic Understanding, and brainstorming rubric Thinking & activities Inquiry Activity 2 Knowledge & Paper & Pencil, athlete profile group work rubric Teacher, TLS 4 Understanding, Communication analysis and presentation peer, or self Thinking & rubric or Formative Inquiry, presentation Application, checklist Communication Activity 2 Knowledge & Paper & Pencil eating disorder research paper Teacher TLS 6 Understanding, research marking scheme Formative Thinking & assignment Inquiry, Application Activity 3 Communication, Performance participation in class discussion Teacher, TLS 1-4 Knowledge & Assessment class discussions participation peer, or self Understanding, and brainstorming rubric Diagnostic Thinking & activities Inquiry Activity 3 Communication, Performance dangers of dieting presentation rubric Teacher or TLS 5-7 Application Assessment, skits peer Communication Formative Activity 3 Communication Performance demonstration of teamwork rubric Teacher TLS 5 Assessment, learning skill and/or peer Communication “teamwork” as Formative they work in groups on skits Activity 4 Knowledge & Paper & Pencil completion of diet work habits/ Teacher TLS 2 Understanding, analysis report homework rubric Formative Thinking & Inquiry Activity 4 Application Paper & Pencil completion of self-evaluation Self TLS 3 tracking sheet and marking scheme Formative self-evaluation Activity 5 Application, Communicate presentation of checklist provided Teacher TLS 1 Communication prepared food item on Food Festival Formative Guidelines Activity 5 Application, Paper & Pencil written test marking scheme Teacher TLS 3 Knowledge & Formative Understanding, Thinking & Inquiry

Unit 2 - Page 3  Healthy Active Living Education - Open Accommodations In each of the five activities there are adaptations and accommodations suggested which address the needs of Special Education and ESL/ESD students. These suggested adaptations/accommodations provide opportunities for remediation, consolidation, and enrichment for all students:  using video in place of printed materials;  using organizers;  providing heterogeneous groupings;  partnering students;  providing material at different reading levels;  modifying tests and assignments.

Resources Caulfield, Carol Anne. Sport Nutrition for the Athletes of Canada: Workbook for Athletes. Ottawa: Afterwords Publishing Services, 1993. ISBN 0-9695394-0-1 Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa: Ministry of Supply and Services Canada, 1993. ISBN 0-662-19648-1 Dairy Farmers of Ontario. The Eating Edge. Ontario: The Dairy Farmers of Ontario, 1995 Rizzo-Toner, Patricia. Diet and Nutrition Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-265-6 Rizzo-Toner, Patricia and Marian Milliken. The Health Teacher’s Book of Lists. New York: The Centre for Applied Research in Education, 1999. ISBN 0-87628-476-4 Seaver, Andrea, et al. EveryBODY Is a Somebody: Facilitator’s Guide. Peel: The Body Image Coalition of Peel, 1997. Booklet Nutrient Value of Some Common Foods Note: This is a booklet listing values for 18 nutrients in 700 commonly consumed foods. The last publication was distributed by Health Canada in 1988. Presently, the Nutrition Research Division is working to release an updated version of this booklet in Summer 1999. The update contains nutrient data for 19 nutrients for just under 1000 foods. They are extracted from the 1997 version of the electronic Canadian food composition database called the Canadian Nutrient File. To order Nutrient Value of Some Common Foods, indicate catalogue number: H58-28/1999E. ISBN 0-660-17784-6 Canadian Government Publishing, Public Works and Government Services Canada, Ottawa (orders 1- 800-635-7943). Web Sites www.mentalhealth.com/book/p45-eat1.html http://www.phdirect.com http://www.ca.yahoo.com/Health/Diseases and Conditions/Eating Disorders/ http://publications.pwgsc.gc.ca Dietitians of Canada www.dietitians.ca Health Canada Online www.hc-sc.gc.ca http://www.shapeup.org/sua

Unit 2 - Page 4  Healthy Active Living Education - Open Activity 1: What is Healthy Eating? Time: 72 minutes

Description In this activity students are introduced to the concept of healthy eating. Students gain the necessary knowledge in nutrition to apply to their daily active physical lifestyle. This includes information about Canada’s Food Guide, the primary function of macro/micronutrients, and recommended daily allowances for essential nutrients. A brief discussion centres around what factors influence personal food choices, e.g., media, culture, religion.

Strand(s) and Expectations Ontario Catholic Graduate School Expectations The graduate is expected to be: An effective communicator who: 2b - reads, understands and uses written materials effectively; 2c - presents information and ideas clearly and honestly and with sensitivity to others. A reflective and creative thinker who: 3b - creates, adapts, evaluates new ideas in light of the common good; 3c -thinks reflectively and creatively to evaluate situations and solve problems. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities. A collaborative contributor who: 5b - thinks critically about the meaning and purpose of work; 5c - develops one’s God-given potential and makes a meaningful contribution to society; 5e - respects the rights, responsibilities, and contributions of self and others. A caring family member who: 6c - values and honours the important role of the family in society. A responsible citizen who: 7b - accepts accountability for one’s own actions; 7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures; 7g - respects and understands the history, cultural heritage and pluralism of today’s contemporary society. Strand(s): Healthy Living, Living Skills Overall Expectations HLV.04 - explain how healthy eating fits into a healthy lifestyle; LSV.01 - identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living; Specific Expectations LS1.02 – analyse the impact of media and culture on decision making; LS1.04 – explain their reasoning for their personal choices and actions related to health and well-being.

Planning Notes  Be sensitive to the variety of nutritional needs of students.  Encourage students to respect individual feelings/opinions.  Prepare Food Cards. These cards are prepared by cutting illustrations of food items and/or dishes from magazines.

Unit 2 - Page 5  Healthy Active Living Education - Open  Prepare and photocopy worksheets/handouts prior to the onset of this class.  Prepare a Food Diary Record Sheet to be given to students during this activity. Students will record their food intake. This data is used in Activity 4, where students will analyse their diet.  Determine the number of days during which students will record their food intake.  Photocopy the Food Festival Guidelines handout (Appendix 2d).

Prior Knowledge Required  communication skills  brainstorming skills  note-taking skills  listening skills

Teaching/Learning Strategies 1. As an opening activity present students with various prepared Food Cards (see planning notes). Students orally respond to how the food on the card makes them feel. Possible responses may be: Yummy, Yuk, Gross, That’s my favourite, Oh this makes me hungry, Oh that looks so good. Invoke a class discussion based on the following questions.  Do you watch food preparation shows? What is your favourite?  How does the media portray food?  Has there been an appreciable growth in food related industries?  Are restaurant owners interested in nutrition?  What special meal would you offer to house guests that is considered “balanced” and “interesting”? 2. Through classroom discussion and brainstorming activities students develop definitions for the following terms. (Teachers can refer to Appendix 2a – Nutrition Terms for these definitions.)  Nutrition  Nutrients  Calories  Essential Nutrients  Micro/Macronutrients (vitamins, minerals, water, carbohydrates, proteins, fat)  Recommended Daily Allowances or Recommended Nutrient Intake 3. Students complete Appendix 2b – Personal Dietary Profile. 4. On completion of this Personal Dietary Profile, lead a discussion based on the students’ results. Students will discover whether their diet is healthy or unhealthy. 5. Provide each student with a copy of Canada’s Food Guide for Healthy Eating. Introduce and/or review Canada’s Food Guide. 6. Using information from TLS 3, teachers will lead a discussion on the factors that influence eating habits. The discussion may be started with the following questions:  What are some reasons for eating? (Answers may include; hungry, aroma of food increases your appetite, to be sociable, emotional eating (bored, stress, depressed), physically active).  What factors influence food choice? (Answers may include: culture, family influence, media messages, taste and nutritional content, convenience, cost, peer pressure, geographical location). 7. As a culminating activity students choose one of the factors that influences their eating patterns and complete a reflection paper that addresses the following items:  What factor influences your eating habits the most? Why?  How do your daily eating habits reflect Canada’s Food Guide to Healthy Eating?  Do you adjust your eating habits to the amount of activity you do? Why or why not?  What actions can you take to improve your eating habits? (e.g., decrease junk food, eat more foods from the Vegetable and Fruit category in Canada’s Food Guide, drink more water).

Unit 2 - Page 6  Healthy Active Living Education - Open Add more questions to this reflection if needed. 8. Provide students with Appendix 2c – Food Diary Record Sheet to enable the students to record food consumption over a period of time. This will be used in Activity 4. At this time indicate how many days the students will record their food intake. 9. Distribute Appendix 2d – Food Festival handout. Assign students to a topic and have students choose their partner. The food festival is Activity 5.

Assessment/Evaluation Techniques  A formative assessment of the completion of the reflection paper using a marking scheme

Accommodations  Make modifications regarding the Reflection Paper (e.g., length, due date) if necessary.  Be aware of ELS/ESD students.  Implement strategies recommended in the student’s IEP.  Limit the time a student with special needs records their food consumption in the Food Diary Record Sheet or conference with the student to provide additional help in completing this record sheet.

Resources Caulfield, Carol Anne. Sport Nutrition for the Athletes of Canada: Workbook for Athletes. Ottawa: Afterwords Publishing Services, 1993. ISBN 0-9695394-0-1 Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa: Ministry of Supply and Services Canada, 1993. ISBN 0-662-19648-1

Activity 2: Nutrition and Sport Performance Time: 72 minutes

Description In this activity students examine additional nutritional considerations for improved participation in exercise and sport. Through analysis of typical athlete profiles, students identify how healthy eating habits must be adjusted in order to improve performance in various physical activities.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values; 2b - reads, understands and uses written materials effectively. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems. A self-directed, responsible, life long learner who: 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. Strand(s): Healthy Living Overall Expectations HLV.04 - explain how healthy eating fits into a healthy lifestyle.

Unit 2 - Page 7  Healthy Active Living Education - Open Specific Expectations HL3.01 - explain how healthy eating is beneficial to various physical activities (e.g., sport, school); HL3.03 - analyse the relationships among healthy eating, physical activity, and body image.

Planning Notes  Prepare the scenarios of a teenage athlete and non-athlete.  Prepare the overhead of sentence stems.  Become familiar with sport nutrition topics.  Prepare the handout Nutritional Considerations for Athletes.  Prepare the Athlete Profiles for the final group activity. The teacher should include profiles of special needs athletes.  Prepare research information for anorexia and bulimia homework assignment (TLS 6) for those students who do not have internet accessibility.

Prior Knowledge Required  co-operative learning skills  communication skills  active listening skills  brainstorming skills  group work skills  knowledge of Canada’s Food Guide  understanding of Macro and Micro Nutrients

Teaching/Learning Strategies 1. Present the following scenarios outlining a typical day of a teenage athlete and a typical day of a teenage non-athlete. After reading, students answer the following question: Do these two students have the same nutritional requirements? Explain why or why not. (Answer: No. Victor’s active lifestyle requires an increased need for calories, or food energy.) Student 1 Victor is a 16-year-old competitive hockey player at both the high school and community level. Every morning Victor attends practice at 6:00 a.m. before going to school. During the day Victor participates in the lunch time intramural soccer program and attends athletic council meetings. After school Victor can be found at the local arena practising with his high school teammates. Victor usually spends 2 hours completing homework before going to bed at 11:30 p.m. Student 2 Carl is a hardworking Grade 10 student who has maintained an honour roll average for the past two years. Carl arrives at school early each day for band practice. After school, Carl takes the bus to his part-time job as an office assistant. In his spare time Carl enjoys reading, watching television, and surfing the Internet. 2. Lead a discussion outlining the factors influencing athletic or exercise performance. (e.g., genetics, training, rest, attitude, and nutrition). Indicate that food choices made by an athlete will affect overall energy level, body composition, and overall performance. 3. Students complete the following sentence stems in their notebooks:  Drinking water during physical activity is important because...  A diet high in carbohydrates is essential for exercise performance because...  A proper intake of protein is important for physical activity because...  A physically active individual should consume more calories because... Using the sentence stems, discuss the exceptional nutritional needs of an athlete. Provide a handout of “Nutritional Considerations for Athletes” which may include information about the following:  rehydration during exercise;

Unit 2 - Page 8  Healthy Active Living Education - Open  carbohydrate loading;  protein intake and supplementation;  caloric intake. 4. Divide students into groups and provide each group with a different athlete profile (see below). Students read the profile and work together to complete an analysis using the following questions:  Name the health/skill related physical fitness components essential to this activity/sport.  What component(s) does this athlete need to focus on to improve performance?  How are the nutritional needs of this athlete different from that of a non-athlete ?  What nutritional choices would increase this athlete’s sport performance? Athlete Profiles Randy Runner: Randy is a member of the local track club. He is a long distance runner and trains six days a week for two hours per day. His workouts consist of 10- to 15-kilometre runs and intervals of 800-1200 metres. Wendy Wrestler: Wendy is new to the high school wrestling team. Her small frame allows her to be quick and flexible, however; her coach feels she needs to increase her muscle mass and overall strength to perform certain techniques. Wendy attends practice four times per week and has started to weight train two days per week. Georgia Gymnast: Georgia has been a provincial level gymnast for four years. She trains for approximately three hours per day, six days per week. She has the strength and flexibility to perform her routines to the fullest. She is extremely conscious about her body composition and is constantly working to keep her weight down to continue being competitive. Cyril Cyclist: Cyril is a very slim competitive cyclist who is dedicated to his sport. Although he practises regularly he has yet to reach the podium. He struggles on steep inclines due to a lack of power and, despite good starts, has trouble keeping pace toward the end of the races. 5. Students present their profile and analysis to the class. 6. Homework assignment: Research the eating disorder Anorexia Nervosa and Bulimia and answer the following questions for each disorder: (See http://www.ca.yahoo.com/Health/Diseases_and_Conditions/Eating_Disorders/)  What are the characteristics of these disorders?  What are some of the possible causes?  What are the signs and symptoms?  What are the health risks?  Where in your community, can you get help for eating disorders? (This homework will be discussed during the next nutrition lesson.)

Assessment/Evaluation Techniques  A formative assessment of the profile analysis to determine students’ understanding of the nutritional needs of an athlete.  A formative assessment of participation using a group work rubric.  A formative assessment of the Eating Disorder research assignment using a marking scheme

Accommodations  Allow extra time for students to complete the activities if necessary.  Photocopy notes for insertion into student notebooks.  Encourage students to work in pairs when necessary.  Implement strategies recommended in student’s IEP.  Ensure students understand homework assignment. Have written instructions and record the due date.  Pair students for completion of eating disorder homework assignment if necessary.

Unit 2 - Page 9  Healthy Active Living Education - Open Resources Caulfield, Carol Anne. Sport Nutrition for the Athletes of Canada: Workbook for Athletes. Ottawa: Afterwords Publishing Services, 1993. ISBN 0-9695394-0-1 Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8

Activity 3: Body Image and Eating Disorders Time: 144 minutes

Description This activity raises awareness and understanding of body image issues and eating disorders. Students explain the risks of dieting and other unhealthy eating behaviours for controlling weight. Students also analyse the relationships among healthy eating, physical activity, and body image. Through role playing and discussion, students come to understand how healthy eating fits into a healthy lifestyle.

Strand(s) and Expectations Ontario Catholic Graduate School Expectations The graduate is expected to be: An effective communicator who: 2b - reads, understands and uses written materials effectively; 2c - presents information and ideas clearly and honestly and with sensitivity to others; 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3d - makes decisions in light of gospel values with an informed moral conscience; 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience. A self-directed, responsible, life long learner who: 4b - demonstrates flexibility and adaptability; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities. A collaborative contributor who: 5e - respects the rights, responsibilities, and contributions of self and others; 5f - exercises Christian leadership in the achievement of individual and group goals; 5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. Strand(s): Healthy Living, Living Skills Overall Expectations HLV.04 - explain how healthy eating fits into a healthy lifestyle; LSV.01 - identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living; LSV.03 - use appropriate social skills and positive attitudes when interacting with others. Specific Expectations HL3.02 – explain the risks of dieting and other unhealthy eating behaviours for controlling weight; HL3.03 – analyse the relationships among healthy eating, physical activity, and body image; HL3.05 – explain strategies and ideas for focussing on a healthy lifestyle rather than on body weight;

Unit 2 - Page 10  Healthy Active Living Education - Open HL3.06 – identify the relative effectiveness of different types of resources and support services related to healthy eating; LS1.02 – analyse the impact of media and culture on decision making; LS3.01 – demonstrate behaviours that are respectful of others’ points of view (e.g., listening actively, showing appreciation, criticizing ideas not people); LS3.02 – describe their own contribution to and effectiveness within a group.

Planning Notes  Provide a copy of role play situations (either from Appendix 2f or designed by the teacher and/or student).  Be sensitive to the variety of student/family issues regarding eating disorders.  Be sensitive to class dynamics regarding the formation of groups.  Encourage students to respect individual feelings/opinions.

Prior Knowledge Required  communication skills  brainstorming skills  note-taking skills  listening skills  role playing skills  co-operative learning/group working skills

Teaching/Learning Strategies Day 1 1. Initiate a discussion on the following topics:  Why are physical traits so important to people?  Is physical appearance more important than someone’s personality?  What does the saying “Beauty is only skin deep” mean? 2. In small groups students:  Develop definitions of Body Image and Self-Esteem.  Develop a definition of Healthy Body Image.  Explain the concept of Healthy Eating and An Active lifestyle. 3. In a class discussion formulate a class definition on the above. In the discussion list ways in which one would demonstrate a confident and positive sense of self and respect for the dignity and welfare of others. Teachers can refer to Appendix 2e – Definitions to get a sample of the definitions. 4. Main points from the homework on information about anorexia and bulimia from the last nutrition class will be discussed. Lead a discussion regarding the risks of dieting and unhealthy eating behaviours to control weight. Discuss with the students that a person’s weight and body shape are partially determined by his/her genetic makeup. This concept is part of “The Set Point Theory.” This theory further states: that each body has a particular weight that it tends to maintain. As a person eats more or less, metabolism may adjust to expend more or fewer calories. The feeling of hunger also may adjust itself, so body weight does not alter much. This may be why it is difficult to lose weight by dieting – and why lost pounds re-appear. Research suggests that people may be able to alter their set point, however, by regular, moderate exercise. (Glencoe Health, 1999). There is no “ideal” body weight for certain heights and body sizes. There are steps that individuals can incorporate into daily living that focuses on healthy lifestyle choices. 5. Students design a three to five minute skit which presents a practical lesson on the dangers of dieting and unhealthy eating behaviours to control weight. This skit addresses why the dieting began, possible solutions, and how and where the individual can get professional help. Personal strategies to deal effectively with the problems that have led to the poor eating choices and/or the eating disorder

Unit 2 - Page 11  Healthy Active Living Education - Open are demonstrated. Suggest several topics to avoid repetition of themes. The teacher and students develop the criteria and descriptors for a rubric to assess the learning expectation in the role-playing scenarios. Give students time to rehearse their skits to be presented the next day. Possible skit Presentation Rubric categories include the following: Social Skills, Oral Communication, Organization, and Content in conjunction with the four achievement levels. Sample topics for role- play situations are listed in Appendix 2f. Day 2 6. Students practise the scenario given to them in the previous class. Elements to look for in a presentation include: clear voice, appropriate dialogue, skit or role-play is organized and focusses on the topic, information in the skit or role-play is accurate and appropriate to the topic, the presentation is creative and interesting, everyone can see the actions in the skit or role-play, and the skit or role- play is the appropriate length. 7. Students present the scenarios to the class. Allow time to debrief after the presentations.

Assessment/Evaluation Techniques  A formative evaluation using a rubric as students demonstrate their skills in a variety of role playing scenarios.  A formative assessment of the learning skills, teamwork, using the teamwork rubric.

Accommodations  Allow extra time for students to complete the activities if necessary.  Photocopy notes for insertion into student notebooks.  Encourage students to work in pairs when necessary.  Implement strategies recommended in student’s IEP.

Resources Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 Rizzo-Toner, Patricia. Diet and Nutrition Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-265-6 Rizzo-Toner, Patricia and Marian Milliken. The Health Teacher’s Book of Lists. New York: The Centre for Applied Research in Education, 1999. ISBN 0-87628-476-4 Seaver, Andrea, et al. EveryBODY Is a Somebody: Facilitator’s Guide. Peel: The Body Image Coalition of Peel, 1997. Web Sites www.mentalhealth.com/book/p45-eat1.html http://www.phdirect.com http://www.ca.yahoo.com/Health/Diseases and Conditions/Eating Disorders/ www.teachnutrition.org http://www. shapeup.org/sua

Unit 2 - Page 12  Healthy Active Living Education - Open Activity 4: Diet Analysis and Personal Action Plan for Healthy Eating and Physical Fitness Time: 288 minutes

Description By examining individual eating habits, students explain their personal choices and actions related to their diet. With the use of a computer software program, students analyse the effectiveness of their daily food choices, discover strengths and weaknesses, and make comparisons to recommended standards. From the data collected students determine areas in their diet needing improvement and establish goals to improve eating habits. Adjustments to present diets are made and monitored to ensure achievement of established goals. Resources and support services related to healthy eating and nutrition will be discovered.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values; 2b - reads, understands, and uses written materials effectively; 2c - presents information and ideas clearly and honestly and with sensitivity to others; 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4e - sets appropriate goals and priorities in school, work, and personal life; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. 4g - examines and reflects on one’s personal values, abilities, and aspiration influencing life’s choices and opportunities. A collaborative contributor who: 5e - respects the rights, responsibilities, and contributions of self and others. A responsible citizen who: 7a - acts morally and legally as a person formed in Catholic traditions; 7b - accepts accountability for one’s own actions; 7d - promotes the sacredness of life. Strand(s): Healthy Living, Living Skills Overall Expectations HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others; HLV.04 - explain how healthy eating fits into a healthy lifestyle; LSV.01 - identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living. Specific Expectations HL3.04 - make appropriate revisions to personal plans of action (e.g., using self-designed or computerized programs) that promote healthy eating and physical activity; HL3.06 - identify the relative effectiveness of different types of resources and support services related to healthy eating; LS1.01 - identify short- and long-term goals for personal growth (e.g., using a student planner); LS1.04 - explain their reasoning for their personal choices and actions related to health and well-being.

Unit 2 - Page 13  Healthy Active Living Education - Open Planning Notes  Consult with the necessary computer personnel to purchase and/or become familiar with selected nutrition software.  Adjust the content of the diet analysis to suit the computer software selected.  The diet analysis report may be completed as one assignment or may be divided into sections.  Prepare and provide students with a handout outlining the Diet Analysis Report.  Prepare a rubric for evaluating the Diet Analysis Report.  Prepare the “goal tracking sheet”.

Prior Knowledge Required  co-operative learning skills  communication skills  active listening skills  computer skills  graphing skills  knowledge of Canada’s Food Guide  understanding of Macro and Micro Nutrients  SMART goal setting strategy

Teaching/Learning Strategies Days 1 and 2 1. Students analyse their diets recorded on the Food Diary Record Sheet (assigned in Activity 1, Teaching/Learning Strategy 7). The analysis is done using a computerized diet analysis software package, e.g., Food Focus, FoodSmart , The Wellness Wizard, Formdat. If computerized software is not available the analysis is completed by providing students with food composition tables. Students choose 1 to 3 days of their Appendix 2c – Food Diary Record Sheet and input the diet data for analysis. If software is being used, the software program will automatically analyse the data entered. In selecting software, it is important to consider whether the program has the ability to analyse the food items entered. The diet analysis consists of the following: (the software should do the following)  total daily caloric intake  percentage of total calories from each macronutrient  comparison of daily macronutrient consumption to Recommended Nutrient Intake  comparison of daily micronutrient consumption to Recommended Nutrient Intake  identify total grams consumed of each macronutrient  identification of food items containing the highest amount of each macronutrient  total grams of fiber  comparison of food choices to recommendations in Canada’s Food Guide  identification of nutrient deficiencies Note: The teacher may add more requirements to this analysis if desired Days 3 and 4 2. Students create a Diet Analysis Report by completing the following:  illustrate diet analysis findings using tables, charts, or paragraph format where applicable (tables and charts may be provided by the software or created by the student);  examine Food Diary Record Sheet and explain reasons for food choices and actions related to eating habits, e.g., patterns in hunger level, eating location, feelings after eating;  recommend three to five improvements to the diet, e.g., balance of Food Groups, specific nutrient deficiencies  develop long- and short-term goals related to improving diet;

Unit 2 - Page 14  Healthy Active Living Education - Open  identify strategies for achieving each goal, e.g., make a healthy lunch instead of buying one, choose healthier snacks;  identify barriers to achieving goals and effective coping mechanisms;  list a variety of resources and support services available that may assist in improving one’s diet. Note: Depending on the software chosen the delivery of this activity will vary. 3. For homework, students monitor their achievement of goals for one week using a tracking sheet provided by the teacher. At the end of the week, students complete a self-evaluation to determine achievement of goals and areas needing further improvement.

Assessment/Evaluation Techniques  A formative assessment of the completion of eating diary, using Work Habits/Homework Rubric.  A formative assessment of the personal diet analysis report using a marking scheme developed with the input of the students.  A self-evaluation by the student on the achievement of goals, using marking scheme provided..

Accommodations  Allow extra time for students to complete the activities if necessary.  Provide students with teacher or peer assistance in using computer software.  Encourage students to work in pairs when necessary.  Implement strategies recommended in student’s IEP.  Enlarge appendix C to allow for pictorial representation by special needs students as required.  Provide a template for the Diet Analysis Report.

Resources Dairy Farmers of Ontario. The Eating Edge. Ontario, The Dairy Farmers of Ontario, 1995. Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 Computer Software CANDAT, Godin London Inc. Gaetan Godin. (519) 679-8290 Food Focus Version 3.1b. Food Focus Inc. Matthew Prowse. (204)453-6060 FoodSmart Version 2.5. Sasquatch Software Corp. Natalie Young. (604)984-9691 Formdat. Wellness Wizard. Web Sites www.mentalhealth.com/book/p45-eat1.html http://www.phdirect.com http://www.ca.yahoo.com/Health/Diseases_and_Conditions/Eating_Disorders/ www.teachnutrition.org [email protected] Food Smart [email protected] CANDAT www.godin.on.ca

Unit 2 - Page 15  Healthy Active Living Education - Open Activity 5: Food Festival Time: 72 minutes

Description In the food festival activity, groups of students will prepare and present a particular food. Students will also share nutritional information about their food. By examining a variety of food presentations, students obtain knowledge of different food groups, preparation of food, and are given opportunities to develop healthier food choices.

Strand(s) and Expectations Ontario Catholic Graduate School Expectations The graduate is expected to be: An effective communicator who: 2c - presents information and ideas clearly and honestly and with sensitivity to others. A reflective and creative thinker who: 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience. A self-directed, responsible, life long learner who: 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A collaborative contributor who: 5a - works effectively as an interdependent team member; 5e - respects the rights, responsibilities, and contributions of self and others; 5f - exercises Christian leadership in the achievement of individual and group goals; 5g- achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. Strand(s): Healthy Living, Living Skills Overall Expectations HLV.04 - explain how healthy eating fits into a healthy lifestyle; LSV.03 - use appropriate social skills and positive attitudes when interacting with others. Specific Expectations HL3.03 – analyse the relationships among healthy eating, physical activity, and body image; LS3.01 – demonstrate behaviours that are respectful of others’ points of view (e.g., listening actively, showing appreciation, criticizing ideas not people); LS3.02 – describe their own contribution to and effectiveness within a group.

Planning Notes  Refer to the Food Festival Guidelines sheet handed out in Activity 1.  Prepare Food Festival evaluation sheets before the class begins.  Provide plates, serviettes, glasses and cutlery for consumption of the prepared food.  Arrange ahead of time to have a panel of judges (librarian, chaplain, peer helper) to sample the food and assist in the evaluation of the presentation.  Be aware of food allergies that may exist with any student.  Prepare a written test to evaluate students’ knowledge of concepts studied in this unit.

Prior Knowledge Required  co-operative learning skills  work productively with others  peer/self- or teacher assessment  obtaining information

Unit 2 - Page 16  Healthy Active Living Education - Open  critical thinking skills  presentations skills

Teaching/Learning Strategies Day 1 1. In their groups of two or three students present the food they have prepared for the festival (see Appendix 2d) 2. Judges will evaluate the presentation based on the guidelines established in Appendix 2d – Food Festival. Day 2 3. Knowledge of concepts and terms is evaluated using a unit test.

Assessment/Evaluation Techniques  Formative evaluation based on the checklist established in the guideline handout for the Food Festival (Appendix 2d)  Formative assessment of nutrition knowledge based on a teacher-designed written test

Accommodations  Hand pick a nutrition topic for the student. (For example preparing a “sugar” food source may be easier than preparing a food from the “minerals” category).  Provide assistance in helping the student choose a food that fits the category chosen.  Ensure appropriate partnerships are established.  An alternate presentation, to the judges only, may be necessary.

Resources Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa: Ministry of Supply and Services Canada, 1993. ISBN 0-662-19648-1

Nutrition Terms

Nutrition: the process by which the body takes in and uses food. Why is good nutrition so important?  Nutrients in food provide you with substances you need to grow and develop.  Nutrients enable you to have energy, feel and look your best, stay mentally alert.  Six out of ten leading causes of death are linked directly to diet.  Good nutrition helps prevent chronic diseases such as heart disease, certain cancers, diabetes, and stroke.

Nutrients: chemical substances obtained from food that your body needs to function properly to grow, to repair itself, and to supply you with energy.

Essential Nutrients: nutrients your body cannot make itself or cannot make in sufficient amounts and must therefore be received through the diet.

Calories: are units that measure energy. Calories are a measure of the energy in food and of the energy your body burns. (Glencoe Health, 1999). (Expressed in kilojoules (kJ) or kilocalories (kcal)). One pound of fat contains 3,500 calories.

Macronutrients: comprise the greatest portion of nutrient intake, they supply the energy for work. They are carbohydrates, proteins, and fats.

Micronutrients: include vitamins and minerals and are called micronutrients because they are needed in small amounts.

Carbohydrates: the main energy source for body activities in the form of sugar, starch, or fibre.

Proteins: protein is part of all body tissues (e.g., muscle, skin, hair); is needed for growth and repair of body tissues; and is a necessary component of hormones, enzymes, the immune system and fluid balance (Sport Nutrition for the Athletes of Canada, 1993.)

Fats: are is known by the scientific name lipid; lipids are fatty substances that do not dissolve in water. (Glencoe Health, 1999)

Energy Providing Nutrients: Carbohydrates = 4 calories per gram Proteins = 4 calories per gram Fats = 9 calories per gram

Recommended Daily Allowances (RDA): For many essential nutrients a recommended daily allowance has been scientifically established. This is the total amount of the nutrient that a person should consume in one day. In order to ensure good health as you grow, you should eat a variety of foods each day from all the food groups. Variety is important because no single food contains all of the nutrients in the quantities needed by the body.

Personal Dietary Profile

Instructions: Read each statement below, and put a check ( ) in the column that best describes your personal eating habits. Choose yes for items that you practise regularly.

Eating Habit Statement Yes No 1. I routinely follow a healthy and nutritious eating plan for breakfast. 2. I choose snacks that are healthy and nutritious. 3. I eat a variety of foods from Canada’s Food Guide that provide my body with the nutrients my body requires. 4. I eat my food slowly and never eat my food standing. 5. I eat the recommended servings from the four food groups of Canada’s Food Guide. 6. I include plenty of fruit, vegetables, and grain products such as pasta, rice, and bread in my eating plan. 7. I am conscientious about portion size when eating my meals and snacks. 8. I limit my consumption of foods that are high in simple sugars, fat, or salt. 9. I drink water throughout the day and with my meals. 10. I balance the foods that I eat with regular physical activity. 11. I cut away visible fat or choose leaner cuts and/or lower fat meats and remove the skin from chicken. 12. I know how to read nutrition food labels and I am able to use that information to make healthy food choices. 13. I am able to spot false or misleading claims and promises in food ads. 14. I taste food before salting it. 15. I make an effort to trade off my intake of fried food and other foods I think might be high in fat with lower fat foods.

Food Diary Record Sheet

Instructions: Using the chart below keep a record of all the food you eat in one day. Complete the chart by writing in the time the food item was eaten, the portion size, the hunger level using the scale below, where the food was consumed and the feelings you had when the food was eaten (e.g., were you eating because you were hungry, bored, depressed, socializing).

Hunger Scale: Rate your hunger level using a scale from 0 to 5, with 5 being really hungry and 0 being not hungry at all.

Date: ______

Time Food & Portion Size Hunger Where Feelings Beverages Level 7:30am muffin 1 medium 5 on the bus hungry 10:00pm bag of chips half a large bag 1 watching TV bored

Food Festival

Each student will work with a partner to prepare a food for the Food Festival. Guidelines 1. Students will pick randomly, from a host of topics. Topics are placed in a hat or box and students will randomly choose a topic for presentation. 2. The food group topics include: Sugars, Starches, Cellulose, Protein, Fats, Vitamins, and Minerals (the vitamins and minerals topic can be served as a beverage). 3. The students will be required to prepare the food for presentation and consumption on the second to last day of the nutrition unit. 4. The presentation should include the following: An explanation of the nutrient category (e.g., what is a carbohydrate?) Why their food fits into their nutrient category (e.g., what is in the food (ingredients)? Does the food chosen overlap into any other nutrient categories? Where does their food fit into Canada’s Food Group? Does this food support a healthy lifestyle? 5. Marks will be awarded for preparation, originality, and accuracy of the information presented. 6. Evaluation: Food Preparation: 1 2 3 4 5 Originality of Food Prepared: 1 2 3 4 5 Accuracy of Information: Does the food fit the topic chosen? 1 2 3 4 5 Does the food overlap into any other nutrient categories? 1 2 3 4 5 How does food fit into Canada’s Food Guide? 1 2 3 4 5 Does the food support a healthy lifestyle? 1 2 3 4 5 Presentation skills 1 2 3 4 5 (clear, concise, eye contact) ______Total: 35

Definitions

Body Image:  refers to the mental picture an individual has of his/her body. It includes all the associated feelings, thoughts, judgements, and behaviours. Self Esteem:  refers to the confidence and worth you feel about yourself. It affects everything you do, think, feel, and are. (Glencoe Health, 1999) Healthy Body Image:  involves having a greater appreciation and acceptance for oneself and others.  Some factors with respect to one’s body structure, and shape (ectomorph, endomorph, mesomorph, or endo-mesomorph) are genetically determined and cannot be dramatically changed through diet and exercise. Healthy Eating and an Active Lifestyle:  Being healthy includes both an active lifestyle coupled with healthy eating.  Exercise is just as important as food intake in maintaining a desired level of weight.

Demonstrating Respect for Myself: (possible answers may be)  ways I dress/clothing I wear  proper nutrition  how I present myself  regular exercise  accepting who I am  being positive about myself

Demonstrating Respect for Others: (possible answers may be)  accepting others for who they are  avoid put downs  being flexible and open to others’ opinions  positive communication to others  recognize values of others  being sensitive to the needs of others

Unit 2 - Page 22  Healthy Active Living Education - Open Appendix 2f

Role-Play Situations

Role-play situation 1: Junk food Jim Jim eats junk food all the time – chips, candy, ice cream. He thinks this in not a problem because he takes vitamins every day. He also justifies his actions by saying he does not have time to eat healthy and his way is quick and easy. Stringbean Stu Stu has been underweight since he was a small child. As a teen, he has become self-conscious about his “stringbean” appearance. Stu is trying to gain weight by eating high-fat snacks each day. He has also decided not to do any physical activity for the time being for fear of burning off even more calories. Fast food Fran Fran works at a fast food restaurant. Employees are allowed to eat one meal every shift. Fran has not missed a meal. Lately, however she has noticed that she has been gaining weight. Bulimic Betty Betty is thin. It seems that she is one of those people who can eat anything and never gain an ounce. Recently Betty’s best friend, Veronica, found out Betty’s secret: Betty is bulimic. Whenever she overeats, she goes to the bathroom and forces herself to vomit. Veronica is afraid Betty will do permanent damage, but she gets angry whenever confronted about her condition and refuses to talk about it.

Unit 2 - Page 23  Healthy Active Living Education - Open Unit 3: Conflict Resolution and Anger Management

Time: 6 hours Unit Developers Anne Burns, Simcoe Muskoka Catholic District School Board Karen Connolly, Simcoe Muskoka Catholic District School Board Laura Gulley Annecca, Simcoe Muskoka Catholic District School Board Jim Hall, Simcoe Muskoka Catholic District School Board Michele May, Simcoe Muskoka Catholic District School Board Craig McLaughlin, Simcoe Muskoka Catholic District School Board Development Date: February 15, 2000

Unit Description Students demonstrate an understanding of the varied dynamics of conflict, e.g., the context, escalators, perception. Students have the opportunity to discuss and analyse various conflict situations and develop strategies for dealing with and managing anger. Methods of effective communication and mediation are be explored. “Who may dwell on your holy hill? Those who walk blamelessly, and do what is right, and speak the truth from their heart; who do not slander with their tongue, and do no evil to their friends, nor take up a reproach against their neighbours.” (Ps 15:1-3).

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1c, 1d, 1g, 1i, 1j, 2a, 2b, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4f, 4g, 5a, 5c, 5e, 7a, 7b, 7c,7d, 7e, 7f. Strand(s): Living Skills Overall Expectations: LSV.02, LSV.03. Specific Expectations: LS2.01, LS2.02, LS2.03, LS2.04, LS2.05, LS2.06, LS2.07, LS2.08, LS3.01.

Activity Titles (Time + Sequence) Activity 1 Communication Skills 72 minutes Activity 2 Understanding Conflict 72 minutes Activity 3 Anger Management and Effective Mediation 216 minutes

Unit Planning Notes In order to help students develop positive self concepts, teachers accept students for whom they are in order to help them achieve their God-given potential. The following are suggestions to consider for implementation of this unit.  Prior to the start of the first class in this unit arrange to have a mock conflict situation prepared as a topic introduction. This may be two girls walking into class having an argument or a teacher/student conflict about school uniform or tardiness, or a teacher/teacher argument over use of classroom equipment.  Prior to the onset of this unit arrange to have a guest speaker, e.g., police officer or social worker, attend a class session.

Prior Knowledge Required The knowledge and skills necessary to successfully achieve the expectations of this unit include:  knowledge and skills about types of conflict and conflict resolution identified in previous grades;  collaborative/co-operative learning skills;  communication skills, e.g., brainstorming, note making, listening;

Unit 3 - Page 1  Healthy Active Living Education - Open  work productively with others;  peer/self-assessment;  role-playing skills.

Teaching/Learning Strategies A variety of teaching/learning strategies are used in this unit including:  brainstorming;  demonstration;  self-reflection;  think/pair/share;  worksheets;  note-making;  collaborative/cooperative learning;  direct instruction;  role playing;  case studies;  question and answer;  community assisted learning.

Assessment and Evaluation Teachers assess and evaluate student progress continually using appropriate resources and strategies to facilitate and improve each student's learning. The following table is intended to aid teachers in reporting student achievement according to the Achievement Chart categories found in the policy document The Ontario Curriculum, Grades 9 and 10, Health and Physical Education (these categories are: Application, Knowledge & Understanding, Thinking & Inquiry, Personal Communication). The table below contains the following:  Unit  Activity and the Teaching Learning Strategy (TLS)  Achievement Category  Method of assessment used, e.g., Paper and Pencil, Performance Assessment and Personal Communication  Strategy (strategies refer to the specific activity being assessed in the unit)  Assessment Tool, e.g., checklist, marking scheme, rubric, portfolio, anecdotal comment  User refers to the individual performing the assessment (e.g., Teacher, self, peer) and whether the assessment is Formative (during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction) or Summative (carried out at the end of the learning process; may include feedback and/or judgement).

Formative Assessment Plan/Summative Evaluation Plan Unit 3 Activity Category Method Strategy(ies) Tool(s) User and TLS Formative/ Summative Activity 1 Knowledge & Performance Brainstorm & Teamwork Teacher TLS 2-5 Understanding, Assessments, Classroom Rubric Formative Thinking & Inquiry, Communication discussions Communication Activity 1 Thinking & Inquiry, Pencil & Paper Verbal/Non- Checklist Teacher

Unit 3 - Page 2  Healthy Active Living Education - Open TLS 5 Application verbal Response Work habit/ Formative Sheet Homework Rubric Activity 1 Knowledge & Pencil & Paper Factors Checklist or Teacher TLS 6 Understanding, Contributing To Work Habits/ Formative Thinking & Inquiry, Communication Homework Application breakdown Rubric homework assignment Activity 2 Knowledge & Performance Brainstorming & Participation Teacher TLS 3-5 Understanding, Assessment, Classroom and/or Formative Thinking & Inquiry, Communication discussion Teamwork Communication Rubric Activity 2 Knowledge & Pencil & Paper Analysing Work Habits/ Teacher TLS 7 Understanding, Conflict Homework Formative Thinking & Inquiry, Scenarios Rubric Application Activity 2 Knowledge & Pencil & Paper Reflection Paper Checklist or Teacher TLS 8 Understanding, on Conflict In Rubric Formative Thinking & Inquiry, The Student’s Application Life Activity 3 Knowledge & Performance Participation in Participation Teacher TLS 1-9 Understanding, assessment Brainstorming & Rubric and/or Formative Thinking & Inquiry, Classroom Teamwork Communication discussions Rubric Activity 3 Thinking & Inquiry, Pencil & Paper Benefits of Work Habits/ Formative TLS 7 Application Applying Anger Homework Management Rubric Strategies Activity 3 Application, Performance Role Play Role Play Teacher, TLS 11 Communication Assessment, Situations or Rubric or peer, and/or Communication Media Review Media Review self Presentation Rubric Formative

Accommodations In each of the three activities there are adaptations and accommodations suggested which address the needs of Special Education and ELS/ESD students. These suggested adaptations/accommodations provide opportunities for remediation, consolidation and enrichment for all students:  using video in place of printed materials;  using organizers;  providing heterogeneous groupings;  partnering students;  providing material at different reading levels;  modifying tests and assignments.

Resources Elliott, David C. and Joanne Goss. Grievance Mediation: Why and How it Works. Aurora, Ontario: Canada Law Board Inc., 1994. ISBN 0-88804-149-7

Unit 3 - Page 3  Healthy Active Living Education - Open Kearns, Tim, Carol Pickering, and John Twist. Managing Conflict. Toronto: OSSTF, 1992. 1SBN 0-920930-54-9 Meeks, Linda and Philip Heit. Violence Prevention. Ohio: Meeks Heit Publishing Company, 1995. ISBN 0-9630009-4-2 Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6 Simpson, Carolyn. Coping Through Conflict Resolution and Peer Mediation. New York: Rosen Publishing Group Inc., 1998. ISBN 0-8239-2076-3 Weisinger, Hendrie, PhD. Anger Workout Book. New York: Quill, 1985. ISBN 0-688-04114-0 Web Sites www.imhi.on.ca

Activity 1: Communication Skills Time: 72 minutes

Description Often conflict escalates as a result of poor or ineffective communication. In this activity the students explore various aspects of communication which will provide them with the skills necessary to resolve conflict in their daily lives. This includes the impact of verbal and non-verbal responses, e.g., body language, tone of voice.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures; 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good; 1j - recognizes that “sin, human weakness, conflict, and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption (Witnesses to Faith). An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values; 2b - reads, understands, and uses written materials effectively; 2c - presents information and ideas clearly and honestly and with sensitivity to others. A reflective and creative thinker who: 3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; 3b - creates, adapts, and evaluates new ideas in light of the common good; 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3d - makes decisions in light of gospel values with an informed moral conscience. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4c - takes initiative and demonstrates Christian leadership; 4d - responds to, manages, and constructively influences change in a discerning manner;

Unit 3 - Page 4  Healthy Active Living Education - Open 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities. A collaborative contributor who: 5a - works effectively as an interdependent team member; 5c - develops one’s God-given potential and makes a meaningful contribution to society; 5e - respects the rights, responsibilities, and contributions of self and others. A responsible citizen who: 7a - acts morally and legally as a person formed in Catholic traditions; 7b - accepts accountability for one’s own actions; 7c - seeks and grants forgiveness. Strand(s): Living Skills Overall Expectations LSV.02 - demonstrate understanding of conflict resolution, anger management, and mediation; LSV.03 - use appropriate social skills and positive attitudes when interacting with others. Specific Expectations LS2.05 - describe the impact of non-verbal (e.g., body language) and verbal responses; LS3.01 - demonstrate behaviours that are respectful of others’ points of view (e.g., listening actively, showing appreciation, criticizing ideas not people).

Planning Notes  Prior to the start of this class arrange to have a mock conflict situation prepared as a topic introduction. This may be two girls walking into class having and argument or a teacher/student conflict about school uniform or tardiness, or a teacher/teacher argument over use of class room equipment.  Develop the index cards containing verbal and non-verbal forms of communication.  Provide handout Impact of Verbal and Non-Verbal Responses (Appendix 3a).  Groups of two or four can be used.

Prior Knowledge Required  collaborative learning/co-operative group skills  brainstorming skills  communication skills  note-taking skills  active listening skills  role-playing skills

Teaching/Learning Strategies 1. Perform the mock conflict situation described in the unit planning note. 2. In a class discussion students identify the conflict and comment on the situation. Questions to lead the discussion may be:  What was the conflict? (context - what is the source of the problem?)  What started the conflict? (escalators - what factors are causing the conflict to continue?)  How did each player in the scenario perceive the situation? (perception – how is each individual viewing the situation?)  Describe the feelings you had while watching the conflict unfold.  What form of communication method was used by those in conflict? Was it useful?

Unit 3 - Page 5  Healthy Active Living Education - Open The intent of this role play situation is to introduce the topic of conflict resolution and anger management. These concepts are delivered in more detail later in this unit. 3. In a brainstorming activity students define the word communication. Communication: A process through which you send messages to and receive messages from others. (Glencoe Health, 1999). 4. During a class discussion outline ways to communicate, dividing them into two different categories – verbal and non-verbal communication. The list below provides some examples. Verbal Communication Non-Verbal Communication  tone of voice  eye contact  “I” messages  personal space  Paraphrasing  nods and gestures  Acknowledgement  body position  choice of words  facial expressions  feedback  human touch  styles of behaviour (passive, aggressive, assertive) Select from the options listed an activity that will help students develop a better understanding of the various forms of verbal and non-verbal communication. 5. Students identify and demonstrate the “Top 10 list” of non-verbal commands used by teachers. In pairs have students share three statements with their partner - two truths and one lie. Partners identify:  which statements were true and which was a lie.  Was the lie evident through non-verbal means? A game of charades can be played to examine the many forms of non-verbal communications. 6. Divide students into pairs. Place all examples of non-verbal and verbal communication listed above onto individual index cards. Place index cards into a container and have each group choose one index card. Using the index card each group must develop two scenarios. One scenario must portray their form of communication as helpful. A second scenario must portray the same form of communication as hurtful. Teachers choose a selected number of students to present their scenarios to the class (the groups could be arbitrarily chosen by the teacher). While presenting, the audience completes the handout Impact of Verbal and Non-Verbal Responses (Appendix 3a) 7. For homework use the completed worksheet Impact of Verbal and Non-Verbal Responses to develop a list of factors that contribute to a break down in communication. Discuss responses at the beginning of Activity 2.

Assessment/Evaluation Techniques  Formative assessment of the learning skill of teamwork using a Teamwork Rubric to assess participation in brainstorming and class discussions.  Formative assessment of the completion of handout Impact of Verbal and Non-Verbal Responses using a checklist and/or work habit/homework rubric.  Formative assessment of completion of homework assignment Factors Contributing to Communication Breakdown, using a Checklist or a Work Habits/Homework Rubric.

Accommodations  Allow extra time for students to complete the activities if necessary.  Photocopy notes for insertion into student notebooks if necessary.  Ensure appropriate grouping of students for group work.  Implement strategies recommended in student’s IEP.  Be sensitive to the skill level and ability of students when assigning presentation topics

Unit 3 - Page 6  Healthy Active Living Education - Open Resources Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6 Simpson, Carolyn. Coping Through Conflict Resolution and Peer Mediation. New York: Rosen Publishing Group Inc., 1998. ISBN 0-8239-2076-3

Activity 2: Understanding Conflict Time: 72 minutes

Description Conflict is a part of life. A healthy response to conflict may be a vehicle for developing good communication skills, a chance to learn how to compromise and to accept the feelings of others. In this activity students review the meaning of the term conflict. Students demonstrate an understanding of the varied dynamics of conflict, and describe different tactics for handling conflict. Students discover the best methods for handling conflict based on the circumstances.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good; lj - recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption (Witnesses to Faith). An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values; 2c - presents information and ideas clearly and honestly and with sensitivity to others; 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life. A reflective and creative thinker who: 3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3d - makes decisions in light of gospel values with an informed moral conscience. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A collaborative contributor who: 5e - respects the rights, responsibilities, and contributions of self and others. A responsible citizen who: 7b - accepts accountability for one’s own actions; 7c - seeks and grants forgiveness; 7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures.

Unit 3 - Page 7  Healthy Active Living Education - Open Strand(s): Living Skills Overall Expectations LSV.02 - demonstrate understanding of conflict resolution, anger management, and mediation; LSV.03 - use appropriate social skills and positive attitudes when interacting with others. Specific Expectations LS2.01 - demonstrate understanding of the varied dynamics of conflict (e.g., the context, escalators, perception); LS2.02 - describe different styles of handling conflict and their effectiveness in different situations; LS3.01 - demonstrate behaviours that are respectful of others’ points of view (e.g., listening actively, showing appreciation, criticizing ideas not people).

Planning Notes  Prepare overhead Elements of Conflict presented in Teaching/Learning Strategy 3.  For Teaching/Learning Strategy 4 teacher may want to designate two students as observers who record the dynamics of conflict that occur during the actual conflict.  Prepare handout or overhead on the Six Styles of Handling Conflict used in Teaching/Learning Strategy 6.  Prepare handout of conflict situations for use in activity Teaching/Learning Strategy 7.

Teaching/Learning Strategies 1. Using the homework assigned in Activity 1 of this unit develop a list of factors that lead to a break down in communication. Record the list on the board. Through discussion students develop an understanding of the relationship between ineffective communication and conflict. 2. Review the definition of conflict taught in Healthy Active Living Grade 9. Conflict: refers to the confrontation or struggle that occurs when something we value or need is being threatened. Conflict occurs when what is important to us is overlooked, denied, attacked, endangered or taken away (Porter, et al., 1996). 3. In small groups students brainstorm a list of factors or situations that create conflict in their daily lives. Locate each factor into the appropriate ‘Elements of Conflict’ categories. Make students aware that sometimes conflict can be multidimensional in that it involves more than one issue. This makes conflict more complex and therefore more difficult to resolve. Elements of Conflict Conflict over Resources Psychological Need: Conflicting Values  possessions such as land  need to control  beliefs based on religion, or material goods  need to be recognized culture, family upbringing,  sense of belonging ethnic background,  economic stability environment, social  need to feel secure relationships

4. Divide class into two equal groups. Provide each group with the same conflict situation from the opposing view points. Give students a few minutes to read the situation and develop a plan to defend

Unit 3 - Page 8  Healthy Active Living Education - Open their position on the issue. Groups reassemble in the class. Both sides must defend their position, but at the same time come to a consensus on a solution to the conflict situation presented (Appendix 3b). 5. As a large group discuss the various dynamics of conflict that came into play during TLS 4. The following questions can be used as a guide:  What is the context of the situation?  How did each group perceive the situation?  What assumptions were made by each group? What caused the situation to escalate?  What factors contributed to communication breakdown? 6. Provide students with information about the six styles of handling conflict: avoidance, denial, accommodation, aggression, compromise, and collaboration (Appendix 3c). 7. Provide students with a handout containing a variety of conflict situations (Appendix 3d). Students individually read each situation and complete the following questions:  Which style of handling conflict is being used in the situation?  Was the style used to handle the conflict effective or ineffective? Why?  If the style used was ineffective what changes could be made to make it effective? 8. As a culminating activity/homework assignment, students write a reflection paper identifying a conflict situation that has recently affected their life. Students use the following questions as a guide:  What was the conflict about? Did the conflict erupt because of conflicting resources, conflicting psychological needs, or conflicting values?  What factors caused the conflict to escalate?  What style(s) was used to handle the conflict?  Was the style(s) used effective or ineffective?  What was the outcome?  Was the outcome agreeable to all parties involved?  Would you change the way you handled the situation? How? Explain your response.

Assessment/Evaluation Techniques  Formative assessment of participation in brainstorming and class discussions using a Teamwork Rubric.  Formative assessment on the completion of the analysis of conflict scenarios, using a Work Habits/Homework Rubric.  Formative assessment of the reflection paper where students review conflict in their personal lives using a Checklist or Reflection Paper Rubric.

Accommodations  Allow extra time for students to complete the activities if necessary.  Photocopy notes for insertion into student notebooks if necessary.  Ensure appropriate groupings of students for group work.  Implement strategies recommended in student’s IEP.  Be sensitive to the skill level and ability of students when assigning presentation topics.

Resources Elliott, David C. and Joanne Goss. Grievance Mediation: Why and How it Works. Aurora, Ontario: Canada Law Board Inc., 1994. ISBN 0-88804-149-7 Kearns, Tim, Carol Pickering, and John Twist. Managing Conflict. Toronto: OSSTF, 1992. 1SBN 0-920930-54-9 Meeks, Linda and Philip Heit. Violence Prevention. Ohio: Meeks Heit Publishing Company, 1995. ISBN 0-9630009-4-2

Unit 3 - Page 9  Healthy Active Living Education - Open Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 Porter, S., A. MacDougall, and J. Johnston. Peer Mediation Training Manual. London: Power Centre, 1996. Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6 Simpson, Carolyn. Coping Through Conflict Resolution and Peer Mediation. New York: Rosen Publishing Group Inc., 1998. ISBN 0-8239-2076-3

Activity 3: Anger Management and Effective Mediation Time: 216 minutes

Description Students define anger and identify things in life that make them angry. Effective and positive strategies of dealing with anger are discussed and students reflect on their ability to employ these strategies. Students differentiate between the terms mediation, arbitration, and adjudication, The phases of mediation, the characteristics of an effective mediator and the importance of mediation to resolve conflict are further explored. As a culminating activity students apply their knowledge of conflict resolution, anger management, and the mediation process in a role play situation or as an alternative activity through a critique of a media production, e.g., popular TV sitcom. Through this activity students recognize that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness, is at the heart of redemption (Witnesses to Faith).

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good; lj - recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption (Witnesses to Faith). An effective communicator who: 2c - presents information and ideas clearly and honestly and with sensitivity to others. A reflective and creative thinker who: 3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; 3b - creates, adapts, and evaluates new ideas in light of the common good; 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3d - makes decisions in light of gospel values with an informed moral conscience. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4c - takes initiative and demonstrates Christian leadership; 4d - responds to, manages, and constructively influences change in a discerning manner; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities. A collaborative contributor who:

Unit 3 - Page 10  Healthy Active Living Education - Open 5e - respects the rights, responsibilities, and contributions of self and others. A responsible citizen who: 7a - acts morally and legally as a person formed in Catholic traditions; 7b - accepts accountability for one’s own actions; 7c - seeks and grants forgiveness; 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. Strand(s): Living Skills Overall Expectations LSV.02 - demonstrate understanding of conflict resolution, anger management, and mediation; LSV.03 - use appropriate social skills and positive attitudes when interacting with others. Specific Expectations LS2.03 - describe the benefits of developing anger management strategies; LS2.04 - identify techniques for dealing with angry disputants; LS2.06 - identify the characteristics of an effective mediator; LS2.07 - describe the phases of mediation; LS2.08 - explain the difference between mediation and adjudication; LS3.01 - demonstrate behaviours that are respectful of others’ points of view (e.g., listening actively, showing appreciation, criticizing ideas not people).

Planning Notes  Prepare chart paper for Teaching/Learning Strategy 5.  Prepare and photocopy worksheets/handouts prior to the onset of this class.  Using the newspaper or newscast from TV, cite an example of a conflict that resulted in the need for a mediator.  Prepare role-play situations ahead of time or instruct the student to make their own situations. It would be effective if each role-play situation had a different element involved. For example: the first role-play situation would involve a conflict in which the disputants do not employ any effective methods of conflict resolution; the second role-play situation would involve the RETHINK process, the third role-play situation would involve a peer mediator.

Teaching/Learning Strategies Day 1 1. Read the scripture passage of Jesus in the temple (Mark 11: 15-17). Initiate a discussion centred around the actions Jesus took when in this angry state. The following questions can be used as a guide to start the discussion.  Why was Jesus angry?  What strategy was employed by Jesus to deal with his anger?  Was this strategy a positive approach in dealing with the anger?  What other ways could Jesus have dealt with His anger?

Unit 3 - Page 11  Healthy Active Living Education - Open Read the scripture passage when Jesus is arrested (Matthew 26: 50-53). Initiate a discussion centred around the actions Jesus took when in this situation. The following questions can be used as a guide to start the discussion. Impress upon the students the difference between the two situations.  How did Jesus handle this confrontation?  Was his strategy effective?  How would you have handled this situation? 2. Students define anger in their own words. The WORK-OUT PROCESS defines anger as:  an emotion. It is physically arousing and it has unique physiological correlates.  a feeling. It has an effect on the way you experience your world.  a communicator. It sends information to others.  a cause. It produces specific effects and results. (Dr. Weisinger’s Anger Workout Book, 1985). 3. On a piece of paper students identify a situation that made them angry. Reading the statements below, students choose one that best explains why they became angry.  It was something someone did.  It was what someone said.  It was how someone said something.  It was a situation I could not control.  I was angry at myself about something. 4. Students rank order the statements above, from the one that makes them most angry as #1, to the one that makes them least angry as #5. 5. On a large piece of chart paper mounted on the wall, students decorate the sheet with statements about healthy ways to deal with anger. 6. Provide a handout outlining the RETHINK acronym (from the Institute for Mental Health Initiatives (IMHI). This is a model used to help control and channel anger. Read the handout and in a written response, reflect on the benefits of applying these techniques as anger management strategies. Recognize when you are feeling angry. What makes you angry? When anger is used as a cover-up for other emotions ... fear, stress, shame, fatigue, embarrassment? Empathize: Try to see things from the other person's point of view. What are that person’s feelings? Can you remember having a similar feeling? Learn to use “I” messages to express your feelings. (“I feel angry when ... I don't like it when ... I am hurt that ...”). Think: Often our anger comes from how we look at things. Some experts say that our thoughts actually create our angry feelings, that no one can make us angry. How we think about a situation, how we interpret what someone says, and how we handle our frustrations and disappointments are what stirs up our anger. Hear: what the other person is saying, where the other person is coming from. Check to see if you understand correctly. “I’m trying to understand what you are saying. You say... .” Look into the other person’s eyes to show that you’re listening. This kind of active hearing works both when you are the angry person or when someone is angry with you. When people are hurt they want to be heard. Give feedback that you are hearing them. Integrate: respect and love with what you say about your anger. Sometimes people need to speak out their anger for awhile, even if its seems disrespectful. Then they can learn and practise more respectful and caring ways to express the anger. Words, after all, are safer than actions! Notice: your body’s reaction as you get angry: increased heart rate, breathing harder and faster, headaches, stomach pains, tension in the neck, pains in the chest. Learn to bring yourself under control and notice how you calm yourself. What works for you? Long walks, jogging, thinking about other ways to look at the situation, meditation, listening to music, doing artwork, or telling yourself “I'm OK.” Keep: your attention on the present event and alternative solutions. Don’t bring up old grudges and wounds. Keep your focus on the behaviour that is causing the difficulty. Keep personalities out of it.

Unit 3 - Page 12  Healthy Active Living Education - Open Day 2 7. Discuss the concept that as conflict escalates, anger often escalates as well. Sometimes the conflict can not be resolved and the need for mediation arises. In a board note define “Mediation”.  Mediation comes from the Latin word mediare, which means to divide in the middle. A mediator is a person who figuratively jumps into the middle of a conflict and helps the participants solve it. In a mediation, the mediator will help the participants solve the problem themselves. He acts as a role model and referee at times, and does not dictate terms of any agreement. (Coping Through Conflict Resolution and Peer Mediation, 1998).  Arbitration occurs when a third part has the authority to mandate the solution.  Adjudication. In adjudication a person is appointed in an official capacity to make a judgement in a conflict based on laws or policies (overturning a suspension is adjudication,). 8. In a brainstorming activity students identify characteristics of an effective mediator. Some characteristics may include:  The effective mediator is a good listener and a good communicator.  The effective mediator does not intimidate other people.  The effective mediator will suspend judgement in order to hear all sides of the story.  The effective mediator will encourage and support the process.  The effective mediator helps the person talk by asking feeling questions, such as “How do you feel about that?” and “What would you like to do about that?”  The effective mediator exercises good judgement, is resourceful and has high self-esteem.  The effective mediator suggests ideas and solutions, letting the conflict participants decide themselves what solution will work best for them. 9. Outline the stages of mediation (Appendix 3f). 10. Students are given the option of a role-play situation or a media review as described below. Teaching/Learning Strategies for the Role-Play Situation (group assignment) Students choose one of the following options: 1. Groups of four or five students create a role-play situation in which a dispute begins, conflict escalates, and mediation is applied to help establish a solution. 2. Provide students with a Role-Play Rubric prior to the development and assessment of their role-play situation. 3. The remaining class time is used for the practise of the role-playing situations. The situations are presented and evaluated in the next class using a Role-Playing Rubric. OR Teaching/Learning Strategies for the Media Review (individual assignment) 1. Describe a scene from a recent television show. Students identify the conflict, the strategies used to handle the conflict or anger, and the processes of mediation used. 2. The following questions are used to establish a media review.  What is the Conflict?  Describe the different styles used by each disputant, in handling the conflict.  What are the escalators?  Was a mediator involved? If so what did he/she do? Was he/she effective in his/her role as a mediator?  If no mediator was established, was the conflict solved? If so how was it solved. If it was not solved, what was the outcome?  What did you learn from this scenario?  What negative influence does the media play with respect to violence? (desensitization, poor role models). 3. Provide students with a Media Review. Rubric prior to the assessment of their media review. 4. Students present their media review during the next class.

Unit 3 - Page 13  Healthy Active Living Education - Open Assessment/Evaluation Techniques  Formative assessment of individual participation in class discussions using a Participation Rubric.  Formative assessment of the learning skill of teamwork using a Teamwork Rubric to assess participation in brainstorming and class discussions.  Formative assessment of the Reflection Paper on the Benefits of Anger Management Strategies (RETHINK), using the Work Habits/Homework Rubric.  Formative assessment of the role-playing situation, using a Role-Playing Rubric.  Formative assessment of the Media Review presentation using a Media Review Rubric.

Accommodations  Allow extra time for students to complete the activities if necessary.  Photocopy notes for insertion into student notebooks if necessary.  Ensure appropriate groupings of students for group work.  Implement strategies recommended in student’s IEP.  Be sensitive to the skill level and ability of students when assigning presentation topics.  Provide specific, precise and brief instructions.  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.  Provide an example of a TV sitcom that will meet the requirements of the assignment.

Resources Elliott, David C. and Joanne Goss. Grievance Mediation: Why and How it Works. Aurora, Ontario. Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 Porter, S., A. MacDougall, and J. Johnston. Peer Mediation Training Manual. London: Power Centre. 1996. Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6 Simpson, Carolyn. Coping Through Conflict Resolution and Peer Mediation. New York: Rosen Publishing Group Inc., 1998. ISBN 0-8239-2076-3 Weisinger, Hendrie, PhD. Anger Workout Book. New York: Quill, 1985. ISBN 0-688-04114-0

Impact of Verbal and Non-Verbal Response

Directions: As students present, identify the communication example. Identify whether the example is verbal or non-verbal by placing a check in the appropriate box. Identify whether the scenario presented was helpful or hurtful and the feeling provoked during the presentation.

Communication Verbal Non- Helpful Hurtful Feelings Provoked Example Verbal e.g., rolling eyeballs   disgust, annoyance, fed-up

Conflict Scenarios Katie’s Story Katie is a hardworking student who is presently in her final year of secondary school. She is attempting to achieve a 90% average so that she may receive a scholarship to the university of her choice. Katie is very intelligent in the area of chemistry, and has been known to be very creative with her experiment assignments. Her teachers have praised her work and have suggested that she continue her studies in the area of chemical research. Normally Katie is very organized and efficient, however, due to a weekend volleyball tournament she has left the preparation of an assignment to the last minute. She has to present a new science experiment for her chemistry class first thing in the morning. In order for the experiment to work she needs the juice of three lemons. After speaking to her mother, Katie is relieved to find out that there are exactly three lemons in the house. Upon retrieving the lemons she meets her sister Marcie at the fridge. Marcie claims that she also needs all of the lemons for a project which is due first thing tomorrow morning. Katie’s mother is aware that both girls require the lemons but insists that they must negotiate and come to a compromise on their own. Since it is late all of the grocery stores are closed and these three lemons are the only three available. Katie must present her experiment tomorrow and needs all of the lemons to complete the experiment. If she doesn’t have the lemons she will fail the assignment and her average will drop considerably. Katie feels that she should have the lemons since her scholarship and acceptance to university is on the line. You should also be aware that Katie’s sister Marcie is in Grade 10 at the same high school. She is very politically oriented and has a habit of attending meetings to discuss student rights and issues. It is possible that Marcie may be using the lemons for a profitable purpose. Marcie is also unprepared because she spent most of the weekend hanging with other student activists. Marcie’s Story Marcie is a Grade 10 student who is very active in the student council and the band. She is presently attempting to raise enough funds to attend a band trip to a major competition. Marcie is an excellent musician and attending the trip will give her the experience she needs to continue with her studies at a music camp this summer. Normally Marcie is very organized and efficient, however; due to a weekend student council conference she has left the preparation of her band bake sale contribution to the last minute. She has to drop off a lemon meringue pie first thing in the morning to her band conductor. Upon reading the recipe Marcie realizes that in order to make the pie she needs the rind of three lemons. After speaking to her mother, Marcie is relieved to find out that there are exactly three lemons in the house. Upon retrieving the lemons she meets her sister Katie at the fridge. Katie claims that she also needs all of the lemons for a project which is due first thing tomorrow morning and this project will be a deciding factor in her future. Marcie’s mother is aware that both girls require the lemons but insists that they must negotiate and come to a compromise on their own. Since it is late all the grocery stores are closed and these three lemons are the only three available. Marcie must submit her bake sale contribution tomorrow and needs all of the lemons to make the pie. Marcie feels that she should have the lemons since her trip to the band competition is dependent on it and therefore so is her spot at the summer music camp. You should also be aware that Marcie’s sister Katie is a senior student at the same school who has been known to experiment with chemicals. Katie is also unprepared because she spent most of the weekend involved in recreational activities with friends.

Six Styles of Handling Conflict

Avoidance  not dealing with a given situation  can be positive or negative depending on how it is used  a good tactic to use when the issue is not important enough to pursue  bad tactic to use when you are fearful of the consequences or other reactions Denial  not recognizing that a conflict exists  rarely a useful tactic – end result is deception of self and others Accommodation  giving in or going along with the wishes of the other parties involved in the conflict despite your opposition to the position  can be positive or negative depending on circumstances  not wise to accommodate on issues that are important to you  a good tactic to use if the conflict is viewed as something to be avoided at all cost Aggression  using aggressive behaviour to win a situation with little regard for the opinions and feelings of other parties involved  aggressive behaviour may result in “winning a battle” but  people who use aggressive tactics in dealing with conflict situations do not have a positive view of conflict, are most likely afraid to listen to the opinions of others, and are fearful of being wrong Compromise  refers to the process of giving and taking in order to reach an agreement on a common goal  effective method by which to resolve conflict and still meet many of the needs of all parties involved Collaboration  involves the sharing of ideas, identifying the scope of the problem, and brainstorming different options that may assist in meeting the needs the needs of everyone  involves treating each other as partners in the problem  extremely time and energy consuming  most effective method to use to resolve conflict, but should be saved for the important issues and the relationships that matter most  best way to solve a conflict and preserve relationships

Conflict Situations: Dealing With Conflict

Instructions: Read each of the situations presented below. For each situation complete the following questions: a. Which style of handling conflict is being used in the situation? b. Was the style used to handle the conflict effective or ineffective? Why? Situation One A young boy is playing a favourite game on the family computer. At the same time his younger sister wants to play the same game. They both want to play the game very badly and neither child is willing to give in to the other. After spending some time discussing the situation they decide that they will play the game in 15 minute intervals. Situation Two A mother and her son are disputing about the last orange left in the refrigerator crisper. Initially, the son and mother are adamant about getting the orange at all costs. After listening to the mother’s reasons for wanting the orange it was discovered that she only needed the peel for a recipe. The boy wanted only the fruit. When the needs of both individuals were recognized, the dilemma was solved and both parties were satisfied with the end result. Situation Three Ashley and Shannon have been close friends since the first grade. Recently during a school dance, Shannon said some negative things about another mutual friend, Karen. Eventually it got back to Karen that Shannon had been talking about her behind her back. Immediately Shannon jumped to the conclusion that Ashley had told Karen what she had said about her at the dance. Since then, Shannon has been bad- mouthing Ashley too. Even though Ashley wasn’t the person who told Karen, Shannon thinks she was and won’t talk to Ashley anymore. Situation Four Recently Jody has noticed that her boyfriend has been drinking excessively every weekend. People have started to comment on this and ask her if there is a problem. Jody says no and explains that Ryan has been experiencing a lot of stress lately and is just releasing tension. Although Jody realizes that Ryan’s drinking habits have been escalating she has convinced herself that this is only a phase that he is going through and it is only temporary. Situation Five Laura has just recently started dating this new guy from school. One day Gregor invites Laura to his place for dinner to meet his parents for the first time. Laura graciously and excitedly accepted the invitation. At the dinner table Laura suddenly became overwhelmed as she is a vegetarian and realized that there was nothing being served that she would normally eat. Laura was a little bit nervous because her relationship with Gregor was relatively new, and she was afraid to say anything for fear of offending his family and appearing disrespectful. In spite of her dislike for meat Laura decided to eat what was being served and not share her food preferences. Situation Six After school, while Sandeep is watching his favourite television show his mother returns home from work and is not in a good mood. She proceeds to yell at Sandeep, pointing out that the house is a mess, his chores aren’t done, and his homework is incomplete. Sandeep attempts to explain to his mother that there is only five minutes left in his show and that he will then do everything asked of him. Unfortunately, Sandeep’s mother is uninterested in Sandeep’s explanation or opinion. She immediately pulls the plug on the television set and orders him to his room for the rest of the night.

Conflict Continuum

Conflict can be looked at as though it lies on a continuum. Problem-solving lies on the left where you have the most power to influence the outcome. Arbitration is when a third party steps in and has the authority to mandate the solution. The arbitrator and the courts (the law) lies on the right side of the continuum. On this side the person has the least power to influence the outcome. Mediation falls somewhere in-between. (Coping Through Conflict Resolution and Peer Mediation, 1998)

______/ ______/ ______/ ______/ ______/ ______/____ problem- formal peer mediation arbitration the courts solving negotiation mediation

adjudication falls between these two

(The person has the most power (The person has the least power to influence the outcome.) to influence the outcome.)

Stages of Mediation

Mediation focuses on effective communication and negotiation skills. The mediator acts as a facilitator, assisting the parties in communicating and negotiating more effectively, thereby enhancing their ability to reach a settlement. It is not the mediator’s role to adjudicate the issues in dispute and the mediator has not authority to do so. (Grievance Mediation, 199?) Stages of the Process of Mediation Stage 1 – Introduction During the introduction phase the mediator does the following:  explains the process of mediation  explains the role of the mediator  explains the role of the other parties involved  creates an atmosphere in which the parties feel free to discuss openly the issues in dispute between the parties. Stage 2 – Creating an Agenda The mediator helps create an agenda of issues for discussion. If the agenda has not been settled ahead of time (and usually it is not) it is created through brief presentations by each party outlining the matters they wish to see resolved during the mediation process. Key points are identified to form the agenda and clarifying questions from the mediator and both parties are expected. Stage 3 – Discussing Interests This stage gives each party a chance to present perspective on the issues. The mediator seeks clarification of anything which appears unclear and attempts to ensure that each party hears and understands the perspective of the other party. In this stage the mediator identifies any assumptions that are not based upon fact and are therefore unreliable in the decision making process. The mediator is then left with narrowing the facts of the dispute to its basic elements and attempts to focus on the parties’ needs, interests and concerns lying behind the issues. This allows the mediator and the parties to generate some solutions. Stage 4 – Problem Solving After identifying issues, listening to both parties, developing an understanding of the different perspectives in the dispute and identifying some common ground, stage four looks for solutions to the grievance. In this stage the mediator works with both parties to find a solution that is agreeable to both. The theory is that once the mediator has taken the parties through the dispute from their individual perspectives and assisted both parties in understanding the dispute from both sides, the parties will be more likely to come up with solutions that meet the needs of both parties.

Unit 3 - Page 20  Healthy Active Living Education - Open Unit 4: Healthy Lifestyle Choices: Growth and Sexuality, Substance Use and Abuse

Time: 7.5 hours Unit Developers Anne Burns, Simcoe Muskoka Catholic District School Board Karen Connolly, Simcoe Muskoka Catholic District School Board Laura Gulley Annecca, Simcoe Muskoka Catholic District School Board Jim Hall, Simcoe Muskoka Catholic District School Board Michele May, Simcoe Muskoka Catholic District School Board Craig McLaughlin, Simcoe Muskoka Catholic District School Board Development Date: February 15, 2000

Unit Description Throughout this unit the decisions students make regarding their sexuality and the use of alcohol, tobacco and drugs will be examined. Students will demonstrate an understanding of the effects of their choices as they relate to sexual intimacy (e.g., STDs, HIV/AIDS), and identify community services related to sexual health concerns. “The dignity of belonging to Christ ... entails the demand that (one) should treat with respect (one’s) own body, but also the body of every other person...” (CCC, 1004). Students will explore factors that lead to substance dependency and demonstrate an understanding of the issues and coping strategies related to substance use and abuse. Emphasis will be placed on the legal, physiological and sociological impact of substance use and abuse.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d, 2a, 2b, 2c, 2d, 3a, 3c, 3d, 4a, 4f, 4g, 7a, 7b, 7c, 7h. Strand(s): Healthy Living, Living Skills Overall Expectations: HLV.01, HLV.02, HLV.03, LSV.01. Specific Expectations: HL1.01, HL1.02, HL1.03, HL1.04, HL2.01, HL2.02, HL2.03, LS1.02, LS1.04.

Activity Titles (Time + Sequence) Activity 1 Personal Choices and Decisions 72 minutes Activity 2 Effects of Your Choices 72 minutes Activity 3 Sexuality 72 minutes Activity 4 Research Report 72 minutes Activity 5 Community Resources: Guest Speakers 144 minutes

Unit Planning Notes  Schedule a guest speaker to discuss legal aspects of substance abuse, e.g., police officer and a speaker to discuss support services related to sexual health concerns, e.g., public health nurse, natural family planning before this activity begins.  Book Library/Resource Centre in advance to ensure availability for final research project (Activity 5).

Teaching/Learning Strategies A variety of teaching/learning strategies are used in this unit including:  brainstorming;

Unit 4 - Page 1  Healthy Active Living Education - Open  note making;  co-operative learning;  self-reflection;  direct instruction;  journal writing;  worksheets;  guest speaker;  research report.

Assessment and Evaluation Teachers assess and evaluate student progress continually using appropriate resources and strategies to facilitate and improve each student's learning. The following table is intended to aid teachers in reporting student achievement according to the Achievement Chart categories found in the policy document The Ontario Curriculum, Grades 9 and 10, Health and Physical Education (these categories are: Application, Knowledge & Understanding, Thinking & Inquiry, Personal Communication). The table below contains the following:  Unit  Activity and the Teaching Learning Strategy (TLS)  Achievement Category  Method of assessment used, e.g., Paper and Pencil, Performance Assessment and Personal Communication  Strategy (strategies refer to the specific activity being assessed in the unit)  Assessment Tool, e.g., checklist, marking scheme, rubric, portfolio, anecdotal comment  User refers to the individual performing the assessment (e.g., teacher, self, peer) and whether the assessment is Formative (during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction) or Summative (carried out at the end of the learning process; may include feedback and/or judgement).

Formative Assessment Plan/Summative Evaluation Plan Unit 4 Activity and Achievement Method Strategy(ies) Assessment User TLS Category Tool(s) Formative/ Summative Activity 1 Thinking & Performance sharing Checklist Teacher TLS 1, 2, 3 Inquiry Assessment decisions Formative brainstorming group work Activity 1 Application Performance reflection, Rubric Teacher TLS 4 Assessment poem, Formative monologue Activity 2 Thinking & Performance Performance Checklist Teacher TLS 6 Inquiry Assessment Formative Activity 2 Communication, Pencil & Paper, Journal Rubric Teacher TLS 10 Thinking & Performance Formative Inquiry Assessment Activity 3 Knowledge & Pencil & Paper chart paper lists Rubric, Peer/Self- TLS 4, 5 Understanding, Checklist Assessment Thinking & Formative

Unit 4 - Page 2  Healthy Active Living Education - Open Unit 4 Activity and Achievement Method Strategy(ies) Assessment User TLS Category Tool(s) Formative/ Summative Inquiry, Communication Activity 3 Thinking & Pencil & Paper answers Marking Teacher TLS 7 Inquiry, regarding Scheme Formative Application scenario Activity 4 Knowledge & Pencil & Paper report Rubric Teacher TLS 2 Understanding, Summative Communication Activity 5 Thinking & Performance active Rubric Teacher TLS 1 Inquiry Assessment participation in Formative presentation

Accommodations To make accommodations most successful, the following suggestions should be considered by the teacher:  Pair or group students to assist with the note-making task.  Recognize that there are other opportunities for those with different learning styles to express their learning and skill abilities.  Plan to make effective use of Instructional Assistants assigned to students.  Provide continual encouragement, praise and assistance.  Provide a positive atmosphere that allows students to perform at their own level.

Resources Ayer, Eleanor H. Everything You Need to Know About Teen Marriage. New York: Rosen Publishing Group, Inc., 1990. ISBN 0-8114-3046-4 Ball, Jacqueline A. Everything You Need to Know About Drug Abuse. New York: Rosen Publishing Group, Inc., 1994. ISBN 0-8114-3396-X Clayton, L. Steroids. New York: The Rosen Publishing Group, Inc., 1999. ISBN 0-8239-2888-8 Keene, Michael. Living Faith: Christianity and Social Issues. England: Stanley Thornes Publishers Limited, 1995. ISBN 0-7487-2190-8 Keyishian, Elizabeth. Everything You Need to Know About Smoking. New York: The Rosen Publishing Group, Inc., 1993. ISBN 0-8239-1615-4 Merki, Don. Glencoe Abstinence Making Responsible Decisions. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651588-1 Merki, Don. Glencoe Education in Sexuality. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651583-0 Merki, Don. Glencoe The Reality of Drugs. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651587-5 Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 OCCB. Turning Points: Readings in Family Life Education. Scarborough: Prentice Hall Ginn, 1997. OCCB. Intimacy and Sexuality: A Letter to Catholic Secondary Students in Ontario from the Roman Catholic Bishops of Ontario. Toronto: Roman Catholic Bishops of Ontario, 1994.

Unit 4 - Page 3  Healthy Active Living Education - Open Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6 Rizzo-Toner, Patricia. Substance Abuse Prevention Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-879-4 Taylor, Barbara. Everything You Need To Know About Alcohol. New York: Rosen Publishing Group, Inc., 1996. ISBN 0-8172-6324-1 Wilkinson, Beth. Drugs and Depression. New York: The Rosen Publishing Group, Inc., 1994. ISBN 0-8239-1536-0 Community Resources Addiction Research Foundation Information Center: 1-800-463-6273 (This is an interactive hotline students may call and listen to information on particular drugs). County Health Unit Nurse Drug Alcohol Registry Of Treatment (DART) - Ontario Line 1-800-565-8603 (This is a referral agency that will identify treatment facilities in your area that may be approached as potential guest speakers). Guidance Counsellor/Student Services Local Hospital Local Police Department or OPP Web Sites Addiction Research Foundation www.arf.org (This site allows students to click on links providing information on specific drugs. Eastnet Schools http://schools.eastnet.ecu.edu/pitt/ayden. Physical Education Central www.pecentral.vt.edu. Catholic Online www.catholic.org

Activity 1: Personal Choices and Decisions Time: 72 minutes

Description Decision-making is an important aspect of everyday life. In this activity students identify decisions faced by teens today including sexual intimacy and substance use and abuse. Factors that affect decision- making such as values, family, friends, and community will be explored. The impact of media and culture on one’s decisions will be examined in detail. Students reflect on the effects of personal decisions and choices as it relates to their overall health and well-being.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good. An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values; 2b - reads, understands and uses written materials effectively. A reflective and creative thinker who:

Unit 4 - Page 4  Healthy Active Living Education - Open 3c - thinks reflectively and creatively to evaluate situations and solve problems. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities. A responsible citizen who: 7a - acts morally and legally as a person formed in Catholic traditions; 7b - accepts accountability for one’s own actions; 7c - seeks and grants forgiveness. Strand(s): Healthy Living, Living Skills Overall Expectations HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others; LSV.01 - identify ways of taking appropriate action in new situations based on knowledge of positive decisions. Specific Expectations LS1.02 - analyse the impact of media and culture on decision making; LS1.03 - produce a sequential action plan (e.g., using the IDEAL model) to achieve personal goals related to new situations (e.g., those requiring time management); LS1.04 - explain their reasoning for their personal choices and actions related to health and well-being.

Planning Notes  Gather information on the impact of media and culture on decision-making.  Provide students with exemplars for the final activity TLS 7.

Prior Knowledge Required  collaborative learning/co-operative group skills  brainstorming skills  communication skills  active-listening skills  decision-making skills

Teaching/Learning Strategies 1. Introduce the importance of decision-making in our daily lives. Students make a list of all the things they had to decide since the moment they woke up, e.g., what to wear, what to eat for breakfast, whether or not to study, how to fix my hair. 2. Students make a list of five or more decisions that they have made in the last week. Students share their list of decisions with the rest of the class. This sharing experience should identify a variety of moral decisions that are important and influential in the lives of teenagers today, e.g., use of alcohol, tobacco and other drugs, relationships with peers and family. 3. Through a discussion clarify that responsible decision-making is a skill that requires practice and that the effects of personal decisions impact overall health and well-being. (Teachers could refer to the Decision Making Model used in Grade 9 - See, Judge, Act, Evaluate – as a method to help students make decisions or the IDEAL model for Decision Making: identify the decision to be made; discuss the decision options and their consequences; evaluate the options and select a choice; act on your decision; learn from your decision.) 4. Students brainstorm a list of factors that influence our ability to make decisions. Record responses on the board, e.g., family, peers, religion, siblings, media, culture, society.

Unit 4 - Page 5  Healthy Active Living Education - Open 5. Divide class into groups of two to three people and examine more specifically the impact of media and culture on decision-making. Assign each group one (or more) of the factors listed below. Each group is responsible for identifying and presenting the impact that the factor has on decision making. Impact of Media on Decision-making Impact of Culture on Decision-making  character relationships on television  upbringing  lifestyles of characters in sitcoms  values from parents  seductive commercials  role models  images in magazines  self-esteem  images on billboards  gender role  newspaper articles  expectations  religious beliefs 6. By reflecting on the day’s activities and their own decision-making skills, students produce a piece of original work that demonstrates their reasoning for their personal choices and actions related to their health and well-being. This product should reflect who they are and how they became that person, e.g., cultural influences. Main factors influencing their decisions, choices and consequences of decision making should be identified. This could be done in the form of a reflection, a collage, a poem, a monologue, etc. This activity may be done as a culminating activity or homework assignment.

Assessment/Evaluation Techniques  Formative assessment of student participation, using the health participation rubric.  Formative assessment of culminating activity, to demonstrate the students ability to make decisions and recognize what influences his/her decisions the most.  Formative assessment of the learning skills homework and work habits, using the work habits rubric.

Accommodations  Allow extra time for students to complete the activities if necessary.  Ensure appropriate groupings of students for group work.  Implement strategies recommended in student’s IEP.  Be sensitive to the skill level and ability of students when assigning presentation topics.

Resources Ayer, Eleanor H. Everything You Need to Know About Teen Marriage. New York: Rosen Publishing Group, Inc., 1990. ISBN 0-8114-3046-4 Merki, Don. Glencoe Health: Abstinence Making Responsible Decisions. New York: Glencoe/McGraw- Hill, 1999. ISBN 0-02-651588-1 Merki, Don. Glencoe Health: The Reality of Drugs. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651587-5 Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6

Unit 4 - Page 6  Healthy Active Living Education - Open Activity 2: Effects of Your Choices Time: 72 minutes

Description For every decision made there is an outcome. The physiological, sociological, and legal effects of substance use and abuse as well as the physical, social, and emotional effects of choices related to sexual intimacy are explored. Abstinence and its benefits are explored as an alternative choice to sexual activity and alcohol and drug use, for overall health and well being.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility; human solidarity, and the common good. An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values; 2b - reads, understands, and uses written materials effectively. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3d - makes decisions in light of gospel values with an informed moral conscience. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities. A responsible citizen who: 7a - acts morally and legally as a person formed in Catholic traditions; 7b - accepts accountability for one’s own actions; 7c - seeks and grants forgiveness; 7h - exercises the rights and responsibilities of Canadian citizenship. Strand(s): Healthy Living, Living Skills Overall Expectations HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others; HLV.02 - demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others; HLV.03 - demonstrate understanding of the issues and coping strategies related to substance use and abuse. Specific Expectations HL1.02 - explain the effects (e.g., STDs, HIV/AIDS) of choices related to sexual intimacy (e.g., abstinence, using birth control); HL2.01 - describe the factors that lead to substance dependence; HL2.02 - describe the physiological and sociological effects of substance use; HL2.03 - demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding under- age drinking, impaired driving, the Tobacco Control Act).

Planning Notes  Prepare the overhead note Sociological Effects of Substance Abuse (Appendix 4a).  Prepare the overhead note Why Wait? The Church’s Answer (Appendix 4b).

Unit 4 - Page 7  Healthy Active Living Education - Open  Prepare and provide students with a chart The Effects of Choices Related to Sexual Intimacy TLS 6 (e.g., STDs, pregnancy).  Familiarize yourself with the legal consequences of tobacco, alcohol, and other substance use and abuse (see Resources).

Prior Knowledge Required  collaborative learning/co-operative group skills  brainstorming skills  communication skills  active-listening skill  note-taking skills

Teaching/Learning Strategies 1. Draw a relationship between decision-making and consequences. Every decision made will have an outcome. The outcome could have a positive or negative impact on one’s life depending on whether the decision was a good one or a bad one. Refer to the list of decisions faced by teens created in the previous lesson. The impact of decisions concerning sexuality and substance use and abuse are now examined in detail. 2. a) In a board note define the term substance abuse. Substance Abuse is any unnecessary or improper use of chemical substances for non-medical purposes. Substance abuse includes, overuse or multiple use of a drug, including alcohol taken in combination with other drugs. (Glencoe Health, 1999) b) Teacher designs a scenario or story illustrating an individual who is dependent on a substance. The story should identify a variety of factors that led to the individual becoming dependent (e.g., peer pressure, stress, heredity). Instruct students to record on paper all of the factors that led to the individual’s dependence while the story is being read. When the story is complete have students discuss the factors that they found in the story and describe how these factors played a role in the individual’s dependence. 3. Brainstorm and compile a board note outlining the physiological effects of substance abuse. Some of these effects include: Short-Term Effects Long-Term Effects  slows brain activity  impaired memory  strains the livers  menstrual irregularities  lowers reflexes (some drugs increase reflexes)  impotence  loss of inhibitions  kidney damage  impaired coordination  lung problems  high or happy feeling  risk of damage to the fetus  depression or mood swings  brain damage  faster pulse rate  heart damage  dizziness  liver damage  lethargy  growth impairment  loss of appetite  possible birth defects

4. Copy and discuss the overhead note The Sociological Effects of Substance Abuse (Appendix 4a). 5. After examining the physical and social effects of substance use, students brainstorm and discuss a list of the legal consequences of substance abuse. 6. Students examine the physical, social, and emotional effects of decisions related to sexual intimacy by completing the following chart with a partner. Effects of Choices Related to Sexual Intimacy

Unit 4 - Page 8  Healthy Active Living Education - Open Physical Social Emotional  pregnancy  damaged reputation  guilt and regret  pregnancy panic  problems with family members  disappointment  sexually transmitted diseases  problems with friends  loss of self-respect  HIV/AIDS  loss of values

7. Take up the chart as a class. Students make changes and additions to their chart. 8. Have students define abstinence in their own words. Provide them with the following definition: “The conscious decision to avoid harmful behaviours such as sexual activity before marriage, and the use of tobacco, alcohol and other drugs” (Merki, D., 1999). 9. Having discussed the negative consequences associated with becoming sexually active, ask the students the following question “What are the benefits of abstinence? Write a list on the board. 10. Along with the negative consequences associated with becoming sexually active, discuss the position of the Catholic Church on the issue of sex outside of marriage (Appendix 4b). Make reference to the letter from the Bishops (Appendix 4d). 11. As a homework assignment, students reflect on their personal feelings about abstinence, in journal format (e.g., Have students choose one benefit of abstinence that is most important to them. Write a paragraph explaining their choice.).

Assessment/Evaluation Techniques  Formative assessment of student participation.  Formative assessment of journal assignment outlining the students’ ability to articulate the importance of abstinence.  Formative assessment of the learning skills of work habits.

Accommodations  Allow extra time for students to complete the activities if necessary.  Ensure appropriate groupings of students for group work.  Implement strategies recommended in student’s IEP.  Provide handouts where necessary.  Photocopy students’ notes for insertion into notebook.

Resources Ayer, Eleanor H. Everything You Need to Know About Teen Marriage. New York: Rosen Publishing Group, Inc., 1990. ISBN 0-8114-3046-4 Ball, Jacqueline A. Everything You Need to Know About Drug Abuse. New York: Rosen Publishing Group, Inc., 1994. ISBN 0-8114-3396-X Keene, Michael. Living Faith: Christianity and Social Issues. England: Stanley Thornes Publishers Limited, 1995. ISBN 0-7487-2190-8 Merki, Don. Glencoe Abstinence Making Responsible Decisions. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651588-1 Merki, Don. Glencoe The Reality of Drugs. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651587-5 Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 OCCB. Turning Points: Readings in family Life Education. Scarborough: Prentice Hall Ginn, 1997. Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6

Unit 4 - Page 9  Healthy Active Living Education - Open Taylor, Barbara. Everything You Need To Know About Alcohol. New York: Rosen Publishing Group, Inc., 1996. ISBN 0-8172-6324-1

Activity 3: Sexuality Time: 72 minutes

Description Students review the term sexuality from a Catholic perspective and analyse the factors affecting the development of one’s sexuality (e.g., family, peers, media, society). Students further examine how these same factors affect one’s feelings, beliefs and decisions regarding sexual intimacy. Students will then demonstrate an understanding of how to use decision-making skills effectively by identifying their feelings and outlining strategies to support their choices concerning sexual intimacy.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good. An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values; 2b - reads, understands, and uses written materials effectively. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3d - makes decisions in light of gospel values with an informed moral conscience. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities. A responsible citizen who: 7a - acts morally and legally as a person formed in Catholic traditions; 7b - accepts accountability for one’s own actions. Strand(s): Healthy Living, Living Skills Overall Expectations HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others; HLV.02 - demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others. Specific Expectations HL1.01 - describe environmental influences on sexuality (e.g., cultural, social, and media influences); HL1.02 - explain the effects (e.g., STDs, HIV/AIDS) of choices related to sexual intimacy (e.g., abstinence, using birth control); HL1.04 - demonstrate understanding of how to use decision-making skills effectively to support choices related to responsible sexuality.

Planning Notes  Prepare a list of qualities/characteristics related to masculinity and femininity.

Unit 4 - Page 10  Healthy Active Living Education - Open  Prepare or find a scenario, story, magazine article that deals with teenage sexual decisions.

Prior Knowledge Required  collaborative learning/co-operative group skills  brainstorming skills  communication skills  active listening skills  decision-making skills

Teaching/Learning Strategy 1. Review the definition of the term sexuality from the Catholic perspective (Refer to Healthy Active Living Education Grade 9 Profile). Use the following definitions as a guide: The Ontario Conference of Catholic Bishops provides the following description of sexuality: some people describe sexuality as a language of love, a force that draws people out of themselves toward others. It is also a fundamental aspect of an individual’s personality or identity. Sexuality – maleness and femaleness - is not something we have, but something that we are. It is one of God’s gifts of creation and involves the whole person: body and spirit (Intimacy and Sexuality: A Letter to Catholic Secondary Students In Ontario. p.5). Sexuality: refers to everything about you as a male or female person. It includes the way you act, your personality, and your feelings about yourself because you are male or female (Merki, D., 1999) 2. Brainstorm a list of characteristics of masculinity and femininity. Record the list on the board in T- chart formation. Conduct a brief class analysis to have students identify the characteristics they agree belong to each gender (e.g., Choose a characteristic from the list created by the class. Ask the students put their heads down and close their eyes, “raise your hand if you think crossing your legs is feminine”). 3. In Teaching/Learning Strategy 2 point out that different individuals can have varied or contrasting opinions with respect to masculine and feminine characteristics and/or qualities. Use this information to discuss that although a person’s sexuality appears to be a natural part of their personality, it is actually a learned behaviour moulded through life time experiences. 4. Brainstorm the factors that influence the development of an individual’s sexuality (maleness or femaleness). Students should identify these factors: family, peers, society, media, culture, religion. 5. Using the factors identified in TLS 4 divide students into small groups. Assign each group one factor affecting the development of one’s sexuality. On chart paper students record specific examples in which the factor assigned can impact on the development of an individual’s concept of their sexuality. (e.g., a baby girl is dressed in pink, while a baby boy is dressed in blue). 6. Students present their list of examples generated in TLS 5 to the class. 7. Highlight to the class that the “factors that affect development of one’s sexuality can also have a profound affect on their feelings, beliefs and decisions regarding sexual intimacy”. Generate a discussion as to how the same factors in TLS 4 can affect your decisions regarding sexual intimacy. 8. Present students with a scenario, article, or story that deals with teenagers or young adults faced with decisions concerning sexual intimacy. Students will evaluate and/or reflect on how they would react and make decisions if they were faced with the same situation. Which of the following factors would have an influence on your “personal” decisions about sexual intimacy in the same situation: a) Catholic Faith/Religion b) culture c) relationships with friends/peers d) self-esteem e) media 9. Students complete the following questions in reflection format: i. What questions would or should you ask yourself before making a final decision concerning sexual intimacy.? ii. How do your feelings and/or emotions affect your sexual decisions? iii. Explain why practising abstinence is a sign of emotional maturity and responsible behaviour.

Unit 4 - Page 11  Healthy Active Living Education - Open iv. Explain how peer pressure can have either a positive or negative effect on your decision about whether or not to become sexually active. v. How would the use of alcohol or other drugs affect your ability to make choices related to responsible sexuality? vi. Outline the steps you can take to reinforce your decision to remain abstinent. How could you avoid situations in which you may be pressured to engage in sexual activity?

Assessment/Evaluation Techniques  Formative assessment of student participation using the Teamwork learning skill from Provincial Report Card using a rubric?  Formative assessment of culminating activity Report Card.  Formative assessment of the Works Independently learning skill from Provincial Report Card using a rubric?

Accommodations  Allow extra time for students to complete the activities if necessary.  Ensure appropriate groupings of students for group work.  Implement strategies recommended in student’s IEP.  Be sensitive to the skill level and ability of students when assigning presentation topics.  Partnering students .  Providing material at different reading levels.  Provide handouts where necessary.  Photocopy student notes for insertion into notebook.

Resources Ayer, Eleanor H. Everything You Need to Know About Teen Marriage. New York: Rosen Publishing Group, Inc., 1990. ISBN 0-8114-3046-4 Keene, Michael. Living Faith: Christianity and Social Issues. England: Stanley Thornes Publishers Limited, 1995. ISBN 0-7487-2190-8 Merki, Don. Glencoe Abstinence Making Responsible Decisions. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651588-1 Merki, Don. Glencoe Education in Sexuality. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651583-0 Merki, Don. Glencoe The Reality of Drugs. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651587-5 Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6

Unit 4 - Page 12  Healthy Active Living Education - Open Activity 4: Research Report Time: 72 minutes

Description Students demonstrate an understanding of the issues related to lifestyle choices. Independently each student researches a topic related to substance abuse and sexual health to produce written report.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good; An effective communicator who: 2b - reads, understands, and uses written materials effectively; 2c - presents information and ideas clearly and honestly and with sensitivity to others; 2d - writes and speaks fluently one or both of Canada’s official languages. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3d - makes decisions in light of gospel values with an informed moral conscience. A self-directed, responsible, life long learner who: 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities. Strand(s): Healthy Living Overall Expectations HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others; HLV.02 - demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others; HLV.03 - demonstrate understanding of the issues and coping strategies related to substance use and abuse. Specific Expectations HL1.02 - explain the effects (e.g., STDs, HIV/AIDS) of choices related to sexual intimacy (e.g., abstinence, using birth control); HL1.03 - identify available information and support services related to sexual health concerns; HL2.02 - describe the physiological and sociological effects of substance use; HL2.03 - demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding under- age drinking, impaired driving, the Tobacco Control Act).

Planning Notes  Reserve the Library/Resource Centre or other research area for this activity.  Students will need access to computers in order to type up their reports.  Photocopy handout Research Report – Substance Abuse and Sexuality. (Appendix 4c)

Prior Knowledge Required  note-taking skills  research skills  computer literacy

Unit 4 - Page 13  Healthy Active Living Education - Open  information literacy

Teaching/Learning Strategies 1. Provide students with the handout Research Report - Substance Abuse and Sexually Transmitted Diseases (STSs) (Appendix 4c). Each student or pair of students choose both a substance abuse topic and a sexuality topic from the list below. (Topics may be added or deleted depending on the resources available for research. Topics may be used more than once.) Substance Abuse Topics STD Topics  Stimulants, e.g., nicotine, amphetamines, methamphetamine, cocaine,  Chlamydia crack  Gonorrhea  Depressants, e.g., alcohol, barbiturates, tranquillizers, methaqualone  Trichomoniasis  Narcotics, e.g., morphine, heroin, opium, codeine  Genital Warts  Hallucinogens e.g., PCP, LSD, mescaline, cannabis, hashish  Genital Herpes  Steroids  Syphilis  Inhalants, e.g., glue, spray paint, aerosol, lighter fluid, gasoline  Pubic Lice  Designer/Look-Alike Drugs, e.g., ecstasy, MDMA  AIDS

2. Research the topic and answer the following questions. Part A. Substance Abuse 1. What drugs are included in this category? 2. What are the laws regarding the use possession and trafficking of the drugs? 3. What are the short- and long-term physiological effects of these drugs? 4. How does the abuse of drugs affect society? (e.g., effects on the user’s family and friends, hospital costs, legal costs) Part B. Sexually Transmitted Diseases 1. What are the short- and long-term physiological effects of this disease? 2. How is the disease transmitted? 3. Can it be treated? If so how? 4. What support services are available in the local area to help students deal with sexual health concerns? Part C. “Abstinence is the conscious decision to avoid harmful behaviours, including sexual activity before marriage and the use of tobacco, alcohol, and other drugs.” (Glencoe Health, 1999) 1. Explain strategies that you can follow to remain abstinent and avoid facing the consequences of poor choices from Parts A and B. 3. Answers to the questions should be typed and edited using a computer. Due date for submission could be one to five days later depending on how much access the students have to computers.

Assessment/Evaluation Techniques  Formative evaluation of Research Report (Appendix 4c).  Formative assessment of the learning skill Organizational Skills from the Provincial Report Card.

Accommodations  Allow extra time for students to complete the activities if necessary.  Implement strategies recommended in student’s IEP.  Be sensitive to the skill level and ability of students when assigning research topics.  Pair students with a stronger partner.

Resources Addiction Research Foundation Information Centre, 1-800-463-6273. (This is an interactive hotline students may call and listen to information on particular drugs)

Unit 4 - Page 14  Healthy Active Living Education - Open Addiction Research Foundation Clayton, L. Steroids. New York: The Rosen Publishing Group, Inc., 1999. ISBN 0-8239-2888-8 Keyishian, Elizabeth. Everything You Need to Know About Smoking. New York: The Rosen Publishing Group, Inc., 1993. ISBN 0-8239-1615-4 Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8 Wilkinson, Beth. Drugs and Depression. New York: The Rosen Publishing Group, Inc., 1994. ISBN 0-8239-1536-0 Web Sites Addiction Research Foundation www.arf.org (This site allows students to click on links providing information on specific drugs.)

Activity 5: Community Resources Guest Speaker(s) Time: 144 minutes

Description Through the support of one or more local agency(ies) or organization(s) in the community students learn about the sexual health services available to them. Through open question and discussion students will acquire knowledge of the legal aspects of substance use and abuse. Students apply this knowledge answering the questions in the research report assigned in Activity 4

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good. An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities. A responsible citizen who: 7a - acts morally and legally as a person formed in Catholic traditions; 7b - accepts accountability for one’s own actions; 7h - exercises the rights and responsibilities of Canadian citizenship. Strand(s): Healthy Living Overall Expectations HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others; HLV.02 - demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others;

Unit 4 - Page 15  Healthy Active Living Education - Open HLV.03 - demonstrate understanding of the issues and coping strategies related to substance use and abuse. Specific Expectations HL1.02 – explain the effects (e.g., STDs, HIV/AIDS) of choices related to sexual intimacy (e.g., abstinence, using birth control); HL1.03 – identify available information and support services related to sexual health concerns; HL2.02 – describe the physiological and sociological effects of substance use; HL2.03 – demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding under- age drinking, impaired driving, the Tobacco Control Act).

Planning Notes  Arrange for the appropriate speakers to speak to the students. One guest will speak for one class on sexual health concerns while another speaker will present the legal issues related to substance use and abuse in another class.  When arranging the guest speakers be sure to outline for them what expectations need to be met and what questions the students will need answers to. Speaker should reflect or not speak contrary to the Catholic point of view in discussions of sexuality.

Prior Knowledge Required  note-taking skills  communication skills  co-operative learning skills  listening skills

Teaching/Learning Strategies 1. Instruct students to take notes from the presentation that provides useful information to be used in the research report in the next activity. Students will use information presented to assist in completing the research report given in Activity 4. Students answer the following questions from the presentation: a) What support services and information related to sexual health concerns are available in the local area? b) What effects does the abuse of substances have on society? c) What are the legal implications of substance use and abuse regarding under-age drinking, impaired driving, the Tobacco Control Act, drug possession, drug use, or drug trafficking? 2. Introduce the guest speakers.

Assessment/Evaluation Techniques  Formative assessment of student participation using Participation rubric.

Accommodations  Audio-tape or video record speakers so that students may take notes at their own pace.  Appropriate seating of students.  Partner students for note-taking.  Photocopy notes for insertion into student notebooks.  Provide students with handout of presentation information.  Implement strategies recommended in student’s IEP.

Resources Catholic Family Life Centre - Counsellor Drug Alcohol Registry of Treatment (DART) - Ontario Line 1-800-565-8603 (This is a referral agency that will identify treatment facilities in your area that may be approached as potential guest speakers.)

Unit 4 - Page 16  Healthy Active Living Education - Open Guidance Counsellor Local police department or OPP Local hospital Public Health Nurse

Sociological Effects of Substance Abuse

Substance abuse affects not just the abuser but others in his/her life.

43% of boys and girls in Grade 10 have been “really drunk” at least twice. This is a serious problem because these young people under the legal age of drinking tend to be beginning drivers. Alcohol abuse also has implications for unwanted pregnancies, STD’s and injuries. (Professionally Speaking, Sept. 1999)

More than 6,000 Canadians die each year as a result of drinking alcohol – from car crashes, other accidents, suicides, murders and from health problems related to their alcohol use. (Addiction Research Foundation, 1996)

Substance abuse can negatively affect performance in school, sports, relationships, and family.

Substance abuse costs employers $60 billion a year in decreased productivity, absenteeism, and accidents. (Addiction Research Foundation, 1999)

Appendix 4b

Why Wait? The Church’s Answer

Often people who are sexually active outside of marriage believe they are acting responsibly. The Church believes that sexual intercourse is appropriate only within the bond of marriage. 1. Sex is a gift from God which requires total commitment and trust. This commitment and trust is possible only within the bounds of marriage. 2. Sex should not be used selfishly to appease sexual desires (lust). Sex outside of marriage is usually selfish. 3. Sexual intercourse is compared in the New Testament to the special relationship that Christ has with the church. 4. Sex is a beautiful expression of a growing and life-long relationship between two people joined by marriage.

Research Report – Substance Abuse and Sexuality

Choose one topic from each list. Substance Abuse Topics Sexually Transmitted Diseases  Stimulants  Chlamydia  Depressants  Gonorrhea  Narcotics  Trichomoniasis  Hallucinogens  Genital Warts  Steroids  Genital Herpes  Inhalants  Syphilis  Designer/Look-Alike Drugs  Pubic Lice Knowledge of facts and terms Marks  1 - demonstrates 2 - demonstrates 3 - demonstrates 4 - demonstrates limited some knowledge considerable thorough knowledge of of facts and knowledge of knowledge of facts and terms terms facts and terms facts and terms Part A Quest. 1 Part A Quest. 2 Part A Quest. 3 Part A Quest. 4 Part B Quest. 1 Part B Quest. 2 Part B Quest. 3 Part B Quest. 4 Understanding of relationships between concepts Marks  2 4 6 8 Part C - demonstrates - demonstrates - demonstrates - demonstrates limited some considerable thorough & understanding of understanding of understanding of insightful relationships relationships relationships understanding of between concepts between concepts between concepts relationships between concepts Communication of information and ideas Marks  2 4 6 8 Overall Report - communicates - communicates - communicates - communicates information and information and information and information and ideas with limited ideas with some ideas with ideas with a high clarity clarity considerable degree of clarity, clarity and with confidence TOTAL / 48

Intimacy and Sexuality A Letter to Catholic Secondary Students in Ontario from the Roman Catholic Bishops of Ontario, 1994 Ontario Conference of Catholic Bishops 67 Bond Street, Suite 304 Toronto, Ontario M513 IX5

Dear Friends A teacher from one of our Catholic secondary schools told us this story. A visitor was coming to talk to a Grade 10 religion class about chastity. Before the arrival of the visitor, the teacher discussed the topic and any questions the students might have. One student had a suggestion: “Why don’t you just write DON’T on the chalkboard, and then we can skip the lecture.” We are not here to lecture you. Together with your parents and teachers, we want you to know that we believe in you. We appreciate your idealism, openness, energy, capacity for friendship, loyalty, humour, and spirit of adventure. These are strengths. We believe in your desire to grow toward full Christian maturity. In our eyes, as in the eyes of God, each one of you is sacred. We have chosen to write to you about intimacy and sexuality for several reasons. First, and most important is the respect and care we have for you. Also, we know how important relationships are in your daily lives. Finally, we believe that some of the messages you are receiving about intimacy and human sexuality are both false and harmful. You deserve the truth, and we want to speak honestly to you. We hope you will accept our letter in this spirit. The Way Things Are Our sense is that those of you who are growing up at the end of the 20th century face challenges that no previous generation has known. Families are under great stress, unmarried sexual relationships are promoted as ‘responsible’ behaviour as long as protection is used, pornography is a thriving industry and AIDS and other destructive sexually transmitted diseases are a constant threat. All of us are bombarded every day with information and ideas about sexuality. The media television, films, radio, newspapers, magazines are a major source. Casual sexual relationships are shown as normal and desirable, the intimate details of people's sexual lives are used as talk-show entertainment, and products are sold on the basis of their ‘sex appeal’. These are only a few examples of the modern sexual values to which we are all exposed. The influence of media does not destroy our Christian values or our ability to make good decisions, but to ignore or deny its impact would be unrealistic. Your view of sexuality has also been influenced by your parents, teachers, and friends. Among the topics you may have discussed at one time or another with these people are dating, relationships, the difference between love and infatuation, sexually transmitted diseases, and Christian values. We know from listening to you and to your parents and teachers, that the messages you are getting about sex are often contradictory and confusing, or even frightening: “Most teenagers are sexually active,” “Save sex until marriage,” “Play it safe and wear a condom,” “If it feels good and doesn’t hurt anyone, why not?” “Sexuality is a wonderful gift,” “Unprotected sex can kill you.” How do you sift through a mixture of facts, beliefs, opinions, and advice about sexuality, and separate the truth from the lies? How do you find guidelines for your own lives that are true to your Christian identity? And what about dealing with the pressure to be sexually active? It’s not easy. Intimacy and Friendship Studies and surveys of secondary students often show that they would like to talk to trusted adults, not so much about the physical facts of sex. but about friendship, intimacy, and romantic relationships:  How do you mend a relationship that has broken down because of a misunderstanding?

Unit 4 - Page 20  Healthy Active Living Education - Open  Why is loneliness so painful?  How can you be loyal to friends and keep their respect, and still be your own person?  How do you know if you are really in love with someone?  How do you say no to someone you really like? This concern about personal relationships makes a lot of sense. The need for love and for close and trusting relationships is fundamental to being human. God placed these needs in all of us. You know from your own experience just how valuable a strong friendship is. Good friends accept each other as they are: appearance, personality, interests, talents, and faults. They confide in each other and share the highs and lows of day-to-day life, as well as their hopes and dreams for the future. When one wants to talk, the other is ready to listen. Because they trust each other, they can relax in each other's presence, knowing they are safe. Their attitude is: I will be there for you. These marks of genuine friendship acceptance, openness, trust, and faithfulness also describe an intimate relationship, whether it is a friendship, a young couple in love, or a marriage of many years. These relationships have important differences, but in each there is the intimacy of self-disclosure. The people involved want to know each other and to be known as they really are. Today, the word intimacy is most often used to describe a sexual relationship. But the key to intimacy is the closeness, acceptance, and trust that exist between two people, not whether they are sexually involved. Most of us have close relationships with family members and friends that are emotionally and spiritually intimate, but involve no sexual activity. The capacity for intimacy grows as people develop. Friendships during adolescence are usually much more intimate than childhood relationships. You have a better understanding of yourself, a more developed personality to share with others, and a greater desire to explore the many possibilities of human relationships. You give more to your friendships, because, in a sense, there is more of you to give. It is also during adolescence when people discover that friendship and intimacy can be painful. One of the most wrenching of human experiences is to place your trust in another person, and then be rejected or betrayed. Most people instinctively know this, and so they are cautious in the early stages of new relationships. They recognize that closeness and trust take time to grow and cannot be forced. Intimacy is a gift two people offer each other. A gift cannot be demanded, but is freely given and accepted. Love and Sexuality So far we have talked about friendship, intimacy and love. But we have also been talking about sexuality, because sexuality has a lot to do with love and intimacy. Some people describe sexuality as a language of love, a force that draws people out of themselves toward others. It is also a fundamental aspect of an individual’s personality or identity. Sexuality maleness and femaleness is not something that we have, but something that we are. It is one of God’s gifts of creation and involves the whole. person: body and spirit. At birth, one of the first questions people ask is: “Is it a girl or boy?” As children grow up they begin to learn about their sexuality. There is biological information: the physical differences between the sexes, the conception and development of new human life, and sexual maturation during puberty. Knowing these facts, however, is only a small part of understanding sexuality. What does it mean to be female, and behave as a female? To be male, and behave as a male? How are males and females supposed to relate to each other? How are sexual feelings to be handled? What is the difference between love and sex? Between intimacy and sex? At the very beginning of the Old Testament we are told that males and females are made for each other. In the plan of God, their relationship is to be a deeply intimate partnership. Their love for each other is to be so strong and generous that it will literally overflow into new life. Within marriage, sexual intercourse is a unique sign of that love a symbol of the unity, faithfulness, openness, trust, and mutual acceptance of husband and wife. Their children will be born into a family that is prepared to love generously and unconditionally and to create a home that is secure and nurturing. Many of you will find this description of married love idealistic and out of touch with the world of today. Some of you, because of your own experiences or from what you see around you, may believe

Unit 4 - Page 21  Healthy Active Living Education - Open that it is impossible to live out this Christian vision of sexuality and marriage. It is certainly easy to find people who have tried and failed, or who have rejected the vision altogether. Because our society offers confusing messages about sexuality and marriage, it is easy to become indifferent to or even scornful of Christian values. To many, they seem old-fashioned and unrealistic. Some suggest that God’s plan for sexuality should be changed since so many people don’t seem to be living up to it. But none of us is free to rewrite this plan. We cannot make ourselves into a new kind of creation, fashioned according to whatever seems to be easiest or suits the largest number of people. We are God’s creatures, and our happiness can be found only by following God’s plan for us. Chastity What is chastity? Is it nothing more than a large “DON’T” as the student mentioned at the beginning of this letter suggested'? Or is it a positive force in our lives, guiding us toward genuine love and intimacy? Chastity is a virtue – a power or a strength that we develop with the help of God’s grace. Virtues are sometimes compared to habits the way a person usually acts. A chaste person is consistently in charge of his or her sexual feelings, rather than the feelings being in charge of the person. Like all virtues, chastity rarely comes all at once, but is acquired day by day through the choices individuals make choices that are guided by the desire to be a truly loving person. There is nothing wrong with describing chastity as the habit of sexual self-control. But there is much that is left out of this definition. Also, some people may think that sexual feelings must be controlled because there is something wrong with them. But this is not true. The human body and the gift of sexuality are sacred. We are created male and female in the image of God. Sexual feelings are part of that gift, and result in a strong attraction between the sexes that for many people eventually leads to love, marriage, and children. But our human tendency to exploit others has to be faced. There is a lack of harmony in us, a disorder, even in our gifts. There are time when we take something good and misuse it. There are times when true love is not the guide for our choices. Sexual feelings are meant to serve love, but they can also be expressed selfishly: for example, by agreeing to sexual intimacy as a way of holding on to a relationship, or by pretending to care about someone so that the person will agree to have sex. This is exploitation, not love. To love someone means to want what is best for that person. Chastity is also described as the virtue that guides us to express our sexuality according to the plan of God. We are all sexual and are drawn toward relationships. Some of these are casual; others are deeply intimate. But full sexual intimacy is intended only for marriage. Sexual intercourse is not meant to be used to respond to a passing attraction, to satisfy sexual feelings, or to express a youthful love that may not be destined to last. Sexual intercourse is a sign of fully committed love. It is a gift that a man and a woman offer to each other in marriage. It is very tempting, especially during adolescence, to look for intimacy through a sexual relationship. Because you are experiencing new feelings and attractions, and discovering exciting dimensions of relationships and love, you want a deeper personal intimacy. This desire is natural, but at this time in your life a sexual relationship is premature There are no short-cuts to love and personal intimacy. They are the result of a long process of growth and development, caring friendships, efforts to be sensitive and generous toward others, and the gradual discovery of mutual interests and fascinating differences. Sexual intimacy creates a bond. The break-up of a relationship is always painful; if the individuals have been sexually intimate, the pain is often deeper and more long-lasting. If this pattern repeats itself in a series of relationships, the people involved eventually build walls around their hearts to protect themselves from being hurt. These barriers can block the capacity for genuine, personal intimacy. Looking Toward the Future We hope this letter will encourage all of you to talk to each other, to your teachers, and especially to your parents about the issues it raises. No one can live your life or make your decisions for you. But with the freedom to make your own choices comes the responsibility to seek what is good and true and to consider whether your decisions are in harmony with the Christian way of life.

Unit 4 - Page 22  Healthy Active Living Education - Open If you are reading this letter hoping we will say that times have changed and it is unrealistic to expect unmarried people to abstain from sex, you will be disappointed. The message we are offering you on sexuality and intimacy is the teaching of Christ. We have too much respect for you to offer anything else. Many influences in today’s society make the decision to be chaste a tremendous challenge, not just for young men and women, but for everyone. Each one of us struggles with loneliness and selfishness. The answer lies in opening our lives to God, for we are never really alone. In the sacrament of Reconciliation we find hope, in the Eucharist, nourishment, and in daily prayer, peace. And in the people who fill our lives, we find the joy of friendship and intimacy. Each one of you is a unique person of great value. You embody our hopes for the future, including the future of the Church. Together with all Christians, you share a special responsibility to live in such a way that your lives are a sign post to the reality of the God who made you, Jesus who redeemed you, and the Holy Spirit who guides you. The world desperately needs your witness to the priceless value of the gift of sexuality.

You are always in our prayers.

The Bishops of Ontario Easter April 3, 1994

Unit 4 - Page 23  Healthy Active Living Education - Open Unit 5: Outdoor Education

Time: 13.5 hours Unit Developers Anne Burns, Simcoe Muskoka Catholic District School Board Laura Gulley Annecca, Simcoe Muskoka Catholic District School Board Jim Hall, Simcoe Muskoka Catholic District School Board Bill Ironside, Simcoe Muskoka Catholic District School Board Michele May, Simcoe Muskoka Catholic District School Board Craig McLaughlin, Simcoe Muskoka Catholic District School Board Development Date: February 15, 2000

Unit Description “Those who live at earth’s farthest bounds are awed by your signs; you make the gateways of the morning and the evening shout for joy” (Ps 65:8). Through a variety of outdoor pursuits students will discover and appreciate the environment as a source of recreation and physical fitness. The importance of safety and emergency procedures related to recreational outdoor activities will be discovered and applied. Through topics such as orienteering, hiking/backpacking, rock climbing, mountain biking, canoe tripping, snow shoeing, and cross country skiing, students will come to cherish and respect the sacredness of the environment as an outlet that promotes lifelong participation.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1c, 1e, 1f, 1i, 3a, 3e, 3f, 4c, 4g, 4h, 5c, 5d, 5f, 6e, 7d, 7h, 7i, 7j. Strand(s): Physical Activity, Active Living, Living Skills Overall Expectations: PAV.02, ALV.01, ALV.03, LSV.01, LSV.03. Specific Expectations: PA2.01, PA2.02, PA2.03, PA2.05, AL1.01, AL1.02, AL3.01, AL3.02, AL3.03, LS1.01, LS1.04, LS3.02.

Activity Titles (Time + Sequence) Activity 1 Respect For Nature 216 minutes Activity 2 Wilderness Tripping and Hiking Skills 288 minutes Choice of one of the following and/or a combination of both Activity 3 Experiencing Orienteering 288 minutes Activity 4 Experiential Activities 288 minutes

Unit Planning Notes In order to help students develop positive self concepts, teachers accept students for who they are in order to help them achieve their God-given potential. The following are suggestions to consider for implementation of this unit.  This Outdoor Education Unit should be interspersed throughout the semester. This would allow the teacher and students to experience different seasonal activities.  Ensure proper administrative forms are completed and approval from the board has been obtained for any offsite adventures.  Planning and booking of equipment and facilities outside of the school community should be done prior to the start of this unit.  Due to varying environmental conditions, school schedules, facility and community resource availability, programming of this unit will vary.

Unit 5 - Page 1  Healthy Active Living Education - Open  Ensure supervisors have appropriate certification, e.g., St. John’s Ambulance, CPR.  Refer to the OPHEA Safety Guidelines Secondary Curricular for all activities.  Ensure that students take an active role in identifying the safety considerations in any experiential learning activity.  Teachers must choose the experiential pursuits for activity four prior to the start of this unit (wall climbing, ropes course, x-country skiing, snowshoeing, backpacking/hiking, other).  Prior to the start of this unit teachers ensure they have a wide variety of resources, as listed, to guide the delivery of this unit, e.g., route maps.

Equipment Needed for this Unit  compasses (1 per 2 students)  whistles  field first aid kid  assortment of maps (orienteering and provincial maps)  specialized equipment for experiential trips will be decided upon by the teacher as per availability from school or supplied by the students (snow shoes, cross country skis, shovels, thermometer)  clipboards  backpacks (supplied by the students)

Prior Knowledge Required The knowledge and skills necessary to successfully achieve the expectations of this unit include:  participate actively and safely in experiential activities;  co-operative learning skills;  teamwork skills;  peer/self-assessment;  awareness of our impact on the natural world;  leadership skills;  communication skills;  basic map reading skills, e.g., directional, contours, scale;  safety expectations;  appreciation of a wilderness ethic.

Teaching/Learning Strategies A variety of teaching/learning strategies are used in this unit including:  brainstorming;  self-reflection;  note making;  co-operative learning;  direct instruction;  journal logs;  active participation;  student leadership;  think/pair/share;  conferencing;  worksheets;  assignment sheets.

Unit 5 - Page 2  Healthy Active Living Education - Open Assessment and Evaluation This unit introduces students to the Physical Activity, Active Living and Living Skills strands of the Healthy Active Living Education course. Teachers assess and evaluate student progress continually using appropriate resources and strategies to facilitate and improve each student's learning. Different strategies including observational checklists, rubrics, worksheets, and journal logs, will provide the opportunities to allow the students to demonstrate the full range of their learning. It is essential that all students have a clear understanding of the course expectations and specific achievement levels. It is important for teachers to be aware of the prior knowledge and skills students bring with them to the course. Formative assessments will be the primary tool of assessment in this unit. The following table is intended to aid teachers in reporting student achievement according to the Achievement Chart categories found in the policy document The Ontario Curriculum, Grades 9 and 10, Health and Physical Education (these categories are: Application, Knowledge & Understanding, Thinking & Inquiry, Personal Communication). In the chart below you will find:  Unit  Activity and the Teaching Learning Strategy (TLS)  Achievement Category  Method of assessment used (e.g., Paper and Pencil, Performance Assessment and Personal Communication)  Strategy (strategies refer to the specific activity being assessed in the unit)  Assessment Tool (e.g., checklist, marking scheme, rubric, portfolio, anecdotal comment)  User refers to the individual performing the assessment (e.g., teacher, self, peer) and whether the assessment is Formative (during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction) or Summative (carried out at the end of the learning process; may include feedback and/or judgement).

Formative Assessment Plan/Summative Evaluation Plan Unit 5 Activity Category Method Strategy(ies) Tool(s) User and TLS Formative/ Summative Activity 1 Thinking & Paper & Pencil, Participation in participation Teacher TLS 5 Inquiry Performance nature walk rubric reflection Assessment completion of paper nature walk handout Activity 1 Thinking & Communication participation in class discussion Teacher TLS 6-10 Inquiry, class discussion participation Communication rubric Activity 1 Application Performance stewardship participation Self/teacher TLS 11, assessment initiatives rubric, 12 teamwork rubric Activity 2 Knowledge & Paper & Pencil board note work habits Teacher TLS 5 Understanding rubric Activity 2 Knowledge & Paper & Pencil board note work habits Teacher/ TLS Understanding, Communication group note rubric, peer/self 7,8,9,10 Thinking & teamwork Inquiry, rubric

Unit 5 - Page 3  Healthy Active Living Education - Open Application Activity 2 Application Performance day hike completion of Teacher TLS 11,12 Assessment reflection journal Activity 3 Thinking & Performance participation participation Teacher/self TLS 1-15 Inquiry, Assessment rubric Application, Knowledge & Understanding Activity 3 Thinking & Paper & Pencil completion of homework/work Teacher TLS 16 Inquiry, HW assignment, completion Application (making 2 control rubric markers) Activity 3 Thinking & Performance performing participation Teacher/ TLS 17 Inquiry, Assessment compass rubric/ self/peer Application, Direction & teamwork Knowledge & Judgement rubric Understanding competition Activity 3 Thinking & Performance engage in Point to participation Teacher/ TLS 19 Inquiry, Assessment Point orienteering rubric/ self/peer Application, exercise teamwork Knowledge & rubric Understanding Activity 4 Thinking & Performance participation in participation Teacher/ (all Inquiry, Assessment, the outdoor rubric/ self/peer activities) Application, Communication adventure chosen teamwork Knowledge & rubric, Understanding, teacher/student Communication designed rubric for that particular activity

Accommodations To make accommodations most successful, the following suggestions should be considered by the teacher:  Adapt the activities and/or setting to address the needs of individual students.  Pair or group students to assist with the note-making task.  Recognize that there are other opportunities for those with different learning styles to express their learning and skill abilities.  Be aware of safety concerns regarding the student with special needs.  Plan to make effective use of Instructional Assistants assigned to students.  Provide continual encouragement, praise, and assistance.  Provide a positive atmosphere that allows students to perform at their own level.  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.

Unit 5 - Page 4  Healthy Active Living Education - Open Resources Algonquin Park Trail Maps Eschweiler, Ed. Father. Celebrating God’s Good Earth: In Prayer, Discussion, and Action. Milwaukee: Hi-Time Publishing Corp., 1991. ISBN 0-937997-21-8 Fry, Alan. Wilderness Survival Handbook. Toronto: Macmillan Canada., 1996. ISBN 0-7715-7340-5 Gladestone, Bill. Exploring Ontario’s Provincial Parks: A Guidebook. TV Ontario and the Ministry of Natural Resources, 1993. ISBN 0-88944-173-1 Jenkins, Christie L. Your Will Be Done on Earth, Eco-Spirituality Activities for 12-15 Year-Olds. San Jose, CA: Resource Publications, 1993. ISBN 0-89390-254-3 Hall, A. Backpacking. Maine: McGraw Hill, 1998. ISBN 0-07026027-3 Halfpenny, James C. and Roy Douglas. An Ecological Handbook. Colorado: Johnson Publishing Company, 1989. ISBN 1-55566-036-3 Long, J. and M. Hodgson. The Day Hiker’s Handbook. Maine: Ragged Mountain Press, 1996. ISBN 0-07-029146-2 McNeill, Carol, Jean Cory-Wright, and Tom Renfrew. Teaching Orienteering. Windsor: Human Kinetics, 1998. ISBN 0-88011-804-0 Moulandk, M. The Complete Idiots’ Guide To Hiking and Camping, and The Great Outdoors. New York: Simon and Schuster MacMillan Company, 1996. ISBN 0-02-861100-4 Friends of Algonquin. Canoe Routes of Algonquin Provincial Park. The Friends of Algonquin Park in Cooperation with Ontario Parks, 1999. 705-633-5572 park information office, web site www.algonquinpark.on.ca Mason, Bill. Song of the Paddle, An Illustrated Guide to Wilderness Camping. Toronto: Key Porter Books, 1988. ISBN 1-55013-082-X Mason, Bill. Path of the Paddle, An Illustrated Guide to the Art of Canoeing. Toronto: Key Porter Books, 1984. ISBN 0-919493-38-6 Seaborg, E. and Ellen Dudley. Hiking Backpacking. Windsor: Human Kinetics, 1994. ISBN 0-87322-506-6 Zakrajsek, D., et al. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2

Activity 1: Respect for Nature Time: 216 minutes

Description The focus of this activity is on discovering the natural environment through Creation walks, group and personal reflection. Through active listening and Gospel readings they become aware that they are called to be Stewards of the Environment. In evaluating their lifestyles students are called to examine their impact on the environment. Respect and appreciation for God’s Creation will be an integral part of this activity. The land is mine, says the Lord, and you are my tenants (Based on Leviticus 25:23).

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures; 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

Unit 5 - Page 5  Healthy Active Living Education - Open 1e - speaks the language of life ... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it” (Witnesses to Faith); 1f - seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship; li - integrates faith with life. A reflective and creative thinker who: 3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; 3b - creates, adapts, and evaluates new ideas in light of the common good; 3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society. A self-directed, responsible, life long learner who: 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. A collaborative contributor who: 5c - develops one’s God-given potential and makes a meaningful contribution to society. A caring family member who: 6e - ministers to the family, school, parish, and wider community through service. A responsible citizen who: 7d - promotes the sacredness of life; 7h - exercises the rights and responsibilities of Canadian citizenship; 7i - respects the environment and uses resources wisely. Strand(s): Physical Activity, Active Living, Living Skills Overall Expectations PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities; ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation; ALV.03 - demonstrate responsibility for personal safety and the safety of others; LSV.03 - use appropriate social skills and positive attitudes when interacting with others. Specific Expectations PA2.01 – demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play); PA2.02 – describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities; PA2.03 – explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., tipping rather than spiking against an effective blocker in volleyball, hitting the ball to one side of the fairway to compensate for cross-wind conditions in golf ); AL1.01 – participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities); AL1.02 – demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings; AL3.01 – apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury); AL3.02 – demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training); LS3.02 – describe their own contribution to and effectiveness within a group.

Unit 5 - Page 6  Healthy Active Living Education - Open Planning Notes  Review the possibilities for interaction and communion with nature both in the schoolyard and potentially in neighbouring green spaces.  Make the necessary modifications and arrangements to accommodate the student with special needs, e.g., being aware of the conditions of the terrain.  Consider all safety elements, e.g., buddy system, traffic, awareness of time.  Establish an emergency procedure with the use of whistles.  Network potential partners in the community e.g., environmentalists, Municipal Works Department, post-secondary institutions.  The teacher should be aware of the human and physical resources within the school (science classes, ecological gardens, eco-clubs)  Review possible themes for the creation walk. Appendix 5a is an example of using the senses as the theme for the Creation Walk.  Photocopy Appendix 5a – Creation Walk.  The Creation Walk handout will be collected at the end of the first class. It is recommended to correct and hand back this assignment at the start of day two.  Provide clipboards, or have students provide their own, for the completion of the Creation Walk handout while on the walk.  Garbage bags and gloves will be needed for this activity.

Prior Knowledge Required  brainstorming  note taking  communication skills  active listening skills  co-operative learning skills  safe practises  participation in physical activity  appreciation of a wilderness ethic

Teaching/Learning Strategies Day 1 (outdoor activity) 1. Introduce the topic and outline the learning expectations and the assessment/evaluation strategies that will be used during this activity. 2. Establish emergency whistle codes (the universal emergency signal is three distinct blasts on the whistle, one distinct blast indicates a potentially dangerous or threatening situation for example a broken backpack, a severe blister, unsure of which direction to take on trail). These whistles will be used in this activity and the remaining experiential activities in this unit. Emphasize the seriousness of the whistle code and its importance in EMERGENCY situations ONLY. 3. Define the physical boundaries of the field site. 4. Distribute Appendix 5a – Creation Walk. 5. Students partake in a Creation walk, completing the handout and submitting it at the end of class. The handout is to be completed during the walk, as students take the time to reflect and answer the questions. 6. Read and discuss the reflection from 1Kings 19:11-13, as a closing activity for the Creation Walk (Appendix 5b – Closing Prayer). Days 2 - 3 7. With Creation Walk handouts available students share their experiences, highlighting the presence of God in nature.

Unit 5 - Page 7  Healthy Active Living Education - Open 8. In a teacher led discussion students reflect on modern society’s assault (impact) on nature. Some responses may include: garbage, smog, lack of trees, lack of wildlife, noise pollution. 9. Read Genesis 1:26-28 Then God said, “And now we will make human beings; they will be like us and resemble us. They will have power over the fish, the birds, and all animals, domestic and wild, large and small.” So God created human beings, making them to be like himself. He created them male and female, blessed them, and said, “Have many children, so that your descendants will live all over the earth and bring it under their control. I am putting you in charge of the fish, the birds, and all the wild animals.” 10. In a class discussion students interpret this passage. Some questions to initiate the discussion may be:  What are some of your special gifts and talents?  How will you use your gifts and talents to help care for Creation?  In your lifestyle, and in the decisions you make every day, do you care for Creation?  What career might you like to pursue? Will that career decision help or hurt the environment Brainstorm choices the students can make now in order to help the environment. How can we be “Stewards of the Environment?” Possibilities could be – composting, planning a garden, planting trees, schoolyard/neighbourhood clean-up, education campaign (posters, announcements). 11. After concluding that each and every student is a “Steward of the Environment,” small student groups develop and implement their own stewardship initiatives. In the remaining class time and for day three students will develop their initiatives. For example one group could do school/yard/neighbourhood clean-up, another group can make posters alerting the school community to God’s Creation, another group can create a radio advertisement to be delivered during the school announcements, another group can investigate community endeavours to preserve God’s Creation (re- cycling programs), another group can create a “green library” resource list, another group can research the possibilities of planting trees or a garden for schoolyard beautification. 12. As an alternative activity teachers can organize a class school/yard/neighbourhood garbage clean-up.

Assessment/Evaluation Techniques  A formative assessment based on the completion of the Creation worksheet.  A formative assessment of the brainstorm activity.  A formative assessment on the group work activity.

Accommodations  Recognize that there are other opportunities for those with different learning styles to express their learning and skill abilities.  Be aware of safety concerns regarding the student with special needs.  Plan to make effective use of Instructional Assistants assigned to students.  Provide continual encouragement, praise, and assistance.  Provide specific, precise and brief instructions.  Provide a positive atmosphere that allows students to perform at their own level.  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.  Partner students with other students who will be sensitive to their needs.

Resources Eschweiler, Ed, Father. Celebrating God’s Good Earth: In Prayer, Discussion, and Action. Milwaukee: Hi-Time Publishing Corp., 1991. ISBN 0-937997-21-8 Jenkins, Christie L. You Will Be Done on Earth, Eco-Spirituality Activities for 12-15 Year-Olds. San Jose, CA: Resource Publications, 1993. ISBN 0-89390-254-3

Unit 5 - Page 8  Healthy Active Living Education - Open Activity 2: Wilderness Tripping and Hiking Skills Time: 288 minutes

Description This activity focusses on the skills needed to participate in a successful day hike or extended wilderness tripping adventure. Such skills include: trail food and menu planning, importance of water, equipment familiarization, packing tips, and safety on the trail. Students learn and embrace a wilderness ethic (low impact camping) in order to realize respect and reverence for God’s Creation. As a culminating activity students apply these skills and values during a wilderness day hike.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures; 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good; 1e - speaks the language of life ... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it” (Witnesses to Faith); 1f - seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship; li - integrates faith with life. An effective communicator who: 2b - reads, understands, and uses written materials effectively; 2c - presents information and ideas clearly and honestly and with sensitivity to others; 2d - writes and speaks fluently one or both of Canada’s official languages; 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. A reflective and creative thinker who: 3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; 3b - creates, adapts, and evaluates new ideas in light of the common good; 3d - makes decisions in light of gospel values with an informed moral conscience; 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience; 3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4c - takes initiative and demonstrates Christian leadership; 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities; 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. A collaborative contributor who: 5a - works effectively as an interdependent team member; 5c - develops one’s God-given potential and makes a meaningful contribution to society; 5e - respects the rights, responsibilities, and contributions of self and others; 5f - exercises Christian leadership in the achievement of individual and group goals. A responsible citizen who: 7d - promotes the sacredness of life;

Unit 5 - Page 9  Healthy Active Living Education - Open 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society; 7g - respects and understands the history, cultural heritage, and pluralism of today’s contemporary society; 7i - respects the environment and uses resources wisely, 7j - contributes to the common good. Strand(s): Physical Activity, Active Living, Living Skills Overall Expectations PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities; ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation; ALV.03 - demonstrate responsibility for personal safety and the safety of others; LSV.01 - identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living; LSV.03 - use appropriate social skills and positive attitudes when interacting with others. Specific Expectations PA2.01 - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play); PA2.02 - describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities; PA2.03 - explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., tipping rather than spiking against an effective blocker in volleyball, hitting the ball to one side of the fairway to compensate for cross-wind conditions in golf ); PA2.04 - identify community sport and recreation opportunities related to personal interests; AL1.01 - participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities); AL1.02 - demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings; AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury); AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training); AL3.03 - describe resources and community agencies that assist in emergency situations related to physical activity; LS1.01 - demonstrate behaviours that are respectful of others’ points of view (e.g., listening actively, showing appreciation, criticizing ideas not people); LS1.04 - explain their reasoning for their personal choices and actions related to health and well being; LS3.02 – describe their own contribution to and effectiveness within a group.

Planning Notes  Secure equipment, facilities for use during this activity, prior to the start of this activity.  Ensure proper administrative forms are completed and approval from the board has been obtained for any offsite adventures.  Equipment familiarization should take place prior to the trip.

Unit 5 - Page 10  Healthy Active Living Education - Open  Make the necessary modifications and arrangements to accommodate the student with special needs (e.g., being aware of the conditions of the terrain).  Consider all safety elements. (e.g., buddy system, traffic, awareness of time).  Establish an emergency procedure with the use of whistles.  Network potential partners in the community (e.g., Outdoor Education Centres, retail stores).  The teacher should be aware of the human and physical resources within the school (outdoor clubs).  Refer to the OPHEA Safety Guidelines Secondary Curricular for all activities.  Copy Appendix 5c – Clothing/Equipment List for Day Adventures, 5d – Treat Your Water Well, and 5e – Adventure Journal Guidelines. Have students complete a Health Information Form Prior to participation in activities.

Prior Knowledge Required  communication skills  active listening skills  co-operative learning skills  safe practises  participation in physical activity  appreciation of wilderness ethics

Teaching/ Learning Strategies Day 1 1. With teacher direction and student input the “buddies” are established (buddy system). 2. The following wilderness tripping equipment list should be confirmed and checked by all students.  backpacks – how to wear and adjust a backpack for comfort. How to safely pack a backpack.  tarps – each group will have a tarp and be familiar with its set up  personal first aid kit - bandaids, antibiotic ointment, Tylenol, alcohol prep pads, gauze pads, tensor bandages.  ropes – enough for tarps, and emergencies.  group first aid kit – all trip participants aware of its contents and where it located.  clothing and personal gear – as per list (Appendix 5c). Note: This equipment inventory and check is absolutely essential for the success of a trip. A faulty backpack can at the very least, cause adversity for the student. 3. Outline the following packing tips as the students pack and re-pack their bags.  waterproofing – double bag everything  heavy items – are packed in lower back area and close to the back  lighter items – near the top of the main pack  day items – (sun screen, map and compass, snack foods) are packed outside and in accessible pockets. Day 2 4. Through a brainstorm activity answer the following question; “What are the characteristics of trail food?” Responses could be:  light weight (dehydrated);  packs well (cannot be crushed);  nutritious;  simple to cook;  cost. 5. Copy the following information from a board note. What a Backpacking Body Needs

Unit 5 - Page 11  Healthy Active Living Education - Open  Hiking seven hours you will burn up to 6000 calories per day, which is twice your at home consumption.  To replace these spent calories the hiker must consume a kilogram of well balanced food.  Concern: the more food you take, the more calories you burn carrying it.  The more energy you need, the more you eat, therefore weight loss is to be expected. Food Packing Tips  Remove food from store packages; double bag food in tough, durable, zip-lock plastic bags.  Mix dry ingredients before the trip (bannock ingredients can be pre-mixed at the school).  Create a packing plan, e.g., label your meals, pack in order of consumption. Cooking Tips (optional)  Always add water slowly to dry mixes, never the other way around (dry mixes to water).  Prepare a spice kit ahead of time.  Prepare enough to satisfy the needs of the group (the further you are in the trip the larger the appetite). 6. Provide and review with the students the handout Treat Your Water Well (Appendix 5d). Note: All water consumed (cooking, drinking, cleaning) must be treated. Day 3 7. In a class discussion brainstorm the following questions: “What is Low Impact Hiking?” Some possible responses may be:  walking lightly in the wilderness  minimize humanities imprint (footprint) in nature  not disrupting nature’s balance “List the different ways in which we make an impact on the environment.” Possible responses will fit under the following categories  fires  garbage  human waste  bathing/washing  noise 8. In groups of four or five students research one of the above following the guidelines below. This format can be listed on the board or in a handout. Group Members: ______Topic: ______How does the topic impact the natural world? List as many ways as possible. Suggest ways to prevent or minimize this impact. 9. Students re-group and share their findings either on the black board or on chart paper. Time is given for students to copy the information into their note books. Through a teacher-directed discussion the class makes decisions on which preventative ideas best reflect the needs of the class. 10. Safety considerations are addressed. The following outline may be beneficial:  Review the whistle code addressed in Activity 1 (Respect for Nature), TLS 2.  Outline the role of the Lead and Sweep on the trail; The Lead is an experienced hiker, has prior knowledge of the trail, is a decision maker, e.g., breaks, weather and trail decisions, reads the well-being of the participants, stays at the front of the pack (no other students go ahead of the lead at any time).  The Sweep is a co-leader, is also experienced and assists the Lead in making decisions. The Sweep also assesses the well-being of the participants, the sweep stays at the back of the pack (no individuals fall behind him/her).  The students do not leave the trail without leaving their pack on the trail. This indicates to the sweep that student(s) are off the trail.

Unit 5 - Page 12  Healthy Active Living Education - Open  Students should have prior knowledge of environmental hazards which include; exposure, slippery trail conditions, cliff side, poison ivy, poison oak, wild animals).  In the event of a lost hiker: A discussion should proceed the outing, as different procedures will take place depending on the teachers/students involved and on the terrain chosen. The general rule is for the lost hiker to stay put once they recognize they are lost. The hiker then should employ the whistle code. Day 4: The Hike 11. With reference to the previous three days, lesson the hike will begin. The following is a last-minute checklist of procedures to ensure that the trip is safe and successful.  footwear of the hikers (footwear should be comfortable, appropriate for the trail)  suitability of clothing  water bottles filled  suitability of food (environmentally friendly)  finalize buddy system and make sure the Lead and Sweep have a copy  review the route  at the trail head, all students orientate their map  visual check of suitability of backpacks 12. Upon completion of the hike students will reflect on their experience. Appendix 5e – Adventure Journal, outlines journal guidelines to be used by the student for their reflection. To fulfill the journal expectations students choose one or any combination of the suggested topics as outlined in Appendix 5e. These reflective journals will be handed in for marking.

Assessment/Evaluation Techniques  Formative evaluation of trip preparation and packing.  Formative evaluation of hike trip participation, using a participation rubric.  Formative evaluation of reflective journal.

Resources Algonquin Park Trail Maps Eschweiler, Ed, Father. Celebrating God’s Good Earth: In Prayer, Discussion, and Action. Milwaukee: Hi-Time Publishing Corp., 1991 ISBN 0-937997-21-8 Fry, Alan. Wilderness Survival Handbook. Toronto: Macmillan Canada., 1996. ISBN 0-7715-7340-5 Gladestone, Bill. Exploring Ontario’s Provincial Parks: A Guidebook. TV Ontario and the Ministry of Natural Resources, 1993. ISBN 0-88944-173-1 Jenkins, Christie L. Your Will Be Done on Earth, Eco-Spirituality Activities for 12-15 Year-Olds. San Jose, CA: Resource Publications, 1993. ISBN 0-89390-254-3

Unit 5 - Page 13  Healthy Active Living Education - Open Seaborg, E. and Ellen Dudley. Hiking Backpacking. Windsor: Human Kinetics, 1994. ISBN 0-87322-506-6 The Bruce Trail Association. Trail Guide and Maps. Toronto: Money’s Worth Printing, 1997, 1-800-665- 4453 Provincial Park Maps Web Sites http://www.ontarioparks.com/ http://www.brucetrail.org/ http://www.crca.ca http://www.bpbasecamp.com

Activity 3: Experiencing Orienteering Time: 288 minutes

Description Through active participation students continue to foster an appreciation for God’s Creation. Emphasis on understanding orienteering and its link to Creation is a primary focus of this unit.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1f - seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship; li - integrates faith with life. A reflective and creative thinker who: 3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; 3b - creates, adapts, and evaluates new ideas in light of the common good; 3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society. A self-directed, responsible, life long learner who: 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. A collaborative contributor who: 5a - works effectively as an interdependent team member; 5c - develops one’s God-given potential and makes a meaningful contribution to society; 5e - respects the rights, responsibilities, and contributions of self and others; 5f - exercises Christian leadership in the achievement of individual and group goals. A responsible citizen who: 7d - promotes the sacredness of life; 7h - exercises the rights and responsibilities of Canadian citizenship; 7i - respects the environment and uses resources wisely. Strand(s): Physical Activity, Active Living Overall Expectations PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities; ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;

Unit 5 - Page 14  Healthy Active Living Education - Open ALV.03 - demonstrate responsibility for personal safety and the safety of others. Specific Expectations PA2.01 - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play); PA2.02 - describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities; PA2.03 - explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., tipping rather than spiking against an effective blocker in volleyball, hitting the ball to one side of the fairway to compensate for cross-wind conditions in golf); AL1.01 - participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small and large-group, outdoor, and aquatic activities); AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury).

Planning Notes  Ensure there are enough compasses for each pair of students.  Using resources within the school, library, and community, collect appropriate maps.  Prepare and photocopy worksheets and maps as necessary.  Be aware of and sensitive to the capabilities of the students with special needs.  Some of the activities may be delivered in the gym, however the outdoors is recommended.  Ensure an overhead projector is available for the first activity.  Design a map of the schoolyard or field prior to the start of this unit. Teaching/Learning Strategy 12 outlines some important points to include when designing this map.  Acquire orienteering maps prior to the start of this activity.  Copy Appendix 5f – Compass Parts, 5g – Compass Bearing Exercise, and 5h – Step Counting

Prior Knowledge Required  brainstorming  note taking  communication skills  active listening skills  co-operative learning skills  mapping skills

Teaching/Learning Strategies (lessons adapted from Kjetil Kjernsmo’s orienteering web site) Day 1 (Note: this lesson could be taught in the gym or outside, weather permitting) 1. Ask the students to stand up and point to the North, South, East, West. Establish an understanding of  the points of the compass (four main points of compass: north, south, east and west, four in-  between points of compass: northeast, northwest, southeast, southwest). 2. Use a prepared transparency that gives the compass points necessary for finding map directions and bearings (degrees) quickly. North is the most important. 3. Under the direction of the teacher students walk a given number of paces in a specific direction (e.g., walk ten paces north, walk five paces south, 25 paces northeast). 4. Pair students off and provide each pair with a compass. Students identify the following parts of the compass: base plate, direction of travel arrow, index line, north sign, magnetic needle, 360 degree

Unit 5 - Page 15  Healthy Active Living Education - Open movable dial (called the compass housing), and orienteering lines. Refer to Appendix 5f – Compass Parts for definitions of each of these compass parts. Note: the red and black arrow (some compasses it might be red and white), the red part of it is always pointing towards the earth’s magnetic north pole. 5. How to find True North. With partners standing side by side (two to three metres apart), one partner holds the compass in his or her left hand, close to chest height. With the compass left in this position the student turns his/her body until the magnetic needle is over the orienting arrow. This is true north. 6. Establish with students the concept that the compass is actually divided into 360 parts. These parts are called degrees (also referred to as bearings. Bearing is a direction of a given point measured in degrees from North going in a clockwise direction). The compass is also referred to as the compass rose. 7. Students identify the bearing figure (in degrees) of each of the following directions: north, south, east, west, north-east, north-west, south-west, south-east. Responses are recorded in Appendix 5f- Compass Parts. 8. Reading the compass: In pairs students explore how the compass has the ability to point out any direction. The following steps (for a bearing of 90 degrees will help)  set the specified bearing (90 degrees) on the compass by turning the movable dial until the bearing lies directly over the index line.  hold the compass flat in your hand with your hand at chest height (do not let the compass move in your hand)  turn your body around until the red end of the needle points “N” on the dial, at this point both you and the compass will be facing on a direct line on a bearing of 90 degrees  look up, identify a landmark (rock, tree, fence or any fixture in the gym) exactly in front of you and begin to walk 9. With a teacher-directed command students set the compass at the following bearings and turn to face each one in turn. Teachers direct partners to share the compass. Identifying the students who are having difficulty with reading a compass will become evident, as all students should be facing the same angle when each command is given. a) 1500 b) 1250 c) 480 d) 2000 e) 3230 Note: Any metal or jewellery could affect the readings on the compass, e.g., necklace, rings, watch. 10. Finding a Bearing from a map. In pairs students explore how to find bearings on a map using a compass. The following steps will help.  Determine the starting point and the final destination.  Use the long edge of the compass to draw a line from the starting point to the final destination (ensure that the direction of travel arrow points toward the final destination).  Holding the compass in position, turn the compass dial until the orienteering lines run parallel to the meridian lines on the map (ensure that the N on the dial is toward map north). (Explain that north is always called geographical north or true north and is always aligned with the top of map.)  Take a reading at the index line to determine the bearing (may be referred to as the azimuth in some books).  To walk to the final destination, the steps are similar to the technique described in TLS 11. Hold the compass in your hand. Turn yourself, your hand, the entire compass, just make sure the compass housing doesn’t turn, and turn it until the compass needle is aligned with the lines inside the compass housing. (Remember the red part of the compass needle must point in the compass housing, or you’ll go in the opposite direction.) Remember: The edge of the compass, the direction arrow, must point from the start point to the destination point. Walk off the Bearing: Continue the exercise above now directing the students to walk off the bearing. The following directions will help:  Hold the compass in your hand, with the needle well aligned with the orienting arrow.

Unit 5 - Page 16  Healthy Active Living Education - Open  Aim, as carefully as you can, in the direction of the travel-arrow is pointing.  Fix your eye on some special feature in the terrain or the gym, as far as you can see in that direction.  Go to that feature, ensuring that as you go the compass does not move. 11. Practise finding a compass bearing on the diagram in Appendix 5g – Compass Bearing Exercise. Day 2 12. Students are ready to gamble a loonie on their ability to walk on a bearing exactly. Hunt the Loonie (This exercise is best done outside.) Following these instructions students discover their ability to set a bearing and walk a bearing.  Put a loonie on the ground at your feet (a penny or even a candy would do).  Set the compass to 600 and turn and face this bearing.  Now walk ten paces forward.  Add 1200 to your present bearing - that make it 1800 on the dial.  Turn to face this bearing and walk another ten paces forward.  Add 1200 making 3000 for the final side of a triangle course, and walk ten paces.  If you have been accurate, the penny will be at your feet. If a candy was used, The successful student gets to eat the candy. 13. Discuss the Orienteering Special Terms listed below. CONTROL: is the point, circled on the map, which you are looking for. THE CONTROL MARKER: is usually an orange and white marker at the control site It contains a number which identifies the control, as well as it has a design or a letter that differentiates it from other controls. COURSE: the orienteering course is the set of controls you are looking for. LEG: a leg is the portion of a course between two consecutive controls. Discuss the various terms and their relationships to an orienteering map. Hand out a map of the schoolyard; ensure that the map includes important buildings, large trees, goal posts, bleachers, portables, etc. These will be referred to as controls, and students will find these controls. Steps to help you draw the map include: 1) decide on a rectangular section of your field; 2) draw the large items (controls) in your designated area such as goal posts, bleachers etc; 3) now draw other important items; 4) using a compass, mark the location of north on the map; 5) then extend the NORTH ARROW by making a line across the page. This is your MERIDIAN LINE. 6) Now your drawing is a proper map and students will be able to find the required items. Mark an X on the map. This is where students will stand, so all controls are in front of them. With map in hand direct students to make sure the NORTH ARROW points to NORTH on the ground. Placed like this the map is ORIENTED. With compass in hand, in partner groups, the students find the bearings of all the controls on the map. 14. How Far? Step Counting It is preferable to practise step counting on the field or in a wooded area. Mark off an area of 100 metres on the terrain. Following the steps below students determine the number of paces it take to complete the 100 metre terrain.  Walk the terrain, count every time the right foot comes to the ground.  Write down the answer using Appendix 5h – Step Counting.  Walk back again, count and write down the answer.  Repeat these steps again (students should have walked a total of four times now).  Add the four sets of figures again and divide by four to obtain your personal step-count figure for walking 100 metres in this terrain.  repeat these steps but this time run at a steady marathon pace.  The figure you obtain this time represents the step-count figure for running 100 metres in this terrain.  Repeat this whole process again, but on a section of a dirt road.

Unit 5 - Page 17  Healthy Active Living Education - Open Important points: Don’t over-stride when walking. Don’t run at 100 metre dash speed. Ignore half strides in your calculations. 15. Using Appendix 5h – Step Counting students calculate the number of steps (or paces) they need to walk or run the distance outlined on the chart. 16. With maps from TLS 12 students now have the bearings of each of the controls listed. Direct students to now run to each of the items, using the step-counting method. Students are required to discover the distance from the start to the control. (Note: Teachers can send students off in different directions to ensure the partners are calculating their own distances.) This activity could be done as a competition. The team that discovers the correct distances to all controls (measured from the start) and finishes in the least amount of time will be the winning team. As an alternative, the teacher can send students out to different controls on the map (this will be their starting point). On a signal from the teacher the students run, and calculate the distance between each leg of the route (a leg is the portion of a course between two consecutive controls). The team who has the closest calculation of distance around the entire route, to the nearest metre, is the winning team. 17. For homework students are to design two control markers each. These markers will be used for Day 4 where students map out their own route. Card or hardboard cut to approximately 20 cm square is the best for making markers. Have students include some type of design on their marker to be identified during an orienteering competition. Day 3 18. Competition: Compass Direction and Distance Judgement This competition is best suited for a forested area. If this is not available, teachers can adapt the school grounds for a successful competition. Materials needed: compass, control card (example below) and a large piece of bristol board for the teacher to collect all the group distances and display on a tree. Competition guidelines:  The teacher selects a distinctive tree in the forest for the start and finish. This is the base control and must be clearly marked.  The class is divided into groups (this will depend on the number of students in the class (groups of two may need to be arranged). Number each group 1 to 10. (again this depends on the number of groups).  The teacher gives each group (or student) the following: a card with a control letter on it (this letter is part of a larger word or phrase that the students will unscramble once they have collected all the letters. The teacher can decide on the phrase, for example Haste makes waste or Healthy body, Healthy mind) a compass bearing in degrees a large thumb tack or a piece of tape or something suitable to attach the control letter with (a stake with the control letter attached may be more suitable).  Each group sets their compasses to the bearing the teacher has given.  Students turn and face that direction.  Students walk off from the base control tree on this bearing. The group can decide the distance they would like to go. This is a secret until they have set their control letter in an appropriate spot. The students must travel either 50m, 100m, 150m, or 200m.  At the exact distance that the group have selected the letter card is nailed to a tree or the stake is driven into the ground. The letter card must be visible.  The group returns to the base tree.  The group informs the teacher how far the group went.  When all groups are back the competition is about to begin

Unit 5 - Page 18  Healthy Active Living Education - Open  The teacher displays all the group distances and posts it on the bristol board mounted on the base control tree. example control card: Place: Name: 1 2 3 4 5 6 7 8 9 10

example teacher bristol board: Control 1 320° - 150 m (this is filled in by the teacher once the group comes back after placing the control card in the forest) Control 2 15° - 200 m Control 3 100° - 50 m etc.  All groups take out their control cards, (ensure names are on the cards) and write the clue letter that they know already. If they are group #1 the letter is placed in the box under the #1 on the control card. (This information is kept secret from the other groups.)  The race begins and the aim is to collect onto the control card all the letters from the other groups. (Remind each group that they are to return to the base control tree after each letter they have collected. This ensures that they set the correct bearing for each new control letter.)  Start collecting with the group number one higher than your own. If you are group #4, then you start to collect from #5. If you are group #10, you start to collect from #1.  The first group to complete the collection and unscramble the phrase correctly, wins.  Note: Remind students to come to class tomorrow with their control markers assigned last class. Day 4 19. Through a teacher-directed discussion students debrief the previous days activity. Questions to ponder may include: Did you like the activity? Did you have any difficulty finding the control letters? Did you encounter any difficulties in using the compass? 20. Review the note: Orienteering Special Terms. 21. This class is designed to be performed outside. Divide the class into groups of four. Each group decides which six markers will be used for this activity, choosing from the student markers created in TLS 16. The markers are then numbered 1 through 6. Provide students with a blank map showing the position of the start and finish only. In their groups students plan a course that includes their six controls. Students use a compass to work out the bearings and distances on the course and to plot the course on their map. Students prepare a Course Card that includes the distances and bearings for each leg. Students must also provide the teacher with a “Course Card” that includes the specific design found on each of the control markers at the designated control. Students are given half the class to design their course. While plotting their courses students place a control marker at each of the controls. During the second half of the class, each group will switch maps and course cards with another group. Using this new course plan groups attempt to follow the map and course card to locate each of the control markers. On the control card provided, students indicate the design found on each control markers. This is called Point to Point Orienteering and the group that finishes in the shortest period of time, with the most correct identified control markers, in the correct order is the winning group.

Assessment/Evaluation Techniques  A formative assessment based on the students’ participation using the participation rubric.  A formative assessment based on the students’ ability to read the maps and make use of the compass.  A formative assessment based on the completion of the homework assignment, using the work habit/homework completion rubric.

Unit 5 - Page 19  Healthy Active Living Education - Open Accommodations  Recognize that there are other opportunities for those with different learning styles to express their learning and skill abilities.  Be aware of safety concerns regarding the student with special needs; some orienteering activities may be challenging for students with special needs. Terrain variations may be a concern.  Plan to make effective use of Instructional Assistants assigned to students.  Provide continual encouragement, praise, and assistance.  Provide specific, precise and brief instructions.  Provide a positive atmosphere that allows students to perform at their own level.  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.  Partner students with other students who will be sensitive to their needs.

Resources Disley, John. Your Way With Map and Compass - Orienteering. Toronto: Canadian Orienteering Service Silva Limited. McNeill, C., et al. Teaching Orienteering: Second Edition. Windsor: Human Kinetics, 1998. ISBN 0-88011-804-0 Zakrajsek, D., et al. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2 Web Sites http://www.uio.no/~kjetikj/compass http://www.cs.mun.ca/~sjoc http://www.concentric.net/~jimbaker/

Activity 4: Experiential Activities Time: 288 minutes

Description Through the discretion of the teacher, a four day experiential activity will be implemented. The activities may focus on a combination of pursuits such as snowshoeing, cross-country skiing, climbing, and ropes courses. It is through these pursuits that students will recognize the sacredness of God’s Creation. Using the Earth as teacher, students learn to cherish Nature and participate in its grandeur.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A discerning believer formed in the Catholic Faith community who: 1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures; 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good; 1e - speaks the language of life ... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it” (Witnesses to Faith) 1f - seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship; li - integrates faith with life. An effective communicator who:

Unit 5 - Page 20  Healthy Active Living Education - Open 2b - reads, understands, and uses written materials effectively. A reflective and creative thinker who: 3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; 3b - creates, adapts, and evaluates new ideas in light of the common good; 3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society. A self-directed, responsible, life long learner who: 4b - demonstrates flexibility and adaptability; 4c - takes initiative and demonstrates Christian leadership; 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities; 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. A collaborative contributor who: 5a - works effectively as an interdependent team member; 5c - develops one’s God-given potential and makes a meaningful contribution to society; 5e - respects the rights, responsibilities, and contributions of self and others; 5f - exercises Christian leadership in the achievement of individual and group goals. A responsible citizen who: 7d - promotes the sacredness of life; 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society; 7g - respects and understands the history, cultural heritage, and pluralism of today’s contemporary society; 7i - respects the environment and uses resources wisely; 7j. contributes to the common good. Strand(s): Physical Activity, Active Living, Living Skills Overall Expectations PAV.02- demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities; ALV.01- participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation; ALV.03 - demonstrate responsibility for personal safety and the safety of others; LSV.03 - use appropriate social skills and positive attitudes when interacting with others. Specific Expectations PA2.01 - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play); PA2.02 - describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities; PA2.03 - explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., tipping rather than spiking against an effective blocker in volleyball, hitting the ball to one side of the fairway to compensate for cross-wind conditions in golf ); AL1.01 - participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities); AL1.02 - demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings;

Unit 5 - Page 21  Healthy Active Living Education - Open AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury); AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training); LS3.02 - describe their own contribution to and effectiveness within a group.

Planning Notes  Secure equipment, facilities for use during this activity, prior to the start of this activity.  Ensure proper administrative forms are completed and approval from the board has been obtained for any offsite adventures.  Review the possibilities for outdoor pursuits with nature both in the schoolyard and potentially in neighbouring green spaces.  Make the necessary modifications and arrangements to accommodate the student with special needs, e.g., being aware of the conditions of the terrain.  Consider all safety elements, e.g., buddy system, traffic, awareness of time.  Establish an emergency procedure with the use of whistles and specific to the activity chosen, e.g., ropes course, x-country skiing, down-hill skiing.  Network potential partners in the community, e.g., environmentalists, ski resorts, Outdoor Education Centres, retail stores, rowing clubs.  The teacher should be aware of the human and physical resources within the school (outdoor clubs).  Refer to the OPHEA Safety Guidelines Secondary Curricular for all activities.

Prior Knowledge Required  communication skills  active listening skills  co-operative learning skills  safe practises  participation in physical activity  appreciation of wilderness ethics

Teaching/Learning Strategies 1. The following is a general guideline that applies to any experiential activity for both on and off site.  board approval for the activity  parental permission for the activity  acquire student medical history/concerns  establish cost for the experiential activity  establish safety considerations; high risk environments, trails near water, cliffs, roadways.  ensure a well supplied first aid field kit is on site  ensure each student has a personal first aid kit including Health Cards (see Appendix 5c)  ensure proper use of equipment is reviewed in order to prevent injury or unnecessary equipment breakage  establish an appropriate clothing list for students  discuss how to dress for outdoor recreational activities, discuss the concept of layering with the students (a light base layer that is not cotton as it absorbs moisture and takes a long time to dry, followed by one or two loose fitting insulating layers, followed by a weather resistant outer layer)  establish an appropriate personal equipment list for the students  leaders shall be provided to reflect the gender composition of the group

Unit 5 - Page 22  Healthy Active Living Education - Open Outdoor Winter Experiential Activities 2. Explore the hazards of outdoor winter activities. Generate a list of these hazards through a class discussion. (The list will clearly include cold, wind, wet.) 3. Establish the seriousness of exposure to the elements in an outdoor winter activity. Define Hypothermia: the lowering of the core temperature of the body. Provide a worksheet which considers signs, symptoms and prevention of hypothermia. 4. Reinforce the students’ knowledge of prevention of hypothermia through a classroom discussion. The layer principle has four layers including:  1st layer intimate – loose fitting, non-chafing underwear, (underwear, t-shirt);  2nd layer insulating undergarment layer – long johns, turtleneck;  3rd layer – loose fitting pants, fleece jacket;  4th layer – the environmental layer – weather proof jacket and pants, hats, mitts nature of the material – wool vs. cotton, synthetic materials – gortex or polypropolene. Quin-zhee Construction 1. Using shovels, make a pile of snow about 2 m high and 3-4 m in diameter . It is important to obtain snow from all depths, so that the pile is a mixture of snow having different temperatures. The mixture of snow results in the fusion of the snow crystals. This takes as little as 30 minutes on a very cold day (-20C) and 1-2 hours on warmer days (-5C). 2. A hole (door) is dug into the pile of snow, close to the ground, and a cavity is hollowed out. The snow is scraped clear to the ground. The walls and roof should be about 40 cm thick. 3. Use a section of cardboard or styrofoam (or the equivalent) for the door. 4. Students take the temperature of the quin-zhee measured approximately 20 cm below the roof. The thermometer requires at least 2 minutes to stabilize before a reading is taken. Allow the students to figure out how to support the thermometer inside the quin-zhee. 5. A series of temperature measurements are made inside the quin-zhee. Students predict what the temperature within the quin-zhee might be under the following conditions. After predictions are made the actual temperature is taken and results recorded in a table similar to below. Situation Predicted Temperature Actual Temperature quin-zhee empty, with door open quin-zhee empty, with door closed for five minutes a person remains inside the quin-zhee for five minutes with door open a person remains inside the quin-zhee for five minutes with door closed two persons remains inside the quin-zhee for five minutes with door closed. 6. Destroy the quin-zhee as a safety precaution. 7. Following the quin-zhee construction students answer the following questions. These questions are required homework and will be collected.  Where did you find the warmest snow? The coldest snow?  Why should the ground be exposed inside the quin-zhee?  Which direction should the door face? Why?  Comment on the temperature predictions you made prior to the actual readings.  Is there a difference in temperature inside and outside the quin-zhee with the door open? Why?  Does the presence of a person(s) change the inside temperature of a quin-zhee? Explain.  Compare the consistency of the snow used to construct the quin-zhee with the snow composing the quin-zhee when destroying it.

Unit 5 - Page 23  Healthy Active Living Education - Open Snow Shoeing The focus of the snow shoeing adventure is to introduce students to an enjoyable winter activity. This will allow students to recognize the sacredness of God’s Creation. 1. Initiate a discussion on snow shoe design. These include the Algonquin, and Bear Paw design, as well as high technology specialized designs. 2. Identify the three basic parts of the snow shoe: the frame, decking, and binding. Other parts of a snow shoe to note include; the front and rear cross piece, tail, the cleats. 3. On a snow covered area, in the schoolyard, demonstrate how to put the snow shoes on properly. Highlight basic walking techniques (keep the tail low and feet appropriately apart). 4. At this point, emphasize with the students how to prevent damage to snowshoes. (Avoid unnecessary torque on the bindings. Avoid stepping on rocks or other obstructions on the trail) 5. After a familiarization period initiate a modified game handball. Other game ideas might include frozen tag, relay races, capture the flag. 6. Teachers demonstrate how to clean and maintain snow shoes. 7. Upon completion of the experiential activity of snow shoeing students complete an Adventure Journal; Appendix 5e outlines journal guidelines. To fulfill the journal expectations students choose one or any combination of the suggested topics as outlined in Appendix 5e. Cross Country Skiing The focus of the cross country ski adventure is on the basic skills of diagonal stride, step turning and snowplow stopping. Once again this will allow students to participate in the Creator’s grandeur. The techniques outlined allow students to enjoy cross country skiing safely. 1. Given the classical technique of diagonal stride students measure their skis and poles according to their height. (skis should reach the height of an extended wrist, poles should reach the underarm of the skier). 2. After proper fitting students venture outside. Demonstrate Diagonal Stride with the following steps. With no poles:  walk  shuffle  kick – glide  kick – glide with an emphasis on weight shift where the skiers weight is centred over the gliding ski With poles: repeat the above process always alternating arm/leg action, e.g., left pole plant, right leg forward 3. Demonstrate Step Turning with the following steps. With poles:  Standing star turn (complete a star turn by lifting with the right leg to the right and placing it down, follow the same action with the left leg in the same direction as the right. continue this until a 360 degree turn is complete).  On a gentle downhill slope, students can glide straight and step off to the left or right depending on the terrain or on a command from the teacher. (This is not a complete star turn, simply a means to change direction.) 4. Demonstrate Snowplow Stopping with the following steps: With poles:  Gliding on a gentle downhill slope students slightly flex their knees. Body weight is forward.  Students initiate snowplow position by forming a pizza slice with the ski tips pinched together, tails apart (ensure students do not cross the tips of their skis). The skiers weight should be on the inside edges of the ski.  Control the rate of speed by exerting outward pressure on the skis. The greater the pressure the faster the skier will come to a stop.

Unit 5 - Page 24  Healthy Active Living Education - Open 5. Upon completion of the experiential activity of cross country skiing students complete an Adventure Journal (Appendix 5e outlines journal guidelines). To fulfill the journal expectations students choose one or any combination of the suggested topics as outlined in Appendix 5e.

Assessment/Evaluation Techniques  A formative assessment on the quality and completion of the adventure journal(s).  A formative assessment using observation and rubric to assess participation.  A formative assessment based on the completion of the quin-zhee homework assignment, using a homework rubric.

Resources Algonquin Park Trail Maps Eschweiler, Ed, Father. Celebrating God’s Good Earth: In prayer, Discussion, and Action. Milwaukee: Hi-Time Publishing Corp., 1991. ISBN 0-937997-21-8 Fry, Alan. Wilderness Survival Handbook. Toronto: Macmillan Canada, 1996. ISBN 0-7715-7340-5 Gladestone, Bill. Exploring Ontario’s Provincial Parks: A Guidebook. TV Ontario and the Ministry of Natural Resources, 1993. ISBN 0-88944-173-1 Halfpenny, James C. and Roy Douglas. An Ecological Handbook. Boulder, Colorado: Johnson Publishing Company, 1989. ISBN 1-55566-036-3 Jenkins, Christie L. Your Will Be Done on Earth, Eco-Spirituality Activities for 12-15 Year-Olds. San Jose, CA: Resource Publications, 1993. ISBN 0-89390-254-3 Seaborg, E. and Ellen Dudley. Hiking Backpacking. Windsor: Human Kinetics, 1994. ISBN 0-87322-506-6 The Bruce Trail Association. Trail Guide and Maps. Toronto: Money’s Worth Printing, 1997, 1-800-665- 4453 Provincial Park Maps Web Sites http://www.ontarioparks.com/ http://www.brucetrail.org/ http://www.crca.ca http://www.bpbasecamp.com

Creation Walk

Observe What is most interesting, amazing, beautiful? Bring your senses into play to record your observations:

Sight: List three elements of God’s creation that inspire you the most.

Sound: Listen for a subtle sound. Listen for a powerful sound. Visualize the sound being produced. Explain.

Odour: What is the most striking natural smell that you have observed?

Touch: List three textures that have a distinct feeling.

Reflect  How do I feel about what I saw, heard, smelled and felt?  Which of the above observations allowed you to be closest to nature?  On the reverse side add at least one comment, image or drawing that celebrates your awareness of nature.

Closing Prayer

We recognize that God is in nature; however, young and old alike tend to search out the Creator in Nature’s most awesome displays of power (e.g., thunderstorms, earthquakes, strong winds). Let us look at the prophet Elijah one day when God sent him to Mount Horeb:

Then the Lord said: “Go outside and stand on the mountain before the Lord; the Lord will be passing by.” A strong and heavy wind was rending the mountains and crushing rocks before the Lord - but the Lord was not in the wind. After the wind there was an earthquake - but the Lord was not in the earthquake. After the earthquake there was a fire - but the Lord was not in the fire. After the fire there was a tiny whispering sound. When he heard this, Elijah hid his face in his cloak and went and stood at the entrance of the cave (1 Kings 19:11-13).

How can we become more aware of God’s presence in nature, not only in its awesome power but in its gentleness and quiet?

Clothing/Equipment List for Day Adventures

When packing for backpacking trips try to keep weight and size to a minimum so that each pack can carry its share of the group equipment (tent, food, stoves, etc). This way, each hiker takes responsibility for themselves and for the group; and that makes for good teamwork! In order to achieve this, careful thought must be put into which items are necessary, and which items can be left behind. Chose items from this list appropriate for your adventure, day vs. overnight. Items you may bring.  sleeping bag (recommended light weight 3 season mummy bag rated for O°)  sleeping pad - closed cell foam, insulate, or thermarest. Personal Items  bug repellant (high in deet, unless you are allergic)  tooth brush  tooth paste  biodegradable soap and shampoo (e.g., campsuds)  sunblock  personal medication (must inform teacher)  mini first aid kit (bandaids, antibiotic ointment, Tylenol, alcohol prep pads, gauze pads, tensor bandages, health card)  toilet paper (enclosed in a ziplock bag)  eating utensils  6 garbage bags (heavy duty)  whistle  flashlight  water proof matches  compass  water bottle (Nalgene works best). Optional items  towel  pocket knife  sunglasses  camera (disposables are popular and functional on wilderness trips)  book  journal and pencil  cards Clothing List  gloves and toque  long underwear  cotton polyester pants – NO DENIM  sweat pants  shorts  sweat shirt  bathing suit (optional).  T-shirts  underwear  socks (cotton, wool)  fleece jacket  wind breaker  rain suit (rarely do you hike in this).  hat  light shoes camp shoes  hiking boots (medium weight. Must be broken in with your feet!!! No new boots allowed). ITEMS YOU MAY NOT BRING! radios, portable stereos junk food for snacking - attracts nuisance animals

Treat Your Water Well Importance of Water on the Trail What do you think our water needs are in one day? ______litres What would happen biologically if your water needs are not met?

Trail Rule: Drink more than you need – average is 3-4 litres per day. Although this is a standard amount, every body is different. To ensure your water needs are met, monitor your urine – it should be clear and urination should be frequent (up to five times/day). Trail Water Concerns: What you can’t see CAN HURT YOU! Three types of microorganisms could invade your water bottle.  CYSTS: hard shelled, single-celled parasitic protozoa, ranging in size from 5 to 15 microns.* The well known Giardia cyst, is responsible for most waterborne illnesses.  BACTERIA: Many varieties exist. Well-known E coli comes from fecal contamination and gives you gastrointestinal upset.  VIRUSES: They are the smallest, but most dangerous microorganisms in the water. These viruses are mostly contained in the tropics and pose little danger in Canadian waters.  There is really NO way to tell if the water contains harmful microorganisms. Therefore your ONLY choice is to purify the water. Three Ways to Purify Your Water: 1. Boiling: Bringing the water to a boil makes it safe for drinking. 2. Chemical Treatment: Iodine tablets (The effectiveness of these tablets is based upon how well the directions are followed.) 3. Filtering: removes most, but not all microorganisms. Filtration literally cleans the water by straining out suspended solids. * microns: a micron is one-millionth of a metre. The period at the end of this sentence 500 to 600 microns in diameter. A typical filter removes microorganisms as small as .04 microns.

Adventure Journal Guidelines

You are responsible for keeping an ADVENTURE JOURNAL for all your out of class experiences. Day trips require little introduction or conclusion, however the overnight trips demand this type of organization. You are responsible for a minimum of ______pages/day.

TOPICS TO WRITE ABOUT:  general summary of day; where travelled, distances travelled, time spent travelling, description of terrain, etc.  camp skills learned  highlights of the day – good food, good weather, communion with nature  hardships endured – bugs, leader, weather  something discovered of self  something discovered of others  larger lessons learned  any surprises?  sketches or other media accepted as support material  how did you Celebrate God’s Creation?  other

These reflective journals will be handed in for marking. Writing is confidential. Enjoy your log. Enjoy your trips.

Compass Parts

Base Plate: is a plexiglass base under the compass that shows centimetres, millimetres, and inches to match map scales. Direction of Travel Arrow: indicates the direction of intended travel. Magnetic Needle: a floating needle suspended in the compass with a red end that points to magnetic north, when allowed to settle. (Nearby iron objects or jewellery could disturb it). Movable Dial and Compass Housing: a movable dial mounted on the base plate that rotates freely, changing the position of lines and the arrow at the bottom of the dial. The numbers and hash marks around the dial indicate degrees, with each hash mark representing two degrees. Orienting or North Arrow: an arrow painted or drawn on the bottom of the compass housing and flanked by parallel lines called orienting lines. The arrow moves in the direction of rotation when the movable dial is rotated. The user aligns this arrow with the red end of the magnetic needle. Orienting Lines: lines painted or drawn on the bottom of the compass housing and parallel with the north arrow. The user aligns them parallel to the declination lines on an orienteering map. Index line: is part of the direction of travel arrow that intersects with the movable dial. It is the location at which the bearing reading is taken from the compass. North Sign: represents magnetic north on the compass. Is a point of reference from which to start our measuring of direction. It has a bearing of O degrees, (adapted from Quality Lessons Plans for Secondary Physical Education, Zakrajsek, D.B.)

Give the bearing figure for the following directions. Direction Bearing Direction Bearing North North - East South North - West East South - East West South - West

Unit 5 - Page 31  Healthy Active Living Education - Open Appendix 5g

Compass Bearing Exercise

Find the compass bearings in the diagram below. Begin at S, then find the bearing for the following: S to 1; 1 to 2; 2 to 3; 3 to 4; and 4 to finish F. Read off the bearings and place on the appropriate space below.

N N N  S

S to 1 =

1 to 2 =

2 to 3 =

3 to 4 =

4 to F =

Unit 5 - Page 32  Healthy Active Living Education - Open Appendix 5h

Step Counting Number of Double Steps in 100 Metres

ROUGH TERRAIN DIRT ROAD WALKING TRY 1 TRY 2 TRY 3 TRY 4 AVERAGE RUNNING TRY 1 TRY 2 TRY 3 TRY 4 AVERAGE

Number of Double Steps for Other Distances

ROUGH TERRAIN DIRT ROAD WALKING 50 m 200 m 400 m (1/4 mile) 1000 feet RUNNING 50 m 200 m 400 m (1/4 mile) 1000 feet

Unit 5 - Page 33  Healthy Active Living Education - Open Unit 6: Individual and Team Activities

Time: 38.5 hours Unit Developers Anne Burns, Simcoe Muskoka Catholic District School Board Karen Connolly, Simcoe Muskoka Catholic District School Board Laura Gulley Annecca, Simcoe Muskoka Catholic District School Board Jim Hall, Simcoe Muskoka Catholic District School Board Michele May, Simcoe Muskoka Catholic District School Board Craig McLaughlin, Simcoe Muskoka Catholic District School Board Development Date: February 15, 2000

Unit Description “... it is the whole human person that is intended to become, in the body of Christ, a temple of the Spirit.” (CCC, 364). In this unit students participate regularly in a variety of enjoyable individual/team activities to enhance overall fitness, health, movement skills, and personal competence. Students will describe appropriate movement principles in learning and refining isolated or combined movement skills, e.g., an overhead serve in volleyball requires the use of all joints. Throughout this unit students are given opportunities to demonstrate an understanding of specific rules, and describe safety guidelines to maximize performance and participation in recreation and sport activities. Students build their level of fitness through interaction with others.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 2a, 2b, 2c, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4f, 4g,4h, 5a, 5c, 5e, 5f, 5g, 7a, 7b, 7j. Strand(s): Physical Activity, Active Living, Living Skills Overall Expectations: PAV.01, PAV.02, ALV.01, ALV.03, LSV.03. Specific Expectations: PA1.01, PA1.02, PA1.03, PA1.04, PA2.01, PA2.02, PA2.03, AL1.01, AL1.02, AL1.03, AL3.01, AL3.02, LS3.02.

Activity Titles (Time + Sequence) Activity 1 Safety Issues in Recreation and Sport 36 minutes Activity 2 Review of Movement Skills and Principles 108 minutes Activity 3 Applying the Movement Skills and Principles to Individual Activities 792 minutes Activity 4 Applying the Movement Skills and Principles to Team Activities 1152 minutes Activity 5 Final Skill Evaluation 144 minutes Activity 6 Final Theory Evaluation 72 minutes

Unit Planning Notes In order to help students develop positive self concepts and to help them achieve their God -given potential, accept students for whom they are. The following suggestions should be considered for implementation of this unit.  Choose games that are inclusive, non-threatening, challenging, and enjoyable.  Due to varying environmental conditions, school schedules, facility and community resource availability, programming of this unit will vary.  Make a tentative allocation of time for the entire unit.  Arrange to have a variety of physical education resources available.

Unit 6 - Page 1  Healthy Active Living Education - Open  Introduce the Personal Safety Issues and Leadership Assignment to the students towards the beginning of this unit.  Make necessary modifications and arrangements to accommodate the student with special needs, e.g., photocopied material, preferential seating.  Spend a greater percentage of activity time completing team activities since a great deal of the Outdoor Education unit is individual based.

Equipment Needed  Handouts  Sports Equipment depending on activities chosen

Prior Knowledge Required The knowledge and skills necessary to successfully achieve the expectations of this unit include:  active participation;  awareness of the importance of timelines;  co-operative learning skills;  work productively and safely with others;  peer/self-assessment;  communication skills, e.g., brainstorming, obtaining information, note- search making;  leadership skills.

Teaching/Learning Strategies A variety of teaching/learning strategies are used in this unit including:  direct instruction;  demonstration;  practice;  partnered activities;  active participation;  drills;  modified games;  game play;  question/answer;  worksheets;  handouts;  co-operative learning;  brainstorming;  note-making.

Assessment and Evaluation Teachers assess and evaluate student progress continually using appropriate resources and strategies to facilitate and improve each student's learning. The following table is intended to aid teachers in reporting student achievement according to the Achievement Chart categories found in the policy document The Ontario Curriculum Grades 9 and 10: Health and Physical Education (these categories are: Application, Knowledge & Understanding, Thinking & Inquiry, Personal Communication). The table below contains the following:  Unit  Activity and the Teaching Learning Strategy (TLS)  Achievement Category

Unit 6 - Page 2  Healthy Active Living Education - Open  Method of assessment used (e.g., Paper and Pencil, Performance Assessment and Personal Communication)  Strategy (strategies refer to the specific activity being assessed in the unit)  Assessment Tool (e.g., checklist, marking scheme, rubric, portfolio, anecdotal comment)  User refers to the individual performing the assessment (e.g., teacher, self, peer) and whether the assessment is Formative (during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction) or Summative (carried out at the end of the learning process; may include feedback and/or judgement).

Formative Assessment Plan/Summative Evaluation Plan Unit 6 Activity Achievement Method Strategy(ies) Assessment User and TLS Category Tool(s) Formative/ Summative Activity 1 Knowledge & Paper & student marking Teacher TLS 3 Understanding, Pencil prepares a scheme Summative Communication handout for their warm-up Activity 1 Knowledge & Performance student leads checklist Teacher TLS 4 Understanding Assessment warm-up Summative Activity 1 Knowledge & Performance student leads rubric Student TLS 4 Understanding Assessment warm-up Summative Activity 1, Application, Performance participation in participation Teacher 2, 3 Communication Assessment class activities rubric Formative all TLS Activity 3 Knowledge & Paper & quiz on Track marking Teacher TLS 13 Understanding, Pencil and Field scheme Summative Thinking & Inquiry, Communication Activity 4 Knowledge & Paper & quiz on marking Teacher TLS 13 Understanding, Pencil Ultimate scheme Summative Thinking & Inquiry, Communication Activity 3, Application Performance participation in safety Teacher 4 Assessment physical expectation Formative all TLS activities rubric Activity 5 Knowledge & Performance final skill checklist Teacher TLS 2 Understanding, Assessment evaluation Formative Application Activity 6 Knowledge & Pencil & final theory marking Teacher TLS 2 Understanding, Paper evaluation scheme Summative Thinking & Inquiry, Communication, Application

Unit 6 - Page 3  Healthy Active Living Education - Open Accommodations To make accommodations most successful, the following suggestions should be considered by the teacher:  Adapt the chosen activities to address the needs of individual students.  Pair or group students to assist with the note-making task.  Recognize that there are other opportunities for those with different learning styles to express their learning and skill abilities.  Be aware of safety concerns regarding the student with special needs.  Plan to make effective use of Instructional Assistants assigned to students.  Provide continual encouragement, praise, and assistance.  Provide a positive atmosphere that allows students to perform at their own level.  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.

Resources OPHEA. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997. (416) 426-7120 Fax (416) 426-7373 Active Living Alliance for Canadians with a Disability. Moving to Inclusion: Active Living Through Physical Education: Maximizing opportunities for students with a Disability. Canada. Other books in this series include Maximizing opportunities for students with an Intellectual Disability, A Visual Impairment, With Multiple Disabilities, With Physical Awkwardness. Costill, David and Jack Wilmore. Physiology of Sport and Exercise. Human Kinetics Publishers. Zakrajsek, D., et al. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2 Coaching Association of Canada. National Coaching Certification Program, Level 2. Gloucester, Ontario: Coaching Association of Canada, 1989 Video Resources Track & Field: Coaching by the Expert Olympic Team Coaches Part 1: Running Events. Illinois, Athletic Institute, 1990. Colour/48 minutes. (phone 1-800-747-4457) Track & Field: Coaching by the Expert Olympic Team Coaches Part 2: Jumping Events. Illinois, Athletic Institute, 1990. Colour/40 minutes. (phone 1-800-747-4457) Track & Field: Coaching by the Expert Olympic Team Coaches Part 2: Throwing Events. Illinois, Athletic Institute, 1990. Colour/45 minutes. (phone 1-800-747-4457) Web Sites http://www.library.advanced.rog/12153 www.spinningbees.com

Activity 1: Safety Issues in Recreation and Sport Time: 36 minutes

Description This activity reviews the guidelines, procedures, and behavioural expectations for safe student participation in specific physical activities. The importance of a thorough warm-up prior to participation and the components of a warm-up are examined in detail. Students are presented with a group leadership assignment to be completed throughout the course of the semester.

Unit 6 - Page 4  Healthy Active Living Education - Open Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values; 2b - reads, understands, and uses written materials effectively; 2c - presents information and ideas clearly and honestly and with sensitivity to others. A reflective and creative thinker who: 3b - creates, adapts, evaluates new ideas in light of the common good; 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience. A self-directed, responsible, life long learner who: 4c - takes initiative and demonstrates Christian leadership; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. A collaborative contributor who: 5a - works effectively as an interdependent team member; 5e - respects the rights, responsibilities, and contributions of self and others; 5f - exercises Christian leadership in the achievement of individual and group goals; 5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. A responsible citizen who: 7b - accepts accountability for one’s own actions. Strand(s): Physical Activity, Active Living Overall Expectations PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities; ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation; ALV.03 - demonstrate responsibility for personal safety and the safety of others. Specific Expectations PA2.02 - describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities; AL1.03 - demonstrate leadership (e.g., leading an in-class activity such as a warm-up or cool-down activity); AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury); AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training).

Planning Notes  Review the rules and expectations for student participation in physical activities both inside and outside the gymnasium.  The Leadership Assignment introduced in this activity is carried out throughout the course of the semester.  Photocopy The Warm-up information handout – Appendix 6a.  Photocopy the Student Leadership Assignment handout – Appendix 6b

Unit 6 - Page 5  Healthy Active Living Education - Open  Provide a sign-up sheet for Leadership Assignment Presentation dates and activities.

Prior Knowledge Required  co-operative learning skills  communication/listening skills  behavioural expectations  personal safety skills  active participation  group work skills  oral presentation skills

Teaching/Learning Strategies Day One (first half) 1. Review with students the following:  expectations of behaviour;  safety concerns for participation in specific sport and recreational activities both inside and outside of the gymnasium;  rules and guidelines for proper use and care of school equipment. 2. Introduce the importance of a warm-up activity prior to participation in any sport or recreational activity. Provide students with the Warm-up Information handout – Appendix 6a and discuss. 3. Provide students with the Student Leadership Assignment handout – Appendix 6b. Discuss the assignment with the class. Students will select a partner and a sport or activity for their assignment. Assignment dates to be determined by the teacher. The dates should be spread out through the semester so that two or three groups lead a warm-up during each activity or sport. 4. Lead students in a warm-up activity incorporating the principles outlined in Appendix 6a. (Continue to lead the class in daily warm-ups for approximately one week before any student groups lead their own warm-up.) 5. This warm-up leads directly into Activity 2: Review of Movement Skills and Principles.

Assessment/Evaluation Techniques  A formative assessment of student participation using a participation rubric  Formative assessments of student behaviour throughout the semester using a rubric.  A summative assessment of the Leadership Assignment handout throughout the semester.  A summative assessment of the Leadership Assignment presentations throughout the semester using a checklist.  A summative assessment of the leadership assignment activity using a self/peer evaluation.

Accommodations  Use short and simple instructions.  Demonstrate skills where necessary.  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.  Encourage students to excel to the best of their ability.  Photocopy notes for insertion into student notebooks.  Encourage students to work in pairs where necessary.  Use board personnel where necessary (e.g., physiotherapist, occupational therapist).  Implement strategies recommended in student’s IEP.

Unit 6 - Page 6  Healthy Active Living Education - Open Resources Ballesteros, Jose. International Amateur Athletic Association: Basic Coaching Manual. England: Marshallants Print Services Ltd., 1992. ISBN 1 873574 02 9 OPHEA. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997. (416) 426-7120 Fax (416) 426-7373 Web Sites www.ophea.org

Activity 2: Review of Movement Skills and Principles Time: 108 minutes

Description In this activity students review the fundamental movement skills (locomotion, manipulation, stability) and elements (relationships, effort, space awareness, body awareness) and demonstrate an understanding of their importance through active participation in a variety of movement activities. The movement/biomechanical principles necessary for learning and refining skills are introduced (e.g., maximum force requires the use of all joints that can be used). Students use these principles in the analysis of a skill.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to: An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems. A self-directed, responsible, life long learner who: 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. Strand(s): Physical Activity Overall Expectations PAV.01 - demonstrate personal competence in applying movement skills and principles. Specific Expectations PA1.01 - demonstrate the use and combination of motor skills in a variety of physical activities (e.g., moving towards the ability to perform skills on their own); PA1.02 - demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills (e.g., manipulation, loco-motion, and stability); PA1.03 - describe appropriate movement principles (e.g., maximum force requires the use of all the joints that can be used) in learning and refining movement skills (e.g., in an overhead serve in volleyball).

Planning Notes  Familiarize yourself with the movement skills and elements first introduced in the Grade 9 Healthy Active Living Education profile. Also familiarize yourself with the biomechanical principles using Appendix 6c.  Prior to this activity analyse a variety of skills using the Five Phases of Skill Progression Model on Appendix 6c.  Prepare and post wall charts for the movement activity in TLS 2.

Unit 6 - Page 7  Healthy Active Living Education - Open  Prepare a variety of movement skill/element combinations to be used in TLS 4.  Copy handouts Biomechanical Principles of Movement – Appendix 6c and Student Skill Analysis – Appendix 6d.

Prior Knowledge Required  co-operative learning skills  communication/listening skills  behavioural expectations  personal safety skills  active participation  group work skills

Teaching/Learning Strategies Day One (second half – continuation of Activity 1) 1. Briefly review the three movement skills (locomotion, manipulation, stability) with the class. Demonstrate examples of basic movements for each skill (e.g., locomotion – walking; manipulation – throwing; stability – balancing). Emphasize to the class that the learning of fundamental movement skills is essential for proper motor development and is the foundation of all physical activities. 2. Students participate in a Movement Skills Activity to improve their recognition of the basic movements belonging to each movement skill category. Designate a wall or section of the gym for each of the three movement skill categories, e.g., place the letter of each movement skill on the chosen wall: L - locomotion, M - manipulation, S - stability). Have students select a ball from a variety provided and then scatter in the gym and listen for the teacher’s cues. (Note: This is a ‘Simon Says’ type activity.) Call out a movement from the list provided. When the movement is called the students are to quickly move to the wall that represents the skill category for that movement and execute that skill, e.g., teacher calls ‘walking’, students move to the locomotor wall and continue to walk in that area; teacher calls ‘jumping’, students move to the stability wall and begin jumping up and down. Students move from wall to wall as different movements are called. Teachers can decide on additional rules, or incentives. Students are to keep their ball secure until needed for a manipulation skill. Movement Skills Activity – Movement List Category Basic Movement Locomotor walking, running, hopping, skipping, galloping, dodging Manipulation throwing, tossing, catching, kicking, dribbling, volleying Stability turning, twisting, rolling, balancing, jumping, stretching, curling 3. Discuss the fact that the basic movements above become more complex, sport specific skills when affected by the following elements:  Effort - how fast the body moves  Relationships - to others and/or equipment  Body Awareness - what parts of the body move  Space Awareness - where the body moves. 4. To illustrate the effects of these elements have the students scatter in the gym. Using the chart below the teacher calls out the movement cues and students perform the movement. Students identify which element (effort, space awareness, body awareness, relationship) is affecting the movement (e.g., Walking is a locomotor movement skill. To move from slow to fast is a change in the movement. This change is accomplished by the effort put forth by the student).

Unit 6 - Page 8  Healthy Active Living Education - Open Teacher’s Movement Cues Movement Skill Element(s) affecting the skill walk slow locomotor effort walk fast locomotor effort lean against a friend stability relationship throw ball into basketball hoop manipulation relationship stand on one foot under the score clock stability space awareness skip while holding hands with a partner locomotor relationship log roll to the left stability space awareness, body awareness toss your ball back and forth with a partner manipulation relationship hop on one foot across the room locomotor body awareness, space awareness hop with both feet across the room locomotor body awareness, space awareness

Day Two 5. As a warm-up activity students participate in an obstacle course incorporating a variety of basic movements from each movement skill category. Warm-up should exemplify all of the components presented in Activity 1. 6. Following the obstacle course discuss with the students which movement skills were used and what elements affected their performance of each skill. 7. Provide students with Appendix 6c – Biomechanical Principles of Movement. Discuss with students the important role of these Principles in the execution and improvement of Movement skills. Further outline the Five Phases of Skill Performance and the role of the biomechanical principles in each Demonstrate each phase using the example provided on the handout. 8. Students work with a partner to analyse one physical skill as assigned by the teacher, e.g., basketball free throw, tennis forehand drive. Students use the Five Phases of Skill Performance – Appendix 6c as a guide to break down the skill. Students record their analysis on Appendix 6d. 9. Allow students time to complete the activity and then take up the skill analysis as a class. Students make corrections to their analysis. (Note: Teachers may wish to collect and evaluate the skill analysis instead of taking it up as a class.) Stress to students the importance of the Movement Skills and Elements, Biomechanical Principles, and the Phases of Skill Performance as it is the main basis for the final skill evaluation.

Assessment/Evaluation Techniques  A formative assessment of student participation using a participation rubric.  A formative assessment of the partnered skill analysis using a checklist.  A summative assessment of the Leadership Assignment handout throughout the semester.  A summative assessment of the Leadership Assignment presentations throughout the semester using a checklist.  A summative assessment of the Leadership Assignment activity using a self/peer evaluation.

Accommodations  Use short and simple instructions.  Demonstrate skills where necessary.  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.

Unit 6 - Page 9  Healthy Active Living Education - Open  Encourage students to excel to the best of their ability.  Photocopy notes for insertion into student notebooks.  Encourage students to work in pairs where necessary.  Use board personnel where necessary, e.g., physiotherapist, occupational therapist.  Implement strategies recommended in student’s IEP.

Resources Ballesteros, Jose. International Amateur Athletic Association: Basic Coaching Manual. England: Marshallants Print Services Ltd., 1992. ISBN 1 873574 02 9

Activity 3: Applying the Movement Skills and Principles to Individual Activities Time: 792 minutes

Description Through a variety of individual activities students apply the appropriate movement skills and principles to develop and improve personal skills. An understanding of the rules and guidelines for safe participation in individual activities, and the specific strategies and tactics that enhance sport performance are demonstrated through daily behaviour, game play and theory testing. Students continue to present leadership assignments throughout this unit.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values; 2c - presents information and ideas clearly and honestly and with sensitivity to others. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3d - makes decisions in light of gospel values with an informed moral conscience. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4c - takes initiative and demonstrates Christian leadership; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities; 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. A collaborative contributor who: 5c - develops one’s God-given potential and makes a meaningful contribution to society; 5e - respects the rights, responsibilities, and contributions of self and others; 5f - exercises Christian leadership in the achievement of individual and group goals; 5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. A responsible citizen who: 7b - accepts accountability for one’s own actions.

Unit 6 - Page 10  Healthy Active Living Education - Open Strand(s): Physical Activity, Active Living, Living Skills Overall Expectations PAV.01 - demonstrate personal competence in applying movement skills and principles; PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities; ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation; ALV.03 - demonstrate responsibility for personal safety and the safety of others; LSV.03 - use appropriate social skills and positive attitudes when interacting with others. Specific Expectations PA1.03 - describe appropriate movement principles (e.g., maximum force requires the use of all the joints that can be used) in learning and refining movement skills (e.g., in an overhead serve in volleyball); PA1.04 - demonstrate personal skill improvement; PA2.01 - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play); PA2.02 - describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities; PA2.03 - explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., tipping rather than spiking against an effective blocker in volleyball, hitting the ball to one side of the fairway to compensate for cross-wind conditions in golf ); AL1.01 - participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities); AL1.02 - demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings; AL1.03 - demonstrate leadership (e.g., leading an in-class activity such as a warm-up or cool-down activity); AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury); AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training); LS3.02 - describe their own contribution to and effectiveness within a group.

Planning Notes  The following is an example of applying the movement skills and principles to the sport of Track and Field. This example uses 360 minutes of the 792 minutes outlined in the Activity/Time chart indicated in the unit overview. Other options are available and the teacher will decide on the best strategies for their individual school needs. Suggested options for the 792 minutes may include:  one activity block of 360 minutes and one activity block of approximately 432 minutes.  one activity block of approximately 792 minutes.  three activity blocks of approximately 264 minutes each.  The following activities are suggested guidelines for implementation of the required expectations for the Physical Activity strand. The teacher may use this guide as a format to apply to any one of the following individual activities listed below. These sports are recommended as possible activities for Grade 10 students.  badminton  tennis

Unit 6 - Page 11  Healthy Active Living Education - Open  dance  gymnastics/rhythmic gymnastics  wrestling  track and field  bowling  swimming  golf  rock climbing  cross-country running/skiing  downhill skiing  skating  Select sport activities depending on the facilities available.  Ensure that equipment is safe and in good repair prior to the start of the unit.  Refer to the 1999 OPHEA Safety Guidelines for chosen sports. Planning Notes for Track and Field  Four track and field events have been chosen for this unit; sprinting, hurdles, discus, and high jump.  Teachers may choose to add other events following a similar model.  For each skill the primary Movement Skill(s) has been identified, e.g., locomotion, stability, manipulation,  Each skill has been broken down into the Five Movement Phases, i.e., Preliminary Movements, Backswing or Recovery Movements, Force-Producing Movements, Critical Instant, Follow-through.  For each Phase of the skill the Key Biomechanical Principle(s) that affect the movement are identified by number. The numbers refer to the list below. Students should be able to describe appropriate movement principles in learning and refining movement skills. Biomechanical Principles of Movement 1. The lower the centre of gravity, the larger the base of support, the closer the line of gravity to the centre of the base of support, and the greater the mass, the more stability increases. 2. The production of maximum of force requires the use of all the joints that can be used. 3. The production of maximum velocity requires the use of joints in order - from largest to smallest. 4. The greater the applied impulse, the greater the increase in velocity. 5. Movement usually occurs in the direction opposite that of the applied force. 6. Angular motion is produced by the application of a force acting at some distance from an axis, that is, by a torque. 7. Angular momentum is constant when an athlete or object is free in the air.  Familiarize yourself with the skills, strategies, rules, and safety regulations for the chosen activities.  Prepare and distribute the theory quiz prior to the start of the unit (TLS 13).  Prepare for the mini meet in advance by seeking peer helpers to time races, measure distances, assist and spot jumping pit (TLS 14).

Prior Knowledge Required  co-operative learning skills  communication/listening skills  personal safety skills  active participation  physical fitness  movement skills and principles

Unit 6 - Page 12  Healthy Active Living Education - Open Teaching/Learning Strategies The sport/game chosen for Individual Activities is Track and Field. The lesson format used is:  warm-up;  skill;  drill;  game;  cool-down. Every Day 1. Outline in detail the expectations of students, etiquette required and specific safety concerns for the activity chosen, e.g., elements of the warm-up as previously explained, treatment and care of equipment . 2. Warm-up: Student leader groups begin leading warm-up activities as assigned in Activity 1. Students will follow the warm-up assignment outline. The warm-up is specific to the activity being taught. If there is no student led warm-up the teacher leads and models an appropriate warm-up for the activity. Cool-Down: Lead students through a series of light breathing and stretching exercises to lower the heart rate and relax the muscles before students return to the change room. Ensure students that a warm-up and cool-down work together to reduce injury and improve skill performance. Day 1 3. Skill: Sprint Start (Movement Skills involved = locomotion, stability) Since this is the beginning to all running and hurdle events up to 400 m it is important for students to learn this skill. This skill also lends itself well to analysis according to the Five Phases of Skill Progression Model (Appendix 6c). Students will be better able to identify and describe the Phases of other skills after learning the Sprint Start according to this model. Sprint Starts: Five Phases of Skill Progression Phase 1 - Preliminary Movement (“On your marks!”) Key Biomechanical Principles: #1, #2, #5  crouched with feet resting against the blocks  knee of back leg on ground just ahead of the front (take-off) foot  hands on ground behind start line, shoulder width apart (index finger and thumb form a “V” and are close to the start line)  body relaxed Phase 2 - Backswing or Recovery (“Set”) Key Biomechanical Principles: #1, #2, #5  weight transferred slightly forward  hips raised slightly above shoulder level  take-off leg flexed at 90°, rear leg flexed at 130°  feet pressing against blocks  shoulders ahead of hands  weight balanced between hands and feet  eyes directed 1/3 of the way down the track Phase 3 - Force-Producing Movement (“Go”) Key Biomechanical Principles: #2, #3, #4, #5  thrust against the blocks  lift hands letting body begin to lean forward  fully extend take-off leg with maximum effort  pull rear leg through quickly while flexed at the knee  arms offset the legs and rotate at the shoulder in line with the track. Arms flexed at 90°. Front arm comes up in front of the face. Phase 4 - Critical Instant (leaving the blocks) Key Biomechanical Principles: #2, #3, #4, #5  take-off leg fully extended with full rotation of all joints from hip to toe  back leg fully flexed at the hip with knee flexed at 90°

Unit 6 - Page 13  Healthy Active Living Education - Open  body leaning forward Phase 5 - Follow-through (First stride) Key Biomechanical Principles: #5, #7  take-off leg leaves the block  there is a loss of speed and acceleration during this phase  take-off leg begins to fold up, flexing at the knee and hip  opposite leg extends at the knee and hip extension begins  arms reverse direction of rotation at shoulder maintaining approximately 90° flexion at elbow  front foot comes down to contact the ground Drill i. Place high jump pits approximately 1.5 m in front of the blocks and have students explode out of the blocks and land in the pit. Exaggerate the leg and arm extension. ii. In groups according to the number of starting blocks available practise the sprint start followed by about a 20 m-40 m run. Have partners watch each other’s starts and give feedback. iii. Bounding: take long, high strides as if leaping over a log. Try to complete a 20m distance in as few strides as possible. 4. Skill: Hurdles (Movement Skills involved = locomotion, stability) The Hurdles are a natural progression from the Sprint Start. The Phases of this skill will begin at a point following a sprint start and run. Apply the Sprint Starts: Five Phases of Skill Progression model to the Hurdle skill. Phase 1 - Preliminary Movements (Planting take-off foot) Key Biomechanical Principles #1, #5 Phase 2 - Backswing or Recovery Movements (Attacking the hurdle) Key Biomechanical Principles #1, #2, #5 Phase 3 - Force-producing Movements (Accelerating over the hurdle) Key Biomechanical Principles #1, #2, #3, #4, #5 Phase 4 - Critical Instant - (beginning of flight over the hurdle) Key Biomechanical Principles #2, #3, #4, #5, #7 Phase 5 - Follow-through (flight and landing on other side of hurdle) Key Biomechanical Principles #1, #7 Drill i. Lay skipping ropes across the track instead of hurdles at the same intervals as the hurdles. Start with a sprint start and run so that a rhythm of 3 steps between each rope can be established. ii. Do front rolls (somersaults) finishing in ‘hurdle position, i.e., lead leg forward and trail leg bent behind) to practise the proper body position for flight over the hurdle. iii. At a walking pace approach the edge of the hurdle and lift and curl the ‘trail leg’ over the hurdle while skipping by the side of the hurdle with the other leg. iv. In groups similar to the Sprint Start drill run over the hurdles beginning with only two and adding more as students become more adept. Day 2 5. Skill: Discus (Movement Skills involved = manipulation, stability) The Phases of Discus are very similar to both the Shot Put and the Javelin i.e., there is a progression of rotation from the feet all the way to the hand at release of the implement . This lesson will use the Rotational Technique. A right handed thrower is assumed in the following explanation. Apply the Sprint Starts: Five Phases of Skill Progression model to the Discus skill. Note: No turning action (spinning) more than 90 degrees in the throwing action. Phase 1 - Preliminary Movement (Initial Position in circle) Key Biomechanical Principles #1 Phase 2 - Backswing or Recovery (Practice Swing) Key Biomechanical Principles #1, #2, #3, #6 Phase 3 - Force-producing Movement (Pivot and Rotation) Key Biomechanical Principles #1, #3, #2, #6 Phase 4 - Critical Instant - (Release) Key Biomechanical Principles #2, #3, #6 Phase 5 - Follow-through - (Feet switch) Key Biomechanical Principles #1, #

Unit 6 - Page 14  Healthy Active Living Education - Open Drill i. Roll the discus along the ground to a partner as if bowling to teach the proper release. ii. Using balls of various sizes practise throwing with a sling-like action emphasizing leading the rotation with the hips and torso and the shoulders and arm coming through last. iii. Standing throws without the full rotation. iv. Full rotation throws emphasizing correct biomechanics at slower speeds before focussing on speed of rotation and distance of throw. Day 3 6. Skill: High Jump - Fosbury Flop (Movement Skills involved = locomotion, stability) Assume a jumper approaching the bar from the right hand side for this explanation. Apply the Sprint Starts: Five Phases of Skill Progression model to the High Jump skill. Phase 1 - Preliminary Movements - (Starting Position) Key Biomechanical Principles #1 Phase 2 - Backswing or Recovery Movements - (Rocking, Visualizing) Key Biomechanical Principles #1, #5 Phase 3 - Force Producing Movements - (Approach to bar) Key Biomechanical Principles #2, #3, #5 Phase 4 - Critical Instant - (Take-off) Key Biomechanical Principles #1, #5, #2, #3, #4 Phase 5 - Follow-through - (Flight) Key Biomechanical Principles #1, #7 Drill i. Jog a few steps and do a 180° turn landing on the take off leg. ii. Place a bench (or sturdy wooden box with a non-skid bottom) on the ground in front of the bar. Anchor the bench with students seated at each end. Stand with back to the bar (bar at waist height). Drive upwards with legs and arms and rotate backward over the bar. iii. To establish starting position start from the take-off spot and run the curved approach line in reverse. iv. Set the bar at a low height and do scissor jumps over with a partial to full run-up. Day 4 - Practice Day 7. Warm-up: Student leader groups begin leading warm-up activities as assigned in Activity 1. Students follow the warm-up assignment outline. The warm-up is specific to the activity being taught. If there is no student-led warm-up the teacher leads and models an appropriate warm-up for the activity. 8. Set up equipment for all of the events that have been taught in this unit. 9. The drills introduced earlier should be followed. The skills are performed by each student as the teacher provides feedback. 10. Divide the students into three teams (or whatever is suitable for the class size). The practise time should be used to choose which members of the team will compete in each event in the Mini-Meet the following day. Students will only compete in one event during the Mini-Meet. (e.g., If there are 27 students divide them into teams of nine and three members of the team will be chosen to compete in high jump, three in discus and three in hurdles). 11. Give a brief demonstration of how to do a relay baton handoff. This skill will not be emphasized but is taught simply to allow students to participate in a fun relay at the end of the Mini-Meet. 12. At the end of class have the students sign up for the events they will be competing in the next day. Also get the names of four people from each team who will do the relay event. 13. Give a theory quiz on track & field. The questions should ask the students to make connections between their knowledge of movement skills and principles and the track and field events they have learned. The quiz may include the following:  movement skills/principles applicable to the skills taught;  identification of appropriate principles of movement;  analysis of a skill using the five phases of skill execution;  guidelines of etiquette and sportsmanship;  basic equipment and rules of safety;

Unit 6 - Page 15  Healthy Active Living Education - Open  appropriate strategies and tactics for improved skill and performance;  rules and regulations of track and field. Day 5 - Mini-Meet 14. Warm-up: Student leader groups begin leading warm-up activities as assigned in Activity 1. Students will follow the warm-up assignment outline. The warm-up is specific to the activity being taught. If there is no student-led warm-up the teacher leads and models an appropriate warm-up for the activity. 15. Set up equipment for all the events. Distribute appropriate sheets for recording the results at each event. Students will officiate themselves. If there are injured students or students out of uniform they may assist with the officiating. Notes: High Jump/Discus – Each competitor will be allowed three attempts non-consecutive. This may be adjusted up or down depending on the number of competitors and time allowed. Hurdles - Depending on the number of hurdles available the students may compete in two timed sections or more if necessary. Modifications to the race may be made such as a 100 m race with only 3-4 hurdles at the beginning and a flat sprint for the remainder of the race. Times from each race are compared to decide overall placing. Event Rotation – It may be possible to have the students compete in more than one event by reducing the number of attempts allowed and letting them compete in two of the three events. This decision will also depend on the number of students in the class. 16. After the completion of the three main events a 4 x 100 m relay is run to illustrate the comradery of teams competing in track and field. Exchange zones may be marked with pylons or flags and do not need to be staggered for each lane. The relay race provides a fun conclusion to the Mini-Meet that brings all members of the team together to cheer on their runners. 17. A point system to decide the winning team is used: 1st = 10pts, 2nd = 8pts, 3rd = 6pts, 4th = 4pts, 5th = 2pts, 6th = 1pt.

Assessment/Evaluation Techniques  A formative assessment of student participation using a participation rubric.  A summative performance assessment using a performance assessment rubric.  A summative assessment of the theory quiz to assess knowledge, rules and strategies.  A summative assessment of the Leadership Assignment handout throughout the semester.  A summative assessment of the Leadership Assignment presentations throughout the semester using a checklist.  A summative assessment of the Leadership Assignment activity using a self/peer evaluation.

Accommodations  Demonstrate skills where necessary.  Adapt equipment and/or games to meet the various needs of students, e.g., lighter throwing objects, lower jumping levels, shorter running distances, lower hurdles.  Encourage students to work in pairs where necessary.  Encourage students to excel to the best of their ability.  Use short and simple instructions.  Use board personnel where necessary, e.g., physiotherapist, occupational therapist.  Implement strategies recommended in student’s IEP.

Unit 6 - Page 16  Healthy Active Living Education - Open Active Concept Productions Track and Field Development. Trackniques. Markham, ON, 1990. USA Track and Field. USA Track & Field Coaching Manual. USA: Human Kinetics, 2000. ISBN 0-088011-604-8

Activity 4: Applying the Movement Skills and Principles to Team Activities Time: 1152 minutes

Description Through a variety of team activities students apply the appropriate movement skills and principles to develop and improve personal skills. An understanding of the rules and guidelines for safe participation in team activities, and the specific strategies and tactics that enhance sport performance are demonstrated through daily behaviour, game play and theory testing. Students continue to present leadership assignments throughout this unit.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: An effective communicator who: 2a - listens actively and critically to understand and learn in light of gospel values; 2c - presents information and ideas clearly and honestly and with sensitivity to others. A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3d - makes decisions in light of gospel values with an informed moral conscience. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4c - takes initiative and demonstrates Christian leadership; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities; 4h - participates in leisure and fitness activities for a balanced and healthy lifestyle. A collaborative contributor who: 5a - works effectively as an interdependent team member; 5c - develops one’s God-given potential and makes a meaningful contribution to society; 5e - respects the rights, responsibilities, and contributions of self and others; 5f - exercises Christian leadership in the achievement of individual and group goals; 5g.- achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. A responsible citizen who: 7b - accepts accountability for one’s own actions; 7j - contributes to the common good. Strand(s): Physical Activity, Active Living, Living Skills Overall Expectations PAV.01 - demonstrate personal competence in applying movement skills and principles; PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities; ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;

Unit 6 - Page 17  Healthy Active Living Education - Open ALV.03 - demonstrate responsibility for personal safety and the safety of others; LSV.03 - use appropriate social skills and positive attitudes when interacting with others. Specific Expectations PA1.03 - describe appropriate movement principles (e.g., maximum force requires the use of all the joints that can be used) in learning and refining movement skills (e.g., in an overhead serve in volleyball); PA1.04 - demonstrate personal skill improvement; PA2.01 - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play); PA2.02 - describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities; PA2.03 - explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., tipping rather than spiking against an effective blocker in volleyball, hitting the ball to one side of the fairway to compensate for cross-wind conditions in golf ); AL1.01 - participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities); AL1.02 - demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings; AL1.03 - demonstrate leadership (e.g., leading an in-class activity such as a warm-up or cool-down activity); AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury); AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training); LS3.02 - describe their own contribution to and effectiveness within a group.

Planning Notes  The following is an example of applying the movement skills and principles to the sport of Ultimate Frisbee. *This example uses 360 minutes of the 1152 minutes outlined in the Activity/Time chart indicated in the unit overview. Other options are available and the teacher will decide on the best strategies for their individual school needs. Suggested options for the 1152 minutes may include:  two activity blocks of 360 minutes and one activity block of approximately 432 minutes;  two activity blocks of approximately 576 minutes each;  four activity blocks of approximately 288 minutes each.  The following activities are suggested guidelines for implementation of the required expectations for the Physical Activity strand. The teacher may use this guide as a format to apply to any one of the following team activities listed below. These sports are recommended as possible activities for Grade 10 students.  basketball  volleyball  soccer  field hockey  ultimate frisbee  lacrosse  touch rugby  touch football  floor hockey/ringette

Unit 6 - Page 18  Healthy Active Living Education - Open  baseball/softball  team handball  curling  broomball  bocce ball/lawn bowling  Select sport activities depending on the facilities available.  Ensure that equipment is safe and in good repair prior to the start of the unit.  Refer to the 1999 OPHEA Safety Guidelines for chosen sports.  Planning Notes for Ultimate Frisbee  The team activity chosen for this unit is Ultimate Frisbee. Teachers may choose to add other events following a similar model.  For certain skills the primary Movement Skill(s) has been identified, e.g., locomotion, stability, manipulation  The skill of Throwing has been broken down into the Five Movement Phases (i.e., Preliminary Movements, Backswing or Recovery Movements, Force-Producing Movements, Critical Instant, Follow-through)  For each Phase of the skill, throwing, the Key Biomechanical Principle(s) that affect the movement are identified by number. The numbers refer to the list below. Students should be able to describe appropriate movement principles in learning and refining movement skills. Biomechanical Principles of Movement 1. The lower the centre of gravity, the larger the base of support, the closer the line of gravity to the centre of the base of support, and the greater the mass, the more stability increases. 2. The production of maximum of force requires the use of all the joints that can be used. 3. The production of maximum velocity requires the use of joints in order – from largest to smallest. 4. The greater the applied impulse, the greater the increase in velocity. 5. Movement usually occurs in the direction opposite that of the applied force. 6. Angular motion is produced by the application of a force acting at some distance from an axis, i.e., by a torque. 7. Angular momentum is constant when an athlete or object is free in the air.  Familiarize yourself with the skills, strategies, rules, and safety regulations for the chosen activities.  Provide students with the appropriate rules and strategies for game play.  Prepare the end theory test prior to the start of the unit (TLS 13).

Prior Knowledge Required  co-operative learning skills  communication/listening skills  behavioural expectations  personal safety skills  active participation  group work skills  teamwork  physical fitness  movement skills and principles

Teaching/Learning Strategies The sport/game chosen for Team Activities is Ultimate Frisbee. The lesson format used is:  warm-up;  skill;  drill;

Unit 6 - Page 19  Healthy Active Living Education - Open  game;  cool-down. Every Day 1. Outline in detail the expectations of students, etiquette required and specific safety concerns for the activity chosen, e.g., elements of the warm-up as previously explained, treatment and care of equipment. 2. Warm-up: Student leader groups begin leading warm-up activities as assigned in Activity 1. Students will follow the warm-up assignment outline. The warm-up is specific to the activity being taught. If there is no student led warm-up the teacher leads and models an appropriate warm-up for the activity. Cool-Down: Lead students through a series of light breathing and stretching exercises to lower the heart rate and relax the muscles before students return to the change room. Ensure students that a warm-up and cool-down work together to reduce injury and improve skill performance. Day 1 3. Skill: Frisbee Handling (Movement Skills Involved = Manipulation, Stability) Students will work on holding and handling a frisbee by completing a variety of the following activities.  complete a variety of stretches while holding the frisbee  pass frisbee around waist, knees, ankles, neck  pass between legs, figure 8's  pass around your neighbour  drop from one hand (along an invisible string) to other hand, switch hands  toss the frisbee back and forth from hand to hand  toss frisbee up and clap (repeat using several claps)  toss one frisbee back and forth to a partner, toss both frisbees alternating between partners  balance the frisbee on open palm, finger, wrist, forearm  spin the frisbee on your finger 4. Drill: Frisbee Relay Design a fun, interactive relay that involves the student using some of the handling skills and tricks taught while moving with the frisbee. Have the students practise all of the skills in the relay at least twice before running the relay as a team race. 5. Game: Frisbee Fun Run Have students line up in three or four teams composed of equal numbers. Toss out a frisbee for each line at the same time. The first student in each line will race to collect any one of the frisbees and bring it back to the line. Continue tossing out the frisbees until all members of each team have had a chance to participate. Points are awarded for collecting and returning the frisbee in the following order: first - 1000 points, second - 500 points, third - 300 points. Day 2 6. Skill: Throwing (Movement Skills involved = manipulation, stability) Phase 1 - Preliminary Movement (Initial Position/stance) Key Biomechanical Principles #1  stand with the same leg as throwing arm in front of the other, knees bent, feet shoulder width apart  grip frisbee with thumb on top and fingers below the rim  stand with the shoulder of the throwing arm toward the direction of the flight Phase 2 - Backswing or Recovery (preparation) Key Biomechanical Principles #1, #2, #3, #6  bring frisbee back across to the other side of the body opposite the throwing arm  keep the shoulder of the throwing arm toward the direction of the flight  bend knees as the frisbee is brought across the body Phase 3 - Force-producing Movement (propel) Key Biomechanical Principles #1, #2, #3, #6

Unit 6 - Page 20  Healthy Active Living Education - Open  body weight shifts to the foot opposite the throwing arm  shoulder of throwing arm remains toward the direction of the flight  legs are extending at the knee  the power will come from the body, not just the force from the arms  hip and knee of throwing arm continue rotating towards the target line  throwing arm extends at the elbow  cock or snap wrist to propel the frisbee forward Phase 4 - Critical Instant - (Release) Key Biomechanical Principles #2, #3, #6, #7  legs are extended  stance is shoulder width Phase 5 - Follow-through - (Flight) Key Biomechanical Principles #1, #6, #7  the throwing angle should be slightly upward (approx. 45°)  the body and back leg follow the throw, square up to the target  throwing arm, hand in front of body 7. Skill: Catching (Movement Skills involved = manipulation, stability) For a one-handed catch position the hand with the thumb up if the frisbee falls below the chest and with the thumb down if the frisbee is above the chest. For a two handed catch, place one hand on top of the frisbee and one hand on the bottom (alternatively), bring both hands together from the side on the outside rim of the frisbee. 8. Drill: Partner Passing and Receiving Drill Students stand approximately 5-6 metres across from a partner and practise their passing and receiving focussing on the skills and progressions taught. Drill: Back-Off Students will continue the partner passing and receiving with some added challenge. Set up an equally spaced starting-position cone and ending-position cone for each set of partners. Partners should begin this drill approximately 8-9 metres apart. Partners then throw the frisbee back and forth. Every time a catch is made, each partner takes a step back toward the ending-position cones. Every time a catch is missed, each partner takes a step forward toward the starting-position cones. The first set of partners to reach the ending-position cones wins. Drill: Moving Passing and Receiving Drill Students form two lines of equal numbers approximately 4-5 metres apart at one end of the field. Two students run side by side down the field, tossing the frisbee back and forth diagonally while moving down the field. After completing the drill students return to the back of the opposite line. Have students repeat this activity several times. Game: Speed Frisbee Students form three or four opposing lines of equal numbers. One student from each line starts as the target. The target stands in a hoola hoop set up directly across from the line approximately 8 metres away. When the drill begins the next student in line will try to pass the frisbee to the target student. If the student misses the target student the frisbee must be picked up where it landed and passed again. This continues until the target student can catch the frisbee without stepping out of the hoola hoop. When the target student catches the frisbee he/she will run back to the line, give the frisbee to the next student in line, go to the back of the line. The passer will become the new target. When all the members of the line have had a turn, the game is complete. Day 3 9. Skill: Guarding, Pivoting, and Intercepting Guarding - Stand with a wide base of support keeping knees bent. Stay in front of the thrower with arms out to the side at all times. Pivoting - Keep one foot in place, rotating on the ball of that foot. Fake the opponent by continuously pivoting on that foot.

Unit 6 - Page 21  Healthy Active Living Education - Open Intercepting - Run between the opposing passer and receiver and catch the frisbee using a one or two- handed catch. Do not just knock the frisbee down. Avoid sending long, cross field passes, and hanging passes, which often result in interception. Drill: Monkey in the Middle Divide students into two equal groups and have each group form a circle. Choose one student to be the monkey in the middle or interceptor. Students will pass the frisbee back and forth across the circle. The monkey will move around the circle attempting to guard and intercept a pass. When the monkey makes an interception the passer who made the last pass will become the monkey. As the game progresses add two or more monkeys or two or more frisbees. Students practise their communication skills by calling the name of the individual they are passing to before making the pass. Game: Inter Action Students form groups of four and position themselves on the field in an area marked off by cones approximately 10 metres by 10 metres. The first student throws the frisbee to the second student. The third and fourth student attempt to intercept the passes. Students will practise the skill of guarding and make use of the pivot while executing this drill. If an interception occurs, the first and second students will attempt to intercept passes made between the third and fourth students. Every time a team intercepts the other teams pass they will be given a letter in the word FRISBEE. The first team to spell the word wins. Students then switch partners and play again. Day 4 10. Students review the skills learned during the previous three days focussing on the five phases of executing a proper pass. 11. Introduce the game of Ultimate Frisbee and outline the basic rules and safety regulations of the game. (Basic rules can be found on the web sites listed in Resources.) 12. Divide the class into two teams and set up the field for a game of Ultimate Frisbee. Students play Ultimate frisbee practising the skills taught. Day 5 13. Students complete a theory quiz which may include the following:  movement skills/principles applicable to the skills of Ultimate Frisbee;  identification of appropriate principles of movement;  analysis of a skill using the five phases of skill execution;  guidelines of etiquette and sportsmanship;  basic equipment and rules of safety;  appropriate strategies and tactics for improved skill and game performance;  rules and regulations of Ultimate Frisbee. 14. Complete the activity unit with a game of Ultimate. Encourage students to move around to receive passes and to use their pivoting and interception skills when necessary.

Assessment/Evaluation Techniques  A formative assessment of student participation using a participation rubric.  A formative assessment of student safety using a safety expectation rubric.  A formative assessment of skill execution/improvement using a performance checklist.  A summative assessment of the theory quiz to assess knowledge, rules, and strategies.  A summative assessment of the Leadership Assignment handout throughout the semester.  A summative assessment of the Leadership Assignment presentations throughout the semester using a checklist.  A summative assessment of the leadership assignment activity using a self/peer evaluation.

Unit 6 - Page 22  Healthy Active Living Education - Open Accommodations  Demonstrate skills where necessary.  Adapt equipment and/or games to meet the various needs of students (e.g., cloth/indoor frisbees, lighter frisbees, adapt size of playing area and end zone).  Encourage students to work in pairs where necessary.  Ensure heterogeneous groupings where applicable.  Encourage students to excel to the best of their ability.  Use short and simple instructions.  Use board personnel where necessary, e.g., physiotherapist, occupational therapist.  Implement strategies recommended in student’s IEP.

Resources Auerbach, Gary. Frisbee 101. A Teacher’s Resource Kit. 1995 (416) 778-8199 e-mail spinbees @visionol. net Ballesteros, Jose. International Amateur Athletic Association: Basic Coaching Manual. England: Marshallants Print Services Ltd., 1992. ISBN 1 873574 02 9 Zakrajsek, D., et al. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2 Web Sites www.goaltimate.com www.cs.rochester.edu/u/ferguson/ultimate

Activity 5: Final Skill Evaluation Time: 144 minutes

Description Through a final evaluation of skills taught throughout the course, students will demonstrate an understanding of the importance of the movement skills and principles in maximizing skill improvement and performance. Students demonstrate personal skill improvement by performing chosen skills and verbally identifying the principle(s) involved in the proper execution of the skill(s).

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience. A self-directed, responsible, life long learner who: 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; 4b - demonstrates flexibility and adaptability; 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A collaborative contributor who: 5c - develops one’s God-given potential and makes a meaningful contribution to society; 5f - exercises Christian leadership in the achievement of individual and group goals. Strand(s): Physical Activity, Active Living Overall Expectations PAV.01 - demonstrate personal competence in applying movement skills and principles;

Unit 6 - Page 23  Healthy Active Living Education - Open ALV.03 - demonstrate responsibility for personal safety and the safety of others. Specific Expectations PA1.01 - demonstrate the use and combination of motor skills in a variety of physical activities (e.g., moving towards the ability to perform skills on their own); PA1.02 - demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills (e.g., manipulation, loco-motion, and stability); PA1.03 - describe appropriate movement principles (e.g., maximum force requires the use of all the joints that can be used) in learning and refining movement skills (e.g., in an overhead serve in volleyball); PA1.04 - demonstrate personal skill improvement; AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury); AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training).

Planning Notes  This skill evaluation is delivered at the end of the course as part of the final summative assessment.  Prepare students in advance for the final skill evaluation by providing the necessary knowledge of movement skills/principles for each activity completed.  Formative assessments of skills for each team and individual activity will prepare students for the final skill evaluation.  Two days have been allotted to accommodate for class size and time lines.  Allow students time to practise skills being evaluated.  Prepare and provide students with the expectations of the evaluation and with the performance rubric or checklist for each skill being evaluated.  Prepare a checklist for recording performance of each skill  Evaluate students privately (possibly a circuit type setting) while other students practise. Avoid centring students out in front of their peers.

Prior Knowledge Required  co-operative learning skills  communication/listening skills  behavioural expectations  personal safety skills  active participation  physical fitness  knowledge and application of movement skills and principles  prior skill evaluation procedures and expectations

Teaching/Learning Strategies 1. The final skill evaluation assesses the knowledge and ability of the student to apply the movement principles to a variety of skills. Through the use of a physical evaluation students demonstrate an understanding of the use of movement skills and principles for skill execution and skill improvement. Choose one or more of the following options for the final skill evaluation: a) Select five skills taught throughout the on which that each student will be evaluated (e.g., overhead clear, free throw, sprint start, underhand serve in volleyball) b) Allow students to select three of five skills to be evaluated that have been taught throughout the course. 2. For each skill evaluate students on the following:  knowledge of movement principles related to the skill (manipulation, locomotion, stability);

Unit 6 - Page 24  Healthy Active Living Education - Open  knowledge of movement elements related to the skill (effort, relationship, body awareness, space awareness);  demonstration/performance of the five phases of execution for the skill;  demonstrate knowledge of the biomechanical principles affecting the execution of the skill;  overall skill improvement based on the knowledge of movement skills.

Assessment/Evaluation Techniques  A formative assessment of student participation using a participation rubric  Formative assessments of student behaviour throughout the semester.  A summative assessment of skills using performance checklists.

Accommodations  Use short and simple instructions.  Demonstrate skills where necessary.  “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.  Encourage students to excel to the best of their ability.  Use a peer tutor or educational assistant if necessary.  Encourage students to work in pairs where necessary.  Use board personnel where necessary, e.g., physiotherapist, occupational therapist.  Implement strategies recommended in student’s IEP.

Resources Ballesteros, Jose. International Amateur Athletic Association: Basic Coaching Manual. England: Marshallants Print Services Ltd., 1992. ISBN 1 873574 02 9 Zakrajsek, D., et al. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2

Activity 6: Final Theory Evaluation Time: 72 minutes

Description The final theory evaluation will culminate the unit and course. The evaluation will assess student achievement in the areas of knowledge/understanding, thinking and inquiry, communication, and application based on information and experience gained in the unit and course.

Strand(s) and Expectations Ontario Catholic School Graduate Expectations The graduate is expected to be: A reflective and creative thinker who: 3c - thinks reflectively and creatively to evaluate situations and solve problems; 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience. A self-directed, responsible, life long learner who: 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. A collaborative contributor who:

Unit 6 - Page 25  Healthy Active Living Education - Open 5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others. A responsible citizen who: 7a - acts morally and legally as a person formed in Catholic traditions. Strand(s): Physical Activity Overall Expectations PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities. Specific Expectations PA2.01 - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play); PA2.02 - describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities; PA2.03 - explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., tipping rather than spiking against an effective blocker in volleyball, hitting the ball to one side of the fairway to compensate for cross-wind conditions in golf).

Planning Notes  This theory evaluation is delivered at the end of the course as part of the final summative assessment component of 30%.  The final theory evaluation may be combined with a final health evaluation as a component of an overall final examination.  Prepare students in advance for the final theory evaluation by providing the necessary knowledge, and test writing skills.  Formative assessments of theory knowledge for each team and individual activity will prepare students for the final theory evaluation.  Prepare and provide students with the expectations of the evaluation, an outline, and a review.  Prepare the final theory evaluation prior to start of the unit.

Prior Knowledge Required  communication/listening skills  test writing skills  time management skills  knowledge behavioural expectations  knowledge of personal safety skills  knowledge of fitness theory  knowledge of movement skills and principles  knowledge of game rules, strategies, and tactics

Teaching/Learning Strategies 1. The final theory evaluation assesses the knowledge and ability of the student to communicate what they have learned throughout the semester. 2. The following course components are recommended for inclusion in the final theory evaluation:  fitness theory (e.g., health-related components, skill-related components);  fitness goal-setting and program planning;  importance of a proper warm-up, components of a warm-up;  movement skills, elements, biomechanical principles;

Unit 6 - Page 26  Healthy Active Living Education - Open  five phases of skill execution;  analysis of a skill using the five phases of skill execution;  application of biomechanical principles for proper skill performance;  safety procedures for maximum sport performance;  strategies and tactics for enhanced sport performance;  individual and team activity rules and regulations.

Assessment/Evaluation Techniques  A summative assessment of the theory test/exam to assess knowledge and understanding.

Accommodations  Modify the number and/or type of questions used.  Provide test modifications where necessary.  Provide alternate methods of completing answers, e.g., use of a scribe, recorder.  Use an oral evaluation where possible.  Use larger print if necessary.  Encourage students to excel to the best of their ability.  Use a peer tutor or educational assistant if necessary.  Allow extra time to complete the test.  Use board personnel where necessary, e.g., physiotherapist, occupational therapist.  Implement strategies recommended in student’s IEP.

Handout – The Warm-Up

Similar to the engine of car, the human body will not perform at its best when it is cold. The body requires ‘warming up’ prior to any type of activity. When muscles are warm they feel flexible and easy to move. Why is a warm-up important? A good warm-up will warm the muscles and organs so that they may perform properly and with minimal risk of muscular injury, especially in activities requiring explosive movement. Also, warm muscles perform better than cold muscles increasing the chances of personal skill improvement. The warm-up should:  prepare the body for activity  be gradual, gentle, and progressive  be performed prior to all types of physical activity The components of a warm-up are: The Component What is it? An Example Light Activity Exercises that heat the body and get the Light Jog energy systems working General Stretch Slow stretching of the main muscles and Stretching of upper and lower tendons body areas Dynamic Activity Activity to further heat the body and increase Tag game the heart rate gradually Plyometric activity Cardioburst Specific Stretch Slow stretching the specific muscles and Stretching of each individual tendons used more specifically in the sport muscle (e.g., quadriceps)

WARM-UP FOR BETTER PERFORMANCE AND HEALTH!

Handout – Student Leadership Assignment

Instructions: 1. Choose a partner. 2. Choose an activity or sport that you would like to prepare a warm-up for. Sign up for that activity on the sign-up sheet posted. (First come – First Served) 3. Prepare and lead a creative warm-up appropriate for the activity chosen (maximum ten minutes). 4. Outline the details of your warm-up by completing the following questions in the chart below.

Leader 1:

Leader 2: 1. What sport is this warm-up designed for? How is this warm-up specific for that sport? 2. What equipment is needed/required for the warm-up activity? 3. Outline the components of your warm-up. 1) Light activity

2) General Stretch

3) Dynamic Activity

4) Specific Stretch

4. What safety issues or concerns should be addressed in your warm-up? 5. How do your warm-up components and safety precautions assist in improving skill performance in this sport/activity?

Biomechanical Principles of Movement

1. The lower the centre of gravity, the larger the base of support, the closer the line of gravity to the centre of the base of support, and the greater the mass, the more stability increases. 2. The production of maximum of force requires the use of all the joints that can be used. 3. The production of maximum velocity requires the use of joints in order - from largest to smallest. 4. The greater the applied impulse, the greater the increase in velocity. 5. Movement usually occurs in the direction opposite that of the applied force. 6. Angular motion is produced by the application of a force acting at some distance from an axis, that is, by a torque. 7. Angular momentum is constant when an athlete or object is free in the air. Five Phases of Skill Progression Model Phase of Skill e.g., volleyball overhand serve Examples of the types of Performance Movement Skill? Locomotion, actions performed during each Manipulation or Stability Phase Biomechanical Principles Involved? # 1 (keep these in mind when 2 3 4 5 6 7 analysing new skills) 1. Preliminary e.g., position feet, hold ball ready for toss - footwork Movements: M.S.: Stability Principles # 1 - body positioning movements movements performed - center of gravity to prepare for a skill. - base of support - mass 2. Backswing or e.g., toss ball up, bring striking hand back - transfer of weight Recovery: movement M.S.: Manipulation, Stability Principles # - positioning and preparation of prior to the force 1, 2 levers producing movements. 3. Force Producing e.g., bring arm forward to strike the ball, - summation of joints (e.g., Movements: transfer weight forward number and order of joints used) movements which M.S.: Stability Principles # 2, 3 - force, velocity, and torque produce force for impact or propulsion. 4. Critical Instant: the e.g., arm extended, hand contacts ball - velocity instant of contact, M.S.: Manipulation Principles # 2, 4, 5 - applied force and direction of release or take-off. reaction 5. Follow Through: the e.g., arm and hand follow through, step - transfer of weight movement after the forward - slow down body movements critical instant. M.S.: Locomotion Principles # 1, 2, 5, 7 - recover stability

Student Skill Analysis

Student Name:______Date:______

Phase of Analysis Skill Performance 1. In the spaces below describe the movements performed in each phase. 2. Identify the primary Movement Skill - circle Locomotion, Manipulation, Skill Analysed: or Stability 3. Identify the biomechanical principles - circle which ones affect the performance. 1. Preliminary Movements: movements performed to prepare for a skill. Movement Skill - L M S Principle # - 1 2 3 4 5 6 7 2. Backswing or Recovery: movement prior to the force producing movements. Movement Skill - L M S Principle # - 1 2 3 4 5 6 7 3. Force Producing Movements: movements which produce force for impact or propulsion. Movement Skill - L M S Principle # - 1 2 3 4 5 6 7 4. Critical Instant: the instant of contact, release or take-off. Movement Skill - L M S Principle # - 1 2 3 4 5 6 7 5. Follow Through: the movement after the critical instant. Movement Skill - L M S Principle # - 1 2 3 4 5 6 7

Unit 6 - Page 31  Healthy Active Living Education - Open Gospel Value Infusion

Unit of Study Gospel Values for Scriptural Scriptural CCC Reference Unit Reference for Reference for for Unit Unit - OT Unit - NT Unit 1: Interactive Conflict Ecclesiastes 4:9- CCC #: 1700- Games and Citizenship 10 1709 Physical Fitness Communication Sirach 30:14-17 1716-1724 Empowerment Proverbs 4:10-15 1730-1738 Interdependence 1749-1754 Human Rights 1776-1794 Management 1804-1809 Non Violence 1849-1851 Peace 1878-1959 Power 2196 2302-2306 Unit 2: Nutrition Communication Leviticus 23:22 Matthew 5:22-23 CCC #: 1700- Cooperation Deut.:26:1-15 Matthew 5:25-33 1709 Distribution Sirach 31:12-18 Matthew 14:13-21 1716-1724 Empowerment Matthew 15:32-39 1776-1704 Human Rights Matthew 26:26-29 1849-1851 Liberation John 2:1-12 2196 Management John 6:35-38 2415-2418 Non Violence John 15:1-6 Partnership with Romans 14:13 the--Earth Peace Power Unit 3: Conflict Conflict Psalm 15:1-3 Matthew 5:1-11 CCC #: 1700- Resolution and Communication Genesis 9:6 Matthew 5:10-20, 1709 Personal Safety Cooperation Exodus 20:1-17 21-26, 38-42, 43- 1716-1724 Empowerment Deut.5:6-21 48 1730-1738 Gender Equity Deut. 6: 1-9 Matthew 7:1-5 1749-1754 Global Psalm 3:1-8 Matthew 7:12 1776-1794 Community Psalm 4:1-8 Matthew 10:34- 1804-1809 Human Rights Psalm 10 39, 40-42 1849-1851 Interdependence Psalm 11 Matthew 18:21- 1878-1959 Liberation Psalm 14, 15, 16, 22, 23-35 2196 Management 17, Matthew 22:34-40 2302-2306 Multi-Cultural 18,23,25,27,31,59 Matthew 26:50-56 2437-2442 Understanding Sirach 3:17-29 Luke 6:27-36, 37- 2443-2449 Non Violence Sirach 7:1-3 42, 43-45 Partnership with Sirach 28:12-18 Luke 7:36-50 the--Earth Psalm 105:12-15 Luke 10:25-37 Peace Psalm 106:3 Luke 12:57-59 Power Psalm 140 Luke 15:11-32 Social Justice Psalm 142 John 8:1-11 Social Sin Psalm 143 Romans 15:1-6 Structural-- Proverbs 3:27-35 2 Corinthians 2:5-

Unit 6 - Page 32  Healthy Active Living Education - Open Unit of Study Gospel Values for Scriptural Scriptural CCC Reference Unit Reference for Reference for for Unit Unit - OT Unit - NT Transformation Proverbs 5:1-14 10 Proverbs 10:11-32 Proverbs 11:2- 14,17-21 Proverbs 16:26 Proverbs 17:4,9- 10,14-17 Proverbs 18:2-7, 19-21 Proverbs 21:23 Proverbs 22:24-25 Isaiah 1:1-20 Isaiah 2:1-4 Isaiah 9:1-7 Isaiah 11:6-9 Isaiah 16:4-5 Isaiah 55:6-9 Isaiah 57:14-21 Amos 5:14-15, 21- 24 Micah 4:1-5 Micah 6:8 Unit 4: Healthy Communication Proverbs 8:22-36 1 Corinth. 5:9-13 CCC #: 369-373 Lifestyle Choices: Peace Proverbs 10:9 1 Corinth. 6:12- 1601-1654 Growth and Cooperation 15,18-19 1700-1709 Sexuality Conflict 1 Corinth. 7:1-9 1730-1738 Substance Use Management 1 Corinth. 13:1-13 1762-1770 and Abuse Conflict Analysis Galatians 5:16-18 1776-1794 Human Rights 2 Thess. 4:1-8 1849-1851 Power 2196 Interdependence 2201-2223 Citizenship 2270-2275 Empowerment 2288-2291 Liberation 2331-2379 Social Sin Structural-- Transformation Unit 5: Outdoor Peace Genesis 1:1- 2:4 Matthew 5:19-21 CCC #: 1776- Education Non Violence Genesis 9:1-3 1794 Cooperation Psalm 19:1-6 1749-1754 Global Psalm 33:4-5 1849-1942 Community Psalm 65, 66 2052-2053 Social Justice Psalm 104:5-26 Social Sin Psalm 136 Distribution Proverbs 8:22-36 Citizenship Proverbs 11:23-31 Stewardship Proverbs 13:5-12

Unit 6 - Page 33  Healthy Active Living Education - Open Unit of Study Gospel Values for Scriptural Scriptural CCC Reference Unit Reference for Reference for for Unit Unit - OT Unit - NT Proverbs 21:13 Proverbs 22:9 Proverbs 28:19-20 Proverbs 31:8-9 Isaiah 41:17-20 Micah 6:8 Unit 6: Individual Communication Psalm 112:5-10 Matthew 5:1-11 CCC #: 1700- and Team Peace Psalm 118:10-14 Matthew 5:13-16 1709 Activities Conflict Psalm 119 Matthew 5:33-37 1716-1730 Management Proverbs 12:13-28 Matthew 7:12 1730-1738 Cooperation Isaiah 43:1-4 Matthew 13:1-9 1749-1754 Non-Violence Micah 6:8 Matthew 18:10-14 1776-1794 Human Rights Matthew 22:34-40 1804-1809 Power Mark 4:1-9, 13- 1849-1851 Interdependence 20, 21-25 1878-1959 Empowerment Luke 8:4-8, 11-15 2196 Citizenship 2302-2306 Liberation

Unit 6 - Page 34  Healthy Active Living Education - Open