The starting place for planning effective Health & Physical Education lessons - The Ontario Curriculum
Current 2010 Edition: http://www.edu.gov.on.ca/eng/curriculum/elementary/healthcurr18.pdf
New 2015 Edition: http://www.edu.gov.on.ca/eng/curriculum/elementary/health1to8.pdf
New 2015 Edition: http://www.edu.gov.on.ca/eng/curriculum/elementary/health1to8.pdf
Then visit OPHEA for lesson plans created by HPE educators, for HPE educators
http://teachingtools.ophea.net/lesson-plans/hpe
Teaching Games for Understanding
Fundamental Movement Skills, as well as traditional sports skills, can be taught through games. In TGfU, there are four categories of games:
Target (curling, bowling)
Striking/Fielding (cricket, baseball)
Net/Wall (volleyball, tennis)
Invasion/Territorial (soccer, basketball)
Each category covers games that have similar skills, strategies, or tactical problem solving to that category's sports. Through TGfU, students learn skills, such as passing, defending, throwing, etc. through games that everyone is able to participate in regardless of prior knowledge or ability. These skills can then be transferred to multiple sports, as well as games in the same category. TGfU allows students to learn skills without running drills, and play beneficial games without always playing traditional sports.
For more information, see this resource from The Physical Education and Intramural Clipboard:
Target (curling, bowling)
Striking/Fielding (cricket, baseball)
Net/Wall (volleyball, tennis)
Invasion/Territorial (soccer, basketball)
Each category covers games that have similar skills, strategies, or tactical problem solving to that category's sports. Through TGfU, students learn skills, such as passing, defending, throwing, etc. through games that everyone is able to participate in regardless of prior knowledge or ability. These skills can then be transferred to multiple sports, as well as games in the same category. TGfU allows students to learn skills without running drills, and play beneficial games without always playing traditional sports.
For more information, see this resource from The Physical Education and Intramural Clipboard:
Teaching Games for Understanding | |
File Size: | 1334 kb |
File Type: |
Database of Possible DPA Activities
https://docs.google.com/spreadsheets/d/1dGtLIbae0eXC9FSa_OkaZKavtX0CqnROZhzuJVMUFOY/edit?usp=sharing
Healthy Living Resource - KidsHealth in the Classroom
http://classroom.kidshealth.org/
KidsHealth in the Classroom is an extensive resource of teacher's guides for almost any health topic addressed from K-12. It is produced by Nemours, an American organization that runs children's hospitals as well as supports research, education, and health advocacy. The teacher's guides are aligned with the American National Health Education Standards, but are very compatible with the Ontario curriculum. Focussing on Grade 2 Personal Safety, there are guides for food allergies, hygiene, bike safety, car and bus safety, food and cooking safety, fire safety, strangers and 911, and water safety. Each guide contains age-appropriate discussion questions, as well as activities that vary in nature from games to art-based activities. Many guides also include a short quiz that you could administer to your class. Be wary of the additional resources given however, as the links on several are broken or redirect to a similar (but often less interactive) resource. There is also a kids section of the website, but it would be more appropriate for Junior students as it is mostly text-based. There is a 'Listen' feature, but the text is still dense and not incredibly engaging for a younger audience.
KidsHealth in the Classroom is an extensive resource of teacher's guides for almost any health topic addressed from K-12. It is produced by Nemours, an American organization that runs children's hospitals as well as supports research, education, and health advocacy. The teacher's guides are aligned with the American National Health Education Standards, but are very compatible with the Ontario curriculum. Focussing on Grade 2 Personal Safety, there are guides for food allergies, hygiene, bike safety, car and bus safety, food and cooking safety, fire safety, strangers and 911, and water safety. Each guide contains age-appropriate discussion questions, as well as activities that vary in nature from games to art-based activities. Many guides also include a short quiz that you could administer to your class. Be wary of the additional resources given however, as the links on several are broken or redirect to a similar (but often less interactive) resource. There is also a kids section of the website, but it would be more appropriate for Junior students as it is mostly text-based. There is a 'Listen' feature, but the text is still dense and not incredibly engaging for a younger audience.
KidsHealth in the Classroom Critique | |
File Size: | 14 kb |
File Type: | docx |
Example Fundamental Movement Skills Lesson Plan (Adapted from OPHEA)
Fundamental Movement Skill: Running
Materials: Hulahoops, beanbags
Activity: Beanbag Relay - Students stand in a line facing a hulahoop about 20 metres away. Place one beanbag for each student in the hoop. Students take turns running to the hoop to get a bean bag and running back to the line. While running, students should focus on keeping their head up and moving in a straight line. While each student is running, the remaining students should see how many jumping jacks they can do by the time the student returns.
Assessment: The teacher will use anecdotal notes to track students abilities and progress with running. Look fors: body moving in the direction of the run, torso not bent forward, head up and eyes forward, elbows bent with arms swinging, safe stopping (slow the run, walk, stop)
Feedback: Feedback will reflect what the student needs to improve. For instance, "Remember to keep your head up when you run. It will help you run in a straight line."
Materials: Hulahoops, beanbags
Activity: Beanbag Relay - Students stand in a line facing a hulahoop about 20 metres away. Place one beanbag for each student in the hoop. Students take turns running to the hoop to get a bean bag and running back to the line. While running, students should focus on keeping their head up and moving in a straight line. While each student is running, the remaining students should see how many jumping jacks they can do by the time the student returns.
Assessment: The teacher will use anecdotal notes to track students abilities and progress with running. Look fors: body moving in the direction of the run, torso not bent forward, head up and eyes forward, elbows bent with arms swinging, safe stopping (slow the run, walk, stop)
Feedback: Feedback will reflect what the student needs to improve. For instance, "Remember to keep your head up when you run. It will help you run in a straight line."
OPHEA Grade 1 Running Lesson | |
File Size: | 115 kb |
File Type: |
Reflection on Sensitive Topics in Healthy Living
Grade 3 C 3.3 - describe how visible difference and invisible differences make each person unique, and identify ways of showing respect for differences in others
This expectation deals with gender identity and sexual orientation which can be incredibly sensitive or controversial issues for many families, especially those with conservative or traditional values. It is important to communicate openly with parents about what is going to be discussed in class. I would also emphasis that the expectation is based around for respect for differences in others and that in order to teach respect to our students, we have to model that respect as educators. This means respecting people's differences whether or not we agree with them. While teaching, I would approach these topics from a purely educational point of view. As I'm sure there will be students who voice the controversy, it would be important to emphasis that regardless of our beliefs about people, we all have the right to be respected. If it proves to be a particularly controversial issue, it might be worth discussing with administration whether we leave out sexual and gender issues and just focus on other differences and the respect piece, and hope that the message carries over as the students mature.
This expectation deals with gender identity and sexual orientation which can be incredibly sensitive or controversial issues for many families, especially those with conservative or traditional values. It is important to communicate openly with parents about what is going to be discussed in class. I would also emphasis that the expectation is based around for respect for differences in others and that in order to teach respect to our students, we have to model that respect as educators. This means respecting people's differences whether or not we agree with them. While teaching, I would approach these topics from a purely educational point of view. As I'm sure there will be students who voice the controversy, it would be important to emphasis that regardless of our beliefs about people, we all have the right to be respected. If it proves to be a particularly controversial issue, it might be worth discussing with administration whether we leave out sexual and gender issues and just focus on other differences and the respect piece, and hope that the message carries over as the students mature.