grade6.pdf

The Ontario Physical and Health Education Association (OPHEA) exists to positively influence the lifestyles of
Ontario’s children and youth through the provision of quality leadership, advocacy and resources in the area of physical
activity and health.
The Ontario Health and Physical Education Curriculum Support: Kindergarten to Grade 10 was created
to assist teachers with the implementation of The Ontario Curriculum: Health and Physical Education.
OPHEA wishes to acknowledge the contribution of many individuals, school boards, groups and organizations that
participated in the development and refinement of these curriculum support documents. For a complete list of
writers, contributors and partners please refer to page 36.
Financial support for the design and production of this project was provided by the Ontario Ministry of Health and
Long-Term Care, Community and Health Promotion Branch.
Every effort has been made to trace the owners of copyrighted material and to make due acknowledgement. If cases
have been identified where this has not been done, please notify OPHEA so appropriate corrective action can be
taken.
OPHEA, its representatives, and all program writers and contributors are not responsible for the implementation
of the materials and they shall not be liable for any damages, direct or indirect, special or consequential, which
result from the use of or misuse of or negligent use of the materials, including, without limiting the generality of
the foregoing, any damages arising from injury incurred by participants.
1185 Eglinton Avenue East, Suite 501
Toronto, Ontario M3C 3C6
Tel: (416) 426-7120
Fax: (416) 426-7373
Email: info@ophea.org
Web site: www.ophea.org
Copyright © 2000 The Ontario Physical and Health Education Association (OPHEA)
All rights reserved. No part of this program may be reproduced, stored in a retrieval system or transmitted in any form or by any means,
electronic or mechanical, including photocopying, without the prior written permission of OPHEA.
ISBN 0-921868-34-0
Health and Physical Education – Kindergarten
1
Heathy Living – Unit 1

Table of Contents
Health and Physical Education – Grade 6
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Vision, Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Key Components of a Quality HPE Program . . . . . . . . . . . . . . . . . . . . . . 7
Creating a Positive Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . 8
Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Program Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Teaching and Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Daily Vigorous Physical Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Safe Stretching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Recommended Minimum Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Writers, Contributors and Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Grade 6 Curriculum Expectations and Codes/Unit Cross Reference . . . . 31
Section Unit Title
Healthy Living 1 Personal Safety and Injury Prevention 35
2 Healthy Eating 87
3 Substance Use and Abuse 137
4 Growth and Development 177
Fitness Building Activities 5 Fitness 229
6 Aerobic Fitness 259
7 Track and Field Lead Up Activities 283
Indoor and Outdoor Games 8 Cooperative Games 311
9 Outdoor Activities 337
10 Limited Space Activities 367
Movement Exploration 11 Movement and Balance 387
12 Mats and Benches 401
13 Combining Skills in Sequence 421
14 Creative Movement with Equipment 441
15 Creative/Interpretive Dance 473
16 Traditional Dance 489
Skill Building Activities 17 Lead Up to Soccer 515
18 Lead Up to Basketball 537
19 Lead Up to Volleyball 557
20 Manipulative Activities with Equipment 577
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Health and Physical Education – Grade 6
Grade 6 Appendices
Appendix A Safe Stretching (Junior/Intermediate) . . . . . . . . . . . . . . . . . . . . . 605
Appendix B Daily Vigorous Physical Activity (Junior) . . . . . . . . . . . . . . . . . . . . 617
Appendix C Sample Long Range Plans (Junior) . . . . . . . . . . . . . . . . . . . . . . . . 628
Appendix D Sample Timetables/Timetable Suggestions . . . . . . . . . . . . . . . . . . 630
Appendix E Summary of Evidence Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 636
Appendix F-1 Summary of Evidence Chart – Active Participation . . . . . . . . . . . 637
Appendix F-2 Summary of Evidence Chart- Communication . . . . . . . . . . . . . . . 638
Appendix F-3 Summary of Evidence Chart – Movement Skills . . . . . . . . . . . . . . 639
Appendix F-4 Summary of Evidence Chart – Understanding of Concepts . . . . . 640
Appendix G Participation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 641
Appendix H Social Skills Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 643
Appendix I Safety Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 645
Appendix J-1 Movement Skill Recording Chart . . . . . . . . . . . . . . . . . . . . . . . . . 646
Appendix J-2 Movement Skill Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 647
Appendix K Active Participation Recording Chart . . . . . . . . . . . . . . . . . . . . . . 648
Appendix L Communication Recording Chart . . . . . . . . . . . . . . . . . . . . . . . . . 649
Appendix M-1 Understanding of Concepts Recording Chart . . . . . . . . . . . . . . . . 650
Appendix M-2 Understanding of Concepts Rubric . . . . . . . . . . . . . . . . . . . . . . . . 651
Appendix N Anecdotal Observation Recording Chart . . . . . . . . . . . . . . . . . . . 652
Appendix O-1 Participation Target . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653
Appendix O-2 Participation Pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 654
Appendix O-3 Participation Star . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655
Appendix O-4 Response to Others (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 656
Appendix O-5 I Listen (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 657
Appendix O-6 Safe Activity (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 658
Appendix O-7 I am Ready (Primary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 659
Appendix O-8 Cooperation and Fair Play (Primary) . . . . . . . . . . . . . . . . . . . . . . . 660
Appendix O-9 Participation Target Example (Primary) . . . . . . . . . . . . . . . . . . . . 661
Appendix O-10 Blank Movement Skill Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . 662
Appendix P Transferable Skills: Strategies and Tactics . . . . . . . . . . . . . . . . . . . 663
Appendix Q Transferable Skills: Sending/Receiving/Carrying . . . . . . . . . . . . . . 665
ii

Preface
Curriculum Support Document
This curriculum support document was created to assist teachers with the implementation of The Ontario
Curriculum, Grades 1-8: Health and Physical Education, 1998 (hereafter referred to as Ontario
Curriculum HPE) .
The Ontario Health and Physical Education Curriculum Support: Grades 1 to 8 resource is comprised of
two distinct sections: Healthy Living and Physical Activity (fundamental movement skills/active participation). The
Ministry of Education learning expectations for HPE and the key components of a quality program provided the
framework for the development of the units within this document. There is an emphasis on fitness and concrete
development of fundamental movement skills with opportunities for Daily Vigorous Physical Activity woven throughout
the document. Choices for students and teachers, and suggestions for providing learning opportunities both in the
gymnasium, in the classroom and outdoors are included.
Resource Development Partnership
The Ontario Physical and Health Education Association (OPHEA), in partnership with district school boards and
health departments from across Ontario, have made significant financial and “in kind” contributions to support the
development of this resource. Diverse writing teams and reviewing teams from across the province were assembled to
develop the resource. Teams included classroom teachers, subject specialists, Health and Physical Education consultants,
public health educators and representatives from both Public and Catholic School Boards.
OPHEA also wishes to acknowledge the following key organizations that have significantly contributed to the developmental
process through their provision of personnel, and program resources.
Centre for Addiction and Mental Health
Data Based Directions Inc.
Durham Catholic District School Board
Durham Region Health Department
Halton District School Board
Hamilton-Wentworth District School Board
Hastings and Prince Edward District School Board
London Catholic District School Board
Middlesex-London Health Unit
Thames Valley District School Board
Toronto Catholic District School Board
Toronto District School Board
Toronto Public Health
University of Western Ontario
Waterloo Region District School Board
York Region District School Board
York Region Health Services
Health and Physical Education – Grade 6
1
Note :
• Curriculum expectations are identified using Ministry
of Education codes (Ontario Curriculum
Expectations Grades 1-8, 1998) on the Unit
Overviews with the full expectations listed on
Subtasks. Catholic Graduate Expectations and links
to the Fully Alive program are identified in the Unit
Overviews of each Healthy Living section.
• Several web sites and resources are listed in this
document. These sites and resources are listed as
a service to identify potentially useful ideas for
teaching and learning. The responsibility to evaluate
these sites and resources rests with the user.
Preface

Vision, Philosophy
The purpose of the Ontario Curriculum HPE is to assist students in developing:
• an understanding of the importance of physical fitness, health and well-being and the factors that
contribute to them;
• a personal commitment to daily vigorous physical activity and positive health behaviours;
• the basic movement skills they require to participate in physical activities throughout their lives.
Students should begin early to acquire basic knowledge about a wide variety of health-related topics
and to develop relevant skills. They need to understand how their actions and decisions affect their
health, fitness and personal well-being and how to apply their learning to make positive, healthy
decisions in all areas of life and personal development (Ontario Curriculum HPE , page 2).
L e a rners with the commitment and capacity to lead healthy active lives have the personal, social
and decision-making skills to obtain and use health information.
The Grade 1–8 Curriculum
The elementary HPE curriculum is organized into three strands, corresponding to three major areas
of knowledge and skill:
Healthy Living includes healthy eating, growth and development, personal safety and injury pre v e nt
i o n , and substance use and abuse.
Fundamental Movement Skills includes locomotion/travelling, manipulation and stability.
Active Participation includes physical activity, physical fitness, living skills and safety.
These strands combine the living skills (e.g., personal, interpersonal, communication, conflict resolution,
goal-setting, organizational, time-management, problem-solving and decision-making skills)
that all students require, according to the Ontario Curriculum HPE .
Lifelong Participation
Through Physical Education, students will recognize the commonalities of movement skills and how
these skills can be transferred to new activities. This promotes lifelong participation in physical
activities. Students must have an opportunity to participate in a wide range of physical activities in
order to recognize those specific activities that motivate them to maintain a high activity level. The
curriculum promotes a comprehensive approach to health education that emphasizes living skills
and a shared responsibility between parents, schools, health care systems and a variety of other
community supports.
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Health and Physical Education – Grade 6 Vision, Philosophy

Assessment and Evaluation
Assessment is the systematic and ongoing process of collecting, describing and analyzing information
about student progress and achievement in relation to curriculum expectations. The purpose of
assessment is to improve student learning and program planning. Students benefit when they clearly
understand the learning expectations and reason for assessment. The assessment and evaluation of
student progress and achievement are integral components of the teaching and learning process.
They provide the basis for a communication process that is clear and meaningful for students and
p a rents. “The aim of assessment is primarily to educate and improve perf o rmance, not merely audit it.”
(G. Wiggins, Educative Assessment: Designing Assessments to Inform and Improve
Students’ Performance, p.7)
Fostering a Culture of Assessment for Learning
Effective teaching and learning takes place when:
A) Teachers:
• determine a starting point for instruction through diagnostic assessment;
• anticipate program interventions or accommodations which may be required to meet individual
needs;
• ensure that students and parents understand the focus for learning and the achievement
expectations;
• provide multiple and varied opportunities for students to demonstrate their learning;
• make decisions about the effectiveness of instruction and program;
• determine students’ achievement based on the expectations and the achievement chart in the
Ontario Curriculum HPE (page 9).
B) Students:
• are an integral part of the assessment and evaluation process;
• assess their own performance and recognize where they are in relation to the curriculum
expectations;
• reflect on their own achievement and set their own goals;
• have multiple opportunities to practise the skills required;
• use self-evaluation, peer assessment and teacher feedback to understand and track their progress
in relation to the expectations; and understand how their achievement will be assessed.
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Health and Physical Education – Grade 6 Assessment and Evaluation

Designing Down
The Planning Cycle
“Designing lessons for understanding begins with what we want students to be able to do and proceeds
to the evidence we will accept that they have learned it. Only then does it turn to how they will
learn it.” (G. Wiggins and J. McTighe, Understanding by Design )
This HPE resource document was written using a design down model for curriculum planning. In
other words, lessons (sub-tasks) were designed to fulfill curriculum expectations. Guiding questions
for the lesson development included: What are the curriculum expectations? How can the expectations
be clustered for program planning and assessment and evaluation purposes? How will the students
demonstrate their knowledge, skills and attitudes? How will I know if the students have
achieved the expectations? What will I teach to give the students an opportunity to demonstrate the
expectations? What opportunities do the students need to practice? Given the nature of Physical
Education and the focus on activity, a variety of strategies to assess the ongoing development of skills
in the various movement categories were used.
Communication/
Reporting
Summative
Assessment/
Evaluation
Plan Assessment
Curriculum
Expectations
Formative
Assessment/
Student Feedback
The planning cycle (adapted from Curriculum Expectations for York Region Schools )
can be used as a guide to planning. Assessment may be diagnostic, formative or summative.
Assessment is the process of gathering information from a variety of sources and providing students
with descriptive feedback that leads to improvement. Assessment drives the development and
modification of the teaching/learning strategies.
• Diagnostic Assessment determines student attitudes, prior knowledge and/or skill level prior
to instruction. This will enable the teacher to determine the starting point for the teaching/learning
strategies. This is a form of assessment not evaluation.
4
Plan
Teaching/Learning
Strategies
Possible Initial
Diagnostic
Assessment
Teaching/Learning
Strategies and
Student Practice
Health and Physical Education – Grade 6 Assessment and Evaluation

• Formative Assessment supports student improvement by gathering information to provide
feedback and guidance on an ongoing basis. Information gathered is used to plan interventions
to reinforce, consolidate or enrich student learning. Teachers, students and peers can have a role
in formative assessment on an ongoing basis in Health and Physical Education.
• Evaluation involves making a judgement about overall student performance using established
criteria for the purpose of assigning a value (grade/mark) and communicating results.
• Summative Evaluation occurs towards the end of the period of instruction. The purpose is to
measure students in an end performance or knowledge in relation to provincial expectations,
and to provide data for grading. Students should have had ample opportunity to practice before
being evaluated.
Assessment and Evaluation in the OPHEA HPE Curriculum Resources
There is an “Assessment Opportunities” section in each sub-task contained in this resource, with
suggestions for assessing curriculum expectations. These suggestions should help to guide teachers
when they are planning for assessment. Teachers should use their professional judgement regarding
the use of appropriate assessment strategies for their students. For some units, several assessment
strategies have been listed to address the curriculum expectations. Teachers may choose to use the
strategies as suggested or to assess the expectations at another time or in a different way.
Guiding principles were used in developing the units and sub-tasks included in this curriculum
resource document. Teachers will note that:
A) Consistent terminology was used, for example:
• Recording Chart: device with class list to record levels;
• Summary of Evidence chart: device to record final marks throughout term/year;
• Language from achievement chart was used for descriptors on assessment tools.
B) Assessment tools included address only curriculum expectations.
C) Where possible, expectations have been clustered and a summative assessment task has been
included for clusters of expectations.
D) A combination of assessment tools have been provided so teachers may use a task-specific tool,
or may take indicators from sub-tasks and use these with assessment templates provided in the
appendix.
E) Students are given an opportunity to learn and practise before summative evaluation occurs.
Achievement Levels in Health and Physical Education
The Achievement Levels chart in Ontario Curriculum HPE (page 9) identifies four categories of
skills in Health and Physical Education. By examining the verbs used in the curriculum expectations,
teachers can determine which category of the achievement chart should be used to assess the
expectations. Also by analyzing the verbs, it will be evident that the achievement chart categories are
not equal in weighting (unlike other subject areas i.e., Language Arts). Teachers will note that there
5
Health and Physical Education – Grade 6 Assessment and Evaluation

Resources
are many more expectations that are assessed through Active Participation and/or Movement Skills
in Health and Physical Education. This should be considered when determining a final grade. The
chart below lists the first word of each expectation (the verb) and indicates which category of the
achievement chart can be used to assess the expectation.
Verbs Denoting Understanding of Concepts:
identify, recognize, label, examine, outline, distinguish, define, analyze, relate, determine.
Verbs Denoting Movement Skills:
dribble, throw, kick, send, pass, balance, perform, dismount, jump, balance, move, travel,
bounce, demonstrate, combine, hit, stop, grip, hang, swing, use, stick-handle, shoot, intercept.
Verbs Denoting Active Participation:
use, employ, apply, display, work, follow, demonstrate, stay, assess, participate, implement,
improve, maintain, adopt, provide, acquire, incorporate, transfer, monitor.
Verbs Denoting Communication of Required Knowledge:
explain, describe, communicate, discuss, present, suggest.
(Getting Assessment Right: Health and Physical Education: Grades 1-8 , page 20)
Getting Assessment Right: Health and Physical Education:
Grades 1-8
Getting Assessment Right: Health and Physical Education: Grades 1 -8 is an assessment
resource which outlines a five-step process (page 5) in moving from understanding the Ontario
Curriculum to completing the Provincial Report Card. The steps are:
1. Understanding the Ontario Curriculum
2. Collecting the Evidence
3. Recording the Evidence of Student Learning
4. Evaluating… Making a Judgement
5. Completing the Provincial Report Card
This resource will provide further direction for teachers in the area of assessment and evaluation.
Amos, S. and S. Orc h a rd , Getting Assessment Right: Health and Physical Education:
Grades 1 -8, Data Based Directions Inc., Barrie, 1999. www.databdirect.com
Wiggins, G., Educative Assessment: Designing Assessments to Inform and Improve
Students’ Performance , Jossey-Bass, San Francisco, 1998.
Curriculum Expectations for York Region Schools – A Curriculum Framework , York
Region District School Board, Aurora, 1999.
Wiggins, G. and J. McTighe, Understanding by Design , ASCD, Virginia, 1998.
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Health and Physical Education – Grade 6 Assessment and Evaluation

Key Components of a Quality
Health and Physical Education Program
The Ontario Curriculum HPE focuses on healthy active living for all students. In order to
incorporate this philosophy into a quality program, teachers need to address several key elements
when planning learning and assessment opportunities. The following statements summarize the
essence of a quality Health and Physical Education program:
• Skills and activities always relate back to Curriculum Expectations.
• Students have an opportunity for daily vigorous physical activity.
• The program includes a balance of developmentally appropriate opportunities for skill development,
movement education, games/sports and health-related activities. (For example, self-improvement
is a focus.)
• Physical activities are planned and organized: recess or free play is not a substitute.
• Knowledge and skills are presented in a progression that is appropriate for the developmental
level of all students to ensure their safety and promote their success.
• Students have opportunities to improve or maintain their fitness levels on an ongoing basis.
• The program is inclusive and preserves dignity and self-respect for all students.
• Activities are challenging and engage students to build a commitment to leading an active life.
• The program offers maximum participation in all activities and in a variety of contexts by using
all available resources and facilities (e.g., gymnasium, outdoors, classroom, hallways, community
facilities).
• Students are able to articulate why they are doing what they are doing.
• There are a variety of assessment strategies available to provide a rich sampling of evidence
(e.g., formative and summative, self and peer).
(Adapted from Getting Assessment Right: Health and Physical Education: Grades 1-8 ,
page 8)
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Health and Physical Education – Grade 6 Key Components

Creating a Positive Learning
Environment
Setting the Tone
Class management can be defined as the ability of the teacher to organize the elements of the
learning environment and to maintain the appropriate behaviour of pupils. Health and Physical
Education, is taught in a variety of settings (gymnasiums, outdoors, hallways, classrooms, recreation
facilities, etc.) and, as a result, class management can be challenging. Poor class management
results in a decrease in the time students spend engaged in learning activities. The following strategies
may be used to help with class management to help maintain a positive learning environment.
• Engage in comprehensive teaching of rules and procedures in the first few weeks of your health
and physical education classes (getting to the gymnasium, change room procedures, fair play,
respect for others, use of appropriate terminology, etc.).
• Teach and reinforce routines and rules. Students’ knowledge and respect for rules and procedures
in the gymnasium and classroom play a vital role in the long-term success of the program.
• Establish routines to provide a positive and safe environment.
• Post rules and routines in the gymnasium/classroom. (This could include guidelines for questions
in health classes.)
• Use organizational tools such as course outlines, schedules and assignments to support the routines
and expectations of the program.
• Make expectations clear to your students and be consistent.
• Immediately redirect those students who stray off task.
• Avoid using physical exercise for discipline or students may quickly come to believe that physical
exercise is punishment.
• Outline the learning expectations for day and unit to help students share the responsibility of
meeting the learning expectations.
Starting and Stopping
• Use start and stop signals with your students. Whistles can be effective if not overused. Start signals
are just as important as the stop signal. (“When I say go, you can go and get a ball from the bin.”
“GO!”) Remind students that by learning to respect the signals, their activity time will increase.
• Use positive reinforcement when students are learning the starting and stopping routines.
• Use consistent key words or signals such as “begin” or “stop” or the school nickname
“When I say Giants you…”
8
Health and Physical Education – Grade 6 Creating a Positive Learning Environment

• Use an audio and visual signal (music stopping and hand up) where appropriate.
• Use creative signals (e.g., in the primary grades, use a tambourine) to help ensure that these
routines have a lasting effect.
Space Awareness and Safety
Outside
Equipment Room
• Teach students to understand and respect the concept of personal space.
• Give students, particularly primary children, opportunities to practise moving through larger
spaces without endangering themselves or others. Practise this in a game format to help prevent
collisions in the future.
• Use visual cues, such as lines on the floor, to help identify boundaries during activities.
• Class management is more challenging in the outdoors. Take your class outside after they have
been taught the rules and procedures for physical education. Remember that your voice does not
carry as well outdoors. Encourage the students to stand in front of you and as close as possible.
Try to direct your voice towards the students at the back of the group.
• Ensure that students stand with their backs turned to the sun, and turned away from any other
distractions that may prevent them from being able to concentrate on the instructions.
• Be aware that it may not be appropriate for students to be seated for instructions (the grass may
be wet). Students could stand or rest on one knee.
• Be prepared to adapt your lesson to conditions on windy, hot, cold or wet days.
• Remind students of the importance of wearing hats and sunscreen.
• Recommend to students that they bring water bottles and drink water when out in the sun.
Provide opportunities to get a drink at a water fountain if students do not have water bottles.
• Select classroom equipment monitors to help organize and maintain equipment. Distribute this
responsibility equally between girls and boys.
• Enable student monitors to organize the equipment in advance to increase activity time.
• Designate several areas for equipment distribution and collection to avoid line-ups and crowding
for equipment.
• Encourage proper handling of equipment by students. (For example: Put equipment down and
keep it still when asked to stop and listen. Treat equipment with respect and care. Use the equipment
for its intended use.)
• Instruct monitors/students to collect/return equipment in an orderly fashion.
• Train senior students or designate staff members who are responsible for overall organization
and inventory in the school equipment room.
9
Health and Physical Education – Grade 6 Creating a Positive Learning Environment

Changing for Physical Education
Students should be required to dress appropriately for physical education. Refer to your school
board’s safety policy for a regional directive. The Physical Education: Ontario Safety
Guidelines Elementary Curricular Guidelines (hereafter referred to as Ontario Safety
Guidelines ) states that, “Running shoes are a minimum requirement. Shorts/sweatpants and Tshirts
are examples of appropriate clothing. Some ill-fitting clothing, scarves, jewelry, hard-soled
shoes and socks without shoes can inhibit movement and possibly cause injury during active movement.
Where cultural dress presents a safety concern, modifications must be made. Hanging jewelry
must not be worn. Jewelry which cannot be removed and which presents a safety concern, e.g.,
Medic Alert ID, religious/cultural jewelry must be taped. Long hair must be secured so as not to
block vision.” Links can be made to concepts taught in healthy living (e.g., changing for Physical
Education supports good personal hygiene). (Ontario Safety Guidelines , page 6)
10
Health and Physical Education – Grade 6 Creating a Positive Learning Environment

Accommodations
Safety
Health and Physical Education – Grade 6
All students deserve a quality Health and Physical Education program that addresses their strengths
and needs. With input from support staff, ensure that program accommodations and modifications
a re put in place to support students with special needs, so that they have the opportunity to learn and
perform to their full potential. Be familiar with students’ Individual Education Plans, and establish
good communication with students and their parents to develop a better understanding of how to
meet special needs.
The safety of all students is paramount in planning the Health and Physical Education program.
Planning accommodations and modifications to address the needs of some students is essential in
order to ensure their safety. Routines that are repeated and reinforced establish predictable expectations
and a clear consistent environment for all students to be safe.
The Learning Environment
Health and Physical Education is an area where all students can shine. It is fundamental to provide a
learning environment where individuals can achieve their full potential. Students need to see themselves
reflected in the curriculum. An inclusive curriculum provides learning experiences that foster
an understanding of diversities and sensitivity to the interests, values and experiences of every student.
Program delivery influences students’ opportunities. A variety of teaching and learning strategies is
necessary to address different learning styles. Instructions presented in a clear manner, with gradual
steps and logical progressions allow tasks to be easily managed. Distractions must be minimized
during instruction delivery and information presented in steps slowly and clearly. The following are
accommodations or adaptations that may assist students:
• Establish routines of hand signals, flags, colours and hand clapping;
• Provide physical, visual and auditory cues to address a variety of learning styles;
• Decrease the complexity of the task, rules or scoring system (e.g., allow kicking instead of
throwing);
• Adapt or modify equipment (e.g., use smaller, softer or lighter equipment);
• Identify methods of providing assistance (e.g., peers, teacher assistant, classroom volunteers,
senior students, parents);
• Provide opportunities for extension and more practice.
11
Accommodations

Adaptations can also be made to equipment to increase the opportunities for success.
See suggestions below:
Equipment Modification Effect for Student
Lighter balls/bats/racquets
Larger Balls
Use of Other Objects (e.g.,
beanbags, scarves, towels
instead of balls)
Balls with Tails (e.g., ball in a
sock)
Under-inflate balls
Shorten handle (e.g., of bat,
racquet)
Larger striking surface (e.g.,
oversize tennis racquet)
Larger target area (e.g., use
whole court or entire wall as
target)
Adapted from CAHPERD Journal , Spring 2000, Inclusive Physical Education: Ecological
Instruction Approaches and the Use of Adaptation and Modification by Donna Goodwin,
University of Regina
The Social Environment
Reduces fear
Less effort required to attain success
Gives more time for response and to get into position
Easier to control
Requires less strength
Increases success
Easier to manipulate
Can be dribbled along the floor by the front caster
of a wheelchair
Easier to grasp and catch
Will not roll when dropped
Travel more slowly
More catching surface – increases success
Slows the ball down
Easier to catch
Reduces fear
Rolls more slowly
Simplifies eye-hand coordination
Increases opportunity for contact
Fewer misses
More successful contact
Increased confidence
More successful contacts with target
The social environment of the Health and Physical Education program is a rich learning environment
for all students. Health and Physical Education promotes interaction between students. Positive
and natural opportunities to interact are essential for the well being and feeling of self worth of students.
Student grouping can be organized in a variety of ways with an emphasis on safety and fun,
not competition. Peer buddies will also provide opportunities for interaction. A clear focus on participation
and cooperation as well as self-improvement, rather than competition between classmates
will develop a cooperative and enriching environment.
12
Health and Physical Education – Grade 6 Accommodations

Health Education
Other Resources
The health education environment provides excellent opportunities for students to learn about their
own health issues. Addressing the situations that students face themselves and with each other will
also be addressed in the body image and self esteem components of the health curriculum. Effective
sexual health education (growth and development) recognizes and responds to the specific sexual
health needs of all students. It is important to use age and/or developmentally appropriate inform a t i o n
and opportunities to help students develop the skills needed for healthy interpersonal re l a t i o n s h i p s .
The diversity of student needs must be taken into account when planning for Health and Physical
Education. Refer to Moving to Inclusion (available from CAHPERD) and Adapt Program –
C o m p e t i t i o n for All (Special Olympics Resource) for more detailed information.
Teachers, parents and coaches can also access information on sport specific adaptations for childre n
with disabilities at www.readysetgo.org .
13
Health and Physical Education – Grade 6 Accommodations

Program Planning
A balanced Health and Physical Education program has a broad selection of activities that meet a
diversity of needs in order to ensure that all students are given every opportunity to learn and perf o rm
to their full potential. The Ontario Curriculum HPE has three distinct strands: Healthy Living,
Fundamental Movement Skills and Active Participation. These strands provide an organizational
framework for program planning and provide a balanced instructional program.
• The purpose of the Healthy Living strand is to enable the learner to develop, maintain and
enjoy a healthy lifestyle within a healthy environment. Healthy Living includes healthy eating,
growth and development, personal safety and injury prevention and substance use and abuse.
• The Fundamental Movement Skills strand provide the foundation for building the capacity to
lead a healthy active life through a variety of lifetime physical activities. Physical skills taught in
progression are as fundamental to Physical Education as spelling skills are to language and computation
skills are to mathematics. Fundamental movement skills include locomotion/travelling,
manipulation and stability.
• The Active Participation strand emphasizes the importance of physical activity and physical fitness.
“The curriculum requires that students participate in vigorous activity for a sustained period of
time each day.” (Ontario Curriculum: Health and Physical Education, Grades 1-8 ,
page 5.) Active participation includes physical activity, physical fitness, living skills and safety.
Teachers should aim to integrate the living skills (communication, decision making, problem
solving, goal setting) into all strands of the curriculum.
(Adapted from Getting Assessment Right: Health and Physical Education: Grades 1-8 ,
pages 6-7)
School-Level Planning
Concepts and skills will be taught through a variety of instructional approaches to ensure that a
balanced program includes students’ prior knowledge, attitudes, learning styles and exceptionalities.
There are a number of variables from school to school that may influence planning. These variables
include staff expertise, school timetabling, class size, school priorities and plans, facilities and equipment,
student background, needs and interests, socioeconomic factors and community needs. These factors
need to be taken into consideration when developing a quality program. Planning as a school team
will help coordinate activities eff i c i e n t l y. Grade by grade year at a glance outlines, detailed long range
plans and additional suggestions for timetabling to ensure maximum participation are provided in
this Health and Physical Education resource document to assist with planning. (See Appendix D)
These outlines will guide the implementation of the Health and Physical Education program.
14
Health and Physical Education – Grade 6 Program Planning

W h e re possible, the Health and Physical Education curriculum will include curr i c u l a r, intramural and
interschool components. Intramural and interschool programs complement the physical education
p rogram by allowing students to further develop the skills, knowledge and attitudes developed in the
instructional program. Intramural programs allow all students to participate in activities that are
informal and not highly competitive. The Canadian Intramural Recreation Association (CIRA) is an
excellent source of information for developing quality intramural programs. Interschool programs
offer students opportunities to participate in more organized and competitive activities. Careful
consideration of the structure of these activities will ensure maximum participation for as many
students as possible. Other recreational activities and clubs also provide opportunities for students
with common interests and a desire to participate in physical activities in non-competitive settings.
In planning and organizing the health and physical education curriculum, schools should use
available community organizations, facilities and programs as resources to provide students with
additional experiences and opportunities for physical activities.
Unit and Lesson Planning
The warm-up and cool-down are essential components of each lesson. The warm-up ensures that
student can participate safely reducing the risk of injury while the cool-down provides an opport u n i t y
for the heart rate to return to a resting state and prepares the students to return to class. (See
Appendix A) It is important to give the students an opportunity to participate in vigorous activity as
a part of every lesson.
Knowledge and skills are taught in progression in order to ensure that skills are developed to their
full potential. Students re q u i re multiple opportunities in order to develop skills, re i n f o rce knowledge
and demonstrate success. Skills must be appropriate to the developmental level of the students.
Learning situations may arise where coeducational or segregated environments are considered due
to the sensitive nature of lesson topics. Teachers will need to be sensitive to the needs of the students
regarding healthy living topics.
To complement this curriculum support document, there are numerous community organizations
and re s o u rces available to teachers. The re s o u rce lists in unit overviews provide many sources for
a d d i t i o n a linformation. Contact your local health unit and community recreation centres for local
information and additional support. The OPHEA website is the host of the HPE Inventory, a database
of Health and Physical Education resources linked to the HPE curriculum. (www.ophea.net)
The rich content of the Health and Physical Education curriculum provides many opportunities for
integration. Teachers are able to complement other courses of study, such as Science and Te c h n o l o g y,
Language Arts, French, Mathematics, The Arts and Social Studies/History/Geography.
15
Health and Physical Education – Grade 6 Program Planning

Safety
It must be recognized that all physical activity involves an element of risk and there is an obligation
on the part of all participants to minimize that risk. Concern for safety should be an integral part
of curriculum planning and implementation. The primary responsibility for the care and safety of
students rests with the school districts and its employees. Reasonably foreseeable risks must be
identified and procedures must be developed to help prevent or minimize the risk of accidents or
injuries. Safety awareness by the teacher based on up-to-date information, common sense observ a t i o n ,
action and foresight, is the key to safe programming.
Most school boards in Ontario have adopted the Ontario Safety Guidelines for physical education,
produced in partnership by the Ontario Physical and Health Education Association (OPHEA), The
Ontario Association of Supervisors of Physical and Health Education (OASPHE), Ontario School
B o a rd Insurance Exchange (OSBIE), Canadian Intramural Recreation Association (CIRA) and Ontario
Federation of Secondary Athletic Associations (OFSAA) in 1997. Educators have a responsibility to
be aware of the contents of this document or their school board ’s safety policy. By implementing safe
instructional practices (e.g., teaching progressions, age-appropriate activities, safe use of facilities
and equipment) in program planning and daily teaching, educators can reduce risks and guard against
preventable injuries. Health and Physical Education programs should challenge the innate desire of
each child to explore, experiment and be creative. It should provide the child with opportunities that
enhance his or her self-confidence and provide a safe environment in which children are physically
active participants.
Shared Responsibility
A Safety Plan
Safety is a shared responsibility and students of all ages need to take some responsibility for their
own safety. Being aware of safety risks, using equipment for its intended purpose and wearing
a p p ropriate footwear for active participation are ways in which students can contribute to their safety
in physical activity. Exercising in the outdoors presents safety issues for which students and teachers
need to take responsibility (e.g., wearing hats, sunglasses and sunscreen). Safety is addressed in the
Overall Expectations of the Active Participation Strand in the Ontario HPE curriculum and is implied
in all Specific Expectations. Students need to act in a safe and responsible manner, to ensure the
safety of themselves and others.
P ro c e d u res need to be developed to ensure the highest possible level of safety, while allowing students
to engage in a broad range of challenging activities. To ensure that clear and consistent messages
are delivered, each school should implement a safety plan outlining the practices to be followed for
each activity. The safety plan should address equipment, clothing, facilities, special rules, instru c t i o n s
and supervision. (See Ontario Safety Guidelines – Elementary Curricular Guidelines or
school board safety policy.)
16
Health and Physical Education – Grade 6 Safety

Occasional Teachers
Safety information needs to be made available for occasional teachers. Some physical activities
(e.g. such as track and field events, basketball and badminton) pose a higher risk than other activities
(e.g., soccer and volleyball). Teachers should take this information into consideration and incorporate
lower risk activities into occasional teacher plans. The occasional teacher must have students part i c i p a t e
in activities that are commensurate with his/her experience or qualifications. Teachers should include
safety guidelines or policy information with lesson plans. Teachers should ensure that the occasional
teacher is aware of the location of an administrator or contact teacher in case of an emergency. The
teacher should specify restrictions/modifications for students with health or behavioural problems
(adapted from the Ontario Safety Guidelines – Elementary Curricular Guidelines , page 8).
17
Health and Physical Education – Grade 6 Safety

Teaching and Learning Strategies
Teaching and Learning Strategies for Health
Designing a program that promotes the development of positive health behaviours begins with re l e v a n t
and engaging health education at the elementary level. Through the promotion of life-long learning,
students will develop attitudes that will assist them in making positive life choices. In results-based
teaching, planning begins with the end in mind. The “end” is defined by the learning expectations
outlined in the Ontario Curriculum HPE . The teacher provides the opportunities for the students to
demonstrate their learning. The teacher needs to select a variety of dynamic, authentic and relevant
instructional strategies that will meet the needs of all learners. The use of technology is an important
teaching learning strategy. Schools should provide an opportunity to use current technology to enhance
student learning where possible. The Teaching Learning companion resource from the Ministry
Curriculum Planner outlines numerous strategies which may be used.
Some teaching/learning strategies used in this document include:
• cooperative group work (jigsaw puzzle, student teams, think/pair/share)
• family involvement
• journal writing
• scenarios, role-playing and case studies
• literature links
• whole-class lecture, direct teaching
• modeling
• brainstorming
• performance demonstration
• large & small group discussion
• learning centres
• investigation
• computer-assisted learning
• personal reflection/goal setting
• peer teaching and coaching
18
Health and Physical Education – Grade 6 Teaching and Learning Strategies

Teaching and Learning Strategies for Physical Activity
Teachers should endeavor to provide students with positive, successful experiences in a wide range
of physical activities. Appropriate competitive experiences should emphasize fun, success, cooperation
and self-fulfillment. Activities should meet the needs and interests of all students and should
strive for maximum participation (e.g., minimize waiting for turns, provide sufficient equipment and
choose appropriate activities). Students need opportunities to practise and repeat activities to
improve their skills. Teachers are encouraged to vary teaching styles to assist students in becoming
independent learners.
Some of the common teaching/learning strategies used in this document include:
• Command Style (e.g., “When I say go, you…”)
• Demonstration and Exploration (e.g., “Try this,” “What other ways can you…”)
• Discovery and Exploration (e.g., “How many ways can you…”)
• Guided Discovery (e.g., “Balance with three body parts touching the ground.”)
• Teaching by Task (e.g., “At each station, read the card, look at the picture and do the task.”)
• Problem Solving (e.g., “Move from the red line to the black line while keeping the ball away
from your partner.”)
Forming Groups
There are many ways to divide students into groups or teams. Avoid choosing two captains and
allow them to “pick” the teams. Use different ways used to divide classes into groups to provide
variety and to give students opportunities to work with different people.
Simple games can be used to divide classes into groups, for example:
Whistle Mixer
• Students jog on the spot. When whistle is blown a certain number of times, students form groups
corresponding to the number of whistles. (This can also be done by calling out numbers.)
Partners
• Any method of forming partners will also serve as a method of dividing a class into two teams.
• Select a Partner – If students choose their own partner, two teams can be created by either
choosing several pairs to form one team and other pairs to form the other team, or by splitting
partners so that one partner goes to one team and one partner goes to the other. If students are
choosing their own partner, designate an area to be the “lost and found” where anyone without a
partner can go to find one. Challenge the class to make sure that the same people are not
required to go to the “lost and found” on a regular basis. If this is the case, the teacher should
use other methods for dividing the students into groups.
A B Line A becomes one team, line B the other team
* *
* * Next time, count down the line - the first half of the pairs are one team,
* * the second half of the pairs become the other team.
* *
19
Health and Physical Education – Grade 6 Teaching and Learning Strategies

• “Back to Back”: Have the students stand back to back (or shoulder to shoulder, elbow to elbow)
with another student as quickly as possible. Change partners and body parts connecting. The goal
is to emphasize rapid selection. To make two teams, at any point, one partner sits, the other
stands. Those standing move to one area, those sitting move to another.
• “Similarities”: Ask students to find a partner with, the same shoes, the same color shirt, the same
colour eyes, color hair, birthday in the same month, etc.
• Have students line up (use a line on the floor, field) and number the students off 1, 2, (or
orange/apple, sky/tree, red/blue, etc.)
Formations
Two important principles apply to the use of formations:
• Students should be aligned in such a way that all participants are able to view the leader (and
therefore the leader can view the participants). If outside, be aware of placement in regard to the
sun. To support better listening, stand so that the sun shines in the eyes of the teacher, not students.
• Ensure adequate spacing between groups so that, if working in several groups, one group’s activity
does not interfere with another group’s activity. Use formations that are appropriate to the specific
type of activity.
20
Health and Physical Education – Grade 6 Teaching and Learning Strategies

Daily Vigorous Physical Activity
As stated in the Ontario Curriculum HPE (page 5): “This curriculum requires that students
p a rticipate in vigorous physical activity for a sustained period of time each day.” The degree to which
an activity is vigorous is directly related to its ability to raise the heart rate and maintain this incre a s e
for a sustained period of time. Vigorous physical activities are aerobic in nature, enhancing the
health of the heart and lungs. The amount of time required for vigorous activity depends on the
students’ ages and stage of development. Students need to be active for enough time on a daily basis
to develop a training effect so that they can participate in continuous aerobic activity without undue
fatigue. The times re q u i red in the curriculum expectations for sustained aerobic activity are as follows:
Gr. 1 5 to 10 minutes
Gr. 2 5 to 10 minutes
Gr. 3 8 to 10 minutes
Gr. 4 10 to 15 minutes
Research
Gr. 5 10 to 15 minutes
Gr. 6 10 to 15 minutes
Gr. 7 15 minutes minimum
Gr. 8 15 minutes minimum
Research has shown that children receiving a quality daily physical education program are not only
healthier, but perform better academically. Studies suggest that students involved in daily vigorous
activity tend to perform as well as or better than their less active counterparts, even though their
academic curricular time is reduced. The Canadian Association for Health, Physical Education,
Recreation and Dance states that, “On average, children watch over 26 hours of television a week,
in addition to sitting in school for 25 to 30 hours per week.” By implementing the O n t a r i o
C u rriculum HPE , students will be provided with the skills to be physically active into adulthood.
The curriculum expectations encourage students to develop a personal commitment for healthy
active living throughout their lives.
Vigorous Activity Support
This document provides a variety of daily vigorous activities, grouped by division (see Appendix B).
There are activities that can be done outdoors, in a classroom, hallway or limited space. All activities
can be done with minimal or no equipment. Incorporating these activities into daily classroom
routines is important. There are a variety of strategies to assist in the implementation of daily vigorous
activity, such as using peer leaders, doing whole school activities, scheduling a regular activity
time, working with another class to be active, and using task cards or fitness stations for independent
activity.
21
Health and Physical Education – Grade 6 Daily Vigorous Physical Activity

Suggestions for planning to maximize time for Health and Physical Education are included in
Appendix D. These suggestions can be used to assist schools in making daily vigorous physical activity
a part of school and class routines. See Appendix D for more information on:
• Creative Timetabling
• Scheduling Outdoor Classes
• Using Alternative Spaces
• School Wide Activity Days
• Using Community Facilities
• Fostering an “I Can” Attitude
• Developing and Expanding Partnerships
• Sample Timetables
More Resources
Refer to OPHEA’s HPE Inventory to find more resources for daily vigorous activity. The inventory is
a database of resources directly linked to the Health and Physical Education Curriculum, found at
www.ophea.net.
Good resources for limited space activities include:
Active Kids: Any Time Any Place , OPHEA, Toronto, 1992. 416-426-7120 or www.ophea.net
Heart Healthy Kids Toolbox , Heart and Stroke Foundation of Ontario, Toronto, 1999.
Apacki, Carol, Energize , Quest International, 1991.
No Room in the Gym , CAHPERD, Gloucester, 1989. 613-748-5622
22
Health and Physical Education – Grade 6 Daily Vigorous Physical Activity

Safe Stretching
It is important that students do a warm-up prior to starting the lesson. A warm-up sets the tone for
the class and reduces the risk of injury during activity. To warm up, students should participate in
some low-intensity aerobic activity using large muscles. This type of activity gradually increases the
heart rate and increases blood flow to the muscles, and it can be followed by light stretching of the
muscle groups to be used in the lesson. Keep stretching to a minimum in the warm-up to help keep
the heart rate elevated; deep stretching is most appropriate during the cool-down. During the warm - u p ,
it is more important to move the joints through their range of motion using exercises such as arm
circles and flexing and extending the arms and legs.
Safe Stretching Appendix A for Kindergarten, Grades 1, 2 and 3 includes age-appropriate warm-up
and cool-down activities, specifically “Wa rm-Up” activities to get the heart pumping faster, “Full Body
Stretches” for different parts of the body, “Animal Walks” that can be used in numerous activities,
and “Cool-Down” activities designed to bring down the heart rate and improve flexibility. The
Junior/Intermediate Safe Stretching Appendix A includes age-appropriate “Get Your Heart Pumping”
Activities, Full Body Stretches and Cool-Down Activities. A section on strength-building activities is
also included. These appendices can be used to supplement and support specific activities in lessons.
Sample “Get Your Heart Pumping” activities for Grades K – 3:
• Rabbit jump: Students begin by walking, then jump around the gymnasium, once on two legs and
once on all fours.
• Jog and Toss: In pairs, students throw a soft ball back and forth while they jog around a soccer
area or relay route. Students increase speed gradually as they warm up.
Sample “Get Your Heart Pumping” activities for Grades 4 – 8:
• Students complete a series of tasks, gradually increasing speed and intensity as they warm up.
• Walk briskly and touch the line in front of every door in the gymnasium.
• In the centre of the gymnasium, roll shoulders forward five times and backward five times.
• Under the clock, do eight jumping jacks.
• Stand under the basketball net and do eight arm circles for each arm.
• Find a line on the floor and do eight two-foot jumps (skiing motion).
After vigorous physical activity, a cool-down period of more gentle activity helps the body to return
to its normal resting state. Slow-moving activities and stretches will help the heart rate gradually
return to normal, normalize the blood flow to the muscles and improve flexibility. The cool-down
activities concentrate on unhurried, slow stretching. Because the muscles are warm during stre t c h e s ,
the risk of injury is reduced. Stretches should include all the major muscle groups (starting with the
largest muscles first) and each stretch should be held without bouncing for 15 to 30 seconds. For
23
Health and Physical Education – Grade 6 Safe Stretching

primary grades the stretching should be imaginative and creative. Students can reach for the sky, or
pretend to be a tree that is growing, or stretch their arms out as “wide as a wall.” See the stretching
descriptions and diagrams in the appendix for proper form reference for stretching and additional
warm-up/cool-down ideas. The cool-down also prepares students for the transition back to class.
Sample cool-down activities to bring heart rate down, for K – 3:
• Students become hummingbirds with their arms rotating in both directions.
• Skip and float: Students skip softly around the gymnasium. When teacher gives the signal, they
float to the floor like a leaf.
• Number one moves: Using their favorite step, students move in slow motion toward the gymnasium
doors.
Sample cool-down activities to bring heart rate down, for Grade 4 – 8:
• Walk and Count: Students walk with a partner around the gymnasium while counting as high as
they can in as many languages as they can. Students gradually slow down as they cool down.
• Body Part Shake: Students walk in their own space, moving around the gymnasium. Call out
different body parts one at a time, such as arms, legs, fingers, hips, shoulders. Students shake
out that body part and roll their joints through their range of motion as they continue to move,
gradually slowing down.
Music can be an excellent motivator in stretching and warm-up activities. Play upbeat music with a
fast tempo during the warm-up to motivate students to move quickly and with energy. During the
cool-down, play slower and quieter music to help create a calm and relaxed mood. Allowing students
to select music (within guidelines) can make a significant positive impact on the atmosphere
in the class.
24
Health and Physical Education – Grade 6 Safe Stretching

Recommended Minimum Equipment
When purchasing materials schools must consider the needs of the students, age-appropriate
equipment, safety and long-term budget plans. The list below is comprehensive and schools can
work towards building a quality stock of equipment over time. It is important to provide sufficient
equipment so that all students will be engaged in activities. Care, maintenance, security and regular
inventories are all critical to maintaining a quality supply of equipment. Schools are encouraged to
identify a key staff person to take responsibility for the Physical Education equipment.
A fully-stocked first-aid kit should be readily accessible to the gymnasium. See school board safety
policy or Ontario Safety Guidelines for a comprehensive list of recommended contents.
All Purpose
bean bags
skipping ropes
variety of balls (e.g., gator skin, nerf,
Koosh, rubber, tennis, sponge)
hoops
parachute
scooter boards
Frisbees
scoopball
plastic bowling
Velcro catching sets
flag football belts
portable scoreboard
pinnies
pylons
safety glasses
floor markers
25
Sports Equipment
soccer balls (variety of sizes and types)
basketballs (variety of sizes and types)
volleyballs (variety of sizes and types)
footballs (variety of sizes and types)
paddles and racquets (variety of sizes
and types)
softballs
bases (indoor/outdoor)
bats (assorted)
batting helmets
batting tees
mushballs
goalie helmet and mask
goalie gloves
floor hockey sticks
broomball equipment
weighted high jump rope
relay batons
shot put (indoor/outdoor)
rake
badminton racquets
shuttlecocks
rhythmic gymnastics ribbons
Health and Physical Education – Grade 6 Recommended Minimum Equipment

Large Equipment
table tennis table
tumbling mats
benches
mini tramp
wall climber
trestle set
beat board
box horse
floor mats
wall mats
rims/backboards
volleyball/badminton nets
volleyball/badminton standards
floor hockey nets
landing mat
high jump crossbar
high jump stands
tape/CD player
ball inflator and needles
timer (desk model)
26
Miscellaneous
basketball nets
tape measures
stop watches
megaphone
whistles
nylon or mesh bags
carts
storage bins
plastic pails
floor tape
file boxes
class set of pencils
Health and Physical Education – Grade 6 Recommended Minimum Equipment

Writers, Contributors and Partners
OPHEA gratefully acknowledges the contribution of many individuals, groups and organizations that participated
in the development and refinement of Ontario Health and Physical Education Curriculum Support:
Kindergarten to Grade 10.
Thanks to:
Myra Stephen, OPHEA, Provincial Curriculum Consultant
Jodie Lyn-Harrison, OPHEA, Projects Leader
Joanne Macrae, Editor
CURRICULUM ADVISORY COUNCIL
Debra Courville
Frank Gurney
Laura Hodgins
Dan Koenig
Susan Orchard
Cathy Portt
Ian Press
Kate Sharpe
Sari Simkins
Gail Stewart
Richard Ward
WRITERS
Kindergarten
Carol Rocks, Division Manager
Fabrian Ius
Linda MacDonald
Bev Mummery
Cheryl Shannon
Suzanne Sutcliffe
Primary: Fundamental Movement Skills / Active
Participation
Marg Thompson, Division Manager
Sue Amos
Marie Armstrong
Rhonda Daigneau
Peter Finch
Mary Kelly
Pam Roycroft
Junior: Fundamental Movement Skills / Active
Participation
Jan Murphy, Division Manager
Sue Amos
Alison Clandfield
Nancy Crawford
Dave Gillies
Cathy Hall
Mark Harper
Mary Pat Hayes
Mark Leslie
Steve Lipskie
Brenda Ramsay
Intermediate: Fundamental Movement Skills / Active
Participation
Debbie Sprentz, Division Manager
Bev Amaral
Sue Amos
Darlene Baker
Julie Lobsinger
Lara Paterson
Julie Roberts
Lee Anne Underwood
Elizabeth Watson-Morlog
Grades 1-8: Healthy Eating / Substance Use and Abuse
Gail Stewart, Division Manager
Karin Anderson
Loretta Bernard
Sharon Delurey
Phil Fitchett
Sarah Horner
Anna Marchetti Landry
Jane Paterson
Patricia Scott-Jeoffroy
Heather Sears-Hochfellner
Denise Vavaroutsos
27
Health and Physical Education – Grade 6 Writers, Contributors and Partners

Grades 1-8: Growth and Development / Personal Safety
and Injury Prevention
Jayne McCullough, Division Manager
Mark Seaton, Division Manager
Lorea Boogerman
Janet Bracken
John Clements
Peter Cocurullo
Justine Deluca
Helene Diesbourg
Janice Graham
Don Hewey
Cathy Hird
Greg Jespersen
Judy Kwasnica
Sue Martin
Irene Mitchell
Susan Nicoletti
Barb Seaton
Paul Szorenyi
Mike Taylor
Lisa Trewin
Peter Valiquet
Flora Walker
Grades 9/10 Supplement
Dan Koenig, Division Manager
Richard Ward, Division Manager
Herwig Baldauf
Leslie Boldt
Mac Bury
Andy Cecchini
Dave Clipper
Doug Cronkite
Lauren Crosby
Kris Ewing
Rod Fuentes
Georgia Gallagher
Mary Helen Hartman-Hayes
Brian Hunt
Peter Hurley
Donna Lemon
Belinda Lyn
Barbara MacPherson
Daryl Mahler
Kit Pizzey
Brian Quistberg
Dale Roberts
Peg Sheahan
Marios Tenentes
Josephine Wong
Liane Woodley
Andrew Yap
Grade 10 Supplement
Gail Stewart, Division Manager
George Adams
Diane Buhler
Patricia Coburn
Debra Courville
Susan Crabtree
Jody Hamilton
Pauline King-Taylor
Dan Koenig
Carol Krieger
Sharon LaBonte-Jaques
Belinda Lyn
Mary-Anne McBean
Josie Paul-Mills
Carol Robertson
Pat Sanagan
Cindy Seligman
Helen Tunney
Denise Vavaroutes
Rose Walker
Terry Wollenzien
CONTRIBUTORS AND REVIEWERS
ACT Foundation
Association to Reduce Alcohol Promotion in Ontario
Canadian Intramural Recreation Association
Canadian Intramural Recreation Association of Ontario
Canadian Society for Exercise Physiology
Centre for Addiction and Mental Health
Data Based Directions Inc.
Durham Catholic District School Board
Durham Regional Health Department
Halton District School Board
Hamilton-Wentworth District School Board
Hastings and Prince Edward District School Board
London Catholic District School Board
Middlesex-London Health Unit
Ontario Fitness Council
Ontario Principals’ Council
Ontario Public Health Association
Ontario Secondary School Teachers’ Federation
PAD Drug Education and Support Services (Parents Against Drugs)
Region of Hamilton-Wentworth Social and Public Health Services
Division
Thames Valley District School Board
Toronto Catholic District School Board
Toronto District School Board
Toronto Public Health
University of Western Ontario
Waterloo Region District School Board
York Region District School Board
York Region Health Services Department
Marilyn Booth
Dana Boynton
Margaret Chaput
Kathy Clouthier
Christie Corey
Martha Deacon
Margaret Good
Sue Guaglio
Sandy Haliburton
Cathy Hall
Claudia Hanson
Dave Hawkins
Livio Iannucci
Cathy Jaynes
Patricia Keeble
Jon Keighan
Bill King
Greg Kostyk
28
Health and Physical Education – Grade 6 Writers, Contributors and Partners

Lorna Mardlin-Yoon
Kathy Masters
Tim McAlpine
Neil McBeth
Dean McGregor
Christine Mortimer
Sharon Mytha
Lynne Newell
David Newman
Anna-Lee Pitman
Selma Savage
Nancy Schad
Doug Searle
Sharon Seslija
Mike Sheahan
Kara Smith
Steve Soroko
Bob Thomas
Mary Turfryer
John Van Dommelen
Vicki Walker
Tricia Wilkerson
Anita Wright
PARTNERSHIP BOARDS
Algonquin and Lakeshore Catholic District School Board
Avon Maitland District School Board
Bluewater District School Board
Brant-Haldimand-Norfolk Catholic District School Board
Bruce-Grey Catholic District School Board
Catholic District School Board of Eastern Ontario
District School Board of Niagara
District School Board Ontario North East
Dufferin-Peel Catholic District School Board
Durham Catholic District School Board
Durham District School Board
Grand Erie District School Board
Greater Essex Country District School Board
Halton Catholic District School Board
Halton District School Board
Hamilton-Wentworth Catholic District School Board
Hamilton-Wentworth District School Board
Hastings and Prince Edward District School Board
Huron Perth Catholic District School Board
Kawartha Pine Ridge District School Board
Keewatin-Patricia District School Board
Kenora Catholic District School Board
Lakehead District School Board
Lambton Kent District School Board
Limestone District School Board
London Catholic District School Board
Near North District School Board
Niagara Catholic District School Board
Nipissing – Parry Sound Catholic District School Board
Northeastern Catholic District School Board
Northwest Catholic District School Board
Ottawa-Carleton District School Board
Ottawa-Carleton Catholic District School Board
Peel District School Board
Rainbow District School Board
Rainy River District School Board
Renfrew County District School Board
Renfrew County Catholic District School Board
Simcoe County District School Board
Simcoe Muskoka Catholic District School Board
St. Clair Catholic District School Board
Superior North Catholic District School Board
Superior-Greenstone District School Board
Thames Valley District School Board
Thunder Bay Catholic District School Board
Toronto Catholic District School Board
Toronto District School Board
Trillium Lakelands District School Board
Upper Canada District School Board
Upper Grand District School Board
Waterloo Catholic District School Board
Waterloo Region District School Board
Wellington Catholic District School Board
Windsor-Essex Catholic District School Board
York Catholic District School Board
York Region District School Board
29
Health and Physical Education – Grade 6 Writers, Contributors and Partners

31
Health and Physical Education – Grade 6 Grade 6 Curriculum Expectations and Codes/Unit Cross Reference

32
Health and Physical Education – Grade 6 Grade 6 Curriculum Expectations and Codes/Unit Cross Reference

Healthy Living
UNIT 1 Personal Safety and Injury Prevention
Understanding of Concepts Recording Chart
Unit Title
1 Personal Safety and Injury Prevention 35
2 Healthy Eating 87
3 Substance Use and Abuse 137
4 Growth and Development 177
33
Health and Physical Education – Grade 6 Heathy Living

OVERVIEW
UNIT Personal Safety and Injury Prevention
1
Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
– Performance Task: Safety Poster Checklist - A student, teacher assessment checklist
(see Unit 1 Appendix A)
– Pencil and Paper Task: My Skin’s Sun Sensitivity Worksheet (see Unit 1 Appendix D),
My Basic First Aid Kit Worksheet (see Unit 1 Appendix K), Home Alone Booklet Worksheet
(see Unit 1 Appendix L), My Babysitting Checklist Worksheet (see Unit 1 Appendix M and N),
Poetry Planning Sheet Worksheet (see Unit 1 Appendix P).
– Performance Task: Role Play Scenario - Decision Making Steps evaluation worksheet
(see Unit 1 Appendix W).
Links to Prior Knowledge
Notes to Teacher
Duration 5 Sub-Tasks
Description
Students will identify, describe and explain basic preventative, responsive and treatment skills
required to effectively care for themselves and others.
Sub-Task Title Expectation Code
1. Personal Safety Issues and Prevention 6p12
2. More Personal Safety Issues and Prevention 6p12
3. Sun Protection, Basic First Aid, Home Alone,
Babysitting, You and Your Peers 6p10, 6p11
4. Decision Making Steps in Problem-Solving 6p12
5. Problem Solving Scenarios 6p10, 6p11, 6p12
The following expectations and content for Personal Safety and Injury Prevention have been
introduced in the following grades:
• The Grade 5 unit of the Personal Safety and Injury Prevention strand deals with understanding
behaviour and needs, the nature and response to Conflict, Interpersonal Violence, Coping with
Bullying Behaviour, and Threats to Personal Safety. Grade 4 deals with the identification and
application of Decision Making Model.
Safety messages need to be reinforced and practised at home, therefore it is important that safety
messages be communicated to parents. Check for local police department safety program visits to
your school for scheduling lessons to concur with their program. Check for basic first aid program
35
Unit 1 – Overview
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

availability in your area. Alter various Teaching/Learning Strategies to provide accommodations for
students as noted in their IEP statements. Sub-Task #1 requires two class periods for completion.
Sub-Task #2 will require three to four class periods for completion. Check the availability of videos
from local resource centres which support topics dealt with throughout this unit.
Accommodations
Not all students in a Grade 6 classroom will be able to complete independently all unit suggestions
or assessments. Adapt the Teaching/Learning Strategies to accommodate the needs of exceptional
students consistent with the strategies outlined in their IEP. Students may require scribing, instructions
repeated, paired groupings, etc. The Ministry of Education and Training’s electronic planner
provides a complete list of accommodations and suggestions to address the needs of all students.
For example:
• Make use of computer technology where possible.
• Include a variety of activities for the student in each lesson.
• Make expectations explicit.
• Make use of contracts, as appropriate.
• Pair students to check work.
• Provide checklists, outlines, advance organizers, to assist in assignment completion.
• Provide oral discussion prior to writing.
• Model and display examples for specific purposes in writing (e.g., letters, editorials, essays).
• Relate material to students’ lives and real-life situations.
• Clarify definitions, terms and vocabulary in assignments, and ensure
understanding by asking students to retell or paraphrase instructions.
Background Information
Injury Prevention Guidelines
This information is not a finite list of safety rules. It will provide you with basic content that can be
built on with your class and with safety experts in your community.
Safety Rules to Prevent Falls
• Stay away from open windows.
• Do not play on stairs or escalators.
• Practice safe play rules, e.g., wait for your turn, do not push, etc.
• Do not climb on and play around furniture.
• Do not reach for items or take heavy items off of high shelves.
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Unit 1 – Overview
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Safety Rules to Prevent Fire and Burns
• Do not play with matches, lighter, or play near stove, barbeque, or fireplace.
• Plan a fire escape route in your home.
• Get quickly out and call 9-1-1 when the smoke detector/alarm sounds.
• Stop, drop and roll if your clothes catch fire.
• Run cool water over affected area to avoid burns from hot water.
Safety Rules for Water Safety
• Swim always with a grown-up.
• Wear a personal floatation device (PFD) when in and around water. Water wings are not a PFD.
• Stop, look, and have an adult test the water before entering lakes and pools.
• Go in feet first.
• Play safely, e.g., no pushing, dunking, etc.
• Stay off of ice-covered pools, lakes, rivers, ponds, etc. Ice must be carefully tested frequently by
an adult for safety.
Sun Safety
• Limit sun exposure between 11 a.m. and 4 p.m.
• Seek shade.
• Cover up. Wear clothing to cover arms and legs. Wear a wide brimmed hat and sunglasses that
offer UVA and UVB protection.
• Use sun screen with SPF 15 or higher that offers UVA and UVB protection. Apply according to the
product’s instructions, e.g. apply 15-30 minutes before going outdoors. Reapply every two or
three hours or after swimming.
• Use a SPF lip balm.
Safety Rules to Prevent Poisoning
• Take medicine only from an adult you trust.
• Check with a grown up before eating or drinking anything you do not know or recognize.
• Tell a grown up if someone finds something you think is poison.
• Do not touch anything that has on it the symbols for poison, corrosive, explosive or flammable.
• Do not touch cigarettes, cigarette butts or tobacco products.
• Do not touch alcohol, perfume, or other items which are for adult use.
37
Unit 1 – Overview
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Safety Rules to Prevent Choking, Suffocation, and Strangulation
• Put only small amounts of food in your mouth and chew slowly and well.
• Do not run or play with food in your mouth.
• Do not carry objects in your mouth or put objects in your mouth, e.g., toys, pencils.
• Do not tie or put things around your neck.
• Zip up your jacket, remove strings on your hood, hat and jacket, tuck in your scarf.
• Do not wear a bicycle helmet or hat with straps tied around your neck when on
playground equipment.
• Do not tie ropes and skipping ropes to slides, swings, etc.
• Do not play with plastic bags.
• Do not go inside anything that can trap you, e.g., fridge, freezer, trunk, washers, toy boxes.
Safety Rules of Electrical Safety
• Do not use an electrical appliance (hair dryer, curling iron, etc.) in or near water.
• Do not handle an electrical appliance with wet hands.
• Do not stick anything into an electrical outlet.
• If flying a kite, choose a safe site, away from telephone and electrical wires.
• Do not touch anything that is tangled in an electrical wire. Do not touch a downed wire.
Instead report these.
• Unplug any electrical appliance you are taking apart or trying to fix.
• Do not play around or climb on telephone posts, or hydro building fences.
Safety Rules to Prevent Motor Vehicle Injuries
• Ride buckled in the back seat.
• Do not play near or behind parked cars.
• Lock your door.
• Never ride with someone whose behaviour is being influenced by alcohol or drugs.
• Practice safe pedestrian rules, e.g., look both ways before crossing the road, never run
out into traffic
• Ride quietly in a vehicle.
• Learn and practice school bus safety rules.
38
Unit 1 – Overview
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Waiting for the Bus
• Do not arrive too early at your bus stop.
• Make sure a driver can always see you and you can see the driver.
• Stand off and back from the road
• Wait quietly in line before entering the bus.
Getting on the Bus
• Stay back until the bus stops, its lights start flashing and the door opens.
• Enter the bus in single file.
• Do not push or shove.
• Stop and check that traffic in both directions have stopped before crossing a road to
enter the bus.
On the Bus
• Sit properly in your seat, never stand up when the bus is moving.
• Do not throw things.
• Do not yell and shout.
• Do not fight.
• Do not bring your pet on the bus.
• Do not put your hands or objects out of the windows.
Getting Off the Bus
• Do not run into the street. Stop and look all ways before crossing.
• Walk at least three metres away when crossing in front of the bus.
• Stop at the front corner of the bus and look all ways before crossing the road.
• Do not stop to pick up anything that drops on the street while you are crossing in front of or
behind the bus.
• Go straight home after getting off the bus.
• Have a plan with your parents about what you should do if you miss your bus.
39
Unit 1 – Overview
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Safety Rules of Bike Safety
• Wear a helmet that fits properly and is positioned correctly on your head every time you ride.
• Cross the street with a grown up.
• Ride on sidewalks or paths where permitted.
• Do not ride on busy streets.
• Stop for all stop signs.
• Stop completely at all intersections, e.g., a driveway, sidewalk, path, or road, to ensure that the
way is clear. Look left, right, then left again.
• Know and use correct hand signals.
• See and be seen, e.g., use bike reflectors and wear reflective clothing, do not ride at night.
• Wear shoes that cover your toes.
• Have a light on your bike.
• Put a bell on your bike.
• Ride on the right with traffic.
• Ride in a straight line (single file) when riding with friends.
• Be alert, watch where you are going, look ahead for any dangers.
• Ride a bike that is the right size for you.
• Keep your bike in good repair and have regular safety inspections.
Safety Rules for Pedestrians
• Look all ways before you cross the street.
• Do not play games near parked cars, play in a safe place away from traffic.
• Do not play on the road.
• Obey traffic signals and signs.
• Walk, do not run when you leave the curb.
• Walk on the left side of the road, facing traffic, when there are no sidewalks.
Safety Rules for Schoolyard Play
• Be a peacemaker.
• Talk to an adult, if you feel threatened or cannot peacefully resolve a conflict.
• Do not fight, hit, push, etc.
• Be courteous, take turns and play fair.
40
Unit 1 – Overview
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Safety Rules for Weapons
• Do not touch a gun or bullets.
• Do not play with knives, bows and arrows, etc.
• Do not pick up any weapon or ammunition if found. Tell a grown up.
Animal Safety
• Do not go near wild animals.
• Stay away from animals you do not know.
• Avoid sick or dead animals.
• Report sick animals to parents.
• Report bites or scratches from an animal to parents or teachers.
• Have your pets vaccinated.
Safety Rules for Cut and Puncture Prevention
• Keep away from sharp objects, e.g., cooking utensils, silverware, scissors, razors, etc.
• Stay away from sharp gardening tools, e.g., lawnmower, power saws, pruning shears, etc.
• Be aware of glass doors or place tape to mark them.
Safety Rules for Outdoor Play
• Handle sharp objects with care
• Handle sharp gardening tools with care
• Play away from streets, parking lots, ponds, wells, railroad tracks, etc.
• Do not open and leave fenced play areas.
• Wear proper footwear, even on grass.
• Stay away from storage sheds.
• Do not climb on objects, such as fences, sheds, trees, play equipment, roofs, etc.
• Pick up and put away outdoor toys after playing with them.
• Play using proper playground behaviour rules, e.g., don’t push, wait your turn, share, etc.
41
Unit 1 – Overview
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Appendices
Ontario Catholic School Graduate Expectations
CGE3 The Graduate is expected to be a reflective, creative and holistic thinker who solves
problems and makes responsible decisions with an informed conscience for the
common good.
CGE6 The Graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community.
Fully Alive
The Ontario Health and Physical Education Curriculum: Healthy Living Strand can be effectively
integrated with the Family Life Education Program, Fully Alive. Many expectations can be woven into
these themes and topics presented in Fully Alive. The Fully Alive Program provides the students with
a context of values within the Catholic faith tradition to teach the Healthy Living expectations. It reinforces
learning and provides a strong basis for decision-making.
Fully Alive (Grades 1-8), Ontario Conference of Catholic Bishops, Prentice-Hall Canada.
Ontario Catholic School Graduate Expectations, Institute for Catholic Education,
Toronto, 1998.
Unit 1 Appendix A: Safety Poster Checklist
Unit 1 Appendix B: Safety Poster - Safety Chart
Unit 1 Appendix C: Information Sheets for Centre Envelopes
Unit 1 Appendix D: My Skin’s Sun Sensitivity - Worksheet
Unit 1 Appendix E: Class Sun-Risk Levels - Worksheet
Unit 1 Appendix F: My Skin - Worksheet
Unit 1 Appendix G: My Skin - Teachers Copy
Unit 1 Appendix H: Basic First Aid Crossword
Unit 1 Appendix I: Basic First Aid Crossword
Unit 1 Appendix J: Basic First Aid Crossword - Answer Sheet
Unit 1 Appendix K: My Basic First Aid Kit - Worksheet
Unit 1 Appendix L: Home Alone Booklet - Worksheet
Unit 1 Appendix M: My Babysitting Checklist - Worksheet
Unit 1 Appendix N: Baby Sitter’s Checklist - Worksheet
Unit 1 Appendix O: Babysitting Scenario
Unit 1 Appendix P: Poetry Planning Sheet - Worksheet
Unit 1 Appendix Q: Decision Making Model - Overhead Transparency
Unit 1 Appendix R: Decision Making Model Chart - Worksheet
Unit 1 Appendix S: Decision Making Model - Scenario
Unit 1 Appendix T: Group Evaluation - Presentation/Role Play Checklist
Unit 1 Appendix U: Guidelines for Role Plays/Guidelines for Audience
Unit 1 Appendix V: Role Play Scenarios
Unit 1 Appendix W: Role Play Scenarios - Decision Making Steps
42
Unit 1 – Overview
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Sources
Background information, materials and activities used in this unit have been developed in partnership
with Violence Prevention Education Curriculum, University of Western Ontario, London, 2000.
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:
Grade One to Eight Curriculum Support for Healthy Living Strand , Durham Catholic District
School Board and Durham Region Health Department, Oshawa, 1999/2000.
Selected resources from Thames Valley District School Board, Violence Prevention Committee.
Additional Resources
Canada Safety Council, 1020 Thomas Spratt Place, Ottawa, ON, K1G 5L5, 613-739-1535,
http://www.safetycouncil.org/
Canadian Red Cross Society, 1800 Alta Vista Drive, Ottawa, ON, K1G 4J5, 613-739-3111,
http://www.redcross.ca/
Canadian Cancer Society, Rayguard’s Be Sun Smart, A Fun Activity Book , 1993.
The Institute for the Prevention of Child Abuse, Can You Babysit Tonight? , 25 Spadina Road,
Toronto, ON, M5R S29, 416-921-3151.
Commission for Fair Play, Fair Play for Kids, A Resource Manual (1990), Minister of State,
Fitness & Amateur Sport, Government of Canada.
Committee for Children, Second Step : A Violence Prevention Curriculum , 172 - 20th Ave.,
Seattle, WA, USA, 98122, 1-800-634-4449.
Lions Quest Canada, Skills for Growing (Grade K - 5) and Skills for Adolescence
(Grade 6 - 8) , 515 Dotzert Court, Unit #7, Waterloo, ON, N2L 6A7, 1-800-263-2546.
Middlesex-London Sunsense/UV Committee, Educators Sunsense Activity Guide , c/o
Middlesex-London Health Unit, 50 King Street, London, ON, N6A 5L7, 519-663-5317 ext. 2280.
Ministry of Education and Training, VIP: Values, Influences and Peers , 1998.
National Fire Protection Association, Risk Watch: Make Time for Safety ,
One Batterymarch Park, Quincy, MA, USA. 02269-9101.
National Network for Child Care, NNCC Home Safety Checklist for Family Child Car e,
http://www.nncc.org/Health/hom/check/fcc/html
SAFE KIDS Canada, #1300, 180 Dundas Street West, Toronto, ON, M5G 1Z8, 1-888-SAFETIPS,
safekids@sick.on.ca.
Superior Medical Limited, Dr. Lee Salk’s Super Sitters , 520 Champagne Drive,
Downsview, Ontario, M3J 2T9, 416-635-9797.
The Canadian Tire Child Protection Foundation - 1-800-748-8903.
43
Unit 1 – Overview
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Think First Foundation of Canada, Think First for Kids - A Comprehensive Brain and
Spinal Cord Prevention Program , The Canadian Association of Neuroscience Nurses, 1996.
University of Western Ontario, Violence Prevention Education Curriculum, London, 2000.
Websites
Canada Safety Council: http://www.safety-council.org/
Children’s Safety Zone Guide for Babysitters:
http://www.sosnet.com/safety/babbysitters.form.html
Kids Help Phone: http://www.kidshelp.sympatico.ca
Ontario Physical and Health Education Association (OPHEA) www.ophea.net
Safe Communities: www.safecommunitites.comm
Safe Kids Canada: www.safekidscanada.com
Sear’s Portrait Studio Baby Sitter’s Checklist:
http://www.sears-portrait.com/parents_corner/sitter_checklist.html
44
Unit 1 – Overview
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

UNIT 1 Personal Safety and Injury Prevention
Sub-Task #1 Identification of Personal
Safety Issue Situations and
Suggestions of Preventative Steps
Materials
4 pieces of chart paper, titled “School”, “Home”, “Outdoors”, “Other Places”
4 markers
Poster-paper material per student (Suggest 13x24 fine cartridge paper)
Description
Students will identify situations which could be dangerous to their personal safety, and provide
suggested actions to prevent injury through completion of a safety poster.
Expectation Code Learning Expectation
6p12 Describe and respond appropriately to potentially violent
situations relevant to themselves (e.g., threats, harassment,
violence in the media).
Assessment Opportunities: Suggestions for Assessing Expectations
• This expectation is a focus of this Sub-Task, but will be assessed later in the
Personal Safety and Injury Prevention unit.
Teaching/Learning Strategies
Personal Safety and Injury Prevention Defined
1. Write the words “Personal Safety and Injury Prevention” on the board. Lead a general discussion
to define what the words mean.
2. Divide the class into four groups. Each group is given one of the papers, each labeled with
“SCHOOL”, “HOME”, “OUTDOORS” and “OTHER PLACES”, and a marker. Students will complete
a carousel activity, writing possible dangers and causes of injury as a result of a violent situation
which could occur in each of the environments listed on the chart paper. Provide each group
with two to three minutes to brainstorm and write ideas on chart paper. After each time period,
rotate chart paper to next group until each group has had opportunity to add to each list.
3. Collect the chart papers and display them on the board. Read through the noted ideas. Request
clarification for any situations noted on the charts as needed. After each chart is discussed,
ask if any other situations should be added.
Unit 1 – Sub-Task #1
45
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Notes to Teacher
Appendices
Safety Poster Project
4. The students prepare a safety poster on a situation from one of the four categories listed
in Teacher Learning Strategy #2. The teacher will distribute and discuss the “Safety Poster”
checklist. Discuss the criteria on the checklist that the students will refer to when designing
their safety poster (see Unit 1 Appendix B).
5. The students sign up for one situation listed on the chart paper. Encourage even distribution
of situations from all charts.
6. Decide or present time lines for poster completion.
The purpose of a carousel activity is to allow for all students to have input by adding information
on a category. Teacher may need to discuss the process of group work involved in working on a
carousel activity in small group situations.
Encourage students to select topics from various categories on the charts. Do not have all topics
from one or two categories, leaving some areas not addressed.
Ontario Catholic School Graduate Expectations
CGE6 The Graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community.
Fully Alive
One of the topics in Theme 1, Created and Loved by God , topic 5 deals with the individual
potential we all have to be “life-givers to others.” Life-giving qualities that grade 6 students can
offer to others is presented in this theme. The emphasis here is on the responsibility we all have
in any situation in the well being and in this case the safety of others.
Unit 1 Appendix A Safety Poster Checklist
Unit 1 Appendix B Safety Poster - Safety Chart
46
Unit 1 – Sub-Task #1
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

UNIT 1 Personal Safety and Injury Prevention
Sub-Task #2 More Personal Safety Issues
and Prevention
Materials
4 pieces of chart paper, titled, “School,” “Home,” “Outdoors,” “Other Places”
4 markers
Chart Paper
Description
Students will identify situations which could be dangerous to their personal safety and provide
suggested actions to prevent injury through completion of a safety poster.
Expectation Code Learning Expectation
6p12 Describe and respond appropriately to potentially violent
situations relevant to themselves (e.g., threats, harassment,
violence in the media).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative Assessment: Performance Task - The teacher will assess the students ability to describe
and respond appropriately to potentially violent situations through creating a Safety Poster which
will be assessed by checklists (see Unit 1 Appendix A and B).
Teaching/Learning Strategies
Class Period #2 - To be completed on poster due date.
1. Display each student’s safety poster throughout the classroom, or out of the classroom
if more wall space is needed.
2. Review the “Safety Poster - Safety Chart” with the students (see Unit 1 Appendix B).
3. Have the students rotate through the safety posters, completing the chart by noting the
possible danger or injury, place it could occur, and suggested prevention illustrated on each
poster. Organize the students to begin at their poster. Provide only one to two minutes for
students to view and complete the safety chart at each poster. Rotate through the posters
in an organized fashion.
4. Lead a discussion on poster information. Students may suggest other advice when in various
situations. Discussion should emphasize the need to be aware of these possible dangers
and to know what to do in them.
Unit 1 – Sub-Task #2
47
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Notes to Teacher
Appendices
5. Collect individual Safety Poster Checklists for assessment.
6. Each student takes their poster to their desk and completes the evaluation checklist for their
poster. Remind the students to add any comments. The teacher will collect the posters and
checklists to assess.
Ontario Catholic School Graduate Expectations
CGE3 The Graduate is expected to be a reflective, creative and holistic thinker who solves problems
and makes responsible decision with an informed conscience for the common good.
CGE6 The Graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community.
Fully Alive
One of the topics in theme 5, Living in the World , topic #1 presents a number of opportunities
for pupils to examine the ways in which they influence and are influenced by others they come
in contact with in our society. The students examine the positive and negative influence of people
in their lives. This specially relates to the center activity called “You and Your Peers”
in this sub task.
Unit 1 Appendix A Safety Poster Checklist
Unit 1 Appendix B Safety Poster - Safety Chart
48
Unit 1 – Sub-Task #2
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

UNIT 1 Personal Safety and Injury Prevention
Sub-Task #3 Sun Protection, Basic First Aid,
Home Alone, Babysitting,
You and Your Peers
Duration
Longer block of time required for group rotation through five centres (approximately 100 minutes)
Materials
5 large manilla envelopes, each labeled with a Sub-Task topic instructions
In Sun Protection envelope - My Skin’s Sun Sensitivity and My Skin Class Sun-Risk Levels sheet
In Babysitting envelope - My Babysitting Checklist, Babysitting Scenario, Babysitter’s Checklist
In Basic First Aid envelope - Basic First Aid Crossword Puzzle and My Basic First Aid Kit
In Home Alone envelope - booklet pages for When I am Home Alone
In You and Your Peers envelope - Poetry Planning Sheet
Description
Students rotate to various envelope centres to complete each Sub-Task topic: sun protection, basic
first aid, home alone, babysitting and You and Your Peers.
Expectation Code Learning Expectation
6p10 Identify and describe appropriate methods for preventing and
treating ailments (e.g., sunburn, minor cuts).
6p11 Identify the responsibilities associated with caring for themselves
and others (e.g., while babysitting).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative Assessment: Pencil and Paper Task - Assess the students understanding of identifying
and describing appropriate methods for preventing and treating ailments by using a marking
scheme to assess the following worksheets:
– My Skin’s Sun Sensitivity - two questions at the bottom of the worksheet
(see Unit 1 Appendix D).
– My Basic First Aid Kit (see Unit 1 Appendix K)
• Formative Assessment: Pencil and Paper Task - Assess the student’s ability to identify the
responsibilities associated with caring for themselves and others (e.g., while babysitting)
by using a marking scheme to assess the following worksheets:
– My Skin’s Sun Sensitivity (see Unit 1 Appendix D).
– My Basic First Aid Kit (see Unit 1 Appendix K).
– Home Alone Booklet (see Unit 1 Appendix L).
– My Babysitting Checklist (see Unit 1 Appendix M and N).
– Poetry Planning Sheet (see Unit 1 Appendix P).
Unit 1 – Sub-Task #3
49
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Teaching/Learning Strategies:
Prepare the envelopes for each of the centres prior to class. Each envelope will have centre
instructions (see Appendix C) glued to the front and activity materials placed inside (see Unit 1
Appendices D, E, F, G, H, I, J, K, L, M, N, O and P).
Divide the students into five groups. Each group will rotate through each centre, completing the
Sub-Task activity. Students need about 20 minutes to complete each centre.
Description of Each Centres Activity
Centre 1 - Sun Protection
• The students answer questions to find their sun-risk level, read and label parts of the skin,
and write tips to help protect their skin from the sun.
• The students read instructions for the centre, outlining the activities involved.
• The students complete activities at the centre by completing the, My Skin’s Sun Sensitivity
Worksheet (see Unit 1 Appendix D) and marking their score on the class chart (see Unit 1
Appendix E). The students label and colour the diagram, My Skin (see Unit 1 Appendix F)
by reading the, Class Sun Risk Levels information at the bottom of the sheet to find out where
the labels belong and what colours they need to add in their diagram.
Centre 2 - Basic First Aid
• The students read the instructions on the centre envelope. They complete the crossword puzzle
in the centre’s envelope (see Unit 1 Appendix I).
• The students answer the questions about basic first aid information using the provided word
list, and complete the crossword puzzle. The students will illustrate and label, Basic First-Aid Kit
(see Unit 1 Appendix K).
• The students draw in materials which should be in a first aid kit by noting information
presented in, Basic First Aid Crossword (see Unit 1 Appendix I).
Centre 3 - Home Alone
• The students complete a booklet by writing, illustrating and listing information about
what they should do and should not do when they are home alone.
• The students read instructions on the centre envelope. They complete each page in the
booklet outlining safety and activity guidelines to follow when they are home by themselves
(see Unit 1 Appendix L).
50
Unit 1 – Sub-Task #3
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Notes to Teacher
Centre 4 - Babysitting
• The students create a babysitting information checklist (see Unit 1 Appendix M), read a provided
scenario (see Unit 1 Appendix D) to fill in their checklist, compare their checklist to an example
of a babysitting checklist (see Unit 1 Appendix N) and modify their list to ensure all needed
information is present.
• The students add or modify their checklist, to ensure all needed information is listed.
The students prepare a good copy of their checklist. The students will hand in their good
checklist, either at completion of the centre or the next day.
Centre 5 - You and Your Peers
• The students compose poems identifying negative and positive peer behaviour, their feelings
in those situations, and hopes for what behaviours should be seen.
• The students identify behaviours which negatively affect them, tell how they feel in those
situations, identify the opposite behaviours, how they feel, and state how they wish others
would behave. Students write these in a poem format, following the outline provided
on the Poetry Planning Sheet (see Unit 1 Appendix P).
Be prepared to allocate three to four 30-minute time blocks to this Sub-Task.
Centre 4 - Babysitting
• The students can access websites for sample babysitting checklists to compare their
checklist against:
– Sear’s Portrait Studio Baby Sitter’s Checklist:
http://www.sears.portrait.com/parents_corner/sitter_checklist.html
– Children’s Safety Zone Guide for Babysitters: safety/babysitters.form.html
– The teacher may wish to have sources of information related to First Aid, Babysitting, Kids’
Help Phone, or others to provide background assistance should students encounter difficulty
with activities.
Ontario Catholic School Graduate Expectations
CGE3 The Graduate is expected to be a reflective, creative and holistic thinker who solves problems
and makes responsible decision with an informed conscience for the common good.
CGE6 The Graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community.
51
Unit 1 – Sub-Task #3
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Appendices
Fully Alive
One of the topics in theme 5, Living in the World , topic #1 presents a number of opportunities
for pupils to examine the ways in which they influence and are influenced by others they come in
contact with in our society. The students examine the positive and negative influence of people in
their lives. This specially relates to the center activity called “You and Your Peers” in this sub task.
Unit 1 Appendix C: Information Sheets for Centre Envelopes
Unit 1 Appendix D: My Skin’s Sun Sensitivity - Worksheet
Unit 1 Appendix E: Class Sun-Risk Levels - Worksheet
Unit 1 Appendix F: My Skin - Worksheet
Unit 1 Appendix G: My Skin - Teachers Copy
Unit 1 Appendix H: Basic First Aid Crossword
Unit 1 Appendix I: Basic First Aid Crossword
Unit 1 Appendix J: Basic First Aid Crossword - Answer Sheet
Unit 1 Appendix K: My Basic First Aid Kit - Worksheet
Unit 1 Appendix L: Home Alone Booklet - Worksheet
Unit 1 Appendix M: My Babysitting Checklist - Worksheet
Unit 1 Appendix N: Baby Sitter’s Checklist - Worksheet
Unit 1 Appendix O: Babysitting Scenario
Unit 1 Appendix P: Poetry Planning Sheet - Worksheet
52
Unit 1 – Sub-Task #3
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

UNIT 1 Personal Safety and Injury Prevention
Sub-Task #4 Decision Making Model
in Problem Solving
Materials
Teacher prepared chart outlining the Decision Making steps, complete with explanations
of each step, as noted in model
Each student needs scissors and glue
Description
Students will be able to identify explanations of decision making steps, and relate a problem
scenario to appropriate steps.
Expectation Code Learning Expectation
6p12 Describe and respond appropriately to potentially violent
situations relevant to themselves (e.g., threats, harassment,
violence in the media).
Assessments Opportunities: Suggestions for Assessing Expectations
• This expectation is a focus in this lesson, but will be assessed later in the Personal Safety
and Injury Prevention unit.
Teacher/Learning Strategies
1. Lead a general class discussion related to what people need to do when finding themselves
in a situation which requires a decision to alleviate a problem. The discussion should refer to
students’ prior knowledge of a decision-making model. At this time, do not reveal the actual
steps involved in the model.
2. The students are provided with a blank Decision-Making Model (see Unit 1 Appendix R) and a
scenario of a decision making situation, along with appropriate steps and an explanation of each
step. The students cut out the decision-making steps and place them on their decision-making
model in the order they feel is correct.
3. Lead the discussion to reveal the correct decision-making steps, showing steps discussed on a
pre-prepared chart on decision-making steps.
4. After the discussion, review the correct decision-making steps. The students check that their
steps are accurate on their model and glue the steps onto their paper.
5. Lead a discussion to reveal the scenario information which matches each decision-making step.
This discussion should include explanations and individual comments from students related to
why each behaviour matches decision-making steps and why each is appropriate in the model.
6. After the discussion, the students will ensure their sheet matches the correct version and then
glue the information pieces onto their paper.
Unit 1 – Sub-Task #4
53
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Notes to Teacher
Appendices
Discussion of scenario behaviours should focus on matching with the explanations included
under each decision making step. Emphasize the feelings of each person involved in the scenario,
and how the final decision is made by the main figure in the situation.
Ontario Catholic School Graduate Expectations
CGE3 The Graduate is expected to be a reflective, creative and holistic thinker who solves
problems and makes responsible decision with an informed conscience for the
common good.
Fully Alive
One of the topics in theme 4, Growing in Commitment , topic 1 focuses on the meaning of
commitment. Pupils can deepen their understanding of the meaning and development of
commitment. In theme 2, Living in Relationship , topic 3 students examine effective coping
or decision making strategies to deal with stress caused in various relationships with people.
Unit 1 Appendix Q Decision-Making Model - Overhead Transparency
Unit 1 Appendix R Decision Makiun Model Chart - Worksheet
54
Unit 1 – Sub-Task #4
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

UNIT 1 Personal Safety and Injury Prevention
Sub-Task #5 Problem Solving Scenarios
Materials
Individual strips containing one problem scenario each
Each group needs one group evaluation
Each group needs one copy of Guidelines for Role Plays and Audience
Each student needs a copy of Role-Playing Scenarios - Decision Making Steps
Description
Students write and present a small group role-play to demonstrate awareness of and ability to follow
appropriate decision-making steps for suggested problem situations related to personal safety.
Expectation Code Learning Expectation
6p10 Identify and describe appropriate methods for preventing and
treating ailments (e.g., sunburn, minor cuts).
6p11 Identify the responsibilities associated with caring for themselves
and others (e.g., while babysitting).
6p12 Describe and respond appropriately to potentially violent
situations relevant to themselves (e.g., threats, harassment,
violence in the media).
Assessment Opportunities: Suggestions for Assessing Expectations
• Summative Evaluation: Performance Task - Evaluate the students understanding of appropriate
methods for preventing and treating ailments; describing and responding appropriately to
potentially violent situations and identify the responsibilities associated with caring for themselves
and others by evaluating the students completed Role Play Scenarios - Decision Making Steps
worksheet (see Unit 1 Appendix W).
Teaching/Learning Strategies
1. Post the decision-making model steps for solving problems on the board. Review the steps.
2. Divide the class into groups of four or five students. Hand out and review with the students
the Guideline for Role-Plays (see Unit 1 Appendix U). Hand out and review Group Evaluation
Presentation/Role Play Checklist (see Appendix T) and Decision Making Model - Role-Play
Scenarios (see Unit 1 Appendix V). This will be done in various ways, depending on the number
of groups. Some options are to assign problems to the groups, have a group member draw
a scenario from a hat, read scenarios to the groups and they may select one, etc.
Unit 1 – Sub-Task #5
55
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Notes to Teacher
Appendices
Outline to the groups the time lines and suggested steps to be followed:
– Read the problem scenario, discuss within the group, set out steps and information
on the decision-making model.
– Write out the role-play situation.
– Practise the role-play.
– Be ready to present the role-play to the class on the date assigned.
3. On the presentation date, review the Guidelines for the Audience (see Unit 1 Appendix U). Each
group will present the role-play they prepared and practised in Teaching/Learning Strategy #2.
During the presentations, each student in the audience will complete a decision-making model
chart based on the information presented in the role-play. These charts will be collected and
evaluated by the teacher (see Unit 1 Appendix W).
4. Following the presentation of all role-plays, each group meets to complete their group assessment
(see Unit 1 Appendix T). Gather all group evaluations and complete an assessment of each
group.
Ontario Catholic School Graduate Expectations
CGE3 The graduate is expected to be a reflective, creative and holistic thinker who solves problems
and makes responsible decision with an informed conscience for the common good.
Fully Alive
The Grade 6 student is assuming more responsibility for his/her own safety and well-being and is
often in a situation assuming this responsibility for others entrusted to his/her care. Theme 4,
“Growing in Commitment” presents models of committed people as well as encouraging the students
to recognized the commitments in their own life and to discover ways of growing in this commitment.
Unit 1 Appendix T: Group Evaluation - Presentation/Role Play Checklist
Unit 1 Appendix U: Guidelines for Role Plays/Guidelines for Audience
Unit 1 Appendix V: Role Play Scenarios
Unit 1 Appendix W: Role Play Scenarios - Decision Making Steps
56
Unit 1 – Sub-Task #4
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Safety Poster Checklist
Your safety poster will be assessed using the following checklist. For each
criteria, look critically at your poster and put a checkmark if it has been met.
Criteria Student Teacher Comments
MESSAGE
– tells or shows the
place of possible
danger or injury
– tells or shows what
the danger or
injury is
– tells appropriate
tips to avoid the
danger or injury
– has a paragraph
write- up to explain
a real life situation
POSTER FORMAT
– has a title about
your topic
– has a picture
about your
topic
– has lettering that
is easy to read
– has colour that
attracts attention
– is neatly done
57
Unit 1 – Appendix A
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Safety Posters - Safety Chart
Look at each safety poster made by your classmates. Complete this chart,
using the information presented on each poster.
Who made the poster? What was the Possible
Danger or Injury?
58
Where could this
happen?
What suggestions were
given to avoid the danger
or injury?
Unit 1 – Appendix B
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Information Sheets
for Centre Envelopes
Sun Protection Centre
1. Take a sheet from the envelope called “My Skin’s Sun Sensitivity”
2. Read through the statements, think about yourself in each statement
and check the “Yes” or “No” column.
3. Follow the chart’s instructions to find your total score.
4. Mark on the Class Sun-Risk Levels tally sheet your risk level.
5. Complete the rest of the sheet.
6. Take a sheet from the envelope called “My Skin”.
7. Read the information and instructions to label and colour
the diagram.
8. The Thinker Questions is optional.
9. When you have completed this centre, sign your name below
on the class list.
Class List (attached below)
Basic First Aid Centre Instructions
1. Take a crossword puzzle and questions from the envelope.
2. Complete the crossword by reading the clues, selecting the correct
words from the “Word Bank” and placing the words in the puzzle.
3. Select the words in the “Word Bank” which are items to have in
a basic first aid kit.
4. Take a “Basic First-Aid Kit” sheet from the envelope. Draw
and label the items you need in your kit.
5. When you have completed this centre, sign your name below
on the class list.
Class List (attached below)
59
Unit 1 – Appendix C
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Home Alone Centre Instructions
1. Take a “Home Alone” booklet from the envelope.
2. Read and complete each page with illustrations, list, or written
responses as instructed on each page.
3. Carefully cut each page apart, along the solid lines.
4. Arrange the pages in page order, with the title page at the front.
Staple along the left hand side.
5. When you have completed this centre, sign your name below
on the class list.
Class List (attached below)
Babysitting Centre Instructions
1. Take “My Babysitting Checklist” page from the envelope.
2. Develop a checklist you would use to gather information when
babysitting. Write out the information headings, and provide space
for the information.
3. Take the “Babysitting Scenario” from the envelope.
4. Read the scenario, filling in your checklist with information provided
in the story.
5. Take the sample checklist from the envelope. If access to the Internet
is available, either one of the following sites have a checklist sample.
a) Sear’s Portrait Studio Baby Sitter’s checklist
http://www.sears_portrait.com/parents_corner/sitter_checklist.html
b) Children’s Safety Zone Guide for Babysitters
http://www.sosnet.com/safety/babysitters.form.html
6. Compare the completed sample checklists with your checklist. Look
to see if you missed any information, or added extra information.
7. Edit or modify your babysitting checklist, to make sure all the needed
information will be included on it.
8. Prepare a good blank copy of your babysitting checklist.
9. When you have completed this centre, sign your name below
on the class list.
Class List (attached below)
60
Unit 1 – Appendix C
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

You and Your Peers Centre Instructions
1. Read the two poems on this instruction sheet.
Names Borrowing
A mean name is said My pen is gone from my desk
Makes me feel like running It was my new pen - I feel upset
A compliment is given You ask to borrow my pen?
How proud I feel of myself It is a nice feeling to help someone
I hope mean names are never said. When you ask, I might say “Yes”.
2. Take out the Poetry Planning sheet from the envelope.
3. Follow the steps on the planning sheet.
4. Select two of your poems that you feel have are good examples
of negative and positive peer behaviours, and how they make you feel.
5. Prepare good copies of these poems.
6. When you have completed this centre, sign your name below
on the class list.
Class List (attached below)
61
Unit 1 – Appendix C
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

My Skin’s Sun Sensitivity
Read each statement and mark “YES” or “NO”.
Your risk of skin cancer is related to your type of skin and how much Yes No
time you spend out in the sun.
My hair is blonde or red in colour.
My eyes are blue, green or gray.
I always have a burn before I have a tan.
I get freckles quickly and easily.
I have lots of moles on my body.
I have had at least two sunburns that developed blisters.
I lived or have had lots of vacations in a tropical climate.
There are other people in my family with skin cancer.
Most of my play time is spent outdoors.
I spend a lot of time outdoors with sports activities.
I spend a lot of time outdoors with sports activities.
I always try to spend time outdoors every day.
#
a) Multiply each “YES” check by 10. x
b) Add 10 points if you use tanning devices, +
tanning booths or sun lamps.
62
Your total score
(80-100) You are in the high-risk zone. Protect your skin from the sun. Examine all
the times when you are in the sun and see what changes you can make.
(40-70) You are in increased risk. Practise sun protection and take all precautions
whenever possible.
(10-30) You are still at risk. Keep being careful when out in the sun. Practise sun
protection and take all precautions whenever possible.
Write down some sun protection reminders to yourself:
Write down some changes you could make in your activities to reduce
your risk in the sun:
Unit 1 – Appendix D
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Class Sun-Risk Levels
Mark your tally on the chart below, indicating your Sun-Risk level.
Sun - Risk Level Information Tally of Students at each Sun-Risk Level
80 - 100 scores - You are in the high-risk zone.
Protect your skin from the sun.
Examine all the times when you
are in the sun and see what
changes you can make.
40 - 70 scores - You are at increased risk. Practise
sun protection and take all
precautions whenever possible.
10 - 30 scores - You are still at risk. Keep being
careful when out in the sun.
Practice sun protection and take all
precautions whenever possible.
Note: All individuals are at risk regardless of skin colour. Everyone should take precaution.
63
Unit 1 – Appendix E
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

My Skin
Read the labels at the bottom of the page. Write each label in the proper
place on the diagram. Colour labeled areas as instructed.
HAIR FOLLICLE
SWEAT GLAND
Epidermis- This is the outer layer of your skin. It acts like a protective
layer. It is covered with cells that are continually dividing which are
covered with dead cells on top. In the bottom layer of the epidermis are
basal cells and melanocyte cells. They make melanin which is the brown
skin pigment colour.
Dermis- This is the layer below the epidermis. It contains glands, blood
vessels, nerves and hair roots.
Fatty Tissue- This is the layer below the dermis. It helps attach the skin
to the body. Colour the fatty tissue a light yellow.
UVA- These ultraviolet rays are longer in length. They reach deep into the
skin, down to the fatty tissue. They help cause skin cancer. Colour the
UVA ray a light orange colour. Add another UVA ray.
UVB- These ultraviolet rays are shorter in length. They are more intense.
They cause the skin to age and they cause skin cancer. Colour the UVB ray
a dark orange colour. Add another UVB ray.
64
BLOOD VESSELS
Unit 1 – Appendix F
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Melanocyte Cells- These are found in the epidermis. They produce
brown skin pigment called melanin. Melanin absorbs ultraviolet
radiation. When protected skin is exposed to sunlight lots of the brown
pigment, melanin is produced. This makes your skin look darker with
a tan. If you have tanned skin, that shows that your skin has been
damaged by too much sunlight. Colour the malanocyte cells a brown
colour. Colour a part of the skin’s surface a light brown colour
to show it is tanned.
Sunburn– This is evident when your skin turns a pink or red colour.
The blood vessels near the surface of the skin have expanded to let more
blood flow through. Often your skin cannot repair the damage caused by
a sunburn and this is stored in your skin cells. Over time this damage can
lead to skin wrinkles, skin aging and skin cancer.
Thinker Question:
Is the skin the same all over your body? Do you have to
protect the skin in every part of your body from the
ultraviolet rays?
Information and graphics adapted with permission from Toronto Public Health.
65
Unit 1 – Appendix F
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

UNIT 1 Personal Safety and Injury Prevention
My Skin – Answers
HAIR FOLLICLE
SWEAT GLAND
UVA
UVB
66
TEACHER
SUNBURN
EPIDERMIS
MELANOCYTE CELLS
(within Epidermis)
DERMIS
FATTY TISSUE
BLOOD VESSELS
Unit 1 – Appendix G
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Basic First Aid Crossword
Use the words in the “Crossword Word Bank” to complete the
crossword puzzled.
ACROSS
2. Direction to hold the head with a nosebleed.
4. A _____ cloth is needed to cover wounds.
7. Do this on a dressing to stop the bleeding.
10. The skin turns a yellowish-grey with this.
11. This is handy to use when pulling out slivers.
12. This is what you pinch when having a nosebleed.
13. Wash cuts and scrapes with water and this.
15. The name of the hold to help a choking person.
DOWN
1. Do not put this on a burn.
3. What you provide to any injured person.
5. The number you may need to call for assistance.
6. This is good to rinse eyes with.
8. These may be needed to hold cloth together.
9. These may be needed to cut cloth.
14. A kind of cream to keep infection out of a would.
CROSSWORD WORD BANK (Beware - there are too many words in the
word bank!)
–antiseptic –forward –emergency –elastic bandage
–nostrils –press –thermometer –extra batteries
–margarine –bandage rolls –safety pins –candies
–tweezers –frostbite –comfort –small plastic cup
–adhesive tape –Heimlich –gauze bandage –soap
–flashlight –water –cotton swabs –scissors
–sterile cloths
67
Unit 1 – Appendix H
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

12
Basic First Aid Crossword
2
4 5
9
7 8
10
11
68
Unit 1 – Appendix I
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1
13 14
15
3
6

69
TEACHER
UNIT 1 Personal Safety and Injury Prevention
Basic First Aid Crossword – Answer Sheet
12
f o r w a r d
s t e r i l e
s
c
i
s
s
p r e s s
n o s t r i l s
r
s
2
4 5
9
m
e
7 8
g
e
n
c
y
10
11
a
f r o s t b i t e
e
t w e e z e r s
y
p
n
s o a p
H e i m l i c h
Unit 1 – Appendix J
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1
13 14
15
m
r
g
a
r
i
n c
n
t
s
e
p
t
i
c
3
o
m
f
o
r
6
w
a
t
r
1

My Basic First Aid Kit
70
Unit 1 – Appendix K
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Home Alone Booklet
WHEN I AM HOME – ALONE
– A guide of what I should
and should not do
BY:
The first thing I do when I
get home and I am all by
myself is:
(Draw a picture and write
explanation)
71
When I know that I will be
alone when I get home,
(Draw picture)
I go right home, unlock the
door with my key, lock it
behind me and enter my
house all by myself.
Here are pictures of the
snacks I know I am allowed
to have when I am alone
by myself.
(Draw and label pictures)
I do not use or touch these:
(list)
Unit 1 – Appendix L
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Home Alone Booklet
If somebody calls my house
when I am alone, and they
want to talk to my parents,
this is the conversation and
what I might say:
This is what I never say on
the phone when I am alone:
“ ”
“ ”
“ ”
If I hurt myself or if I am
frightened, I now these
phone numbers that
I can call:
My Dad at work:
My Mom at work:
My neighbour:
My Relative:
Emergency Number:
Kids’s Help Line:
My best friend’sMom:
:
:
Here is what I would say if I
was frightened or hurt:
“
”
72
Here are some of the things I
can do when I am home all
by myself:
(Draw and label)
Here are some other things
that might happen when I
am home alone.
Here is what I would do if
these things happened when
I was home alone.
(Draw pictures and write a
sentence each)
Unit 1 – Appendix L
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

My Babysitting Checklist
Create a checklist of information you should know before being
left to babysit.
Family Information:
Special Instructions:
Special Contacts:
Special Information:
Other Information:
73
Unit 1 – Appendix M
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Babysitter’s Checklist
Fill out this form with the information you may need when
you are babysitting.
Parent’s Names:
Address of the House:
Phone Number:
Where parents will be:
Phone Number:
Doctor: Phone:
Neighbour: Phone:
Children:
Name: Age:
Name: Age:
Name: Age:
Name: Age:
Special Instructions:
Meals and Snacks:
Naps and Bedtimes:
74
Unit 1 – Appendix N
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Babysitting Scenario
Mr. and Mrs. Party had just moved to their new house at 212 Happy
Street in Familyville in July. Even though it had been difficult to leave
all of their friends in Oldtown, they were both happy to be closer to John
Party’s parents. They lived only two blocks away at 121 Glad Street. One
only had to walk to the nearest corner of Happy Street and Glad Street,
turn north and walk for two blocks. Janice Party’s parents still lived in
Oldtown, but often dialed them up at 465-9687.
Suzy Party was making lots of friends in her Grade 1 class. She had just
celebrated her sixth birthday a week ago. Her little three year-old bro t h e r,
Sammy, had swallowed one of the birthday candles. Mrs. Party had called
Dr. Hope, at 465-2321, but he had been out of town. When they called
911, even the fire department showed up. They were surprised when S u z y
gave them all a piece of her birthday cake. They gave her a fire - t ru c k
magnet with the numbers 465-FIRE (3473) on it. All of the kids said
it was the best party they had ever been to!
Mr. and Mrs. Party were quite excited to have been invited to a barbeque
at the home of the police chief, Mr. Trusty. They had tried to call him at
work at 465 -9098, but the police department gave them his home number
to call, at 465- 4546. They finally got hold of him and found out the
barbeque would begin at 4:00 pm. and last until 9:00 pm.
They were a little worried about leaving their 2 children with a babysitter
because they did not know if the children would go to bed at 7:30 pm.
as they usually do, or if they would cause a fuss. How happy they were
to learn from their next door neighbour, Mrs. Gates, that she knew of
a young girl named Cindy Sitter who did babysitting for her. Mrs. Gates
also told Janice Party that she could leave her phone number
of 465-1019 with the sitter.
75
Unit 1 – Appendix O
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Babysitting Scenario
When they called Cindy at 465-7766, they were pleased to learn she had
completed her babysitting course, with her best friend Sandy Toppers.
They told Cindy that they would have a supper of sandwiches, milk, fruit,
and a cookie ready for the children to eat at 6:00 pm. The children always
had a bath after supper and then sat in the living room to hear one of
their story books. Cindy told Mrs. Party that she would bring a book
to read to the children.
Cindy called 465-2992 to tell Sandy about her babysitting job on Friday,
September 29. She told Sandy she would call her after she got back
home, because she knew Mr. and Mrs. Party did not allow any friends
over while she was babysitting. She found her most favourite book
to take over to read to Suzy and Sammy.
76
Unit 1 – Appendix O
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Poetry Planning Sheet
What are Peers?
Peers are others who are in the same group as you are. This group may
be determined because of the age, grade, activity, etc. that the members
are involved in.
Peer Behaviours
If you are involved with a group of people, different behaviours will be
seen. Sometimes these are positive behaviours, which make you feel
good, and some are negative behaviours, which make you feel sad,
upset, angry, embarrassed, or other negative feelings.
Brainstorm and on a separate piece of paper write some behaviours
under the following headings:
(hint: you may write a behaviour in the first column and write its
opposite in the next column)
NEGATIVE BEHAVIOURS POSITIVE BEHAVIOURS
Select a pair of behaviours and use the following outline to write a poem
about how the bahaviours affect you.
Line 1: Write the negative behaviour
Line 2: Tell how it makes you feel
Line 3: Write the opposite behaviour of Line 1
Line 4: Tell how it makes you feel
Line 5: Write your wish or hope or comment about which behaviour
you prefer and why
Give each poem a title, made up of the opposite behaviours
Title:
Line 1:
Line 2:
Line 3:
Line 4:
Line 5:
Title:
Line 1:
Line 2:
Line 3:
Line 4:
Line 5:
You can write more poems on the other side of this page.
77
Unit 1 – Appendix P
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

UNIT 1 Personal Safety and Injury Prevention
Decision-Making Model
Steps to Follow Explanation of Each Step Example Decision Making Situation
Step #1
Step #2
Step #3
Step #4
Step #5
Step #6
Identify the problem
What’s going on?
Is there a problem?
How am I feeling?
List Options/Choices Giving Pros and Cons
for each
What are the consequences for each
choice?
Is the choice safe? Fair? Workable?
How do I feel about the choices?
How will people feel about the
choice/solution?
Evaluate all Options/Choices
Which option/choice do I think is the best
one to follow?
78
Tamara had borrowed Tania’s three page note. When she was
pulling it out of her back-pack, the last page was wrinkled and
torn. Tamara is worried Tania will be very angry about the
note and may react violently.
1. Tamara could hand Tania’s note back and hope she doesn’t
see the last page.
2. Tamara could rewrite the last page and hand back the note.
3. Tamara could wrinkle the other pages and hand them back,
saying that was how they were.
4. Tamara could tell Tania what happened, apologize and
offer to write out the note.
1. When Tania sees the last page she may be upset and shout
putdowns at Tamara and never lend notes again.
2. Tania could thank Tamara for fixing the last page, but still
rewrite it in her handwriting, and feel upset about the
extra work.
3. Tania could feel upset about the condition of her notes and
never lend notes again.
4. Tania would know what happened, be upset at Tamara, it
would be her decision if she wanted to rewrite the note.
Make a Decision Tamara decided to tell Tania what happened to the note,
apologize for the condition of it and offer to rewrite the note
out for Tania so it was not on wrinkled and torn paper.
Act - Follow Through on Decision Tamara told Tania about what happened to the note. She said
she was sorry for the condition of the last page, but had not
meant to wrinkle and tear it. Tamara told Tania she would
rewrite the last page over again so the page was not wrinkled
and torn.
Reflect on the Decision
What happened?
What did I learn?
What would I do next time?
TEACHER
When Tania saw the last page and heard from Tamara what
had happened, she was upset. She said she appreciated
Tamara telling her what had happened. Tania said she felt she
would have to rewrite the page in her own handwriting or
the teacher would think it was not hers. Tamara was sorry
Tania was still upset. She decided if this should happen again,
she would rewrite the page over before handing the note
back, still tell Tania what had happened, apologize, and leave
it up to Tania if she wanted to rewrite the page, knowing she
did not have to because a good copy was done.
Unit 1 – Appendix Q
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Decision-Making Model
Steps to Follow Explanation of Each Step Example Decision Making Situation
Step #1
Step #2
Step #3
Step #4
Step #5
Step #6
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Unit 1 – Appendix R
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Reflect on the Decision
What happened?
What did I learn?
What would I do next time?
Make a Decision
Identify the Problem
What’s going on?
Is there a problem?
How am I feeling?
Evaluate all Options/Choices
Which option/choice do I think is
the best one to follow?
Act - Follow Through on Decision
Decision-Making Model - Scenario
Read through the following Steps and Example Situations. Cut and place
each rectangle onto the Decision Making Model Chart. After the class has
verified the placement of the information, you will glue each rectangle
onto your chart.
List Options/Choices
Giving Pros and Cons for each
What are the consequences for
each choice?
Is the choice safe? Fair? Workable?
How do I feel about the choices?
How will people feel about the choice/solution?
Tamara decided to tell Tania what happened to the note, apologize for
the condition of it and offer to rewrite the note out for Tania so it was
not on wrinkled and torn paper.
Tamara told Tania about what happened to the note. She said she was
sorry for the condition of the last page, but had not meant to wrinkle
and tear it. Tamara told Tania she would rewrite the last page over again
so the page was not wrinkled and torn.
Tamara had borrowed Tania’s three page note. When she was pulling
it out of her back-pack, the last page was wrinkled and torn. Tamara
is worried Tania will be upset about the note.
When Tania saw the last page and heard from Tamara what had
happened, she was upset. She said she appreciated Tamara telling her
what had happened. Tania said she felt she would have to rewrite the
page in her own handwriting or the teacher would think it was not hers.
Tamara was sorry Tania was still upset. She decided if this should happen
again, she would rewrite the page over before handing the note back,
still tell Tania what had happened, apologize, and leave it up to Tania
if she wanted to rewrite the page, knowing she did not have to because
a good copy was done.
1. When Tania sees the last page she may be upset at Tamara and never
lend notes again.
2. Tania could thank Tamara for fixing the last page, but still rewrite it in
her handwriting, and feel upset about the extra work.
3. Tania could feel upset about the condition of her notes and never lend
notes again.
4. Tania would know what happened, be upset at Tamara, it would be
her decision if she wanted to rewrite the note.
1. Tamara could hand Tania’s note back and hope she doesn’t see
the last page.
2. Tamara could rewrite the last page and hand back the note.
3. Tamara could wrinkle the other pages and hand them back,
saying that was how they were.
4. Tamara could tell Tania what happened, apologize and offer
to write out the note.
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Unit 1 – Appendix S
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

GROUP MEMBERS:
GROUP WORK
Group Members:
— participate
Group Evaluation - Presentation/
Role-Play Checklist
Teacher, Peer, and/or Group
— listen to each other and wait their turn to speak
— get along
— maintain focus to complete task
KNOWLEDGE
Group Members:
— understand concepts (eg. scenarios, decision- making steps)
— share knowledge, opinions, and perspectives
— ask questions
— summarize information in written and/or pictorial form
PRESENTATION / ROLE-PLAY
Group Members:
— use effective communication (tone, volume, expression,
facing audience, eye contact, gestures)
— contribute to presentation / role-play
— follows guidelines for presentations / role-plays
— demonstrates knowledge in presentation / role- play
Comments by Group:
Comments by Teacher:
81
Few Some Most All
Unit 1 – Appendix T
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Guidelines for Role Plays
1. Create the conflict situation based on the following:
– The main character is in a conflict situation;
– The audience must be able to observe two different
perspectives of the conflict, feelings and values.
2. Introduce the time, place and characters involved.
3. Few if any props should be used.
4. Keep the role-play brief (two to three minutes).
5. No physical contact during the role-play.
6.If a group member doesn’t feel comfortable acting in the role-play,
that person can do more work when preparing for the role-play.
Guidelines for the Audience
1. Respect and value every person’s involvement in each role-play
(no judging, criticizing of anyone’s performance).
2. Suggestions can be offered by classmates not involved in the role play
if requested by those performing the role-play.
3. Listen without interrupting.
4. Focus on the positive aspects of the role-play.
5. Focus on the role-play not a person when giving feedback.
6. Focus on one role-play to gather information to complete the
decision-making model chart.
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Unit 1 – Appendix U
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Role-Play Scenarios
Scenario #1
You are babysitting Mrs. Taylor’s five and seven year-old sons, Jason and Steven. Since
it is a hot June day, you decide to take them to play at the park. They are playing happily
on the equipment when your best friend comes along. They two of you start talking
and before you know it, you realize it is 1:30 pm. and you have been at the park for one
hour. Jason and Steven are now playing in the sand-box, which is out in the open. They
start crying when you suggest it is time to go home, you want to talk to your friend
some more, but you are concerned about the length of time the children have been
out in the sun.
Scenario #2
Your parents have left you in charge of your two younger sisters, who are eight and
nine years old. Your parents will be away until late. Your best friend calls up and asks
if you can go to the new Disney movie at the local theatre. Your friend’s parents will
drive you to and from the theatre.
Scenario #3
While you are looking after your younger brother, you hear a scream from the backyard.
You run outside and see him lying under the swings. His nose is bleeding, he has a little
bit of blood on his knees and he is dirty from head to foot.
Scenario #4
You and your two best friends are going to hike through the woods while camping.
All of you are having lots of fun, walking along the nature path through the trees.
When your friend Ralph heads off the path, you and Mary decide to follow. Suddenly,
from up ahead, you hear yells for help. When you arrive to where the screams are
coming from, you see Ralph with his foot caught between the stump of a tree and
a rock. He is crying a lot.
Scenario #5
You are excited to hear that you have made the school’s basketball team! You have
been trying out for it, staying after school with your parents’ permission for the past
week. Tonight you are to go home to look after your six year-old sister until your
parents get home from work. The announcement on the P.A. system said all team
members selected must report to practise after school tonight.
Scenario #6
You and your younger brother, Marty, are watching television at home after school.
Your parents have just called to say they will be late getting home from work. Marty,
who is seven years old, decides he wants to get another snack and he heads into the
kitchen. Suddenly you hear a crash. When you get to the kitchen, you see Marty lying
on the floor with a kitchen chair on top of him and broken glass and cookies scattered
all around him. He is not even crying. His eyes are shut.
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Unit 1 – Appendix V
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

Scenario #7
You have been asked to babysit at the home of the new people who moved down the
street. They have an eight year old boy, Cory, and a four year-old girl, Jessica. You have
met Cory, but you have only seen Jessica being carried by her mother. When you arrive
at the home, Jessica is screaming for her mother not to leave. The mother is very anxious
to leave quickly and does not give you the information to complete your babysitting
checklist. Jessica continues crying for the next 30 minutes.
Scenario #8
Your older sister has been asked to babysit at the house next door. After she has been
there for 30 minutes, she calls and asks you if you can come over to watch the three
year-old boy and the ten month-old girl while she goes to the library to get a book she
must have to finish a project that is due the next day. You have never looked after
a baby before, but you have taken your babysitting course.
Scenario #9
Your best friend has asked you to spend the night in the tent in their back-yard. You
are really looking forward to this. Your other friend comes over to your house for the
a f t e rnoon, and you have a great time. When it is time for you to leave for the camp-out,
your friend is still at your house. Your friend becomes angry and starts to put down your
best friend before you leave for the camp-out. You know this friend would also like
to camp-out.
Scenario #10
There is a new boy, Michael, in your classroom. He is very quiet, and appears quite
nervous among the other students at the school. Michael has a broken leg, so he cannot
get involved in any outside activities at recess. When you are playing soccer with your
classmates, you notice two other students from your class gathering around Michael.
The next time you look, Michael is lying on the ground and he is crying.
Scenario #11
Martha is wearing an outfit the same as one that you just bought last night. You had
planned on wearing it to school tomorrow. At recess, two other girls in your class start
teasing her, by telling her the outfit looks ridiculous.
Scenario #12
John is about to eat his snack outside at recess when three boys in Grade 8 come
up to him and tell him to give them his snack or else they will beat him up.
What should he do?
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Unit 1 – Appendix V
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Role-Play Scenarios -
Decision-Making Steps
Complete the chart of Decision-Making steps during the role-play
presentation by three of the groups. Use the information presented
in the role-play to fill in the example situation column. Make sure that
the three scenarios they choose include a babysitting/caring scenario,
a method for treating/preventing an ailment and a potentially
violent situation scenario.
Steps to Follow Explanation of Each Step Decision-Making Situation from the Role-Play Presentation
Step #1
Step #2
Step #3
Step #4
Step #5
Step #6
Identify the Problem
What’s going on?
Is there a problem?
How am I feeling?
List Options/Choices Giving Pros and Cons
for each
What are the consequences for each
choice? Is the choice safe? Fair?
Workable? How do I feel about the choices?
How will people feel about the
choice/solution?
Evaluate all Options/Choices
Which option/choice do I think is the best
one to follow?
Make a Decision
Act - Follow Through
on Decision
Reflect on the Decision
What happened?
What did I learn?
What would I do next time?
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Unit 1 – Appendix W
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention
1

UNIT Healthy Eating
2
Duration 9 Sub-Tasks
Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies
and tools included are:
– Pencil and Paper Task: Self-Esteem Worksheet (see Unit 2 Appendix A).
– Performance Task: Story Writing – Use the Influence Factors Rubric to assess
(see Unit 2 Appendix L).
– Performance Task: Collage (see Unit 2 Appendix L for Assessment Rubric).
– Performance Task: Tic-Tac-Toe (see Unit 2 Appendix M for Assessment Rubric).
– Performance Task: Comparative Chart (see Unit 2 Appendix N for Assessment Rubric).
– Pencil and Paper Task: Reflective Questions (see Unit 2 Appendix N for Assessment Rubric).
Links to Prior Knowledge
The following expectations and content for Healthy Eating have been introduced in previous grades:
• Canada’s Food Guide to Healthy Eating.
• Benefits of healthy eating, physical activity, healthy bodies.
• Factors that influence body shape and size.
• Factors that influence personal food choices.
• Factors that influence self-esteem.
OVERVIEW
Description
Students explain how body image and self-esteem influence eating practices through determination
of the factors which influence personal food choices, body image and self-esteem. They analyze
personal eating habits and describe the benefits of healthy eating for active living.
Sub-Task Title Expectation Code
1. A Basket of Self-Esteem 6p1, 6p5
2. Body Image Check 6p1, 6p5
3. Perceptions of Body Image 6p1, 6p5
4. Family and Personal Eating Patterns 6p1, 6p5
5. Media Collages 6p1, 6p5
6. Tic-Tac-Toe 6p1, 6p5
7. Restaurant or Home? That is the Question 6p1, 6p6
8. The Foods I Eat 6p1, 6p6
9. Healthy Eating for Active Living 6p1, 6p7
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Unit 2 – Overview
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

Notes to Teacher
Accommodations
Not all students in a Grade 6 classroom will be able to complete independently all unit suggestion
or assessments. Adapt the teaching/learning strategies to accommodate the needs of exceptional
students consistent with the strategies outlined in their IEP. Students may require scribing,
instructions repeated, paired groupings, etc. The Ministry of Education and Training’s electronic
planner provides a complete list of accommodations and suggestions to address the needs
of all students. For example:
• Announce what you are going to say before you say it, say it, then say what you said.
This kind of structure helps to ‘glue' the ideas in place.
• Use visual aids, demonstrations, simulations and manipulatives to ensure that students
understand concepts presented.
• Review important vocabulary.
• Arrange for the student to have a ‘study buddy' in each subject, when possible.
• Provide a structured environment: lists, previews, repetition, direction and limits.
• Provide immediate, specific feedback on learning and behavioural progress whenever possible.
• Provide models of completed tasks so the student can visualize a completed project.
• Provide instructions visually and verbally.
• Provide oral discussion prior to writing.
• Model and display examples for specific purposes in writing (e.g., letters, editorials, essays).
• Provide overviews of lessons at the beginning of class where possible (e.g., visual organization
scheme such as maps or webs).
• Relate material to students' lives and real-life situations.
• Reinforce oral instructions with written or visual cues.
• Repeat important information. Visibly mark it at the board or on an overhead.
• Clarify definitions, terms and vocabulary in assignments, and ensure understanding by
asking students to retell or paraphrase instructions.
• Allow a significant response time when questioning to allow the student time to
process the request.
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Unit 2 – Overview
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

Background Information
Ontario Catholic School Graduate Expectations
CGE3e Adopts a holistic approach to life by integrating learning from various subject areas
and experience
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
Fully Alive:
Some topics throughout Fully Alive will provide a link to the factors that influence food choices.
In Theme 2, Living in Relationship, the influence of family heritage and traditions is presented
which is a very important factor in determining food choices.
Theme 5, Living in the World, influences an excellent topic about the effect of media including
television and advertising. The media re major influences on our young people especially with
respect to body image which in turn affects self-esteem. The effects of stereotyping are
also discussed.
Theme 2, Living in Relationship, Topic 2, Family History
• Recognize the importance of heritage and customs to family identity
• Be encouraged to value and respect their family experiences, past and present
• Teacher Manual (TM), pp. 31-33, Student Book (SB), pp. 34-36
• Activity Sheet, No. 3, My Family History, TM, P. 34
Theme 5, Living in the World, Topic 2, Our Values
• Reflect on the meaning of values
• Explore the influence of television, advertising and stereotyping
• TM, pp. 86-90, SB, pp. 104-111
• Activity Sheet No. 6, Television Value Analysis, TM, p. 91
• Activity Sheet No. 7, Advertising on TV, TM, p. 92
• Activity Sheet No. 8, Stereotyping, TM, p. 92
Fully Alive (Grades 1-8) , Ontario Conference of Catholic Bishops, Prentice-Hall Canada.
Ontario Catholic School Graduate Expectations , Institute for Catholic Education, Toronto, 1998.
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Unit 2 – Overview
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

Glossary
(Source: Discover Healthy Eating! A Teacher ’s Resource for Grades 1-8 , Region of Peel Health Department, Toronto Public Health,
York Region Health Services, Toronto, 2000.)
Active Living – a way of life in which physical activity is valued and integrated into the daily routine.
Additives – substances added to food for various reasons (e.g., to stop food spoilage, to give flavour
or colour). Some common examples include BHT (butylated hydroxytoluene), carrageenan, and
cellulose.
Advertisement (ad) – promotion of a product, service or idea via newspapers, signs, posters,
magazines, radio, TV or other media.
Appeal – to attract or cause you to like something.
Beverage – a drink.
Body Image – how we think we look and how we think others see us.
Calorie – the measure of energy supplied by the food we eat.
Carbohydrate – a nutrient that provides our main source of energy (four calories per gram) to our
muscles and our brains. It is found mainly in grain products, vegetables and fruit. On a Nutrition
Information label, carbohydrates include sugars, starch and fibre in the food product.
Claims of Social Success – advertising that says that the product will make you more popular
(e.g., an image of a child surrounded by classmates because they have a certain food).
Combination Food – food made from two or more food groups, such as pizza, tuna sandwich,
carrot muffins and lasagna.
Confidence – a belief in oneself and one’s abilities.
Emotional – of the emotions. About feelings, not reason.
Energy – the ability of foods to maintain life and do work in the body. Energy is measured in
calories (Cal.) or kilojoules (kJ).
Enriched – the addition of vitamins and minerals (that may have been lost during processing)
into food products.
Ethno-cultural groups – various groups of people with unique origins, characteristics, languages,
customs, institutions, or cultures.
Everyday Foods – a variety of nutrient-dense foods from each food group and the Other Foods
category and at least the minimum number of servings from each food group. Examples include
whole grain cereals, pasta, rice, vegetables, fruit, lower fat milk products, leaner meats,
beans and water.
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Unit 2 – Overview
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

Fat – a nutrient that gives us energy (nine calories per gram). Fat has many functions, including
transporting nutrients and forming part of many body cells. Fat is found naturally in animal
products (e.g., meat, cheese, milk) and vegetable oils.
Fibre – the indigestible part of plant foods that helps to move food through the digestive tract.
Fitness – physical and muscular health.
Food Label – found on food packages. Gives information about the ingredients and nutrients that
are in the food. Also gives the manufacturer’s address.
Fortified – the addition of some nutrients (that may be lacking in the food people eat) into food
products.
Gram – a metric unit of mass (and weight) equal to one thousandth of a kilogram. A paperclip
weighs about this much.
Giveaway or Prize – an added bonus with the purchase of the product (e.g., cereal with
a free toy in the box).
Heredity – the genetic transmission of a particular quality or trait from parent to offspring.
Humour – funny characters or words used to create a positive image of a product.
Ingredient – parts in a mixture or recipe.
Jingle – a poem with a beat written to catch your attention; slogans and catchy songs used to make
you immediately think of the product such as a song advertising a phone number to call to order
pizza.
Kilojoules – the metric form of calorie. The short form that appears on food labels is kJ.
Mental – of or for the mind.
Minerals – nutrients needed by the body in very small amounts. They help the body in many ways
(e.g., build bones and teeth and help build muscles). Examples of minerals include calcium,
phosphorus, sodium and potassium.
Moderation – to use something in small quantities rather than in excess (e.g., to drink pop once
a week instead of every day or to put a little bit of butter on your popcorn instead of a lot).
New or Improved – advertising claims that the product is better because it is the newest or because
it has a new innovation or additive (e.g., a cereal with more raisins).
Nutrient – a chemical substance found in food that is used by the body for growth and health.
Nutrients provide energy, serve as building material, and help maintain or repair body parts.
The six nutrients are water, carbohydrates, fats, proteins, vitamins, and minerals.
Nutrition Claim – words on a product label that stress a specific healthy feature of the product
(e.g., a cereal advertised as a "high source of dietary fibre" or a food product that displays
“low fat” on its label).
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Unit 2 – Overview
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

Percentage Recommended Daily Intake – the way in which the amount of vitamins and minerals
are listed on a food label.
Physical – of the body.
Physical Activity – movement of the body. Doing a variety of endurance activities (for the heart,
lungs and circulatory system), flexibility activities, and strength activities (for muscles, bones
and posture) help to keep the body healthy.
Potassium – mineral important for transmitting nerve impulses and maintaining the fluid balance
in the body.
Product – something manufactured for sale (e.g., toys, candy, and clothes).
Protein – provides energy for our bodies (four calories per gram) and is also used to build up and
maintain the tissues throughout the body B muscles, organs and some hormones. It is found in milk
products, eggs, meat, poultry, fish, nuts, sees, and legumes.
Recipe – a list of ingredients and directions to make something (e.g., soup, cookies, pizza).
Scavenger Hunt – an activity that involves searching for items hidden in an area.
Self-Esteem – the confidence and satisfaction a person has in themselves; the image one has of oneself
compared to what one thinks one should be.
Serving Size (Canada’s Food Guide to Healthy Eating) – the amount of food per serving as indicated
on the back of the Food Guide.
Serving Size (Nutrition Information Label) – the amount of food on the Nutrition Information label
considered to be one portion. The units may be cups, grams, mL, etc. The label also shows the total
number of servings within the package.
Social – of or dealing with human beings in their relations to each other.
Sodium – a mineral important for transmitting nerve impulses and maintaining balance in the body
fluids outside of the cells.
Sometimes Foods – foods from the food groups and/or Other Foods category that are high in
energy and not very nutrient-dense, such as cookies, cake, potato chips, cream cheese,
fruit drinks, and pop.
Starch – one type of carbohydrate; starch is also called complex carbohydrate.
Stamina – strength, endurance.
Sugar – the type of carbohydrate obtained primarily from sugar cane or sugar beets.
Testimonial – in advertising, the use of famous people to sell a product (e.g., a famous athlete
advertising a chocolate bar).
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Unit 2 – Overview
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Appendices
Utensils – kitchen tools needed for carrying out the method of a recipe or for eating
(e.g., measuring spoons, chop sticks, spatula, fork).
Vigorous – carried out with active or energetic intensity or force.
Vitality – a message about eating well, being active, and feeling good about yourself.
Vitamins – nutrients needed by the body in very small amounts (e.g., vitamin A and folic acid).
They do many things to help the body grow and stay healthy
Water – fluid that is essential for life. Much of the body is water; it carries the other nutrients
to all parts of the body and carries waste from all parts of the body.
Unit 2 Appendix A: Self-Esteem Worksheet
Unit 2 Appendix B: Factors Affecting My Body Image Worksheet and Answer Sheet
Unit 2 Appendix C: Story Starters A/B
Unit 2 Appendix D: Tic-Tac-Toe Worksheet and Answer Sheet
Unit 2 Appendix E: What Does Food Mean to You? Activity Sheet
Unit 2 Appendix F: Food Diary: What Have I Eaten? Worksheet
Unit 2 Appendix G: Food Diary Reflection Questions
Unit 2 Appendix H: Benefits of Physical Activity Worksheet
Unit 2 Appendix I: Benefits of Physical Activity Master Sheet
Unit 2 Appendix J: Benefits of Physical Activity Answer Sheet
Unit 2 Appendix K: Healthy Eating Assessment Rubric
Unit 2 Appendix L: Factors Influencing Body Image Assessment Rubric
Unit 2 Appendix M: Various Factors Assessment Rubric
Unit 2 Appendix N: Personal Eating Habits – Assessment Rubric
Sources
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:
Discover Healthy Eating! A Teacher ’s Resource for Grades 1-8 , Region of Peel Health
Department, Toronto Public Health, York Region Health Services, Toronto, 2000.
www.city.toronto.on.ca/health
Grade One to Eight Curriculum Support for Healthy Living Strand , Durham Catholic District
School Board and Durham Region Health Department, Oshawa, 1999/2000.
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Unit 2 – Overview
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2

Additional Resources
Body Image Coalition of Peel, “Every BODY is a Somebody,” 1997, Tel: (905) 791-7800 ext. 7651.
Health Canada, “Canada's Food Guide to Healthy Eating Poster,” Canada Communication Group
Publishing, Ottawa, ON K1A 0S9, Tel: (819) 956-4802, Fax: (819) 994-1498.
Health Canada, “Canada's Food Guide to Healthy Eating Tearsheet”
(available through local health unit).
Health Canada, “Focus on Children Six to Twelve Years: Canada's Food Guide to Healthy Eating”
(available through local health unit).
Health Canada, “Food Guide Facts: Background for Educators and Communicators”
(available through local health unit).
Health Canada, “Using the Food Guide Booklet” (available through local health unit).
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Unit 2 – Overview
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UNIT 2 Healthy Eating
Sub-Task #1 Basket of Self-Esteem
Materials
A basket of small objects (like beans, marbles, bits of paper)
Description
The students review the concept of self-esteem through discussion and completion of a worksheet.
Expectation Code Learning Expectation
6p1 Explain how body image and self-esteem influence
eating practices.
6p5 Determine the influence of various factors (e.g., the media,
family traditions, allergies) on personal food choices, body
image, and self-esteem.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative Assessment: Assess the students’ ability to determine the influence of various factors
on self-esteem through teacher observation and creating a marking scheme to assess the Self-
Esteem Worksheet (see Unit 2 Appendix A).
Teaching/Learning Strategies
Individual Activity
1. The teacher will pass a basket of small objects (e.g., beans, marbles, or scraps of paper)
around the class and invite students to take as many as they would like. Instruct students to hold
onto their objects until given further instructions. For each object taken, ask the students to say
a positive quality or talent they have. For example, “I care about cats," “I like to play basketball,"
or “I like my laugh." If students have difficulty naming positive qualities, ask other
students to help.
2. Follow with an introduction to the subject of self-esteem by exploring the following questions
(see Notes to Teacher):
– What does self-esteem mean?
– How can healthy self-esteem help you?
– How can you tell if you have healthy or unhealthy self-esteem?
– What influences your self-esteem?
– How do you develop healthy self-esteem?
Unit 2 – Sub-Task #1
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Self-Esteem
Notes to Teacher
Appendix
3. Ask students to think about things that affect their self-esteem. Ask them to fill out “Things That
Affect My Self-Esteem” (see Unit 2 Appendix A).
Self-esteem is the confidence and satisfaction a person has in himself/herself. It begins to develop
from birth through relationships within the family, and continues to be shaped by the significant
people in one’s life. Supportive parents, teachers, coaches, and friends are key to maintaining and
enhancing healthy self-esteem in children and teens. It is especially important for girls to have supportive
people because they are socializes to look for approval from others as a means of defining
self-worth more often than boys are.
A number of characteristics add to feelings of self-esteem, including talents, social skills, intellectual
abilities, interests, ability to help others, and physical appearance. When people increase their confidence
in their unique characteristics, they can reduce their dependence on physical appearance as
their sole measure of self-worth. When they feel better about their bodies, they find it easier to make
decisions for themselves that promote health, such as taking care of the needs of their bodies.
Some ways people develop healthy self-esteem are by practising positive self-talk, focusing on things
they like about themselves, acting with confidence, or connecting with people who make them feel
better. Challenge young people to think of things they like about themselves beyond physical appearance
(e.g., a good swimmer, an avid reader, and a loyal friend). Encourage them to stop focusing
on individual parts of their bodies, and to begin focusing on their body as a whole.
Caution: When approaching the topic of self-esteem be aware that you can make students feel
worse by emphasizing or pointing out lack of self-esteem.
Sub-Tasks #1 to 7 cover expectation 6p5 in varying degrees. Together they address all aspects of the
expectation however separately they may not cover all parts.
Ontario Catholic School Graduate Expectations:
CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
Unit 2 Appendix A: Self-Esteem Worksheet
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UNIT 2 Healthy Eating
Sub-Task #2 Body Image Check
Materials
Factors Affecting My Body Image activity sheet
Description
The students discuss body image and explore the factors influencing body image through class
discussions and worksheet activities.
Expectation Code Learning Expectation
6p1 Explain how body image and self-esteem influence
eating practices.
6p5 Determine the influence of various factors (e.g., the media,
family traditions, allergies) on personal food choices, body
image, and self-esteem.
Assessment Opportunities: Suggestions for Assessing Expectations
• This expectation is a focus of this Sub-Task however it will be assessed later
in the Grade 6 Healthy Eating Unit.
Teaching/Learning Strategies
Body Image
1. Review the topic of body image (see Notes to Teacher). Ask the students, what does the term
“body image” mean? What contributes to poor body image? Link the topic of self-esteem to body
image to demonstrate that one flows into the other.
2 Brainstorm some ways in which poor body image can be changed to healthy body image. Identify
some barriers to making these changes and how to overcome them. (Some ideas might include
reminding oneself of all the things one likes about oneself besides physical appearance and
not focusing on individual parts of one’s body but on the body as a whole.)
Factors Affecting My Body Image
3. Hand out Factors Affecting My Body Image Worksheet (see Unit 2 Appendix B). Students work
in small groups of three or four. Discuss what factors/people affect their body image and ask
them to fill in the blanks.
4. Each group reports back to class. Comment on the responses in relation to the completed
worksheet: Factors Affecting My Body Image (see Unit 2 Appendix B).
Unit 2 – Sub-Task #2
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Notes to Teacher
Ontario Catholic School Graduate Expectations:
CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
• Sub-Tasks #1 to 7 cover expectation 6p5 in varying degrees. Together they address all aspects
of the expectation however separately they may not cover all parts.
Body Image
Body image is a part of self-esteem. Body image is the picture people have of their body and
how they think others see them and their body. A person can have a body image anywhere along
a continuum, from a positive image to a negative image. Between the ages of nine and twelve, most
children become dissatisfied with how they look. Children this age may feel that they are too short,
too tall, too fat or too skinny. Furthermore, they may not like their nose or teeth; they may even
think that their peers notice these features and do not like them either. These are examples of
negative body images. Studies have shown that children as young as nine are trying to lose
weight in an effort to “improve” their bodies.
Adults, peers, and the media play important roles in the development of the image children create
of themselves. At a young age, children are taught to idealize being slender and discriminate against
overweight people. In other countries, people may prefer different body sizes and shapes. Movie
stars and magazine models in North America often have body shapes that are too thin for good
health. It is important that children develop healthy body images and accept themselves as people
with unique personalities, body shapes, and sizes. Through this support and positive attitude,
children will grow into healthy adults, with positive self-esteem.
Helping Children Feel Good about Themselves
• Promote a classroom philosophy that fosters the understanding that many body shapes have
beauty and value.
• Accept children as they are, no matter what their weight, size or shape. Focus on children’s
abilities, not their appearance.
• Listen when children talk to you about their changing bodies and their feelings.
• Promote healthy eating and physical activity, but resist coaxing heavy children to diet or small
children to eat more. Encourage children to participate in active play and decide for themselves
how much to eat. Help them choose foods according to Canada's Food Guide to Healthy Eating.
• Encourage activities that promote children's self-esteem without focusing on appearance.
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Factors Influencing Food Choices and/or Body Shape and Size 1
Children come in many shapes and sizes, and make different choices about their food practices. A
variety of factors influence their food choices, body image and self-esteem. To promote good health,
it is important to foster healthy eating habits, regular physical activity, acceptance of individual
shapes and sizes, and a positive sense of self-worth.
Heredity
Different body shapes and sizes are among the things that make each person unique, and they are
determined largely by heredity. Some individuals and their families tend to gain body fat more easily
than others do. Because body shape and size are determined by genetics, many heavy children will
never be “thin.” However, they can be healthy active people who feel good about themselves. Being
comfortable with one’s body is an important step in developing a good sense of self. Today’s culture
can be cruel to children who are heavier than what is considered to be “normal.” Some children try
to lose weight by dieting because they fear becoming fat. This action can be the start of restrictive
eating in a fruitless effort to reach unrealistic goals of thinness and body shape. Professionals need
to help children of all sizes understand and accept that to a great extent their bodies have been programmed
to be a certain size and shape. All children should be encouraged to establish a healthy
eating pattern and participate in regular physical activity as a way to feel healthy, energetic, fit,
and have fun.
Puberty
Just before puberty, children undergo a growth spurt. For girls, this spurt usually begins at about
eight to ten years old, while for boys it is at about 11 to 13. During this time, 20 percent of adult
height and 50 percent of adult weight are gained. Growth in height and weight do not always happen
simultaneously. Some children gain weight before they gain height. Other children grow taller before
they gain weight. The timing and the uniqueness of that growth spurt will influence their body shape
and size. Preadolescent children need to eat adequate amounts and a variety of foods to prepare
for rapid growth.
Yet, many children between the ages of nine and twelve become dissatisfied with how they look.
During the late childhood years, the body physiologically prepares itself for the rapid growth of the
teen years. Adolescence is also a time when body proportions change dramatically. If energy needs
are not adequately met, physical growth can be delayed and possibly even stunted. How each person
grows is affected by many factors. Bodies are like computers that run on their own growth program.
Each child is on his or her own genetically determined growth schedule.
Family Influences and Traditions
Parents are children’s most important source of information and influence about food and eating.
Family eating habits, activity patterns and attitudes toward food and eating have an enormous influence
on children. For example, if the family eats breakfast, it is more likely that the children will,
too. Family income is another factor that influences what children eat and the food choices that are
available to them. Families develop patterns of eating based on what they eat, when, and where,
1 Excerpts taken from Health Canada, Focus on Children Six to Twelve Years: Background for Educators and Communicators, 1997.
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to accommodate their schedules, family size, and activity levels of different members. Families may
eat one or more meals a week in restaurants or from take-out establishments. They may use a large
proportion of already prepared foods.
Culture
The Canadian population consists of many diverse ethnic groups. This is exciting because it
provides the opportunity to choose from a large variety of foods in addition to the traditional
Canadian cuisine. Children can begin to learn about the differences in people's eating habits, likes,
dislikes, and cultural backgrounds. They can learn that people from different parts of the world can
choose different, but equally healthy, foods (e.g., bread, rice, tortillas, roti). Discussion about food
in the classroom should enable each child to feel individually involved by including foods that
relate to their own food habits.
When discussing the food practices of multicultural groups, understanding value systems of the
cultural groups is required. Food habits are greatly influenced by the group's values. The perception
of healthy foods differs from one cultural group to another. It is important that you do not make the
students feel that one value system and food practice is superior to another.
When there is discussion around cultural foods, keep the following in mind:
• Do not assume that students from a particular group have adopted the food and dietary practices
of their new country. Ask students to share with the class their food practices and current eating
patterns of their family.
• Children sharing food experiences can help establish trust, as well as knowledge,
among classmates.
Individual Preferences
Individuals develop eating habits based partly on culture and family but also on personal likes,
dislikes and idiosyncrasies. Some foods become associated with good times, and eating them makes
us feel good (e.g., cake, corn on the cob, candy). Sometimes we eat simply out of habit or because
we are bored: when a certain television program comes on, out comes the popcorn or the bag of
chocolate chip cookies. The main reason children give for choosing a favourite food is almost
always taste. Children choose foods because they taste good and because eating those foods
makes them feel good.
School Policies and Practices
School has an important influence on what children eat. School nutrition education programs are
a key source of information about healthy eating. As well, school food policies can reinforce in-class
education. For example, children taught in class about nutritious snacks need to see them featured
during school events or in the cafeteria.
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Allergies
Children and adults alike need to be more aware and sensitive to food allergies. This means always
asking about food allergies before sharing food. The number of life-threatening reactions to food
allergies is increasing. These can happen anywhere – at home, in school or recreational facilities,
at camp and on field trips. Make sure your school has a policy for handling these allergies
and that you are familiar with it.
Volunteers and Professionals Who Work with Children
A coach, a teacher, a camp leader or a group leader can all have a powerful effect on adolescents
through the example they set. Their unspoken example, such as munching on fruit for a snack,
or their comments about weight, can strongly influence what children and teens perceive about
healthy eating, body image and healthy living.
Peers
Peer pressure influences children of all ages and is particularly strong in the early teen years.
Although pre-teen children identify strongly with their family, they also want to be like the peers
whom they admire. Acceptance in a peer group can depend on eating, liking and doing the
same things as the other children in the group.
Media Messages
Television viewing plays a major role in everyday life for most children and teens. Like other
entertainment media, television reflects social values and shapes societal behaviour. A recent
Canadian study showed that food and food-related messages depicted most often on Canadian
prime time television did not support Canada’s Food Guide to Healthy Eating. Foods shown most
often were from the Other Foods category and tended to be higher fat choices. Foods shown
least often were higher fibre foods and green and orange vegetables and fruit.
The media can be a powerful influence on how young people view themselves. The media delivers
the messages that “thin is in” and a large body shape is unacceptable. Often body image attitudes
on prime time television deal negatively with larger body sizes. People with larger body sizes were
laughed at, marginalized and ridiculed. The media or corporate view of the “ideal” body type for
women is now at the thinnest percent of a normal weight distribution. This excludes 95 percent
of women in our society. The increasing pressure to be thin is reflected in cultural images. The
typical female model weighs 13-19 percent below the expected weight for her height and age.
It is not always easy to resist the pressures from the media to conform to an “ideal body image.”
The media often presents or creates false images of what people should look like, sometimes
glamorizing unhealthy images. They create a distorted picture of reality by:
• Frequently propagating myths and falsehoods.
• Normalizing and glamorizing what is abnormal or unhealthy.
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Appendix
• Creating the false impression that all women and men are the same by not representing
whole segments of the population.
• Sending the message that one must continually improve and that one is never good enough.
A lot of girls are taught at a young age that looking beautiful can mean having power and control.
Young girls feel pressured into being thinner than their healthy weight because that is what is
accepted as beautiful in Western culture. Many girls have a distorted idea of what their body
shape or size should be.
Boys are also affected by pressure to shape their bodies to match current ideals. Fitness, muscle
and body sculpting magazines and products are increasingly targeting them. Studies suggest that the
body concerns of most boys is focused on building body mass and sculpting rather than reducing
weight. The value being taught is that only physical “perfection” is acceptable.
Physical Activity
When children are active, they are more likely to feel good about themselves and to recognize
when they are hungry and when they are full. This allows them to eat enough to meet their nutritional
needs and have the energy they need to be active. Children who are hungry or who do not
eat well are less likely to have enough energy to be active and to get involved in activities that will
help them feel good about themselves. Refer to the section on Active Living for more information.
Unit 2 Appendix B: Factors Affecting My Body Image Worksheet and Answer Sheet
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UNIT 2 Healthy Eating
Sub-Task #3 Perceptions of Body Image
Materials
See Appendix
Description
The students will role-play and reflect role-playing on scenarios that address the factors, which
impact on body image and self-esteem.
Expectation Code Learning Expectation
6p1 Explain how body image and self-esteem influence eating
practices.
6p5 Determine the influence of various factors (e.g., the media,
family traditions, allergies) on personal food choices, body
image, and self-esteem.
Assessment Opportunities: Suggestions for Assessing Expectations
• Summative Assessment: Performance Task – Assess the student’s ability to determine the influence
of various factors on body image through story writing (see Unit 2 Appendix C). Use the
Influencing Body Image Rubric (see Unit 2 Appendix L).
Teaching/Learning Strategies
Group Scenarios
1. Prepare in advance of the Sub-Task, two groups to role-play the following scenarios (see
Teaching/Learning Strategy #2) for the class. Discuss what type of pressure the groups
demonstrated during the scenarios (e.g., pressure from television, magazines, friends,
or family).
2 Hand out the Story Starter Activity Sheet (see Unit 2 Appendix C), this activity could be assigned
as homework or completed during class depending on time. The story starter has two versions
to work more appropriately with both genders, one for Meera and one for Mike.
CHARACTERS – Gail, Heather, other friends
Scenario 1: Gail and her friend Heather often spend their free time looking at fashion
magazines. The only problem is that Heather believes she is overweight and feels uncomfortable
when she compares herself to the models in the picture. In fact, it makes her feel
so uncomfortable that she begins to dislike her body. Sometimes she even wishes she were
someone else, a slim person like Gail. Gail feels differently about looking at the magazines.
The pictures actually make her feel good about the size of her body. She notices Heather
doesn’t like the women in the pictures and this makes her feel superior. Sometimes she
Unit 2 – Sub-Task #3
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Notes to Teacher
Appendix
even makes a few jokes about it. This makes Heather feel even worse. She knows that she
will never look like Gail or the women in the pictures. How can she stop feeling badly about
the size of her body?
CHARACTERS – Sarah, John, other partygoers
Scenario 2: Sarah asked John to come to her party. After feeling happy about being included,
John begins to question whether or not he will go. He really enjoys parties but is afraid to go
because he might feel out of place. John is bigger than most kids in the class. This makes him
feel uncomfortable, especially around girls his age. He knows that he is fun to be with and
intelligent, but these qualities don’t “count” on a Friday night. He believes that if he could be
thin and muscular like one of his heroes in the comic books, then the girls would like him
better. He knows he has to accept his naturally large size, but this doesn’t help him “fit in”
and be accepted by the girls he likes. After all, there are no heroes like him on television.
How can John feel comfortable about going to the party?
• The finished stories could also be assessed using writing expectations.
Ontario Catholic School Graduate Expectations:
CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
Unit 2 Appendix C: Story Starters A/B
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UNIT 2 Healthy Eating
Sub-Task #4 Family and Personal Eating Patterns
Materials
Chart paper and markers
Description
Class discussion about the influence of family traditions on personal food choices.
Expectation Code Learning Expectation
6p1 Explain how body image and self-esteem influence
eating practices.
6p5 Determine the influence of various factors (e.g., the media,
family traditions, allergies) on personal food choices, body
image, and self-esteem.
Assessment Opportunities: Suggestions for Assessing Expectations
• These expectations are a focus of this Sub-Task; however, it will be assessed later in the Grade 6
Healthy Eating Unit.
Teaching/Learning Strategies
Family Influence
1. Introduce the topic of family influence on food choices by posing the following questions
to the class:
– Who does most of the cooking in your family?
– Who does most of the meal planning?
– Who does most of the shopping?
– Which meals do you eat with other people? Which do you eat alone?
– What kind of influence do you have on what you and your family eat?
2. Through discussion, explore the impact of family and culture on the students’ eating habits.
Explain to students that a person’s eating pattern includes details of what that person eats, how
much, where, and when. To help students understand what influences their own eating pattern or
food choices, begin a discussion using one of the following questions:
– What is your favourite meal/dish? Why?
– What is your favourite snack? Why?
– Which of the foods your parent/guardian buys regularly are your favourites? Why?
3. On a flip chart or the chalkboard, list the reasons why these foods are their favourite.
Students may tend to focus on taste.
Unit 2 – Sub-Task #4
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Notes to Teacher
4. Guide a discussion about other influences on eating habits (e.g., media, family traditions,
allergies, hunger, personal habits, where we live, peers, and situations which elicit emotions
like boredom, anger, or sadness).
• Sub-Tasks #1-7 cover expectation 6p5 in varying degrees. Together they address all aspects of the
expectation however separately they may not cover all parts
Ontario Catholic School Graduate Expectations:
CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
106
Unit 2 – Sub-Task #4
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UNIT 2 Healthy Eating
Sub-Task #5 Media Collages
Materials
Magazines
Glue
Bristol board
Description
Using pictures from magazines, students design collages showing examples of pressures to have a
certain type of body. They explore the influence of media on body image and self-esteem.
Expectation Code Learning Expectation
6p1 Explain how body image and self-esteem influence
eating practices.
6p5 Determine the influence of various factors (e.g., the media,
family traditions, allergies) on personal food choices, body
image, and self-esteem.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative Assessment: Performance Task – Assess the student’s ability to determine the media
factors on body image through assessing collages. Use the assessment rubric (see Unit 2
Appendix L).
Teaching/Learning Strategies
Media Pressure
1 Discuss as a class how magazines and other forms of advertising place pressure on people to be
thin, strong, or muscular. Note if visible minorities or people with physical disabilities are portrayed
in the media. How? Discuss how this makes them feel and influences their body image and
how that could influence their food choices.
Creating a Collage
2. Ask students to create a collage of examples of body images portrayed
by the media.
3. The teacher will have students present what they noticed about the people in their theme
collages. Students should observe the following:
– How people are similar or different to each other.
– How real people (e.g., people they know) are similar or different to fashion models,
sports figures, and celebrities.
Unit 2 – Sub-Task #5
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Notes to Teacher
Appendix
Some themes to consider when doing collages are:
– Women and men in the fashion media.
– Sports figures and celebrities in the media.
– Real people like parents, siblings, and neighbours in the media.
4. Discuss the advantages of being unique and being your own person.
• Enable the students to demonstrate understanding using a variety of media including oral
presentations, audio or videotaped assignments, bulletin board displays, dramatizations,
and demonstrations.
Ontario Catholic School Graduate Expectations:
CGE3e Adopts a holistic approach to life by integrating learning from various subject areas
and experience
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities
Unit 2 Appendix L: Factors Influencing Body Image Assessment Rubric
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Unit 2 – Sub-Task #5
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UNIT 2 Healthy Eating
Sub-Task #6 Tic-Tac-Toe
Materials
See Appendix
Description
The class plays a game of Tic-Tac-Toe to explore the influence of various factors on personal food
choices, body image and self-esteem.
Expectation Code Learning Expectation
6p1 Explain how body image and self-esteem influence
eating practices.
6p5 Determine the influence of various factors (e.g., the media,
family traditions, allergies) on personal food choices, body
image, and self-esteem.
Assessment Opportunities: Suggestions for Assessing Expectations
• Summative Assessment: Performance Task - Assess the student’s understanding of factors that
influence a person’s food choices, body image, and self-esteem through observation of student
responses during a game situation. The rubric (see Unit 2 Appendix M) may be used as a checklist
to formally assess the student’s input into the Tic-Tac-Toe activity.
Teaching/Learning Strategies
Tic-Tac-Toe
1. Draw a Tic-Tac-Toe diagram on the chalkboard and divide the students into two teams named X
and O. Decide which team goes first and line up each team in a single file. The first person in
line of the first team chooses a box. Ask a question and that student tries to answer the question.
Sample question and answers are on the Tic-Tac-Toe Question and Answer Sheet. If the answer is
correct, then the player’s team symbol is placed in the box. If incorrect, the opposing team has
an opportunity to answer the question and insert their own symbol in that box. Play continues
until one team wins. The winning team is the one that has three consecutive symbols in the diagram.
2. Review any misconceptions or wrong answers at the end of the game.
Unit 2 – Sub-Task #6
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2

Notes to Teacher
Appendices
Ontario Catholic School Graduate Expectations:
CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
Unit 2 Appendix D: Tic-Tac-Toe Worksheet and Answer Sheet
Unit 2 Appendix M: Various Factors Assessment Rubric
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Unit 2 – Sub-Task #6
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UNIT 2 Healthy Eating
Sub-Task #7 Restaurant or Home?
That is the Question
Materials
Canada’s Food Guide to Healthy Eating
Grocery store flyers
Menus from local restaurants
Chart Paper
Description
Through class discussion and completing a chart activity, students compare a restaurant meal
to a meal at home.
Expectation Code Learning Expectation
6p1 Explain how body image and self-esteem influence eating
practices.
6p6 Analyze personal eating habits in a variety of situations
(e.g., at home, in school, in restaurants).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative Assessment: Performance Task – Assess the student’s ability to analyze personal eating
habits in a variety of situations through completion of comparative chart. Use the Personal Eating
Habits Assessment Rubric to analyze the charts (see Unit 2 Appendix N).
Teaching/Learning Strategies
Factors that Affect Meal Choice
1. Discuss variety in food choices and other factors contributing to successful meals like colour,
texture, taste, and convenience.
2. Discuss the implications of buying meals at restaurants rather than preparing them at home.
Some questions students might consider are the following:
– Do the menus have many “everyday foods” to choose from?
– Are there nutrient-dense beverages, like milk and juice, available?
– Could clients ask for foods to be made a certain way (e.g., no butter on sandwiches, sauces
and dressings on the side)?
Unit 2 – Sub-Task #7
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Notes to Teacher
Comparative Chart Exercise
3. Students make a comparative chart - comparing a typical restaurant meal they would have
and a typical home meal. Use Canada’s Food Guide as a tool to ensure that foods from all the
food groups are selected.
4. Ask the students to compare their food choices at both home and at the restaurant.
– Have they chosen from all the Food Groups?
– Do they eat the same foods at restaurants that they do at home?
– Why is eating at restaurants considered a treat?
Ontario Catholic School Graduate Expectations:
CGE3e Adopts a holistic approach to life by integrating learning from various subject areas and
experience
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
Canada’s Guidelines for Healthy Eating
Based on nutrition and food science research, Canada's Guidelines for Healthy Eating (1990)
summarize the principles of healthy eating into five general statements, that apply to healthy
Canadians over two years of age.
– Enjoy a variety of foods.
– Emphasize cereals, breads, other grain products, vegetables and fruit.
– Choose lower fat dairy products, leaner meats and foods prepared with little or no fat.
– Achieve and maintain a healthy body weight by enjoying regular physical activity
and healthy eating.
– Limit salt, alcohol and caffeine.
Canada’s Food Guide to Healthy Eating
Canada’s Food Guide to Healthy Eating translates the Guidelines into action-oriented features using
four food groups: Grain Products, Vegetables and Fruit, Milk Products, and Meat and Alternatives,
and a category called Other Foods. Recommendations for the number of servings and serving sizes
in each food group are provided. However, no recommended number of servings are provided for
the Other Foods category since they are not very nutrient dense. They should be eaten in moderation.
Furthermore, the Food Guide promotes the importance of eating a variety of foods from all
of the four food groups to provide:
– An adequate intake of essential nutrients.
– Foods popular with various ethnic and cultural groups.
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– The positive and pleasurable aspects of eating by exploring a wide range of foods varying
in colour, flavour and texture.
– Moderation in the consumption of fat, salt, caffeine and alcohol.
The Food Guide recognizes that healthy eating is the sum total of all food choices made over time.
It is the overall pattern of foods eaten, and not any one food, meal, or even a day’s meals, that
determines if an eating pattern is healthy. Refer to the Food Guide Facts: Background for Educators
and Communicators, Health Canada for more information (see Additional Resources).
Understanding “Everyday” and “Sometimes” Foods.
When asked about healthy eating, children tend to classify foods as “good” or “bad.” This classification
will not help children develop a positive approach to eating. To help create a positive pattern of
healthy eating, a secondary classification of foods as “everyday” and “sometimes” foods can be
used. Foods that are high in nutrients can be considered “everyday foods” while “sometimes foods”
are those low in nutrients. There are some “sometimes foods” that we eat almost every day. This is
fine as long as we are eating lots of “everyday foods.” It is important to recognize that it is not a
clear-cut process and differs for each individual depending on their needs and eating habits. For
example, there is a difference between eating cookies every day with a sandwich, piece of fruit and
carton of milk for lunch, and eating a lunch of potato chips, pop, and cake every day.
Combination Foods
Casseroles, chili, moussaka, pizza, stir-fry, pilau, spaghetti, soup, stew, fajitas, quesadillas and sandwiches
are all made using foods from more than one food group as well as Other Foods. These are
called combination foods. Refer to the Using the Food Guide Health Canada booklet for examples
(see Additional Resources).
Recommended Number of Servings
The amount of food needed every day from the four food groups and Other Foods category depends
on age, body size, activity level, gender, and on how fast a child is growing. That is why the Food
Guide gives a lower and higher number of servings for each food group. The four arcs of the rainbow
reflect the relative number of servings that people need from each food group. For example,
people need to eat lots of servings from the Grain Products group, the largest arc, while only a few
servings from the Meat and Alternatives group, the smallest arc.
Food Group Recommended Number Of Servings
Grain Products 5-12
Vegetables and Fruit 5-10
Milk Products
• 4-9 years 2-3
• 10-16 years 3-4
• Adults 2-4
• Pregnant and Breastfeeding 3-4
Meat and Alternatives 2-3
113
Unit 2 – Sub-Task #7
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

Appendix
All children are different and have different energy needs. As a general rule, if children eat according
to their appetites and choose foods from the four food groups, over time they will get the nourishment
they need.
Generally, girls between seven and nine years old have about the same energy needs as adult
women. They will tend to choose the lower to middle number of servings. Girls aged ten to twelve
and boys aged seven to twelve need more energy and are more likely to eat more servings.
Serving Sizes
The size of a serving is determined by the size of the bowl or plate, appetite and other factors. This
serving size or portion has nothing to do with the Canada’s Food Guide to Healthy Eating serving
size. The bar side of the Food Guide explains serving sizes for the different foods. For example, in
Grain Products, one slice of bread equals one serving, while one bagel, pita or bun equals two servings.
The size of servings can vary within the Meat and Alternatives group. For example, 50-100
grams of meat, poultry or fish equals one serving. That way, a young child may choose a smaller
portion size while an adult may choose a larger portion size to get one serving.
Unit 2 Appendix N: Personal Eating Habits – Assessment Rubric
114
Unit 2 – Sub-Task #7
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

Sample Serving Sizes in Canada’s Food Guide to Healthy Eating
Grain Products One Serving Equals Vegetables and Fruit One Serving Equals Milk Products One Serving Equals Meat and Alternatives One Serving Equals
bread 1 slice vegetable (whole) 1 medium milk, buttermilk, 250 mL or 1 cup meat or poultry 50-100 grams
chocolate milk (cooked) (size of deck of cards)
muffin 1 small fruit (whole) 1 medium or 2 small hard cheese 50 grams or fish or shellfish 50-100 grams or
7.2 x 2.2 x 2.2 cm (cooked) 1
/3 - 2 piece
/ 3 can
crackers 4-6 vegetables (pieces) 125 mL or 1 / 2 cup cheese slices 50 grams or 2 slices lunch meat 2 slices
cookies 2 medium fruit (pieces) 125 mL or 1 / 2 cup yogurt 175 g or 3 / 4 cup wieners 2 regular size
cake small slice salad 250 mL or 1 cup ice cream 375 mL or 1 1 / 2 cup eggs 1-2
rice (cooked) 125 mL or 1 / 2 cup fruit or vegetable 125 mL or 1 / 2 cup pudding 250 mL or beans (kidney, black, 125-250 mL
juice (not fruit (made with milk) 1 cup pinto, etc.), peas or 1 / 2 -1 cup
punch or drink) or lentils (cooked)
bun, pita, naan 1 /2 French fries 125 mL or 1 / 2 cup soup 375 mL or 1 1 / 2 cup tofu 100 grams
or bage1 or 10 fries (made with milk) or 1 / 3 cup
cereal (cold) 30 g raisins, dried 60 mL or 1 / 3 cup milkshake 250 mL or 1 cup peanut butter 30 mL or 2 tbsp
apricots or prunes
cereal (hot), congee 175 mL or 3 / 4 cup tomato sauce 125 mL or 1 / 2 cup nuts or seeds 60 mL
or porridge
noodles or pasta 125 mL or 1 / 2 cup dahl 125-250 mL
(cooked) or 1 / 2 - 1 cup
bannock 37 g
couscous, kasha, 125 mL or 1 / 2 cup
or bulgur
roti, chapati or tortilla 1 medium
meal (sorghum, 125 mL or 1 / 2 cup
maize or corn)
pancake or 1 medium
polenta
115
Unit 2 – Sub-Task #7
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

UNIT 2 Healthy Eating
Sub-Task #8 The Foods I Eat
Materials
See Appendices
Description
Students keep a food diary in order to analyze personal eating habits.
Expectation Code Learning Expectation
6p1 Explain how body image and self-esteem influence
eating practices.
6p6 Analyze personal eating habits in a variety of situations
(e.g., at home, in school, in restaurants).
Assessment Opportunities: Suggestions for Assessing Expectations
• Summative Assessment: Pencil and Paper Task: Assess the student's ability to analyze personal
eating habits in a variety of situations by using the Personal Eating Habits Assessment Rubric
(see Unit 2 Appendix N) to assess the food diary.
Teaching/Learning Strategies
What Does Food Mean to You?
1. Students complete the activity sheet “What Does Food Mean to You?” (see Unit 2 Appendix E).
Next to each trigger word, students list the food that comes to mind. Reassure students that
words from their cultural background can be spelled in English letters by sounding it out.
Collect the completed activity sheets and read some of the responses aloud (anonymously).
In class discussion, notice that food has different meanings for different people. This makes
each person unique and adds variety to life.
Food Diary
2. Using three copies of Food Diary: What Have I Eaten? (see Unit 2 Appendix F), assign the
students the task of keeping a food record for three days, including one weekend day. Students
write down their responses to the following questions as they review their food diaries.
– Did you eat foods from all of the food groups?
– Did you have three meals each day?
– At each meal, did you have something from at least three of the food groups?
– Did your snack choices represent foods from one or more of the food groups?
– How did you classify combination foods?
116
Unit 2 – Sub-Task #8
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

– Were your food choices “everyday foods” most of the time?
– For each food group, did you eat a variety of choices or the same ones?
– What did you eat differently on the weekend day?
Goal Setting
Notes to Teacher
Appendices
3. Once students have completed these diaries and discussed these questions as a group, students
set a personal goal for improving or maintaining eating habits. Brainstorm ways they can meet
this goal. For example, a student may determine that they need to add two more Vegetables and
Fruit servings to their daily menu. The student may decide to add a banana and carrot sticks
to their breakfast. Working in pairs or small groups may be helpful in some classrooms.
4. After students have tried out their plan for one week, discuss how easy or hard it was to meet
their goals. You may wish to do this orally as a class or have students complete
a written reflection.
Ontario Catholic School Graduate Expectations:
CGE3e Adopts a holistic approach to life by integrating learning from various subject areas
and experience
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
• Sub-Task #8 is a continuation of Sub-Task #7, building on the Food Diary and
reflection questions.
Unit 2 Appendix E: What Does Food Mean to You? Activity Sheet
Unit 2 Appendix F: Food Diary: What Have I Eaten? Worksheet
Unit 2 Appendix G: Food Diary Reflection Questions
Unit 2 – Sub-Task #8
117
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

UNIT 2 Healthy Eating
Sub-Task #9 Healthy Eating for Active Living
Materials
Markers
Chart paper or blackboard
Chalk
Description
Through analysis of a case study and participation in a game, students describe the benefits
of healthy eating for active living.
Expectation Code Learning Expectation
6p1 Explain how body image and self-esteem influence
eating practices.
6p7 Describe the benefits of healthy eating for active living.
Assessment Opportunities: Suggestions for Assessing Expectations
• Summative Assessment: Performance Task – Assess the student’s ability to describe the benefits of
healthy eating for active living by using the rubric (see Unit 2 Appendix K) to assess student input
during discussion and the game.
Teaching/Learning Strategies
Case Studies
1. Read two case studies.
Case Study #1: Paula swims for the local swim club. Every morning she gets up early, and goes
to the pool to train. Paula can’t eat a full breakfast so early in the morning but she drinks a glass
of orange juice before heading to the pool, has a granola bar in the car, and has a complete
breakfast that includes foods from all the food groups when she gets home. Paula eats often
during the day. Her food choices include “everyday foods” and “sometimes foods." She also
plays sports at school and weight trains after school to help with her swimming.
– For discussion: What would you change, if anything, about Paula’s eating habits
or training schedule?
Case Study #2: Philip is 12 years old and loves hockey. He plays hockey with his friends almost
every day after school. Philip doesn’t usually have breakfast. His first real food of the day is
usually at recess when he will eat a fruit or a muffin. He eats a sandwich and a fruit for lunch
and then has dinner with his family. He participates in sports at school and enjoys running.
– For discussion: What would you change, if anything, about Philip’s eating habits
or training schedule?
118
Unit 2 – Sub-Task #9
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

Discussion
Notes to Teacher
Appendices
2. Emphasize that increased physical activity can lead to increased need for food intake. Healthy
food choices keep energy up and sustain growth. People who are generally physically active
can have “sometimes foods” more often as long as they’re balanced by “everyday foods."
Group Brainstorm
3. Brainstorm the benefits of active living under three headings: Social, Mental/Emotional, and
Physical. Discuss the meanings of these headings before beginning the brainstorming activity.
– Record students’ ideas on the chalkboard.
– Continue with a discussion about active living and physical activity.
4. Divide the students into three teams lined up in rows at the back of the room. From the Benefits
of Physical Activity master sheet (see Unit 2 Appendix I) cut out the benefit words. Place each set
of benefit words in a separate box at the front of the room. Provide each team with a copy of the
Benefits of Physical Activity (see Unit 2 Appendix H). On the “go” the first person in each team
runs to the front of the room and pulls a benefit out of their team box and brings it back to their
team. The team writes the benefit in the correct category on the worksheet. The next person in
line continues the relay by running to the front of the room. The game ends when all the teams
have completed their sheet.
Group Activity
5. Each group reports to the class their responses for one of three categories. Discuss responses.
Ontario Catholic School Graduate Expectations:
CGE3e Adopts a holistic approach to life by integrating learning from various subject areas
and experience
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
Unit 2 Appendix H: Benefits of Physical Activity Worksheet
Unit 2 Appendix I: Benefits of Physical Activity Master Sheet
Unit 2 Appendix J: Benefits of Physical Activity Answer Sheet
Unit 2 Appendix K: Healthy Eating Assessment Rubric
Unit 2 – Sub-Task #9
119
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

Self-Esteem
Things that increase my self-esteem;
___________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
Things that lower my self-esteem;
___________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
120
Unit 2 – Appendix A
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

Family
Other
Factors Affecting My Body Image
(Industry, Job Market,
Coach, Health
Professionals)
Teachers
121
Culture
Peers
Unit 2 – Appendix B
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
Media
(T.V., Magazines,
Movies, Fashion)
2

Factors Affecting My Body Image
122
Unit 2 – Appendix B
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

Story Starter A
Story writing:
Finish this story: Meera is sometimes confused about her friendship
with Loretta. She likes Loretta a lot and they have a good time together,
but sometimes Loretta makes fun of her. The teasing usually begins on
the way home from school, during phys. ed. class or when they play
games with other kids. Loretta always teases about the same thing--
Meera’s weight. Of course, this makes Meera feel awful, but she never
knows how to respond. This causes her to begin dieting. When the
diet fails, she visits her family doctor who educates her about
nutrition and healthy weights.
Your story will be an account of how Meera struggles with dieting and
attempts to handle Loretta’s teasing. As you are answering the questions,
you may want to pretend that you are either Meera or Loretta. This will
help to make your story more believable.
– Describe a typical teasing scene between Meera and Loretta. What do
you think Loretta is thinking when she teases? How does it make
Meera feel?
– What does Meera do about this when she gets home? Does she talk to
her parents? Does this cause Meera to feel pressured to go on a diet?
– Where does she find the diet? Does she hear about a “guaranteed”
weight loss method advertised on TV? How does Meera feel when she
starts dieting? How does the dieting eventually make her feel? Does it
affect her personality, social life, schoolwork and her craving for high
fat snack food?
– What happens when Meera doesn’t lose as much weight as she
want to? What is it that prompts Meera to ask if she can see her family
doctor? What does her doctor say? Does Meera like what the doctor
has to say about dieting?
– Describe what happens the next time that Loretta teases Meera. How
does Meera feel this time? Do Meera and Loretta end up feeling good
about their friendship?
123
Unit 2 – Appendix C
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

Story Starter B
Story writing:
Finish this story: Mike is sometimes confused about his friendship with
Nick. He likes Nick and they like hanging out together, but sometimes
Nick makes fun of him. The teasing usually begins on the way home from
school, during Phys. Ed. class or when they play games with other kids.
Nick always teases about the same thing--Mike’s weight. Of course, this
makes Mike feel awful, but he never knows how to respond. This causes
him to begin dieting. When the diet fails, he visits his family doctor
who educates him about nutrition and healthy weights.
Your story will be an account of how Mike struggles with dieting and
attempts to handle Nick’s teasing. As you are answering the questions,
you may want to pretend that you are either Mike or Nick. This will help
to make your story more believable.
– Describe a typical teasing scene between Mike and Nick. What do you
think Nick is thinking when he teases? How does it make Mike feel?
– What does Mike do about this when he gets home? Does he talk to his
parents? Does this cause Mike to feel pressured to go on a diet?
– Where does he find the diet? Does he hear about a “guaranteed”
weight loss method advertised on TV? How does Mike feel when he
starts dieting? How does the dieting eventually make him feel? Does it
affect his personality, social life, schoolwork and his craving for high
fat snack food?
– What happens when Mike doesn’t lose as much weight as he wants to?
What is it that prompts Mike to ask if he can see his family doctor?
What does his doctor say? Does Mike like what the doctor has to say
about dieting?
– Describe what happens the next time that Nick teases Mike. How does
Mike feel this time? Do Mike and Nick end up feeling good about their
friendship?
124
Unit 2 – Appendix C
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

Tic-Tac-Toe, Q & A Sheet 1
1. Fashion magazines often show pictures
of people who…
a) have not been touched up by make-up
and computers
b) are real people like you and me
c) have unhealthy weights
2. Body image is a picture
you have of…
a) your own body
b) your friend’s body
c) your pet’s body
3. You can increase your
self-esteem by…
a) listing all the things you do not like
about yourself
b) learning something new each day
c) believing people who say you are dumb
4. Heredity means…
a) the ways I am similar to my family
b) the difference between a pet rabbit
and a wild hare
c) a new hair styling technique
5. A quick nutritious snack is…
a) a bag of dill pickle chips with root beer
b) fruit yogurt & banana
c) fruit roll-ups
6. Participating in physically active
games…
a) improves your confidence level
b) makes you too tired to sleep
c) means you have to stay home and
watch your favourite TV show
7. My self-esteem can be based on my…
a) pet rabbit
b) talents
c) homework
125
8. One serious food allergy many
children have is…
a) broccoli
b) popsicle
c) peanut
9. Schoolmates can put pressure on
you to do things…
a) you were going to do anyway, like ride
your bike
b) you do not want to do
c) like listen to the teacher
1 0 .Many students you age…
a) are dissatisfied with their bodies
b) are worried about paying the taxes
c) are happy to clean their rooms
1 1 .Since I am still growing, I need…
a) to practice the piano every day
a) to go on a weight loss diet to control
my growth
a) extra Calories in my diet
1 2 .Most children today are not…
a) going to school
b) as physically active as they
should be
c) spending time with their friends
1 3 .When people are bored,
they sometimes…
a) eat, even if they are not hungry
b) go to the washroom
c) are extremely busy doing more than one
thing at a time
1 4 .Television commercials often advertise
snacks that are…
a) “everyday foods”
b) “sometimes foods”
c) stale
Unit 2 – Appendix D
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

Tic-Tac-Toe, Q & A Sheet 2
15.The best type of body shape is…
a) tall and thin
b) short and muscular
c) there is no “best type”
16.Your family influences what you
eat when…
a) you make your own after school snack
b) your parent makes your lunch
c) you do the grocery shopping
17.Foods from different cultures…
a) can be equally healthy
b) do not taste very good
c) are hard to chew
18.The main reason children give for
choosing a favourite food it…
a) taste
b) smell
c) convenience
19.Heredity determines your…
a) shoe colour
b) body height
c) school bus route
20.Self-esteem begins to develop…
a) at birth
b) before you are born
c) when you reach 5 years old
21.When buying groceries, some people
make choices based on…
a) price
b) ingredient listing
c) both of the above
22.A great way to praise a friend
is to say…
a) “Hey, have you lost weight? You’re
looking good.”
b) “Your hair looks a lot better than
yesterday.”
c) “I really like your art work (poem,
or science project).”
126
23.You love your friends and family
because they are…
a) beautiful
b) slim
c) kind
24.A great way to start the day is with…
a) a bag of cheesies
b) a bowl of cereal with milk and a fruit
c) coffee and a cigarette
25.Fitness magazines often
encourage boys to…
a) read Romeo and Juliet
b) bulk up
c) play video games
26.Advertising companies use which
techniques in their messages?
a) computer imagery and superimposed
body parts
b) air-brushing and props during photo shoots
c) both of the above
27.When having a discussion it is best to…
a) always agree with what everyone
else is saying
b) consider your opinions and express
them calmly
c) always disagree with what everyone
else is saying
28.Movies are full of people who…
a) look like you and me
b) have different body sizes and shapes
c) are thin and young
29.Schools can positively influence
what students eat by…
a) providing healthy choices in the cafeteria
b) providing healthy choices in the
vending machines
c) both of the above
30.Healthy eating includes…
a) foods from all four food groups
b) “everyday goods” most of the time
c) both of the above
Unit 2 – Appendix D
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

What Does Food Mean to You?
___________________________________
Name
Next to each word, write the first food that comes to your mind that
represents the listed word (e.g., adventure may remind you of “trailmix”
or “sushi”, or something else).
health illness
party expensive
yuck cheap
home cool
love diet
friendship baby
munchies child
memories teenager
holiday dad
religion hunger
hunger grandparent
tradition refreshing
ethnic comfort
excitement yummy
convenience unusual
127
Unit 2 – Appendix E
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

Food Diary: What Have I Eaten?
___________________________________
Name
In the first column, list the foods you ate yesterday. For each food item,
write the number of servings from each food group. Use a check mark
(√) to show food items in the Other Foods category. Total the number
of servings in each column.
Meals or Snacks Grain Products Fruits & Milk Products Meats & Other Food
Vegetables Alternates
Breakfast or
Before School
Sample food item:
2 pieces of toast
with jam
Morning Snack
Lunch
Afternoon Snack
Dinner
Evening or
Bedtime Snack
Total Servings No Total
Reprinted with permission from Discover Healthy Eating! A Teacher’s Resource for Grades 1-8, Region
of Peel Health Department, Toronto Public Health, York Region Health Services, Toronto, 2000.
www.city.toronto.on.ca/health.
128
Unit 2 – Appendix F
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

Food Diary Reflection Questions
___________________________________
Name
After you have tracked your eating habits for three days (including one
weekend day) answer the following questions:
1.Did you eat foods from all of the food groups?
2.Did you have three meals each day?
3.At each meal, did you have something from at least three
of the food groups?
4.Did your snack choices represent foods from one or more
of the food groups?
5.How did you classify combination foods?
6. Were your food choices “everyday foods” most of the time?
7.For each food group, did you eat a variety of choices or the same ones?
8.What did you eat differently on the weekend day?
129
Unit 2 – Appendix G
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

Benefits of Physical Activity
___________________________________
Name
Using the list of words provided, write each “benefit” in the correct
category below.
Social Mental or Emotional Physical
Reprinted with permission from Getting There is Half the Fun , The Regional Municipality of Hamilton-Wentworth, 1995.
130
Unit 2 – Appendix H
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

Benefits of Physical Activity
Master Sheet
___________________________________
Name
making friends learning new activities
getting along with others feeling confident
cooperating learning to make decisions
having fun having fun
laughing relaxing
helping others improving self control
better health more stamina
stronger muscles sleeping better
improved skills improved fitness
Reprinted with permission from Getting There is Half the Fun , The Regional Municipality of Hamilton-Wentworth, 1995.
131
Unit 2 – Appendix I
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

Benefits of Physical Activity
Answer Sheet
Using the list of words provided, write each “benefit” in the correct
category below.
Social Mental or Emotional Physical
making friends
getting along with others
having fun
helping others
learning new activities
feeling confident
learning to make decisions
having fun
laughing
relaxing
improving self control
sleeping better
Reprinted with permission from Getting There is Half the Fun , The Regional Municipality of Hamilton-Wentworth, 1995.
132
better health
stronger muscles
improved skills
more stamina
improved fitness
Unit 2 – Appendix J
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

Healthy Eating Assessment Rubric
___________________________________ ___________________________________
Name Date
133
Unit 2 – Appendix K
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

___________________________________ ___________________________________
Name Date
Expectations Knowledge Skills Level 1 D Level 2 C Level 3 B Level 4 A
Determine the influence of
various factors (e.g., the
media, family traditions,
allergies) on personal food
choices, body image, and
self-esteem.
Analyze personal eating
habits in a variety of
situations (e.g., at
home, in school,
in restaurants).
Describe the benefits
of healthy eating for
active living.
Factors Influencing Body Image
Assessment Rubric
Understanding
of concepts
Understanding of
concepts
Communication of
required knowledge
• limited understanding
of the influence of
various factors (e.g., the
media, family traditions,
allergies) on personal
food choices, body
image, and self-esteem.
Teacher
Self
• limited understanding
of personal eating habits
in a variety of situations
(e.g., at home, in school,
in restaurants).
Teacher
Self
• communicates with
limited clarity the
benefits of healthy eating
for active living.
• rarely uses appropriate
terminology
Teacher
Self
134
• some understanding
of the influence of
various factors (e.g., the
media, family traditions,
allergies) on personal
food choices, body
image, and self-esteem.
Unit 2 – Appendix L
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
Teacher
Self
• some understanding
of personal eating habits
in a variety of situations
(e.g., at home, in school,
in restaurants).
Teacher
Self
• communicates with
some clarity the benefits
of healthy eating for
active living.
• sometimes uses
appropriate terminology
Teacher
Self
• understands the
influence of various
factors (e.g., the media,
family traditions,
allergies) on personal
food choices, body
image, and self-esteem.
Teacher
Self
• understands personal
eating habits in a variety
of situations (e.g., at
home, in school, in
restaurants).
Teacher
Self
• communicates clearly
the benefits of healthy
eating for active living.
• usually uses appropriate
terminology
Teacher
Self
• thorough understanding
of all or almost all of the
influence of various
factors (e.g., the media,
family traditions,
allergies) on personal
food choices, body
image, and self-esteem.
Teacher
Self
• thorough understanding
of all or almost all of
personal eating habits in
a variety of situations
(e.g., at home, in school,
in restaurants).
Teacher
Self
• communicates clearly
and precisely the
benefits of healthy eating
for active living.
• uses appropriate and
varied terminology
Teacher
Self

Various Factors Assessment Rubric
___________________________________ ___________________________________
Name Date
135
Unit 2 – Appendix M
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating
2

Personal Eating Habits
Assessment Rubric
___________________________________ ___________________________________
Name Date
136
Unit 2 – Appendix N
Health and Physical Education – Grade 6 Healthy Living – Healthy Eating

OVERVIEW
UNIT Substance Use and Abuse
3
Duration 6 Sub-Tasks
Description
Students examine the effects of cannabis and other illicit drugs and learn to recognize factors
that can influence the use and abuse of tobacco and other drugs (e.g., alcohol, cannabis, LSD).
Decision-Making skills and community agencies that support making healthy choices are
also highlighted.
Sub-Task Title Expectation Code
1. Cannabis and Other Drugs 6p4, 6p13
2. Cannabis Jeopardy 6p4, 6p13
3. What Influences Me? 6p4, 6p14
4. Influences and Decision-Making 6p4, 6p14
5. Helping Students Make Healthy Choices 6p4, 6p15
6. Deciding To Be Drug-Free 6p13, 6p14, 6p15
Assessment and Evaluation:
• A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
– Pencil and Paper Task: Cannabis Exercise Worksheet (see Unit 3 Appendix B).
– Pencil and Paper Task: Reflection Note to assess the short-term and long-term effects
of Cannabis and other Illicit Drugs.
– Pencil and Paper Task: Influences Worksheet (see Unit 3 Appendix D).
– Pencil and Paper Task: Resisting Pressure to Use Alcohol and Other Drugs Worksheet
(see Unit 3 Appendix A and Self/Peer Assessment Sheet F).
– Pencil and Paper Task: Community Helper Matching Exercise and File Cards
(see Unit 3 Appendix G).
– Performance Task: Skit (see Unit 3 Appendix H for Assessment Rubric).
Links To Prior Knowledge:
• In Grade 5, the students recognize the factors that influence the use and abuse of drugs and they
are able to apply decision-making skills to make healthy choices about alcohol.
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Notes to Teacher:
• A variety of accommodations may be used in this unit. Some accommodations
to consider include:
– Use visual aids, demonstrations, simulations and manipulatives to ensure that students
understand concepts presented.
– Provide a copy of peer or teacher notes to allow student to focus on listening.
– Make use of computer technology where possible.
– Include a variety of activities for the student in each lesson.
– Review important vocabulary.
– Directly teach the skills necessary to manage instructional materials.
– Arrange for the student to have a ‘study buddy' in each subject, when possible.
– Provide a structured environment: lists, previews, repetition, direction and limits.
– Break instruction/learning periods into smaller units of time with a plan to increase.
– Establish time lines.
– Make use of contracts, as appropriate.
– Break down large tasks into small tasks. Large tasks can quickly overwhelm the student,
and provide reinforcement as each part is completed.
– Simplify instructions, choices and scheduling.
– Provide models of completed tasks so the student can visualize a completed project.
– Provide instructions visually and verbally.
– Pair students to check work.
– Enable the student to demonstrate understanding using a variety of media including oral
presentations, audio or video taped assignments, bulletin board displays, dramatizations,
and demonstrations.
– Provide opportunities for the student to word process rather than write assignments;
provide oral discussion prior to writing
– Have the student tape to support writing or, if necessary, as an alternative to
support draft work.
– Go for quality rather than quantity of work as sometimes a reduced work load is required.
– Provide overviews of lessons at the beginning of class where possible (e.g., visual organization
scheme such as maps or webs).
– Relate material to students' lives and real-life situations.
– Use experiential, concrete examples, resources and activities to teach abstract concepts.
– Reinforce oral instructions with written or visual cues.
– Repeat important information. Visibly mark it at the board or on an overhead.
– Clarify definitions, terms and vocabulary in assignments, and ensure understanding
by asking students to retell or paraphrase instructions.
– Allow students to tape lessons for more intense listening at a later time.
– Allow a significant response time when questioning to allow the student time to
process the request.
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Background Information:
Ontario Catholic School Graduate Expectations:
CGE1d Develops attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity and the common good
CGE4f Applies affective 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
CGE5e Respects the rights, responsibilities and contributions of self and others
Fully Alive:
The Ontario Health and Physical Education Curriculum: Healthy Living Strand can be effectively
integrated with the Family Life Education Programs Fully Alive. Many expectations can be woven into
the Themes and topics presented in Fully Alive. The Fully Alive Program provides the students with
a context of values within the Catholic faith tradition to teach the Healthy Living expectations.
The program reinforces learning and provides a strong basis for decision-making.
The topics covered in Theme 5, Living in the World, could provide a useful context for teaching
the expectations in Substance Use and Abuse. Among these are the ways in which we are both
influenced by, and can influence our environment. Substance use and abuse can affect both physical
and the social environment in which we live. A very important reflection on values and how they
may be influenced is also included in this theme. Once again, discussions about media influences
on values and choices are vital to the topic of substance use and abuse.
Theme 5, Living in the World, Topic 1, We Live in the World
• Reflect on their membership in human society
• Examine the human capacity to influence and to be influenced
TM pp. 83-85, SB pp. 100-103
Theme 5, Living in the World, Topic 2, Our Values
• Reflect on the meaning of values
• Explore the influence of television, advertising and stereotyping
TM pp. 86-90, SB pp. 104-111
N.B. The Activity Sheets 6, 7 and 8 which may have been used when teaching the expectations from
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the Healthy Eating component may also be appropriate for use in this component with a
particular focus on these influences on substance use and abuse.
Fully Alive (Grades 1-8) , Ontario Conference of Catholic Bishops, Prentice-Hall Canada.
Ontario Catholic School Graduate Expectations , Institute for Catholic Education, To ronto, 1998.
Solvents and Aerosols
Solvents and aerosols are drugs that were never meant to be drugs. They are made by the
chemical industry to be used in all sorts of products – in gasoline, shoe polish, paint removers,
model airplane glue, nail polish remover, spray deodorants, hairsprays, and insecticides. People
found that a whiff of these chemicals can give them a “buzz.” And so, solvents and aerosols also
became “drugs.”
Caffeine
Caffeine is the world’s most popular drug. The white, bitter-tasting, crystalline substance was first
isolated from coffee in 1820. Caffeine is also found in tea.
When taken in moderate amounts, such as the amount contained in one to three cups of coffee,
caffeine can produce elevated mood, increased alertness and a slight increase in heart rate and
blood pressure. Higher doses – more than three to four cups of coffee – can result in insomnia,
nervousness, irritability, tremor, headache, and rapid and irregular heartbeat. Children, especially
newborns, may be particularly sensitive to caffeine’s adverse effects. Stopping or decreasing
caffeine consumption can produce withdrawal symptoms.
Cola drinks contain about 35 mg caffeine per standard 280 ml serving. Caffeine-containing soft
drinks account for more than 65 per cent of soft drink consumption. A cup of hot chocolate
contains about 4 mg caffeine, and a 50-gram chocolate bar between 5 and 60 mg, increasing with
the quality of the chocolate. Caffeine is an ingredient of certain headache pills (30-65 mg). It is
the main ingredient of non-prescription “stay-awake” pills (100-200 mg).
Steroids
Steroids include a wide variety of chemicals found in both plants and animals; for example, in
cholesterol, toad poisons, sex hormones and plant toxins. One member of the steroid family are
the anabolic steroids which are a chemically manufactured version of the male sex hormone,
testosterone. Anabolic steroids have both anabolic (tissue building) and androgenic (masculinizing)
effects. They are used primarily in veterinary medicine but they also have medical uses in humans.
Athletes and body builders use anabolic steroids in the belief that steroids will enhance performance,
and increase muscle bulk and body size. Increasingly, adolescents use steroids to “improve”
their appearance. Dissatisfaction with body image, particularly the perception of being too small
or not muscular enough, is common in individuals who use anabolic steroids. This disorder has
been called “reverse anorexia nervosa.” Despite the fact that there is little compelling evidence that
anabolic steroids enhance athletic performance, the general public and young athletes in particular
are often convinced that these drugs can improve physique and athletic performance. While it is
illegal to sell anabolic steroids in North America, possession of these drugs is not illegal. They
can be readily obtained in gymnasiums or other weightlifting settings.
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Cocaine
Cocaine is a powerful central nervous system (CNS) stimulant that heightens alertness, inhibits
appetite and the need for sleep, and provides intense feelings of pleasure. It is prepared from the
leaf of the Erythroxylon coca bush, which grows primarily in Peru and Bolivia.
Pure cocaine was first extracted and identified by the German chemist Albert Niemann in the
mid-19th century, and was introduced as a tonic/elixir in patent medicines to treat a wide variety
of real or imagined illnesses. Later, it was used as a local anesthetic for eye, ear and throat surgery
and continues today to have limited employment in surgery.
Because of its potent euphoric and energizing effects, many people in the late 19th century took
cocaine. In the 1880s, the psychiatrist Sigmund Freud created a sensation with a series of papers
praising cocaine's potential to cure depression, alcoholism and morphine addiction. Skepticism
soon replaced this excitement, however, when documented reports of fatal cocaine poisoning,
alarming mental disturbances and cocaine addiction began to circulate.
According to information collected in 1902, 92 percent of all cocaine sold in major cities in the
United States was in the form of an ingredient in tonics and potions available from local pharmacies.
In 1911, the Canadian government legally restricted cocaine use. Cocaine's return to popularity,
beginning in the late 1960s, coincided with the decreased use of amphetamines.
Hallucinogens
The term “hallucinogen” describes any drug that radically changes a person’s mental state by
distorting the perception of reality to the point where, at high doses, hallucinations occur. These
drugs have also been labeled illusionogenic, psychotomimetic, psychedelic and mind-expanding
depending on whether scientists or users are talking about them.
Hallucinogens include a wide variety of substances, which are different from each other in structure
and range from wholly synthetic products to natural plant extracts. Mescaline can be manufactured
synthetically or extracted from the peyote cactus. Similarly, psilocybin can be chemically produced
or extracted from certain mushrooms.
Other hallucinogens are found in such natural substances as morning glory seeds, jimson weed,
nutmeg and a variety of mushrooms.
Such drugs as DMT, LSD, MDA, PCP, PMA, STP (DOM) and TMA are synthetic chemicals
manufactured in illegal "underground" laboratories specifically for the illicit drug market.
LSD
LSD (lysergic acid diethylamide), commonly called “acid,” is the most powerful known hallucinogen
— a drug that radically changes a person's mental state by distorting the perception of reality to the
point where, at high does, hallucinations occur. Although it is derived from a fungus that grows on
rye and other grains, LSD is semi-synthetic. It is chemically manufactured in illicit laboratories,
except for a small amount that is produced legally for research. Even in very minute doses, it can
significantly alter one's perceptions to the point of hallucination. LSD is by far the most potent
hallucinogen; it is approximately 100 times stronger than psilocybin and 4,000 times stronger
than mescaline.
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Pure LSD is a white, odourless crystalline powder that is soluble in water. Because an effective dose
of the pure drug is almost invisible, it is mixed with other substances, such as sugar, and packaged
in capsules, tablets or solutions, or spotted on to gelatin sheets or pieces of blotting paper. LSD is
usually taken orally, but is sometimes inhaled or injected.
Opioids
The opioids include both natural opiates - that is, drugs from the opium poppy - and opiate-related
synthetic drugs, such as meperidine and methadone.
The opiates are found in a gummy substance extracted from the seed pod of the Asian poppy,
Papaver somniferum. Opium is produced from this substance, and morphine and codeine are
derived from opium. Other drugs, such as heroin, are processed from morphine or codeine.
Opiates have been used both medically and non-medically for centuries. A tincture of opium called
laudanum has been widely used since the 16th century as a remedy for “nerves” or to stop coughing
and diarrhea. By the early 19th century, morphine had been extracted in a pure form suitable
for solution.
Heroin (diacetylmorphine) was introduced in 1898 and was heralded as a remedy for morphine
addiction. Although heroin proved to be a more potent painkiller (analgesic) and cough suppressant
than morphine, it was also more likely to produce dependence.
Of the 20 alkaloids contained in opium, only codeine and morphine are still in widespread clinical
use today.
Opiate-related synthetic drugs, such as meperidine (Demerol) and methadone, were first developed
to provide an analgesic that would not produce drug dependence. Unfortunately, all opioids
(including naturally occurring opiate derivatives and synthetic opiate-related drugs), while
effective as analgesics, can also produce dependence.
PCP
PCP (phencyclidine) was first used in the 1950s as an anesthetic for surgery. But because it
produced such highly undesirable side effects as convulsions during operations and post-operative
hallucinations, its use was quickly discontinued.
In the 1960s it was marketed again, this time to veterinarians strictly as an animal anesthetic and
tranquillizer. On the street, it also became known as angel dust, crystal, hog or horse tranquillizer.
PCP is no longer used by veterinarians and is produced today only in illicit laboratories. A synthetic
drug (chemically unrelated to LSD or mescaline), PCP is a white crystalline powder, readily soluble
in water or alcohol. On the street, it is sold in the form of pills, capsules or powder. The drug can
be taken orally -- as a liquid, tablet or capsule. It is also “snorted” (sniffed) or smoked in “joints”
mixed with tobacco, marijuana or dried parsley. It can also be taken intravenously.
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Amphetamines
Amphetamines and amphetamine-related drugs are central nervous system stimulants whose
actions resemble those of adrenalin. The amphetamines have long been taken for their stimulant
and euphoric effects. When they were easily available in Canada, truck drivers, students and athletes
were among those who used them extensively to prolong their normal periods of wakefulness
and endurance.
Among street drug users, injectable methamphetamine, usually called “speed," has been the most
popular of this group of drugs because the “high” is more rapid and intense than when the drug
is taken orally. There are now reports of a smokable form of methamphetamine, known on the
street as “ice.”
Other street names for these drugs are bennies, glass, crystal, crack, pep pills and uppers.
As well, drugs related to amphetamine – such as MDA, PMA, TMA and STP – have appeared
on the street.
Barbiturates
Barbiturates are powerful depressants that slow down the central nervous system (CNS).
They are occasionally prescribed to treat sleeplessness, anxiety and tension, and to help prevent
or mitigate epileptic seizures. Certain barbiturates are also used to induce anesthesia for short
surgical procedures or at the beginning of longer ones.
Besides having therapeutic uses, barbiturates are often used for their pleasurably
intoxicating effects.
Barbiturates are known generally on the street as “downers” or “barbs.” Many are named for the
colours of their brand-name versions - blues or blue heavens (Amytal), yellow jackets (Nembutal),
red birds or red devils (Seconal) and rainbows or reds and blues (Tuinal).
Benzodiazepines
Benzodiazepines are medications that are frequently prescribed for the symptomatic treatment
of anxiety and sleep disorders.
Because they are safer and more effective, benzodiazepines have replaced barbiturates in the
treatment of both anxiety and insomnia. Benzodiazepines are also used as sedatives before some
surgical and medical procedures, and for the treatment of seizure disorders and alcohol
withdrawal.
There are 16 different benzodiazepines currently available in Canada. Some are prescribed
primarily for the treatment of anxiety; others are recommended as sleeping medications.
They remain the most commonly prescribed group of psychoactive (mood-altering)
medications in Canada.
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They may produce physical dependence, which results in a discontinuation or withdrawal
syndrome when the medication is stopped. Stopping abruptly can produce a wide range of
symptoms, including convulsions, especially if high doses have been used for a prolonged
period of time. Benzodiazepines may also be misused and abused.
Rave Drugs
Individuals who use rave drugs do not typically drink alcohol while using the drugs. Instead,
they typically drink a lot of water. They may also have baby pacifiers, which they use to keep from
grinding their teeth. At the present time, the media has focussed much attention on the rave scene
specifically recent deaths of students who have died while using various rave drugs. During the
spring of 2000, there have been many articles in the media about rave culture and the rave drugs.
All rave drugs are created in home labs, therefore the quality and content of the drug will vary.
The potency of the drug and the effects that it will have on the individual vary greatly. For this
reason, the rave drugs can be very dangerous.
Ecstasy
Also called MDMA-a methtlenedioxymethamphetamine, ecstasy can cause the user to feel relaxed,
energetic, happy, exhilarated, warm, loving and sensitive. The user may also feel panic, anxiety,
nausea, have vomiting, be unable to sleep, have jaw clenching, become overheated, have seizures,
have an irregular heartbeat and/or a stroke. The user may feel "spaced out" for a period of about
24 hours after use because the use of ecstasy depletes seratonin. The user may feel lethargic,
depressed and/or moody. The long-term effects have not yet been established. Liquid ecstasy
acts on the body in very similar ways to ecstasy, and has become known as the date rape drug.
Crystal
Crystal is a methamphetamine (see amphetamines above). It is also known as crystal meth, cat
and ice. Its use will cause an adrenalin rush with feelings of high energy, well-being, sensuality and
sexual self-confidence. Similar to ecstasy, the user will feel nauseous and have vomiting, and experience
an inability to sleep, jaw clenching, irregular heartbeat, overheating, seizure and/or stroke.
The long-term effects of use are weight loss, paranoia, aggressiveness, extreme fatigue and
psychological dependency.
Ketamine
Ketamine is clinically known as ketamine hydrochloride. On the street it is called special K,
Vitamin K, Ket and K. Use of ketamine causes the individual to have an “out of body experience”
and a speedy rush. The drug is a fast-acting general anaesthetic, which has hallucinogenic, and
pain-killing qualities. The individual will lose motor control, have temporary memory loss, numbness,
drowsiness and nausea. The user may also cause severe injury to their body without being
aware of it, since ketamine blocks normal thinking patterns and sensory input.
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Rohypnol
Rohypnol is a benzodiazepine (see benzodiazepine above) called Flunitrazepam. It is known on the
street as rophies, ropies, roofies, R-2, Mexican Valium, rip and rope. The user will lose their inhibitions
and will often use this drug in combination with other drugs to soften the effects. The user
will have amnesia and enhanced feelings of drunkenness.
Drug Classifications
• There are six basic methods of classifying drugs:
– By origin.
– By therapeutic use.
– By site of action.
– By chemical structure.
– By mechanism or structure.
– By street name.
Some drugs will be classified with one group because the chemical compound is similar. Others,
however, would be classified according to mechanism. For simplicity, drugs are usually placed in
four classes: stimulants, depressants, hallucinogens and psychiatric medications.
A stimulant is any drug, which speeds up the body’s workings such as cocaine and amphetamines.
A depressant slows down the central nervous system; this includes drugs such as alcohol and
narcotics. Hallucinogens are drugs that cause the user to have altered perceptions of reality and
have sensory stimulation not based in reality (seeing, feeling, hearing, tasting and smelling things
that are not there). Psychiatric medications are used to treat mental health problem; these drugs
include antidepressants.
Tolerance
Tolerance is the need for an increased amount of a given drug to achieve intoxication or the desired
effect. Tolerance is also defined as the reduction of the drugs effect with continued use of the same
dose over time.
Withdrawal
Chronic use of a drug causes the body to adapt to functioning with the drug present. When the
drug is abruptly stopped or the dosage is decreased, the body responds by feeling drug deprived.
Over time. The body will readjust to the lower dose or non-use of the drug. The immediate reaction
however results in the body having observable physical signs of distress including mild withdrawal,
headache, hand tremors, dry mouth and nausea. Severe withdrawal may even cause death.
Above drug information taken from “Did You Know.” and “Facts about…” Series, Centre for
Addiction and Mental Health.
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Appendices:
Unit 3 Appendix A Key Information on Cannabis
Unit 3 Appendix B Cannabis Test
Unit 3 Appendix C Cannabis Jeopardy Activity Sheet
Unit 3 Appendix D Influences Worksheet
Unit 3 Appendix E “Resisting The Pressure To Use Alcohol” Worksheet
Unit 3 Appendix F Self/Peer Assessment Triangle
Unit 3 Appendix G Community Helper Matching Exercise
Unit 3 Appendix H Assessment Rubric
Unit 3 Appendix I Skit Planner
Sources
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom , Centre for Addiction and Mental Health.
http://sano.arf.org/curriculum.htm
Grade One to Eight Curriculum Support for Healthy Living Strand , Durham Catholic District
School Board and Durham Region Health Department, Oshawa, 1999/2000.
Additional Resources
Addiction Research Foundation -1-800-Info-ARF/ 1-800-463-6273 www.arf.org
Centre for Addiction and Mental Health, Marketing Department 1-800-661-1111 www.camh.net
Health Canada – www.hc-sc.gc.ca
Ontario Physical and Health Education Association (OPHEA) – www.ophea.net
Ontario Ministry of Health – www.gov.on.ca/health
Ontario Public Health Association – www.opha.on.ca
PAD (Parents Against Drugs) Drug Education and Support Services - www3.sympatico.ca/pad
Substance Abuse Network of Ontario (SANO) - 416-595-6053 www.sano.arf.org
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UNIT 3 Substance Use and Abuse
Sub-Task #1 Cannabis and Other Drugs
Materials
Chalkboard
Index Cards
Masking Tape
Description
Students study the short-term and long-term effects of cannabis and other illicit drugs. They
complete a discussion, an awareness game and an exercise sheet.
Expectation Code Learning Expectation
6p4 Identify the influences (e.g., the media, peers, family) affecting
the use of cannabis and other drugs, as well as the effects and
the legalities of, as well as healthy alternatives to, cannabis
and other drugs
6p13 Describe the short-term and long-term effects of cannabis and
other illicit drugs
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative Assessment: Pencil and Paper Task: Assess the student’s ability to describe the
short-term and long-term effects of cannabis and other illicit drugs through marking the
Cannabis Worksheet (see Unit 3 Appendix B).
Teaching/Learning Strategies
1. Review of Alcohol and Tobacco . Brainstorm the short-term and long-term effects of alcohol
and tobacco. Introduce the topic, explaining that there are other drugs which students may have
heard about, the main one being cannabis, to be discussed in the next six sub-tasks. Information
on drugs is found in Notes to Teacher.
2. Cannabis/Marijuana . Explain that cannabis may also be known as marijuana or a number
of other street names. Make a list on the chalkboard of all the other names for cannabis that
students may be aware of. Ask students what they have heard about this drug and list the knowledge
on the board. Make a porcupine on the chalkboard. Write the word cannabis in the centre
of the porcupine and then as the students give you the information, write these key words around
the body of the porcupine attached by spikes or lines.
3. Short-Term and Long-Term Effects of Cannabis . Students work in groups of four or five.
Give students a pile of index cards. Give students five minutes to list all the short-term and
long-terms effects of using cannabis that they know. Students share ideas with the class. Move
from group to group as many times as possible until students cannot think of any more ideas.
Students look at all the short-term and long-term effects posted on the board and decide as a
class which effects are short-term and which are long-term. Create two columns on the board
and move cards into the appropriate columns. Use Unit 3 Appendix C for reference.
4. Have students complete a paper and pencil test asking them to name three short-term and three
long-term effects of cannabis use (see Unit 3 Appendix B).
Unit 3 – Sub-Task #1
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Notes to Teacher:
Ontario Catholic School Graduate Expectations:
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
CGE5e Respects the rights, responsibilities and contributions of self and others
Definition of a Drug
The definition of “drug” was given in previous grades as: A “drug” is any substance that, when taken
into the body, changes the way you think, act or feel.
This definition includes legal drugs, such as medicines, alcohol (legal age 19), tobacco (legal age
19), and illegal drugs, such as cannabis, as well as products which are not designed as psychoactive
substances (like hobby glue) but which might be taken internally to get this effect. All forms of
tobacco (chewing, snuff, pipe, and cigar) contain chemicals and nicotine and are harmful to health.
Effects of Smoking
Smoking is the most preventable cause of disease and early death. It causes 40,000 deaths each year
in Canada.
First-hand smoke is directly inhaled by the smoker. Second-hand smoke is the smoke a smoker
exhales into the air and the smoke that drifts into the air from the burning end of a cigarette.
There are more than 4,000 chemicals in second-hand smoke and more than 40 of these are
known to cause cancer.
Sidestream or second-hand smoke (off the end of a smoldering cigarette) has higher concentrations
of the harmful chemicals found in tobacco because of the incomplete combustion at the tip of the
cigarette and because there is no filter. It contains twice as much tar and nicotine and five times
as much carbon monoxide as the smoke that is inhaled by the smoker. No level of exposure to
second-hand smoke is considered safe.
Young children whose parents smoke at home suffer from twice as many respiratory illnesses
(colds, bronchitis) as those who have non-smoking parents. Children are a extreme risk when
a parent smokes in a automobile as there is very little air circulation and the smoke becomes
quickly concentrated in the car, and therefore in the child's body.
Second-hand smoke (also called ETS or environmental tobacco smoke) aggravates symptoms
in asthmatic children. Long-term exposure to second-hand smoke can cause death.
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• Long-Term Effects – First-hand smoke (one who is smoking):
– Increased risk of heart attack and stroke.
– Cancer of mouth, larynx, pharynx, esophagus, lungs, pancreas, cervix, uterus and bladder.
– Emphysema.
– Increased risk of cataracts.
– Increased risk of ulcers.
– Increased gum disease and cavities.
– More wrinkles, aging of skin.
– Substantial amount of money up in smoke, the average smoker burns up about $1000 a year.
• Short-Term Effects – First-hand smoke (one who is smoking):
– Smelly hair, breath, clothing.
– Reduces blood supply and oxygen to fetus.
– Bad taste in mouth.
– Decreased circulation.
– House fires.
– Reduced lung capacity.
– Spending money up in smoke.
– Shortness of breath.
– Less energy, strength and endurance because less oxygen is available for working muscles.
– Chronic cough, phlegm, wheezing.
– More severe and more frequent asthma attacks.
– Yellow teeth and skin.
– Decreased athletic ability.
– Increased heart rate and blood pressure.
– Increased amounts of carbon monoxide in the blood, which reduce the blood's
ability to carry oxygen.
– Frequent colds, flu, ear infections and bronchitis.
• Long-Term Effects – Second-hand smoke (anyone exposed to smoke):
– Increased risk of heart disease.
– Increased risk of lung cancer and other cancers.
– Asthma, chronic bronchitis.
• Short-Term Effects –Second-hand smoke (anyone exposed to smoke):
– Smelly hair, clothing.
– Dizziness.
– Nausea.
– Coughing, itchy eyes, sore throat, wheezing.
– Aggravating asthma.
– Increased heart rate and blood pressure.
– Increased amounts of carbon monoxide in the blood, which reduces the blood's
ability to carry oxygen.
– Increased incidence of colds, flu ear infections, pneumonia and bronchitis.
– Reduces blood supply and oxygen to fetus.
– House fires.
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Alcohol
• Some important factors:
– It is illegal to sell alcoholic beverages to anyone under the age of 19 or to serve
alcohol to an intoxicated individual.
– Alcohol is a depressant...it slows down the central nervous system.
– Alcohol interferes with coordination and reaction time.
– Alcohol plays a role in almost 45% of all motor vehicle deaths.
– An estimated 30% to 50% of violent crimes are alcohol related.
– Alcohol plays a role in 30% to 40% of all falls, drownings and fires.
• Short-Term Effects on the Body
– First increases then decreases heart rate.
– Slows down breathing.
– Impairs judgment.
– Impairs reflexes and reaction time.
– Can cause nausea and vomiting.
– Slurred speech.
– Red eyes and discolouration of the skin.
– Impaired motor function.
– Higher blood pressure.
– Relaxes the eye muscle making it difficult to focus.
– Increased frequency of urination.
– Alcohol poisoning.
– Cuts down of flow of oxygen to the brain.
– Affects judgement, mood, thinking, speech and memory.
– Can cause depression, anger, violence or suicidal thoughts.
• Long-Term Effects on the Body (chronic use):
– Increased alcohol liver disease.
– Diseases of the stomach, digestive system and pancreas.
– Memory loss.
– Permanent brain and nerve damage.
– Reduced production of sex hormones.
– Prone to infections due to decreased immune system.
– Malnutrition.
– Vitamin deficiency.
– Inflammation of the stomach and ulcers of the mouth.
– Cancer of the stomach.
– Dependence.
– Hypertension.
– Heart disease.
Cannabis
There is a great deal of controversy about the use of cannabis. Students are impacted by the media
in what they see and what they read. It is a fact that while cannabis will not "fry your brains," there
are causes for concerns about use, particularly as these relate to developing bodies and minds.
Research indicates that there are short-term and long-term negative side effects.
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Appendices
• Short-Term Effects of Use
– Cannabis impairs the central nervous system, much in the way alcohol does
(e.g., affects vision, impairs judgment, reduces reaction time).
– Affects the respiratory system and delivers more tar to the lungs than cigarettes do.
– Cannabis is an illegal drug, and possession is still considered a criminal offense.
– People find it more difficult to concentrate and learn new facts.
– We are not clear about all the effects of cannabis, but because a young person's body is
growing and developing, the impact could be much more serious than on an adult.
• Long-Term Effects of Use:
– Psychological dependence can occur, with some people experiencing physical withdrawal if
they stop using. There is evidence that THC the active ingredient in cannabis may be
physically addictive.
– Accumulation in the fatty tissues around vital organs (e.g., reproductive organs, brain).
– May cause hallucinations.
– If using regularly, a person may decide to sell some of his or her personal amount, in order
to be able to buy more. This is considered trafficking and is a criminal offense.
– If using regularly, a young person's circle of friends may change, and he or she may
move towards a group that uses regularly.
– Research continues to examine the effects of regular use cannabis, over the long-term,
as this relates to memory and to emotional/behavioural aspects.
There are also some positive side effects, which impact on medical conditions, such as reducing
nausea for people on chemotherapy. We will know more about this in the next few years but in the
meantime, it is important to acknowledge that people use all kinds of drugs to feel good, either to
enhance pleasure or relieve pain. This is why they continue to use these drugs. It is the negative
side-effects which cause concern, particularly for young people for whom the side-effects could
be enhanced because of their size, body weight and cell distribution.
It is very important that students get accurate information. They may be acquainted with someone
who smokes cannabis and will know if the information is a “Scare Tactic” and not the truth.
If students ask about drug names that you do not know, be aware that this is very common, since
new drugs and street names for drugs are developing all the time. To clarify information and to
answer questions about drug use and abuse, teachers and students can get in touch with the
local Health Unit or call the Centre for Addiction and Mental Health (1-800-661-1111).
Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom with permission from the Centre for Addiction and Mental Health.
Unit 3 Appendix A Key Information on Cannabis
Unit 3 Appendix B Cannabis Test
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3

UNIT 3 Substance Use and Abuse
Sub-Task #2 Cannabis Jeopardy
Materials
Flip chart paper
Markers
Description
Through choosing the level of difficulty of questions, students work in teams to answer questions on
cannabis use and abuse, in game show format. Information about Cannabis use is found in Notes to
Teacher (see Sub-Task # 1).
Expectation Code Learning Expectation
6p4 Identify the influences (e.g., the media, peers, family) affecting
the use of cannabis and other drugs, as well as the effects and
the legalities of, as well as healthy alternatives to, cannabis
and other drugs
6p13 Describe the short-term and long-term effects of cannabis
and other illicit drugs
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative Assessment: Pencil and Paper Task: Assess the students' ability to describe the shortterm
and long-term effects of cannabis and other illicit drugs by applying a marking scheme to
a student reflective note on what would concern them the most about someone using cannabis.
Teaching/Learning Strategies
1. Cannabis Jeopardy . Divide students into four teams. Students take turns answering the
questions for the team. Taking turns with teams, each team scores points associated with the
questions (e.g., the team confers on the answer and one student speaks for the team). If the
question is answered incorrectly, any other team has a chance to answer. After answering,
resume regular playing order so all teams get a chance to answer questions. Students must give
their answer in the form of a question, e.g., “What is effects of cannabis on the body?” Teams
work to accumulate as many points as possible. Each player may request one of the following
types of questions:
– 100 Point Questions – easiest.
– 300 Point Questions - medium difficulty.
– 500 Point Questions - most difficult.
2. Review the questions the students have difficulty answering. See list of questions in Unit 3
Appendix C.
3. Reflective Note . Ask the students to write a paragraph in their journals or a note about what
would concern them the most about someone using cannabis.
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Notes to Teacher:
Appendix
Ontario Catholic School Graduate Expectations:
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
CGE5e Respects the rights, responsibilities and contributions of self and others
Unit 3 Appendix C Cannabis Jeopardy Activity Sheet
Unit 3 – Sub-Task #1
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3

UNIT 3 Substance Use and Abuse
Sub-Task #3 What Influences Me?
Materials
See Appendix
Description
Students learn to recognize influences on the use and abuse of tobacco and other drugs by completing
a group activity and a worksheet activity.
Expectation Code Learning Expectation
6p4 Identify the influences (e.g., the media, peers, family) affecting
the use of cannabis and other drugs, as well as the effects and
the legalities of, as well as healthy alternatives to, cannabis
and other drugs
6p14 Determine influences (e.g., interpersonal, personal, legal,
economic) on the use and abuse of tobacco and other drugs
(e.g., alcohol, cannabis, LSD) and consider them as part of a
decision-making process to make healthy choices
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative Assessment: Pencil and Paper Task: Assess the students' ability to determine influences
and consider them as part of a decision-making process to make healthy choices by marking the
Influences Worksheet (see Unit 3 Appendix D).
Teaching/Learning Strategies
1. Influences That Shape Personal Decisions . Discuss the influences that help shape
our decisions about healthy behaviour.
2. List some of these influences on the chalkboard. Make sure that the following are included:
– Parents
– Grandparents
– Brothers and sisters
– Teachers
– Friends and peers
– Role models (athletes, pop stars)
– Media (TV, radio, magazines)
– Music
– Coaches, scout/guide leaders, youth group leaders
– Religious leaders
– Laws
– Financial factors
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Notes to Teacher:
3. Group Activity . Divide the students into 12 groups and assign each group an “influence”
from the list above.
4. Each group lists examples of the negative and positive effects that their assigned influence can
have on people their age. Each group lists an example of a negative effect and a positive effect
that their assigned influence may have on their decision to use a substance or not. A group
spokesperson presents the group findings to the class. Some examples of positive effects are:
– Seeing others not use will encourage student not to use.
– Having another person voice concerns about substance use will effect choices to use.
Some examples of negative effects are:
– Media perpetuates the myth that use of drugs (specifically alcohol and tobacco) is “cool,
fun loving, keeps you thin, and partying with lots of friends.”
– If young people see authority figures use a substance, they get the message that it is OK.
5. Discuss whether parents and grandparents had the same influences on their behaviour.
6. Worksheet Activity. Remind students that advertising continues to be one of the most powerful
influences on behaviour and review some of the techniques advertisers use (e.g., humour,
bandwagon, celebrity endorsement, sex, lifestyle, scare tactics).
7. Students complete the Influences worksheet (see Unit 3 Appendix D) with their parent,
grandparent or caregiver for homework.
Ontario Catholic School Graduate Expectations:
CGE1d Develops attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity and the common good
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
CGE5e Respects the rights, responsibilities and contributions of self and others
Influences
Children's attitudes and feelings about drug use are shaped by what they see and hear. They can
often receive conflicting messages. They see that alcohol is used and accepted in social situations
more than any other drug. It is often associated with parties, celebrations and good times. Cannabis
is also widely used is social situations and carries with it the legal implications for use, possession
and distribution. Young people are more likely to experiment with a substance if it is seen to be
acceptable and if it is easy to obtain.
Role Models
The people children look up to have a powerful influence on their behaviour and on the choices
they make. Role models include: parents, teachers, coaches, siblings, older children, celebrities,
etc. Therefore, it is important that children have positive role models.
Unit 3 – Sub-Task #3
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Media
Children are confronted with media messages from many sources: advertisements, TV shows,
movies, celebrities, sports stars, etc. They absorb an enormous amount of information from the
media and it can be a major influence on choices that they make. Children and parents are often
unaware of how much the media influences them. Illicit drug use is portrayed in the media through
countermeasures. Advertising against drug use is particularly frequent on the television and during
times when children are watching.
Friends
Peers are the most significant influences in a young person's life. Preadolescents and adolescents
are highly susceptible to peer influence. Everyone wants to fit in and be accepted. Everyone feels
pressured at some time to go along with the crowd. Students report that peers are the most significant
influencer related to drug use. Almost all report that drugs were first offered to them by
a peer and that drug use most often occurs in social situations with their friends.
Access
Access to drugs from home or friends influences drug using behaviour. Alcohol and tobacco are the
most accessible drugs in our community. Despite legal restrictions, most students find alcohol easy
to obtain, in fact almost 68 percent of students said that is was very easy for them to obtain alcohol.
The 1999 Student Drug Use Survey re p o rts that students are using cannabis as frequently as tobacco.
Laws
Alcohol is a controlled substance and can only be sold at the LCBO (Liquor Control Board of
Ontario) or through licensed operations. The Liquor Control Act prohibits the sale of alcoholic
beverages to any person under the age of 19 and prohibits the sale of alcohol to an intoxicated
person. Laws are a deterrent for a percentage of youth but the majority do not regard legal restrictions
as a major restraining factor in drug use. Most teens report legal implications and risks related
to drinking and driving as a key factor in their drinking behaviour. There are laws against illicit
drug use; however, they are not seen as a deterrent to use. Many drugs used by younger students
are not legally restricted such as solvents and inhalants.
Parents
As children get older, they begin to separate from their parents and become more independent.
Parents may begin to feel that they do not have any influence over their children's decisions.
However, in preadolescence and adolescence, parents can and do have an impact on choices their
children make. Support from family strengthens the ability of young people to make healthy choices.
A parent is the best one to give a genuine, emotional message of caring and love. A parent is also a
powerful role model. The parent's role is to provide limits and clearly stated consequences, and
most importantly, to listen.
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Appendix
Siblings
Children are strongly influenced by the attitudes and behaviour of older siblings.
Self-Esteem
Children who convey a positive self-image, express a desire to be healthy and demonstrate interest
in school and in recreational activities are less likely to use drugs.
Personality
Certain personality traits may make a child more likely to use drugs. A child who is inherently curious,
rebellious or a risk-taker may be more inclined to use drugs. Also, children who are socially
isolated and looking for a peer group may be more inclined to be drawn in by a group of students
who are using drugs and are seen to be "cool."
Sports
Children who participate in sports and are physical active generally report a lower rate of drug
usage.
Religion
Children with strong religious convictions report attitudes in line with their religious beliefs. In
some religions, drug and alcohol use is a part of the religious tradition; in others it is prohibited.
Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom with permission from the Centre for Addiction and Mental Health.
Unit 3 Appendix D Influences Worksheet
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3

UNIT 3 Substance Use and Abuse
Sub-Task #4 Influences and Decision-Making
Materials
Magazines containing alcohol advertisements
Description
Students examine the influence of advertising on the use and abuse of tobacco and other drugs
(e.g., alcohol, cannabis, and LSD) and learn about a decision-making process to make healthy
choices, through a group presentation and a worksheet exercise.
Expectation Code Learning Expectation
6p4 Identify the influences (e.g., the media, peers, family) affecting
the use of cannabis and other drugs, as well as the effects and
the legalities of, as well as healthy alternatives to, cannabis
and other drugs
6p14 Determine influences (e.g., interpersonal, personal, legal,
economic) on the use and abuse of tobacco and other drugs
(e.g., alcohol, cannabis, LSD) and consider them as part of a
decision-making process to make healthy choices
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative Assessment: Pencil and Paper Task: Assess the student’s understanding of influences
around drug use and of the decision-making process to make healthy choices by completing the
Resisting The Pressure To Use Alcohol and Other Drugs Worksheet (see Unit 3 Appendix E).
Students will self-assess using the Self/Peer Assessment Sheet (see Unit 3 Appendix F).
Teaching/Learning Strategies
1. Influence of Advertising . Review with students that advertising continues to be one of the
most powerful influences on behaviour. List the techniques advertisers use:
– Humour, bandwagon (e.g., everybody is doing it), celebrity endorsement, colour, design,
music, health, body image, sex, clear link between a product and a lifestyle, scare tactics
(e.g., if you don’t buy this, you are missing the boat).
2. Group Activity . Divide the class into small groups. Students discuss alcohol advertisements that
they have seen on TV or that are in the magazines, etc. Have them sort through magazines to find
liquor or beer ads.
3. Each group picks a favourite advertisement and answers the following questions:
– Why did your group like this ad?
– What alcohol product did your ad promote?
– Which advertising technique(s) did your ad include?
– What did the ad suggest if you drank their product?
– What does the product really offer the drinker? (effects of alcohol on the body)
– How would you change your ad to show the real information about alcohol’s effects?
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Notes to Teacher:
4. Presentations . Students present their group’s findings to the class.
5. Pressure and the Decision-Making Model . Review the forms of pressure (e.g., indirect,
direct, forceful), refusal techniques (e.g., Substance Use and Abuse, Grade 4, Sub-Task #5)
and the steps in the Decision-Making Model.
6. Students complete the "Resisting the Pressure to Use Alcohol and Other Drugs" worksheet
(see Unit 3 Appendix E).
Ontario Catholic School Graduate Expectations:
CGE1d Develops attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity and the common good
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
CGE5e Respects the rights, responsibilities and contributions of self and others
Decision-Making
Decision-making skills are vital for all children. Preparing children to make wise, independent
decisions will make them less easily influenced by negative peer pressure.
Learning to make good decisions takes practice, mistakes, advice from others, maturity, commitment
to a system of personal values against which situations can be judged, and the ability to withhold
an impulse response.
Having accurate information about what a drug is and how it will affect the body is essential for
making healthy and responsible decisions about drug use.
In any good decision-making process, these steps are necessary:
– Identify the problem.
– List the alternatives with pros and cons.
– Evaluate the alternatives.
– Make the decision.
– Reflect on your decision.
To begin this process, children:
– Must have clear rules.
– Need to understand that the decisions they make have consequences that follow.
– Need to practise saying "No" to influences of peers and even some adults.
– Should know who to ask for help, and be comfortable asking for help.
Unit 3 – Sub-Task #4
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Appendices
Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom with permission from the Centre for Addiction and Mental Health.
Unit 3 Appendix E "Resisting The Pressure To Use Alcohol" Worksheet
Unit 3 Appendix F Self/Peer Assessment Triangle
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UNIT 3 Substance Use and Abuse
Sub-Task #5 Helping Students Make
Healthy Choices
Materials
File Cards
Description
Students identify people and community agencies that support making healthy choices regarding
substance use and abuse. They will participate in classroom discussion, and complete worksheets
and a research project.
Expectation Code Learning Expectation
6p4 Identify the influences (e.g., the media, peers, family) affecting
the use of cannabis and other drugs, as well as the effects and
the legalities of, as well as healthy alternatives to, cannabis
and other drugs
6p15 Identify people and community agencies that support making
healthy choices regarding substance use and abuse
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative Assessment: Pencil and Paper Task: Assess the student's understanding of people and
community agencies available to support healthy choices regarding substance use and abuse
through completion of the Community Helper Matching Exercise and file cards (see Unit 3
Appendix G).
Teaching/Learning Strategies
1. Review the effects of cannabis and other drugs on the body.
2. Review some of the influences on youth, which impact healthy choices.
3. Discuss what is meant by “healthy choices” and make a list on the chalkboard.
4. Support People and Agencies . Brainstorm a list of people and community agencies that are
available to help students make healthy choices and write a list on the chalkboard (see Notes to
Teacher). Have the students generate a list of questions/problems/situations for which they might
require assistance from community agencies. They make a list of community agencies.
5. Divide the students into small groups and ask each group to complete the Community Helper
Matching Exercise (see Unit 3 Appendix G).
6. Community Question Research Project . Divide the class up into pairs. Assign each pair one
of the communities and have students call, visit or research (via the yellow pages, Internet or
school library) the helping agency that the community question is linked with (N.B. do not give
out 911 or KIDS Helpline for this assignment).
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Notes to Teacher:
Appendix
– Look up the agency and find location closest to school.
– Write the agency’s or centre’s address and telephone number on a file card.
– Find out if someone can answer your question (remember to introduce yourself and explain
why you are contacting them).
– Find out what help they offer
– Enter summary description of service, contact name, and any other relevant information
on your file card.
7. Facilitate the discussion of the information search results. Post file cards with agency information
on a bulletin board or in a file box and highlight the fact that your class now has an up-to-date
directory of resources.
Ontario Catholic School Graduate Expectations:
CGE1d Develops attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity and the common good
CGE4g Examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities
CGE5e Respects the rights, responsibilities and contributions of self and others
Community Development
• Community capacity building is a term that relates to building resiliency in youth so that they are
supported as they make choices about health behaviour. Focusing on the resources available in
a community is one way to help influence youth to make healthy choices. To promote positive
attitudes and behaviours, the developmental assets that seem to have the greatest impact are:
– Family support.
– Positive peer influence.
– Religious or faith community.
– Other adult relationships.
– A caring and safe neighbourhood.
• In Sub-Task #6, students will map out some of the assets in your local community. It is also
important to remember that for many young people, choices about health behaviour, are more
difficult because of systemic issues (e.g., poverty, racism) or family issues (e.g., abuse) they live
with daily.
Parts of the preceding activities and background information are excerpted or adapted from
Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug
Education in Your Classroom with permission from the Centre for Addiction and Mental Health.
Unit 3 Appendix G Community Helper Matching Exercise
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UNIT 3 Substance Use and Abuse
Sub-Task #6 Deciding To Be Drug-Free
Materials
Props to use in skits
Description
Students review the concepts introduced in the last five sub-tasks, including the harmful effects
of cannabis and other drugs, factors that influence decisions, forms of pressure, decision-making
techniques and people and community agencies available to promote healthy choices related
to substance use.
Expectation Code Learning Expectation
6p13 Describe the short-term and long-term effects of cannabis
and other illicit drugs
6p14 Determine influences (e.g., interpersonal, personal, legal,
economic) on the use and abuse of tobacco and other drugs
(e.g., alcohol, cannabis, LSD) and consider them as part of a
decision-making process to make healthy choices
6p15 Identify people and community agencies that support making
healthy choices regarding substance use and abuse
Assessment Opportunities: Suggestions for Assessing Expectations
• Summative Assessment: Performance Task – Assess the student’s skit using a rubric to determine
knowledge and understanding of the substance use and abuse concepts introduced in this unit.
Rubric (see Unit 3 Appendix H).
Teaching/Learning Strategies
1. Review the five steps of the Decision-Making Model:
– Identify the problem.
– List the alternatives with pros and cons.
– Evaluate the alternatives.
– Make the decision.
– Reflect on your decision.
2. Review the concepts of influences and resistance techniques (see Notes to Teacher).
3. Divide the students into groups. Instruct them to develop, rehearse and perform a short skit that
incorporates the following concepts:
– Short-term and long-term effects of cannabis and other illicit drugs.
– Influences (e.g., personal, legal, economic) on the use and abuse of tobacco and other drugs
(e.g., alcohol, cannabis) and healthy decision-making.
– People and community agencies that support making healthy choices regarding substance
use and abuse.
– Skit planner (see Unit 3 Appendix I) may be useful for the students to organize their skit.
Unit 3 – Sub-Task #6
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3

Notes to Teacher:
4. Students perform their skits for the class. Performing for another Grade 6 class or perhaps a
Grade 5 class would be valuable given that peers are the most significant influence on decisions
related to substance use. Students may choose to use peer assessment or self-assessment as part
of the evaluation. Students may also be included in the design of the rubric.
Ontario Catholic School Graduate Expectations:
CGE1d Develops attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity and the common good
CGE4f Applies affective 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
CGE5e Respects the rights, responsibilities and contributions of self and others
Assertiveness
It can be very difficult to be assertive and say “no,” especially when peers are pressuring the
young person. Students need the opportunity to practise techniques that can help them say “no."
Pre-adolescents and adolescents are highly susceptible to peer influence; however, a strong belief
in one’s own self-worth enables an individual to be assertive and deal successfully with peer pressure.
Learning to communicate positively is an important part of getting along with others.
“I” messages help when there is a need to communicate feelings about an issue or a situation.
• Assertiveness involves:
– Standing up for your rights and beliefs in an honest and direct way.
– Respecting other people’s feelings and opinions even if you don’t agree with them.
– Using assertive words such as “I” statements (e.g., “I think” “I feel”) and cooperative words
(e.g., “How can we work this out?,” “What do you think?, “How do you feel?”).
– Making eye contact, talking in a strong steady voice and standing tall.
• The following strategies are tools to assist students to be assertive and to say “no”:
– Change the subject. Talk about something unrelated to what they are being pressured to do
(e.g., “I really like your hat. Where did you get it?”).
– Give alternatives. Suggest that they do something else (e.g., Let’s play soccer instead”).
– Turn the tables. Reverse the situation so that they are not the one under pressure
(e.g., “Why are you bugging me?”).
– Give reasons. Give an excuse (e.g., “No thanks, I’m training for track”).
– Use humour (e.g., “Know why dinosaurs became extinct? They smoked!”).
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Appendices
– Use the broken record technique. Stick to an answer and keep repeating it
(e.g., “No thanks, no thanks, no thanks, no thanks!”).
– Leave. Walk away. Go somewhere else. Talk to other friends (e.g., “Sorry, I’m late.
I have to go”).
Unit 3 Appendix H Assessment Rubric
Unit 3 Appendix I Skit Planner
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3

Key Information Sheet – Cannabis
Cannabis
There is a great deal of controversy about the use of cannabis and
students are influenced by what they see and read in the media. It is
a fact that while cannabis will not "fry your brains," there are causes for
concerns about its use, particularly as it relates to developing bodies and
minds. Research indicates that there are short-term and long-term
negative side effects.
Cannabis is the name that covers marijuana, hashish and hash oil – all of
them come from cannabis sativa, a plant that grows in many parts of the
world. All three drugs contain THC, the active chemical that changes the
way you think act and feel. Cannabis is more powerful today than it was
twenty years ago because growers have developed strains that contain
much more THC than before
Cannabis is the most commonly used illegal mood-altering drug in North
America. In 1989, an estimated 2.1 million Canadians (18 and older) used
it at least once during the past year. Cannabis is an illegal drug, and
possession is still considered a criminal offense.
Short-Term Effects of Use:
• Cannabis impairs the central nervous system, much in the way alcohol
does (e.g., affects vision, impairs judgment, reduces reaction time).
• Affects the respiratory system and delivers more tar to the lungs than
cigarettes do.
• People find it more difficult to concentrate and learn new facts.
• We are not clear about all the effects of cannabis, but because a
young person's body is growing and developing. The impact of use
on a young person could be much more serious than on an adult.
Long-Term Effects of Use:
• Psychological dependence can occur, with some people experiencing
physical withdrawal if they stop using. There is evidence that THC the
active ingredient in cannabis may be physically addictive.
• Accumulation in the fatty tissues around vital organs
(e.g., reproductive organs, brain).
• May cause hallucinations.
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• If using regularly, a person may decide to sell some of his or her
personal amount, in order to be able to buy more. This is considered
trafficking and is a criminal offense.
• If using regularly, a young person's circle of friends may change,
and he or she may move towards a group that uses regularly.
• Research continues to examine the effects of regular use of cannabis,
over the long-term, as it relates to memory and to emotional/
behavioural aspects.
Marijuana also has some medicinal uses, such as reducing nausea for
people undergoing chemotherapy. We will know more about this in the
next few years, but in the meantime, it is important to acknowledge that
people use all kinds of drugs to feel good, either to enhance pleasure or
relieve pain. This is why they continue to use these drugs. It is the negative
side effects which cause concern, particularly for young people for
whom the side effects could be enhanced because of their size, body
weight and cell distribution.
It is very important that students get accurate information. They may be
acquainted with someone who smokes cannabis and will know if the
information is a “Scare Tactic” and not the truth.
If student ask about drug names that you do not know, be aware that
this is very
common, since new drugs and street names for drugs are developing all
the time. To clarify information and to answer questions about drug use
and abuse, teachers and students can get in touch with the local Health
Unit or call the Centre for Addiction and Mental Health (1-800-661-1111)
Adapted from Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug Education in Your Classroom with permission from
the Centre for Addiction and Mental Health.
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Unit 3 – Appendix A
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3

Cannabis Test
Name three different drugs that come from cannabis.
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
List three short-term effects of drug use.
1. ________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. ________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. ________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
List three long-term effects of drug use.
1. ________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. ________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. ________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
168
Unit 3 – Appendix B
Health and Physical Education – Grade 6 Healthy Living – Substance Use and Abuse

Cannabis Jeopardy
100 Point Questions
1.A form of cannabis (What is marijuana?)
2.A slower reaction time (What is an effect of cannabis?)
3.A better ability to concentrate (What is NOT an effect of cannabis?)
4.Car collisions (What can happen when you drive after using cannabis?)
5.Lung problems (What is a possible effect of cannabis?)
6.Hashish (What is a form of cannabis?)
7.Using a needle to inject the drug (What is NOT a way that cannabis
is taken)
8.The dried leaves and flowering tops of the plant (What is cannabis
made from?)
9.Makes your heart rate slow down (What does cannabis do?)
300 Point Questions
1.Dependency (What can happen when using cannabis?)
2. Weeks (How long can marijuana stay in body organs?)
3.Cannabis (What can affect the reproductive system?)
4.Effects on the lungs (What is delivery of tar to the lungs?)
5.Name the statement that is true:
• Cannabis is a stimulant.
• Marijuana use expands short-term memory
• Cannabis makes you have keener senses, such as sharper
hearing and sight
• A common slang name for a cannabis cigarette is a joint
• (What is “A common slang name for a cannabis cigarette is a joint.”)
6.Marijuana, hash and hash oil (What are the products of the plant
Cannabis sativa?)
7 Local Health Units and Centre for Addiction and Mental Health
(What are sources of up to date information about cannabis
and other drugs?)
8. Trafficking (What is the selling of any illegal drug?)
9.The need for an increased amount of a drug to achieve intoxication
or the desired effect (What is tolerance?)
169
Unit 3 – Appendix C
Health and Physical Education – Grade 6 Healthy Living – Substance Use and Abuse
3

Cannabis Jeopardy
500 Point Questions
1.Three reasons cannabis use increases the chance of car crashes
(What affects vision, impairs judgment, reduces motor skills, affects
coordination, affects ability to remember, affects perception of time
and space, affects balance ? – List any three.)
2.Three ways cannabis can affect the body (What is: quickens pulse rate,
red eyes, impairs concentration, short-term memory and
logical thinking?)
3. Two harmful products in cannabis that are also contained in cigarettes
(What are tar and carbon monoxide?)
4.Uses of the cannabis plant other than as a drug (What is used to
produce hemp fibre used for making rope, cloth and other products?)
5. Ways cannabis can be taken into the body (What is smoked or eaten?)
6. Two reasons for controversy about the use of cannabis (What are the
facts that there are medical uses for the drug and there are also
harmful effects of using it?)
7. Two common effects of cannabis on school work (What are lower
grades and more absenteeism?)
8.Illnesses for which cannabis is sometimes prescribed for medical
purposes to reduce nausea or other symptoms (What is cancer, multiple
sclerosis and glaucoma?)
9.CAMH (What is the Centre for Addiction and Mental Health?)
170
Unit 3 – Appendix C
Health and Physical Education – Grade 6 Healthy Living – Personal Safety and Injury Prevention

Influences Worksheet
Below is a list of the influences that can affect your behaviour. Rank them
from one (1) to ten (10) so that one is the factor that influences you the
most and ten influences you the least.
Influences:
• Parents
• Grandparents
• Brothers and sisters
• Teachers
• Friends and peers
• Role models (athletes, pop stars)
• Media (TV, radio, magazine, books)
• Music
• Coaches, scout/guide leaders, youth club leaders
• Religious leaders
• Legal consequences (laws)
• Costs
1.List your influences:
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. ________________________________________________________________
2.Explain why you chose the top three influences (1 to 3).
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.Explain why you have chosen the last three influences (8 to10).
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Adapted from Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug Education in Your Classroom with permission from the
Centre for Addiction and Mental Health.
171
Unit 3 – Appendix D
Health and Physical Education – Grade 6 Healthy Living – Substance Use and Abuse
3

Resisting The Pressure To Use Alcohol
And Other Drugs Worksheet
Read the following skit.
Where: At a dance at school
When: Friday after school
What’s happening: Your new friend pulls out a bottle of beer that he
took from the fridge at home. He opens it up in the school bathroom
and offers you a drink. He says, “My parents always have a few beers
at a party. So does my older brother. And besides, look at how much
fun people are having in those beer commercials on TV."
Name three types of influences at work in the above situation.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
List two ways you could resist the pressure to drink alcohol.
Give an example of each.
1. _________________________________________________________________
2. _________________________________________________________________
Break down this situation into the five steps of The Decision-Making
Model to help you decide what is your best choice.
1. Identify the problem
2. List alternatives with pros and cons
3. Evaluate the alternatives
4. Make the decision
5. Reflect on your decision
What is one of the most powerful influences on our behaviour today?
_____________________________________________________________________
_____________________________________________________________________
Give an example of a technique used by advertisers to sell a product.
_____________________________________________________________________
_____________________________________________________________________
172
Unit 3 – Appendix E
Health and Physical Education – Grade 6 Healthy Living – Substance Use and Abuse

Self/Peer Assessment Triangle
Name: ________________________________________________________________
Class: ________________________________________________________________
Knowledge/Skill Category: Understanding of Concepts
Expectations: Determine students understanding of influences
around drug use and of the Decision-Making
Process to make healthy choices.
4
I understand all or almost
all of the influences
around drug use and of
the decision-making
process to make Healthy
Choices
3
I understand most of the influences around drug
use and of the decision-making process to make
Healthy Choices
2
I understand some of the influences around drug use and of the
decision-making process to make Healthy Choices
1
I understand a few of the influences around drug use and of the
decision-making process to make Healthy Choices
173
Unit 3 – Appendix F
Health and Physical Education – Grade 6 Healthy Living – Substance Use and Abuse
3

Community Helper
Matching Exercise
Community Questions Community Helpers
Want information about a certain drug?
Want to play basketball?
Want to see a doctor?
Want to do better in school?
Want to learn to skateboard?
Worried about a family member?
Want to learn how to build and fly a kite?
Want to take a hike?
Want to know about drug laws?
Want to get a certain book?
Want information about swimming
pools in town?
Want to take a leadership course?
Want to complete a project on tobacco?
Want to hear your favourite CD
but have no money?
Wanting to talk to someone
about your problems?
Dealing with an emergency?
Want to learn more about your culture?
Want to learn more about your faith
or religion?
Any others from your own list?
Adapted from Educating Students about Drug Use and Abuse: Ready-To-Use Lesson Plans for Drug Education in Your Classroom with permission from the Centre for
Addiction and Mental Health.
174
Public health office
Community health centre
Police
YMCA
City parks and recreation office
Provincial conservation authority or
provincial parks
Regional office of the Centre for
Addiction and Mental Health
After-school programs, Boys
and Girls clubs
Focus Community Projects
for Drug Awareness
Public library
Guides/Scouts
Community Centre
KIDS help-line
9-1-1
The Lung Association or the Canadian
Cancer Society
Friendship Centres (aboriginal)
and cultural community centres
Churches, temples, mosques synagogues
Unit 3 – Appendix G
Health and Physical Education – Grade 6 Healthy Living – Substance Use and Abuse

___________________________________ ___________________________________
Name Date
Expectations Knowledge Skills Level 1 D Level 2 C Level 3 B Level 4 A
Identify people and
community agencies that support
making healthy choices
regarding substance use and
abuse
Describe the short-term and
long-term effects of cannabis
and other illicit drugs
Determine influences on the
use and abuse of tobacco and
other drugs and consider
them as part of a decisionmaking
process to make
healthy choices
Assessment Rubric
Understanding
of concepts
Understanding of
concepts
Communication of
required knowledge
• shows a limited understanding
of the people
and community agencies
that support healthy
choices
Teacher
Self
• shows a limited understanding
of the shortterm
and long-term
effects of cannabis and
other illicit drugs
Teacher
Self
• communicates knowledge
of influences and
decision-making skills
with limited clarity
• rarely uses appropriate
terminology
Teacher
Self
175
• shows some understanding
of the people and
community agencies that
support healthy choices
Unit 3 – Appendix H
Health and Physical Education – Grade 6 Healthy Living – Substance Use and Abuse
Teacher
Self
• shows some understanding
of the short-term and
long–term effects of
cannabis and other illicit
drugs
Teacher
Self
• communicates knowledge
of influences and
decision-making skills
with some clarity
• sometimes uses
appropriate terminology
Teacher
Self
• shows an understanding
of the people and community
agencies that
support healthy choices
Teacher
Self
• shows an understanding
of the short-term and
long-term effects of
cannabis and other illicit
drugs
Teacher
Self
• communicates knowledge
of influences and
decision-making skills
clearly
• usually uses appropriate
terminology
Teacher
Self
• shows a thorough understanding
of the people
and community agencies
that support healthy
choices
Teacher
Self
• shows a thorough understanding
of the shortterm
and long-term
effects of cannabis and
other illicit drugs
Teacher
Self
• communicates knowledge
of influences and
decision-making skills
clearly and precisely
• uses appropriate and
varied terminology
Teacher
Self
3

Skit Planner
1. Group members:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Topic for skit (drug to be explored):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Props and supplies needed:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4.Short-term and long-term effects of drug chosen:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5.Influences (personal, legal, economic) that effect decisions around
drug use:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6.Community members and agencies that support healthy choices
regarding substance use:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7.Audience for your skit:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
8.Plot line and/or story line for the skit:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
176
Unit 3 – Appendix I
Health and Physical Education – Grade 6 Healthy Living – Substance Use and Abuse

OVERVIEW
UNIT Growth and Development
4
Duration 6 Sub-Tasks
Description
Students will understand how the changes at puberty are related to the reproductive system and how
their decision-making process will impact their relationships with friends, peers and family.
Sub-Task Title Expectation Code
1. Puberty Changes Review 6p2, 6p8
2. How the Changes at Puberty Relate 6p2, 6p8
to the Reproductive System-Male
3. How the Changes at Puberty Relate 6p2, 6p8
to the Reproductive System-Male
4. How the Changes at Puberty Relate 6p2, 6p8
to the Reproductive System-Female
5. How the Changes at Puberty Relate 6p2, 6p8
to the Reproductive System
6. Responsible Decision Making 6p2, 6p8, 6p9
and Puberty
Assessment and Evaluation:
• A variety of assessment methods may be used in this unit. Some assessment strategies
and tools included are:
– Pencil and Paper Task: Male/Female or Both worksheet (diagnostic assessment)
– Personal Communication: Classroom Discussion
– Pencil and Paper Task: the Male Reproductive System Worksheet
– Pencil and Paper Task: the Female Reproductive System Worksheet
– Summative Evaluation: Performance Assessment - Scenarios
Links to Prior Knowledge
• The following expectations and content for Growth and Development have been introduced in the
following grades.
– This unit extends the work of the Grade 5 - Growth and Development Unit.
– Students need to know the changes that occur at puberty and the processes
of spermatogenesis and menstruation.
177
Unit 4 – Overview
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Notes to Teacher
Accommodations
• Not all students in a Grade 6 classroom will be able to complete independently all unit suggestions
or assessments. Adapt the teaching learning strategies to accommodate the needs of exceptional
students consistent with the strategies outlined in their IEP. Students may require scribing,
instructions repeated, paired groupings, etc. The Ministry of Education and Training’s electronic
planner provides a complete list of accommodations and suggestions to address the needs of all
students. For example:
– make use of computer technology where possible;
– include a variety of activities for the student in each lesson;
– make expectations explicit;
– make use of contracts, as appropriate;
– pair students to check work;
– provide checklists, outlines, advance organizers, to assist in assignment completion;
– provide opportunity for discussion prior to writing;
– model and display examples of specific purposes in writing (e.g., letters, editorials, essays);
– relate material to student’s lives and real-life situations;
– clarify definitions, terms and vocabulary in assignments, and ensure understanding
by asking students to retell or paraphrase instructions.
• Video resources may be obtained from your Board, community or publishers.
• In teaching about puberty, educators need to affirm the wide ranging diversity of students in their
classes. Although most adolescents share some common characteristics and learning needs, each
individual is unique in a number of ways. Canada is a multicultural and multi-religious society.
Consequently, young people bring to the classroom a diversity of cultural, religious and family
traditions and values related to sexuality, gender and human development.Students will also differ
considerably in their knowledge and comfort with puberty and sexuality issues. Educators need
to recognize and respect these differences.
• Teachers may wish, at their discretion, to deliver this material to their entire class grouping
or gender-specific groups.
• Review the Parent/Guardian letter. Use it to keep parents/guardians informed as to the specific
material that will be covered in this unit. It should be distributed prior to beginning
of instruction.
Background Information
See the “Guideline For School Administrators,” “Key Elements” and “Value Set” for the
Growth and Development unit. The teacher or Board may choose to adapt these guidelines
to meet their specific needs.
“The overall and specific expectations in this strand are age-appropriate and should be addressed
with sensitivity and respect for individual differences. Because of the sensitive nature of these topics,
parents and guardians must be informed about the content of the curriculum and the time of
delivery. Teachers and learners must develop a comfort level with these topics so that information
can be discussed openly, honestly, and in an atmosphere of mutual respect. The ‘healthy sexuality’
178
Unit 4 – Overview
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Appendices
expectations should be addressed only after teachers have developed a rapport with their
students. Opportunities should be provided for segregated as well as coeducational instruction.”
(The Ontario Curriculum: Health and Physical Education, Grades 1-8 , p. 10)
Ontario Catholic School Graduate Expectations
CGE(3) A reflective, creative and holistic thinker who solves problems and makes responsible
decisions with an informed moral conscience for the common good
CGE(6) A caring family member who attends to family, school, parish, and the wider community
Fully Alive
The expectations in the Ontario Health and Physical Education Curriculum Healthy Living Strand can
be effectively integrated with the Fully Alive Family Life Program. Many expectations can be woven
into the themes and topics presented in the Fully Alive Program. The Fully Alive Program provides
the students with a context of values within the Catholic faith tradition to teach the Healthy Living
Strand expectations. Links to this program will be provided in the “Notes to Teacher” section of
each lesson in the unit for Catholic educators referencing,
Fully Alive (Grades 1-8) , Ontario Conference of Catholic Bishops, Prentice-Hall Canada.
Ontario Catholic School Graduate Expectations , Institute for Catholic Education,
Toronto, 1998.
Unit 4 Appendix A Puberty Scramble Cards - Master and Answer Sheet
Unit 4 Appendix B Male/Female or Both - Worksheet
Unit 4 Appendix C Male/Female or Both - Answer Sheet
Unit 4 Appendix D Looking at Myself - Question Sheet
Unit 4 Appendix E Male Reproductive System - Worksheet
Unit 4 Appendix F Male Reproductive System - Answer Sheet
Unit 4 Appendix G The Male Anatomy/Reproductive System - Definitions
Unit 4 Appendix H Hormones Cause Changes in the Male - Diagram
Unit 4 Appendix I The Changes the Male Experiences at Puberty - Diagram
Unit 4 Appendix J Boys at Puberty - Worksheet
Unit 4 Appendix K Boys at Puberty - Answer Sheet
Unit 4 Appendix L Everything You Wanted to Know . . . Boys - Video Question Sheet
Unit 4 Appendix M Ways to Express Affection - Worksheet
Unit 4 Appendix N Female Reproductive System Diagram - Worksheet
Unit 4 Appendix O Female Reproductive System Diagram - Answer Sheet
Unit 4 Appendix P The Female Anatomy/Reproductive System - Definitions
Unit 4 Appendix Q Hormones Cause Changes in the Female - Diagram
Unit 4 Appendix R Everything You Wanted to Know About Puberty for Girls - Diagram
Unit 4 Appendix S Girls at Puberty - Worksheet
Unit 4 Appendix T Girls at Puberty - Answer Sheet
179
Unit 4 – Overview
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Sources
Additional Resources
Unit 4 Appendix U Everything You Wanted to Know . . . Girls - Video Question Sheet
Unit 4 Appendix V Decision-Making Model: Scenarios
Unit 4 Appendix W Assessing How Adolescent Growth and Development Impacts Decision
Making and Personal Relationships
Ubit 4 Appendix X Self/Peer Assessment
Some of the background information, materials and activities used in this unit have been reprinted
or adapted with permission from:
Grade One to Eight Curriculum Support for Healthy Living Strand , Durham Catholic District
School Board and Durham Region Health Department, Oshawa, 2000.
Late Formative and Transition Years Self and Society Sexual Health Education Grade 6-9
(1996) and selected resources, Thames Valley District School Board, Violence Prevention
Committee.
Healthy Living Growth and Development Curriculum Support Package Grade 6 , Hamilton-
Wentworth District School Board, 2000.
Toronto Public Health, Girls Puberty and You , Candlewick Press, Cambridge, MA, 1994.
Guidelines for School Administrators
• School Administrators play a significant role in facilitating the successful implementation of the
Healthy Living-Growth and Development Unit. They should review, “Key Elements” and “Value
Set”. The four “Key Elements” provide the foundation and framework for the curriculum:
– To encourage sexual health enhancement and responsibility
– To prevent sexual health problems
– To promote the postponement of sexual activity
– To present information sensitively and age appropriately
In providing leadership for the implementation of this curriculum, school administrative teams
are encouraged to consider and address each of the following:
Areas of Administrator Focus:
1. Communication - Administrators have the responsibility to communicate with parents and
guardians by distributing the parent letter and providing opportunities for parents to become
familiar with the program at each grade level. This may include special evening curriculum
presentations prior to implementing the units.
2. Understanding the Sequence and Context - The units address the specific expectations from
the Healthy Living Strand-Growth and Development of the Ontario Curriculum Grades 1-8, Health
and Physical Education, Gr. 6.
180
Unit 4 – Overview
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

3. Guiding Principles and Values - Administrators must be able to articulate the principles and
values upon which the unit is based. The focus is on abstinence, postponing sexual involvement,
and sensitively presenting information that is age-appropriate.
4. The Curriculum Documents/Resources and Videos - The school administrative team
must be familiar with the lessons and resources that may be used. Presentations by non-school
personnel must be reviewed to ensure consistency with the Ontario Curriculum Grades 1-8,
Health and Physical Education Expectations (Grade 6 Healthy Living).
5. Dealing with Sensitive Ideas - Administrators must work with parents who have concerns
regarding the unit, making appropriate accommodations to meet student needs. This may
include modifications to lesson activities and outcomes.
6. Understanding the Structure of the Document - It is important for school administrators
to be able to differentiate “teacher resources” from “student learning resources.” This is particularly
important to highlight when sharing curriculum information with parents.
Key Elements
This resource document follows four “Key Elements”:
TO ENCOURAGE SEXUAL HEALTH ENHANCEMENT and responsibility first, through the
promotion of positive self-image and self-worth as an aspect of the acceptance of one’s own evolving
sexuality; and second, by the integration of sexuality into mutually satisfying mature relationships;
and third, by the attainment and maintenance of sexual and reproductive health.
TO PREVENT SEXUAL HEALTH PROBLEMS , encompassing unintended pregnancy, Sexually
Transmitted Diseases, including HIV/AIDS, and sexual harassment, exploitation and abuse in
consideration of their enormous personal, social and economics costs.
TO PROMOTE THE POSTPONEMENT OF SEXUAL ACTIVITY as the preferred health decision
through enhancement of self-esteem, increased decision-making, communication and assertiveness
skills, and an appreciation of the rewards in exclusive commitment and long-standing companionship.
TO PRESENT INFORMATION sensitively and age-appropriately.
Value Set
• As important as the “Key Elements” is the “Value Set.” These values are the driving forces of the
Sexual Health education program.
– that the family/home environment is the most significant influence in the development of a
child’s values and behaviours related to human sexuality
– that self-worth is a key component in personal sexuality
– that respect for the values, beliefs, personal philosophies of faith, and decisions
of others be inherent in relationships
– that sexual relationships be based on mutual trust, caring, respect, love and long-standing
commitment to one another and an appreciation of the privacy and power of sexual intimacy
– that awareness of human differences is a prerequisite for complex societies
– that students have the information, motivation, skills, and supportive environment to make
positive sexual health decisions
181
Unit 4 – Overview
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Parent/Guardian Letter
The following is a sample letter to be used to communicate with the parents/guardians of students. The letter will help
to generate dialogue between child, parent and teacher, and should be sent home one to two weeks prior to starting the
Growth and Development unit. Replace this section with your school’s letterhead. To ensure that this communication is
read by a parent or guardian, you are advised to required a parent or guardian signature.
Dear Parent or Guardian:
In the near future, we will begin a health unit on Healthy Living-Growth and Development. The
purpose of this letter is to inform you of the topics that will be covered and to provide you with
the opportunity to speak with me prior to commencing our studies.
It is our belief that you as parents/guardians play the most significant role in the formation of your
children’s values and behaviours related to human growth and development. This unit offers you the
chance to discuss the classroom lessons and to consider them in view of your own family
and religious beliefs.
This unit extends the work begun in Grade 5 and covers the following areas:
• relate the changes at puberty to the reproductive organs and their functions,
• apply a problem-solving/decision making process to address issues related to friends,
peers and family relationships.
Other activities which might encourage discussion with your child are:
• watch a video or television show with your child and focus on sexual stereotypes, how
relationships are portrayed and what messages are being given about sexuality;
• look at magazine ads or commercials and talk about the messages that are being conveyed about
human sexuality;
• complete any activity that your child brings home to share with you.
Should you have any concerns or if you would like further information about this unit, I can be
reached at . This includes the opportunity to view materials.
Yours truly,
Signature of Teacher
Please return to school by
I have read the letter which introduces the health unit on Healthy Living, Growth and Development.
Name of Student and Class:
Parent/Guardian Signature:
Date:
182
Unit 4 – Overview
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

UNIT 4 Healthy Living: Growth and Development
Sub-Task #1 Puberty Changes Review
Materials
Puberty Scramble Cards
Description
Students will review the topic, “Puberty” through active discussion and worksheets.
Expectation Code Learning Expectation
6p2 Identify the major parts of the reproductive system and their
functions and relate them to puberty
6p8 Relate the changes at puberty to the reproductive organs and
their functions
Assessment Opportunities – Suggestions for Assessing Expectations
Diagnostic Assessment: Pencil Paper – Male/Female or Both worksheet.
Assessment of Male/Female or Both worksheet will determine the level of student understanding
of the concepts related to anatomy, physiology and puberty (see Appendix B and C).
Teaching/Learning Strategies
1. Ice Breaker: Puberty Scramble (see Appendix A)
• Introduce to students the concept of puberty. It involves many physical, emotional, social
changes that can cause a great deal of confusion. Play the game, “Puberty Scramble.” Distribute
one puberty statement card per student. Students find a classmate that has the other part of their
statements. If they find a classmate that they feel completes their statement, have the teacher or a
designated student, that has the answer key, confirm if it is correct. Once all statements are
correct, students read their statements to the class.
2. Male/Female or Both (see Appendix B and C)
• Hand out the sheet. Students categorize the words under the headings of Male/Female or Both.
• Divide into groups. Each group decides upon a final categorization of each list. Appoint a
recorder/presenter to share the findings with the whole class. Each group starts with a clean
sheet so students can compare their answers to the answers from the group.
• Take up correct answers.
3. Looking At Myself
• Distribute the sheet “Looking at Myself” (see Appendix D). Review the instructions with the
students and assign as homework.
Unit 4 – Sub-Task #1
183
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Notes to Teacher
Appendices
• For Teaching Learning Strategy #1 - prepare the “Puberty Scramble Cards” ahead of time.
• For Teaching Learning Strategy #2 - be aware that males may have some breast development but
not to the same extent as a female.
• Groups should probably be gender-specific for Teaching Strategy #2. This is not an activity that
needs to be evaluated.
• For Teaching Learning Strategy #3 - Tell the students that they can complete the worksheet
with a parent if they wish.
Ontario Catholic School Graduate Expectations
CGE(6) The graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community
CGE6(b)Recognizes human intimacy and sexuality as God-given gifts, to be used as the
Creator intended
Fully Alive
In teaching the material on puberty and reproduction theme 3, Created Sexual: Male and
Female MUST be the resource used with the students. In using Fully Alive as the teaching
resource, the students are also deepening their understanding of human sexuality as a gift from
God which empowers the human person to be loving and life-giving co-creators with God.
Theme 3, Created Sexual: Male and Female , Topic 2, Love and Life
• explore the meaning of sexuality as loving and life-giving
• deepen their understanding of human fertility
TM pp. 53-56, SB pp. 58-64
Theme 3, Created Sexual: Male and Female , Topic 4, Growing and Changing
• explore some of the ways in which heredity and environment influence development
• deepen their understanding of the changes of puberty
TM pp. 63-69, SB pp. 74-84
Unit 4 Appendix A Puberty Scramble Cards - Master and Answer Sheet
Unit 4 Appendix B Male/Female or Both - Worksheet
Unit 4 Appendix C Male/Female or Both - Answer Sheet
184
Unit 4 – Sub-Task #1
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

UNIT 4 Healthy Living: Growth and Development
Sub-Task #2 How the Changes at Puberty Relate
to the Reproductive System-Male
Materials
See list of Appendices
Description
Students will discuss the male changes at puberty and how they relate to the reproductive system
through teacher led discussion, and labelling of male reproductive worksheets.
Expectation Code Learning Expectation
6p2 Identify the major parts of the reproductive system and their
functions and relate them to puberty
6p8 Relate the changes at puberty to the reproductive organs and
their functions 4
Assessment Opportunities – Suggestions for Assessing Expectations
Diagnostic Assessment: Personal/Communication – Classroom discussion can be used to
discuss/assess students’ attitudes/understanding of what was taught or as a starting point to
determine what students still need to know.
Formative Assessment: Paper and Pencil Task - Students write an explanation as to how the male
reproductive system and its function relates to the changes at puberty (see Teaching Learning
Strategy #4 and Appendix X for a peer assessment tool).
Teaching/Learning Strategies
1. Introduction: Looking At Myself (see Appendix D)
• Students will refer to “Looking at Myself ” worksheet (completed as homework from Sub-Task #1).
• Initiate a discussion and record on the board/chart paper a list of:
– what students look forward to about growing up;
– what students are concerned about with regards to growing up.
• The teacher should emphasize that changes at puberty are inevitable. The extent and timing
of these changes vary. There is a wide range of “normal.”
2. Male Reproductive System
• The teacher will distribute the Male Reproductive System sheet (see Appendix E and Appendix F).
Have students label these cooperatively with the teacher. Teacher reviews and discusses the
function of each part. (see Appendix G).
Unit 4 – Sub-Task #2
185
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Notes to Teacher
External
Penis
Scrotum
Testicles
3. How A Male Becomes Reproductive
• Using the overhead “Hormones Cause Changes In The Male,” explain how the pituitary gland
begins producing FSH. (See teacher explanation in Appendix H). Using the information in Notes
to Teacher “Male Reproductive System,” explain to students how the changes at puberty relate
to the reproductive organs and their functions.
4. Male Reproductive System
• At the end of the sub-task, distribute two sheets of paper to each student. On one piece of
paper have them write a question about the male reproductive system and on the other have
them write one statement about the male reproductive system and its function relating to the
changes at puberty. The teacher should collect the question papers from students. Use these
questions as a starter for discussion with the students in Sub-Task #3. The teacher may script
for those students who may not be able to write effectively. The students switch the statement
paper with a partner and assess each other’s understanding of how to relate the changes at
puberty to the reproductive organs and their functions (see Appendix X).
• During the discussion of the “Looking at Myself” worksheet (see Appendix D), introduce the idea
that the changes in puberty include both emotional/social, as well as physical changes during
puberty.
Male Reproductive Organs:
Changes at Puberty Function
• tube-like organ of spongy tissue (no bone)
• grows (average size between 2-4"; size not important;
erect size average 6-7")
• number of erections increase
• grows to adult size
• darkens in colour
• grows hair
• grow to adult size (walnut size)
• one may be smaller and/or hang lower than the other
• begins to produce the hormone testosterone
186
• reproduction function
• organ through which urine and semen leave the body
• helps maintain sperm at correct temperature (lower than
body temperature) because it is outside the body
• protective covering/sac for testes
• produces sperm continuously
• produces the hormone testosterone
Unit 4 – Sub-Task #2
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Notes to Teacher continued
Internal
Sperm
Urethra
Prostate gland
Seminal vesicles
Vas deferens
Changes at Puberty Function
Care of male reproductive organs
• daily cleansing with soap and water (bath or shower)
• for an uncircumcised* male, foreskin must be pulled back in order to be cleansed properly
• protective gear (jock strap) is necessary during contact sports because most of the male
reproductive organs are located outside the body
*circumcision- the surgical removal of foreskin at the head of the penis: usually for religious
or cultural reasons; rarely for medical reasons. Does not affect function.
Ontario Catholic School Graduate Expectations
CGE(6) The graduate is expected to be a caring family member who attends to family,
school, parish, and the wider community
CGE6(b)Recognizes human intimacy and sexuality as God-given gifts, to be used
as the Creator intended
Fully Alive
• starts to be produced in testicles at puberty and
continues throughout lifetime
• tube in penis from bladder
• produces a fluid at puberty that mixes with sperm
• two glands begin to produce fluid at puberty
• tube from testicles that joins with seminal vesicles
In teaching the material on puberty and reproduction Theme 3, Created Sexual: Male and
Female MUST be the resource used with the students. In using Fully Alive as the teaching
resource, the students are also deepening their understanding of human sexuality as a gift from
God which empowers the human person to be loving and life-giving co-creators with God.
187
• if united with egg, makes a baby
• tube in penis that carries urine and
semen out of the body
• when semen is released, valve blocks off branch to
bladder and vice versa
• makes seminal fluid
• makes seminal fluid
• produces seminal fluid
• part of the path that carries sperm
Unit 4 – Sub-Task #2
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Appendices
Theme 3, Created Sexual: Male and Female , Topic 2, Love and Life
• explore the meaning of sexuality as loving and life-giving
• deepen their understanding of human fertility
TM pp. 53-56, SB pp. 58-64
Theme 3, Created Sexual: Male And Female , Topic 4, Growing and Changing
• explore some of the ways in which heredity and environment influence development
• deepen their understanding of the changes of puberty
TM pp. 63-69, SB pp. 74-84
Unit 4 Appendix D Looking at Myself - Question Sheet
Unit 4 Appendix E Male Reproductive System - Worksheet
Unit 4 Appendix F Male Reproductive System - Answer Sheet
Unit 4 Appendix G The Male Anatomy/Reproductive System - Definitions
Unit 4 Appendix H Hormones Cause Changes in the Male - Diagram
188
Unit 4 – Sub-Task #2
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

UNIT 4 Healthy Living: Growth and Development
Sub-Task #3 How the Changes at Puberty Relate
to the Reproductive System-Male
Materials
Optional Video: “Everything You Wanted to Know About Puberty . . . For Males”
Description
Students will identify how the hormones cause reproductive changes in the body through class
discussions and worksheets.
Expectation Code Learning Expectation
6p2 Identify the major parts of the reproductive system and their
functions and relate them to puberty
6p8 Relate the changes at puberty to the reproductive organs and
their functions 4
Assessment Opportunities – Suggestions for Assessing Expectations
Formative Assessment: Paper and Pencil Task – Through classroom discussion, determine student
understanding of the concept of how the changes at puberty in the male relates to the reproductive
system. The students will assess their understanding of how the changes a male experiences at
puberty relates to the reproductive organs and their functions and by doing the worksheet, Boys
at Puberty (see Appendix J and K) and self-correcting it.
Teaching/Learning Strategies
1. Introduction
• Lead a discussion with the class by reviewing the questions/statements written at the end
of Sub-Task #2.
2. Changes The Male Experiences at Puberty
• Use “The Changes The Male Experiences At Puberty” (see Appendix I) to link the actual
changes that occur when testosterone is produced.
• Hand out the worksheet “Boys At Puberty.” Students complete the diagram. Take up the
worksheet and students self correct (see Appendix J and K).
Unit 4 – Sub-Task #3
189
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Notes to Teacher
Appendices
3. “Everything You Wanted To Know About Puberty...Boys.”
• Show the video “Everything You Wanted to Know About Puberty . . . Boys.” This video relates
the changes at puberty to reproduction and how these changes affect a male’s
emotional development.
• The teacher should be aware that there are pre- and post-discussion questions related to
“Everything You Wanted to Know. . . Boys” on the worksheet (see Appendix L).
Ontario Catholic School Graduate Expectations
CGE(6) The graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community
CGE6(b)Recognizes human intimacy and sexuality as God-given gifts, to be used as the
Creator intended
Fully Alive
In teaching the material on puberty and reproduction Theme 3, Created Sexual: Male and
Female MUST be the resource used with the students. In using Fully Alive as the teaching
resource, the students are also deepening their understanding of human sexuality as a gift from
God which empowers the human person to be loving and life-giving co-creators with God.
Theme 3, Created Sexual: Male and Female , Topic 2, Love and Life
• explore the meaning of sexuality as loving and life-giving
• deepen their understanding of human fertility
TM pp. 53-56, SB pp. 58-64
Theme 3, Created Sexual: Male and Female , Topic 4, Growing and Changing
• explore some of the ways in which heredity and environment influence development
• deepen their understanding of the changes of puberty
TM pp. 63-69, SB pp. 74-84
Unit 4 Appendix I The Changes the Male Experiences at Puberty - Diagram
Unit 4 Appendix J Boys at Puberty- Worksheet
Unit 4 Appendix K Boys at Puberty - Answer Sheet
Unit 4 Appendix L Everything You Wanted To Know...Boys - Video Question Sheet
190
Unit 4 – Sub-Task #3
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

UNIT 4 Healthy Living: Growth and Development
Sub-Task #4 How the Changes at Puberty Relate
to the Reproductive System-Female
Materials
See list of Appendices
Description
Students will discuss the female changes at puberty and how they relate to the reproductive system
through teacher led discussion and labelling of female reproductive worksheets.
Expectation Code Learning Expectation
6p2 Identify the major parts of the reproductive system and their
functions and relate them to puberty*
6p8 Relate the changes at puberty to the reproductive organs and
their function 4
Assessment Opportunities – Suggestions for Assessing Expectations
Formative Assessment: Paper and Pencil Task – Students write an explanation as to how the female
reproductive system and its function relates to the changes at puberty (see Teaching Learning
Strategy #4 and Appendix X for a peer assessment tool). *This expectation is a focus of this lesson
but will be assessed later in the grade 6 Growth and Development unit.
Teaching/Learning Strategies
1. Ways To Express Affection
• Introduce the lesson with a class discussion. Tell the class that not only are there physical
changes at puberty, but there are also emotional changes (i.e., how they may feel towards others
in relation to love and affection). Stress that while these feelings of attraction and intimacy are
natural, they may well lead to confusion and possibly inappropriate behaviour. What are some
ways that we can show people we like them? Divide the class into small groups. Distribute “Ways
To Express Affection”, (see Appendix M). Students brainstorm and list ways to show affection
which do not involve high risk sexual activity, i.e., talk on the telephone, do homework together,
give or get a hug, hold hands, go for a walk, give a compliment, etc.
2. Female Reproductive System
• The teacher will distribute the diagrams of the female reproductive system (see Appendix N and
O). Have students label these cooperatively with the teacher. Teacher reviews and discusses the
function of each part (see Appendix P).
3. How A Female Becomes Reproductive
• Using the overhead, “Hormones Can Cause Changes In The Female”, explain how the pituitary
gland will begin producing FSH (Follicle Stimulating Hormone) in order to show how the female
Unit 4 – Sub-Task #4
191
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Notes to Teacher
External (called the “vulva”)
Labia (inner, outer)
Mons pubis
Clitoris
Urinary opening (urethra)
Vaginal opening
becomes reproductive (see Appendix Q). Using the information in Notes to Teacher “Female
Reproductive System,” explain to students how the changes at puberty relate to the reproductive
organs and their functions.
• Distribute two sheets of paper to each student. On one, have them write a question about the
female reproductive system and on the other have them write one thing they learned about how
the female reproductive system and its function relates to the changes at puberty. The teacher
collects the question papers, and uses as a starter for discussion in Sub-Task #5. The teacher
may script for those students who may not be able to write effectively. The students switch the
“one thing learned” paper with a partner and assess each other’s understanding of how to relate
the changes at puberty to the reproductive organs and their functions (see Appendix X).
Ways To Express Affection
• Emphasize we are not just focusing on sexual behaviour but behaviour that we all appreciate
from someone we like being around. The behaviour should be safe behaviour that does not
put either one at risk of a health concern, e.g., pregnancy.
Female Reproductive Organs:
Changes at Puberty Function
• increased oil/sweat production
• gets thicker, more wrinkly, darker in colour
• thickens to form more padding
• hair grows on it
• grows to adult size (approximately the size
of pencil head eraser)
• more sensitive
• grows to adult size
• grows to adult size
• able to stretch
192
• protection of internal reproductive organs
• protects/cushions the pubic bone
• sensitive to touch because of many nerve endings
• urine leaves the body through this opening
• menstrual flow leaves the body
• reproductive function
• baby exits from this opening
Unit 4 – Sub-Task #4
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Notes to Teacher continued
Internal
Vagina
Uterus
Fallopian tubes
Ovaries
Endometrium
Changes at Puberty Function
Ontario Catholic School Graduate Expectations
CGE(6) The graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community
CGE6(b)Recognizes human intimacy and sexuality as God-given gifts, to be used as the
Creator intended
Fully Alive
In teaching the material on puberty and reproduction Theme 3, Created Sexual: Male and
Female MUST be the resource used with the students. In using Fully Alive as the teaching
resource, the students are also deepening their understanding of human sexuality as a gift from
God which empowers the human person to be loving and life-giving co-creators with God.
Theme 3, Created Sexual: Male and Female , Topic 2, Love and Life
• explore the meaning of sexuality as loving and life-giving
• deepen their understanding of human fertility
TM pp. 53-56, SB pp. 58-64
• normal discharge from vagina-odourless, cloudy, white
(cleansing mucous)
• starts up to two years before menstruation
• avoid perfumed bath, deodorant sanitary products
and douching
• white, cotton underwear preferable to prevent yeast
infections
• grows to about the size of a fist
• changes position to tilt in pelvic cavity
• on either side of uterus
• grows to adult sizes (size of a walnut)
• starts producing the hormones estrogen and
progesterone
• lining of the uterus (thickens to prepare
for implantation)
193
• leads to other internal reproductive organs
• used for reproduction and birth of baby
• menstrual flow exit
• where a baby grows
• very stretchy
• lining is shed during menstruation
• passageway from uterus to ovary, helps move egg along
• fertilization takes place here
• stores ova (hundreds of thousands)
• releases ovum about once a month starting at puberty
• produces hormones
• thickens and sheds during menstrual cycle
Unit 4 – Sub-Task #4
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Appendices
Theme 3, Created Sexual: Male and Female , Topic 4, Growing and Changing
• explore some of the ways in which heredity and environment influence development
• deepen their understanding of the changes of puberty
TM pp. 63-69, SB pp. 74-84
Theme 2, Living In Relationship, Topic 5, The Growth of Friendship
• explore changes in friendship as people develop
• be encouraged to appreciate the value of real friendship
TM pp. 42-44, SB pp. 46-48
Theme 2, Living In Relationship , Topic 6, Stress in Friendship
• explore stressful situations in friendships
• be encouraged to appreciate that some stress in friendships is unavoidable
TM pp. 45-47, SB pp. 49-52
Unit 4 Appendix M Ways to Express Affection – Worksheet
Unit 4 Appendix N Female Reproductive System Diagram – Worksheet
Unit 4 Appendix O Female Reproductive System Diagram – Answer Sheet
Unit 4 Appendix P The Female Anatomy/Reproductive System – Definitions
Unit 4 Appendix Q Hormones Cause Changes in the Female – Diagram
194
Unit 4 – Sub-Task #4
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

UNIT 4 Healthy Living: Growth and Development
Sub-Task #5 How the Changes at Puberty Relate
to the Reproductive System
Materials
Video: Optional “Everything You Wanted to Know About Puberty . . . For Girls”
Description
Students will identify how the hormones cause a reproductive reaction in the body through class
discussion and worksheets.
Expectation Code Learning Expectation
6p2 Identify the major parts of the reproductive system and their
functions and relate them to puberty
6p8 Relate the changes at puberty to the reproductive organs and
their functions 4
Assessment Opportunities – Suggestions for Assessing Expectations
Formative Assessment: Pencil Paper – Through classroom discussion, determine student understanding
of how the changes at puberty in a female relate to the reproductive system. The students
will assess their understanding of how the changes a female experiences at puberty relates to the
reproductive organs and their functions and by doing the worksheet, Girls at Puberty
(see Appendix S and T) and self-correcting it.
Teaching/Learning Strategies
1. Introduction
• Lead a discussion with the class by reviewing the questions/statements written at the end
of Sub-Task #4.
• Use “The Changes The Female Experiences At Puberty” (see Appendix R) to link the actual
changes that occur when estrogen is produced.
• Students complete the worksheet “Girls At Puberty.” Take up the worksheet and students
self-correct (see Appendix S and T).
• As an extension, show the video, “Everything You Wanted to Know About Puberty...Girls”
(see Appendix R). This video relates the changes at puberty to reproduction and how these
changes affect a female’s emotional development.
– There are pre and post-discussion questions related to “Everything You Wanted to
Know...Girls” on the worksheet (see Appendix U).
Unit 4 – Sub-Task #5
195
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Notes to Teacher
• Emphasize the function and emotional/physical impact of menstruation.
Ontario Catholic School Graduate Expectations
CGE(6) The graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community
CGE6(b)Recognizes human intimacy and sexuality as God-given gifts, to be used as the
Creator intended
Fully Alive
In teaching the material on puberty and reproduction Theme 3, Created Sexual: Male and Female
MUST be the resource used with the students. In using Fully Alive as the teaching resource, the
students are also deepening their understanding of human sexuality as a gift from God which
empowers the human person to be loving and life-giving co-creators with God.
Theme 3, Created Sexual: Male and Female , Topic 2, Love and Life
• explore the meaning of sexuality as loving and life-giving
• deepen their understanding of human fertility
TM pp. 53-56, SB pp. 58-64
Theme 3, Created Sexual: Male and Female , Topic 4, Growing and Changing
• explore some of the ways in which heredity and environment influence development
• deepen their understanding of the changes of puberty
TM pp. 63-69, SB pp. 74-84
Theme 2, Living In Relationship , Topic 5, The Growth of Friendship
• explore changes in friendship as people develop
• be encouraged to appreciate the value of real friendship
TM pp. 42-44, SB pp. 46-48
Theme 2, Living In Relationship , Topic 6, Stress in Friendship
• explore stressful situations in friendships
• be encouraged to appreciate that some stress in friendships is unavoidable
TM pp. 45-47, SB pp. 49-52
196
Unit 4 – Sub-Task #5
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Appendices
Unit 4 Appendix R Everything You Wanted to Know About Puberty for Girls – Diagram
Unit 4 Appendix S Girls at Puberty – Worksheet
Unit 4 Appendix T Girls at Puberty – Answer Sheet
Unit 4 Appendix U Everything You Wanted to Know...Girls – Video Question
197
Unit 4 – Sub-Task #5
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

UNIT 4 Healthy Living: Growth and Development
Sub-Task #6 Responsible Decision-Making
and Puberty
Materials
See list of Appendices
Description
Students will apply a decision making model to address adolescent growth and development issues
related to personal relationships.
Expectation Code Learning Expectation
6p2 Identify the major parts of the reproductive system and their
functions and relate them to puberty
6p8 Relate the changes at puberty to the reproductive organs and
their functions
6p9 Apply a problem-solving/decision making process to address
issues related to friends, peers and family relationships
Assessment Opportunities – Suggestions for Assessing Expectations
Summative Assessment: Performance Assessment – Teacher will assess the student’s use of a
decision making model to communicate the interrelationship of puberty to the reproduction organs
and their function. The teacher will use Appendix V and W as a recording tool for the assessment.
Teaching/Learning Strategies
1. The Decision-Making Model
• Through guided discussion, the class develops a Decision-Making Model . The following example
may assist you:
– Step 1: Identify the problem
– Step 2: List alternatives with pros and cons
– Step 3: Evaluate all alternatives
– Step 4: Make the decision
– Step 5: Reflect/Evaluate the decision
2. Decision-Making Scenarios
• Guide the students through the Decision-Making Model using the following scenario:
– At recess, a group of students begins to tease you and call you names because you ar e
smaller than the rest of the group. One of your best friends laughs along with the group.
How do you feel? What will you do?
198
Unit 4 – Sub-Task #5
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Notes to Teacher
• Divide the class into groups of five. Each group uses the Decision-Making Model to arrive at the
“best solution.” Each group uses the following scenario:
– Your two friends are fighting and are not talking to each other. Both friends expect you to
side with them in this argument. You feel uncomfortable when they both ask you to sleep
over on Friday night. What do you do?
• Have each group report to the class using the Decision-Making Model on how they arrived
at the “best solution.”
– Teachers need to be aware that there are many different “best solutions” based on values
and beliefs of group members. All “best solutions” may have validity. Students may need
to be prompted to respect the decisions of others.
• Divide the class into groups of five. Each group will use the Decision-Making Model to arrive
at the “best solution” to the following scenarios (see Appendix V). Each group will solve a
different scenario.
– Have each group report to the class using the Decision-Making Model on how they arrived at
the “best solution”. Have the students explain why the characters are feeling they way they do.
Ontario Catholic School Graduate Expectations
CGE(3) A reflective, creative and holistic thinker who solves problems and makes responsible
decisions with an informed moral conscience for the common good
CGE3(d)Makes decisions in light of gospel values with an informed moral conscience for the
common good
CGE(6) The graduate is expected to be a caring family member who attends to family, school,
parish, and the wider community
CGE6(b)Recognizes human intimacy and sexuality as God-given gifts, to be used as the
Creator intended
Fully Alive
Theme 2, Living In Relationship , Topic 3, Family Stress
• recognize that all families experience day-to-day stresses and tensions
• explore some strategies for living with normal family stress
TM pp. 35-38, SB pp. 37-41
Unit 4 – Sub-Task #6
199
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Appendices
Theme 2, Living In Relationship , Topic 4, Communicating with Family and Friends
• identify common communication problems
• be encouraged to appreciate the value of honest communication with family members
and friends
TM pp. 39-41, SB pp. 42-45
Theme 2, Living In Relationship , Topic 5, The Growth of Friendship
• explore changes in friendship as people develop
• be encouraged to appreciate the value of real friendship
TM pp. 42-44, SB pp. 46-48
Theme 2, Living In Relationship , Topic 6, Stress in Friendship
• explore stressful situations in friendships
• be encouraged to appreciate that some stress in friendships is unavoidable
TM pp. 45-47, SB pp. 49-52
Unit 4 Appendix V Decision-Making Model - Scenarios
Unit 4 Appendix W Assessing How Adolescent Growth and Development Impacts
200
Unit 4 – Sub-Task #6
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

1. Boys’ voices is often the first sign of puberty
201
for girls
2. Breast development prevents body odour
3. Erections are hormones that cause changes
4. Deodorant use is sexual harassment
5. Testosterone and Estrogen is due to body changes
6. Boys before puberty to want to date
7. Ejaculation at night is a sign you can become a mother
is called
Puberty Scramble Cards
8. Pimples are is caused by hormones
9. Strong sexual feelings become deeper
10. Boys usually start puberty cause you to be attracted to
someone’s looks
11. Girls are usually first later than girls
12. Menstruation can happen for NO REASON
13. Moodiness caused when oil ducts are blocked
with bacteria
14. Feeling self-conscious a wet dream
15. Calling someone have NO sperm
sexual names
Unit 4 – Appendix A
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

UNIT 4 Growth and Developement
Puberty Scramble Cards – Answer Sheet
1. Boys’ voices become deeper
2. Breast development is often the first sign of puberty for girls
3. Erections can happen for NO REASON
4. Deodorant use prevents body odour
5. Testosterone and Estrogen are hormones that cause changes
6. Boys before puberty have NO sperm
7. Ejaculation at night a wet dream
is called
8. Pimples are caused when oil ducts are blocked
with bacteria
9. Strong sexual feelings cause you to be attracted to
someone’s looks
10. Boys usually start puberty later than girls
11. Girls are usually first to want to date
12. Menstruation is a sign you can become a mother
13. Moodiness is caused by hormones
14. Feeling self-conscious is due to body changes
15. Calling someone is sexual harassment
sexual names
202
TEACHER
Unit 4 – Appendix A
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Male/Female or Both
___________________________________ ___________________________________
Name Date
Directions: Read each word below and place an F if it relates to a female,
an M if it relates to a male, and a B if it relates to both male and female.
1. _________ testosterone 21. _________ semen
2. _________ labia 22. _________ erection
3. _________ sperm 23. _________ urethra
4. _________ vulva 24. _________ perspiration (sweat)
5. _________ pubic hair 25. _________ pimples
6. _________ puberty 26. _________ foreskin
7. _________ ejaculation 27. _________ eggs
8. _________ hormones 28. _________ penis
9. _________ ovaries 29. _________ prostate gland
10. _________ cervix 30. _________ clitoris
11. _________ menstruation 31. _________ seminal vesicles
12. _________ testicles 32. _________ rounder hips
13. _________ vagina 33. _________ body growth
14. _________ bladder 34. _________ epididymis
15. _________ uterus 35. _________ new feelings
16. _________ fallopian tubes 36. _________ nipples
17. _________ wet dreams 37. _________ mood swings
18. _________ estrogen 38. _________ sexual thoughts and feelings
19. _________ scrotum 39. _________ feels self-conscious
20. _________ deeper voice 40. _________ vaginal secretions
In order to make a baby one ________ cell from a female and one ________
cell from a male is needed. At puberty our bodies begin changing so that
we are able to make a baby.
203
Unit 4 – Appendix B
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

UNIT 4 Growth and Developement
Male/Female or Both – Answer Sheet
___________________________________ ___________________________________
Name Date
Directions: Read each word below and place an F if it relates to a female,
an M if it relates to a male, and a B if it relates to both male and female.
1. ____M___ testosterone 21. ____M___ semen
2. ____F____ labia 22. ____M___ erection
3. ____M___ sperm 23. ____B____ urethra
4. ____F____ vulva 24. ____B____ perspiration (sweat)
5. ____B____ pubic hair 25. ____B____ pimples
6. ____B____ puberty 26. ____M___ foreskin
7. ____M___ ejaculation 27. ____F____ eggs
8. ____B____ hormones 28. ____M___ penis
9. ____F____ ovaries 29. ____M___ prostate gland
10. ____F____ cervix 30. ____F____ clitoris
11. ____F____ menstruation 31. ____M___ seminal vesicles
12. ____M___ testicles 32. ____F____ rounder hips
13. ____F____ vagina 33. ____B____ body growth
14. ____B____ bladder 34. ____M___ epididymis
15. ____F____ uterus 35. ____B____ new feelings
16. ____F____ fallopian tubes 36. ____B____ nipples
17. ____M___ wet dreams 37. ____B____ mood swings
18. ____F____ estrogen 38. ____B____ sexual thoughts and feelings
19. ____M___ scrotum 39. ____B____ feels self-conscious
20. ____M___ deeper voice 40. ____F____ vaginal secretions
In order to make a baby one _egg_ cell from a female and one _sperm_
cell from a male is needed. At puberty our bodies begin changing so that
we are able to make a baby.
205
TEACHER
Unit 4 – Appendix C
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Looking at Myself
___________________________________ ___________________________________
Name Date
Directions: Complete each statement as it applies to yourself.
The thing I look forward to most about growing up is:
The thing I am most concerned about growing up is:
The thing I like best about myself is:
The thing about myself I would most like to improve:
206
Unit 4 – Appendix D
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Male Reproductive System
Directions: Using the word below, label the parts.
bladder penis urethra testicle
epididymis scrotum prostate gland seminal vesicle
208
Unit 4 – Appendix E
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Directions: Using the word below, label the parts.
209
TEACHER
UNIT 4 Growth and Developement
Male Reproduction System Answer Sheet
Seminal Vesicle
Bladder
Prostate Gland
Urethra
Penis
bladder penis urethra testicle
epididymis scrotum prostate gland seminal vesicle
Epididymis
Testicle
Scrotum
Unit 4 – Appendix F
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

The Male Anatomy/
Reproductive System
Scrotum – The sac of skin which holds the pair of testes.
Penis – It is a spongy, muscular organ that becomes enlarged
and erect when sexually aroused. It varies in size.
Urethra – The tube through which urine and semen leave the body.
Testicles – The male sex glands which produce sperm
(testes) and testosterone (a male hormone).
Epididymis – A tube on the surface of each testicle which stores and
transports sperm to the vas deferens.
Vas – A sperm duct which leads from each testicle to the
deferens ejaculatory duct.
Seminal – Pair of glands which add a nourishing fluid
vesicles to the sperm.
Prostate – Produces a milky fluid which forms part
gland of the semen.
Bladder – A bag-shaped organ which holds the urine until
it is discharged.
210
Unit 4 – Appendix G
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Hormones Cause Changes In The Male
FSH travels through the bloodstream and targets the testicles. FSH
stimulates the testicles which causes the testicles to produce sperm.
With sperm production the male hormone testosterone is produced
which causes the changes in the male.
FSH
Sperm produced
in testes
This diagram is not to scale. It is meant to connect, by pictures, those
organs which work together to cause hormonal changes in the male.
211
Pituitary
Gland
Hormones produced
in testes
Unit 4 – Appendix H
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

The Changes
The Male Experiences At Puberty
213
Unit 4 – Appendix I
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Boys at Puberty
___________________________________ ___________________________________
Name Date
Label the diagram using the suggestions at the bottom of the worksheet.
“Testosterone” brings about changes:
voice-changes pimples develop
developing new relationships underarm hair
pubic hair sweat more
facial hair production of sperm
wet dreams new thoughts and feelings
214
Unit 4 – Appendix J
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

UNIT 4 Growth and Developement
Boys at Puberty – Answer Sheet
___________________________________
Name
Label the diagram using the suggestions at the bottom of the worksheet.
New thoughts and feelings
Pimples develop
Underarm hair
Wet dreams
“Testosterone” brings about changes:
voice-changes pimples develop
developing new relationships underarm hair
pubic hair sweat more
facial hair production of sperm
wet dreams new thoughts and feelings
216
TEACHER
Sweat more
Facial hair
Voice changes
Pubic hair
Production of sperm
Unit 4 – Appendix K
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

UNIT 4 Growth and Developement
Video Questions
Everything You Wanted to Know...boys
Pre discussion questions:
Before Video:
a) What is Phil’s (dark-haired boy) concern that he needs a book to check
out the information? (wet dream)
b) Why is he reluctant to just ask the question? (not sure happens to
everyone else)
Watch Video:
After video: answers to questions a) and b)
c) Why were the boys so afraid to ask Todd’s big brother for the puberty
book? (embarrassment)
d) What was Todd’s first sign that he was growing up? (body odour)
e) What did Phil learn about getting sexuality information?
(important to ask questions - talk to someone you trust)
f) Whose parents were easier to talk to about sexuality?
(Todd’s and Dan’s)
Summary:
217
TEACHER
What are some of the feelings you could encounter when you have all
of these changes of puberty happen to you? (list on board, pretty
normal feelings!)
Unit 4 – Appendix L
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Ways to Express Affection
1. Tell the person you enjoy their company.
2. Smile at them.
3.
4.
5.
6.
7.
8.
9.
219
Unit 4 – Appendix M
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Female Reproductive System Diagram
___________________________________ ___________________________________
Name Date
Directions: Using the words below, label the parts.
cervix uterus ovary vagina
egg cell uterine lining fallopian tube
220
Unit 4 – Appendix N
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

___________________________________ ___________________________________
Name Date
Directions: Using the words below, label the parts.
cervix uterus ovary vagina
egg cell uterine lining fallopian tube
221
TEACHER
UNIT 4 Growth and Developement
Female Reproductive System Answer Sheet
Fallopian Tube Fallopian Tube
Egg Cell
Female External Genitalia
Labia
Anus
Uterine Lining
Clitoris
Urethra
Vaginal
Opening
Ovary
Uterus
Cervix
Vagina
Pituitary
Unit 4 – Appendix O
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

The Female Anatomy
Reproductive System
Vaginal – The opening to the vagina.
opening
Vagina – A muscular tube which expands to fit the penis
during intercourse or a baby during birth.
Cervix – The narrow inner end of the vagina, which leads
to the uterus.
Uterus – Pear-shaped organ which nourishes and holds a
developing fetus. It prepares for a pregnancy each
month by forming a blood and tissue lining.
Ovary – It releases egg cells and produces hormones
(estrogen and progesterone).
Fallopian – Tubes leading from the ovary to the top of the
tubes uterus, with finger-like projections that surround
an ovary.
Uterine – The lining of the uterus which thickens and
lining sheds during the menstrual cycle.
Clitoris – a highly sensitive organ above the urinary opening
which may provide pleasure in orgasm to females
when stimulated.
Pubis – A fleshy pad of tissue which is covered with pubic hair.
Labia – Fold of skin (inner and outer) which protect the
(inner, outer) internal reproduction organs.
222
Unit 4 – Appendix P
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Hormones Cause Changes
In The Female
Pituitary Gland
FSH travels through the bloodstream and targets the ovaries.
FSH stimulates the egg cells to mature which causes the cells to produce
estrogen. Estrogen will cause the changes in the female.
FSH
SEX HORMONES
PRODUCED IN OVARIES
This diagram is not to scale. It is meant to connect, by pictures, those
organs which work together to cause hormonal changes in the female.
224
OVUM PRODUCED
IN OVARIES
Unit 4 – Appendix Q
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Everything You Wanted to Know
About Puberty For Girls
225
Unit 4 – Appendix R
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Girls at Puberty
___________________________________
Name
Label the diagram using the suggestions of the bottom of worksheet.
“Estrogen” brings about changes:
leg hair developing new relationships
underarm hair sweat more
pubic hair new thoughts and feelings
hips widen breasts develop
pimples develop menstruation
eggs mature
226
Unit 4 – Appendix S
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

UNIT 4 Growth and Developement
Girls at Puberty – Answer Sheet
___________________________________
Name
Label the diagram using the suggestions of the bottom of worksheet.
New thoughts and feelings
Breasts develop
Hips widen
Pubic Hair
Leg hair
Developing new relationships
“Estrogen” brings about changes:
leg hair developing new relationships
underarm hair sweat more
pubic hair new thoughts and feelings
hips widen breasts develop
pimples develop menstruation
eggs mature
227
TEACHER
Sweats more
Pimples develop
Underarm hair
Menstruation
Eggs mature
Unit 4 – Appendix T
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

UNIT 4 Growth and Developement
Video Questions
Everything You Wanted to Know...Girls
Before Video:
a) How do you think Jessica felt when she awoke to find out her first
period has begun? (scared, embarrassed, concerned, etc.)
b) Was Katie helpful to Jessica? (yes-got her sister, pads, information)
Watch video.
After video: answers to questions a) and b)
c) Would it have been different for Jessica if she didn’t know about
periods? Why?
d) Do you think Lisa, Katie’s big sister, was a good source of information?
Why?
e) Do you think Jessica will tell her mother what happened at the
sleepover. Why?
Summary:
What are some of the feelings you could encounter when you have
all of these changes of puberty happen to you? (list on board, pretty
normal feelings!)
229
TEACHER
Unit 4 – Appendix U
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Scenario 1
Scenario 2
Scenario 3
Scenario 4
Scenario 5
Decision-Making Model: Scenarios
Susie’s brother/sister is always coming into her bedroom without knocking.
She has just started wearing a bra and wants privacy when changing.
Her brother/sister never listens to her demands for privacy. What could
she do? Why does she feel this way?
You are dancing at a school dance and your partner puts his/her hands on
your butt. You feel uncomfortable with this behaviour. Why do you feel
this way? What might you do?
Connie told Jim that Michelle really likes him. Michelle has been talking
to Jim a lot lately and she wants to be in his work group. Jim is uncomfortable
because he’s not really interested in girls. How do you think that
he feels? What might he do?
Michael likes Jenny, the new girl in class, and wants to ask her to dance.
Michael is shorter than Jenny and is very shy and does not know how to
ask her to dance. How does Michael feel and why? What might he do?
A girl/boy in your class likes you and you like him/her, too. He/she pushes
and teases about how your body is changing whenever he/she sees you.
This makes you feel annoyed. How do you feel? What might you do?
230
Unit 4 – Appendix V
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Assessing How Adolescent Growth
and Development Impacts
Decision-Making and Personal
Relationships
232
Unit 4 – Appendix W
Health and Physical Education – Grade 6 Healthy Living – Growth and Development

Self/Peer Assessment
___________________________________ ___________________________________
Name Date
Knowledge/Skill Category: Communication of Required Knowledge
Expectations: Relate the changes at puberty to the reproductive
organs and their functions
1
Communicates
clearly and precisely,
making no or
almost no error or omissions,
the relationships
between the changes at
puberty to the reproductive
organs and their functions
2
Communicates clearly and precisely, making
few errors or omissions, the relationships
between the changes at puberty to the reproductive
organs and their functions
3
Communicates with some clarity, the relationships between
the changes at puberty to the reproductive organs and their
functions, making some errors or omissions
4
Communicates poorly, making many errors or omissions,
the relationships between the changes at puberty to
the reproductive organs and their functions
233
Unit 4 – Appendix X
Health and Physical Education – Grade 6 Healthy Living – Growth and Development
4

Fitness Building Activities
Unit Title
5 Fitness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
6 Aerobic Fitness . . . . . . . . . . . . . . . . . . . . . . 259
7 Track and Field Lead-Up Activities . . . . . . . 283
227
Health and Physical Education – Grade 6 Fitness Building Activities

UNIT Fitness
5
Duration 7 Sub-Tasks
Assessment and Evaluation
• A variety of assessment strategies may be used in this unit. Some assessment strategies and tools
included are:
– Teacher assessment of participation using Readiness to Participate from a participation rubric.
– Teacher assessment of continuous activity using the Active Participation Recording Chart.
– Teacher assessment of Fair Play and Response to Others from the social skills rubric.
– Teacher assessment of the fitness plan and poster using the criteria outlined in the lesson
and on the Fitness Poster Rubric.
– Peer assessment of personal fitness goals using peer feedback and discussion.
– Student self-assessment of continuous activity, vigorous activity and participation using
a participation target.
– Student self-assessment of attention to safety procedures using Activity Section from
a safety rubric.
Links to Prior Knowledge
OVERVIEW
Description
Students demonstrate their fitness levels at various times over the course of the year. An opportunity
for diagnostic assessment enables students to set personal goals based on their initial assessment
and reflect on their performances and make appropriate plans to improve their fitness levels.
Sub-Task Title Expectation Code
1. Pulse Rate 6p29, 6p31
2. Fitness Components 6p29, 6p31, 6p33
3. Self-Assessment 6p29, 6p34
4. Muscular Strength and Endurance 6p29, 6p31, 6p33
5. Flexibility 6p26, 6p28
6. Fitness Fun 6p29, 6p31, 6p34
7. Fitness Poster and Fitness Circuit 6p29, 6p33
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety guidelines.
229
Unit 5 – Overview
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness
5

Notes to Teacher
Appendices
• Fitness is presented as a unit, however, fitness should be incorporated into all activity classes.
For students to achieve maximum benefits, fitness should be a component of every lesson or
addressed at numerous times throughout the duration of the program. Some lessons will be
marked as “repeats” and should be used numerous times over the course of the year to allow
students to reflect and revise personal goals.
• Students are encouraged to monitor their goals and progress using a personal fitness journal.
• Encourage students to be aware of their exercise intensity and to develop a concept of their levels
of exertion.
• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 47) for sample student
personal fitness/running skills log.
Unit 5 Appendix A: Fitness Journal
Unit 5 Appendix B: Personal Fitness Goals
Unit 5 Appendix C: Lifestyle Log
Unit 5 Appendix D: Master Muscle Stations
Unit 5 Appendix E: Mission Possible and Poker Run Cards
Unit 5 Appendix F: Fitness Poster Rubric
230
Unit 5 – Overview
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness

UNIT 5 Fitness
Sub-Task #1 Pulse Rate
Facility
Gymnasium or outdoors
Materials
Fitness journal
Description
Students actively participate in tag games that lead to an improvement of cardiorespiratory fitness.
Students also review how to take their pulse rates and the benefits of good cardiorespiratory fitness.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program (e.g.,
cross-country running, cooperative games).
6p31 Improve their fitness levels by participating in vigorous physical
activities (e.g., rope skipping to music) for sustained periods of
time (e.g. 10-15 minutes), including appropriate warm-up and
cool-down procedures.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of participation using Readiness to Participate from the Participation Rubric
(Grade 5 Appendix G).
• Student self-assessment of continuous activity by holding up fingers to indicate the number
of times they stopped during tag activities.
Teaching/Learning Strategies
A) Warm-Up
• Review how monitor exercise intensity by taking a pulse. Students determine heart rates by
finding their pulse in their carotid or radial artery. Students count the number of beats in
10 seconds, multiply by 6.
• Remind student to use the Talk Test and Breathing Sound Check to guide them in measuring
and monitoring their work intensity. The Talk Test means that students should be able to talk
while participating in an activity (this ensures their bodies are taking in sufficient oxygen).
The Breathing Sound Check, called JAB (Just Audible Breathing) means students should distinctly
hear their breathing during an activity (this ensures sufficient intensity to achieve health benefits).
Unit 5 – Sub-Task #1
231
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness
5

• 8 Whatevers . Play music. Students form a large circle. Each student takes turns leading a warmup
activity (e.g., jogging on the spot, jump and kick, twist jumps, one foot hopping), for eight
counts. Students who cannot think of an activity when it is their turn, can say “whatever.” Other
students keep moving for eight counts, doing “whatever” action they wish. Encourage students to
think of their activity as they are moving so they do not need to say “whatever” more than once.
B) Skill Development
• Students play a variety of tag games to increase their heart rates.
• Water Spider Tag .
Students balance in a push-up position facing their partners. On the whistle, each student
attempts to maneuver behind the other while remaining in the push-up position. Students hop
and move, trying to tag each other’s feet.
• Bridge Tag . Choose two or three students to be “It.” Students who are tagged form the shape of
a bridge. Encourage students to be creative, forming bridges in different ways, both alone and
with others who have been tagged. Students rejoin the game when someone crawls underneath
their bridge.
C) Skill Application
• Continuous Tag . Divide the class into three groups. Each group selects three tag activities.
Challenge the students to choose tag games that involve continuous movement. Students can be
creative, choosing any kind of tag game. Students who are tagged should not be required to sit
out. Students play their tag games for 4-5 minutes, trying to move continuously without stopping.
The gymnasium can be divided into three areas for the three groups, or groups can move
throughout the entire gymnasium, keeping their heads up and being aware of the movement
of other students. Call out “change” and students change to their next tag activity. Each time
the tag game changes, students should switch taggers.
• Keeping their feet moving, students take their pulse and record it on their Pulse Rate Chart.
D) Cool-Down/Wrap-Up
• Lead the class in a series of head to toe stretches (Grade 6 Appendix A) while discussing:
– How training lowers heart rates and improves recovery rate.
– How pulse rates increases with the intensity of the activity.
– Students use Unit 5 Appendix B to set personal fitness goals.
232
Unit 5 – Sub-Task #1
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness

Extension
Notes to Teacher
Appendices
• Three groups share the games they developed with the whole class. In groups again, students
play tag games developed by the other groups.
• Use music while playing tag to motivate students.
• Review safety guidelines with students prior to introducing tag games (e.g., stay within boundaries,
tag gently with a touch, not a push, speed walk if space is limited, keep heads up and be
aware of others).
• Restart tag games frequently, selecting new students to be “It.” Avoid playing games until the last
person is caught as the activity level of those already caught decreases.
• Background Information: recovery heart rate is the difference between the heart rate taken
immediately after exercise and the heart rate two minutes later. E.g., 150 (exercise heart rate)
and 110 (rate after two minutes) = a recovery heart rate of 40 beats/minute. While taking their
recovery heart rates, students must keep their feet moving on the spot so their heart rates
do not drop.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 5 Appendix B: Personal Fitness Goals
233
Unit 5 – Sub-Task #1
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness
5

UNIT 5 Fitness
Sub-Task #2 Fitness Components
Facility
Gymnasium or outdoors
Materials
Skipping ropes
Description
Students actively participate in activities to identify and improve all four components of fitness.
Students relate these components to their own lives and apply them to their personal fitness goals.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g. cross-country running, cooperative games).
6p31 Improve their fitness levels by participating in vigorous physical
activities (e.g. rope skipping to music) for sustained periods of
time (e.g. 10-15 minutes), including appropriate warm-up and
cool-down procedures.
6p33 Implement and revise as required plans of actions to achieve
personal fitness goals.
Assessment Opportunities — Suggestions for Assessing Expectations
Formative/Ongoing:
• Student self-assessment of vigorous activity using a participation target (Grade 6 Appendix O-1).
• Teacher assessment of continuous activity using the Active Participation Recording Chart (Grade
6 Appendix K).
• Peer assessment of personal fitness goals using peer feedback and discussion.
Teaching/Learning Strategies
A) Warm-Up
• Lead the class in a variety of activities to help students gradually increase heart rates and move
their joints through their range of motion. Activities could include:
– Swimming forward.
– Walking sideways.
– Reaching for the sky.
– Walking on toes.
– Bringing knees up one at a time.
– Skipping.
– Walking on a line.
– Hopping over lines.
234
Unit 5 – Sub-Task #2
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness

B) Skill Development
• Students take their resting heart rates then participate in the following exercises. Quickly review
the exercises then post them on the wall so students can do each exercise at their own pace.
Encourage students to focus on doing exercises correctly, rather than quickly. These exercises
develop flexibility and muscular strength:
– Palm push. Push both palms together and hold for as long as possible.
– Shoulder rolling, forward and back.
– Shoulder stretch alternating arms and pressing them against the wall.
– Curl-ups (5 to 10).
– Push-ups (1 to 5).
– Front leg raises (five right and five left, lying on back and raising one leg at a time,
at right angles with the body).
– Full body stretch and relax. Lie on back, extend arms above head and tighten entire body.
Hold for six seconds and relax.
C) Skill Application
• Encourage students to move continuously as they experiment with skipping ropes and work on
muscular and cardiorespiratory endurance. After students have been skipping continuously for
8-10 minutes, select students to demonstrate different tricks and challenges.
• Challenge students to attempt the following moves:
– Skier: jump over a line on the floor.
– The “X”: cross feet in front and then behind.
– Wounded Duck: jump with toes pointed inward then outward.
• Give students a chance to try the tricks they observe.
• Students check their exercise pulse rates.
D) Cool-Down/Wrap-Up
• Students walk around the gymnasium, shaking arms and legs and gently rolling limbs.
• Students stretch with a partner, stretching all body parts from head to toe. Students discuss their
personal fitness goals while stretching.
• Students assess their participation at stations using a participation target posted on the wall.
Students place their names on a sticky note and post it on the part of the target that reflects
their participation. Ask students to provide reasons for their decisions.
Unit 5 – Sub-Task #2
235
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness
5

Extension
Notes to Teacher
Appendices
• Students use skipping tricks to put together a short skipping sequence. Challenge students to
put together five different skipping movements. Students may create sequences individually
or in small groups.
• Asking students to provide reasons for their decisions when assessing their own participation
helps to clarify the criteria and indicators for assessment. Discussing indicators publicly clarifies
the targets for both students and teachers.
• Developing a system for storing and tracking of paperwork is helpful. Student worksheets can be
kept in file folders in a box that is kept in the gymnasium. Rolling carts make it easy to transport
files to and from the gymnasium. It is also helpful to keep a box of pens or sharpened pencils in
the gymnasium so students do not have to bring writing utensils to class.
• Note that many activities can be used to develop more than one component of fitness (e.g., jumping
jacks can be used to develop muscular endurance). Over time, they can also be used to build
cardiorespiratory endurance.
Grade 6 Appendix K: Active Participation Recording Chart
Grade 6 Appendix O-1: Participation Target
236
Unit 5 – Sub-Task #2
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness

UNIT 5 Fitness
Sub-Task #3 Self-Assessment
Facility
Gymnasium or outdoors
Materials
Lifestyle logs, journals and goal sheets
Description
Students actively participate in activities to assess their progress in fitness-enhancing activities.
Students revisit their fitness goals.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g. cross-country running and cooperative games).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of their peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of social skills using Fair Play and Response to Others from the Social Skills
Rubric (Grade 6 Appendix H).
• Student self-assessment of vigorous participation by moving to different spaces in the gymnasium.
Teaching/Learning Strategies
A) Warm-Up
• Students jog two laps of the gymnasium, alternating between jogging forward and backward every
half lap.
• Inform students that they will be assessing their participation during the class. Ask students for
examples of what good participation looks and sounds like.
B) Skill Development
• Lines and Waves .
237
Unit 5 – Sub-Task #3
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness
5

Divide students into groups of 6-8. Each group lines up behind one another along the side of the
so there are several lines all facing forward.
– On command, group 1 moves to the other side of the gymnasium. As soon as group 1 has
gone, call group 2, then group 3 and so on. Add a second command that directs the groups
to move back toward the original side of the gymnasium. Students continue moving from side
to side, moving in a different way each time. Ask students for suggestions of different ways of
moving that will keep heart rates high (e.g., skip, hop on one foot, crab walk, slide step with
arms held high, run, centipede walk, or power walk).
• Lines and Leaders . Divide into groups of 3-4. Each group forms a line one behind the other
facing the same direction with approximately one metre between each student in a line. The
leader in each line performs an exercise and the rest of the group follows the leader. On the
signal, the leader jogs to the end of the line and the second person in line becomes the new
leader and performs a new exercise. Continue until all students have had a chance to be the
leader. Challenge leaders to come up with new exercises each time.
C) Skill Application
• In the Spotlight . Each group works together to choose three fitness activities that keep heart
rates elevated. Take turns pointing to each group. The group “in the spotlight” leads the class in
one of their fitness activities. Each group gets two or three turns to be the leader. Challenge the
groups to try to use unique activities each time.
• Students reflect in their fitness journals (Unit 5 Appendix A), and make any necessary changes
to their personal fitness goals (Unit 5 Appendix B).
• Students assess their vigorous participation. Designate four areas of the gymnasium as levels 1,
2, 3 and 4. Ask students what participation would look and sound like at each level. Students
stand in the area they feel represents their participation. Ask students to give reasons for
their decisions.
D) Cool-Down/Wrap-Up
• Raggedy Ann and Andy . Call out different body parts (e.g. head, arms, wrists) and students let
those body parts relax and hang loosely until they look like a rag doll. Remind students to let
out a deep breath each time they relax a body part.
– Lead the class in additional stretching exercises (Grade 6 Appendix A).
Extension
• Vary the activities used to increase heart rates by using Split Chain Tag. One student is designated
“It.” All others run freely through the gymnasium When "It" tags another, they hold hands and
chase after a third person. Once tagged, the third person joins the pair. Once the fourth person
is caught, the chain breaks into pairs and the game continues.
238
Unit 5 – Sub-Task #3
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness

Notes to Teacher
Appendices
• Encourage students to move continuously during all activities. Students may slow down or move
less vigorously, but encourage students to try not to stop. Remind students that they are working
towards keeping their heart rates elevated for 10-15 minutes. Students should be able to talk
while moving and should be able to hear their breathing.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 5 Appendix A: Fitness Journal
Unit 5 Appendix B: Personal Fitness Goals
Unit 5 Appendix C: Lifestyle Log
239
Unit 5 – Sub-Task #3
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness
5

UNIT 5 Fitness
Sub-Task #4 Muscular Strength and Endurance
Facility
Gymnasium or outdoors
Materials
Fitness logs
Equipment for warm-up (specific to activities)
Benches
Skipping ropes
Basketballs
Chairs
Description
Students actively participate in activities that develop their muscular strength and endurance.
Students revisit their fitness goals.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
6p31 Improve their fitness levels by participating in vigorous physical
activities (e.g., rope skipping to music) for sustained periods of
time (e.g., 10-15 minutes), including appropriate warm-up and
cool-down procedures.
6p33 Implement and revise as required plans of actions to achieve
personal fitness goals.
Assessment Opportunities — Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of vigorous participation using Physical Activity from the Participation Rubric
(Grade 6 Appendix G).
• Peer assessment of personal fitness goals using peer discussion and feedback.
Teaching/Learning Strategies
A) Warm-Up
• Students choose from a series of activity options to warm up (e.g., basketball, jogging, skipping,
use hula hoops). Remind students that the purpose of the warm-up is to gradually and safely
increase heart rates and move joints through a range of motion.
240
Unit 5 – Sub-Task #4
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness

B) Skill Development
• Students work with a partner on muscular strength and endurance activities.
• Up and Down .
In partners, students sit on the floor with legs extended. One partner has his or her feet on top of
the other’s feet. On a signal, the partner with the feet below the other tries to raise their feet
upward, while the other partner tries to keep the first partner’s feet on the floor. Reverse roles.
• Turn the Turtle .
One partner curls ups and crouches on the ground, holding muscles tight and squeezing into a
small ball shape. Students gently push on their partner’s back, trying to roll him or her over.
Students push gently and work with their partner to provide resistance.
• Leg Pendulum .
One partner lies on his or her back, legs perpendicular in the air. Legs should be squeezed tight
and together. The other partner stands at their head and gently tries to push their legs from side
to side and forward and back. Partner lying down uses abdominal muscles to squeeze tightly and
hold legs in place.
C) Skill Application
• Review the fitness components of muscular strength and muscular endurance.
(See Notes to Teacher.)
Unit 5 – Sub-Task #4
241
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness
5

• Muscle Master Circuit . Students rotate every two minutes to the five stations listed
in Unit 5 Appendix D.
• Students reflect in their fitness journals, and revisit their personal fitness goals, making any
necessary changes. Students should discuss how muscular strength and endurance can be
improved using FITT = Frequency, Intensity, Time, Type. Students discuss their goals with a
partner and provide each other with feedback and suggestions.
– Students’ journal entries should focus on the benefits of muscular strength and endurance
in relation to overall fitness.
D) Cool-Down/Wrap-Up
• Lead a group stretch, focusing on muscles used in the circuit.
Extension
Notes to Teacher
Appendices
• Vary the activities used in the circuit (e.g., reverse sit-ups, long rope jumping, wall push-ups).
• Use music to the class to motivate students.
• Provide mats for students to perform exercises.
• All exercises can be done either timed or repetitions.
• Muscular strength is the maximum tension that a muscle can exert in a single contraction
(“how much”).
• Muscle endurance is the ability of a muscle group to perform repeated contractions over
a period of time (“how many times”).
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 5 Appendix D: Fitness Stations
242
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UNIT 5 Fitness
Sub-Task #5 Flexibility
Facility
Gymnasium or outdoors
Materials
Mats
Description
Students become aware of the importance of stretching and actively participate in exercises
that demonstrate safe stretching.
Expectation Code Learning Expectation
6p26 Participate on a regular basis in physical activities that
maintain or improve physical fitness (e.g., rope skipping
to music)
6p28 Follow safety procedures related to physical activity,
equipment and facilities, and begin to take responsibility for
their own safety
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of participation using Active Participation Recording Chart (Grade 6
Appendix K).
• Student self-assessment of attention to safety procedures using Activity Section from the safety
rubric (Grade 6 Appendix I).
Teaching/Learning Strategies
A) Warm-Up
• Students walk around the gymnasium on the various painted lines on the floor. On a signal,
students take off with one foot and land on two feet. Students continue doing this except increasing
their speed and use their arms to help give them more height. Students repeat this using
a two-foot take off and a two-foot landing.
– Encourage students to move in a variety of directions and to use all lines.
B) Skill Development
• Follow Me and Move . Students move quickly around the gymnasium to get their heart rates
up so that stretching is effective.
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5

– Students follow a partner, moving around the gymnasium in a variety of ways. Partners can
skip, run, speed walk, gallop, slide on lines or step hop with knees high. Remind students to
move large muscles in their body in order to increase heart rates. Call out “switch” every few
minutes and partners switch roles, taking turns being the leader.
– Give another signal for students to change partners. Students move quickly to find a new
partner and begin again. Use the centre of the gymnasium as a “lost and found.” Any student
who does not find a partner immediately moves to the centre of the gymnasium where they
quickly pair off with another student. Change partners frequently. (See Notes to Teacher.)
• Stretching . Using Safe Stretches (Grade 6 Appendix A), choose stretches for neck, upper body,
trunk, arms and legs. Teach proper technique for the stretches stressing body alignment with
good posture, proper breathing, and the importance of stretching regularly. Remind students to
gently stretch to the point of mild tension and to hold for 15 seconds or longer. Stretching
should not cause pain. Remind students not to bounce as it can lead to torn ligaments or tendons
C) Skill Application
• Students work in pairs and repeat the stretches. Encourage students to give each other feedback
on proper techniques. Circulate to ensure that stretches are being done correctly and proper
feedback is being given.
• Body Part Stretch . Assign each pair a different body part of that muscle. That pair designs
two or three stretches for that body part of muscle. Call out each different body part and select
pairs to lead the class in a stretch for that muscle group.
D) Cool Down/Wrap-Up
• Students do additional stretches on their own, choosing stretches for the body parts they feel
need more stretching.
Extension
Notes to Teacher
• Stretch Sequence . Partners develop a stretch sequence, stretching all body parts from head
to toe. Partners take turns leading the class in stretches for cool-down activities.
• It is important students do a cardiorespiratory warm-up before stretching. The muscles need to
be warm to receive flexibility benefits and also to reduce the chance of injury.
• Flexibility exercises should be held for 15 to 30 seconds. Students breathe out and sink deeper
into the stretch. Students should avoid bouncing and should hold the stretch until a stretch is felt.
• Provide mats for students to perform exercises.
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Appendices
• Review reasons why stretching is important:
– Warms up muscles and tissues.
– Increases movement possibilities and flexibility.
– Reduces chance of injury.
– Helps posture.
– Develops body awareness.
– Minimizes pain.
– Reduces tension in muscles so movements are more relaxed and efficient.
• Changing partners frequently during the partner tag game reinforces students’ comfort level with
working with all students in the class. If students realize that they will be working with many different
people and keep the same partner for only a short period of time, they may find it easier
to work with all students in the class. Reinforce the expectation that students are expected to be
respectful with all students.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix K: Active Participation Recording Chart
Grade 6 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 5 Appendix A: Fitness Journal
Unit 5 Appendix B: Personal Fitness Goals
Unit 5 Appendix C: Lifestyle Log
245
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5

UNIT 5 Fitness
Sub-Task #6 Fitness Fun
Facility
Gymnasium or outdoors
Materials
Lifestyle logs
Playing Cards (one or more deck depending on the size of the group)
Equipment for missions and circuit stations (specific to activities and location chosen)
Description
Students actively participate in fun activities that further develop their level of physical fitness.
Students revisit their fitness goals.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g. cross-country running, cooperative games).
6p31 Improve their fitness levels by participating in vigorous physical
activities (e.g. rope skipping to music) for sustained periods of
time (e.g. 10-15 minutes), including appropriate warm-up and
cool-down procedures.
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Student self-assessment of fair play using a thumbs-up/thumbs-down rating.
• Teacher assessment of participation using Physical Activity from the Participation Rubric (Grade
6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Fitness Groupies . Students work in groups of six. Each student leads the group in a fitness
exercise. Leaders choose an exercise that will help warm up the body and move joints through
their range of motion (e.g. running on the spot, shoulder rolls, leg swings to front and back).
Exercises can progress to more vigorous activities as the group gets warmed up. After leading
the group, the student rotates to the next group.
246
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B) Skill Development
• Mission Possible (Unit 5 Appendix E) can be played indoors or outdoors. Instruct students
to read the list of missions before starting. Post instructions on chart paper on the wall or
photocopy for each group.
– Perform the missions in any order. Each team member must perform every mission. Team
members must hold onto each other’s waist at all times when moving from one mission
to another.
Missions:
– Touch four different walls or fences.
– Perform four curl-ups in each corner.
– Touch four different people who are wearing green.
– Complete 20 stride jumps anywhere in the gymnasium or field.
– Jog around the gymnasium or field twice.
– Shake hands with six different people.
– Touch the four corners of the basketball court and the inside of each key or four bases
of the softball diamond.
– Stand in the middle of the gymnasium or field and sing the first verse of
Old MacDonald’s Farm.
– Return to group leader.
C) Skill Application
• Poker Run (Unit 5 Appendix E). Use a track or any circuit around a park, fitness trail, yard or
a gymnasium. Challenge groups to complete six laps of the circuit and the exercises in between
each lap. After completing each lap, participants receive a playing card from a shuffled deck and
complete an exercise before continuing to run their laps. Different exercises are assigned to each
card (e.g., Ace = 25 jumping jacks, King = 10 jump and lunges). Post exercises and card codes
on the wall or on a several cue cards. When everyone is finished the circuit, groups add up the
numbers on their cards. A “secret code” reveals different tasks for different numbers of points.
Students take exercise and recovery pulse rates. Students revisit their lifestyle logs and personal
fitness goals. (Unit 5 Appendix A, B, C)
D) Cool-Down/Wrap-Up
• Choose a student or pair of students to lead a group stretch. Remind students of safe stretching
techniques and to stretch from head to toe. Students assess their fair participation in both activities
using a thumbs-up/thumbs-down rating.
• Students discuss their fitness goals with a partner and make necessary revisions.
(Unit 5 Appendix B)
Unit 5 – Sub-Task #6
247
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5

Extension
Notes to Teacher
Appendices
• Play Mission Possible and add the instruction: After you read these instructions your paper will
disintegrate. Collect instructions and students work together as a group to remember all the
missions and perform them.
• Vary the activities required for the missions and card activities depending on facilities available
and size of group.
• Randomly assign tasks or rewards for points received in the Poker Run. (E.g., 1 to 9 points: first
group to start getting changed; 10-15 points: run one more lap; 16 to 25 points: get a drink; 26
to 35 points: help to collect equipment; 36+ points: shake hands with six people.)
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 5 Appendix A: Fitness Journal
Unit 5 Appendix B: Personal Fitness Goals
Unit 5 Appendix C: Lifestyle Log
Unit 5 Appendix E: Mission Possible and Poker Run Cards
248
Unit 5 – Sub-Task #6
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UNIT 5 Fitness
Sub-Task #7 Fitness Poster and Fitness Circuit
Facility
Gymnasium or outdoors
Materials
Paper
Pens
Markers
Description
Students design a fitness circuit and provide a clear, written outline of instructions, safety precautions,
and safe equipment, as well as a floor plan.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g. cross-country running, cooperative games).
6p33 Implement and revise as required plans of actions to achieve
personal fitness goals.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of the fitness plan and poster using the criteria outlined in the lesson and on
the poster rubric (Unit 5 Appendix F).
• Peer assessment of the circuit and poster using the poster rubric (Unit 5 Appendix F).
Teaching/Learning Strategies
A) Warm-Up
• Obstacle Tag . Identify two or three students to be taggers. Students brainstorm four different fitness
activities that address a different component of fitness (e.g., cardiorespiratory: jump and
twist 20 times; flexibility: reach up and hold, touch toes and hold; muscular strength: wall pushups;
muscular endurance: knee lifts, 10 times each leg)
– Students speedwalk around classroom avoiding all desks and objects. If they are tagged or if
they touch an object, they choose a fitness activity to perform before rejoining the game. Call
out “Switch.” Students moving change directions. Students doing an exercise switch to another
exercise. Change taggers frequently.
249
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5

B) Skill Development
• Fitness Circuit . Students create a fitness circuit that can be used to improve the fitness levels of
their peers. They work in small groups to design the circuit and to create a poster that illustrates
the circuit. The circuit and poster should include:
– At least one exercise for each component of fitness.
– Some background information or tips about the benefits of physical activity.
– Safety notes and considerations for each activity.
• In small groups, students brainstorm a list of activities that may be found in a fitness circuit,
remembering that all four components of fitness must be addressed. Students also consider
safety issues, equipment, class division and timing of the circuit. They share their circuit ideas
with another small group to generate ideas and get feedback.
C) Skill Application
• Three or four groups work together to try each other’s circuit. One group sets up and explains
their circuit while the other two groups participate. Several circuits can be completed by different
groups at the same time. Groups rotate so all have an opportunity to share their circuit.
D) Cool-Down/Wrap-Up
• Slow Motion Move . Students move in the classroom in slow motion. Encourage students to
move their arms, legs, hips and ankles in circles, moving them through their range of motion.
Call out “freeze” and students freeze in an interesting shape. Continue moving and freezing.
Encourage students to move in different ways and to freeze in a different shape each time the
stop. Students can hold a stretch in their “freeze” shapes.
Extension
Notes to Teacher
Appendix
• Students could share their circuits in larger groups with each group taking turns to share their
circuit with half of the class or the full class.
• An active warm-up and cool-down can be done in the classroom to provide some movement
while completing the lesson.
• When doing fitness tasks during obstacle tag, encourage students to choose fitness activities that
fit with their personal fitness goals and plan.
Grade 6 Appendix F: Fitness Poster Rubric
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Fitness Journal
___________________________________
Date:
PERSONAL REFLECTIONS
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
251
Unit 5 – Appendix A
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness
5

Personal Fitness Goals
Name: ________________________________ Class: ____________________________
Date: _________________________________
My class fitness goal is ___________________________________________________
__________________________________________________________________________
__________________________________________________________________________
What might make my goal difficult to achieve? __________________________
__________________________________________________________________________
__________________________________________________________________________
I can overcome the challenge by _________________________________________
__________________________________________________________________________
__________________________________________________________________________
My action plan is ________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
People who can help me reach my goal are ______________________________
__________________________________________________________________________
__________________________________________________________________________
I know the goal has been reached when _________________________________
__________________________________________________________________________
__________________________________________________________________________
252
Unit 5 – Appendix B
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness

Personal Fitness Goals
Date: _________________________________
I have changed my class fitness goal to __________________________________
__________________________________________________________________________
__________________________________________________________________________
Things that might make my goal challenging to achieve are _____________
__________________________________________________________________________
__________________________________________________________________________
I can overcome this challenge by ________________________________________
__________________________________________________________________________
__________________________________________________________________________
My action plan __________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
I know the goal has been reached when ________________________________
__________________________________________________________________________
__________________________________________________________________________
253
Unit 5 – Appendix B
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness
5

Name: ________________________________ Class: ____________________________
For the week of: ______________________
Weekly Physical Activities
Day Activity Fitness Factor Length of time Place/People What makes me like to do this activity?
Mon.
Tues.
Wed.
Thurs.
Fri.
Sat.
Sun.
Lifestyle Log
254
Unit 5 – Appendix C
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness

Master Muscle Stations
Expand cards and post at stations.
Students do one or more of the exercises at each station.
Abdominals Jump Rope
• Curl-ups • Forward … 2 feet 1 foot, change
• Crunches • Forward and turn while jumping
• Knee to chest twists • Forward … criss-cross, side slap,
• Can-can
Leg Strength Group Strength
• Wall sit • Group moves across the together
• Plié position and bounce and with four points contacting the
catch a basketball off the wall floor, (e.g. three feet and one
hand)., The entire group remains
in contact at all times.
Arm Strength
• Push-ups
• Crab push-ups
• Crab bench walks
255
Unit 5 – Appendix D
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness
5

Mission Possible and Poker Run Cards
Cut page in half, expand and copy for student use
Mission Possible
*Read all the missions before beginning.
*Perform the missions in any order.
*Perform all missions together as a group.
*Go!
Missions
• Touch four different walls or fences.
• Perform four curl-ups in each corner.
• Touch four different people who are wearing green.
• Complete 20 stride jumps anywhere in the gymnasium or field.
• Jog around the gymnasium or field twice.
• Shake hands with six different people.
• Touch the four corners of the basketball court and the inside
of each key or four bases of the softball diamond.
• Stand in the middle of the gymnasium or field and sing the first verse
of Old MacDonald’s Farm.
• Return to group leader.
Poker Run
Card Code
Ace = 25 jumping jacks
King = 10 jump and lunges
Queen = 10 toe touches
Jack = 10 alternate reaches to the sky
10 = 10 jumps and twist
9 = 9 knee lifts
8 = 8 gluteal kicks
7 = 7 cancan kicks
6 = 6 side reaches
5 = 5 punches to each side
4 = 4 push-ups
3 = 3 tuck jumps
2 = 2 jumps with 360 degree turns
256
Unit 5 – Appendix E
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness

257
Unit 5 – Appendix F
Health and Physical Education – Grade 6 Fitness Building Activities – Fitness
5

UNIT Aerobic Fitness
6
Duration 6 Sub-Tasks
Assessment and Evaluation
• A variety of assessment tools can be used throughout this unit. Some strategies and tools
included are:
– Teacher assessment of participation in vigorous physical activity using a participation rubric.
– Teacher assessment of students’ behaviours related to cooperation using a social skills rubric.
– Self-assessment of cooperation and support using peer discussion and feedback.
– Self-assessment of ability to describe factors that motivate participation and to consider them
in making activity choices.
– Self/peer assessment using a movement skill rubric.
– Self-assessment of vigorous participation using a thumbs-up/thumbs-down ranking based
on indicators from a participation rubric.
– Diagnostic self-assessment of progress in fitness activities using a fitness rating scale.
Links to Prior Knowledge
OVERVIEW
Description
Students actively participate in physical activities that maintain or improve cardiovascular fitness,
with a focus on running and movement patterns. They are introduced to the knowledge and skills
necessary to develop and monitor their physical fitness, and demonstrate and refine the fundamental
movement skills of locomotion and stability. Students identify the benefits of physical fitness and
have the opportunity to demonstrate various interpersonal skills such as cooperation and
respectful behaviour.
Sub-Task Title Expectation Code
1. Assessing Fitness 6p29, 6p32
2. Fitness Circuit 6p28, 6p29
3. Cross-Country Running 6p19, 6p31
4. Musical Fitness Circuit 6p30, 6p33
5. Running Styles 6p32, 6p34
6. Skipping 6p31, 6p34
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in the safety guidelines. Students will require prior knowledge and experience in
the following to successfully accomplish activities in this unit:
– Use of a rubric to assess self or peer.
– An understanding of healthy living concepts discussed in health (e.g., how to take a pulse).
– Group work skills and communication or listening skills.
– Active participation in physical activities.
259
Unit 6 – Overview
Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness
6

Notes to Teacher
Appendices
Resources
• Make accommodations for students of different abilities and grade levels (e.g., modify
running distance).
• Build a repertoire of warm-up activities that develop health-related fitness and prepare
students for cardiovascular activity in different ways.
• Consider or investigate the background students bring to an activity (e.g., formal training),
and how to draw on their expertise.
• Lesson components should include: warm-up, learning/instructional activity, opportunity
for practise building and improving, skill application, and cool-down.
• Review the Physical Education: Ontario Safety Guidelines (Elementary Curricular Guidelines) for
appropriate activities and supervision. Instruct students on how to do tasks properly and safely.
• Consider or investigate availability of school and community resources to support the program.
• Use brief explanations and incorporate as much sustained activity as possible.
• A general knowledge of fundamental movement skills is helpful in providing students with
specific direction and feedback. (See Grade 6 Appendix Q.) Use fun, interactive learning
activities that provide opportunities for students to practise and apply their skills.
• For more information see Getting Assessment Right: HPE: Grades 1-8 (pages 47 and 48)
for a running observation checklist and a fitness running log.
Unit 6 Appendix A: Fitness Terms
Unit 6 Appendix B: Participation and Fitness Rating Scale
Unit 6 Appendix C: Movement Skill Rubric: Running
Unit 6 Appendix D: Goal Planning Checklist
• Fitness for Children and Youth, Fitness Ontario Leadership Program, Ministry of Tourism
and Recreation, 1989.
• Activity for Everyone – Children of All Abilities in A Regular Physical Activity
Program – A Hands-On Plan Book , by Deborah Randazzo and Kris Corless (1998),
American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD),
Reston, Virgina (Tel: 800-213-7193, Email: webmaster@aahperd.org)
• Canada’s Physical Activity Guide to Healthy Active Living , Health Canada– (download
Guide free from Health Canada website - http://www.hc-sc.gc.ca/hppb/paguide/intro.html)
• Healthy Active Living Standards for Physical and Health Education in Ontario Grades
1-9 (1997), Ontario Physical and Health Education Association (Tel: 416-426-7120,
www.ophea.net)
260
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UNIT 6 Aerobic Fitness
Sub-Task #1 Assessing Fitness
Facility
Gymnasium or indoor space
Materials
CD or tape player
Music of different tempos
Clock
Pencils
Description
Students participate in physical activities that maintain or improve fitness, and assess their progress
by monitoring their pulse rates and breathing sounds before and after activities.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
6p32 Assess their progress in fitness-enhancing activities at regular
intervals (e.g., daily, weekly or monthly monitoring of their
pulses before and after active games, stretching or push-ups).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of vigorous participation using a participation rubric (Grade 6 Appendix G).
• Diagnostic self-assessment of progress in activities using a fitness rating scale
(Unit 6 Appendix B).
Teaching/Learning Strategies
A) Warm-Up
• Quickly review criteria and evidence of vigorous participation (e.g., always moving, positive
comments to others, sweating, breathing hard, on task).
• Line Move . Students move on lines in the gymnasium, moving their limbs through a range
of motion to loosen joints. Call out different line colours, and have them move on the different
lines. Encourage students to gradually increase speed to warm up and increase heart rate.
Unit 6 – Sub-Task #1
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6

B) Skill Development
• Review how to take a pulse and related information:
– Students explain how activity and inactivity affects heart rate.
– Using both the radial and carotid artery sites, review how to take a pulse. Students practise
on themselves and each other using both methods, and experiment with taking their pulse
in different conditions (e.g., standing, lying down, after 10 push-ups). Ask them to explain
the significance of breathing sounds, and how changes are related to changes in heart rate.
– Introduce and explain resting pulse, target zone and factors that may affect pulse and breathing
sounds (e.g., stress, time of the day, type of activity, recent meals, and the influence
of medication or drugs). (See Unit 6 Appendix A.)
C) Skill Application
• Slow Medium Fast . Students move with a partner at a variety of paces, stopping every two minutes
to monitor their pulse and breathing. Students should take their pulse for 10 seconds and
work with a partner to assess their breathing and make notes. With their partner, students walk,
skip, hop or jog slowly, then quickly, and then at top speed. Remind students to be aware of others
and to move within safe boundaries. Reverse the process and lower the intensity with music,
finishing with students sitting quietly, recording their pulse and observing their breathing sounds
after each session. Students repeat the activity travelling with a ball while moving slowly, quickly,
and at top speed.
D) Cool-Down/Wrap-Up
• Lead a group stretch (Grade 6 Appendix A) while discussing key questions:
– At what intensity of activity did your heart rate reach your target zone, and how would
you describe your breathing at this point?
– What difference did it make to be moving while bouncing a ball? (E.g., different pulse rate,
different motivation.)
– What factors, besides intensity, are important to help you become fitter?
– How would you assess your fitness at your current activity level?
– Describe a fitness plan that would maintain or improve your current level of fitness.
• Students discuss two key leanings with a partner, and complete a diagnostic self-assessment
of their progress using a participation and fitness rating scale (Unit 6 Appendix B).
Extension
• Students identify activities that allow them to reach their target heart zone, and the feelings they
experience when they reach this zone. With a partner, they come up with a plan for raising their
heart rate into the target zone at least three times a week, for at least 15 minutes, for the
next two weeks.
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Notes to Teacher
Appendices
• Students may use a pulse check to measure exertion and level of fitness. Heart rates will go
up during activity and should return close to resting rates after a short rest. They can also use
a talk test or breath sound check test to test their ability to talk during activity. Another check is
Just Audible Breathing (JAB). JAB is the exercise intensity at which you are just able to hear your
own breathing. Fitness benefits can be gained by working at or above this level. This level is
different for everyone, so including a minimum JAB and maximum Talk Test intensity level
gives students a range.
• Encourage students to note differences in their pulse and breathing rates at each level of activity.
• Post indicators for active participation on the wall as a reminder for easy reference.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 6 Appendix A: Fitness Terms
Unit 6 Appendix B: Participation and Fitness Rating Scale
263
Unit 6 – Sub-Task #1
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6

UNIT 6 Aerobic Fitness
Sub-Task #2 Fitness Circuit
Facility
Measured area of gymnasium or outdoors
(Use a measuring wheel to determine how many times around equals one kilometre.)
Materials
Pylons
Stopwatch
2-4 benches
5-6 skipping ropes
Description
Students participate in a fitness circuit and other activities, to safely build cardiorespiratory fitness.
Expectation Code Learning Expectation
6p28 Follow safety procedures related to physical activity,
equipment, and facilities, and begin to take responsibility for
their own safety.
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of safe participation using Readiness to Participate from a participation
rubric (Grade 6 Appendix G).
• Self-assessment of vigorous participation using a thumbs-up/thumbs-down ranking based
on indicators from a participation rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Students begin by monitoring pulse rate and breathing sound prior to the warm-up. Review
the concept of cardiorespiratory fitness (e.g., improving fitness of heart and lungs by elevating
heart rate).
• Emphasize the importance of safety and ask students what safe participation looks and sounds
like (Grade 6 Appendix I).
• Move/Freeze . Students move around in a variety of directions and pathways, and on a signal,
freeze as quickly as possible. They practise moving and freezing using different stop and start
intervals, and gradually move at a more vigorous pace as they warm up.
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B) Skill Development
• Line Jog .
Students continue to warm up and pre p a re for card i o re s p i r a t o ry activity by doing a line jog, lining
up in pairs on one side of the gymnasium. Identify five lines at diff e rent distances from the start i n g
line. One partner jogs to the first line, re t u rns, and then continues jogging to each
subsequent line and back. When he or she completes the pattern, the other partner repeats it.
C) Skill Application
• Fitness Circuit.
Review procedures and safety considerations for the circuit. Students participate in a vigorous
circuit to work on cardiorespiratory fitness, working at stations for approximately two minutes.
Play music while students are at stations and stop it as a cue for them to rotate. Stations may
include:
Unit 6 – Sub-Task #2
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6

• Bench Step-Ups:
– Step up and down continuously. Ensure bench is stable.
• Bench Hops:
– Grasp bench with both hands and jump, feet together, back and forth over it.
• Skipping on the Spot:
– Skip continuously in place.
• Shuttle Run:
– On a course, repeat a pattern touching different lines on the floor.
• Gymnasium Jog:
– Jog the outside of the gymnasium, staying out of the way of other stations.
• Reach for the Net:
– Jog from one basketball net to another, jumping up under the basket to touch the net.
• Jump and Touch:
– Jump up to touch the wall as high as possible.
• Obstacles:
– Follow a mini-obstacle course, running from side to side, standing up and sitting down five
times, jumping and doing a 360-degree turn both ways, and repeating the sequence.
D) Cool-Down/Wrap-Up
• Students monitor their pulse rates. Discuss the significance of a low resting heart rate and components
of health, other than cardiovascular, are addressed by activities in the circuit.
• Students stretch in their circuit groups, focusing on legs and lower body.
• Students assess their participation with a thumbs-up/thumbs-down rating using indicators from a
participation rubric (Grade 6 Appendix G) to ask questions about their participation. (E.g., Did
you arrive on time and ready to go? Did you stay on task? Did you challenge yourself? Did you
enjoy your activity?) Students reflect on their participation in class, comparing it to their “typical”
participation. Ask them to consider what goals they might establish to improve their participation
and fitness levels.
Extension
Notes to Teacher
Appendices
• Line Jog Variation . Partners alternate jogging to the first line and back. As a substitute, students
complete all five lines with their partner acting as timer, then switch, and repeat the challenge
trying to beat their time.
• Encourage students to move continuously during circuit activities.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
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Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness

UNIT 6 Aerobic Fitness
Sub-Task #3 Cross-Country Running
Facility
Outdoors, gymnasium, or hallway
Materials
Pylons
Stopwatch
Description
Students participate in cross-country running activities that build cardiovascular endurance and
improve aerobic fitness levels.
Expectation Code Learning Expectation
6p19 Demonstrate a variety of running techniques (e.g., sprints,
cross-country runs).
6p31 Improve their fitness levels by participating in vigorous physical
activities (e.g., Ultimate Frisbee) for sustained periods of time
(e.g., ten to fifteen minutes) including appropriate warm-up
and cool-down procedures.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of sustained participation using a participation rubric (Grade 5 Appendix G).
• Student/peer assessment using the movement skill rubric: for running (Unit 6 Appendix C).
Teaching/Learning Strategies
A) Warm-Up
• Walk/Run Warm-Up . Students walk along the ends of the field and jog lightly along the sides
to warm up. As they warm up, they can alter the pace, jogging the sides and running the ends,
or running the sides and jogging the ends.
• Goal-Setting . Introduce and discuss the concept of a personal fitness plan and goal-setting and
have students think about a fitness goal they could attain. Review the “SMART” approach
to goal-setting:
Specific: Is what you want to accomplish clearly defined?
Measurable: Can you measure a change to see if you reached your goal?
Attainable: Is this goal possible for you to attain?
Realistic: Is it realistic that you will follow through to attain this goal?
Time Frame: How long will you give yourself to attain this goal?
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6

B) Skill Development
• Running . Have students describe different running styles and make connections between the
style and demands of the activity (e.g., when running uphill — shorten stride). Students work
on developing a comfortable, natural running style, and with a partner, use the movement skill
rubric to provide feedback. Encourage them to experiment with different speeds and distances
and to notice differences in running techniques. Students may work with a stopwatch to time
their run for a specific distance.
C) Skill Application
• Cross Country Run . Students run at their own pace on a designated route. Provide options for
students to run a shorter or longer course and encourage them to challenge themselves.
• Shrinking Relay .
Place a pylon in each corner of the field, and have students work in groups of four, assigning
each of them a number from one to four. Each runner begins in a different corner and runs one
side of the field. On a signal, runner #1 runs around the edge to runner #2; after all runners
have completed their run, move pylons in towards the centre five steps and repeat the relay.
Students continue running and moving the boundaries until they are running a very short sprint.
Ask them to note differences in running styles with different distances.
D) Cool-Down/Wrap-Up
• Follow the Leader . Students cool down with a partner, jogging then walking at a slow pace,
and take turns leading stretches from head to toe.
• Assign a project to develop a cardiovascular fitness plan. Students use the SMART process
to create their plan (Unit 6 Appendix D).
268
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Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness

Extension
Notes to Teacher
Appendices
• Repeat Shrinking Relay moving pylons in the other direction so it becomes an expanding relay,
and ask students to compare how they felt during both relays.
• Remember that vigorous activity is something different for every student. Encourage them
to use Just Audible Breathing to monitor exertion.
• Encourage students to work on running technique before focusing on speed.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 6 Appendix C: Movement Skill Rubric: Running
Unit 6 Appendix D: Goal Planning Checklist
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6

UNIT 6 Aerobic Fitness
Sub-Task #4 Musical Fitness Circuit
Facility
Gymnasium or outdoors
Materials
Pylons
Stopwatch
2-4 benches
Music and CD or tape player
4-5 wooden boxes
5-6 short skipping ropes and one large rope
Description
Students participate in a variety of exercises in the fitness circuit that build cardiovascular
endurance and improve aerobic fitness level.
Expectation Code Learning Expectation
6p30 Describe the factors that motivate participation in daily
physical activity (e.g., the influence of friends, enthusiasm for
the outdoors) and begin to consider them when making their
choices of physical activities.
6p33 Implement and revise as required plans of action to achieve
personal fitness goals.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Self-assessment of ability to describe factors motivating participation and ability to consider these
factors when making activity choices (Unit 6 Appendix B).
• Teacher assessment of students’ ability to implement and revise fitness action plans using
indicators from the understanding of concepts recording chart (Grade 6 Appendix M-1).
Teaching/Learning Strategies
A) Warm-Up
• Students monitor their pulse and breathing sounds and encourage them to do so throughout
the class, aiming to keep in the target zone by maintaining an appropriate activity level.
• Students warm up by moving to music in different pathways (e.g., curved, straight, zigzag), at
different speeds (e.g., slow, medium, fast), and in response to signals (e.g., change direction,
freeze, jump).
270
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B) Skill Development
• Motivation to Be Active . In small groups, students discuss factors that motivate people to participate
in physical activity (e.g., participation with friends, adventure, trendy activity, desire to be
fit and healthy, family, school or media influence, facilities and equipment available, affordability).
Groups then take turns naming one factor for the class. When a group names a factor, other
groups stand up and sit down once if they also named it, and stand up and sit down again if they
feel strongly motivated by it. Students identify factors that personally motivate them to be active.
• Triangle Tag . Students play a brief tag game to elevate heart rates before fitness circuit. Working
in groups of four, three students join hands and the fourth stands outside the group and identifies
one person that he or she will chase. Others move to protect that student, while still holding
hands. Student outside of the square tries to tag the person he or she named.
C) Skill Application
• Fitness Circuit. Review circuit procedures and safety considerations, and stations from
Sub-Task #2. Students participate in a vigorous circuit using some of the same stations and
adding new ones. Play music while students are at stations and stop it as a cue for them to
rotate. Additional stations may include:
• Box Jump:
– Jump onto a low box with two feet, and off again, moving continuously. Use box horses
or gymnastics boxes.
• Spin and Jump:
– One person spins a long rope in a circle. All others jump it, allowing it to keep spinning.
Unit 6 – Sub-Task #4
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Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness
6

• Skipping on the Spot:
– Skip continuously in place.
• Dance:
– Dance and twist continuously to the music.
• Shuffle and Lunge:
– Shuffle sideways and lunge to touch a line on one side, then shuffle back and lunge to touch
a line on the other side.
D) Cool-Down/Wrap-Up
• Four Way Stretch. Students face the front and follow a leader in a stretch, then turn to face the
side and follow a new leader with a new stretch. They continue turning to face each side, holding
a different stretch in each direction. Stretches should include ankle rotations, heel raises, calf
stretch, side lunge. (See Grade 6 Appendix A.)
• Personal Goals. In groups of three, students explain and critique each other’s fitness plans,
using the Goal Planning Checklist (Unit 6 Appendix D) to provide feedback. Encourage students
to review and refine their goal plan as part of the assessment.
• Review factors that motivate participation and have students assess their understanding of their
activity choices based on these factors by using a participation and fitness rating scale (Unit 6
Appendix B).
272
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Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness

Extension
Notes to Teacher
Appendices
• Students work in groups to design a fitness circuit activity to address cardiorespiratory fitness.
• Rotate between stations and discuss individual fitness action plans while students work at
circuit stations.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix M-1: Understanding of Concepts Recording Chart
Unit 6 Appendix B: Participation and Fitness Rating Scale
Unit 6 Appendix D: Goal Planning Checklist
273
Unit 6 – Sub-Task #4
Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness
6

UNIT 6 Aerobic Fitness
Sub-Task #5 Running Styles
Facility
Outdoors, gymnasium, or hallway
Materials
Pylons
Stopwatch
Description
Students participate and monitor their progress in activities that build cardiorespiratory endurance,
while learning to apply life skills.
Expectation Code Learning Expectation
6p32 Assess their progress in fitness-enhancing activities at regular
intervals (e.g., daily, weekly or monthly monitoring of their
pulses before and after active games, stretching or push ups).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of students’ cooperative behaviours using a social skills rubric
(Grade 6 Appendix H).
• Self-assessment of regular participation in fitness-enhancing activities using a fitness
rating scale (Unit 6 Appendix B).
Teaching/Learning Strategies
A) Warm-Up
• Partner Move. With a partner, students warm up to music, one leading and one following their
partner’s actions. On a signal, they switch leaders. Encourage students to be creative, to move
their joints through a range of motion and to gradually increase their heart rates.
B) Skill Development
• Follow Me. Students work in groups of four, with each student leading the group around the
field for one lap. Encourage leaders to be creative, running in interesting pathways, over and
around obstacles, and at different speeds.
274
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Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness

C) Skill Application
• Sprint or Distance Run. Students decide whether they want to work on sprint or distance
running. Distance runners run around the field continuously for 15 minutes, and may run with
a partner and count laps, if desired. Sprint runners set up a series of challenges, running across
the field. By racing several times, students should be able to find a peer who provides a running
challenge or runs close to the same pace.
D) Cool-Down/Wrap-Up
• Students work in small groups taking turns leading each other in stretches. (See Grade 6
Appendix A.)
• Students assess their regular participation in fitness-enhancing activities using a fitness rating
scale (Unit 6 Appendix B).
Extension
Notes to Teacher
Appendices
• Encourage ongoing use of a daily journal to monitor students’ progress with their fitness plans.
• Remind students to use Just Audible Breathing and the Talk Test to monitor their level of
participation. Students find a range between a minimum JAB and maximum Talk Test.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 6 Appendix B: Participation and Fitness Rating Scale
Unit 6 – Sub-Task #5
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Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness
6

UNIT 6 Aerobic Fitness
Sub-Task #6 Skipping
Facility
Gymnasium or paved area
Music and CD or tape player (optional)
Materials
Skipping ropes or 36-inch hoops
Description
Students participate in skipping activities that promote cardiovascular endurance. They develop
their ability to follow the rules of fair play.
Expectation Code Learning Expectation
6p31 Improve their fitness levels by participating in vigorous physical
activities (e.g., Ultimate Frisbee) for sustained periods of time
(e.g., ten to fifteen minutes) including appropriate warm-up
and cool-down procedures.
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of participation in vigorous physical activity using a participation rubric
(Grade 6 Appendix G).
• Self-assessment of cooperation and support for others using peer discussion and feedback.
Teaching/Learning Strategies
A) Warm-Up
• Inform students they will be assessing their group work and interaction with others, and ask for
examples of what working well together looks and sounds like. Students warm up by jogging or
skipping rope continuously. Joggers and skippers pair up for a review of skipping skills.
B) Skill Development
• Skipping Review . Students practise skipping in a variety of ways to elevate heart rates and with
a partner, provide feedback on technique. Partners may remind each other to:
– Keep wrists close to side and minimize movement as rope is turned.
– Jump with feet close together.
– Listen for rope hitting the floor.
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– Try to jump with an even rhythm.
– Try to turn the rope so it is smooth in the air.
– Keep jumps small.
C) Skill Application
• Continuous Skip. Students practise skipping in a variety of ways, individually or with a partner.
Encourage students to skip in different ways for eight to ten minutes, or for three continuous
songs. If they trip, they should restart immediately.
• Group Skip. Working in small groups, students practise long rope skipping, alternating as
turners. Encourage students to share skipping rhymes, to try the following challenges, and
to make up their own challenges:
– Thread the Needle: run through the rope without jumping.
– Continuous Jumps: each person in line jumps once without missing a beat.
– Backdoor: jump in the rope backwards.
– Around the World: jump in the rope and turn to face the other direction to exit.
Unit 6 – Sub-Task #6
277
Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness
6

– Touch and Go: jump in the rope and touch the ground before jumping out.
– My Letters: turners call out alphabet, jump in and out of the rope when any letter in your
name is called.
– All Together: all group members jump as many times as they can as a group.
– Double Dutch: skip continuously between two ropes.
D) Cool-Down/Wrap-Up
• Students use their ropes to help them stretch, reaching high, holding them apart, stretching
forward, and holding them around the toes while seated and stretching forward. Insert diagram
• With a partner, students stretch and discuss how they supported each other in staying active and
developing skipping skills. Select students to share examples.
Extension
Notes to Teacher
Appendices
• Work with an extra long rope and attempt to skip as a class.
• Expect variations in skipping skill. Encourage experienced skippers to work with less
experienced skippers to provide tips and hints.
• Encourage students to sustain continuous movement at a high intensity for at least eight to ten
minutes. Gradually increase this time period to ten to fifteen minutes at moderate intensity.
• While students practise skipping, rotate between groups and ask individuals questions related
to their fitness goals and knowledge (Unit 6 Appendix D).
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 6 Appendix D: Goal Planning Checklist
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Unit 6 – Sub-Task #6
Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness

Fitness Terms
Fitness
• A state of well-being that
a) allows people to perform daily activities with vigour;
b) reduces the risk of health problems related to lack of exercise; and
c) establishes a fitness base for participation in a variety of physical activities.
Components of Fitness:
Cardiorespiratory Endurance
• The ability to continue strenuous activities that stress the circulatory (heart) and
respiratory (lungs) systems for long periods of time.
Muscular Strength
• The maximum tension that a muscle can exert in a single contraction (“how much”).
Muscle Endurance
• The ability of a muscle group to perform repeated contractions over a period of time
(“how many times”).
Flexibility
• The range of motion at a joint or a series of joints.
Balance and Coordination
• Balance is the maintenance of equilibrium (the ability to maintain a position you wish
to be in).
• Coordination is the ability to integrate movements involving different muscle groups
into a single pattern.
Body Composition
• The percentage of body fat compared with lean body mass.
Pulse
• The pressure of blood on an artery wall reflecting the beating of the heart.
Target Heart Rate
• A gauge for exercise intensity.
Recovery Heart Rate
• The time it takes to return to the pre-exercise heart rate (resting heart rate).
Rate of Perceived Exertion (RPE)
• Teaches students to “listen to their body” and monitor their exertion in exercise by
rating it from “light” to “hard.”
FITT Principle
• Frequency
– How often do you exercise? At least three times per week.
• Intensity
– How hard do you exercise? At least to the target zone.
• Time
– How long do you exercise? At least 10 to 15 minutes of sustained vigorous activity.
• Type
– What exercise do you do? Choose aerobic activities that involve continuous
movement with large muscle groups to improve cardiores-piratory endurance.
Choose brief, high intensity exercise to improve strength and muscular endurance
for specific muscles.
Adapted with permission from FOLP Basic Theory 3rd Edition, Ontario Fitness Council, Toronto, 1997.
279
Unit 6 – Appendix A
Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness
6

Participation and Fitness
Rating Scale
___________________________________ ___________________________________
Name: Date:
Circle the symbols that reflect how you feel about your participation and fitness related
to the questions: * Rarely ** Sometimes *** Usually **** Always
Participation Example Rating
1. I participate on a regular basis in activities that
maintain or improve my fitness.
2. I try hard and participate vigorously in all aspects
of the program.
3. I participate regularly in activities outside of class
(play at recess, sport team, play at home) that
maintain or improve my fitness.
Fitness:
Expectation Code Learning Expectation
6p29 participate vigorously in all aspects of the program (e.g., cross-country
running, cooperative games).
6p30 describe the factors that motivate participation in daily physical activity (e.g.,
the influence of friends, enthusiasm for the outdoors) and begin to consider
them when making their choices of physical activities.
6p31 improve their fitness levels by participating in vigorous physical activities (e.g.,
rope skipping to music) for sustained periods of time (e.g., ten to fifteen
minutes), including appropriate warm-up and cool-down procedures
6p32 assess their progress in fitness-enhancing activities at regular intervals (e.g.,
daily, weekly, or monthly monitoring of their pulses before and after active
games, stretching, or push-ups).
1. I sweat, can monitor my pulse and breathing sounds,
I understand the relationship between breathing sounds,
pulse, and fitness. I adjust my activity level in order to
gain more fitness based on my breathing sounds.
2. I keep moving all the time when required. My heart
rate rises to a moderate to high level during fitness
activities (e.g., over 140 b/min and less than 190 b/min).
I stay active at exercise for 10-15 minutes
without stopping.
3. I keep track of my progress in fitness activities
(daily, weekly or monthly).
4. I can describe factors that motivate participation in
physical activity (e.g. influence of parents, friends, cost
of activity, risk of injury). I have reflected on these and
consider them when making my own choices of activity.
Overall I would rank my participation as 1 2 3 4
Overall I would rank my fitness as 1 2 3 4
(1 = low, 2 = ok, 3 = good, 4 = super)
280
*
**
***
****
*
**
***
****
*
**
***
****
*
**
***
****
*
**
***
****
*
**
***
****
*
**
***
****
Unit 6 – Appendix B
Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness

Movement Skill Rubric: Running
Running Skills Indicators: Level 1 Level 2 Level 3 Level 4
• Looks straight ahead in the
running direction.
• Arms move up and down at
sides rather than across body.
• Head and upper body fairly
still and upright.
• Appears relaxed. Arms and
upper body not too tight.
• Knees come up straight and
feet are a little less than
shoulder-width apart.
• Pushes off from toes when
running. Flexes and extends
from hips, knees, and ankles
during stride.
• Breathes regularly and deeply.
• Able to run 60 metres at or
near top speed.
• Able to run 600 metres at a
steady pace without stopping.
• Adjusts stride length, body
angle and knee lift to
conditions and distance.
Expectation Code Learning Expectation
6p19 demonstrate a variety of running techniques (e.g., sprints,
cross-country runs)
6p31 improve their fitness levels by participating in vigorous physical
activities (e.g., Ultimate Frisbee) for sustained periods of time
(e.g., ten to fifteen minutes) including appropriate warm-up
and cool-down procedures
performs few of
the skills as
described
rarely applies skill
in other situations
or activities
sometimes performs
the skills as
described
sometimes applies
skill in other situations
or activities
The best thing about the running I see is ____________________________________________
The biggest area to improve is ______________________________________________________
281
usually performs
the skills as
described
usually applies
skill in other situations
or activities
consistently performs
the skills as
described
consistently
applies skill in
other situations
or activities
Unit 6 – Appendix C
Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness
6

Goal Planning Checklist
In my plan I have reviewed and refined where necessary:
Check your plan for: Example
Three factors that motivate me to participate in activity include:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Describe the “SMART” process for goal-setting:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Describe a fitness goal you established for yourself. What was your plan to achieve
this goal and how successful were you in achieving it? Explain.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Two revisions I have done or considered to improve my fitness plan include:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
282
____________________________
Name
✔ Includes one or two fitness goals. I want to run consistently for five minutes
without stopping.
✔ Assessment of my ability in the area in which I can run for four minutes without stopping.
I want to improve.
✔ Set goal based on ability to achieve it. Last month, I could only run for three minutes
and I know I am still improving.
✔ Set goal based on the extent of support, resources I own good running shoes and can run with a
and time available and required to achieve it. friend around the block.
✔ Set time frame in which to achieve this goal. I will try to increase my running time to five
uninterrupted minutes after three weeks
of practice.
Unit 6 – Appendix D
Health and Physical Education – Grade 6 Fitness Building Activities – Aerobic Fitness

OVERVIEW
UNIT Track and Field Lead-Up Activities
7
Duration 7 Sub-Tasks
Description
Students practise and develop running, jumping and throwing skills with a focus on running. Track
and field skills will be introduced to provide Grade 6 students with opportunities to combine fundamentals
of locomotion, manipulation, and stability, and to maintain or improve their physical fitness.
Sub-Task Title Expectation Code
1. Shot-Put Introduction 6p21, 6p28
2. Sprinting 6p19, 6p34
3. Long Distance Running 6p19, 6p31
4. Running Long Jump 6p24, 6p29
5. Triple Jump Introduction 6p24, 6p29
6. High Jump 6p23, 6p28
7. Relay Races 6p19, 6p34
Assessment and Evaluation
• A variety of assessment tools can be used throughout this unit. Some assessment strategies
and tools included are:
– Teacher assessment of throwing skills using an anecdotal record chart and indicators
from the lesson.
– Teacher assessment of fair play and support for peers using an anecdotal observation
recording chart in combination with the social skills rubric.
– Teacher assessment of running technique using indicators from the movement skill rubric
for running.
– Teacher assessment of attention to safety procedures using the equipment and facility
sections of the safety rubric.
– Teacher assessment of locomotion skills using a locomotor skills checklist.
– Self-assessment of fitness level using a participation and fitness rating scale.
– Self-assessment of fair play and support for others using a peer discussion.
– Self-assessment of jumping for height using a personal record log.
– Self-assessment of vigorous participation by holding their hand up or down.
– Peer assessment of running technique using the movement skill rubric for running.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in the safety guidelines.
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Unit 7 – Overview
Health and Physical Education – Grade 6 Fitness Building Activities – Track and Field Lead-Up Activities
7

Notes to Teacher
• Students require prior knowledge and experience in the following areas to successfully
accomplish activities in this unit:
– Cooperative learning skills.
– Self or peer assessment using a rubric.
– Group work skills and communication or listening skills.
– Active participation in physical activities.
• Build a repertoire of different activities for students to learn, practise, and demonstrate
movement skills related to track and field.
• Not all track and field skills are assessed in Grade 6. Some are introduced with lead-up exercises
and activities to help develop throwing, catching and sending skills. Use movement skill rubrics
to assist in teaching skills. Skills are broken down to help peers provide feedback.
• Modifications are made for students of different abilities and experience:
• In sprints and runs, distances are modified.
• In throws, size and weight of balls or shots are modified.
• For high jump, bar is adjusted for height (or removed).
• Repeat lessons as required to give students more opportunities to practise.
• Activities can be practised at modified indoor stations.
• Limit number of stations, and at higher risk activities (e.g., high jump, shot-put)
position yourself where you can view all stations.
• Provide opportunities for students to track their progress. Consider establishing personal,
class or school records for different events.
• Consider organizing a mini-track meet to give students an opportunity to practise and display
skills.
• Investigate school or community resources to support the program.
• Familiarity with fundamental movement skills and phases of movement is helpful for analyzing
movement and providing students with direction and feedback. See Grade 6 Appendix Q for more
information about fundamental movement skills and basic movements relating to each category.
• Fundamental movement skills become more complex and activity-specific when combined or
when additional elements of effort, relationships, body awareness, and space awareness are
added. Every skill involves a combination of fundamental movement skills and additional
elements.
• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 46-48) for observation
checklist for running techniques, student personal fitness/running skills log, and peer assessment
of sprint running techniques.
• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 63)
for long jump rubric.
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Unit 7 – Overview
Health and Physical Education – Grade 6 Fitness Building Activities – Track and Field Lead-Up Activities

Appendix
Resources
Unit 7 Appendix A: Sample Orienteering Course
Premier ’s Sport Awards Program: Track and Field – Instructor ’s Resource Manual
(1995), Ministry of Housing, Recreation and Consumer Services, British Columbia (Tel: 800-565-
PSAP or 604-738-2468)
Basic Skills Series: Track and Field in the Elementary Schools (1982), Canadian
Association for Health, Physical Education, Recreation and Dance (CAHPERD), Gloucester, Ontario
(CAHPERD: Tel.: 800-663-8708 or 613-748-5622, Fax: 613-748-5737, E-mail: info@cahperd.ca )
Basic Skills Series: Relay Games (1979), Canadian Association for Health, Physical Education,
Recreation and Dance (CAHPERD), Gloucester, Ontario (CAHPERD: Tel.: 800-663-8708
or 613-748-5622, Fax: 613-748-5737, E-mail: info@cahperd.ca )
Activity for Everyone — Children of All Abilities in A Regular Physical Activity Program
— A Hands-On Plan Book, by Deborah Randazzo and Kris Corless (1998), American Alliance for
Health, Physical Education, Recreation and Dance (AAHPERD), Reston, Virgina (Tel: 800-213-7193,
Email: webmaster@aahperd.or g)
Canada’s Physical Activity Guide to Healthy Active Living , Health Canada– (download Guide
free from Health Canada website - http://www.hc-sc.gc.ca/hppb/paguide/intro.html )
Healthy Active Living Standards for Physical and Health Education in Ontario Grades 1-9
(1997), Ontario Physical and Health Education Association (Tel: 416-426-7120, www.ophea.net )
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UNIT 7 Track and Field Lead-Up Activities
Sub-Task #1 Shot-Put Introduction
Facility
Large gymnasium or outdoor facility
Materials
Basketball or utility ball
2 kg shot
15 softballs
Description
Students learn to throw and put balls of various sizes for distance and accuracy.
Expectation Code Learning Expectation
6p21 Throw an object overhand or side arm, using the dominant
hand to a target or a partner for distance and accuracy.
6p28 Follow safety procedures related to physical activity,
equipment and facilities, and begin to take responsibility
for their own safety.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of throwing skills using an anecdotal observation recording chart
(Grade 6 Appendix N) and indicators from the lesson.
• Teacher assessment of attention to safety procedures using equipment and facility sections
of a safety rubric (Grade 6 Appendix I).
Teaching/Learning Strategies
A) Warm-Up
• Students jog lightly while dribbling a basketball, and respond to signals for different actions
which could include:
– Push: push the ball into the air with two hands and catch.
– Weave: weave the ball through both legs in a figure-eight pattern.
– Circle: circle the ball around head, waist and knees.
– Pass: pass the ball from hand to hand overhead ten times.
– Throw: throw the ball in the air, twirl around and catch the it.
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B) Skill Development
• Push and Catch. In groups of two or three, students attempt to push (not throw) a basketball
as high as possible into the air. Partners catch the ball and push it back. Starting in a stationary
position, students crouch and extend their bodies, adding a run before the push.
• Throwing and Putting. Students experiment with propelling a softball different ways to determine
the difference between throwing and putting. (See Notes to Teacher.) Challenge students to
propel the ball without throwing it overhead, and to hold the balls at their necks and propel
them forward. Note that a “put” is used for propelling heavy objects (as in shot-put).
• Putting Technique.
Using a softball, introduce putting technique to students:
– Place the foot opposite the throwing arm and point it towards the target.
– Hips and upper body rotate a quarter-turn backwards
– Place ball or shot in dominant hand, pinching with the little finger and thumb, and resting
middle three fingers on the shot. Shot does not rest on palm.
– Keep elbow bent and shot resting beside the cheek.
– Crouch into low body position with knees, hips, and elbow flexed and weight on the back foot.
– Extend body parts quickly, turn and transfer weight to front foot, pushing the ball hard into the
air. Hand leads and pushes forward, with elbow kept behind.
– Release the ball slightly above and in front of the head (wrist cocked, elbow bent).
– Follow through to a target in the distance.
C) Skill Application
• Putting in Pairs. Students stand behind a partner on a starting line, and on a signal, front partner
puts a softball as far forward as possible and waits for a signal before retrieving it. Students
observe and provide feedback based on indicators above and take turns putting the ball.
Emphasize putting not throwing.
• Progressive Putting.
Using shots instead of softballs, work with one group of five at a time, providing individual feedback.
Other students work in their groups practising putting softballs across the field. First person
in line puts, second person runs forward to where the ball landed and puts from there. Each
subsequent person puts from where the ball lands. Teams work together to travel length of the
field in as few puts as possible and repeat (in a different order) trying to beat their record.
Unit 7 – Sub-Task #1
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D) Cool-Down/Wrap-Up
• Pass the Stretch. Focusing on arms and legs, one person leads a stretch that is passed around
the circle, a person at a time, until all students are holding it. Leader then begins a new stretch
and students hold previous stretch until the new stretch reaches them.
Extension
Notes to Teacher
Appendices
• Use a basketball or medicine ball to progress from a softball to a shot. Students may practise
putting or pushing the heavier ball to a partner.
• To strengthen leg muscles and focus on using legs when putting the shot, students practise
jumping forward holding a basketball or medicine ball between their ankles.
• When putting, emphasize leading with the hand (not the elbow), making a quick, powerful move
from low to high, using weight shift to increase power, and staying low until ready to throw to use
leg muscles.
Grade 6 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 7 Track and Field Lead-Up Activities
Sub-Task #2 Sprinting
Facility
Outdoors or gymnasium
Materials
Pylons used to mark running distance
Stopwatch
Description
Students learn acceleration from a static position, sprint starts and finishes and running techniques.
Expectation Code Learning Expectation
6p19 Demonstrate a variety of running techniques (e.g., sprints,
cross-country runs).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Peer assessment of running technique using the movement skill rubric for running
(Unit 6 Appendix C).
• Teacher assessment of fair play and support for peers using an anecdotal observation recording
chart (Grade 6 Appendix N) in combination with a social skills rubric (Grade 6 Appendix H).
Teaching/Learning Strategies
A) Warm-Up
• Knee Tag. Students move about trying to tag each other on the knee. Take short breaks from
tagging to roll shoulders, neck, hips, wrists and ankles, and continue tagging with everyone “It”
and no penalty for being tagged. Students may keep individual records of the number of times
they tagged or were tagged.
B) Skill Development
• Sprinting Tips Review . Divide students into seven or eight groups, and have them complete a
ten-metre sprint, running one at a time from each group. Students who complete a sprint move
to the back of the line and repeat after students in front have participated. Select some of the
following points to emphasize:
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• Sprint Starts:
– Place strongest leg (drive-leg) slightly ahead.
– Start in crouch position with hands on ground.
– Place knee of rear leg opposite drive-leg foot.
– Keep shoulder directly above hands, and arms straight.
– Fingers spread wide with thumbs and index fingers in a straight line parallel to start line.
– Look at a spot between hands.
– Keep mind alert and body relaxed listening for starter’s voice.
– When starter says “set” move shoulders slightly ahead of hand position.
– Raise hips until slightly higher than shoulders.
– Focus eyes one metre ahead.
– Keep weight on hands and drive-leg.
– On start signal, drive forward with both legs as rear leg explodes to take first step.
– Pump arms quickly to generate power, keeping arm action between hips and shoulders.
– Drive forward staying naturally low.
– Use a high but not exaggerated knee action.
– Run in a straight line, looking straight ahead.
• Sprinting:
– Develop natural stride coming out of blocks.
– Sustain full speed as long as possible by pumping arms, driving off toes and lifting knees.
– Look straight ahead and run in a straight line.
– Keep head up and still, elbows bent, hands cupped.
– Relax shoulders.
• Finish:
– Accelerate through finish line.
– Run well past finish line.
– Lean forward at the line on last stride.
• Sprinting Threes. In groups of three, students practise sprinting with one student as starter
using a movement skill rubric (Unit 6 Appendix C) to observe technique and provide feedback.
Rotate positions.
C) Skill Application
• Run to the Front. In groups of five or six, students practise jogging and sprinting in a line. The
last person in each group sprints to the front of the line. Students continue changing order with
the last person sprinting to join the front of the line.
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D) Cool-Down/Wrap-Up
• Students work in their Run to the Front groups, stretching from head to toe. Remind students
to hold stretches for 15 to 30 seconds.
Extension
Notes to Teacher
Appendices
• Organize a mini-track meet with students sprinting different distances (15, 25, and 50 metres).
• Use a videotape so students can self-assess their sprinting technique.
• Discuss with students how they can apply sprinting technique to other activities (e.g., basketball,
soccer, long jump, baseball).
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix N: Anecdotal Recording Chart
Unit 6 Appendix C: Movement Skill Rubric for Running
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UNIT 7 Track and Field Lead-Up Activities
Sub-Task #3 Long Distance Running
Facility
Outdoors, gymnasium or hallway
Materials
Orienteering maps, pencils and station markers
Description
Students participate in distance running that allows them to increase their heart rate and maintain it
for several minutes. A distance of between 800 and 2000 metres is appropriate for Grade 6 students.
Expectation Code Learning Expectation
6p19 Demonstrate a variety of running techniques (e.g., sprints,
cross-country runs).
6p31 Improve their personal fitness levels by participating in
vigorous physical activities (e.g., rope skipping to music) for
sustained periods of time (e.g., ten to fifteen minutes),
including appropriate warm-up and cool-down procedures.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of running techniques using the indicators from the movement skill rubric
for running (Unit 6 Appendix C).
• Self-assessment of fitness level using a participation and fitness rating scale (Unit 6 Appendix B).
Teaching/Learning Strategies
A) Warm-Up
• Leader Challenge. Students take turns leading a 10 to 20 second warm-up activity (e.g., jogging
on the spot, jump and twist, knee lifts, arm punches) that focuses on cardiovascular fitness
and moving joints through their range of motion.
• Encourage students to think of their activity while participating in other warm-ups.
B) Skill Development
• Review components and tactics involved in long distance running. Students run once around
the field discussing tips with a partner. Discuss running tips with the class, have students run
a second lap choosing one or two tips to focus on.
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• The Start:
– Runners begin two to three steps behind starting line before “on the mark” signal.
– When signal is given, runners move to the line with preferred foot to the line but not
touching it.
– Runners lean forward to a balanced still position ready for start signal.
– On signal start, runners start quickly to obtain a good running position.
– Encourage runners to find a comfortable, natural style.
– Runners run in a straight line avoiding wasted energy with sideways movements.
– Toes pointed straight ahead and eyes looking straight ahead.
– Arms pump at sides.
• Running Tactics:
– Set distance goals.
– Count number of steps.
– Focus on a particular spot or time.
– Time a short distance.
– Think about breathing.
– Pass one runner at a time if running in a group.
– Think about running lightly on feet.
– Think about using arms for power.
C) Skill Application
• Partner Orienteering. Set up a simple orienteering course around the schoolyard and give
students a map with five or six stations. (Unit 7 Appendix A). Post fitness tasks and a pencil at
each station. Assign partners to start at different stations, then have students proceed through
each station in order. Students read the fitness task and record their results at each station.
D) Cool-Down/Wrap-Up
• Students work with their partner to stretch from head to toe.
• Students rate their fitness and participation using the participation and fitness rating scale
(Unit 6 Appendix B).
Extension
Notes to Teacher
• Students may design and add additional stations to the orienteering course.
• Repeat the course with students trying to improve their results.
• Encourage students to maintain a constant, vigorous pace, and to walk vigorously while swinging
their arms, if they need to stop running.
• Encourage students to participate in cross-country clubs, to run hills, and to run
longer distances.
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Appendices
Unit 6 Appendix B: Participation and Fitness Rating Scale
Unit 6 Appendix C: Movement Skill Rubric for Running
Unit 7 Appendix A: Sample Orienteering Course
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UNIT 7 Track and Field Lead-Up Activities
Sub-Task #4 Running Long Jump
Facility
Outdoor jumping sand pit or gymnasium
Materials
Rake
Tape measure
Pylons to mark take-off area
Description
Students learn how to jump for distance from a running one-foot take-off.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g. use a sprint approach and jump for distance,
as in long jump).
6p29 Participate vigorously in all aspects of the program (e.g.
cross-country running, cooperative games).
Assessment Opportunities — Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of locomotion skills using a locomotor skills checklist (Unit 13 Appendix A).
• Self-assessment of vigorous participation by holding their hand up or down.
Teaching/Learning Strategies
A) Warm-Up
• Jump Out of It Tag. Select one student as “tagger.” Students try to speed walk from one end
of the field to the other without getting tagged. When tagged, a student uses a standing long
jump technique to jump to the side, and then rejoins the game. Switch taggers frequently.
B) Skill Development
• Working at different stations, students focus on a different part of the running long jump
at each station.
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• Establishing an Approach. Establish run-up distance for each individual for maximum speed
at take-off. Students run to the take-off board using 14 to 16 strides, and adjust starting point forward
or backward based on whether they hit the take-off board at top speed with the correct
take-off foot. When students establish an ideal starting point, they count the number of paces
from the board and mark their starting position with a small marker (e.g., leaf or Popsicle
stick). Students practise their approach using the same number of strides every time, and may
choose to run through the take-off area without jumping. Encourage students to use a fast but
controlled approach.
• Take-Off:
– Maintain horizontal speed at take-off.
– Develop a vertical lift at take-off.
– Encourage jumpers to have their weight over take-off foot at take-off.
– Develop vigorous forward and upward swing of lead leg.
– Use an upward swing of opposite arms.
• Action in the Air, Hang Style:
– Drop the lead leg after take-off so both legs appear to drag in the air.
– Drive the free leg forward and up.
– Back is extended, chest thrust forward.
– At top of arc, legs and feet swing forward and outward and attempt to touch hands.
• Landing:
– Keep legs up and fully extended until heels touch.
– Land on two feet.
– Bend knees.
– Keep weight forward.
– Extend arms in front.
C) Skill Application
• Group Jumping Challenges. Divide students into groups using different criteria (e.g., birthday
month, height, favourite hockey team), and have students jump three times, trying to improve
their distance each time. Using their best jumps, students add the total distance for all students
in their group, then change groups and attempt to set a new group record. Students assess their
vigorous participation in class by holding their hands up or down. Ask them to give reasons for
their rating.
D) Cool-Down/Wrap-Up
• S t u d e n t - D i r ected Cool-Down. Working in their last jumping group, students conduct their own
cool-down. The activity must be safe, active and fun, and provide opportunities for stretching.
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Extension
Notes to Teacher
Appendix
• Students may record individual personal best distances in their logbooks or journals.
• Asking students to provide reasons for their assessments of participation helps clarify criteria
and indicators. Discussing indicators clarifies targets for both students and teacher.
• Make sure landing pit is clear of obstacles (e.g., check for glass and stones, ensure sufficient
amount of sand in the pit).
• Emphasize:
– Taking off at maximum speed.
– Jumping up and out.
– Thrusting feet forward.
• Cue words may be helpful:
– “Last two steps like a lay-up in basketball.”
– “Body makes a curve like a half moon” or “Arch your back like the letter C.”
(Knees and feet behind hips.)
– “Close the jackknife.” Extend legs and throw arms forward.
– “Collapse at the knees.” Bend knees on landing.
Unit 13 Appendix A: Locomotor Skills Checklist
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UNIT 7 Track and Field Lead-Up Activities
Sub-Task #5 Triple Jump Introduction
Facility
Outdoor jumping sand pit or gymnasium
Materials
Rake
Tape measure
Pylons marking take-off area
18 hoops
Description
Students practise putting movements together in sequence and learning steps for triple jump.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g. use a sprint approach and jump for distance,
as in long jump).
6p29 Participate vigorously in all aspects of the program
(e.g. cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of locomotion skills using a locomotor skills checklist (Unit 13 Appendix A).
• Teacher assessment of participation using a participation rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Hoop Hop. Students move around in a variety of ways and on a signal, quickly stand in a hoop
in a crouched position. On a second signal, students jump out of the hoop as high as possible.
Challenge students to freeze in a different hoop with different people on each signal.
B) Skill Development
• Triple Jump Introduction. Students stand in scatter formation and do the following lead-up
activities in preparation for the triple jump:
– Hop and land on their favourite (dominant) foot.
– Jump (bound) forward from their dominant foot and land on other foot.
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– Hop forward from dominant foot and land on the same foot.
– Hop forward from dominant foot, land on the same foot, bound forward, landing on
opposite foot.
– Repeat sequence adding one more jump, landing on two feet.
– Sequence is either: “right, right, left, both” or “left, left, right, both.”
• Hoops.
Set up a series of three hoops and have students work in small groups, taking turns jumping
in the hoops. They hop from the first hoop to the second, step (or bound) from the second to
the third, and jump out of the third, landing on two feet. Encourage students to call out what
they are doing as they move from hoop to hoop, e.g., “Hop, step, jump.” As students become
proficient, they can add a short running approach before the hoops.
C) Skill Application
• One group at a time works at landing pit practising the triple jump with a run-up and landing in
the pit. Students practise with hoops when not working at pit. They may keep personal records
of distances jumped.
D) Cool-Down/Wrap-Up
• Lead a class stretch, with emphasis on legs and shoulders (see Grade 6 Appendix A).
Extension
• Increase distance between hoops as student proficiency increases.
• Students can work with a partner to provide feedback on jumping technique.
Unit 7 – Sub-Task #5
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Notes to Teacher
Appendices
• Make sure the landing pit is clear of obstacles (e.g., check for glass and stones, ensure sufficient
amount of sand in the pit).
• Students can determine their favourite (dominant) foot by standing on their toes, falling forward,
and allowing one foot to come forward to stop themselves from falling. They should try this several
times.
• Point out the difference between hopping and bounding. With hopping, students take off and land
using the same foot. With bounding, they take off from one foot and land on the other.
• Begin with a short approach. Students can increase the number of steps as they become more
proficient.
• Cue words may be helpful for students:
– Approach: Stay tall — “like someone is lifting you up by the hair.”
– Hop: Take off and land on the same foot — “like with hopscotch.”
Keep a tall upper body — “like you’re wearing a brace.”
– Step: Take a long step — “like stepping over a big mud puddle” or “splits in the air.”
– Jump: Drive arms upward — “reach for the sky.”
Extend legs — “close the jack knife.”
– Rhythm: Even rhythm — “ta-ta-ta” or “hop-step-jump” or “even-even-even.”
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 13 Appendix A: Locomotor Skills Checklist
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UNIT 7 Track and Field Lead-Up Activities
Sub-Task #6 High Jump
Facility
Gymnasium or clean, outdoor surface allowing maximum traction and footing
Materials
High jump standard
Elastics
Landing mats and gymnastics mats
Description
Students learn techniques involved in jumping for height, and attempt to clear a measured height
and land in a jumping pit.
Expectation Code Learning Expectation
6p23 Jump for height (e.g., vertical wall jump).
6p28 Follow safety procedures related to physical activity,
equipment and facilities, and begin to take responsibility for
their own safety.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Self-assessment of jumping for height using a personal record log.
• Teacher assessment of attention to safety procedures using the activity section of a safety rubric
(Grade 6 Appendix I).
Teaching/Learning Strategies
A) Warm-Up
• Jumping Progressions. While students jog, call out different jumping progressions for them
(e.g., jumping, jumping with an upwards arm swing, jumping for height with an arm swing,
increasing stride prior to take-off, and jumping for height with arm swing), then have students
continue jogging.
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B) Skill Development
• Flop Technique.
Students practise the flop technique, working first on the approach, then adding the take-off and
flight. Use visual cues where possible.
• Step and Flop. Students take two steps toward the mat (without a barrier), turn and land on
their backs. They take off from the outside foot, focusing on getting their hips and feet in the air
and landing on their backs. Add an approach, then introduce techniques for take-off and flight
and point out different tips with each jump. Select several students to demonstrate.
• Approach — “Make a big J”:
– Approach mat from left or right (right if take-off is from left foot), using six or seven steps.
– Run in a “J” pattern, approaching the mat then curving in to take off when parallel
to cross-bar.
– Gain maximum, controllable speed for take-off, accelerating on last three steps.
– Stay tall.
• Take-Of f — “step on a bug” or “drive your knee up”:
– Take off close to nearest standard (jumper travels forward).
– Use a one-foot, quick, and powerful take-off.
– Drive shoulder and arms upwards.
– Turn inside arm away from bar for rotation (“dunk it” backwards).
– Drive inside knee up and pivot back towards bar.
– Push hips up to flatten body into a layout position.
– Stretch tall.
• Flight — “Arch like a banana”:
– Each body part crosses the bar in succession, lead with the inside arm.
– Look under the leading arm.
– Once buttocks clear the bar, drop seat (this will help lift legs and feet).
• Landing:
– Land on back.
– Open arms to soften impact.
C) Skill Application
• Combined Height Challenge. Establish a height challenge for class to surpass (e.g., combined
jumping heights might clear the school roof or a well-known landmark). Students record their
jump height in their personal record logs and try to beat their record.
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D) Cool-Down/Wrap-Up
• Lead a cool-down combining jogging, walking and stretching to improve flexibility in legs
and lower back (see Grade 6 Appendix A).
Extension
Notes to Teacher
Appendices
• Use indicators from the lesson together with a movement skill rubric (Grade 6 Appendix J-2).
Students work with a partner to observe jumping technique and provide feedback.
• Use a video camera to help students self-assess their jumps.
• Before using a bar, give students many opportunities to jump without a barrier, or with an
elastic rope.
• Hanging a weight (rubber ring) on the end of the rope makes it lie smoothly.
• If available, use more than one jumping pit. Constant visual supervision is required when
students are jumping. See the Ontario Elementary Curricular Safety Standards for more
information.
• Emphasize an even approach, a powerful push/drive from legs on take-off, working for maximum
lift before rotation and an arched body position in the air.
• Emphasize the importance of taking off within the first third of the mat.
• Work on high jump with small groups. Other students can work on running technique, running
long jump, or triple jump.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix J-2: Movement Skill Rubric
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UNIT 7 Track and Field Lead-Up Activities
Sub-Task #7 Relay Races
Facility
Outdoor track, gymnasium or hallway
Materials
Batons or dowels
Pylons for exchange zones
Stopwatch
Description
Students develop proper hand and arm positions for passing relay baton.
Expectation Code Learning Expectation
6p19 Demonstrate a variety of running techniques (e.g., sprints,
cross-country runs).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of running skills using the movement skill rubric for running
(Unit 6 Appendix C).
• Self-assessment of fair play and support using a peer discussion.
Teaching/Learning Strategies
A) Warm-Up
• Twisty Jog. Students jog around a variety of objects in the field (e.g., climber, bases of ball
diamond, bench, fountain, school sign). Call out different ways of running for variety (e.g.,
knees up, bounding steps, slide steps, on toes, arms up, with shoulder circles).
B) Skill Development
• Use a question and answer format to review sprint and relay techniques (e.g., what position
should your hand be in to receive the baton? when should you begin running in order to receive
the baton in a certain area? where should you be looking when your receive the baton?).
Students practise relay exchanges in groups of four, stopping occasionally to review the
following key points:
– Outgoing runner begins running when incoming runner hits first checkmark
(about five to seven steps away).
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– Incoming runner yells “stick” in passing position.
– When incoming runner yells “stick,” outgoing runner places arm straight back, fingers
together with the largest possible “V” between index finger and thumb.
– Incoming runner swings the baton straight up into the “V” of outgoing runner’s hand.
– Outgoing runner looks straight ahead when receiving the baton.
C) Skill Application
• Races.
Students work in their groups of four, racing others in 50, 100, and 200 metre races. Stagger
students around track so all runners run the same distance.
D) Cool-Down/Wrap-Up
• Students stretch in their relay teams, taking turns leading. They pass the baton, and student
with the baton leads stretch for the group.
• While stretching, students discuss their fair play and support during class. Select students
to share examples with the class.
Extension
• Encourage students to experiment with other exchange techniques:
– Instead of bringing baton up into receiver’s hand, bring it down firmly into the hand.
– Practise passing from passer’s left hand to receiver’s right hand.
– Receiver transfers baton from right to left immediately so the transfer does not cause
a break of stride mid-race.
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Notes to Teacher
Appendix
• Checkmarks are used to help ensure maximum speed of the baton is maintained throughout
the race. Place a checkmark on the side of the lane being used by incoming runner. Students use
chalk or a small marker (popsicle stick or small stone) to mark the spot on the side of the lane.
• First mark is about five to seven steps before the outgoing runner. Runner stands on second
mark, which is the beginning of the passing zone
• Outgoing runner watches incoming runner until they reach the first checkmark, then he/she
turns and begins to run so he/she can receive within the passing zone.
• Incoming runner calls “stick” when he/she is close enough to pass. Outgoing runner holds
his/her hand back to receive. Both runners should be at maximum speed when exchange
is made.
• Students experiment with different run-up zones so they are at maximum acceleration
for the exchange.
• If baton is dropped, students should pick it up and continue running.
Unit 6 Appendix C: Movement Skill Rubric for Running
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Health and Physical Education – Grade 6 Fitness Building Activities – Track and Field Lead-Up Activities

Sample Orienteering Course
Fitness Task Cards (Post at each station)
Station #1:
• Do as many tuck jumps as you can in
one minute.
• Record the number of jumps you do on
your orienteering map.
Station #2:
• Stretch your body into shapes making
the letters of your first name.
• Write your first name on your
orienteering map.
Station #3:
• Punch your arms into the air one at a
time 15 times for each arm.
• Check off that you finished station #3
on your orienteering map
Station #4
Ball diamond
Station #5
Station #1
Start
School
307
Station #4:
• Stretch up then touch the ground as
many times as you can in one minute.
• Record number of times you touched
the ground on your orienteering map.
Station #5:
• Jump up and touch the fence as high
as you can.
• Count the number of holes in the fence
and record the height of your jump on
your orienteering map.
Station #6:
• Add your age and your partner’s age.
• Do that number of twist jumps and
record number of jumps you do on
your orienteering map.
Station #6
Station #3
Station #2
Climber
Unit 7 – Appendix A
Health and Physical Education – Grade 6 Fitness Building Activities – Track and Field Lead-Up Activities
7

Indoor and Outdoor Games
Unit Title
8 Cooperative Games . . . . . . . . . . . . . . . . . . . 311
9 Outdoor Activities . . . . . . . . . . . . . . . . . . . 337
10 Limited Space Activities . . . . . . . . . . . . . . . 367
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OVERVIEW
UNIT Cooperative Games
8
Duration 8 Sub-Tasks
Description
Students continue to develop fundamental movement skills through playing a variety of games. The
focus is on cooperation and vigorous activity. They create and share their own game or activity with
the class.
Sub-Task Title Expectation Code
1. Introduction to Cooperative Games 6p18, 6p29
2. Kicking - Alaskan Baseball 6p20, 6p34
3. Throwing and Goaltending Games 6p21, 6p22
4. Cooperative Partner and Relay Activities 6p18, 6p34
5. Jumping Games 6p23, 6p29
6. Goaltending Games 6p22, 6p29
7. Cooperative Parachute Activities 6p29, 6p34
8. Create a Game 6p29, 6p34
Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
– Teacher assessment of fair play using respect and support categories of social skills rubric.
– Teacher assessment of goaltending skills using a movement skills recording chart with
indicators from the lesson.
– Teacher assessment of jumping skills using an anecdotal observation recording chart together
with safe landing indicators from Notes to Teacher.
– Teacher assessment of use of locomotion skills using a Locomotor Skills Checklist.
– Teacher assessment of kicking distance and accuracy using an Anecdotal Observation
Recording Chart together with indicators from the lesson.
– Student self-assessment of support for others using a peer discussion based on indicators
from the Social Skills rubric.
– Student self-assessment of vigorous participation recording thoughts in a student response
fitness journal.
– Student self-assessment of their vigorous participation using a thumbs-up/thumbs-down rating.
– Self assessment of vigorous participation using a four finger rubric.
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Health and Physical Education – Grade 6 Indoor and Outdoor Games – Cooperative Games
8

Links to Prior Knowledge
Notes to Teacher
Appendices
Resources
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• The focus on all activities in this unit is cooperation. The goal is to improve students’ ability
to work cooperatively and fairly.
• Cooperative games are an excellent way to begin the school year and set the tone for classes.
Unit 8 Appendix A: Twist, Curl, Stretch Cards
Unit 8 Appendix B: Create a Game Student Plan
Kasser, Susan L. Inclusive Games: Movement for Everyone ! Human Kinetics, 1995.
www.humankinetics.com
Morris, G.S. Don and Jim Stiehl. Changing Kids’ Games , Human Kinetics, 1999.
www.humankinetics.com
Project Adventur e Publications, P.O. Box 100, Hamilton, MA, USA, 01936
(1-800-795-9039, www.pa.org)
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UNIT 8 Cooperative Games
Sub-Task #1 Introduction to Cooperative Games
Facility
Gymnasium, utility room or outside space
Materials
3 or 4 tarpaulins or blankets
4 benches or lines (or logs if playing in a wooded area)
Description
Students use a variety of locomotion and travelling skills while working cooperatively to complete a
number of tasks. Students will be encouraged to participate vigorously in all activities.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses,
skiing, skating).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities - Suggestions for Assessing Expectations
• Teacher assessment of safe travelling skills using a Locomotor Skills Checklist
(Unit 13 Appendix A)
• Self-assessment of vigorous participation using a four finger rubric
(see Participation Rubric Grade 6 Appendix G for indicators).
Teaching/Learning Strategies
A) Warm-Up
• Giants, Wizards, Elves. Students form two teams. Each team stands at opposite sides of the
gymnasium, and can choose to be one of three characters. They decide whether to be giants, wizards
or elves. Each creature has a symbol. As giants , the students stretch up and make their
bodies big. As wizards , they crouch and point their arms as if casting a spell. As elves , they
crouch low and use their hands to indicate elf ears. On a signal, the teams both make their signs.
Each time, two characters will be chosen. Depending on what symbol each team chooses, one
team chases the other. If any players are tagged, they join the team that tagged them. Play with
these rules:
– Giants beat elves (they can step on them).
– Wizards beat giants (they can put a spell on them.)
– Elves beat wizards (they can run around them and avoid their spells).
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• Identify a safety area with a line before a wall or fence so that students running from the
other team do not stop at the wall or fence.
• Repeat, with each team meeting quickly to decide on their next symbol between each round.
Teams should have two “back-up” symbols in case the other team chooses the same symbol.
B) Skill Development
• Tr easure Chest.
Divide class into four teams. Each team lines up like spokes of a wheel, equal distance from the
centre of the gymnasium or playing area. Mark off the treasure chest using skipping ropes, and
scatter "treasure" (beanbags, balls) inside. On a signal, the first person in line runs to the centre,
picks up an object and returns it to his/her line. The runner tags the next person in line to take
their turn. Teams try to get as much “treasure” as possible within a certain time limit.
• Changing Places. Students form groups of five or six. Groups stand on a bench or a line, facing
each other. Challenge students to change places with the other group without anyone touching
the ground. Groups should rearrange themselves in the same order, but facing the opposite
direction.
C) Skill Application
• Shrinking Island. Students form groups of eight (vary this depending on size of tarp/blanket)
and stand on a tarp or blanket. Students get off tarp and run a lap of the gymnasium or field.
When they return, their tarp has been folded in half. Teacher can use a story of a shrinking island
to encourage students to use the scenario to work together. Challenge students to work together
with their team to get everyone on the tarp without touching the ground. Continue with students
running laps and the tarp shrinking and the students identifying new strategies to work together
to keep everyone “on the island.” Ask students how their strategies changed. Ask them to note
how different groups work together differently.
• Flip the Tarp. Working in the same groups, with a full-sized tarp, challenge students to work
together to turn the tarp over without anyone from their group touching the ground outside of
the tarp. Encourage students to work together to solve the problem. After students have attempted
this challenge, ask students: What role did different people in the group take? What is the
importance of the different roles? What could have been done differently? Did any different
groups learn from each other? Did the groups work together at all? If not, what stopped you from
working with other groups? How might you have worked together? See Notes to Teacher.
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D) Cool-Down/Wrap-Up
• Students assess their personal participation and involvement using a four-finger scale. Students
hold up 1, 2, 3 or 4 fingers to reflect their level of participation. Ask students to give reasons
for their ratings.
• Stretch Shapes. Students cool down by moving their bodies in different ways. Ask students
to make different shapes with their bodies (long, stars, squares, triangles, small, lunge)
(Unit 8 Appendix A).
Extension
Notes to Teacher
Appendices
• Students create rules for Treasure Chest (e.g., students must move in a different way each time
they go to the treasure chest, students may take from other lines’ treasure piles after all treasure
has been taken from the middle, students must weave in and out of their line before the next
runner can go). Ask students for suggestions for variations and adaptations.
• Changing Places Variation . Students repeat this activity but this time they must do it
without talking.
• Changing Places can be done on a line or bench inside, or on a line outside. Place gymnastics
mats around benches and remind students to be careful.
• Use a tarp, blanket or large piece of mural paper to play shrinking island. Different sizes of
equipment provide interesting variations.
• With the Flip the Tarp activity, students may work with another group by all standing on one
tarp while one tarp is flipped, then changing places to flip the other tarp. Often students think
of competing with the other group and do not think of this solution. Students may also flip their
tarp by making a “bow-tie” – pinching the tarp in the middle, and all standing on one side
of the tarp while flipping the other side.
• Most of these activities include students touching each other. Students can participate in these
activities if they are comfortable enough to work together in this way. Students may require more
lead-up activities (found in warm-ups, other lessons and daily vigorous activities) to increase
their comfort level with working together.
• Emphasize the importance of respect for each other and the purpose of developing cooperative
skills in all lessons.
• Make a large treasure chest and space out equipment. Remind students to keep their heads
up to avoid bumping into each other.
• There are many activities included in this lesson. Depending on the time taken to solve the
problem in the activity and debrief each activity, it could require more than one class period.
It would be valuable to repeat the activities on another day so students have an opportunity
to apply what they learned.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 8 Appendix A: Twist Curl Stretch Cards
Unit 13 Appendix A: Locomotor Skills Checklist
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8

UNIT 8 Cooperative Games
Sub-Task #2 Kicking - Alaskan Baseball
Facility
Gymnasium, utility room, outdoor space
Materials
Utility balls (one for every two students)
Hoops (at least one for every two students)
Description
Students warm up with hoop activities to work on target accuracy. They play a modified game
of baseball called Alaskan Baseball and work on kicking and teamwork skills.
Expectation Code Learning Expectation
6p20 Kick balls of various sizes and shapes for distance and accuracy
(e.g., punt a football, kick a soccer ball).
6p34 Follow the rules of fair play in games and activities and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of kicking distance and accuracy using an Anecdotal Observation Recording
Chart (Grade 6 Appendix N) together with indicators from the lesson.
• Student self-assessment of support for others using a peer discussion based on indicators
from the Social Skills rubric (Grade 6 Appendix H). See “Response to others” section.
Teaching/Learning Strategies
A) Warm-Up
• Hoops. Roll for distance, roll and return. Students warm up by working with hoops. They work
with a partner and try to roll a hoop as far as possible while maintaining momentum.
• Hoop Challenges. Students work with partners to develop challenges with their hoops. For
example: spinning the hoop and running around it a certain number of times before it stops;
rolling the hoop and jumping through it; spinning the hoop on an arm, leg, waist or knees; skipping
with the hoop. Select students to show their challenges and give all students an opportunity
to try some of the challenges shown.
B) Skill Development
• Through the Hoop. In groups of 4-6, students work on throwing with accuracy. One student
rolls a hoop towards the team. Each of the other team members has a ball. Team members throw
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as many balls as possible through the hoop before the hoop falls down. Challenge students to
work together to develop strategies that would help them get more balls through the hoop. How
are students best positioned? How can balls be retrieved efficiently to allow for more throws?
Is accuracy important?
• Foot Target. Working in pairs, students kick a utility ball to their partner. They focus on accuracy,
trying to kick the ball to hit their partners’ feet. Students gradually increase the distance
between partners, taking a step further apart after successfully hitting partner’s feet five times.
C) Skill Application
• Alaskan Baseball.
Divide the playing area in half. Divide the class into four teams, with two teams in each playing
area. Each playing area has a batting team and a fielding team. The batters line up and the fielders
stand in scatter formation in the playing field. The first batter kicks the utility ball as far as
possible, and starts running laps around the line of batter team members. Each lap around the
batters is worth one point. All members of the fielding team run to the ball when kicked. They
line up behind the ball and pass it over head and under legs down the line. When the ball reaches
the end, they yell, “Stop” and the batter stops running and adds up her/his points. After each
batter has had a turn, switch positions (batters become fielders, fielders become batters).
D) Cool-Down/Wrap-Up
• In their Alaskan Baseball groups, students brainstorm what they did well to support each other
and what they could do differently next time to provide more support for each other.
• Breathe and Walk. Student focus on their breathing as they walk back into the school, or as
they walk a few laps of the gymnasium. Students can stretch their arms overhead and take deep,
slow breaths as they prepare to return to class.
Unit 8 – Sub-Task #2
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Extension
Notes to Teacher
Appendices
• Students can spend more time focusing on kicking accuracy, and kicking to a variety of targets.
In Alaskan Baseball, effective kick placement allows for more runs. Students can work on kick
placement by kicking to targets on the gymnasium wall or outside to a fence. Students can work
at kicking to targets from a variety of distances.
• In Through the Hoop, students can increase the challenge by moving farther away from the hoop.
• Alaskan Baseball. Ensure all team members get a turn at kicking before switching between
fielding and batting teams.
• Encourage students to return ball quickly to batting teams so that all get as many kicking
turns as possible.
• Ask students to think about kick placement. Distance and accuracy are both considerations for
effective kicks. Watch for students following through in the direction of their kick, facing the
target and kicking with their instep, not their toe.
• Reinforce proper care and use of hoops. Pulling on hoops will create bends and limit the
number of “tricks” possible with the hoops. Encourage creativity when students are developing
hoop challenges.
• Emphasize the importance of respect for each other and the purpose of developing cooperative
skills in all lessons.
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 8 Cooperative Games
Sub-Task #3 Throwing and Goaltending Games
Facility
Gymnasium, utility room or outdoor space
Materials
4 markers for “It”
2 pylons, pylons to mark field boundaries and half way point if outside,
2-4 soft balls (gatorskin)
Twist, Curl, Stretch Cards
Description
Students work on throwing and goaltending skills while working cooperatively in games.
Expectation Code Learning Expectation
6p21 Throw an object overhand or side arm, using the dominant
hand, to a target or a partner for distance and accuracy.
6p22 Demonstrate goaltending skills (e.g., blocking, trapping,
catching, clearing) with or without a piece of equipment.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of throwing distance and accuracy using an Anecdotal Observation
Recording Chart (Grade 6 Appendix N) together with indicators from the lesson.
• Student self-assessment of goaltending skills in response to teacher questions. Students
think about ways to make adjustments and improve skills.
Teaching/Learning Strategies
A) Warm-Up
• Team Tag. Four students are “It” and wear markers. They work together to tag as many students
as possible in one minute. When tagged, students move to the side of the gymnasium and perform
a predetermined fitness task. Students can have some choice with this task depending on
their personal fitness goals (e.g., they may do sit-ups, push-ups or wall touch jumps). After one
minute, identify four new taggers to catch as many people as possible. Everyone gets a “fresh
start” after each minute. Ask students what strategies they used as taggers to catch students
and as runners to avoid taggers.
B) Skill Development
• Gaga. Divide students into two groups and ask students to form a circle so that their feet are
shoulder width apart and touching. Students work with one soft ball per group. They work
together to hit the ball around the circle, trying to hit the ball through the legs of another player.
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If the ball goes through their legs, or they do not follow one of the rules, the students get a
point or a letter. Students try to get as few letters as possible. They may spell the name of the
game “Gaga,” or a name the class or group chooses (seasonal name, name of school). Ask
students to share suggestions of strategies they are using to prevent goals being scored
(e.g., keeping knees bent and arms low, keeping eyes on the ball, remaining alert).
C) Skill Application
• Fire on the Mountain. Students continue working on targeting and goaltending skills. One
“mountain” (a pylon with a ball balanced on top) is set up at each end of the gymnasium. Divide
the gymnasium into two halves. Students stay on their own half of the court, and they roll soft
balls to knock the ball off the pylon.
D) Cool-Down/Wrap-Up
• Twist, Curl, Stretch. Hold up cards with a variety of shapes (Unit 8 Appendix A). Make more
cards as needed. Encourage students to move their bodies into the shapes on the cards. Students
may do this individually or in groups. Encourage creativity and different ways of making the same
shape (standing, sitting, lying, using different body parts).
Extension
Notes to Teacher
Appendices
• Fire on the Mountain. Add variations to increase the challenge and to give all students an
opportunity to be active. Modifications may include: add more balls, allow students to move
anywhere in the gymnasium instead of staying on their side of the court, add more pylons and
balls as targets, eliminate boundaries so that walls can be used to deflect shots, divide the
gymnasium and play smaller games.
• Introduce a minimum number of rules for the game. After students have played for a few
minutes, stop the activity and ask students to discuss in small groups how to adapt the game to
increase the challenge. Individual groups choose rules to add as required. For example, in Gaga,
students can say their name when they hit the ball; students can hit the ball with two hands held
together; students may not move their feet.
• Emphasize the importance of respect for each other and the purpose of developing cooperative
skills in all lessons.
• Fire on the Mountain. Depending on size of group and space, play two cross-court games so
that more students have an opportunity to be engaged in the game.
• When observing throwing skills watch for students following through in the direction of the
target, using all joints to throw (not just arm), using a weight transfer to add force and turning
their body to face the direction of the throw.
Unit 8 Appendix A: Twist, Curl, Stretch Cards
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 8 Cooperative Games
Sub-Task #4 Cooperative Partner and
Relay Activities
Facility
Gymnasium, utility room or outdoor space
Materials
4 benches (pylons to mark square if outside)
Music and music player
Description
Students work together to perform a variety of locomotor and travelling skills and to work as
a team to accomplish a goal. The emphasis is on vigorous participation and fair play.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses,
skiing, skating).
6p34 Follow the rules of fair play in games and activities and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of use of fair play rules using the fair play section of the Social Skills rubric
(Grade 6 Appendix H).
• Teacher assessment of use of locomotion skills using a Locomotor Skills Checklist (Unit 13
Appendix A).
Teaching/Learning Strategies
A) Warm-Up
• Swedish Running.
Unit 8 – Sub-Task #4
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Put four benches in a square formation or if playing outdoors, designate a rest area using pylons.
Leave space at the ends of the benches. The space to the right of each bench is the front door,
while the space to the left of each bench is the back door. Partners sit together on a bench. Play
music. When the music begins, one partner leaves through the front door and runs a designated
number of laps around all four benches. The seated partner signals the number of laps completed
by holding up the appropriate number of fingers. At the end of the last lap, the runner enters
through the back door and tags the partner who leaves through the front door to run. This continues
until the song is over.
B) Skill Development
• Palm Push. Students face a partner, touching palms. The object of this challenge is to try to
make this partner move their feet. Students may only touch each other's palms. Students should
not interlock fingers or twist hands. They may try this activity standing or squatting.
• Partner Leg Hop. Students face each other, lift their right leg straight up and hold the ankle
of their partner's lifted leg. Students work together to try to hop around the gymnasium or play
area, maintaining their balance. Students should try this activity holding left ankles also.
• Partner Knee Box. Partners face each other and try to touch their partner’s knees while avoiding
getting their own knees touched. Caution students against bumping heads.
• Stand/Sit.
Partners face each other, sitting down and holding both hands. They try to stand up
by working together and not putting their hands on the ground. Once up, partners can try to sit,
again, not using hands. Students can try the same task but start back to back. Avoid linking arms
as this can result in wrenched shoulders and elbows.
• Butt Up.
Students sit, facing each other and put the soles of their feet together. Pushing feet
and balancing with arms, students try to lift their seats off the ground.
C) Skill Application
• Class Goal Relays. Divide class into several small teams so that students have maximum opportunities
to be active. Provide a number of relay activities with the goal of the students to have all
teams finished within a certain time rather than to have teams competing against each other. The
class can predict the amount of time that will be required to accomplish each task then attempt
to meet their goal. The class may come up with strategies to improve their time (changing teams,
adding more teams, increasing efficiency of movement).
• Possible relays include: jumping into and out of a series of hoops, one foot hopping, grapevine
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step running, crab walking, skipping with a partner. Challenge students to come up with different
ways of moving for a relay.
• Ask students to self-assess their vigorous participation using a target on the wall. Students can
place their name on a sticky note and place it on the ring of the target that reflect their participation.
One student van quickly record the placement of the sticky notes, then remove them to be
used again on another day.
D) Cool-Down/Wrap-Up
• Slow Motion Relays. Designate the last few relays as slower moving locomotor tasks (e.g.,
giant steps, backwards giant steps, lunge steps, side steps with arm swing).
• Partner Mir ror. Students work with a partner to slowly mirror some cool-down actions.
Partners can mirror stretches and slow body movements.
Extension
Notes to Teacher
Appendices
• Relays. Add equipment to relays (e.g., bounce balls around pylons, bounce and pass to a partner,
roll hoops, carry balls with scoops and throw to a target).
• Try more partner initiatives:
– Inchworm: Students sit on each others’ feet and hold each others’ shoulders. They use a
rocking motion to move forward and around the gymnasium.
– Leg W restle: Students lie side by side, facing opposite ways. Students lift inner leg and hook
onto partner’s leg. Each student tries to pull partner to his/her side.
• With partner activities, emphasize cooperation and safety. Partners should work together
to achieve the task with an awareness of possible dangers (pushing partners too hard,
wrenching joints).
• When doing relays, use small groups so students have more opportunities to be active. Relays can
be continuous: students continue pattern of activity until new pattern is called, instead of stopping
when each person has had a turn.
• Emphasize the importance of respect for each other and the purpose of developing cooperative
skills in all lessons.
• Ensure that turning point for the relay is in front of a wall or fence so that students do not risk
hitting an obstacle when they are turning quickly.
• Remind students about the goal of fair play and teamwork.
Unit 13 Appendix A: Locomotor Skills Checklist
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
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8

UNIT 8 Cooperative Games
Sub-Task #5 Jumping Games
Facility
Gymnasium, utility room or outdoor space
Materials
Benches
Music
Masking tape
Popsicle sticks
"It" markers
Stopwatch
Description
Students participate vigorously in a variety of cooperative jumping games. They work on jumping
for height.
Expectation Code Learning Expectation
6p23 Jump for height (e.g., vertical wall jump).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Student self-assessment of their vigorous participation using a thumbs-up/thumbs-down rating.
• Teacher assessment of jumping skills using an anecdotal observation recording chart (Grade 6
Appendix N) together with safe landing indicators in Notes to Teacher.
Teaching/Learning Strategies
A) Warm-Up
• Add On. One student leads a series of warm-up activities. If using music, the student may lead
his/her activity for 8 – 16 beats. That student then calls out the name of another student who in
turn leads another warm-up activity while the class follows. Begin with the original activity each
time, then add on a new activity as each new student leader is designated. Encourage student
leaders to choose activities that warm up the legs, and also activities that increase the heart rate.
Students may take their pulse at the end of the warm-up.
B) Skill Development
• Bench Jump. Students work in one-minute segments to set “personal world records.” Students
jump up then jump off of a bench as many times as possible in one minute. They rest, then try
to break their record. Students may repeat this two or three times.
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• Quick Line Up. The teacher stands in the middle of the play area and challenges students to
form a perfect square around the teacher. The teacher quickly changes directions and moves
around the gymnasium, and the students try to see how quickly they can re-create their perfect
square
in exactly the same proportions. Hint: students should note what “side” of the teacher they are
facing (e.g., the side with her watch) and who is standing on their left and right sides.
C) Skill Application
• Lame Chicken. Divide students into teams of 6-8. Give each team 10 Popsicle sticks or rulers.
The team lays out the sticks in a row, with space to walk between each stick. On a signal, the first
person jumps over each stick by hopping on one foot. At the end, the student leans over without
putting a foot down, picks up the last stick, and hops back. The next student hops over the
remaining sticks and again picks up the last stick before returning. The team works to pick up
all sticks, then completes the relay in reverse, laying sticks back down on each turn.
• Wall Jump. Students write their name on three pieces of masking tape. Students jump up and
place the tape as high as possible on the wall. If students can jump up and remove their lowest
piece of tape, they may continue taking turns to try to get their tape higher. Depending on the
facility, students may wish to leave their tape in position and try to beat their record
on another day.
D) Cool-Down/Wrap-Up
• All Jump. Students stand in a close circle. Challenge them to all jump at the same time, without
speaking, without giving any non-verbal signal, and without bending their knees significantly in
preparation to jump. Ask students to sense when the group is about to jump. Give the students
several tries to do this.
• Stretch legs focusing on quadriceps and hamstrings.
Extension
Notes to Teacher
Appendix
• Students work as a team to try and cooperatively jump as high as they can. Students measure and
add the heights of the jumps of each team member to come up with a team total.
• Students should warm up well. Emphasize the effort required for jumping. The quadriceps
(muscle from hip to knee) are some of the largest muscles in the body, and so by using them,
students will raise their heart rates.
• Review safe landing procedures – bend knees, arms out, head up, feet apart.
• Reinforce jumping with two feet. It requires more effort for legs to work together, rather than
landing with a two step landing.
Grade 6 Appendix N: Anecdotal Observation Recording Chart
Unit 8 – Sub-Task #5
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UNIT 8 Cooperative Games
Sub-Task #6 Goaltending Games
Facility
Gymnasium or outdoor space
Materials
Pinnies for half of the class
Pylons to mark boundaries
20 – 30 “stones”
2 hoops
Pylons or pins that can be knocked down
Soft balls
Description
Students play a variety of games that focus on goaltending skills and vigorous participation.
They work as a team to develop goaltending strategies.
Expectation Code Learning Expectation
6p22 Demonstrate goal-tending skills (e.g., blocking, trapping,
catching, clearing) with or without a piece of equipment.
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of goaltending skills using a movement skills recording chart
(Grade 6 Appendix J-1) with indicators from the lesson.
• Student self-assessment of vigorous participation recording thoughts in a student response
fitness journal.
Teaching/Learning Strategies
A) Warm-Up
• Mission Possible. Students receive the instructions for a group challenge in written form
(one paper per team, or post on the wall). Students may perform the exercises in any order.
All members must perform all tasks. Team must perform all tasks as a group:
– Touch six different walls or fences.
– Do 10 sit-ups in the centre of gymnasium or field.
– Touch five different people who are not wearing white.
– Jog a lap of the gymnasium or field with hands on team member's shoulders.
– Do five push-ups in each corner of the gymnasium or field.
– Do 15 jumping jacks together at the same time as your team members.
– Sing one verse of a song from the centre of the gymnasium or field.
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B) Skill Development
• Birthday Line Up. To form teams, students line up in order of their birthdays. Once students
are lined up, count them alternately, or just divide the line in half to form two teams.
• Hit the Pin.
Divide the gymnasium or playing area in half with one team on either side. Line up several (10 –
15) pins or cartons close to the back of the playing area. Each team has three or four soft balls.
Teams work together to knock down pins by rolling balls. Defenders can use any parts of their
body to stop the balls. Ask students what offensive and defensive strategies they used. Defensive
strategies might include keeping knees bent and arms low, keeping eyes
on the ball, remaining alert, staying between the ball and the pylon.
C) Skill Application
• Stones.
Divide the gymnasium or field in half and mark with pylons. Designate a “safe” zone at the end
of each playing area. Place a hoop about 3 metres in front of the safety zone, and place a pylon
beside the hoop. The hoop represents the “holding tank.” Place stones (beanbags, Frisbees or
other objects) in safety zones at each end of the field. Two teams begin on opposite sides. Their
challenge is to run across the opponent’s side into the safety zone to pick up stones and return
them to their own safety zone. Play with the following rules:
– Students can pick up one stone at a time. If touched when on the opponent’s side, they are
escorted to the holding tank, and the stone is returned to the safety zone.
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– When more than one student is in the holding tank, one student must have a body part in the
holding tank, but students may make a chain out, reaching towards their own side.
– If the chain from the holding tank grows so long that it reaches the line dividing the playing
area in half, all people in the holding tank get a free walk home.
– To be freed from the holding tank, a team member of that player’s team must run from their
own side (not the safety zone) to either kick over the pylon or tag any team member in the
holding tank.
– Once freed from the holding tank, all members (including the person who freed them) get a
free walk back to their own side. They must go back to their own side, not to the safety zone.
– No players can be tagged to go to the holding tank until the pylon has been set upright again.
– Play continues until all stones are gone from one side.
D) Cool-Down/Wrap-Up
• As students cool down, introduce the assignment for students to work in groups to teach a game
to the class (see Sub-Task #8). Allow students time to think about their work groups and also
their teaching ideas. Give students game criteria outlined in Sub-task #8 (Unit 8 Appendix B).
• Lead the class in stretches.
Extension
Notes to Teacher
Appendices
• Hit the Pin. Play again with variations (i.e., no boundaries (both teams can move anywhere in
the gymnasium or playing area), allow shots to deflect off the wall, use a combination of pins,
pylons and cartons for targets and assign different point value to each.
• Each of these variations could change strategy. Discuss offensive and defensive tactics used.
• Students line up in order of their birthday without talking. For a variation, students can line
up according to height, shoe size, number of siblings, number of house, mailbox or apartment,
number of colours they are wearing or hair colour.
• Strategy in Stones develops as some players work with speed, others with stealth. Some focus
on offense while others on defense. Some focus on freeing team-mates from the holding tank.
Discuss with students the different roles they chose, how they work to support a full team
strategy, the effectiveness of different strategies and how they can be applied to other games.
• If the players are in the holding tank for a long time, the teacher may arbitrarily free the players
so that activity can continue.
• Determine whether it would be best for the students in your class to choose their groups for
teaching gamesor for groups to be selected for them.
• Emphasize the importance of respect for each other and the purpose of developing cooperative
skills in all lessons.
Grade 6 Appendix J-1: Movement Skills Recording Chart
Unit 8 Appendix B: Create a Game Student Plan
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UNIT 8 Cooperative Games
Sub-Task #7 Cooperative Parachute Activities
Facility
Gymnasium or utility room
Materials
Parachute
Soft balls
Description
Students participate vigorously while working with a parachute. They develop kicking skills
by playing parachute soccer, and develop their understanding of fair play.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
6p34 Follow the rules of fair play in games and activities and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of fair play using respect and support categories of social skills rubric
(see Grade 6 Appendix H).
• Student self-assessment of vigorous activity using physical participation section of the
participation rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Popcorn. See Notes to Teacher to review use of parachute. Place several soft, light balls on top
of the parachute. Students warm up by shaking the parachute hard and trying to make the balls
jump as high as possible. Designate a few students to retrieve balls that fall off and throw them
back on to the parachute.
B) Skill Development
• Around the Rim. Using one ball, students work cooperatively and try to move the ball around
the edge of the parachute. Give students several opportunities to try this and ask students to think
about what techniques work best to successfully keep the ball moving close to the edge.
• Fancy Footwork. Students hold the parachute with one hand and move in a clockwise direction.
As different movements are called out, students try to move in that way, keeping the parachute
even. Students can move with a grapevine step, gallop, skip, shuffle, cancan hop, and jog.
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Challenge students to come up with different ways of moving. Establish a signal for changing
directions and for stopping. Challenge students to respond as quickly as possible to the different
signals and to the different ways of moving.
C) Skill Application
• Parachute Soccer . Divide the class into two teams. One team stands on one side of the parachute,
and the other team is on the other side. Students hold the parachute at waist level. Give
one player on each team a soft ball. On a given signal, the player places the ball on the ground
and kicks the ball across the circle, underneath the parachute. The object of the game is to kick
the ball through the legs of the opposing team. Students work to move the parachute and communicate
with their team to help warn each other of the ball position.
• Pylon in the Hole. This is played most easily with a parachute that has a hole in the centre,
although the activity will work with any parachute. Begin with parachute lying on the ground with
a pylon poking out of the centre hole. If there is no hole, the pylon is underneath the parachute,
directly in the centre. A pylon is placed at the other end of the gymnasium. Play with the following
rules:
– On the count of three, the students lift the parachute and run together to the other side of the
gymnasium.
– The students then try to work together to bring the parachute down so that the hole or centre
lands directly on the pylon. This may take two or three tries.
– You may wish to time student to see how quickly they can move the parachute from one end
of the gymnasium to the other.
D) Cool-Down/Wrap-Up
• Air Conditioner . Students sit or crouch, gently moving the parachute up and down. Designate
about a quarter of the class at a time to let go of the parachute and lie down at the end, feeling
the breeze of the parachute being shaken above them. Give all students a chance to enjoy the
“air conditioner.”
• Holding onto the parachute, students stretch forward and do a straddle stretch, stretching legs.
Students should also stretch arms and shoulders. See Grade 6 Appendix A.
Extension
• While playing Popcorn, challenge students to see how high they can make the balls pop.
• Students could also be challenged to see how quickly they can get the balls moving without
allowing any balls to fall off the parachute.
• With “Around the Rim,” let students try to move two balls around the rim at the same time.
• With Parachute Soccer, use two or three balls.
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Notes to Teacher
Appendices
• Review parachute safety and etiquette. Parachute should not be moved while instructions are
being given. If there is a hole in the centre of the parachute, body parts should never be stuck
through the hole. Students should hold tightly to edge of parachute with two hands. If doing an
activity where students are on top of the parachute, shoes need to be removed.
• Emphasize the importance of respect for each other and the purpose of developing cooperative
skills in all lessons.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 8 Cooperative Games
Sub-Task #8 Create a Game
Facility
Gymnasium
Utility room
Outdoor space
Materials
Variety of materials – enough for all students
Student planning sheet for game
Description
Students work in small groups to develop a cooperative game. The students work to meet criteria
so that their game is vigorous and promotes fair play.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
6p34 Follow the rules of fair play in games and activities and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of fair play using respect and support categories of social skills rubric
(see Grade 6 Appendix H).
• Student self assessment of vigorous activity using physical participation section of the
participation rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Line Warm-Up. Students work individually, walking, skipping and jogging on the lines of the
gymnasium as they warm up.
• Lap Sit. Students select their own groups and stand in tight circles of 8-12 students. One
shoulder faces the centre of the circle and students may place their hands on the shoulders of
the person in front of them. On the count of three, students bend down together and sit lightly on
the lap of the person behind them. For an additional challenge, students may try to walk forward
from this position. Ask students to work together moving first their right leg, then their left.
B) Skill Development
• Students work in small groups (3-5 students) to prepare a cooperative game to teach the class
(assignment given in advance – see Sub-Task #6). They use a cooperative game planning sheet to
assist them in planning. The game they devise will meet the following criteria:
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– Encourage vigorous activity for all students.
– The activity is inclusive (e.g., avoid elimination games).
– Focus is on cooperation and fair play.
– If equipment is used, enough equipment is available so that all students can use it.
– Suggested adaptations to the game are provided.
– Safety considerations are flagged and highlighted for the group.
C) Skill Application
• The students develop a new game, practise teaching it, then present to the class. Students may
take different roles explaining, demonstrating, assisting other students or helping with equipment.
If special facilities or equipment are required, students should check that in advance with
the teacher.
• Each group will have about 15 minutes to present and play their game with the class.
D) Cool-Down/Wrap-Up
• Students work in small groups to assess their own teaching and performance while they stretch
together as a group. Students who have not yet presented use the time to reaffirm or revise their
plans based on the presentations they have experienced.
Extension
Notes to Teacher
Appendices
• Try Lap Sit as a large group (depending on make-up of class, see Notes to Teacher).
• Play the games a second time, encouraging variations, accommodations and adaptations.
Give other students an opportunity to suggest variations that may increase the challenge
or opportunity for cooperation.
• Ensure that the group is ready for an activity like Lap Sit. Students will be close to each other and
will be touching. This activity should be offered as “challenge by choice” for those students who
are comfortable and want to try it. Working in small groups as suggested will allow for more success.
Warn students not to collapse on the person behind them. They should stand up if they feel
like they are going to fall.
• This exercise will likely take more than one class to complete. Give students time to plan and to
practise their presentation. Allow time for feedback on the process as well as the activity. Assist
students by giving presentation tips.
• Emphasize the importance of respect for each other and the purpose of developing cooperative
skills in all lessons.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 8 Appendix B: Create a Game Student Plan
Unit 8 – Sub-Task #8
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Twist, Curl, Stretch
Expand these shapes and glue onto cards to use for Twist, Curl
and Stretch Activity.
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Twist, Curl, Stretch
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Names:
“Create a Game” Student Plan
__________________________________________________________________________
__________________________________________________________________________
Activity Name: __________________________________________________________
Equipment needed:
Space needed (include diagram):
Description of Activity:
Possible Adaptations or modifications:
Safety Considerations
*
*
*
Remember!
With this activity, are students as active as possible? (avoid elimination
or waiting periods)
Is the game cooperative?
Does it promote fair play?
Are there enough pieces of equipment provided so that
all students have an opportunity to use the equipment?
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OVERVIEW
UNIT Outdoor Activities
9
Duration 11 Sub-Tasks
Description
Students participate in outdoor activities, focusing on active participation and development of
manipulation skills. Three of the lessons are dedicated to ice skating.
Sub-Task Title Expectation Code
1. Capture the Flag 6p29, 6p34
2. Ultimate Golf 6p21, 6p29
3. Group Obstacle Challenges 6p19, 6p29
4. Kicking Games 6p20, 6p29
5. Soccer Basketball 6p21, 6p22
6. Norwegian Ball 6p20, 6p29
7. End Zone Football 6p19, 6p21, 6p29
8. Modified Football 6p20, 6p21
9. Introduction to Skating Backward 6p18, 6p29
10.Skating and Switching Directions 6p18
11.Skating and Balancing 6p24, 6p29
Assessment and Evaluation
• A variety of assessment strategies may be used in this unit. Some assessment strategies and tools
included are:
– Teacher assessment of fair play using “Fair Play” section of the Social Skills Rubric.
– Teacher assessment of travelling skills using locomotor checklist.
– Teacher assessment of vigorous participation using the “Physical Participation” section
of the Participation Rubric.
– Teacher assessment of throwing skills using an anecdotal recording chart with
a Movement Skills Recording Chart.
– Teacher assessment of active participation using an Active Participation Recording Chart.
– Self-assessment using a show of fingers (four, three, two or one) to indicate accuracy of kicks.
– Student self-assessment of participation using a thumbs-up/thumbs-down rating.
– Student self-assessment of vigorous participation by moving to a designated spot
to indicate their rating.
– Peer assessment of goaltending skills by providing feedback during partner drills.
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Links to Prior Knowledge
Notes to Teacher
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety guidelines.
• Students are able to stop a ball with their lower body.
• Students are able to hit a slowly moving object using various parts of the body, directing
it to a partner or a target.
• Students are able to move safely with and without equipment.
• Inform parents about the importance of wearing a helmet during skating. Gloves are highly
recommended.
• There may be a vast range in ability while teaching skating. Make accommodations to the lessons
to provide a challenge for all ability levels (encourage use of non-dominant foot, provide a chair
to use for a stabilizer for non-skaters, reduce the distance required, increase the tasks required,
etc.).
• Remind the students that there is no contact during the modified lacrosse and field
hockey lessons.
• Students having difficulties during the skating lessons can be given an area to perform the skills
without fear of running into to another student. Extra time may be required to perform
certain tasks.
• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 63) for overhand
throw and punting rubrics
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UNIT 9 Outdoor Activities
Sub-Task #1 Capture the Flag
Facility
Large field
Materials
8 pylons
2 flags
Description
Students work in teams and play a large group running game.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of fair play using “Fair Play” section of the Social Skills Rubric
(Grade 6 Appendix H).
• Student self-assessment of vigorous participation by moving to a designated spot to indicate
their rating.
Teaching/Learning Strategies
A) Warm-Up
• Students jog around the field and do a different kind of jump (e.g., 360 degrees, jumping jacks,
star jump, tuck jump) at each of the four corners.
B) Skill Development
• Flag Tag. Designate two students who are “It” and carry a flag. Students pass the flag to people
they tag. The flags must be visible at all times, but the students who are “It” may carry
it unobtrusively.
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C) Skill Application
• Capture the Flag.
Divide the class into two teams, and use pylons to define a large playing area for each team.
Each team has a flag at the end of the area that they defend. The goal of the game is to capture
the opposing team’s flag and return over the centre line without being tagged.
• At the start of the game, all players line up along the centre line and wait for a signal to start.
• In the middle of each defending area, designate a small area as "holding tank," where members
from the opposing team go when they are "captured" (tagged). To be freed from the holding
tank, someone from the captured player’s team must cross the centre line and tag the hand of the
person in the holding tank. When one person is tagged, all students get a free walk back to their
own side. Students in the holding tank may make a chain out so they are closer to their own side
and easier to tag. If students make a chain that reaches to their own side, they all get a free walk
to their own side.
D) Cool-Down/Wrap-Up
• Full Group Stretch. Lead the class in a series of stretches (Grade 6 Appendix A) that stretch
muscles from head to toe. Hold each stretch for 15-30 seconds.
• Ask students to assess their participation during class. Designate four areas: Level 1, 2, 3 and 4.
Ask students what participation would look like and sound like at each of those levels. Students
stand in the area that they feel represents their participation in class. Ask students to give reasons
for their assessment.
Extension
• Each team can have a number of flags.
• Play this game in the snow. Each team can hide their flag, leaving it partly visible (do not
completely cover or bury the flag).
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Notes to Teacher
Appendices
• Make sure terrain is free of sharp objects and large holes.
• Asking students to provide reasons for their decisions when assessing their own participation
helps to clarify the criteria and indicators for assessment. Discussing indicators clarifies the
targets for both students and teachers.
• Use a large area of space such as a soccer field for Capture the Flag.
• Designate “free walks” if students are in the holding tank for more than 2-3 minutes, so students
remain active.
• Challenge the students to plan strategy with their team to make plans to capture the flag.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 9 Outdoor Activities
Sub-Task #2 Ultimate Golf
Facility
Schoolyard or field area
Materials
Frisbees
Targets for holes (baskets, pails, hoops, buckets, placemats, etc.)
Scorecards
Pencils
Numbered pylons
Description
Students throw Frisbees at a target and follow a course, similar to a golf course.
Expectation Code Learning Expectation
6p21 Throw and object overhand or sidearm, using the dominant
hand, to a target or a partner for distance and accuracy.
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of throwing skills using an anecdotal recording chart (Grade 6 Appendix N)
with a Movement Skills Recording Chart (Grade 6 Appendix J-1).
• Student self-assessment of vigorous participation by moving to a designated spot to indicate
their rating.
Teaching/Learning Strategies
A) Warm-Up
• Spin and Move. Students work in groups of 5-6. One student spins the Frisbee on the ground
and leads the group in a warm-up activity (e.g., jogging on the spot, knee lifts, lunge jumps,
gluteal kicks). The group follows the activity until the Frisbee stops spinning. Students take
turns spinning the Frisbee and leading the group.
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B) Skill Development
• In partners, students pass a Frisbee back and forth. Partners can increase the distance
and pass while moving for more of a challenge.
C) Skill Application
• Ultimate Golf. Set up an ultimate golf course using numbered pylons and targets in the schoolyard
or field. Use hoops, buckets or other objects for targets at each hole. Students start at different
pylons and travel from hole to hole recording their score. Each Frisbee throw counts as one
stroke. Students complete the course twice, trying to improve their score on the second round.
D) Cool-Down/Wrap-Up
• Students walk the Ultimate Golf course and pick up pylons as they travel the course.
• At each hole, students hold a different stretch for a different body part.
• Ask students to assess their participation during class. Designate four areas: Level 1, 2, 3 and 4.
Ask students how their participation changed, if at all, from the previous class. Ask students to
give reasons for their assessment.
Extension
Notes to Teacher
Appendices
• A maximum number of strokes per hole can be set.
• One partner holds up a hula hoop while the other partner tries to throw the Frisbee in the hoop.
• Introduce the concept of “fore” to students. If someone’s Frisbee is heading in the direction of
another student, the thrower yells "fore" to warn others of incoming Frisbee. Ensure there is only
one group of students at a hole at one time.
Grade 6 Appendix J-1: Movement Skill Recording Chart
Grade 6 Appendix N: Anecdotal Observation Recording Chart
Unit 9 – Sub-Task #2
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UNIT 9 Outdoor Activities
Sub-Task #3 Group Obstacle Challenges
Facility
Outdoor schoolyard or field
Materials
Map with controls
Chalk
Description
Students work as a group to design obstacle courses and complete a variety of fitness tasks.
Expectation Code Learning Expectation
6p19 Demonstrate a variety of running techniques (e.g., sprints,
cross-country runs).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of active participation using an Active Participation Recording Chart (Grade 6
Appendix K).
• Peer assessment of running techniques by providing feedback and suggestions.
Teaching/Learning Strategies
A) Warm-Up
• Limber the Legs. Number the students from 1-3. They line up and spread out an arm’s length
from the next person. Teacher stands at a 10 metre mark on first signal, 20 metre mark on second
signal and 30 metre mark on third signal. Call out a number and those students jog straight
ahead to the 10 metre mark then back to the start, then to the 20 metre mark, then back to the
start, then to the 30 metre mark then back. Call another number and that group does the
warm-up. Repeat, increasing the speed each time. Introduce other ways
or travelling (e.g., skipping, hopping, two-foot jumps, galloping).
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B) Skill Development
• Chalk Jump. Working with a partner, students rub chalk on their finger tips and stand with one
shoulder beside a designated wall area. One partner watches while the other jumps vertically as
high as possible and touches the wall with the chalked fingers, at the peak of the jump. Students
try three times to beat their first jump then their partner takes a turn. Partners can provide tips
and suggestions for jumping higher. Switch partners, using a clean area of the wall. Repeat.
• Run Run Run. Students run in different directions and respond to the types of running called
out (long strides, as fast as can, jog, etc.). Students work with a partner and develop as many
different ways of running as they can. Encourage students to move at a steady pace (e.g., run like
a sprinter, marathon runner, astronaut, cheetah, elephant, etc.).
C)Skill Application
• Fitness Obstacles. Students form groups of 5-6. Challenge each group to make up their own
obstacle course. Each group is given material to create a course. Give criteria to the group for
the course. For example, each course needs to include three different ways of moving, movements
at two different speeds, two kinds of jumps and a task that involves moving over an object.
• After groups have had an opportunity to prepare their course, each group takes a turn demonstrating
their course for the class. The class tries each course after the demonstration.
D) Cool-Down/Wrap-Up
• Group Leaders. Each group takes a turn leading the class in a stretch. Remind students to
stretch muscles from head to toe and to hold stretches for 15-30 seconds.
Extension
Notes to Teacher
Appendix
• Fitness Obstacles. Repeat, challenging the students to change the course and make it more
challenging.
• Discuss strategies students used in jumping. What body positions seemed to be most effective?
(E.g., Starting with knees bent or straight? Swinging or still arms?)
Grade 6 Appendix K: Active Participation Recording Chart
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UNIT 9 Outdoor Activities
Sub-Task #4 Kicking Games
Facility
Soccer field or large open space
Materials
Hoops
Numbered tennis balls (one per student)
Pylons
Description
Students practise kicking tennis balls at a target.
Expectation Code Learning Expectation
6p20 Kick balls of various sizes and shapes for distance and accuracy
(e.g., punt a football, kick a soccer ball).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing
• Self-assessment using a show of fingers (four, three, two or one) to indicate accuracy of kicks.
• Teacher assessment of vigorous participation using the “Physical Participation” section of the
Participation Rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Students line up across the field. They jog slowly across the field and respond to the following
signals: one whistle, do 15 stride jumps; two whistles, run on the spot for 15 seconds; three
whistles, hop on two feet 15 times; one long whistle, run back to the start position.
B) Skill Development
• Hoop Kick
Divide students into five groups. Place five sets of hoops on grass at 10, 20, 30, 40 and 50 metre
intervals from the start line (one set for each group). Students line up with one tennis ball each.
Ask students to remember the number of their ball. On a signal, students kick their ball at a
target of their choice. Collect balls and calculate team score. Repeat, trying to beat team score.
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• Hoop Kick
• Partner Kick. Partners kick the tennis balls back and forth to each other trying to get the ball
right to their partner. After each successful kick and trap, they increase the distance. They keep
track of their successful kicks and try to improve their record at each kicking distance.
C) Skill Application
• Bonus Pass. Students work in groups of 3-4 and play with another group. Within their group,
students work to pass the tennis ball with their feet and maintain possession. Students count their
passes out loud. After three successful passes, students can try for a bonus point. To score a
bonus point the student who receives the pass tries to kick the ball through the legs of either
one of their team-mates. The team-mates stand in place wherever they were when the pass was
received. If the team gets the bonus point, they then try to achieve four passes before trying for
a bonus point. Each time the team gets a bonus point, the number of passes they try to achieve
increases. The opposing team can get possession of the ball by intercepting a pass. Emphasize
that play is non-contact.
D) Cool-Down/Wrap-Up
• Students walk around the perimeter of the field dribbling their tennis ball. Once back to the start,
students will pass the ball from one foot to the other while standing in one position. As teacher
collects tennis balls, students do stretches.
Extension
• Substitute tennis balls with utility balls.
• Change signal activities in warm-up (e.g., on a signal touch the toes of 10 different people, jump
and turn 360 degrees five times, leap forward five times using a split jump).
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Notes to Teacher
Appendix
• Students can bring in their own tennis balls from home.
• Used tennis balls are often available from community tennis clubs or fitness facilities.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 9 Outdoor Activities
Sub-Task #5 Soccer Basketball
Facility
Soccer field or large open space.
Materials
Pylons
Basketball
Utility balls
Description
Students practise passing, catching, guarding and goaltending.
Expectation Code Learning Expectation
6p21 Throw an object overhand or side arm, using the dominant
hand, to a target or a partner for distance and accuracy.
6p22 Demonstrate goal-tending skills (e.g., blocking, trapping,
catching, clearing) with or without a piece of equipment.
Assessment Opportunities - Suggestions for Assessing Expectations
Formative/Ongoing:
• Peer assessment of goaltending skills by providing feedback during partner drills.
• Teacher assessment of throwing skills using an anecdotal recording chart (Grade 6 Appendix N)
with a Movement Skills Recording Chart (Grade 6 Appendix J-1).
Teaching/Learning Strategies
A) Warm-Up
• Students line up in a straight line along the goal line. On a signal, students run to the centre line,
return to the goal line, turn and run to the other goal line.
• Students jog on the spot and suggest different ways of moving (e.g., skipping, arms up, knees
up). Students move in different ways along the goal line, moving to the centre on a signal.
B) Skill Development
• Partner Pass. In partners, students pass the utility ball back and forth using chest, bounce
and sidearm passes. When comfortable, students can take a step back to increase the
passing distance.
• Students work on goaltending skills with a partner. One partner guards an object (e.g., fence
pole, edge of climber, bench) using hands and body to stop the ball. The other partner tries
to score a goal by bouncing and throwing the ball to hit the object.
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C) Skill Application
• Soccer Basketball.
Divide the class into teams of 5—6 players and divide the field so that several smaller fields can
be used. Use pylons for goals. The object of this game is to advance the basketball by throwing it
and to score by passing the ball through a soccer goal. The game resembles soccer in form, but
the handling of the ball is more similar to basketball.
• The games start with a throw-off by one team from the centre of the field to the opposing side.
• A player can take up to three steps with the ball before passing to a team-mate.
• Guarding is permitted as in basketball. Emphasize that play is non-contact. Award one point
for a goal made from within the penalty area, and two points for a goal made from outside
the penalty area.
D) Cool-Down/Wrap-Up
• Students walk around the perimeter of the field dribbling a utility ball with feet. Once back to the
start, they pass the ball from one foot to the other while standing in one position. Students use
the ball to stretch in a variety of positions (e.g., holding the ball overhead, to the front, to the
side, rolling the ball around the legs while seated).
Extension
Notes to Teacher
Appendices
• Soccer Basketball. Add the rule that there must be a certain number of passes before shooting
on the goal. Or, stipulate that the passes follow a pattern, such as boy, girl, boy, girl, etc.
• Introduce a minimum number of rules for the game. After students have played for a few
minutes, stop the activity and ask students to discuss in small groups how to adapt the game
to increase the challenge. Individual groups choose rules to add as required.
Grade 6 Appendix J-1: Movement Skill Recording Chart
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 9 Outdoor Activities
Sub-Task #6 Norwegian Ball
Facility
Soccer field or large open space
Materials
Soccer goal or pylons
Soccer balls/utility balls
Description
Student practise skills of kicking and cooperation to achieve a team goal.
Expectation Code Learning Expectation
6p20 Kick balls of various sizes and shapes for distance and accuracy
(e.g., punt a football, kick a soccer ball).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
Assessment Opportunities — Suggestions for Assessing Expectations
Formative/Ongoing:
• Peer assessment of kicking skills using peer feedback.
• Teacher assessment of participation using Participation Rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Freeze Tag. Students scatter throughout the field. Designate 2-3 people as “It.” When tagged by
“It,” students freeze until someone releases them. To release them, an unfrozen person comes up
to the frozen person, does three jumping jacks with them and shouts “Go!” Change "Its" often.
B) Skill Development
• Kick and Run. Each student has a soccer or utility ball. In groups of 5—6, students line up in
and kick the ball as far as they can. The person who kicks the ball the farthest runs to their ball
and holds it high in the air. The other team members retrieve their balls and run to the leader;
they all do jumping jacks while waiting for everyone to arrive. Repeat.
• Ask students to give “kicking tips” (e.g., use inside of foot, contact ball in the centre of the
ball, keep eyes on ball and also head up, bend knees and use all joints when kicking) while
they are waiting.
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C) Skill Application
• Norwegian Ball.
Divide the class into four groups. A kicking and a fielding team works together. The kicking team
stands in a circle, with the first kicker off to the side. The kicker kicks the ball towards the fielders
then runs three times around the circle then calls out “Stop!”
• Once a person from the fielding team stops the ball, the rest of the fielders line up behind
her/him with their legs straddled. Their task is to roll the ball through everyone’s legs to the
end person who holds the ball in the air, calling “Stop!”
• The teams work to be the first to call “Stop.” Teams can keep track of the number of times they
called “Stop” first and see if they get a higher score when fielding or kicking. Challenge teams
to try to beat their record.
• Teams switch roles when everyone has had a chance to kick.
D) Cool-Down/Wrap-Up
• Working in their four groups, students take turns leading stretches. One student with a ball leads
a stretch for the group, then passes the ball to another student. Students take turns catching the
ball and leading stretches for the group.
Extension
Notes to Teacher
Appendix
• Challenge the students to perform a new task (e.g., push-up, stride jumps, knee lifts) during
Norwegian Ball while the runner is circling his/her team.
• Inspect the field area to ensure that it is free of sharp objects and potholes.
• Encourage groups to work on improving their team scores.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 9 Outdoor Activities
Sub-Task #7 End Zone Football
Facility
Field area
Materials
Footballs
Pylons
Flags
Description
Students practise throwing and running, playing a modified game of football.
Expectation Code Learning Expectation
6p19 Demonstrate a variety of running techniques (e.g., sprints,
cross-country runs).
6p21 Throw an object overhand or side arm, using the dominant
hand, to a target or a partner for distance and accuracy.
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
Assessment Opportunities — Suggestions for Assessing Expectations
Formative/Ongoing
• Teacher assessment of locomotor skills using locomotor checklist (Unit 13 Appendix A).
• Teacher assessment of throwing skills using an anecdotal recording chart (Grade 6 Appendix N)
with a Movement Skills Recording Chart (Grade 6 Appendix J-1).
• Student self-assessment of participation using a thumbs-up/thumbs-down rating.
Teaching/Learning Strategies
A) Warm-Up
• Pass and Follow . Students move around a designated area passing about 5-6 footballs between
students. Remind students to keep their heads up and be ready for a pass. Remind throwers to
make eye contact before throwing. At random intervals, call out “Football leader.” The students
with the balls lead a warm-up activity for the class (e.g., jump and twist, lunge and arm reaches,
leg kicks, arm punches). Students who do not have a ball choose to follow any one of the leaders.
On a signal, students continue to move and pass the ball. Encourage the students to make
sure that everyone has a chance to receive and pass the ball.
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B) Skill Development
• Over and Under . Divide the class into 6-8 players per team, each team with a football. Players
line up (one behind another) with the first person holding the football. On signal, the first player
passes the football over their head to the player behind. This player then passes the ball back
between their legs and so on. The last player gets the ball and runs to the front of the team.
They start all over again and continue until they resume starting positions.
• Spread It Out . In the same lines, students spread out the lines so they have room to pass the
football from one person to another with the last person in line running the ball to the front.
Continue until students are back to their original positions.
• Toss It. In groups of 6-8, students practise tossing the ball back and forth to each other in a
circle. Show the students the proper grip of the football (fingers along the laces, hand toward the
back of the ball). Encourage students to try to throw the ball in a spiral.
• Run It. Select five students to be chasers who stand in the middle of the playing areas.
Remaining students wear coloured flags. On signal, the flag runners run across the field,
dodging the chasers and trying not to lose their flags. Switch runners and chasers.
C) Skill Application
• End Zone Football.
Students keep the same groups for this activity. Use the pylons to designate two play areas, with
end zones. Two players from each team are designated as catchers and stay in the opposite end
zone.
• Players stay in their half of the field and try to throw the ball into the opponent’s end zone.
• Each team should have at least four footballs to start the game. A point is scored for each ball
caught in the end zone. When a team has three points, the catchers switch places with two new
catchers. Encourage students to pass the balls to each other so all students can practise throwing.
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D) Cool-Down/Wrap-Up
• Students stand in a small circle with team-mates and toss the football underhand to each other
in the circle. The student with the ball leads a stretch for the others then passes the ball to a
new leader.
• Students assess their safe participation in class by holding their thumbs up or down, or in
between. Ask them to give reasons for their rating.
Extension
Notes to Teacher
Appendices
• Play End Zone Football and allow students to penetrate each other’s field area. The ball still must
be passed into the end zones.
• Remind students that no contact is permitted.
Unit 13 Appendix A: Locomotion/Stability Skills Checklist
Grade 6 Appendix J-1: Movement Skill Recording Chart
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 9 Outdoor Activities
Sub-Task #8 Modified Football
Facility
Field area
Materials
Footballs
Pylons
Flags
Description
Student continue learning about football and they play a modified game of football.
Expectation Code Learning Expectation
6p20 Kick balls of various sizes and shapes for distance and accuracy
(e.g., punt a football, kick a soccer ball).
6p21 Throw an object overhand or side arm, using the dominant
hand, to a target or a partner for distance and accuracy.
Assessment Opportunities — Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of ball handling skills using an anecdotal recording chart
(Grade 6 Appendix N) with a Movement Skills Recording Chart (Grade 6 Appendix J-1).
Teaching/Learning Strategies
A) Warm-Up
• Football Signals. Students jog around a designated area and develop a series of actions to do
in response to signals. Encourage students to be creative, working towards the goal of increasing
their heart rates and moving their joints through a range of motion. Possible signals and actions
might include:
– Stride 10. Students do 10 stride jumps together, counting loudly together for each jump.
– High Fives. Students give five other students a high five in the air, jumping to slap hands
together when both students are in the air.
– Attack Run. Students crouch and run in place in a ready position – hands up, knees bent,
legs apart, on their toes and using small, fast steps.
– Giant Leaps. Students take five leaping steps forward, with knees high.
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B) Skill Development
• Kick It. Divide the class into teams of 3-5 players. The object is for players to kick the ball over
the opponent’s goal line without the ball being caught. The ball is put into play at a point halfway
between one team’s goal line and the centre line. A player who catches a kick is allowed five
steps forward, then can kick the ball toward the opponent’s goal line. If the ball is not caught, it
is kicked from where it was first touched. The kicking team must be behind the kicker and the
receiving team must be 5-10 metres away from the kicker. Students take turns kicking the ball.
C) Skill Application
• Modified Football.
Divide students into four groups. Each group gets one football. For each game, mark off the area
of play with pylons (set up two play areas, with two groups per area).
• The object of the game is for one team to get their opponent’s football into its own half of the
field without being tagged.
• The game starts with each team lined up at centre field, facing each other. Footballs are placed
on each goal line.
• On a signal, some players attempt to capture the football while others stay back to defend their
football. Players guarding the ball must give the player picking up the ball three seconds to get
the ball into play. The students run and pick up the ball then move it forward by either running
or passing.
• If a player is touched when holding the ball, they return to their half of the field then come back
to rejoin the play. The ball is placed on the ground at the point of touch. Other team-mates can
pick up the ball and continue trying to move the ball down the field.
• If a ball is dropped when passed, it goes back to the spot where it was thrown.
• When a team succeeds in getting the ball to their end of the field, they return the ball to try again.
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D) Cool-Down/Wrap-Up
• Who’s the Leader? Select one student to be a leader and one to be a guesser. The student
guessing covers their eyes while the leader begins leading stretches for the rest of the class. The
class does not look directly at the leader. When the class has held the stretch for 15-30 seconds,
the leader begins a new stretch. The guesser stretches with the class and tries to guess who is the
leader. After three guesses, select a new leader and a new guesser.
Extension
Notes to Teacher
Appendices
• Play modified football with flags. A student’s flag must be taken to tag them and stop them from
advancing the ball.
• Remind the students that no contact is permitted.
Grade 6 Appendix J-1: Movement Skill Recording Chart
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 9 Outdoor Activities
Sub-Task #9 Introduction to Skating Backward
Facility
Arena
Materials
Ice skates
Helmet and gloves are highly recommended
Appropriate clothing for outdoor arenas
Description
Students practise skating backward and working with a partner.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
Assessment Opportunities — Suggestions for Assessing Expectations
Formative/Ongoing
• Teacher assessment of travelling skills using locomotor checklist (Unit 13 Appendix A).
• Student self-assessment of vigorous participation by moving to a designated spot to indicate
their rating.
Teaching/Learning Strategies
A) Warm-Up
• Skate two laps of the arena at a gentle pace in the right direction, then two laps in the
left direction.
• After the laps, students gently stretch their leg muscles doing hamstring, calf and groin stretches.
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B) Skill Development
Skating Backwards
• Working with a partner, students line up on the centre line. Holding hands facing each other, one
partner gently pushes the other partner backwards toward the blue line to get used to the feeling
of skating backwards. Students switch roles.
• Introduce sculling as a method of moving backwards. Sculling is a simple way of moving backwards.
From a standing position move the skates in a snowplough fashion (turned in at the toes)
and push both blades outward using the inside edge. Pull heels in to make a “C” on the ice.
Introduce sculling by keeping one foot stationary and pushing with one foot at a time. This will
result in going backward in a circle. Repeat, switching stationary foot then try sculling with both
feet and travel backward.
• Students experiment with sculling with one foot then the other and with skating backward.
C) Skill Application
• Spot Skate. Class stands in a circle around one person who is the leader in the centre of the
ice. The leader chooses a spot on the ice but does not tell anyone where it is. The leader gives
commands to the rest of the class, “backward, forward, cross-overs, glide, etc." At random intervals,
the teacher calls out, “Stop." The person who is closest to the spot switches with the leader.
• Number Skate. Students stand in a large circle and number off from 1-3. When their number is
called, students skate around the circle. Other students remain in the circle, counting down “5,
4, 3, 2, 1,” then join hands and raise arms to form arches. Skaters who are skating around the
circle now move in and out of the circle under the arches until they return to their starting point.
Repeat, calling out other numbers and designating forward and backward skating.
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D) Cool-Down/Wrap-Up
• Skate slowly around the perimeter of the arena in a clockwise direction crossing over in each
corner. Stretch leg muscles.
• Ask students to assess their participation during class. Designate four areas of the rink: Level 1,
2, 3 and 4. Ask students what participation would look like and sound like at each of those
levels. Students stand in the area that they feel represents their participation in class. Ask students
to give reasons for their assessment.
Extension
Notes to Teacher
Appendix
• Spot Skate. Challenge the skaters to increase their speed or lift a foot during this activity.
• Change direction of skate. Encourage students to do crossovers.
• Students should work in partners until they feel comfortable skating backwards. Some students
may prefer skating by the boards.
• Remind students to be aware of their surroundings to avoid bumping into others or the boards.
Unit 13 Appendix A: Locomotion/Stability Skills Checklist
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UNIT 9 Outdoor Activities
Sub-Task #10 Skating and Switching Directions
Facility
Arena
Materials
Ice skates
Helmet and gloves are highly recommended
Appropriate clothing for outdoor arenas
Variety of equipment, skate guards, pylons, beanbags, gloves, chairs, etc. for obstacle courses
Description
Students practise skating and changing directions.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
Assessment Opportunities — Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of travelling skills using locomotor checklist (Unit 13 Appendix A).
Teaching/Learning Strategies
A) Warm-Up
• Stretch to warm up leg muscles before going on the ice. Design a zigzag pattern from one end
red line to the other. Have the students follow this pattern the length of the ice.
B) Skill Development
• Switching Directions. Students stand on the red line and number themselves as 1-3. When
their number is called, students skate forward to the first line on the ice, turn and skate backwards
to the next line. Repeat, alternating forward and backward skating with each line crossed
along the length of the ice.
• Using pylons, create six slalom courses along the length of the ice, one for each group. Students
follow the zigzag pattern, changing direction at each point in the zigzag.
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• Switching Directions.
C) Skill Application
• Divide class into four teams and provide each with a variety of material (scarves, beanbags,
pylons, chairs, etc.). Each group designs a mini obstacle course that involves starts at different
speeds, skating backward, gliding and hockey stops. They show the rest of the class, and take
turns going through the obstacle courses of each group.
• Keep Away . Students work in groups of 3-4. Groups work with another group and try to keep
possession of an object (skate guard, beanbag). Students pass the object among team members.
If a student from the opposing team touches a student holding the object, the opposing team gets
possession of the object. Designate boundaries for groups. More than one group can share an
area.
D) Cool-Down/Wrap-Up
• Skating in a counter-clockwise direction, every time students get to a line they step over the line.
Students stop to do a different stretch for leg and arm muscles at each line.
Extension
• Repeat each obstacle course and time how fast the course can be completed. Repeat, trying to
improve time for each course.
• Do a relay using the zigzag pattern of the slalom course. Have students stop at the end of the ice.
The next student in line can start the course when the skater before them reaches the half-way
point.
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Notes to Teacher
Appendix
• Ensure that the student’s skates are tightened properly.
• Students can work in partners, assisting each other with skating backwards.
• When doing relays, use small groups so students have more opportunities to be active. Relays can
be continuous; students continue pattern of activity until new pattern is called, instead of stopping
when each person has had a turn.
Unit 13 Appendix A: Locomotion/Stability Skills Checklist
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UNIT 9 Outdoor Activities
Sub-Task #11 Skating and Balancing
Facility
Arena
Materials
Ice skates
Helmet and gloves are highly recommended
Appropriate clothing for outdoor arenas
12 pylons or beanbags
3 utility balls
Balloons
Description
Students practise balancing while skating.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a sprint approach and jump for
distance, as in long jump).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
Assessment Opportunities - Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of travelling skills using locomotor checklist (Unit 13 Appendix A).
• Teacher assessment of vigorous participation using a participation rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Students do exercises on the spot prior to putting on skates (e.g., knee lifts, jumping half turns,
wall jumps, lunges).
• On the ice, students skate around each circle, moving in a different direction for each circle.
B) Skill Development
• Beanbag Balance Relay . Divide students into four groups. Groups line up and each receives a
beanbag. On signal, the first player places the beanbag on their helmet (or shoulder if helmet is
too slippery) and skates forward to the blue line then backward to centre red line, forward to
return to their team, passing the beanbag to the next team member. Continue.
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• Balloon Relay . In same four groups, students travel from the red line to the centre line and
back while playing “Keep Up” with a balloon (hitting the balloon into the air to keep it from
touching the ground).
C) Skill Application
• Train Tag. Five students are designated as ‘conductors’, and remaining students are divided into
groups of three to form trains: a caboose, passenger car and an engine.
• Train members hold the waist of the person in front of them. The passenger car (middle) is
there for the ride and does not skate.
• On signal, the conductors skate around trying to link on to the back of a train. When a conductor
tags a train, the engine drops off to become a conductor and everyone in the train moves up one
space.
• Snowball. Students divide into four groups, and each group receives a utility ball (“snowball”).
Each group chooses a large circle on the ice as a play area. Students stand in a circle and number
themselves off (each student in group has a different number).
• One student stands in the middle of the circle with the ball and tosses it up in the air, calling out
a number. Everyone scatters while the person whose number was called skates quickly to catch
the snowball.
• If the person catches the snowball they can immediately throw it up and call another number. If
they do not catch it, they call ‘freeze’ and the rest of the students in the group stop moving. The
student with the snowball rolls the ball to try and hit the skates of another player. If the roller hits
a player, this player becomes the new “It.” If the roller misses the player, the roller tosses the ball
into the air, calling another number.
D) Cool-Down/Wrap-Up
• In partners, students travel around the ice. At each circle, one partner follows the other around
the circle, gently stretching arms and legs.
Extension
Notes to Teacher
Appendices
• Each group designs a game that uses a ball and incorporates balance.
• Encourage proficient skaters to carry the beanbags (during the skill development) and glide and
balance on one foot.
• Caution the students to be careful and avoid collisions with other students.
• Use small teams for relays so students get several turns.
• Remind students to listen to their partner and to be cautious when doing any pushing or pulling
activity. Students should stop immediately when partners indicate.
Unit 13 Appendix A: Locomotion/Stability Skills Checklist
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
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OVERVIEW
UNIT Limited Space Activities
1 0
Duration 8 Sub-Tasks
Description
Students participate in activities that can be done in a limited space such as a classroom or corridor.
The focus is on active participation using minimal space and equipment.
Sub-Task Title Expectation Code
1. Hacky-Sacks 6p20, 6p29
2. More Hacky-Sacks 6p18, 6p24, 6p34
3. Even More Hacky-Sacks 6p21, 6p29
4. Tons of Tag 6p18, 6p29
5. Indoor Fitness 6p29
6. Garbage Ball 6p21, 6p29
7. Juggle It 6p17
8. Cooperate 6p29
Assessment and Evaluation
• A variety of assessment tools can be used throughout this unit. Some assessment strategies and
tools included are:
– Teacher assessment of vigorous participation using a Participation rubric.
– Teacher assessment of locomotion/travelling skills using a locomotion checklist.
– Teacher assessment of participation using an Active Participation Recording Chart.
– Teacher assessment of participation using the “Challenge” section of the participation rubric.
– Teacher assessment of throwing skills using an anecdotal observation recording chart
and a movement skill recording chart.
– Teacher assessment of movement skills using an anecdotal observation recording chart.
– Student self-assessment of active participation using a target.
– Student self-assessment of participation using a peer discussion.
– Student self-assessment of fair play using the “Cooperation” section of the Social Skills Rubric.
– Student self-assessment of active participation using the “Effort” section of the
Participation rubric.
– Peer assessment of kicking skills by providing suggestions and feedback using indicators
from the lesson.
– Peer assessment of throwing accuracy using feedback and suggestions.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety guidelines.
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Notes to Teacher
• Ensure that students do not run in the classroom and that all objects (desks, chairs, etc.) are
pushed out of the way.
• Many of the lessons can be done outside.
• Look for areas outside of your classroom that can be utilized for activities (libraries during free
time, atriums, foyers and portables).
• These lessons can be done throughout the year to support daily vigorous physical activity.
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UNIT 10 Limited Space Activities
Sub-Task #1 Hacky-Sacks
Facility
Classroom (move desks and chairs to the side) or corridor.
Materials
Hacky-sacks
Description
Students use hacky-sacks to develop manipulation skills and short routines.
Expectation Code Learning Expectation
6p20 Kick balls of various sizes and shapes for distance and accuracy
(e.g., punt a football, kick a soccer ball).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of vigorous participation using a participation rubric (Grade 6 Appendix G).
• Peer assessment of kicking skills by providing suggestions and feedback using indicators from
the lesson.
Teaching/Learning Strategies
A) Warm-Up
• 15 Seconds GO. Students do a variety of activities for 15 seconds as they warm up. Take five
seconds between activities to call out and briefly explain the next activity. Students walk on the
spot and roll shoulders during that five seconds. Activities could include: Running on the spot,
arm circles, hop on two feet, alternate knee lifts, grapevine step (side, behind, side, in front),
arm punches to the side.
B) Skill Development
• Students toss the hacky-sack in the air and catch it in a variety of ways (behind back, under leg,
around leg).
• In partners, students pass the hacky-sack back and forth, tossing and catching in a variety of
ways (one or two hand toss, under/over hand toss). As students become successful, they step
further away.
• Students practise hitting the hacky-sack with the inside of their foot and catching it.
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• They try repeated kicks without dropping the hacky-sack.
– Basic Inside Kick: bend knee, foot forward make contact with inside of foot.
– Basic Outside Kick: bend knee, foot to outside of body, contact with outside of foot.
– Basic Back Kick: bend knee, foot back and behind body, turn upper body to maintain eye
contact, contact hacky-sack with outside of foot.
• Students try kicking hacky-sack to a partner, catch and repeat.
• Students work with a partner, providing suggestions and feedback for each other.
C) Skill Application
• Students practise a variety of combinations (2-5 moves, such as: toss, kick, clap, turn, etc.), and
try to repeat the same combination several times in a row. Students share their routine with their
partner and try to do the routine together.
• Students practise their routine with a partner (with the hacky-sack travelling between partners).
Select students to share the routines with the class.
D) Cool-Down/Wrap-Up
• Students walk around the room/hall tossing hacky-sack and catching it. On a signal, students
stop to stretch different body parts. Students stretch from head to toe, holding stretches for 15-30
seconds.
Extension
Notes to Teacher
Appendix
• This lesson can be taken outside for additional space and to add more people to the routines.
• Use beanbags if hacky-sacks are not available.
• Emphasize the importance of the contact surface. The foot should be angled to project the
hacky-sack in the desired direction.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 10 Limited Space Activities
Sub-Task #2 More Hacky-Sacks
Facility
Classroom (move desks and chairs to the side) or corridor.
Materials
Hacky-sack (beanbags if hacky-sacks are unavailable)
Music
Description
Students use the hacky-sack in a routine with balance and stability.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a sprint approach and jump for
distance, as in long jump).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of locomotion/travelling skills using a locomotion checklist
(Unit 13 Appendix A).
• Student self-assessment of fair play using the “Cooperation” section of the Social Skills Rubric
(Grade 6 Appendix H).
Teaching/Learning Strategies
A) Warm-Up
• Two students lead a routine of warm-up actions to popular upbeat music.
• Students use hacky-sacks to circle around their body parts starting around the ankles and
working up to circling around the neck and head.
• Outstretch arms in front of body, pass hacky-sack back and forth between hands while moving
arms up and over head.
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B) Skill Development
• Students toss hacky-sack, catch and balance hacky-sack on a body part (head, neck, back
of leg). Repeat trying various body parts.
• Students practise individual routine from previous lesson.
• Add a new toss and balance action to the routine.
C) Skill Application
• Balance. Students practise walking across a straight line in the classroom. Experiment with
different speeds and levels.
• Toss and Balance. Students work in small groups of 4-5 and toss, catch and balance hackysacks
to one another in the group. Each toss, catch and balance should be unique. Select groups
to share with the rest of the class.
D) Cool-Down/Wrap-Up
• Students toss the hacky-sack to the rhythm of slower passed music while moving from a high
to low level.
• Students stretch and hold different positions while holding the hacky-sack (e.g., hands linked
behind back with arms stretched straight, elbows pointing up and down and fingers linked
behind back, reaching hacky-sack around toes, lunge with hacky-sack reaching beyond foot).
• Students assess their work with others using “Cooperation” section of the Social Skills rubric
(posted on the wall). Ask each group to share one example of fair play exhibited during class.
Extension
Notes to Teacher
Appendices
• Once the students have mastered kicks, have them develop a routine, either alone or with a partner,
that just involves kicks. Share with the class.
• Add 2-3 hacky-sacks in Toss and Balance to develop a pattern of unique tosses, catches
and balances.
• Expect a variety of skill levels and encourage students to work together to help each other.
Unit 13 Appendix A: Locomotion Checklist
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 10 Limited Space Activities
Sub-Task #3 Even More Hacky-Sacks
Facility
Classroom (move desks and chairs to the side) or corridor.
Materials
Hacky-sack
Music
Description
Students practise throwing hacky-sacks for accuracy to a target.
Expectation Code Learning Expectation
6p21 Throw an object overhand or side arm, using the dominant
hand, to a target or a partner for distance and accuracy.
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities — Suggestions for Assessing Expectations
• Student peer assessment of throwing accuracy using feedback and suggestions.
• Teacher assessment of participation using an Active Participation Recording Chart
(Grade 6 Appendix K).
Teaching/Learning Strategies
A) Warm-Up
• In small groups, students line up one behind the other and pass the hacky-sack over their heads
and under their legs to the end of the line. When the hacky-sack reaches the end of the line the
last person runs to the front of the line to repeat the passing. As students warm up, add more
hacky-sacks and increase the speed of passing.
B) Skill Development
• Students stand back to back with a partner, each holding a hacky-sack. They pass the hacky-sack
around each other as fast as possible.
• Students stand facing each other with one hand in the air and a hacky-sack in the other hand.
At the same time, they toss the hacky-sack trying to get it into the partner’s raised hand and catch
the other hacky-sack. Repeat.
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• Students set up targets (books, pencil cases, chairs, etc.) and practise throwing and kicking
the hacky-sacks at the target. Students develop individual scoring systems to award points for
different throws and kicks.
• Partners provide feedback and suggestions for each other as they try to hit the target.
C) Skill Application
• Hacky-Sack Golf. Students rotate through a mini golf course trying to toss, throw or kick their
hacky-sack at the targets. Targets could be hats, soup cans, hoops, pails, etc. Each hole is given
a different point value. Students count the number of throws they take to get their hacky-sack
to each hole, trying to achieve the lowest score.
D) Cool-Down/Wrap-Up
• Stretch and Spell. While students hold a variety of stretches, select students to spell vocabulary
words from other subject areas. Students take turns spelling words aloud while holding stretches.
Encourage students to help each other.
Extension
Notes to Teacher
Appendix
• Ask students how they can increase the challenge while playing Hacky-Sack Golf. Students may
add another hole, try throwing with their non-dominant hand or try hitting the target by directing
their hacky-sack with their feet.
• Remind students to keep their eye on the target and to face the target when they are throwing,
and to follow through with their arm.
• Beanbags can be used instead of hacky-sacks.
Grade 6 Appendix K: Active Participation Recording Chart
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UNIT 10 Limited Space Activities
Sub-Task #4 Tons of Tag
Facility
Classroom (move desks and chairs to the side) or corridor.
Materials
Balloons, music, scrap paper
Description
Students play a variety of tag games, with and without equipment, in a limited space.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities — Suggestions for Assessing Expectations
• Student self-assessment of active participation using the “Effort” section of the Participation
Rubric (Grade 6 Appendix G).
• Teacher assessment of locomotion/travelling skills using a locomotion checklist (Unit 13
Appendix A).
Teaching/Learning Strategies
A) Warm-Up
• 30 Seconds GO. Students do a variety of activities for 30 seconds as they warm up. Take five
seconds between activities to call out and briefly explain the next activity. Students walk on the
spot and roll shoulders during that five seconds. Activities could include: jogging on the spot,
tuck jumps, cancan kicks, walk three steps and kick, step touch, skip on the spot.
B) Skill Development
• Marker Tag. Using masking tape, floor tiles or markers, place enough markers on the floor for
each pair of students to share one. Students stand in partners with one foot each on the marker.
Identify a chaser and a mover. The mover can rest by placing a foot on any marker and touching
one person on the marker. The other person must leave the marker and be chased by “It.” When
“It” tags the mover, they change roles. Once the students understand the activity, divide the game
in half and play two games or designate a second mover and tagger so more students have an
opportunity to move.
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• Rhyme Tag. One student is designated as a poet. If tagged by the poet, the student who is tagged
freezes. To get free, any other player has to come up to the tagged person and say three words.
The frozen player us unfrozen when he/she says rhyming words for all three words.
C)Skill Application
• Moving On Up. Students remain seated at their desks, arranged in row. Each row is a team.
The student in the first desk passes a ball over his/her head to the next student, who rolls it
under their desk to the next person, who passes it over their head, and so on down the line.
The last person to get the ball calls “Moving On Up!” and all students shift down one desk, with
the new leader moving to the front. Continue until students are back in their original spots.
D) Cool-Down/Wrap-Up
• Spelling Stretch. Call out vocabulary words that the students are using in other subjects. The
students spell the words by moving their bodies into the shapes of the letters. Students hold
each letter and stretch for 15-30 seconds.
• Students assess their participation using “effort” section of the Participation rubric (posted on
the wall). Ask each group to share one example of good participation exhibited during class.
Extension
Notes to Teacher
Appendix
• Rhyme Tag Variation. Students can be freed by spelling a word given to them
by another student.
• Seven Up. Students sit with their heads down on the desk. Seven students are selected to lead
the activity. The leaders each tap one student on the head, and whisper an activity in a disguised
voice. On signal, students look up and try to guess who tagged them. If they guess correctly, both
the guesser and the leader do the activity (e.g., jumping jacks, tuck jumps, etc.) before
changing roles.
• Remind the students to speed walk and be aware of objects and people when moving in the
classroom.
• When playing Seven Up, remind students to take the responsibility of ensuring that all students
get a turn.
Unit 13 Appendix A: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 10 Limited Space Activities
Sub-Task #5 Indoor Fitness
Facility
Classroom (Move desks and chairs to the side) or corridor.
Materials
Small mats
Music
Stopwatch
Beanbags
Masking tape
Flip chart paper and markers
Description
Students participate in a variety of fitness activities that can be done in the classroom or corridor.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of participation using the “Challenge” section of the participation rubric
(Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Students take turn leading the class in a sequence of exercises to music (e.g., lunges left, lunges
right, punch right arm out, left arm, feet crisscrosses, shuffle left, shuffle right, etc.).
B) Skill Development
• Review what fitness means, including these components: flexibility, muscular strength, muscular
endurance, and cardiorespiratory fitness. In small groups, students brainstorm activities that
could be done in the classroom for each component of fitness. Students record their ideas on
flip chart paper.
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C) Skill Application
• Set up four stations in the classroom. Students work in small groups and visit each station,
spending 3-5 minutes at each station. Select activities from the brainstormed lists. Examples
might include:
• Flexibility station: shoulder stretch – press arms one at a time against the wall.
• Muscular strength station: use textbooks or other classroom objects – do arm curls, lifting
the objects slowly.
• Muscular endurance station: hold a squat position with arms out to side, back straight and
knees bent (not past 90 degrees).
• Cardiovascular fitness station: hop continuously on the spot, bringing knees
as high as possible.
D) Cool-Down/Wrap-Up
• Students walk from station to station while slow music is played. At each station, they hold a
stretch to work on flexibility for different parts of their body.
Extension
Notes to Teacher
Appendix
• Use ideas from brainstormed lists to repeat the stations using different activities.
• Remind the students to speed walk and be aware of objects and people when moving in the
classroom. This activity can be done outside in good weather.
• Check activity exercises on the students’ brainstormed lists for safety.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 10 Limited Space Activities
Sub-Task #6 Garbage Ball
Facility
Students remain in desks for main activity
Materials
Scrap paper
Two garbage pails or buckets
Nerf balls
Description
Students work on throwing for accuracy.
Expectation Code Learning Expectation
6p21 Throw an object overhand or side arm, using the dominant
hand, to a target or a partner for distance and accuracy.
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of throwing skills using an anecdotal observation recording chart
(Grade 6 Appendix N) and a movement skill recording chart (Grade 6 Appendix J-1).
• Student self-assessment of participation using a peer discussion.
Teaching/Learning Strategies
A) Warm-Up
• Students walk around the classroom tossing and catching their own paper ball. They respond
to a variety of signals to walk fast or slow, forward or backward, toss high or low and
to switch hands.
B) Skill Development
Nerf Target
• Divide the class into four teams, each with a Nerf ball, and designate two retrievers per group.
• Draw one circular target on the chalkboard for each team, including point values.
• On signal, one person from each group throws the Nerf ball at the target. The retriever gets the
ball and quickly passes to the next person in line. Students add their scores as they throw. On
a signal to stop throwing, students change retrievers and try to beat their team score.
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Nerf Target
• Paper Battle. Divide students into two teams. Arrange the desks so that teams can sit facing
each other. Each person has a scrap paper ball in his or her dominant hand and the other hand is
behind his or her back. On the teacher’s signal, both teams begin to throw paper balls, trying to get
them to land on the opponent’s desk. Balls that land on a desk must be left on the desk. Balls that
land on the floor can be picked up and thrown again. On signal, everyone freezes. Count the number
of paper balls on desks of both teams, then divide up the balls to repeat
and give teams an opportunity to beat their record.
C) Skill Application
• Garbage Ball.
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• Divide the class into two teams, team blue and team red (each has paper balls
of that colour). Place a garbage bucket at the front of the class and at the back of the class.
Students remain in their desks and pass their paper balls to each other until someone is close
enough to the garbage to toss them in for two points. The object is to get points for their team by
passing and shooting while at the same time blocking the passes of the other team. Designate one
student per team to remain standing and retrieve any ball that falls to the floor out of reach.
• Play the game with two or three balls per team once students understand the game.
• After playing for two to three minutes, all players shift to sit in another seat and continue playing.
D) Cool-Down/Wrap-Up
• While sitting in desk, students cool down by doing some shoulder rolls and shrugs. They twist
upper body to the left then right. Bend over and touch the floor, stretch legs out and touch toes.
Repeat.
• Students share examples of their vigorous participation with the class while stretching.
Extension
Notes to Teacher
Appendices
• Repeat Paper Battle and Garbage Ball game using the non-dominant hand for throwing.
• Caution students not to throw anything at head and face areas.
• Use Garbage Ball to clean up after an art lesson. Use a recycling bin, instead of a garbage can,
for appropriate materials.
Grade 6 Appendix J-1: Movement Skill Recording Chart
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 10 Limited Space Activities
Sub-Task #7 Juggle It
Facility
Classroom
Materials
Nylon Scarves
Beanbags
Tennis balls
Music
Description
Students practise juggling a variety of objects.
Expectation Code Learning Expectation
6p17 Demonstrate the principles of movement while refining
movement skills (e.g., combining body shapes and movements
with changes in direction as in a dance or gymnastics routine).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of movement skills using an anecdotal observation recording chart (Grade 6
Appendix N).
Teaching/Learning Strategies
A) Warm-Up
• Students walk around the class to music, throwing and catching a beanbag in the air. Stop the
music and call out a task (e.g., balance the beanbag on your back, throw the beanbag over your
head and catch it behind your back, throw the beanbag under your leg and catch it). Every time
students begin to move again after each task, increase the speed of walking as students warm up.
B) Skill Development
• Scarf Toss. Students work independently with a scarf to practise tossing and catching it at various
stages in the air (catch with hands up high, catch with hands down low to ground). Toss and
catch behind the back, under the leg, around the neck.
• Students continue to work, tossing and catching a beanbag.
• Review the steps of juggling with a scarf:
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– With one scarf, students throw it up and across body, with highest point being in front of the
eyes. Throw with one hand, catch with the other. Try to minimize hand and body movement.
– With two scarves, students start with a scarf in each hand. They throw one scarf, then the other,
then catch the first scarf then the second. The pattern is “throw throw catch catch”. Student
practise throwing gently, in an upward direction, with an even rhythm across their body. The
scarves make a figure – 8 pattern in front of their body.
– Add a third scarf in the hand that will begin tossing the first scarf. First continue to practise
throwing two scarves while holding a third. Then practise throwing all scarves and let them
fall to the ground. Throw first from the hand holding two scarves. Gradually work on catching
one, then two, then three scarves after the throws are consistent.
C) Skill Application
• Juggle It. Students repeat the steps for juggling using a beanbag. Students work with a partner
to provide tips and feedback on technique.
• Discuss where your eyes and hands are while you juggle. What makes juggling difficult? Why?
Encourage students to talk about their learning experience and question why their experiences
are different.
D) Cool-Down/Wrap-Up
• While sitting in desk, students cool down by doing some shoulder rolls and shrugs. Twist upper
body to the left then right. Bend over and touch the floor, stretch legs out and touch toes. Repeat.
Extension
Notes to Teacher
Appendix
• Juggling Variations: Students try juggling one scarf, one beanbag, and one tennis ball. Why is this
even more difficult?
• Discuss with the students how to start juggling. Where are the objects before you start to juggle
(two in one hand, one in the other)? How would you start to juggle if you were to try four
objects? Try juggling with four scarves.
• Repeat Juggle It, tossing one scarf to a different height. What does this do to the juggling pattern?
• Try juggling with two balls and one hand only.
• Scarves can be brought from home. Tissues can be used if necessary when practising.
• Encourage students to try all steps of the progression, then find the stage that they find
challenging and practise to gain confidence and consistency before moving on.
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 10 Limited Space Activities
Sub-Task #8 Cooperate
Facility
Classroom with desks pushed to the side
Materials
Music
Skipping ropes
Beanbags
paper
Description
Students cooperate to achieve a shared goal while participating vigorously.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities — Suggestions for Assessing Expectations
• Self-assessment of active participation using a target.
Teaching/Learning Strategies
A) Warm-Up
• Students move around the classroom to music, freezing in place when the music stops. Call out
a variety of ways of moving (e.g., zigzag steps, sideways, with arms up, wiggly hips, giant steps,
marching). Challenge students to move without touching any people or objects.
B) Skill Development
• Partner Pull Up. Students sit facing a partner and toes touching. Together, they attempt to rise
by pushing against each other’s feet and pulling with their arms.
• Not Knots. Students stand in a tight circle and with their right hands, grab a hand of a player
not to their immediate right or left. Then repeat with the left hand. Students work to untangle
themselves without letting go of any hands.
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C) Skill Application
• Swamp Crossing. Divide students into groups of 4-6. Each group is given special “floating
materials” they must use to cross the swamp (classroom). Use paper, scarves, beanbags, skipping
ropes, etc., as bridge material. Team members work together to use the materials to cross
the swamp safely. Give students minimal equipment so they need to stretch, support each other
while standing on the equipment and work together to determine how to get across the room.
The group should have fewer objects than the number of people in the group. If anyone in the
group steps on the classroom floor, the group whole group must return to the beginning and
try again to get their whole group across without touching the floor.
D) Cool-Down/Wrap-Up
• Students repeat the activity from the warm-up, but instead of freezing when a signal is given, they
hold a stretch for 15-30 seconds between each locomotor activity.
• Students assess their participation using a participation target posted on the wall. Students write
their names on a sticky note and post it on the part of the target that reflects their participation.
Ask students to give reasons for their decision.
Extension
Notes to Teacher
Appendix
• With the “Not Knots” activity, designate one student who stays out of the knot to help direct students
to get untangled. Students making the knot could be blindfolded or not allowed to talk.
• Give students an opportunity to plan their group strategy for all activities. After the activity, give
students an opportunity to point out what went well and what was challenging. Give students
opportunities to discuss what could be done differently and how the activity relates to other
challenges at school and outside of school.
Grade 6 Appendix O-1 Participation Target
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Movement Exploration
Unit Title
11 Movement and Balance . . . . . . . . . . . . . . . 387
12 Mats and Benches . . . . . . . . . . . . . . . . . . . 401
13 Combining Skills in Sequence . . . . . . . . . . 421
14 Creative Dance with Equipement . . . . . . . 441
15 Creative Interpretive Dance . . . . . . . . . . . . 473
16 Traditional Dance . . . . . . . . . . . . . . . . . . . . 489
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Health and Physical Education – Grade 6 Movement Exploration

OVERVIEW
UNIT Movement and Balance
1 1
Duration 5 Sub-Tasks
Description
Students develop sequences of movements using locomotion, travelling, and stability. Students
combine directions and levels while learning to maintain control of speed and stopping. Balancing
with different supports and mirroring partner work will be introduced.
Sub-Task Title Expectation Code
1. Movement Exploration 6p18
2. Movement Sequencing 6p17, 6p24, 6p29
3. Mirrors and Matches 6p24
4. Balancing and Springing 6p24, 6p25
5. Balancing with Partners 6p17, 6p28
Assessment and Evaluation
• A variety of assessment strategies may be used in this unit. Some assessment strategies
and tools included are:
– Peer assessment of use of springing action using peer feedback.
– Student self-assessment of attention to safety procedures using a thumbs-up/thumbsdown
rating.
– Student self-assessment of active participation using a thumbs-up/thumbs-down assessment.
– Teacher diagnostic assessment of safe movement in the gymnasium using an anecdotal
observation recording chart.
– Teacher assessment of locomotion and stability using a locomotion checklist.
– Teacher assessment of use of movement skills using a Movement Skill Recording
Chart with indicators from the lesson.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of the Ontario Elementary Curricular Safety
Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guideline.
• Progression of movement skills introduced in Grade 5.
• Students should be able to balance safely in a variety of static positions
• Students should be able to jump form a low height, using a variety of turns, shapes
and directions.
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Notes to Teacher
• No student is permitted to wear jewelry of any kind for this unit.
• Ensure students have sufficient warm-ups and cool-downs because they are moving their bodies
in unique ways and need to be limber. Students work on flexibility improvement during cooldowns.
Students should stop a stretch if they are unsure of the position or if it hurts. Students
will exhibit varying degrees of flexibility. As they progress through these lessons, have students
focus on how they have made individual improvements.
• Allow all students to work at their own level and be vigilant to prevent one student from
pressuring another into trying skills or activities for which he/she is not ready.
• Give students time to repeat and practise skills. The students set a goal for each lesson.
Assess achievement and reset goals as they proceed.
• Take time to review skills to build confidence and body awareness in space.
• Emphasize body alignment and proper form when introducing jumps and static positions.
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UNIT 11 Movement and Balance
Sub-Task #1 Movement Exploration
Facility
Gymnasium
Materials
Hoops
Mats
Drum
Music
Description
Students combine locomotion skills and various principles in a movement sequence.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher diagnostic assessment of safe movement in the gymnasium using an anecdotal
observation recording chart (Grade 6 Appendix N).
Teaching/Learning Strategies
A) Warm-Up
• Play music, and lead the class in a warm-up, moving through the gymnasium space creating
pathways. Add changes in direction, levels, and speed. While travelling gently move various body
parts (shoulder rolls, arm swings) through their range of motion.
B) Skill Development
• Students move quickly through the gymnasium space at high, medium and low levels, acting
out a sport or activity as they move (e.g., soccer, high jump, basketball).
• Divide students into groups of four, and assign each group a number. Each group decides on one
sport to act out. On a signal, students travel around the gymnasium at different levels and using
various locomotor patterns. When the leader calls out a number, the four team members meet in
the centre of the gymnasium, and act out their sport/activity. The class guesses the activity. Give
all groups a chance to act out their sport.
Unit 11 – Sub-Task #1
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C) Skill Application
• Hoop Pathways.
• Students work in groups of 4-5. Students each hold a hoop and create an interesting, connected
pathway by holding the hoops at different levels and angles. One student moves through the
pathway by moving through, around, over and under the hoops. Students take turns moving
through the pathway, then taking their place at the end of the pathway while a new student
moves to the beginning to travel through. Students should change the pathways several times
to experiment with different ways of moving.
• The students spread out with half of the class holding hoops at different levels and angles and
half the class moving in, around, over and under the hoops. Challenge the students to move in
different ways when moving between the hoops. Students work as individuals both holding the
hoops and moving. Students switch roles.
D) Cool-Down/Wrap-Up
• Students travel through the gymnasium space. On signal, they stop, freeze in a shape and then
gradually melt to the ground. Repeat. Frozen shapes should vary. Encourage wide, narrow, twisted,
and angular shapes as well as varying the level.
Extension
Notes to Teacher
Appendix
• As a way to reinforce the movements explored in the lesson have the students choose a sport to
study. They can describe how the athletes move around, change speeds, levels, to achieve their
goal. For example, hockey players: move in circular patterns, stops and starts, backward, slow
and fast, in order to get the puck close to the other team's net and score; swimming: a fast start,
high in the water, twisting, turning, and controlled breathing.
• Stop frequently to show examples of different moves the students make. Help students focus on
one move at a time.
• Give students many opportunities to practise moving in different ways (e.g., skip, run, hop,
step-hop, slide step). Students can use different ways of travelling on and off equipment.
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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Unit 11 – Sub-Task #1
Health and Physical Education – Grade 6 Movement Exploration – Movement and Balance

UNIT 11 Movement and Balance
Sub-Task #2 Movement Sequencing
Facility
Gymnasium
Materials
Music for warm-up
Paper
Pencils
Flip chart sign
Description
Students combine skills into movement sequences.
Expectation Code Learning Expectation
6p17 Demonstrate the principles of movement while refining
movement skills (e.g., combining body shapes and movements
with changes in direction as in a dance or gymnastics routine).
6p24 Perform locomotion/ travelling and stability skills in
combination (e.g., use a sprint approach and jump for
distance, as in long jump).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of locomotion skills using a locomotion checklist (Unit 13 Appendix A).
• Student self-assessment of active participation using a thumbs-up/thumbs-down assessment.
Teaching/Learning Strategies
A) Warm-Up
• Partner Lead. Play music and students work with a partner to move around the gymnasium in a
variety of ways and using a variety of pathways. Encourage students to move slowly and gradually
increase their speed and also to move their joints through their range of motion. Students switch
leaders on a signal.
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B) Skill Development
• Students work in their own space with a partner. Their task is to create their own travelling
sequence, including:
* A clear beginning and ending.
* Traveling forward, backward, sideways.
* At least four changes in the line of travel
(e.g., straight, curved, zigzag, spiral, circular, figure 8)
* A controlled stop.
* A gradual and a sudden change of speed.
* Two changes of level.
* A wide shape and a narrow shape.
• Review what each element looks like. Post sequence criteria on the wall so students
are reminded of criteria.
C) Skill Application
• Students work along or with a partner to create their sequence. They share their sequence with
peers to receive feedback and suggestions.
• Select student to show their sequences to the class.
• Students assess their participation in class by holding their thumbs up or down. Students may
hold their thumbs between up and down.
D) Cool-Down/Wrap-Up
• Lead the class in a series of gentle stretches.
Extension
• Students write out a routine including five different moves. They can be repeated several times.
Students submit their routine on task cards, then others pick a routine from the collection and
try to execute it.
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Notes to Teacher
Appendix
• Provide guidance for students in creating a travelling sequence. Structure the activity
in a variety of ways.
• Provide instructions on task cards and provide paper for students to write their ideas.
• Introduce criteria individually then add the next component.
• Suggest that students write one activity for each criterion and put it together in any
order they choose.
• Movement concepts could be posted on task cards to assist students in creating their sequences.
Include: Forward, backward, sideways, circular, low, high, medium, balances (arabesque, lunge,
front scale), curved, zigzag, spiral, straight line.
• Encourage students to suggest music to play during sequences.
Unit 13 Appendix A: Locomotion Checklist
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Unit 11 – Sub-Task #2
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UNIT 11 Movement and Balance
Sub-Task #3 Mirrors and Matches
Facility
Gymnasium
Materials
Drum
Tambourine
Music for warm-up (optional)
Description
Students mirror the actions of a partner and then they match the actions of a partner.
Expectation Code Learning Expectation
6p24 Perform locomotion/ travelling and stability skills in
combination (e.g., use a sprint approach and jump for
distance, as in long jump).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of locomotion and stability using a locomotion checklist
(Unit 13 Appendix A).
Teaching/Learning Strategies
A) Warm-Up
• Follow the Leader . Form small groups, each with a group leader who leads the group through
the gymnasium space in various directions and pathways. On tambourine signal, the leader
moves to the end of the line and a new leader takes over. On drum signal, the leader must
demonstrate a change of speed, level, shape, direction or line.
B) Skill Development
• Mir roring. Divide students into groups of four, and designate one leader in each group. Group
members mirror the leader’s movements. Switch leaders.
• Mir roring with Jumps, Hops, or Slides. Partners start in a stationary position, and move
together using mirroring actions. Add travelling movements such as jumps, slides, or hops.
Partners move toward each other and away from each other while mirroring each others’
movements. Partners take turns leading.
• Mir roring and Matching. Demonstrate matching actions with a student. Partners try to match
each other’s shapes and travelling movements. Students try to work in unison so that it is difficult
to tell who is the leader. After some time to explore, direct partners through a four count matching
sequence (e.g., Jump forward/jump left/jump backward/jump right. Slide left, slide left, hop
right, hop right).
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C) Skill Application
• In groups, students create an eight count mirroring and matching sequence. For example: mirror
(four counts), jump forward, tuck jump, hop left, hop right. Students can use the eight counts
in a variety of ways. For example, the lead student could do four moves, then the partner follows,
the students could do four moves together, then repeat them together, the partners could do four
moves but hold each for two counts.
• Students experiment with sequences then share sequences with other partners, small groups
or the whole class.
D) Cool-Down/Wrap-Up
• Students work in cooperative groups. The groups each create a "tableau" scene with their bodies.
Students make a tableau showing a sport or activity (e.g., ultimate Frisbee game, hockey game,
archery tournament). The students in the tableau “freeze frame” an action shot and hold their
bodies still. Other students guess the sport or activity.
• While students are observing and guessing, they hold various stretches.
Extension
Notes to Teacher
Appendix
• Mirror and match different size groups (less or more). Discuss the advantages and disadvantages
of working together in different sized groups.
• Students develop a basic game (e.g., tag) that must be played using mirroring or matching as
part of the game.
• The students need to clearly understand the difference between mirroring and matching.
Mir roring is copying the actions of a partner as if looking at a reflection. In matching ,
a person does exactly the same actions as their partner.
• Encourage students to experiment with echo – following actions in sequence and synchronicity –
following actions at the same time. Students may also experiment with mirroring actions using
different formations and positions (e.g., in front, behind, in a circle, facing,
side by side).
Unit 13 Appendix A: Locomotion Checklist
Unit 11 – Sub-Task #3
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UNIT 11 Movement and Balance
Sub-Task #4 Balancing and Springing
Facility
Gymnasium
Materials
Mats
Hockey sticks
Description
Students learn to transfer their weight in a variety of ways while balancing, and making changes
in level and body shape.
Expectation Code Learning Expectation
6p24 Perform locomotion/ travelling and stability skills in
combination (e.g., use a sprint approach and jump for
distance, as in long jump).
6p25 Perform a variety of springing actions (e.g., spring into vertical
rotations such as quarter-turns on the floor or spring to
mounts on equipment).
Assessment Opportunities - Suggestions for Assessing Expectations
• Teacher assessment of locomotion and stability skills using a locomotion checklist
(Unit 13 Appendix A).
• Peer assessment of use of springing action using peer feedback.
Teaching/Learning Strategies
A) Warm-Up
• Hop Up. Students move around the gymnasium using a variety of pathways. Remind students
to work in their own space. Each time students cross a line, they hop over the line. Encourage
students to hop over the lines in a variety of ways: tuck jump, spring up, hop, leap, up and touch
the ground, quarter turn, half turn, full turn. Select students to demonstrate each of the jumps.
B) Skill Development
• Each person finds a space on a mat. Work to try all ways of balancing. Think about trying
balances at three different levels.
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Unit 11 – Sub-Task #4
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• Select a variety of students to demonstrate the following positions:
• Students practise each of these positions. Starting in scatter formation, students move through
the gymnasium space. Call out the names of the positions, and students freeze in that position
as quickly as possible.
• Springing. Students experiment with springing in a variety of ways. Students spring from two
feet to two feet, one foot to the same foot, one foot to two, two feet to one and one foot to the
other foot. Students experiment with springing for height and distance. Ask what they can do to
spring for more height or distance. Encourage them to begin with knees bent, to push off using
all joints (ankles, knees, hips) and to swing and stretch arms.
• Wall Jump.
• Students work with a partner. One student holds a hockey stick against the wall at a variety of
heights. The partner stands beside the wall and works to spring up to touch the stick.
• Wall Push.
• Students lean into the wall using both hands. Using spring mechanics, students practise springing
away from the wall by pushing off with shoulders and arms.
Unit 11 – Sub-Task #4
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C) Skill Application
• Students work to combine the static balances by putting springing actions in between. The
students find a space in the gymnasium to move. Call “static” to have them hold a balance. Call
“spring” to have students move out of the static, using a springing action. Continue calling “static”
and “spring” completing the exercise 4-5 times.
• Students work with a partner to put together a short sequence of five statics and springs. Students
provide each other with feedback on springing for height and holding their static in control after
the spring. Students may suggest different ways of springing.
D) Cool-Down/Wrap-Up
• Students work with their partner to stretch and cool down. Partners take turns leading stretches.
Extension
Notes to Teacher
Appendix
• Students use the mirroring and matching technique learned in the previous lesson to explore
moving and balancing sequences.
• Remind students of the difference between different kinds of jumps: jump – two feet, hop – one
foot, leap – moving forward, taking off from one foot and landing on the other.
• Placing one hand on the wall will help with balance when first learning front scale or arabesque.
Encourage students to keep their focus on a point on the floor or wall to help them maintain
balance.
• A spring involves a rapid displacement of the centre of gravity and incorporates the concepts
of height and flight.
• Static positions are various still positions including different supports and balances. They may
be performed on or off the apparatus and they includes traditional and creative positions. When
doing static positions, emphasize body alignment and control.
Unit 13 Appendix A: Locomotion Checklist
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Unit 11 – Sub-Task #4
Health and Physical Education – Grade 6 Movement Exploration – Movement and Balance

UNIT 11 Movement and Balance
Sub-Task #5 Balancing with Partners
Facility
Gymnasium
Materials
Posters
Mats
Description
Students balance in various positions using different bases of support with a partner. They transfer
their weight moving from one balance to another.
Expectation Code Learning Expectation
6p17 Demonstrate the principles of movement while refining
movement skills (e.g., combining body shapes and movements
with changes in direction as in a dance or gymnastics routine).
6p28 Follow safety procedures related to physical activity,
equipment, and facilities, and begin to take responsibility
for their own safety.
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of use of movement skills using a Movement Skill Recording Chart
(Grade 6 Appendix J-1) with indicators from the lesson.
• Student self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
Teaching/Learning Strategies
A) Warm-Up
• Students begin jogging through the gymnasium space. On a signal, students change directions
and continue jogging or walking at a fast pace while performing alternate arm swings, shoulder
rolls, turning head to the left and right and giant arm circles.
B) Skill Development
• Students work with a partner to practise the static balances from the previous lesson. Encourage
the coaching partner to look for and comment on skills performed well and skills needing
improvement.
• Students travel through gymnasium space changing direction frequently. On a signal, students
form groups of three (student joins with the two nearest persons) and assume a balance,
supporting each other.
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Unit 11 – Sub-Task #5
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C) Skill Application
• In groups of four, students combine different static balances where support between the
four is necessary.
• Individually, students practise single balance positions then practise combining two balances
together. Emphasis is on smooth flow from one position to the next. Students may move slowly
from one balance to another or may practise springing as a part of the transition.
• When working in a group of four, encourage students to be creative, sometimes connecting all
balances and sometimes using individual balances apart from the group to accent the group
balance.
D) Cool-Down/Wrap-Up
• Students continue to work in their groups, stretching the muscles used in class. Students take
turns leading their small groups in a stretch. Encourage students to hold stretches for 15-30
seconds and to stretch from head to toe.
• Students assess their attention to safety procedures in class by holding their thumbs up or down.
Students may hold their thumbs between up and down. Ask students to explain reasons for their
rating.
Extension
Notes to Teacher
Appendices
• Play Simon Says using various balances.
• Remind students to move smoothly, being conscious of their body position, when transferring
from one balance to another.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix J-1: Movement Skill Recording Chart
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Unit 11 – Sub-Task #5
Health and Physical Education – Grade 6 Movement Exploration – Movement and Balance

OVERVIEW
UNIT Mats and Benches
1 2
Duration 5 Sub-Tasks
Description
Students develop balancing skills through strength and endurance tasks. They explore and combine
locomotion and travelling skills incorporating small equipment and a variety of pathways and levels.
Sub-Task Title Expectation Code
1. Moving and Changing 6p18, 6p28
2. Springing, Jumping, Landing 6p18, 6p25
3. Inverted Balancing 6p24, 6p34
4. Rolling on Inclines and Different Levels 6p18, 6p28
5. Practising Skills 6p29, 6p34
Assessment and Evaluation
• A variety of assessment strategies may be used in this unit. Some assessment strategies
and tools included are:
– Teacher assessment of vigorous participation using participation rubric.
– Teacher assessment moving and springing skills using a locomotion checklist.
– Teacher assessment of combination of movement skills using an observation recording chart.
– Self-assessment of providing encouragement and support within a group, using hand rating.
– Self-assessment of attention to safety procedures using a stand up/sit down rating.
– Student self-assessment of attention to safety procedures using a rubric.
– Peer assessment of fair play using partner discussion.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Progression of movement skills introduced in Grade 5.
• Students should be able to balance in different positions, using different body parts and levels.
• Students should be able to move their bodies in various ways
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Unit 12 – Overview
Health and Physical Education – Grade 6 Movement Exploration – Mats and Benches
1 2

Notes to Teacher
Appendix
• Allow all students to work at their own pace and comfort level and be vigilant to prevent one
student from pressuring another into trying skills or activities for which he/she is not ready.
• Ensure adequate warm-ups and cool-downs because students are moving their bodies in unique
ways and need to be limber. Students work on flexibility improvement during cool-downs.
• Emphasize body alignment and proper form when introducing jumps and static positions.
Unit 12 Appendix A: Static Balances
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Unit 12 – Overview
Health and Physical Education – Grade 6 Movement Exploration – Mats and Benches

UNIT 12 Mats and Benches
Sub-Task #1 Moving and Changing
Facility
Gymnasium
Materials
Mats
Benches
Description
Students move in various directions with changes in flow, height and speed of movement.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing
skating).
6p28 Follow safety procedures related to physical activity,
equipment and facilities, and begin to take responsibility for
their own safety.
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher diagnostic assessment safe travelling skills using anecdotal observation recording chart
(Grade 6 Appendix N).
• Student self-assessment of attention to safety procedures using a rubric (Grade 6 Appendix I).
Teaching/Learning Strategies
A) Warm-Up
• Students move freely through the gymnasium space creating movement patterns. With music
playing, move in smooth flowing pathways to the rhythm of the music. Students perform various
swings, circles and figure 8s with their arms as they move through the gymnasium.
B) Skill Development
• Place mats around the gymnasium. Students move around gymnasium without touching mats
or equipment. On a signal, students cross a mat in as many different ways as possible. Encourage
students to cross a different mat in a different way (e.g., jump, slide, skip, roll) on each signal.
Unit 12 – Sub-Task #1
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• Move and Balance. Students move around the gymnasium. On a signal, they hold a static balance.
See Unit 12 Appendix A for examples of balances. Encourage students to use traditional
balances and also creative ones. Students hold balances for 5-10 seconds, then continue to
move. Call out a body part and students balance with that body part touching the bench or
floor. Encourage students to be creative.
C) Skill Application
• Move and Hold. Students combine movements across the mat with balances. Students put
together a short sequence of three locomotion moves (e.g., skipping, rolling, hopping,
walking, sliding, turning) and three balances.
• Students work with a partner and combine sequences.
• Partners work with another pair and combine sequences.
• Students look at the safety rubric (posted on the wall) to self assess their safe participation.
• Students record their level and criteria in a journal or portfolio
D) Cool-Down/Wrap-Up
• Groups of four form a standing circle. Each member leads the group to perform one stretch.
Extension
Notes to Teacher
Appendices
• Students choose a piece of instrumental music and perform to it. They can work with a partner
or a small group of peers.
• When providing peer feedback, encourage students to provide one specific comment about
something they like and one constructive suggestion for improvement.
• When combining skills, emphasize using a smooth transition between movements.
Unit 12 Appendix A: Static Balances
Grade 6 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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Unit 12 – Sub-Task #1
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UNIT 12 Mats and Benches
Sub-Task #2 Springing, Jumping, Landing
Facility
Gymnasium
Materials
Mats
Benches
Description
Students perform various jumps and turns from low heights and create a sequence using
balances and jumps.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing
skating).
6p25 Perform a variety of springing actions (e.g., spring into vertical
rotations such as quarter turns on the floor or springs to
mounts on equipment).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment moving and springing skills using a locomotion checklist (Unit 13 Appendix A).
Teaching/Learning Strategies
A) Warm-Up
• Place hoops around the floor within jumping distance of one another. Students jump from hoop
to hoop. Students form groups according to a number called between 1-5. In those groups they
quickly create a balance. Repeat.
B) Skill Development
• Students move freely around the gymnasium. On a signal, students jump in a shape (e.g., star,
tuck, stork, extended) and land. Change the pace of locomotion. When landing, hold for a count
a five. Encourage students to jump in creative shapes and make shapes of objects (e.g., ball,
bird). Repeat.
Unit 12 – Sub-Task #2
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• Place mats in front of benches. Students jump off the bench concentrating on landing with control.
If landing comfortably, students can work on performing the shapes named above in the air
before landing. A partner tosses a beanbag into the air and the jumper tries to catch it before
landing. Students work on catching and landing with accuracy, without stepping or moving the
feet after landing.
C) Skill Application
• Students work in groups of 3-4. Students take turns leading their small group around the
gymnasium, performing a variety of jumps. They perform quarter, half, and full turns as they
jump from a bench to land on a mat and “stick” the landing.
• Challenge students to jump on the floor, use jumps in combination with moving, jump on lines
and jump from equipment. Switch leaders every few minutes.
• The group works together to develop a jump and land sequence. For example: Spring onto
the bench from a one foot takeoff, landing on two feet. Perform a balance. Jump off the bench
performing a turn and land. Encourage students to do jumps together as a group and also in
sequence when putting together their sequence. Students may use different formations for variety.
D) Cool-Down/Wrap-Up
• Students complete stretches for the arms, legs and ankles (see Grade 6 Appendix A).
Extension
Notes to Teacher
Appendices
• Students work with a partner to develop a matching partner sequence.
• As the students practise these quarter and half-turns ask them to think about and
then tell what body parts help the turn (use arms and all joints for momentum).
• Encourage students to work on landing softly and in control.
• This lesson reviews skills introduced in Grade 5. Repetition of these skills builds
a strong foundation for other sport skills taught during the year.
• Students may give names to shapes used when holding shapes in the air,
e.g., pencil, candle stick, astronaut, ballet dancer.
Grade 6 Appendix A: Safe Stretching
Unit 13 Appendix A: Locomotion Checklist
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Unit 12 – Sub-Task #2
Health and Physical Education – Grade 6 Movement Exploration – Mats and Benches

UNIT 12 Mats and Benches
Sub-Task #3 Inverted Balancing
Facility
Gymnasium
Materials
Mats
benches or other equipment for obstacles
Hoops
Music (optional)
Description
Students move through stations to practise balancing in a variety of inverted positions.
They prepare to use these skills in combination with locomotion skills.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a sprint approach and jump for
distance, as in long jump).
6p34 Follow rules of fair play in games and activities, and support
the efforts of peers to improve their skills.
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of combination of movement skills using an observation recording chart
(Grade 6 Appendix N).
• Peer assessment of fair play using partner discussion.
Teaching/Learning Strategies
A) Warm-Up
• Students moves freely around the gymnasium at a quick pace while the music is playing. When
the music stops, call out “balance” or “fitness.” If “balance” is called, students select a balance
to perform (e.g., front scale). If “fitness” is called students perform a fitness activity of their
choice (e.g., push-ups, jumping jacks).
B) Skill Development
• Working on individual mats, students perform a series of inverted balances (e.g., tripod balance,
tip-up). The basic balances were introduced in earlier grades.
• Demonstrate skills or select students to demonstrate skills to be practised.
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• Tripod Balance
– Squat with hands on the floor shoulder-width apart and the forehead on the mat, just at the
hairline. Forehead should be ahead of the hands so hands and forehead create a triangle.
– With elbows out to the sides, place knees on elbows.
– Keep abdominals in control and arms tight.
– Slowly lift the toes off the mat. Keep the knees touching the elbows and the body tucked.
• Tip-Up
– Positioning is the same as above.
– Head is kept off the floor as the body rocks forward to lift the feet off the mat.
C) Skill Application
• Students choose one of the balances and attempt the balance on a line.
• Students work with a partner or in groups of three to support each other. See Notes to Teacher.
With assistance, some students may try the balances on a bench.
D) Cool-Down/Wrap-Up
• Body Part Stretch. Call out a series of body parts. Students perform a stretch using that body
part. Encourage students to observe other students and note different stretches that could be
used for each body part.
• With a partner, students discuss examples of things they did to support their partner during class.
Ask some students to share examples.
Extension
• Headstand.
Introduce a headstand with teacher supervision.
– Start in tripod position.
– Extend the legs together in a vertical balance.
– Head and neck should be naturally aligned with spine, not hyperextended.
– Keep trunk and abdominals tight.
– After holding for three seconds lower legs one at a time to the mat or tuck head
and roll forward out of the headstand.
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Notes to Teacher
Appendix
• Regular practice of the basic balances is required for most students to perform them efficiently.
Reinforce the basic balances and remind students to proceed to more complex skills at their
own rate, working within their own comfort level.
• The static balances in this sub-task do not need to be assessed in Grade 6. Give students
opportunities to practise and improve to build skills.
• See Ontario Safety Guidelines for guidelines for student spotters. Students can provide verbal
cues, check mats and help peers maintain static balances on low, wide pieces of equipment.
• Provide direct supervision when students are attempting balances on benches. Allow students
who have demonstrated excellent safety procedures to attempt these moves. The remainder
of the class continues to work on the mats and on lines while teacher is working with students
on a bench.
• Emphasize safety. Do not allow balancing on neck or lower back.
• Students should not be asked to perform skills if they do not feel comfortable.
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 12 Mats and Benches
Sub-Task #4 Rolling on Inclines and
Different Levels
Facility
Gymnasium
Materials
Mats
Benches
Wedge mat
Description
Students roll smoothly in various directions onto low apparatus, roll up and down an incline,
and roll in a variety of ways as part of a combined locomotion/stability sequence.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing
skating).
6p28 Follow safety procedures related to physical activity,
equipment, and facilities, and begin to take responsibility
for their own safety.
Assessment Opportunities - Suggestions for Assessing Expectations
• Teacher assessment of locomotion/travelling skills using a locomotion checklist
(Unit 13 Appendix A)
• Self-assessment of attention to safety procedures using a stand up/sit down rating.
Teaching/Learning Strategies
A) Warm-Up
• Students alternate speedwalking and freezing, moving around the gymnasium as they warm up.
They roll their shoulders, reach arms to the ceiling and move joints through their range of
motion as they move.
• Partners work together at one mat and assume front support position with their hands on the
mat. Hopping in push up position, partners chase each other around the mat attempting to get
points by touching their opponent’s feet.
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B) Skill Development
• Review basic rolling skills.
Front roll:
– Start in a squat (tucked) position with feet together.
– Fingers point forward, arms out.
– Tuck chin to chest, between arms.
– Reach forward.
– Lift hips straightening legs.
– Bend arms to roll onto shoulders.
– Stay tucked all the way through.
– Reach forward, arms do not push off the mat. (“Reach for the prize.”)
– Stand up with feet together and body tight.
– Students practise with a partner, providing tips and feedback.
C) Skill Application
• Students practise skills at the following stations. Review safety guidelines at each station before
beginning. Encourage students to modify the skill to work safely at their own level.
Station #1: Rolling Down an Incline
– Fold mats into a pile or use a wedge mat. From standing position, students
forward roll down the mats, finishing in a standing position.
Station #2: Spring - Roll - Balance
– Fold mats into a pile to create a sloping surface. Place both hands at top end of the
incline. Spring high to start. Keep a tight tuck while rolling down the incline. Finish
in a balanced position.
Station #3: Balance and a Roll
Unit 12 – Sub-Task #4
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– Students combine a balance and a roll (e.g., a tripod or headstand to a forward roll, front
scale to a roll). Remind students to work in their own comfort zone and to ask for
assistance if needed.
Station #4: Leap, Turn, Roll, Balance
– Leap from a bench into a shape or turn. Land with control, hold for five seconds, then
perform a roll and a balance.
D) Cool-Down/Wrap-Up
• Students move in flowing curved pathways through the gymnasium performing smooth arm
swings. Finish with arm swings accompanied by deep breathing.
• Students stretch individually.
• Students assess their safe participation in class by standing up or sitting down. Students may
crouch between up and down. Ask students to give reasons for their rating.
Extension
Notes to Teacher
Appendix
• Set up a rolling, balancing, and jumping obstacle course using various pieces of gymnasium
equipment (different size mats, hoops, boxes, etc.). Challenge students to be as creative
as possible in going through the obstacle course.
• All of these stations require students to be aware of and follow the safety procedures.
• Rolling skills are introduced to build skills and improve body awareness. Specific rolls
do not need to be assessed.
• Each student is responsible for his/her conduct when spotting or assisting a fellow classmate.
• Allow all students ample time to complete each task. To build confidence have the students
repeat easier skills and work with students performing similar skills.
Unit 13 Appendix A: Locomotion Checklist
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UNIT 12 Mats and Benches
Sub-Task #5 Practising Skills
Facility
Gymnasium
Materials
Mats
Posters
Benches (practice beam if available)
Description
Students combine travelling, balancing, and transferring weight on low apparatus as well as creating
a sequence using skills they have mastered.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of vigorous participation using participation rubric (Grade 6 Appendix G).
• Self-assessment of providing encouragement and support within a group, using thumbsup/thumbs-down
rating.
Teaching/Learning Strategies
A) Warm-Up
• Students take turns, for 30-second periods, leading the class in warm up exercises (e.g., jogging,
jumping jacks, leaping, balancing, sit-ups, jogging backwards). Remind students to begin slowly
and gradually increase speed as they warm up. Students should move their joints through their
range of motion.
B) Skill Development
• Set up a variety of places in the gymnasium for students to practise different types
of locomotion, turns, balances and jumps.
• Students practise on lines, benches and low beams.
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• Students use task cards or poster (Unit 12 Appendix B) to select and practise locomotion
movements, turns, balances and jumps. Encourage students to be creative and to add their
own movements in each category.
C) Skill Application
• Students combine the skills into sequences. Students can create sequences as individuals,
partners or in small groups.
• Remind students to incorporate a definite beginning and end into their routines and to work
on keeping their body tight and in control. Emphasize smooth transitions from skill to skill.
A dismount can simply be jumping off the bench to a controlled two-foot landing.
• Sample Sequence:
* Walk forward, arms and legs extended.
* Walk sideways with a cross behind step.
* V-sit.
* Knee scale.
* Half-turn left and then right.
* Tuck jump and walk forward to the end of the beam.
* Dismount.
D) Cool-Down/Wrap-Up
• Pass the Stretch. Students work in groups of 5-6 to stretch and cool down. One student leads a
stretch. One at a time, the other students follow the stretch. When the last student is in position,
the first student changes to a new stretch. Students hold the previous stretch until the new stretch
is “passed on” to them.
• Ask students to hold their hands high, medium or low to reflect their assessment of their own
support provided within group work. Ask students to share examples of reasons for their ratings.
Extension
Notes to Teacher
• Musical Legs. Divide the class in half. One half of the class lines up, turns alternate directions
and kneels on one knee to form a chair. When the music begins, the other half of the class walks,
runs, hops, or skips around the chairs in one direction. When the music stops, they find a free
knee to sit upon.
• Clearly reinforce safety expectations before beginning. Place mats alongside and at the end of
benches. Students practise skills first along a line on the floor, then on the bench and then may
progress to an upside-down bench or practice beam.
• Regular practice of these skills is necessary. Remind students to practise basic skills before
proceeding to more complex skills. Encourage students to work at their own level but to
challenge themselves to try new skills.
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Appendices
• Post Unit 12 Appendix B on the wall or hand out to students as task cards.
• Some students may need additional time to practise certain skills. Students may work with
individual task cards outlining the skills to be performed that day/week. Model a routine for
them to practise if required. Students could work cooperatively to create a routine, with the
group taking responsibility for ensuring that all members have a role in a simple sequence.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 12 Appendix B: Locomotion/Turning/Balancing/Jumping on a Line, Bench or Beam
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Static Balances
Traditional Static Balances
Other Balance Positions
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Unit 12 – Appendix A
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Locomotion/Turning/Balancing/
Jumping on a Line, Bench or Beam
Locomotion
Walk
• Walk forward, backward with feet and arms extended
• Walk sideways
• Walk quickly and slowly using big and little steps
• Use arms for balance
• Keeping eyes focused on the end of the beam.
Crossovers
• Moving sideways - step to the side and cross other leg in front
• Keep going
• Try both ways
• Try crossing leg behind
• Alternate between crossing in front and behind (moving both ways)
Dip
• Move forward swinging the free foot just below the height
of the beam
• Toes extended and leg straight
• Bend the support leg bends gently at the knee
• Swing arms swing to and fro
Hop
• Hop on left foot to mid beam and switch to right foot
• Try the other foot
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Unit 12 – Appendix B
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1 2

Locomotion/Turning/Balancing/
Jumping on a Line, Bench or Beam
Turns
Half-Turn
• Face one end of the beam with weight on right foot
• Quickly turn to face the opposite direction turning to the right
• Try turning the other way
Pivot Turn
• Face one end of the beam
• Standing on the balls of the feet rise and swivel one way
without lifting feet
• Pivot turning the other way
Full Turn
• Look at a point on the wall
• Turn all the way around
• Return focus to the same point
• Use arms above head and to the sides help rotation and balance
• Keep abdominal muscles tight
Squat Turn
• From standing position, squat down on toes with one foot in
front of the other.
• Do not bend knees past 90 degrees
• Keep arms extended to the sides and head up
• Keep feet on the beam turn to face the opposite direction
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Unit 12 – Appendix B
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Locomotion/Turning/Balancing/
Jumping on a Line, Bench or Beam
Balances
Knee Scale
• From standing, kneel on the beam with one knee in front of the other
• Hold the beam in front with both hands
• Move hands forward, lean forward and lift back leg with toes extended
• Hold for a count of five
V-Sit
• Sit on beam with hands behind back holding the beam
• Tuck knees to chest, lean back, straighten legs and toes, holding
for a count of five
Lunge
• From standing, step forward on one foot, leaning away from
the back foot
• Back foot maintains contact with the beam
• Keep arms parallel to the floor and extended to the sides
Straddle
• Sit sideways on the beam with hands holding the beam
between the legs
• Pull legs into straddle position with toes extended, lean forward
supporting the weight on straight arms.
• Lift seat off the beam.
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Unit 12 – Appendix B
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1 2

Locomotion/Turning/Balancing/
Jumping on a Line, Bench or Beam
Jumps
Small Jump
• Standing with knees bent, swing arms to jump up.
• Straighten legs in the air
• Land bending knees
Switch
• Same as above except switch the foot that is in the front
before landing
Tuck
• Start as a regular jump
• Jump up bending knees and hips to create a tuck position in the air
• Arms to the side for balance
Star Jump
• Bend knees
• Jump and extend legs and arms to a star shape
• Land with knees bent
Step-Hop
• Hop forward onto one foot
• Hop forward with opposite foot
• Try step together step
Scissors
• Step forward on the left foot
• Swing the right foot to hip height
• Swing the left foot forward past the right leg as the right leg returns
to plant on the beam for the landing
• Try with other leg first
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OVERVIEW
UNIT Combining Skills in Sequence
1 3
Duration 5 Sub-Tasks
Description
This unit takes an informal educational approach to teaching gymnastics, designed to accommodate
individual needs and encourage all students to perform within the limits of their ability. They work
on large equipment, develop fundamental movement skills, and create individual routines.
Sub-Task Title Expectation Code
1. Taking Weight/Balancing 6p24, 6p28
2. Transferring Weight – Rocking/Rolling 6p24
3. Shape – Twisting/Turning and Stretching/Curling 6p24, 6p25
4. Shape – Symmetrical/Asymmetrical 6p23, 6p24
5. Putting It Together 6p23, 6p24, 6p25
Assessment and Evaluation
• A variety of assessment strategies may be used in this unit. Some assessment strategies
and tools included are:
– Teacher assessment of jumping for height using a movement skill recording chart with
indicators from the lesson.
– Teacher assessment of stability skills using locomotion/stability checklist.
– Teacher assessment of locomotion skills using locomotion checklist.
– Self-assessment of jumping for height.
– Peer assessment of use of variety of springing actions using peer feedback.
– Peer assessment of use of locomotion and stability skills in combination using checklist from
lesson and peer feedback.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Teachers must have management strategies in place to ensure a safe working environment for
students in the gymnasium.
• Students should have a working knowledge of the principles of movement (body awareness,
space awareness, effort and relationships).
• Students must be able to show that they can work with control and follow the instructions of the
teacher before using the large equipment and the climbing apparatus. Introduce pieces of equipment
one piece at a time.
• Floor, bench and mat work in educational gymnastics should be done first before using the other
pieces of large equipment.
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Notes to Teacher
Appendices
• A warm-up is necessary before working on the large equipment and can be done using
the floor space around the equipment.
• Modify stop signals to allow time for students to come off the equipment. e.g. “finish what you
are doing and sit” or “and pause” or “3…, coming down, 2…, coming down, 1… and sit.”
• This unit uses large gymnastic equipment such as mats, benches, trestles (small, medium, large),
trestle ladder, a trestle balance beam, bar box (two sections), activity stools (small and large),
agility boxes (small and large), wooden plank and triangle stand. Modify lessons to use equipment
that is available.
• Set up large equipment around the gymnasium in a scatter formation. This allows students to visit
many areas, avoids line-ups and encourages independence.
• Seek out assistance from other professionals before beginning a unit in educational gymnastics
and using the climbing apparatus if using large equipment for the first time.
• Ongoing observation is important. Choose appropriate times to record observations using one
or more of the assessment tools. Assessment tools are suggested in every lesson and since formal
written assessment need only be done periodically, decide which lessons to assess. Use a variety
of types of assessment strategies, e.g. self, peer and teacher assessments.
• Students can keep a Physical Education portfolio to record their work.
• Sharing and observation of student work enhances learning, models good practice, can build
self-esteem, expand ideas, develop an appreciation for the work of others and provide incentive
for students to attempt new movements/ideas. Tips for student sharing:
– Set the purpose/reason for the observation, e.g., “Watch for a change in direction or level."
– Ensure that verbal feedback is stated in positive terms.
– Allow students to "pass" if they do not feel comfortable sharing.
– Do not overuse observation and demonstration.
• For sharing and observation, use these techniques:
– One student demonstrates for whole class.
– Pair/Share. One partner shares work while the other one observes, and then they switch roles.
– Groups of four or five students all share their individual work at the same time.
– Half or a third of the class shares at a time then they switch.
Unit 13 Appendix A: Locomotion/Stability Skills Checklist
Unit 13 Appendix B: Gymnastics Challenge Cards
Unit 13 Appendix C: Large Gymnastics Equipment Floor Plan
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UNIT 13 Combining Skills in Sequence
Sub-Task #1 Taking Weight/Balancing
Facility
Gymnasium
Materials
Large Gymnastics Equipment
Description
Students explore weight/balance as they work on large equipment. They create a routine.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a spring approach and jump for
distance, as in long jump).
6p28 Follow safety procedures related to physical activity,
equipment and facilities and begins to take responsibility for
their own safety.
Assessment Opportunities - Suggestions for Assessing Expectations
• Teacher assessment of stability skills using locomotion/stability checklist (Unit 13 Appendix A).
• Self-assessment of ability to work safely and with control using the large equipment, using the
"Equipment" section of the safety rubric. (Grade 6 Appendix I)
Teaching/Learning Strategies
A) Warm-Up
• Students find a floor space in and around the equipment (already set up) and practise moving
safely around the equipment. Call out a variety of speeds and levels. On a signal to freeze, students
should check to see if they are in their own space and not touching any equipment.
Gradually increase speed of movement as students warm up.
B) Skill Development
• Balance 4-3-2-1. Students work in partners. Each pair finds a line on the gymnasium floor
and assumes a stable position, balanced with four body parts touching the floor. Partners work
together to try to remain balanced as they change their position to balance on three, two, then
one body part. Partners repeat the challenge using different body parts and different positions.
• Partners work together to balance on four body parts between the two people, then three, then
two body parts.
Unit 13 – Sub-Task #1
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C) Skill Application
• Balance 1-2-3-4-5.
• Students create a routine holding five balances different using one body part, two, three, four and
five body parts touching the ground. After establishing their routine, students try their routine on
three different pieces of equipment (e.g., floor, climber, box, trestle).
• Give students time to develop their routines, then get two or three to share examples
of their work.
D) Cool-Down/Wrap-Up
• Gather students together to reflect and discuss the lesson. Review safe practices. Topics may
include working quietly, working in their own space, and walking with control. Students hold
stretches while discussing safe practices. Students find their own space, roll their shoulders
forward and backward and up and down and take three deep breaths.
• Students look at the “Equipment” section of the safety rubric (posted on the wall) to self-assess
their safe participation. They record their level and criteria in a journal or portfolio.
Extension
Notes to Teacher
• In the classroom, students record the routine they created in this lesson, using words
and diagrams.
• Discuss moving safely around equipment. Establish some basic rules, e.g., walk in the gymnasium;
use quiet voices; work in a space by yourself without touching others; avoid line-ups –
spread out to other pieces of equipment.
• Set up the gymnasium with equipment placed in scatter formation. Introduce one piece of equipment
at a time. Add a different piece of equipment with each class. (See Unit 13 Appendix C.)
• If there is a Wall Climber in the gymnasium, this can be used as one activity area for a group of
six students. Check the Ontario Elementary Curricular Safety Guidelines or your board’s safety
policy about specific guidelines for using the wall climber.
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Appendices
• Give verbal feedback during the lesson to reinforce safe participation, e.g., “I like the way this
person is walking in between the pieces of equipment.” “No one is working here, this piece of
equipment is free.”
• To emphasize safe practice while using the large equipment constantly reinforce working quietly,
controlled movement (i.e. walking), and working in individual places.
• This lesson may take more than one period.
Unit 13 Appendix A: Locomotion/Stability Skills Checklist
Unit 13 Appendix C: Large Gymnastics Equipment Floor Plan
Grade 6 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 13 Combining Skills in Sequence
Sub-Task #2 Transferring Weight –
Rocking/Rolling
Facility
Gymnasium
Materials
Mats of different shapes and sizes, one per two students
Description
Students explore transferring weight by using rocking and rolling movements. They create a routine
using rocking and rolling movements incorporating different speeds and directions.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a spring approach and jump for
distance, as in long jump).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of locomotion skills using locomotion checklist (Unit 13 Appendix A).
Teaching/Learning Strategies
A) Warm-Up
• Review safety considerations from the first lesson.
• Students line up to do a continuous warm-up. The first student in line leads the students in a
lap around the gymnasium using a locomotor movement of his/her choice (e.g., hopping, skipping,
sideways sliding, grapevine step). The leader then runs to the end of the line and the next
student chooses a new locomotor movement. Encourage students to be creative in their choice
of movement.
B) Skill Development
• Two students work at each mat. Discuss safe use of sharing a mat, i.e. taking turns.
• Each pair explores different types of rolls on each mat e.g., shoulder rolls, egg rolls, log rolls,
front rolls.
• Exploring Rocking. Students explore different ways of rocking their bodies. They experiment
with speed and direction. They combine a rock with a roll. Ask students: What effect does a rock
have if a rock is done before a roll? (Answer: builds greater momentum.)
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C) Skill Application
• Students work with a partner to create an “Olympic rolling routine.” Students do three rolls
(the same type of roll or a combination of rolls) and use different speeds, directions and
formations to create variety.
• Students take turns working with another pair to judge one another's routines.
• Judges look for these elements: control, grace, creativity, amount of space used by the athlete,
safety considerations. Judges provide feedback and suggestions for improvement.
D) Cool-Down/Wrap-Up
• Students stretch out on their mats and focus on breathing. They place hands on the abdomen
and feel the stomach rise and fall with each breath. They place hands on the rib cage and feel
it expand and retract with each breath. They place hands on collar bones and feel the
movement with each breath.
Extension
Notes to Teacher
Appendix
• The theme of ‘transferring weight’ can be connected to other themes: levels, balance,
direction and shape.
• Provide verbal feedback to allow students to know that they are responding to the assigned task,
it gives them further ideas, and it reinforces that their work in the gymnasium is important.
• To emphasize safe practice while using the large equipment, constantly reinforce working quietly,
controlled movement (i.e. walking), and working in individual places.
Unit 13 Appendix A: Locomotion/Stability Skills Checklist
Unit 13 – Sub-Task #2
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UNIT 13 Combining Skills in Sequence
Sub-Task #3 Shape – Twisting/Turning and
Stretching/Curling
Facility
Gymnasium
Materials
Large Gymnastics Equipment
Description
Students explore the theme of shape and create a routine using curling, stretching, twisting
and turning actions.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a spring approach and jump for
distance, as in long jump).
6p25 Perform a variety of springing actions (e.g., spring into vertical
rotations such as quarter-turns on the floor or springs to
mounts on equipment).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of locomotion skills using locomotion checklist (Unit 13 Appendix A).
• Peer assessment of use of variety of springing actions using peer feedback.
Teaching/Learning Strategies
A) Warm-Up
• Students line up in groups of five or six and do a continuous warm-up, exploring different
types and speeds of travelling along different pathways in the gymnasium. Change leaders
every 30 seconds.
• Spring-Up . Students bend knees and push off the floor in a springing action. Repeat ten times
trying to get more height on each jump. Use arm action to improve height. Students stand
beside a wall and challenge themselves to jump as high as possible.
B) Skill Development
• Refer to the warm-up activity “Spring-Up” and pose the following questions:
– “When your knees are bent what shape is your body showing?” (curled shape)
– “When you jump straight up what shape is your body showing?” (stretched shape)
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• Curling and Stretching. Students create three different curled shapes on the floor. Encourage
creative curled shapes using different body parts. Students create three different stretched
shapes on the floor. Encourage the use of different levels.
• Give the students the following challenges:
– Create a routine holding a stretched and a curled shape on three different pieces
of equipment.
– Create a routine using either a stretched or a curled shape: on a piece of equipment of your
choice, jumping off a piece of equipment (in the air), and on a mat.
• Give students time to practise their routines and then have two or three students groups
of students show their work. Use positive feedback to reinforce:
– Responding appropriately to the challenge.
– Showing quality work.
– Demonstrating safe practice (e.g., landing safely on feet with knees bent).
C) Skill Application
• Twisting and Turning. Repeat any of the above activities using a twisted shape or a turning
action instead of curling and stretching. Students work with a partner to share routines and
provide each other with feedback about how to improve their springing (e.g., add arm action,
try to get more height or distance, use all joints, change shape in the air, add a turn, do jump
in combination with locomotion).
• Challenge students with the following: Create a routine that shows stretching, curling, twisting
and turning actions using different pieces of equipment.
D) Cool-Down/Wrap-Up
• Students find their own space and visualize the routine that they have performed on the large
equipment. This is done individually and quietly. Visualization helps internalize the routine.
• Students lie on the floor and tighten and relax one body part at a time moving from their head
to their toes. This exercise helps promote relaxation and also awareness of different body parts.
Students work to isolate different muscles as they tighten and relax.
Extension
• Repeat the Skill Application challenge with students working with partners instead of individually.
• Integrated with Visual Arts. Students illustrate their routine using various techniques
(sketching, painting) and materials (charcoal, pastels).
Unit 13 – Sub-Task #3
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Health and Physical Education – Grade 6 Movement Exploration – Combining Skills in Sequence
1 3

Notes to Teacher
Appendices
• Set up the gymnasium with equipment placed in scatter formation. Introduce more or different
equipment each day. (See Unit 13 Appendix C.)
• Select several students to show their sequence at one time. Students are less “in the spotlight”
as individuals and more students have an opportunity to show. Verbal feedback is essential to
the flow of the lesson. It gives students more ideas, and validates their work.
• Keep the lesson moving along. If students pick up the ideas quickly move to the next task.
• To emphasize safe practice while using the large equipment constantly reinforce working
quietly, controlled movement (i.e. walking), and working in individual places.
Unit 13 Appendix A: Locomotion/Stability Skills Checklist
Unit 13 Appendix C: Large Gymnastics Equipment Floor Plan
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UNIT 13 Combining Skills in Sequence
Sub-Task #4 Shape – Symmetrical/Asymmetrical
Facility
Gymnasium
Materials
Large Gymnastics Equipment
Description
Students explore the theme of shape and will create a routine using symmetry and asymmetry.
Expectation Code Learning Expectation
6p23 Jump for height (e.g., vertical wall jump).
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a spring approach and jump for
distance, as in long jump).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of locomotion skills using locomotion checklist (Unit 13 Appendix A).
• Self-assessment of jumping for height.
Teaching/Learning Strategies
A) Warm-Up
• Students find their own space in the gymnasium in between the large equipment (they are
not to be touching the equipment at this point).
• Sports Hero Freeze. Students move around equipment that is set up, gradually moving faster
as they warm up. On a signal, students freeze in the shape of an athlete performing a specific
sport. Select a few students and guess their sport, then students continue moving. Challenge students
to use a different sport each time and to move without touching equipment or people.
B)Skill Development
• One-Legged Squat.
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Unit 13 – Sub-Task #4
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1 3

• Standing on one foot, students practise a sitting motion (bottom lowers as onto a chair). Repeat
with other foot. This is a challenging strengthening exercise so only attempt two or three times.
• Students shake out legs by springing as high as possible, springing from two feet and reaching
arms up. Students spring in place eight to ten times.
• Ask students the following questions:
– When you were springing, what shape did your body make in the air? (straight,
pin-like shape)
– Was the left side of the body the same or different than the right side? (the same)
– When bending down with “one-legged squat” was the left side of the body the same
or different than the right side? (different)
• Introduce the terms symmetrical and asymmetrical. Show pictures that reinforce these terms.
• Ask students to make three different symmetrical shapes then three different asymmetrical
in their own space. Encourage the use of different levels.
C) Skill Application
• Challenge students to hold a symmetrical and an asymmetrical shape on three different
pieces of equipment.
• Students work alone or with a partner to create a routine using both symmetrical and
asymmetrical shapes on a piece of equipment. Challenge the students to also include a jump
off a piece of equipment with a shape in the air.
• Students work with another pair and share their routines.
• The observing pair identifies the symmetry and asymmetry in the routines and also provides specific
positive and constructive feedback about the routine. Students switch roles.
D) Cool-Down/Wrap-Up
• Partner Mirror . Students stay with their partner and face one another. One partner starts by
moving arms slowly in a variety of ways. The other partner follows. Students move slowly and
do a variety of stretches to cool down and work on flexibility, then switch roles.
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Unit 13 – Sub-Task #4
Health and Physical Education – Grade 6 Movement Exploration – Combining Skills in Sequence

Extension
Notes to Teacher
Appendices
• Repeat the Skill Application challenge with students working in partners instead of individually.
• Integrated curriculum ideas:
– Art: symmetrical and asymmetrical design
– Math: geometrical shapes
– Language: find the symmetrical and asymmetrical letters of the alphabet
• Set up the gymnasium with equipment placed in scatter formation. (See Unit 13 Appendix C.)
• Body symmetry occurs when the body, using the spine including the head as the dividing line,
is doing exactly the same thing on each side of the dividing line.
• Asymmetry occurs when a limb or portion of the body on one side of the dividing line is doing
something different in relation to the other side of the dividing line.
• In springing activity, students can use a piece of tape on the wall to measure the height
of their jump and try to improve it.
• Verbal feedback is essential to the flow of the lesson. It gives students more ideas, and it
reinforces that their work in the gymnasium is important.
• To emphasize safe practice while using the large equipment constantly reinforce working quietly,
controlled movement (i.e. walking), and working in individual places.
Unit 13 Appendix A: Locomotion/Stability Skills Checklist
Unit 13 Appendix C: Large Gymnastics Equipment Floor Plan
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Unit 13 – Sub-Task #4
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1 3

UNIT 13 Combining Skills in Sequence
Sub-Task #5 Putting It Together
Facility
Gymnasium
Materials
Large Gymnastics Equipment
Chart paper and markers
Description
Students review and practise the themes they have learned. They create a routine linking
several themes.
Expectation Code Learning Expectation
6p23 Jump for height (e.g., vertical wall jump).
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a spring approach and jump for
distance, as in long jump).
6p25 Perform a variety of springing actions (e.g., spring into vertical
rotations such as quarter-turns on the floor or springs to
mounts on equipment).
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of jumping for height using a movement skill recording chart
(Grade 6 Appendix J-1) with indicators from the lesson.
• Peer assessment of use of locomotion and stability skills in combination using checklist
from lesson and peer feedback.
Teaching/Learning Strategies
A) Warm-Up
• Students stand in a circle, taking turns leading the class in a warm-up movement
(e.g., arm circles, shoulder shrugs, hip rotations).
• Begin as a full class, then break into smaller circles so students have more opportunities
to lead the class.
B) Skill Development
• Review the different themes that have been explored in previous lessons and record them
on chart paper or on the gymnasium chalkboard for student reference:
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Unit 13 – Sub-Task #5
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– Taking Weight/Balance
– Transferring Weight: Rocking and Rolling,
– Shape: Twisting and Turning/Curling and Stretching
– Shape: Symmetrical/Asymmetrical
– Jumping for Height and Safe Landings
• Call out the following challenges:
– Hold a balance with three body parts touching the floor.
– Show a rocking motion using one part of the body high in the air.
– Show a twisted shape with one body part touching the floor.
– Start in a curled position and slowly move into a stretched position.
– Hold either a symmetrical or an asymmetrical shape.
– Jump as high as you can and make a shape in the air.
– Show a balance on a piece of equipment.
– Show a rock or a roll on a different piece of equipment.
– Show a twist, turn, curl or stretch on a different piece of equipment.
• After each challenge, select five or six different students to demonstrate each challenge.
C) Skill Application
• Students create a routine using the themes listed on the chalkboard or on chart paper.
The routine must include:
* A beginning position
* A balance
* A transfer of weight (rock or roll)
* A twisting, curling or stretching shape
* A symmetrical and an asymmetrical shape
* A jump for height and a safe landing
* An ending position
* Other elements students wish to incorporate
• Give students time to develop, practise and memorize their routine based on the stated criteria.
Peers provide feedback and suggestions. Students share their routines with a peer, small group
or the full class.
D)Cool-Down/Wrap-Up
• Corner stretch. Students move twice around the gymnasium, stopping in each corner to do
a different stretch. Students walk slowly, breathe deeply and roll shoulders and other joints
while walking from corner to corner.
Extension
• Gymnastics Challenge Cards. (See Unit 13 Appendix B). Individually or in partners, students
select a card to create a routine. Students may select a card with the elements of the routine
Unit 13 – Sub-Task #5
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Health and Physical Education – Grade 6 Movement Exploration – Combining Skills in Sequence
1 3

Notes to Teacher
Appendices
already listed, then create their own order, or they may create their own routine and record
it on a card.
• Set up the gymnasium with equipment placed in scatter formation. (See Unit 13 Appendix C.)
• As this is the culmination of the gymnastics unit, give each student the opportunity to share their
completed routine. Record observations for assessment.
• Verbal feedback is essential to the flow of the lesson. It gives students more ideas, and validates
their work in the gymnasium.
• With jumping, look for students using all joints, using arms to help increase height, body
alignment in the air, tight body position, interesting shapes in the air, controlled landing.
• This sub-task may take more than one class to complete. Give students ample time to practise
and revise routines based on feedback.
Grade 6 Appendix J-1: Movement Skill Recording Chart
Unit 13 Appendix B: Gymnastics Challenge Cards
Unit 13 Appendix C: Large Gymnastics Equipment Floor Plan
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Unit 13 – Sub-Task #5
Health and Physical Education – Grade 6 Movement Exploration – Combining Skills in Sequence

TEACHER
UNIT 13 Combining Skills in Sequence
Locomotion/Stability Skills Checklist
Expectation Code Learning Expectation
6p18 perform a combination of locomotion/travelling skills using equipment (e.g.,
navigating through obstacle courses, skiing, skating)
6p24 perform locomotion/travelling and stability skills in combination (e.g., use a
sprint approach and jump for distance, as in long jump)
6p25 perform a variety of springing actions (e.g., spring into vertical rotations such
as quarter-turns on the floor or springs to mounts on equipment)
Level 1 Level 2 Level 3 Level 4
Performs few skills Performs some skills Performs most skills Performs all or almost all skills
Rarely applies skills Sometimes applies skills Usually applies skills Consistently applies skills
Student Names Combining Locomotion Movements (eg., jumping and balancing with and without eguipment)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Locomotion with
equipment
(e.g., move with
ribbons, balls, ropes)
437
Combining locomotion
skills (with equipment)
(e.g., direction, level,
speed)
Travelling/stability
combinations
(e.g., move and
balance sequences)
Variety of springing
actions
(e,g., jump, leap, turn)
Unit 13 – Appendix A
Health and Physical Education – Grade 6 Movement Exploration – Combining Skills in Sequence
1 3

Make a Sequence using:
• Three shapes at different levels
• A jump and a twist
• A shape touching a wall
• A gallop
• A balance with elbows on the floor
Put it together in your own order.
Make a Sequence using:
• An upside down shape
• A jump and a turn
• A travelling motion backwards
• A balance on one foot
• A twisted balance
Put it together in your own order.
Make a Sequence using:
•
•
•
•
•
•
•
Put it together in your own order
Gymnastics Challenge Cards
Expand cards and post. Add your own cards.
438
Make a Sequence using:
• A leap
• A shape with a twist
• Two jumps and a skip
• A wiggle and a freeze
• A balance using hands
Put it together in your own order.
Make a Sequence using:
• A change of speed
• A smooth transfer from a leap to a balance
• A stretched shape
• A balance on head and hands
• A change of direction
Put it together in your own order.
Make a Sequence using:
Unit 13 – Appendix B
Health and Physical Education – Grade 6 Movement Exploration – Combining Skills in Sequence
•
•
•
•
•
•
•
Put it together in your own order

Large Gymnastics Equipment
439
Unit 13 – Appendix C
Health and Physical Education – Grade 6 Movement Exploration – Combining Skills in Sequence
1 3

OVERVIEW
UNIT Creative Dance with Equipment
1 4
Duration 5 Sub-Tasks
Description
Students use equipment such as streamers, action wands, ribbon balls, Lummi Sticks Percussive/Orff
Instruments to stimulate movement. Students work with the principles of movement to create
sequences and routines to music.
Sub-Task Title Expectation Code
1. Streamers 6p17, 6p24, 6p27
2. Action Wands 6p18, 6p27
3. Lummi Sticks 6p27, 6p34
4. Ribbon Balls 6p24, 6p27
5. Percussion and Orff Instruments 6p18, 6p34 1 4
Assessment and Evaluation
• A variety of assessment strategies may be used in this unit. Some assessment strategies
and tools included are:
– Student self-assessment of social skills using Social Skills Self-Assessment Checklist.
– Student self-assessment of vigorous participation using the Self/Peer Active Participation
Assessment.
– Teacher assessment of travelling/movement skills using locomotion checklist.
– Teacher assessment of social skills using Response to Others section of Social Skills Rubric.
– Teacher assessment of social skills using Group Interaction section of the Social Skills Rubric.
– Teacher assessment of travelling/movement skills using locomotion checklist.
– Teacher assessment student’s ability to respond with body movement to sound made
by Percussion and Orff Instruments using an anecdotal observation recording chart.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety guidelines.
• Students must be able to follow management strategies that have been developed in class.
• Students should have a working knowledge of the principles of movement (body awareness,
space awareness, effort and relationships).
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Unit 14 – Overview
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

Notes to Teacher
• Dance is an important part of a balanced Physical Education program. The dance lessons in this
unit can be spread throughout the year and repeated. Once a dance is learned, it can be used as
a warm-up for other lessons.
• Tips for Teaching Dance:
– Use current music. Ask students for suggestions. (Always preview it for appropriateness.)
– Keep the class moving and encourage student efforts.
– Give students the opportunity to choose their own partners. Encourage them to work with
everyone in the class.
– Teach creative dance throughout the year as well as in a block.
– Ensure the class is quiet and focused before beginning any instructions.
– Students should listen to the music to become familiar with the phrasing (students can clap
or tap out the rhythm).
– Use a variety of equipment (e.g., streamers, scarves, action wands, ribbon balls, poetry,
lummi sticks, and percussion instruments).
– Divide the class to experiment with different pieces of equipment if there are not enough
pieces for every student in the class.
– Encourage student efforts and emphasize enjoyment.
– Allow time for students to share their creative responses.
• Extending the Program:
– Students can share their creative movement work at concerts or in school assemblies.
– Make connections with program ideas in Visual Arts, Drama, Language, and Music.
– For tools to link creative movement activities to other subject areas see Unit 14 Appendix J:
Integration Ideas/Portfolio/Student Response Sheets.
Sharing/Demonstrating
• Sharing and observation of student work enhances learning, models good practice, can build
self-esteem, expand ideas, develop an appreciation for the work of others and provide incentive
for students to attempt new movements/ideas. Tips for student sharing:
– Set the purpose/reason for the observation, e.g., “Watch for a change in direction or level.”
– Ensure that verbal feedback is stated in positive terms.
– Allow students to ‘pass’ if they do not feel comfortable sharing.
– Do not overuse observation and demonstration.
• Share in the following ways:
– One student demonstrates for whole class.
– Pair/share – one student shares their work while the other one observes
and then switch roles.
– Groups of four or five students all sharing their individual work at the same time.
– Half or a third of the class share at a time, then they switch.
• See Unit 14 Appendix D for a Glossary of Terms
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Unit 14 – Overview
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

Appendices
Resources
Unit 14 Appendix A: Self/Peer Active Participation Assessment
Unit 14 Appendix B: Social Skills Self-Assessment Checklist
Unit 14 Appendix C: Routines and Sequences: Peer Checklist
Unit 14 Appendix D: Glossary of Terms
Unit 14 Appendix E: Action Word Cards: Wands
Unit 14 Appendix F: Streamers: Words and Shapes
Unit 14 Appendix G: Action Words: Ribbons Balls
Unit 14 Appendix H: Percussion Patterns
Unit 14 Appendix I: Rhythm Sticks
Unit 14 Appendix J: Integration Ideas/Portfolio/Student Response Sheets
Music Suggestions: (“Song Title” – Recording Artist)
“Seagulls” - Hap Palmer
“Feel of Music” - Hap Palmer
“Kids in Motion” - Kimbo
“Listen, Move and Dance: Moving Percussion and Electronic Sound Pictures” - Dancecraft
“Hooked on Classics” – K-Tel (Various Artists)
“Watermark” – Enya (or other music by Enya)
• Music can be obtained from:
– Your own collection.
– Invite students to bring in music (always preview it for appropriateness).
– Purchased from used and new music stores.
• Educational music suppliers:
– Can-Ed Media , 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: 416-445-3900,
Fax: 416-445-9976
– Jack Grunsky Productions , 383 Wellesley Street East, Toronto, Ontario, M4X 1H5,
Tel./Fax 416-928-9375
Books
• Basic Skills Series: Creative Dance , (1988) Canadian Association for Health, Physical
Education, Recreation and Dance (CAHPERD), Gloucester, Ontario,
• Teaching Children Dance: Becoming a Master Teacher , by Theresa M. Purcell (1994),
Human Kinetics.
• First Steps in Teaching Creative Dance to Children , by Mary Joyce and Patty Haley (1993),
Mayfield Publishing Co.
• A Sense of Dance: Exploring Your Movement Potential , by Constance A. Schrader (1996),
Human Kinetics.
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Unit 14 – Overview
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment
1 4

• 101 Dance Games for Children: Fun and Creativity with Movement , by Paul Rooyackers
(1996), Hunter House Publishers.
• Multicultural Rhythm Stick Fun by Georgiana Stewart (1992), Kimbo Educational Audio
• Dances Even I Would Do! , by Pat Doyle and Les Potapczyk (2000), Canadian Intramural
Recreation Association of Ontario, Hamilton, Ontario. (905) 575-2083
Scarves
• Collect scarves from family members, garage sales, or from second-hand clothing stores.
• Purchase a set (30-36) from a Physical Education supply company, such as Sports Equipment of
Toronto (905) 475-2440 or 1-800-925-0002.
Streamers
• Cut strips of coloured crepe paper about 4-8 cm wide and about 3 metres long. Crepe paper can
be purchased with Visual Arts supplies or from party or dollar stores. The streamer can be held
as is or attached to a ruler or an old paintbrush to be used as a handle.
• Streamers can be purchased from a Physical Education supply company.
Action Wands
• Action wands are colorful plastic tubes about a metre in length with rubber capped ends.
• Purchase a set (30-36) from a Physical Education supply company.
• As substitutes, use plastic tube golf club holders available from sports stores or bamboo plant
stakes available from garden centres.
Lummi Sticks
• Lummi sticks are wooden sticks about 30cm in length and are also called rhythm sticks.
• Purchase a set (60-70) from a Physical Education supply company, such as Wintergreen
(905) 669-2815 or 1-800-268-1268; or a music supply company such as Waterloo Music
1-800-563-9683.
• Make your own by purchasing wooden doweling and cutting to length. Or, you can cut old broom
handles and/or curling broom handles to about (2.5 cm thick) and cut into lengths of about 30
cm. Sand rough edges.
Ribbon Balls
• Purchase a set (30-36) of ribbon balls from a Physical Education supply company.
Orff/Percussion Instruments
• Purchase a set of various instruments through a music supply company such as
Waterloo Music 1-800-563-9683.
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Unit 14 – Overview
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

UNIT 14 Creative Dance with Equipment
Sub-Task #1 Streamers
Facility
Gymnasium
Materials
Streamers (one per student)
Shape Cards
Tape player
Music: anything with a strong beat
Various pieces of equipment
Description
Students use streamers to practise movement concepts such as body and space awareness, shape,
and leading and following.
Expectation Code Learning Expectation
6p17 Demonstrate the principles of movement while refining
movement skills (e.g., combining body shapes and movements
with changes in direction as in a dance or gymnastics routine).
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a sprint approach and jump for
distance, as in long jump).
6p27 Apply living skills, including interpersonal skills, in physical
activities (e.g., games, gymnastics, dance, outdoor pursuits)
and describe the benefits of using these skills in a variety of
physical activities.
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of travelling/movement skills using locomotion checklist
(Unit 13 Appendix A).
• Student self-assessment of social skills using Social Skills Self-Assessment Checklist
(Unit 14 Appendix B).
Teaching/Learning Strategies
A) Warm-Up
• Students begin in scatter formation with one streamer placed on the floor in front of them.
Discuss safe use of the streamer:
– Move the streamer gently (not with a whipping motion) to make different geometrical shapes.
– When you walk with the streamer, pick up the ribbon (do not let it drag on the floor).
– When you hear the stop signal, place the streamer on the floor in front of you (or hold it
down beside the body).
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Unit 14 – Sub-Task #1
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1 4

• Students move around the gymnasium, walking around the streamers, then hopping over the
streamers on a signal. Students gradually increase their speed as they warm up.
B) Skill Development
• Distribute the Shape Cards (Unit 14 Appendix F). Students make the shapes indicated on the
cards using their streamers. Encourage students to make large shapes to avoid knots forming in
the scarves. Experiment with speed and level. Start with easier numbers and letters and move into
more complicated geometrical designs. Play music while students explore various shapes.
• Students explore making up their own shapes that are not on the cards. Select students
to share shapes with the class.
C) Skill Application
• Spatial Awareness. Students explore different areas around their personal space: in front,
behind, above, below, side (right and left) and around the body. Students move above, around,
and through various pieces of equipment. Play music during this activity.
• Students work with a partner, taking turns leading and following. Students can experiment with
moving the streamer while stationary and while moving around the gymnasium. Remind students
to be aware of others sharing the space.
D) Cool-Down/Wrap-Up
• Follow the Leader with the streamer. The teacher (or a chosen student) leads the class in a few
very slow and relaxing movements with the streamer, finishing with them on the floor.
• Students use the streamer to extend their body as they stretch and hold stretches.
• Students neatly fold their streamers, taking out any knots, and place them back in their container.
Extension
Notes to Teacher
Appendices
• Divide the class into smaller groups for Follow the Leader.
• See unit overview for how to make crepe paper streamers and/or where to obtain streamers.
Unit 13 Appendix A: Locomotion Skills Checklist
Unit 14 Appendix B : Social Skills Self-Assessment Checklist
Unit 14 Appendix C: Routines and Sequences: Peer Checklist
Unit 14 Appendix F: Streamers: Words and Shapes
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Unit 14 – Sub-Task #1
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UNIT 14 Creative Dance with Equipment
Sub-Task #2 Action Wands
Facility
Gymnasium
Materials
Action wands (one per student)
Set of Action Word cards
Tape player
Upbeat music
Description
Students use action wands to explore several action words while practising manipulation skills.
Students create a dance routine using the action words.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
6p27 Apply living skills, including interpersonal skills, in physical
activities (e.g., games, gymnastics, dance, outdoor pursuits)
and describe the benefits of using these skills in a variety of
physical activities.
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of travelling/movement skills using locomotion checklist
(Unit 13 Appendix A).
• Teacher assessment of social skills using Response to Others section of Social Skills Rubric
(Grade 6 Appendix H).
Teaching Learning Strategies
A) Warm-Up
• Discuss safe use of the action wands. They are to be used in your own space (they do not touch
another wand or another person). On the teacher’s stop signal, students will place the wands on
the floor in front of them.
• Each student has an action wand and places it on the floor in front of him/her. Students jog
around the wands (in both directions). Change the locomotion to hop, skip, jump, etc. They
hold the wand with both hands and stretch high, low, and to the side.
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Unit 14 – Sub-Task #2
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment
1 4

B) Skill Development
• Action Wands. Teacher displays Action Word Cards (Unit 14 Appendix E) (balance, spin, pass,
flip, turn, bounce). Show one card at a time and encourage students to demonstrate that word
in many ways, e.g., the wand can be balanced vertically or horizontally and it can be balanced
on the hand, shoulder, knee, etc. Continue until all words have been practised.
• Challenge students to combine actions and do two or three in a row.
• Encourage students to make up other (safe) actions for their wands that they can combine
with the actions from the cards.
C) Skill Application
• Students work with a partner, and create a routine using their wands that involve the action
words. They should include:
– A beginning position.
– A balance (with the wand).
– A turn (with the wand).
– A throw and catch (to self or to partner).
– An ending position.
• They may add three to five more actions of their choice such as a flip, spin, stretch, jump,
bounce, sink and rise, twist, etc.
• Partners share their completed routines with the rest of the class. Play music during the practice
and performance. Students may choose their own music for their routine.
D) Cool-Down/Wrap-Up
• Give students the opportunity to share their routines.
• Students hold stretches while observing other students share their routines.
Extension
Notes to Teacher
Appendices
• In small groups, students take turns spelling out words or phrases in the air with their wand.
Group members try to “read” the writing.
• This sub-task could take two full lesson periods.
• Groups may choose to “pass” on performing in front of the whole class. The learning takes place
in the practice part of the activity.
• Put the criteria on chart paper on the wall for easy reference.
• See Unit Overview for information about where to obtain action wands.
Unit 13 Appendix A: Locomotion Checklist
Unit 14 Appendix E: Action Word Cards: Wands
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
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Unit 14 – Sub-Task #2
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

UNIT 14 Creative Dance with Equipment
Sub-Task #3 Lummi Sticks
Facility
Gymnasium, or dance/drama room
Materials
Lummi sticks (two for each student)
Tape player
Music - any choice with a strong steady beat (not too fast)
Picture tapping cards (cut out)
Description
Students use lummi sticks to develop rhythm sequences using a variety of tapping methods.
Expectation Code Learning Expectation
6p27 Apply living skills, including interpersonal skills, in physical
activities (e.g., games, gymnastics, dance, outdoor pursuits)
and describe the benefits of using these skills in a variety of
physical activities.
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of social skills using Group Interaction section of the Social Skills Rubric
(Grade 6 Appendix H).
• Student self-assessment of their support for peers using Social Skills Self-Assessment Checklist
(Unit 14 Appendix B).
Teaching/Learning Strategies
A) Warm-Up
• Gather students to discuss safe use of lummi sticks:
– On the stop signal, students place their lummi sticks together on the floor in front of them.
– Lummi sticks are to be kept in control at all times.
– They should be held lightly between the thumb and the four fingers.
• Moving without sticks, students walk quickly on the lines in the gymnasium. Students practise
responding as quickly as possible to signals to move in different ways. Give signals for students to
change directions, lines, and type of locomotion (e.g., sliding, baby steps, giant steps, skipping).
Students gradually increase speed of movement as they warm up.
• Call out students names a group at a time to select their lummi sticks and begin experimenting
with sticks.
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B) Skill Development
• Individual Experimentation: Students experiment with tapping their sticks in a variety of
rhythms. Encourage students to use the top, bottom and sides of their sticks. Encourage students
to also tap their sticks against different parts of their bodies.
• Select students to share different ways of using sticks. Several students can show their techniques
at one time.
• Encourage students to try some of the techniques they observed and also to incorporate
the elements of soft and strong.
C) Skill Application
• Rhythm Sequences. Students form groups of two and the teacher hands out four of the lummi
stick pictures. The pictures are placed four in a row and the students follow that sequence. e.g.,
Tap down – cross tap – hammer tap – tap down. Play music that has a strong steady beat and
have students adapt their sequence to the music.
• Encourage students to experiment with their cards, changing the order and repeating actions
to create an interesting sequence.
• Give groups and opportunity to share with other small groups or with the class.
D) Cool-Down/Wrap-Up
• “Who Started the Motion?” Play music with a steady, slow beat. Students sit on the circle. A
leader begins a motion (e.g. tapping sticks together) and everyone joins in. The leader changes
the move (e.g. tap sticks on the floor) and the other students try to change as soon as the leader
does. Students try to hide the person who is leading the motions. Practise the timing and changes
first then send one student outside the door. Choose a new leader to perform actions while the
rest of the class follows. The student who was outside enters and tries to guess who the leader is.
(Three guesses.)
• Students carefully place lummi sticks back in the container.
• Lead a head to toe stretch, stretching major muscles (Grade 6 Appendix A).
Extension
• Variation: Students work in partners to practise tapping motions. e.g., If a card indicates
‘cross tap’ have the two students tap each other's sticks in a crossing motion.
• Students can make up their own patterns to the music. Suggestions:
– Use a repeating pattern (as practised in the last activity).
– Use a variety of spatial areas around the body (i.e. high, low, in front, behind, beside).
– Tap each other’s sticks.
– Match movements to the beat of the music.
– Additional moves for groups to consider adding:
– A jump.
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Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

Notes to Teacher:
Appendices
– A turn.
– Jumping jacks.
– Toss the sticks (gently) to each other.
– Flip the sticks and catch (half flip or whole flip only).
• Write the routine criteria on chart paper or on the chalkboard for student reference.
• Selecting students in small groups to start using their lummi sticks helps to avoid crowds
when collecting equipment.
• Lummi sticks can be noisy as students practise using them in the on the floor. Be prepared
for this or use a carpeted room.
• There are several music resources that have specific activities for lummi sticks.
(See Unit Overview Resource section.)
Unit 14 Appendix B: Social Skills Self-Assessment Checklist
Unit 14 Appendix I: Rhythm Sticks
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
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1 4

UNIT 14 Creative Dance with Equipment
Sub-Task #4 Ribbon Balls
Facility
Gymnasium, or use grass area outdoors
Materials
Ribbon ball (one per student)
Tape player
Music: e.g., “Listen, Move and Dance, Moving Percussion and Electronic Sound Pictures”
Description
Students use ribbon balls to explore directions and levels. Then students create a group routine
using electronic music or percussion sounds.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a sprint approach and jump for
distance, as in long jump).
6p27 Apply living skills, including interpersonal skills, in physical
activities (e.g., games, gymnastics, dance, outdoor pursuits)
and describe the benefits of using these skills in a variety of
physical activities.
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of travelling/movement skills using locomotion checklist
(Unit 13 Appendix A).
• Teacher assessment of social skills using Response to Others section of Social Skills Rubric
(Grade 6 Appendix H).
Teaching/Learning Strategies
A) Warm-Up
• Students form a circle of six to eight people. They toss the ball in a pattern to ensure everyone
has touched the ball once. Students toss to the same person each time and repeat the pattern.
Slowly add more balls to the activity.
• After each person has caught the ball once, the group jogs around the gymnasium one time. They
return to their circle and pass a ball around again. After each ball passing pattern, students jog
a lap of the gymnasium.
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B) Skill Development
• Gather students to discuss safe use of ribbon balls:
– Hold yellow ball only (not ribbons).
– Use in a place by yourself.
– Keep it close to you.
• Students choose one ribbon ball and take it to a working space by themselves. Instruct students
to work with the ribbon ball using different levels, pathways, and directions. Look for students
who are using these ideas and have two or three students share their ways of moving.
• Use music (e.g., CD - “Listen, Move and Dance: Moving Percussion and Electronic Sound
Pictures” song - “Machines”) and students move to the music.
C) Skill Application
• Explore. Introduce the class to four different sounds. The class responds to each sound with a
specific action (e.g., swing ball, throw low and catch, throw high and catch, turn around, etc.).
• Students form groups and decide which sound they will respond to. Students plan group beginning
position, then each group member responds to one of the sounds, then all the sounds, then
all of the sounds are heard at one time, so they will all be moving, then end routine with a group
finished position.
• Choose two or three groups to share their work.
D) Cool-Down/Wrap-Up
• Who's the Leader? Students sit on the floor in a circle. Choose someone to lead a stretch and
everyone follows. After 15-30 seconds, the leader changes the stretch and the other students try
to change as soon as the leader does. Students try to hide the person who is leading the stretches.
The students do not look at the leader and the leader tries to change actions subtly. Practise
the timing and changes then send one student outside the room. Choose a new leader to lead
stretches while the rest of the class follows. The student who was outside may enter and try to
guess who the leader is. (Three guesses.)
Extension
Notes to Teacher
Appendices
• Use other themes (e.g., flow, speed, pathways) with the ribbon balls.
• Students bring in their own music to use with the ribbon balls.
• In place of “Machine” music, use percussion instruments, e.g., drum, shakers, tambourine or
rhythm sticks to provide the stimulus for movement.
Unit 13 Appendix A: Locomotion Checklist
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 14 Creative Dance with Equipment
Sub-Task #5 Percussion and Orff Instruments
Facility
Gymnasium or dance/drama room
Materials
Percussion Instruments (lummi/rhythm sticks, maracas, bells, drums,
tambourines, castanets, triangle, cymbals)
Orff instruments (these can be commercially purchased or handmade by the students)
Description
Students create sounds and move in response to them as they work with percussion/Orff
instruments.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of student’s ability to respond with body movement to sound made by percussion
and Orff instruments using an anecdotal observation recording chart (Grade 6 Appendix
N) and indicators from the locomotor checklist (Unit 13 Appendix A).
• Student self-assessment of support for others using the Social Skills Self-Assessment (Unit 14
Appendix B).
Teaching/Learning Strategies
A) Warm-Up
• Students divide into pairs, and the teacher distributes one type of instrument per student (see list
of equipment above). Each student explores the different sounds they can make with the instrument.
Take turns listening to all the sounds and have the class categorize the different types of
instruments, e.g., striking, shaking, and rubbing instruments.
• Students move around the gymnasium while moving their instrument. Challenge students to move
in different directions, speeds and levels and to always be in their own space when a “freeze”
signal is called.
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B) Skill Development
• Moving to the Sound. Choose one person to repeat a sound using an instrument. All other
students move to the sound matching the speed and rhythm of the beat. Direct students to use
one, two or several body parts to move. Change the instrument and have a new person create a
different repeating rhythm. Direct the students to explore different levels (low, medium, high).
• Students use the percussion patterns (Unit 14 Appendix H)to interpret the shapes with their
instruments and their bodies.
• Students work in small groups, repeating the same activity and taking turns so that all have a turn
as leader.
C) Skill Application
• Students work with a partner and put together a sequence of three movements to the sound, e.g.,
shake, leap and freeze. Each partner takes a turn to use the instrument as well as responds to the
sound with movement. Partners share their work with another pair. Encourage students to provide
feedback for each other, being constructive and specific.
• Groups of Four . Two pairs form a group of four, and each student has an instrument. There
should be two different types of instruments in the group, i.e. striking instruments with shaking
instruments. Two people use the instruments first and create a repeating sound either together
or in sequence. The other two group members design movements to respond to the sound. They
may work together in unison or in tandem. Encourage students to think about:
– Changes of speed
– Body parts that move
– Rhythm
– Changes of level.
– Symmetry or echoing movements
• Groups develop a routine that includes a beginning and ending position. Students should then
switch roles. Allow time for groups to share their work.
D) Cool-Down/Wrap-Up
• Students return instruments to their container(s). The teacher chooses one instrument, such as
a drum, and creates a slow, steady beat. Students begin in a small curled-up shape and gradually
rise to become a large, expanded shape. They then gradually shrink back into the small, curledup
shape. Repeat this activity, suggesting different ways of rising and sinking and holding shapes.
Continue to beat the drum slowly and students line up ready to exit the gymnasium.
• Students use the Social Skills Assessment sheet to assess their own support for others when
working in the group.
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Extension
Notes to Teacher
Appendices
• Students should have the opportunity to use all the different instruments. Tell half the class to
choose a different instrument than they used before. Sitting with instruments, have the group
build up the volume of sound by the teacher guiding them to begin with soft, quiet instruments,
such as triangles. Add tambourines, shakers, etc., until the whole group is involved. The sound
reaches a climax and then fades away.
• The students without instruments respond to the sound with movement, rising from a beginning
position, and using stretching and turning movements until the sound climaxes. Students then
begin to sink or melt as the sounds fade away. They end in a small, curled-up
finishing position.
• Groups switch roles and repeat the activity.
• Further develop the movements by adding other elements such as opening and closing, advancing
and retreating, and scattering and gathering.
• Students can make their own rhythm instrument. Making their own instrument is a good
opportunity to integrate Physical Education with Visual Arts and Music.
Unit 13 Appendix A: Locomotion Checklist
Unit 14 Appendix B: Social Skills Self-Assessment Checklist
Unit 14 Appendix H: Percussion Patterns
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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Self/Peer Assessment
Name:________________________ Class: _____________________________
Expectation Code Learning Expectation
6p26 participate on a regular basis in physical activities that maintain or improve
3
• Participates actively
and safely
physical fitness (e.g., rope skipping to music)
6p29 participate vigorously in all aspects of the program (e.g., cross-country
running, cooperative games)
4
• Always participates
actively and safely
• Encourages others
1
• Participates with constant
encouragement and
reminders to be safe
457
Unit 14 – Appendix A
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment
2
• Participates actively
and safely with some
reminders
1 4

Level 1
I need reminders to support peers
Social Skills Self-Assessment
Name_____________ Date _________
Expectation Code Learning Expectation
6p27 apply living skills, including interpersonal skills, in physical
activities (e.g., games, gymnastics, dance, outdoor pursuits)
and describe the benefits of using these skills in a variety of
physical activities)
6p34 follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills
Level 2
I sometimes need reminders to
support peers
✔ Check the appropriate box
I work cooperatively
with others
I encourage others to improve
I give suggestions and listen
to peers
I show respect for others
Something I am doing well is…
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Something I need to work on is…
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Unit 14 – Appendix B
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment
Level 3
I support peers in their efforts to improve
skills
Level 4
I always support peers and encourage
others to support each other also
1 2 3 4

Routines and Sequences: Peer Checklist
A beginning position
Changes of speed
Body parts that move
Rhythm
Changes of level
Patterns to the music
Repeating pattern
Variety of spatial areas around the body
(i.e. high, low, in front, behind, beside)
Match movements to the beat of the music
A jump
A turn
A twisting motion
Sinking and rising
Moving apart and coming together
A balance
A throw and catch
An ending position
459
Unit 14 – Appendix C
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1 4

UNIT 14 Creative Dance with Equipment
Glossary of Terms
Action Wands – Long plastic tubes (approximately one metre) with rubber stopper ends
used to facilitate movement activities.
Bleking Step – Hop on left foot thrusting the right foot forward, heel on the floor,
toe up.
Cast Off – One line turns to the right (outside) and leads their line down to the
opposite end while the other line turns to the left (outside) and leads their line down
to the opposite end.
Canon – A movement done in sequence, one person and then the next.
Do-Si-Do – Walk past partner, right shoulders passing, pass back-to-back and walk
backward to place, left shoulder passing. Arms are folded across chest.
Found Sounds – Sounds made using everyday materials like door keys, paper, pencils
on desks, etc.
Grapevine Step – Cross one foot in front, step to the side, cross foot in back and step
to the side (all in one direction).
Lummi Sticks – Short wooden doweling sticks (about 30 cm long) used for creating
rhythm and also called rhythm sticks.
Mirroring – Actions in body movement where one person reflects exactly and
simultaneously the movement of another.
Orff Instruments – Orff instruments include various drums, xylophones, tambourines,
bells, cymbals, maracas, wood blocks triangles etc. The Orff approach allows students to
explore how music is created and what role they can have in its creation. It encourages
them to react to music’s form and rhythm. For further information about the
Orff approach phone (613) 729-7129 or contact www.orffcanada.ca.
Pivot Turn – One foot stays planted on the floor while the other steps in front with
a 180-degree turn.
Promenade – Partners, standing side by side, hold left hands and right hands while walking.
Partners can also walk without holding hands if preferred.
Ribbon Balls – Commercially purchased yellow rubber balls that have a number of thin ribbons
attached to them used to facilitate movement activities.
Sashay – Partners join hands and slide step down the middle of two lines and then slide step back
to their original place.
460
TEACHER
Unit 14 – Appendix D
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

Glossary of Terms
Scatter Formation – Students are dispersed among the room randomly in their own space.
Scarves – Square shaped material purchased or collected to facilitate movement
activities.
Streamers – Long ribbon attached to a stick handle used to facilitate movement
activities.
Symmetry – Symmetry refers to a characteristic of shape where the complete right side
of the body is identical, except opposite to the left side. Asymmetry refers to shapes that
are not symmetrical.
Synchronize – To make the same.
Unison – To move at the same time.
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Unit 14 – Appendix D
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1 4

Action Word Cards: Wands
Balance
Turn
Bounce
Spin
Flip
Throw/Catch
462
Unit 14 – Appendix E
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

Streamer Shapes
Place these shapes and any others on cards to use in the streamer lesson
I W V
O M 8
463
Unit 14 – Appendix F
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment
1 4

Ribbon Ball
Action Words
Shake Flick Wave
Toss Catch Drop
464
Unit 14 – Appendix G
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

Ribbon Ball
Action Words
Shake Flick Wave
Toss Catch Drop
464
Unit 14 – Appendix G
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

Lummi Sticks
466
Unit 14 – Appendix I
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

• Make natural curriculum connections
• Look at different subjects and required expectations
• Consider clustering Physical Education expectations and other subject expectations,
e.g., language, visual arts, drama, math, music
Students can:
Language
– Recount/retell Physical Education lesson
– Write up their own creative dance
– Reflective response (thoughts, feelings about dance lesson)
– Use poetry that reflect movement action
– Develop an appreciation of dance poetry
Math
– Patterning
– Measuring
– Counting (beats)
– Graphing
– Geometrical shape
– Symmetry
Visual Arts
– Make instruments
– Respond to Physical Education lessons by illustrating using pastels,
paint, charcoal, crayons, and cut and paste techniques
– Use line and design to act as a stimulus to create a variety of pathways
Drama
– Tableaux
– Acting out story scenarios to music
Music
– Create sounds (e.g. dripping water, sandpaper scraping)
– Explore patterning, beat and rhythm
– Using songs as a stimulus for movement
– Explore sounds with musical instruments (percussion and Orff)
– Use of electronic music as a stimulus for movement
467
TEACHER
UNIT 14 Creative Dance with Equipment
Integrating Dance with Other Subject Areas
Unit 14 – Appendix J
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment
1 4

Keeping a Physical Education Assessment Portfolio
• Collection of integrated follow-up work/examples of student
responses to activities
Formats:
• Use response journal or language book already in use by students:
– to record/recount skills they have learned;
– to record how they felt about what they have learned;
– to set goals for future learning/practice.
• Create a Physical Education folder
– Select and collect samples of student responses to Physical Education lessons, for example:
– three activities they practised;
– sequence they created with equipment;
– game they created;
– using paint, pastels, construction paper, pipe cleaners, they make an illustration
of one activity they enjoyed.
The portfolio can be used:
– to file assessment tools;
– during parent/student and teacher conferences.
The following three sample Student Response Sheets can be used with integrated language
activities . These can be changed or modified to suit specific needs and placed in the
student portfolio.
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TEACHER
Unit 14 – Appendix J
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

Student Response Sheet
Name of the dance __________________________________________________
Student’s Name__________________ Date _______________
Outline the steps of the dance you performed in Physical Education class.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Draw yourself during one part of the dance.
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Unit 14 – Appendix J
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1 4

Student Response Sheet
Name of the dance __________________________________________________
Student’s Name__________________ Date _______________
Describe the steps of the dance you created in Physical Education. What
part did you like best?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Draw yourself doing four different things during the dance
and label them.
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Unit 14 – Appendix J
Health and Physical Education – Grade 6 Movement Exploration – Creative Dance with Equipment

Student Response Sheet
Student’s Name__________________ Date _______________
You have learned several different dances in Physical Education class. List
as many of them that you can.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Describe the ones you liked doing and why.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Which dance or dances did you find to be the most difficult? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What would you like to tell other students about learning different
dances?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Draw yourself performing two of the dances you learned and label them.
471
Unit 14 – Appendix J
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1 4

OVERVIEW
UNIT Creative Interpretive Dance
1 5
Duration 5 Sub-Tasks
Description
Students participate in movement activities that promote problem-solving skills. Students create
dance sequences using a variety of themes and stimuli to motivate the actions.
Sub-Task Title Expectation Code
1. Sports Action Dance 6p24, 6p34
2. Add-On Dance 6p18, 6p34
3. Shape, Melt, Move 6p24, 6p30
4. Story Dance 6p24, 6p30
5. Video Game Dance 6p17, 6p27
Assessment and Evaluation
• A variety of assessment tools can be used throughout this unit. Some assessment strategies and
tools included are:
– Teacher assessment of locomotion/stability skills using the locomotion checklist.
– Teacher assessment of social skills using Group Interaction section of the social skills rubric.
– Teacher assessment of travelling skills using an anecdotal observation recording chart together
with indicators from the lesson.
– Teacher assessment of group work skills using a social skills rubric.
– Student self-assessment of description of factors motivating participation in physical activity
using an entry in a journal.
– Student self-assessment of Social Skills- supporting others using a Social Skills Self-Assessment
Checklist.
– Peer assessment of description of factors that motivate participation in physical activity
using a peer discussion.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Students must be able to follow management strategies that have been developed in class.
• Students should have a working knowledge of the principles of movement (body awareness,
space awareness, effort and relationships).
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Health and Physical Education – Grade 6 Movement Exploration – Creative Interpretive Dance
1 5

Notes to Teacher
Appendices
• See Unit 14 Notes to Teacher for notes and resources.
Unit 15 Appendix A: Shape/Melt/Move Cards
Unit 15 Appendix B: Add-On Dance
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Health and Physical Education – Grade 6 Movement Exploration – Creative Interpretive Dance

UNIT 15 Creative Interpretive Dance
Sub-Task #1 Sports Action Dance
Facility
Gymnasium
Materials
CD/Tape player
Music (anything with a steady, slow beat–preferably instrumental)
Description
Students create a dance movement sequence using a series of poses. The sequence forms part
of a cooperative group dance.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a spring approach and jump for
distance, as in long jump).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of locomotion/stability skills using the locomotion checklist
(Unit 13 Appendix A).
• Student self-assessment of Social Skills- supporting others using a Social Skills Self-Assessment
Checklist (Unit 14 Appendix B).
Teaching/Learning Strategies
A) Warm-Up
• Skating Rink. Use paper from the recycling bin. Students need two pieces of paper (one for
each foot). Students pretend they are skating around the gymnasium. Encourage students to be
creative and to skate in different ways. Direct student to do the following:
– Skate quickly.
– Skate slowly.
– Skate with a partner.
– Skate a figure 8.
– Skate the letters of your first name.
– Skate clockwise.
– Skate counter-clockwise.
– Try a turn or a jump.
– Make up a short routine with a partner.
Unit 15 – Sub-Task #1
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1 5

B) Skill Development
• Favourite Pose. Students stand in a large circle formation. They think of a favourite sport or
activity (e.g., baseball, playing the piano, reading.) Select volunteers to step into the centre of the
circle and hold a pose that represents the activity. Other students try to guess the activity. As each
student steps back to his/her position the rest of the group does the same pose.
• Divide students into small groups so all students have several turns to demonstrate different
poses. To keep their heart rates up, students standing in the circle walk on the spot with high
knees while they are watching the pose.
C) Skill Application
• Favourite Pose Sequence. Working in their small groups, each student selects one pose to
repeat. All students in the group memorize each other’s poses, and create a sequence, putting the
poses in an order.
• In their groups, each member starts in a unique beginning pose. Encourage a variety of levels.
Begin the music. By the count of 8, each group member should have moved from their personal
starting position to the first designated person’s pose. That person’s pose is held for the count
of 4 and then the group transforms to the second designated person’s pose which is held for
another 4 counts. Allow another 4 counts for transformation between poses. This continues
until every pose has been done and students move into an ending position that is the same
as the beginning position.
• The dance may look like this: Beginning position transform to: baseball pose; playing the piano;
reading pose; soccer pose; cycling pose; ending position. Encourage students to use creative and
unique actions to transform from one pose to the next. The group will appear to be synchronized
on each common pose.
• After following this structured sequence and timing, give students time to experiment with
students doing different poses at different times, holding poses for different counts and using
different formations to make the presentation interesting. Small groups share with each other
and provide feedback and suggestions.
D) Cool-Down/Wrap-Up
• Pass the Slap. Students sit in a circle with the whole class. Students put both hands in front
of them on the floor. One student begins and slaps one hand, then the other hand on the floor.
Students “pass the slap” around the circle, following the order with each hand slapping in
sequence. For an additional challenge, students can intertwine their hands with the person beside
them so student A slaps their right hand, student B who is beside them slaps their right hand then
student A slaps their left hand.
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Health and Physical Education – Grade 6 Movement Exploration – Creative Interpretive Dance

• Students pass a series of stretches around the circle to cool down and work on flexibility.
Students hold each stretch in turn for 15-30 seconds.
Extension
Notes to Teacher
Appendices
• Variation 1. Do not count out 8 beats, but let the groups work together to try and transform
together at their own rate.
• Variation 2. Change the posing theme from sport/activity to something more symbolic such
as friendship or values. The poses students develop will be a personal representation of words
that fit into the stated theme.
• Count aloud if it helps. If counting is confusing or too difficult, it is not important to count exact
beats. Encourage groups to hold each pose and allow time between each pose for a transition
– pose – move – hold – pose, etc.
Unit 13 Appendix A: Locomotion Checklist
Unit 14 Appendix B: Social Skills Self-Assessment Checklist
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Unit 15 – Sub-Task #1
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UNIT 15 Creative Interpretive Dance
Sub-Task #2 Add-On Dance
Facility
Gymnasium
Materials
CD/Tape player
Music (popular with a strong beat)
Description
Students start in a line and use a ‘follow the leader’ approach to add on various movements
to the first chosen method of locomotion.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills
Assessment Opportunities - Suggestions for Assessing Expectations
• Teacher assessment of locomotion/stability skills using the locomotion checklist
(Unit 13 Appendix A).
• Teacher assessment of social skills using Group Interaction section of the social skill rubric
(Grade 6 Appendix H).
Teaching/Learning Strategies
A) Warm-Up
• Colour Codes. Use the lines of the gymnasium to create a colour code for students. For
instance, the red line means hop on one foot, the blue line means jump over it side to side like a
skier, the black line means do jumping jacks. Call out a colour; students jog to a line in the gymnasium
that is that colour and perform the predetermined task. Call out another colour, and so
on. Students suggest colour codes and movements.
B) Skill Development
• Add-On Dance (see Unit 15 Appendix B). Divide students into four groups of 4-8 students each.
Groups line up at one end of the gymnasium in a relay-type set-up (however, this is not a race).
On the signal, the first person in line moves across the gymnasium in a creative way of their
choice (e.g., skip, sidestep, jog, etc.). The next person continues, and so on.
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• When the first person has moved several steps, the second person in line follows in exactly the
same way. The third person then follows and so on until all group members have reached the
other end of the gymnasium. The group then lines up again in the same order except that the
first leader moves to the end of the line to make way for a new leader.
• The next leader now adds a new movement to the one the group has already established. The
new leader then moves the same way across the floor as the first leader, but must add a jump.
It may look like this – skip, skip, jump, skip, skip, jump, etc. Each group member copies this
again one at a time until they have reached the end of the gymnasium.
• The group lines up again with the leader moving to the back of the line giving way to the third
person to be leader.
• The next leader must continue the first two established moves and add a turn along the way.
It now may look like – skip, skip, jump, turn, skip, skip, jump, turn, etc.
• This pattern continues while adding on other elements such as: a pose, change of level, change
of direction, change of speed, move together, move in opposite directions, echo a movement
(see Unit 5 Appendix B). Music plays in the background during the entire activity.
C) Skill Application
• Students work with their group to use all the elements that they have “added on” to create a
dance sequence that flows together. Encourage students to experiment with repetition of moves,
different formations, echoing movements, synchronicity and symmetry.
• Students share their dance sequences with other small groups or with the class.
D) Cool-Down/Wrap-Up
• Students work in their small groups to “Pass a stretch”. Each student takes a turn leading
the group in stretches to improve flexibility. Remind students to stretch all body parts from
head to toe.
Extension
Notes to Teacher
Appendices
• Change the elements on the “add a dance” list. Students may experiment with different elements
such as energy, flow, combined jumps and turns or timing.
• Remind students to acknowledge and respect all group members. All students have an
opportunity to be the leader at least once. Students have an opportunity to work with peers
to make decisions about how to change the actions to create a dance sequence.
Unit 13 Appendix A: Locomotion Checklist
Unit 15 Appendix B: Add-On Dance
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 15 – Sub-Task #2
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UNIT 15 Creative Interpretive Dance
Sub-Task #3 Shape, Melt, Move
Facility
Gymnasium
Materials
CD/Tape player, music (any type)
Student journals
Paper and markers
Masking tape
Description
Students create movements and poses in a predetermined sequence.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a spring approach and jump for
distance, as in long jump).
6p30 Describe the factors that motivate participation in daily
physical activity (e.g., the influence of friends, enthusiasm for
the outdoors) and begin to consider them when making their
own choices of physical activities.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of travelling skills using an anecdotal observation recording chart
(Grade 6 Appendix N) together with indicators from the lesson.
• Student self-assessment of description of factors motivating participation in physical activity
using an entry in a journal.
Teaching/Learning Strategies
A) Warm-Up
• Four Corners. Write an action word on four different cards or pieces of paper (e.g., hop, jog,
bounce, slide etc.). Tape them at the four corners of the gymnasium. Divide class into four
groups and they go to the four corners. The groups read their mode of locomotion and move
that way to the next corner. They read their next locomotion and move that way until they reach
the next corner. This continues until they have travelled all the way around the gymnasium.
All groups move at the same time, in the same direction.
B) Skill Development
• Shape, Melt, Move. Students begin in scatter formation. Post Chart #1 listing an 8-word
sequence (Unit 15 Appendix A). Call out each word and the students do corresponding actions,
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allowing 4 beats for each action. For the word “shape,” students create and hold a body shape
for the count of 4. Encourage creativity and a variety of levels. The next word is “shape” again so
students change to create a new shape. This is repeated a third time. The next word is “melt.”
Students melt to the floor for the count of 4. The next word is “move” and students create a way
to move to another location in four counts. Encourage creative ways of moving. The word
“move” is repeated. Students move to another location, moving in a different way for a count of
4. Students then hold a shape and the dance finishes with “melt.” Play music and students perform
the sequence. Call out each action as it changes to cue the students. Repeat the activity using
Chart #2.
C) Skill Application
• Post Chart #3 (Unit 15 Appendix A). There are four sequences to choose from and students
silently pick one of them and move to their own space in the gymnasium. Play the music and students
follow their chosen sequence. Select half of the class to perform their sequence while the
other half watches. Some students will be moving while some are still. This creates interesting
contrasts. Challenge students to repeat their sequence 2-3 times or to put two sequences together.
• Students work in groups of 3-4 to select a word list and to create a sequence using the words ,
holding the actions for 4 counts each. Highlight differences and similarities between groups when
groups show different sequences created using the same list of words.
D) Cool-Down/Wrap-Up
• Zoom Game. Students stand in a circle and see how fast they can pass the word “zoom”
around. The teacher begins and sends it to the next person. Tell students to listen while facing
the sender, and then pass it on while facing the receiver. Discuss strategies of how to pass it on
faster such as making a tighter circle or students could bend their knees to get ready. Time the
activity to see if there is improvement.
• Students spread out and stretch on their own, relaxing and cooling down as they prepare for the
transition back to class.
• Students consider the activities they participated in today and make an entry in their journal
reflecting on the factors that motivate participation in activity.
Extension
Notes to Teacher
Appendices
• Add other elements to the Shape, Melt, Move sequences such as a jump or turn.
• For variety, give students opportunities to experiment with doing the same series of actions
to different music.
• Watch for students changing actions according to the counts of the music, moving in creative
ways and using a combination of locomotor patterns.
Grade 6 Appendix N: Anecdotal Observation Recording Chart
Unit 15 Appendix A: Shape, Melt, Move
Unit 15 – Sub-Task #3
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UNIT 15 Creative Interpretive Dance
Sub-Task #4 Story Dance
Facility
Gymnasium or dance/drama room
Materials
CD/Tape player
Music (anything upbeat)
Flip chart and markers
Masking tape
Description
Students create a short dance sequence based on a simple story line.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a spring approach and jump for
distance, as in long jump).
6p30 Describe the factors that motivate participation in daily
physical activity (e.g., the influence of friends, enthusiasm for
the outdoors) and begin to consider them when making their
own choices of physical activities.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of travelling skills using an anecdotal observation recording chart
(Grade 6 Appendix N) together with indicators from the lesson.
• Peer assessment of description of factors that motivate participation in physical activity
using a peer discussion.
Teaching/Learning Strategies
A) Warm-Up
• On the Spot/Go. Students jog, jump and hop on the spot and while moving around the room.
Call out “on the spot” or “go”. Students alternate between jogging, jumping and hopping.
Remind students to begin slowly and gradually increase their speed of movement as
they warm up.
B) Skill Development
• Students work with a partner to create a dance sequence that represents the story line of
MEET GREET DISAGREE PART.
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• Brainstorm with students various actions that would represent each part of the story line.
Select students to show actions or brainstorm on chart paper. Some questions to ask could be:
– What gestures would you make during each part?
– What facial expressions would you make?
– Would your movements be fast or slow?
– How might you be standing in relation to each other?
• Students move around the gymnasium in scatter formation. Call out each of the words. Students
do an action that represents the word and keep moving. Call out each word several times so that
students have an opportunity to experiment with many ways of creating actions for the words.
C) Skill Application
• Students work with a partner to compose their own sequences based on the words “Meet, greet,
disagree, part.” Play music while students are working.
• Students work together to create a sequence with the actions for each word taking 8 counts.
Students can repeat the sequence 2-3 times.
• Pair Share. Students share their sequence with another pair and offer feedback and suggestions
for each other. Students share their sequence with three other pairs so they have showed their
sequence a total of four times. Ask students what was helpful about receiving a lot of feedback.
Ask students what was challenging.
D) Cool-Down/Wrap-Up
• Students perform a series of slow stretches to cool down. Students discuss aspects of dance that
can be used to develop different components of fitness (e.g., cardiovascular fitness, flexibility).
Students discuss with peers different aspects of dance that they like and that motivate them to
participate in activity.
Extension
Notes to Teacher
Appendix
• Encourage students to add other elements to the dance.
• Students create their own simple story line using four different words.
• Use popular, upbeat music. Students may choose their own music (always preview it for appropriateness).
• Watch for students moving in a variety of ways, making smooth transitions between different types
of movement, and using creativity to demonstrate actions.
Grade 6 Appendix N: Anecdotal Observation Recording Chart
Unit 15 – Sub-Task #4
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UNIT 15 Creative Interpretive Dance
Sub-Task #5 Video Game Dance
Facility
Gymnasium or dance/drama room
Materials
CD/Tape player, variety of music
Description
Students work in groups to create a sequence of movements to music with sound effects.
Expectation Code Learning Expectation
6p17 Demonstrate the principles of movement while refining
movement skills (e.g., combining body shapes and movements
with changes in direction as in a dance or gymnastics routine).
6p27 Apply living skills, including interpersonal skills, in physical
activities (e.g., games, gymnastics, dance, outdoor pursuits)
and describe the benefits of using these skills in a variety of
physical activities.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of travelling skills using an anecdotal observation recording chart
(Grade 6 Appendix N) and indicators from previous lessons.
• Teacher assessment of group work skills using a social skills rubric (Grade 6 Appendix H).
Teaching Learning Strategies
A) Warm-Up
• Move/Stop. Students move quickly around the gymnasium, moving in their own space as they
warm up. Remind students to move so that they are always in their own space when a freeze
signal is given. Encourage students to move in different ways. For an interesting movement challenge,
select about one-third of the class to begin moving. Instruct students to move for a short
period of time (8 – 12 counts) then to freeze in an interesting position. The rest of the students
then begin, and they also move for 8-12 counts, then freeze and hold an interesting position.
When they see another student stop, they begin to move. Encourage the students to try to move
and stop at random intervals so that students are all starting and stopping at different times.
This exercise may take some practise.
B) Skill Development
• Video Game Moves. Students work in groups of 4-5. Each group finds an empty space in the
gymnasium. Assign each group (or allow students to choose) a video game, a movie or a TV
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show. Allow them time to discuss what movements or actions are used in the game, show or
movie they have chosen and how they could recreate them. Allow each group to tell the class
whether they are acting out a game, movie or show, then present their pantomime while the
remaining students try to guess what is being represented.
C) Skill Application
• Sequence Activity . Students work in small groups of 4-5 to choose one of the activities from the
previous lessons and to refine a dance or sequence that they began in another class. Students
could choose from the following activities:
– Shape, melt, move
– Add-on dance
– Sport action dance
– Meet/greet/agree/disagree
• They may also choose to develop their own dance, focusing on the following criteria:
– Clear beginning and ending.
– Smooth transition between actions.
– Variety of movements and actions.
– Changes in direction and level.
– Includes at least one jump and one balance.
• Students choose to share their sequence with a small group or with the class.
D) Cool-Down/Wrap-Up
• Who’s the Leader? Students sit on the gymnasium circle. A leader begins a stretch and everyone
follows. The leader changes the stretch and the others follow. Students try to hide the identity of
the person who is leading the stretches by not looking directly at him/her. Send one student to go
outside the gymnasium door. Choose a new leader to lead stretches. The student who was outside
enters and tries to guess who the leader is (three guesses). Repeat the activity several times with
new leaders and guessers.
Extension
Notes to Teacher
Appendices
• Sequence Activity . When developing their sequence, provide more criteria for students
to include. Students could also focus on using interesting formations, sequencing of movements
(synchronized, echo) and dancing with equipment (hoops, scarves, balls).
• Discuss with students different ways to perform a dance such as working in unison, or opposing
movements, one person moving while others freeze, or working in sequence.
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix N: Anecdotal Observation Recording Chart
Unit 15 – Sub-Task #5
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Shape Melt Move
Chart #1 Chart #2
SHAPE MOVE
SHAPE MOVE
SHAPE SHAPE
MELT MELT
MOVE SHAPE
MOVE SHAPE
SHAPE SHAPE
MELT MELT
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Shape Melt Move
Chart #3
SHAPE SHAPE
MELT MELT
MOVE SHAPE
SHAPE MOVE
MOVE SHAPE
MOVE SHAPE
SHAPE MELT
SHAPE MOVE
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1. Locomotion
2. Add a jump
3. Add a turn
4. Add a pose
Add-On Dance
5. Change level
6. Change direction
7. Change speed
8. Move together
9. Move in opposite
directions
10. Echo a movement
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UNIT Traditional Dance
1 6
Duration 7 Sub-Tasks
Description
Students learn and participate in folk, novelty and contemporary dances.
Sub-Task Title Expectation Code
1. Jiffy Mixer 6p29
2. Maple Leaf Stomp 6p29, 6p34
3. The Hammer Dance 6p24, 6p29
4. Kokomo 6p29
5. Pata Pata 6p17, 6p29
6. Vogue 6p24, 6p30
7. The Time Warp 6p17, 6p24, 6p29
Assessment and Evaluation
• A variety of assessment tools can be used throughout this unit. Some assessment strategies
and tools included are:
– Teacher assessment of participation using Ready to Participate section of the Participation
Rubric.
– Teacher assessment of participation with hand-clapping patterns, using the effort section
of the Participation Rubric.
– Teacher assessment of work with a partner using the Group Interaction section of the Social
Skills rubric.
– Teacher assessment of locomotion/travelling skills using a locomotion checklist.
– Student self-assessment of vigorous participation using the Self/Peer Active Participation
Assessment.
– Student assessment of participation, using the Effort and Enjoyment sections of the
Participation Rubric.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety guidelines.
• Students must be able to follow management strategies developed in class.
OVERVIEW
• Students should have a working knowledge of the principles of movement including
body awareness, space awareness, effort, and relationships.
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Notes to Teacher
• See Unit 14 Overview for tips to teach dance and for music sources.
• Many traditional dances can also be done to novelty music. Encourage students to make
music suggestions and adapt instructions to fit the music available.
• Many traditional folk dances refer to men or gents and ladies or girls. Students may choose their
own names to distinguish partners or use other terms (e.g., A’s and B’s, right’s and left’s, leaders
and followers).
• Encourage students to find partners quickly and to take turns being partners with everyone.
Provide students with assistance finding partners. Remind them to be courteous, show respect,
and consider the feelings of others.
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UNIT 16 Traditional Dance
Sub-Task #1 Jiffy Mixer
Facility
Gymnasium, dance or drama room
Materials
Tape/CD player
Jiffy Mixer or any modern music
Description
Students perform a sequence of movements to music.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of participation using Ready to Participate from the Participation Rubric
(Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• On the Spot/Go.
• Students jog, jump and hop on the spot and while moving around the room. Call out “on the
spot” or “go”. Students alternate between jogging, jumping and hopping. Remind students to
begin slowly and gradually increase speed as they warm up.
Unit 16 – Sub-Task #1
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B) Skill Development
• Jiffy Mixer . Students stand in scatter formation. Teach the dance one part at a time. Students
practise each part moving to slow music, then to faster music.
Part Counts Action Cue Words
A 2 beats Point Left toe out to the side. Out
Bring it back beside Right foot. Back
2 beats Repeat.
4 beats Side Step - Step with the L foot to the side, bring R Step together
foot to meet L, step on L to the side again, bring R foot to meet L. Step together
8 beats Repeat above sequence moving to the right.
B 2 beats Jump back then clap hands once. Jump clap
6 beats Repeat three times.
C 8 beats Jog eight steps forward. Forward
Repeat Parts A, B and C to the end of the music.
C) Skill Application
• Students face a partner and repeat the dance. Remind students that when facing a partner, their
actions will be in opposite directions. Students will side step away from their partner in Part A
and jump away from their partner in Part B.
• In Part C, students jog forward and jog to face a different partner each time.
• Repeat the dance using different music.
D) Cool-Down/Wrap-Up
• Students reflect on the skills they learned in the lesson while stretching. Questions can include:
– What part did you like about learning this dance?
– What was difficult to learn?
– What part made your muscles work the hardest?
– How many parts were there in the music?
– Did the music tempo change?
– If you could change one thing in this dance what would you change?
Extension
• Circle Formation.
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Notes to Teacher
Appendix
• Do the Jiffy Mixer in a circle formation with an inside circle and an outside
circle. Students in the inside circle have their backs to the centre of the circle. Students in the
outside circle face the centre and their partners.
• As a “mixer,” instead of jogging eight steps, each partner walks forward four slow steps (step,
together is one slow step) toward the person on their left who will be their new partner.
• Students can work in partners if this makes them more comfortable. Partners face each other.
One person starts with the left foot and the partner with the right. Practise the dance with partners
in scatter formation.
• When changing partners, encourage students to find partners quickly. All students should
work with any student in the class. Establish a “lost and found” area (e.g., centre circle of the
gymnasium) for any student who cannot find a partner immediately. Students pair up with any
other student moving towards the “lost and found.”
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
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UNIT 16 Traditional Dance
Sub-Task #2 Maple Leaf Stomp
Facility
Gymnasium, dance or drama room
Materials
Tape/CD player
Maple Leaf Stomp music
Paper
Markers
Pylons
Description
Students perform a sequence of movements with a partner to music. Maple Lead Stomp is a French
Canadian folk dance.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of work with a partner using the Group Interaction section of the social
skills rubric (Grade 6 Appendix H).
• Student self-assessment of vigorous participation using the Self/Peer Active Participation
Assessment (Unit 14 Appendix A).
Teaching/Learning Strategies
A) Warm-Up
• Four Corners.
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Brainstorm until the class has a list of eight activities they would like to do in the Action Word
Circuit. Write these words on paper, and attach each to a pylon using an elastic band. Place
pylons in various places around the gymnasium. Divide the class into groups of 4-6. The groups
read their mode of locomotion and move that way in a line formation to the next pylon. They
read their next locomotion and move that way until they reach the next pylon. This continues
until they have travelled all the way around the gymnasium. All groups move at the same
time in the same direction.
B) Skill Development
• Students practise the steps of the Maple Leaf Stomp. They listen and respond to cue words (e.g.,
“in-two-three-stomp”). Teach Part A and B. Students may call cues aloud to remember which
partner turns first. Add Part C when students are comfortable with the rest of the dance.
C) Skill Application
• Maple Leaf Stomp. Double circle of partners facing, both hands joined. Boys have backs to
centre of circle.
Part Counts Action Cue Words
A 4 beats Couples move towards the centre of the circle. Inside partner In 2-3-stomp
moves backwards starting with the left foot. Outside partners
move forward starting with the right foot. Take three walking
steps and stamp on the fourth count.
4 beats Couples move out of the circle, three steps and stomp. Out 2-3stomp
4 beats Couples move towards the centre of the circle, taking three In 2-3-stomp
walking steps and stamping on the fourth count.
B 4 beats Inside partner stands in place clapping hands and the Outside
outside partner turns clockwise using four steps. people turn
8 beats Repeat measures 1 to 3 except that the couples begin by Out 2-3moving
away from the centre. stomp, in, 2-
3-stomp, out-
2-3-stomp
4 beats Repeat measure 4 changing parts, the outside partner claps as Inside people
the inside partners turn. turn
C 8 beats Inside partner stands in place and claps hands. Outside partner Slide…
takes 8 sliding steps sideways to the left around the
outside of the circle.
8 beats Outside partner reverses and slides for 8 sliding steps to the Slide back
right passing original partner and going on to the next person.
16 beats Students join hands with this new partner and promenade Walk
counterclockwise around the circle.
• The dance continues.
Unit 16 – Sub-Task #2
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D) Cool-Down/Wrap-Up
• Rag Doll. Students stand straight, and they slowly lower their heads, shoulders, arms, spines,
and so on until they are a rag doll on the ground. Reverse the sequence of events until back
to standing position.
Extension
Notes to Teacher
Appendices
• Repeat the dance incorporating different levels, shapes and interesting transition moves.
• “Boys” and “girls” have been used in traditional dance instructions to describe the position of
dancers. Use the terms “inside people” and “outside people” to distinguish between inside and
outside circles if not dancing with “boy/girl” partners.
Unit 14 Appendix A: Self/Peer Active Participation Assessment
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 16 Traditional Dance
Sub-Task #3 The Hammer Dance
Facility
Gymnasium, dance or drama room
Materials
Tape/CD player
The Blacksmith’s Anvil music
Description
Students perform a sequence of hand and foot patterns to music. D’Hammerschmiedsgsellen is a
folk dance from Germany.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a sprint approach and jump for
distance, as in long jump).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of locomotion/travelling skills using a locomotion checklist
(Unit 13 Appendix A).
• Teacher assessment of participation, observing students doing hand-clapping patterns and
using the Effort section from the Participation Rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Paper Plates. Write one of the eight action words identified in Sub-Task #2 on each of the 35
paper plates. Scatter them around the gymnasium face down. Students travel around the playing
area and then call out a number. They pick up the plate near them and perform the activity on
stated the required number of times. Students put their plates on the floor in a different location
and continue the game.
B) Skill Development
• Clapping practice. Students practise the clapping action from the Hammer Dance. Two students
face each other and say aloud, “Thigh, hips, chest, right left both” while they clap, hitting with
their own thighs, hips and chest, then clapping with their partner right hands together, left hands
together, both hands together. Students practise with a partner until they are comfortable with
this pattern.
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• Two groups join together to work with a group of four.
• Students stand in a square with partners facing each other across the square. One pair starts the
clapping sequence, beginning with “thighs, hips, chest”. The other pair begins their sequence
with “Thigh, hips, chest” (clapping to themselves) as the other pair does: “Right, Left, Both.”
Hint: Tell students that they take turns sharing the middle space. Partners use the middle space
when they are clapping with their partner. They use their own space when they do the “Thigh,
hips, chest” action.
• Introduce the chorus for the Hammer dance. It consists of a series of simple actions:
– Hold hands and step hop eight steps in each direction.
– Right Hand Star: all place right hands in the centre and skip around in a circle.
– Left Hand Star: all place left hands in the centre and skip around in a circle.
C) Skill Application
• The Hammer Dance. In a scatter formation, students work on the following steps.
Part Counts Action Cue Words
A 36 beats Opposite partners clap both hands on own thighs. Me me me
Then clap both hands on own hips. Clap own hands on (1-2-3) (or
their chest. thighs, hips,
Clap left hands together with partner. chest)
Clap right hands together with partner.
Partners clap both hands together. You you you
( or left-right
-both)
Group “A” starts their clapping sequence on count 1.
Group “B” starts their clapping sequence on count 4.
The clapping sequence is repeated a total of eight times.
B 16 beats Join hands in circle of 4 at shoulder height and do eight Step hop
slow step hops to the left. (and 1,
and 2…)
16 beats Repeat this to the right.
A 48 beats Repeat all of Part A.
C 16 beats Right hands to the centre in a star (wrist hold) position Star right
and do eight step hops to the right.
16 beats Repeat this with a left-hand star (all hold left hands in the Star left
centre, holding wrists) skipping around the circle to the left.
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The Hammer Dance (continued)
Part Counts Action Cue Words
A 48 beats Repeat all of Part A.
D 32 beats Partners do a step hop turn to finish the music. Step hop
D) Cool-Down/Wrap-Up
• Students move around the gymnasium. On a signal, students change their locomotor style
and level.
• Students work in their groups of four to stretch and hold stretches from head to toe.
(See Grade 6 Appendix A).
Extension
Notes to Teacher
Appendices
• Students create their own hand-clapping pattern to Part A.
• The Hammer dance is called, D’Hammerschmiedsgesellen (D’Hammer). The name has been
shortened for the purpose of this lesson!
• Students can start with a partner and practise the hand clapping from Part A of the dance.
• When students are in groups of four, identify two as A’s and the others as B’s.
Unit 13 Appendix A: Locomotion Checklist
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
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UNIT 16 Traditional Dance
Sub-Task #4 Kokomo
Facility
Gymnasium, dance or drama room
Materials
Tape/CD player
"Kokomo" by the Beach Boys
Description
Students follow hand and foot sequences to music. Kokomo is a novelty dance.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Student self-assessment of vigorous participation using the Self/Peer Active Participation
Assessment (Unit 14 Appendix A).
Teaching/Learning Strategies
A) Warm-Up
• Beach Bodies. Students move around the room to “beach” music. Call out a series of signals
e.g., surfer, the wave, the crawl, beach jog, sunshine. Students brainstorm some simple warm up
actions for each signal. (e.g., stretching up, lifting knees, rotating arms). Students move around
the gymnasium in a variety of ways. On a signal, students do the action, then continue to move.
B) Skill Development
• Review some of the steps used in Kokomo:
– Grapevine: step to the side, behind, side, in front.
– Arm action: pull arm down, poke elbow out, roll arm in front of chest, wave arm
in front of chest.
• Teach Kokomo by having students follow the actions of a leader.
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• Kokomo. Students begin in a scattered or line formation.
Part Counts Action Cue Words
from Song
Introduction Sway and snap fingers four times.
A 2 beats Pull R elbow down two times. Aruba
2 beats Poke R elbow out two times.
2 beats Roll R hand in front of chest.
2 beats wave R hand in front of chest.
8 beats Repeat above sequence with L arm. Bermuda
8 beats Repeat above sequence with both arms simultaneously. Key Largo
B 4 beats Grapevine step: moving to the L cross R foot over L foot, Off the
step L, cross R behind L, step L. Florida Keys...
4 beats Repeat.
4 beats Walk forward R, L, R and pause .
4 beats Walk backward L, R, L, R.
8 beats Do two grapevines to the R starting with the L foot.
4 beats Walk forward L, R, L and pause.
4 beats Walk backward R, L, R, L (do a quarter turn on the last step).
32 beats Repeat Part B. Bodies in
the sand…
Repeat Part A. Aruba…
C 24 beats Egyptian: arms out to side, face L, R, L, R – Oh I wanna
six counts facing each direction. take you
down to
Kokomo…
D 8 beats Clap eight times. Martinique…
Repeat parts in this order till end of music:
B, B, A, C, D, B, B, A, C.
C) Skill Application
• Students work in groups to practise the Kokomo dance and add their own changes and
modifications. Encourage students to change either the chorus or one verse to add their
own touch to the dance.
• Students share their different versions in small groups or with the class.
• Groups can work together to combine their versions and to create a new dance.
D) Cool-Down/Wrap-Up
• Stretch in a Line. Students stand on the lines of the gymnasium. Give each line a body part.
Students stretch that body part while standing on a line. Call out “line change”. Students walk
slowly to the next line and begin stretching the next body part.
Unit 16 – Sub-Task #4
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Extension
Notes to Teacher
Appendix
• Students try the Kokomo moves to different music. Provide some music or allow students
to bring in their own selections after they have been checked and approved.
• Teach dance first without the turn. Add the turn when the students are comfortable with the steps.
Select a student leader to stand near the wall on each side of the group so students can follow
a leader when facing in each direction.
• Learn and practise dance steps in advance to demonstrate for students, or select a group of
students and give them a chance to practise in advance so they can lead the class.
Unit 14 Appendix A: Self/Peer Active Participation Assessment
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UNIT 16 Traditional Dance
Sub-Task #5 Pata Pata
Facility
Gymnasium, dance or drama room
Materials
Tape/CD player
Pata Pata music
Description
Students perform a sequence of more challenging moves to music. The pace is fast and fun. Pata
Pate is a novelty dance from South Africa.
Expectation Code Learning Expectation
6p17 Demonstrate the principles of movement while refining
movement skills (e.g., combining body shapes and movements
with changes in directions as in a dance or gymnastics routine).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of movement skills using an anecdotal observation recording chart (Grade 6
Appendix N).
• Student assessment of participation, using the Effort and Enjoyment sections from the
Participation Rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• 8 Whatevers. Students stand in a circle. Each student takes a turn leading a warm-up action
(e.g., knee lifts, arm swings, bend and reach) for the class. Encourage students to choose
actions that move large muscles, move joints through their range of motion and actions that will
gradually get the heart pumping. At random intervals, call out “Whatever” and the students do
their own action for eight counts.
B) Skill Development
• Teach the arm and foot actions of Pata Pata.
– Part B. Practise feet first. Toes move out, then heels out, then toes in, then heels in.
– Practise arms. With arms out parallel to shoulders, arms flap up and down at the elbows.
– Give students time to practise putting arm and feet action together.
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– Part C. Students practise Part C by saying cue words aloud.
– Knee – lift right knee and put it back in place.
– Knee – lift right knee put it back in place.
– Kick – kick left foot forward.
– 1, 2, 3 – step back with left foot, step back with right foot, step in place with left foot.
• Give students time to practise this sequence.
• Practise adding a turn. When students kick their left foot forward, they do a quarter turn to the
right, kicking their left foot forward in the new direction.
C) Skill Application
• Pata Pata. In scatter formation student learn the following steps.
Part Counts Action Cue Words
A 4 beats Point R foot to R. Out
Cross R in front of L. Cross
Point L foot to L. Out
Close L to R. Together
B 4 beats Spread toes apart so that feet form a V. Arms out, form a Up down
right angle upwards. up down
Spread heels apart. Feet are now apart. Arms out, form a
right angle downwards.
Bring heels together. Arms flap up.
Bring toes together. Arms flap down.
C 4 beats Lift R knee across body. Knee
Place R foot down (but without taking any weight on it).
Lift R knee again. Knee
Step on R foot at same time making a quarter turn Step/turn
clockwise (or to the right) pointing toe away from the body.
Kick L foot. Kick
Back up 3 steps (L, R, L). Walk walk,
walk
• Repeat dance until music finishes.
D) Cool-Down/Wrap-Up
• Mirror Moves. Students stand on one of the circles in the gymnasium. As leader, move your
hands slowly in various ways (e.g., reaching high, pushing out, and sinking to the floor), and the
students mirror your actions. The actions must be slow enough that everyone can follow easily.
Change leaders often and encourage them to explore different levels and actions. Add soft, flowing
music if desired.
• Students assess their participation and enjoyment using Effort and Enjoyment from the Social
Skills rubric (posted on the wall). Ask each group to share one example of good participation
exhibited during class.
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Extension
Notes to Teacher
Appendices
• Students practise doing Pata Pata in small groups, creating an interesting formation to begin
the dance. Working in a group of four each student may begin the dance facing in a different
direction. Alternatively, students may present the dance in a line or a circle.
• Teach the steps in half time initially. Speed it up when students are comfortable with the steps.
• Teach dance first without the turn. Add the turn when the students are comfortable with the steps.
Select a student leader to stand near the wall on each side of the group so students can follow a
leader when facing in each direction.
• Asking students to provide reasons for their decisions when assessing their own participation
helps to clarify the criteria and indicators for assessment. Discussing indicators clarifies the
targets for both students and teachers.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 16 Traditional Dance
Sub-Task #6 Vogue
Facility
Gymnasium, dance or drama room
Materials
Tape/CD player
“Vogue” by Madonna
Ball
Description
Students coordinate arm movements with direction changes and learn pivot turns. Vogue is a more
difficult contemporary dance.
Expectation Code Learning Expectation
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a sprint approach and jump for
distance, as in long jump).
6p30 Describe the factors that motivate participation in daily
physical activity (e.g., the influence of friends, enthusiasm for
the outdoors) and begin to consider them when making their
own choices of physical activities.
Assessment Opportunities — Suggestions for Assessing Expectations
• Teacher assessment of locomotion/travelling skills using a locomotion checklist
(Unit 13 Appendix A).
• Peer assessment of knowledge of motivational factors using a peer discussion.
Teaching/Learning Strategies
A) Warm-Up
• Colour Code.
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• Use the lines of the gymnasium to create a colour code of actions. For example,
the red line means hop on one foot, the blue line means jump over it side to side like a skier, the
black line means do Jumping Jacks. For example, if you call out the colour red, students
jog to a red line in the gymnasium and perform the predetermined task. Call out another colour
and so on. Students can suggest colours and actions.
B) Skill Development
• Introduce the steps that will be used in the Vogue dance, so that when the students are following
the steps with the music, they will be familiar with the actions and word cues.
• Give students the steps to the dance in written form. In small groups, students read the steps and
practise their interpretation of the steps. Play the music while students are practising.
C) Skill Application
• Vogue. In a scattered or line formation. Students dance together.
• Divide the class in half so that half the class can take turns watching the other half. Small groups
may have interpreted the written instructions differently, so students may notice variations in the
presentation.
Part Counts Action Cue Words from Song
Introduction Strike a pose (twice).
A 4 Slow pivot turn (180˚) use R foot Look around, everywhere
as if looking around. you’re turning
4 Slow pivot turn (completing the
circle) using R foot.
8 Repeat the 2 slow pivot turns. It’s everywhere that
you go
8 Walk sideways 1, 2, 3 and kick You try…that you know
(R, L, R, kick).
Repeat going other direction.
8 Repeat walk sideways in both directions.
B 8 Move R foot out the side andbring it back four times. If all else fails and you
long to be
8 Repeat with L foot. Something better than
you are today
16 Repeat on both sides again. I know a place…what
it’s for
C(Chorus) 2 Stretch R arm up (move right foot to Come on vogue, let
straddle position). your body
2 Stretch L arm up (move left foot slightly out).
2 Jump placing both feet together.
2 Double clap.
24 Repeat Part C three more times. Move to the music
Repeat the entire dance. All you need…
Unit 16 – Sub-Task #6
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Vogue (continued)
Part Counts Action Cue Words from Song
D Four small jumps turning quarter turn each time Beauty’s where you
to end up facing the front. find it
4 Two touches to the side with the R foot.
8 Repeat jumps and touch.
Going the other way.
16 Repeat Part D. So live in the…beautiful
4 Four steps forward. That you call, life’s a ball,
so get up on the
dance floor
4 Four steps backward.
4 Four steps forward.
24 Repeat Part C and D (the whole chorus). Come on vogue…go
with the flow
Ending Students change poses every 4-8
counts until music fades.
D) Cool-Down/Wrap-Up
• Students stand in a circle and throw the ball to a classmate. The student who catches the ball
leads a stretch and the group follows. The student then throws the ball to someone else. Continue
until everyone has had a turn.
Extension
Notes to Teacher
Appendix
• Students work on their Vogue dance, focusing on presentation in an interesting formation.
Students may add props and costumes if time allows.
• To complete a pivot turn, step forward on right foot and do a 180 degree turn so that you are
now facing the opposite direction (the left foot is in front now). Complete the turn.
• Teach Parts A, B and C first. Encourage students to add Part D only when they are comfortable
with Parts A, B and C.
Unit 13 Appendix A: Locomotion Checklist
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UNIT 16 Traditional Dance
Sub-Task #7 The Time Warp
Facility
Gymnasium, dance or drama room
Materials
Tape/CD player
“The Time Warp” from the Rocky Horror Picture Show Soundtrack
Description
Students follow the direction in the song lyrics and create their own steps to the musical beat.
Expectation Code Learning Expectation
6p17 Demonstrate the principles of movement while refining
movement skills (e.g., combining body shapes and movements
with changes in directions as in a dance or gymnastics routine).
6p24 Perform locomotion/travelling and stability skills in
combination (e.g., use a sprint approach and jump for
distance, as in long jump).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of movement skills using an anecdotal observation recording chart
(Grade 6 Appendix N) together with indicators from the lesson (dance steps).
• Teacher assessment of participation using the Physical Participation section of the Participation
Rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Divide students into groups of four, and assign each group a number. Each group decides on one
sport to act out. On a signal, students travel around the gymnasium at different levels and various
locomotor patterns. When the leader calls out a number, the four team members for that group
meet in the centre of the gymnasium, and act out their sport/activity. Other members of the class
try to guess the sport. The timer starts when a number is called, and stops once the class guesses
correctly. Repeat until every group has had a chance. Groups try to achieve the lowest time.
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B) Skill Development
• The Time Warp. Students start on their knees with their head on the floor, and hands covering
head. When the music starts students begin by awakening and rising slowly.
• Lead the dance without teaching the parts first. Students follow the actions they see and listen to
the cue words from the music.
Part Counts Action Cue Wordsfrom Song
A: Verse 1 Do a variety of teacher-directed moves, i.e. I remember…
The Twist, Monkey, Pee-Wee
Herman, Hulkster, Charleston, Hitchhiker
(make up your own).
B: Chorus 1 Hands high. Let’s
1 Hands low. do
1 Hands high. the time
1 Hands low. warp
4 Hands high and spin around in a circle. again
1 Jump to the L.
1 Step to the R.
1 Hands on hips Put your hands on
your hips.
1 Knees together Put your knees real tight.
1 Do the pelvic thrust.
1 Hands up. It really drive you insane.
Hands high. Let’s
Hands low. do
Hands high. the time
Hands low. warp
4 Hands high and spin around in a circle. again
C: Verse 2 Students make up their own dance steps It’s so…
D: Verse 3 Do jive moves. Well I was walkin’
down the street
C) Skill Application
• In groups of 2-4, students create their own synchronized dance steps to parts C and D. Give
groups the opportunity to share their parts with other small groups or with the class.
D) Cool-Down/Wrap-Up
• As a class, students stretch together. Students stretch all body parts from head to toe.
(Grade 6 Appendix A).
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Extension
Notes to Teacher
Appendices
• Students create actions to the dance using only specific body parts, e.g., arms only, or sitting
down, using legs only.
• Demonstrating for the full class should be optional, as the learning takes place during the
process of creating the dance steps and not only when performing it in front of a group. Students
may share in small groups.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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Skill Building Activities
Unit Title
17 Lead-Up to Soccer . . . . . . . . . . . . . . . . . . . . 515
18 Lead-Up to Basketball . . . . . . . . . . . . . . . . 537
19 Lead-Up to Volleyball . . . . . . . . . . . . . . . . . 557
20 Manipulative Activities with Equipment . . . 577
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Health and Physical Education – Grade 6 Skill Building Activities

OVERVIEW
UNIT Lead-Up to Soccer
1 7
Duration 6 Sub-Tasks
Description
Students build on the basics of soccer skills learned in Grade 5, while developing fitness and
emphasizing interpersonal skills such as fair play and cooperation. Movement and sport-specific
skills to be covered include: foot and body trapping, passing, foot dribbling, heading, goalkeeping,
shooting on net, and throw-ins.
Sub-Task Title Expectation Code
1. Passing and Trapping 6p20, 6p29
2. Dribbling Around Obstacles 6p18, 6p28
3. Body Trapping, Heading and Throw-Ins 6p18
4. Goalkeeping and Offensive Strategy 6p20, 6p22, 6p29
5. Soccer Positions and Rules in a Mini-Game 6p29, 6p34
6. Soccer Game 6p29, 6p34
Assessment and Evaluation
• A variety of assessment tools can be used throughout this unit. Some assessment strategies and
tools included are:
– Formative/ongoing teacher assessment using movement skills rubrics and anecdotal
record sheet.
– Summative teacher assessment using participation, social skills and safety rubrics.
– Summative teacher assessment using movement skills checklists.
– Student self-assessment using participation target.
– Peer assessment using movement skills checklists.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their Board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Students are able to move safely with and without equipment.
• Students are able to use interpersonal skills to work in partners, small groups, and on teams.
• Some awareness of the skills and rules involved in soccer from various sources.
• Students are able to travel in a variety of ways in different directions in response to signals.
• Students are able to hit a slowly moving object (ball) using various parts of the body, directing
it to a partner or a large target.
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Notes to Teacher
• Using two hands, students are able to throw a ball overhead to a large target.
• Students are able to stop a ball with their lower body.
• Students are able to hit a ball with various body parts.
• Ensure students understand the importance of listening to and following instructions.
• Establish safety and management strategies before students work with the balls.
• Set a signal which requires the students to freeze, look at the teacher, stop talking
and keep their ball still (e.g., two short blasts of the whistle).
• Regular soccer balls should not be used indoors. Nerf balls or indoor soccer balls
are more suitable.
• Designate a number of spots where students can pick up balls and return them.
• Provide small, lighter, softer balls as well as regular soccer balls to meet the needs of the
different skill levels in the class. Students having a difficult time should use a smaller
and lighter ball.
• If students are experiencing difficulty with any skill, slow down the activity, break it into steps,
have students follow a checklist, or go back to an easier preceding skill that will help them
become prepared for more difficult challenges.
• In order to challenge advanced students, encourage them to find ways to make a particular skill
more challenging; e.g., they can perform it at a greater speed, from a farther distance, with the
weaker foot or in combination with a variety of other skills in sequence. Also, more advanced
students can help with demonstrations and act as mentors in the class.
• If working in a small space, limit the number of balls. Students can share a ball and take
turns with a partner. Make sure students pass the ball in the same direction so as not to
interfere with others.
• If the school has the facilities, allow students to practise as many skills and drills as
possible on the grass.
• The game of soccer involves a lot of sprinting, running and a high endurance level. If possible,
prepare students for this vigorous sport with a preceding unit of cross-country running. This will
help students to develop the endurance they will need to participate successfully in a game of
soccer. In lessons where there are a lot of drills involved, make sure that students get a good
running workout in the warm-up or include the running in the drills.
• For more information: See Getting Assessment Right: HPE: Grades 1–8 (p. 63) for overhand
throw and punting rubrics.
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UNIT 17 Lead-Up to Soccer
Sub-Task #1 Passing and Trapping
Facility
Gymnasium or outdoor field
Materials
Soccer balls (one per student)
Provide a variety of medium-sized lighter balls
Pylons or markers (one per student)
Two different coloured balls
Description
Students review the skills of passing and trapping the ball using both feet. They focus on using the
outside of the foot, and increasing accuracy.
Expectation Code Learning Expectation
6p20 Kick balls of various sizes and shapes for distance and accuracy
(e.g., punt a football, kick a soccer ball).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Diagnostic: Teacher assessment of trapping and passing skills using an anecdotal observational
recording chart (Grade 6 Appendix N) in conjunction with Movement Skills Recording Chart
(Grade 6 Appendix J-1).
• Formative/Ongoing: Self-assessment of vigorous activity using a participation target (Grade 6
Appendix O-1).
Teaching/Learning Strategies
A) Warm-Up
• 30 Seconds Switch. Students speed walk around a small area marked by pylons.
Every 30 seconds, they switch to a different way of moving:
– Walk and swing arms.
– Walk and shoulder rolls.
– Skip.
– Walk and knee lifts.
• Students gradually increase speed and intensity of movement as heart rates increase.
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B) Skill Development
• Set and practise a signal that requires the students to freeze, look at the teacher, stop talking and
keep the ball still (e.g., two short blasts of the whistle).
Trapping. Review some different ways of stopping the ball with the feet, as outlined below.
Give students time to experiment passing and trapping with a partner. Encourage students
to experiment with different ways. Select some students to demonstrate.
• Wedge Trap. Face the ball, hold foot at 45-degree angle with the heel close to the ground
and apply pressure to top of the ball.
• Inside Foot Trap. Face the ball, contact the ball with the inside of foot and move the
foot slightly backward to slow the ball down.
• Outside Foot Trap. Face the ball, contact the ball with the outside of the foot and move
the foot slightly backward to slow the ball down.
• Trapping Drills. Students work in partners passing the ball back and forth while practising the
different types of traps. Ensure students are practising sending and trapping the balls equally with
both their dominant and non-dominant foot and explain why it is important to be able to control
and send the ball with either foot in the game of soccer. Students practise their passes from
different distances. Students send the ball to each other with enough force to challenge
their partner.
Passing. Discuss which part of the foot is best used for passing. Some students demonstrate.
• Inside of Foot Pass. Strike the ball with the instep (the inside of the foot) and keep eyes on the
ball. The non-kicking foot should be placed beside the ball with the toes pointing toward the target.
Tell students not to kick with the toes: it could hurt the toes and it provides very little control,
so it is hard to make an accurate pass or shot on net.
• Outside of Foot Pass. Same as inside foot pass except that you strike the ball with the outside
of the foot and the toes point inward. Students work in partners practising the various foot traps,
the inside foot pass, and the outside foot pass, trying it with their dominant and non-dominant
foot. More advanced students can work from a farther distance apart.
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C) Skill Application
• Shuttle Formation. Students form groups of six, and further divide into two groups of three for
passing/trapping in shuttle formation. Student with the ball passes to the first person in the line
across from them and goes to the end of the opposite line. Student receiving the ball traps the
ball, gaining control of the ball before passing across to the next student
• Students play a mini-game in their group of six. Students play 3-on-3 without a goal, but work on
maintaining possession of the ball. Students work as a team to try to do an inside of the foot pass,
outside of the foot pass, and all three types of traps. Students keep team scores, scoring one
point after they have been able to collectively do each type of trap and pass.
D) Cool-Down/Wrap-Up
• In groups of six, students take turns leading the group in cool-down stretches.
Extension
Notes to Teacher
Appendices
• As ability improves, students practise using other body parts (e.g., thighs, chest)
for trapping the ball.
• Being physically fit is extremely important in the fast-moving game of soccer. Encourage students
to be aware of their heart speeding up during physical activity, and gradually returning to a lower
rate their resting heart rate after stopping. See Fitness Units (Units 5 and 6) for more information.
• Provide lighter and smaller balls that move more slowly for students to use if they wish. They can
work with their stronger foot as well as the inside of their foot until they get a good feel for the
ball and develop more confidence. More advanced students can aim at a target on the wall.
Grade 6 Appendix J-1: Movement Skills Recording Chart
Grade 6 Appendix N: Anecdotal Observation Recording Chart
Grade 6 Appendix O-1: Participation Target
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UNIT 17 Lead-Up to Soccer
Sub-Task #2 Dribbling Around Obstacles
Facility
Gymnasium or outdoor field
Materials
Soccer balls (one per student)
A variety of medium-sized lighter balls
Pylons
Description
Students review the skills of passing and trapping with both feet. They learn how to pass and trap the
ball while dribbling.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/traveling skills using
equipment (e.g., navigating through and obstacle course (e.g.,
navigating through obstacle courses, skiing, skating).
6p28 Follow safety procedures related to physical activity,
equipment and facilities, and begin to take responsibility for
their own safety.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of locomotion skills using the checklist found in Unit 13 Appendix A.
• Self-assessment of attention to safety procedures using a thumbs-up/thumbs-down rating.
(See safety rubric Grade 6 Appendix I for indicators.)
Teaching/Learning Strategies
A) Warm-Up
• Students jog or power walk around the gymnasium or field for four minutes. For the last two
minutes of the jog, every 15 seconds, give a signal to students to change the way they are moving.
Before the jog, discuss some ideas of different ways to move (e.g., forward, backward, small
steps sideways, galloping sideways, on tiptoes, giant steps, squat steps, run three steps, bend and
touch the ground, then run three steps and touch the ground again).
• Remind students that the warm-up should gradually raise heart rate and get bodies moving.
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B) Skill Development
• Foot Dribbling. The ball should be contacted with the inside or outside of the foot and not the
toe. Remind students to keep the ball close to them and under control. They should keep head
up, and stay aware of the ball and the surrounding area.
• Foot Dribbling Drill. Students each have a ball and move across the field, keeping the ball
close to them and tapping it lightly using the inside of their dominant foot. They repeat, gradually
increasing the speed of dribbling. On the signal, students stop the ball with their feet, then turn
and dribble in the opposite direction. The ball should be close enough that students can stop
quickly, keep control of the ball and change direction.
• Repeat drill across field using inside of non-dominant foot.
• Repeat using outside of dominant foot.
• Repeat using outside of non-dominant foot.
• Repeat using alternately the inside of dominant foot and then the outside of dominant foot.
• Once students can complete the above skills at a medium jog, they cross the field again, but this
time each time they take a step they pass the ball from the inside of one foot to the inside of the
other foot.
• Students should dribble more slowly if they are finding it difficult. If they need more
of a challenge, they can try to dribble faster.
C)Skill Application
• Dribble Obstacles. Set up an obstacle course with pylons. Students work in small groups to
dribble through the pylons as quickly as possible. Encourage students to look up while dribbling
the ball with their feet and to keep the ball close to them. Encourage students to dribble in different
ways around the cones (e.g., with dominant and non-dominant foot; with inside and outside
of foot). Remind students to use both feet.
• Dribble Tag. Set defined boundaries. Everyone has a ball to dribble. Choose 3-4 students to be
"It" and give them a distinctive kind of ball. If tagged by "It," students freeze and hold their ball
as if they are about to do a throw-in. To become unfrozen, another player must pass a ball
through the frozen person’s legs and retrieve it on the other side. Designate new students
to be "It" every few minutes. Remind students to look up, be aware of their surroundings
and to move by dribbling to open spaces.
D) Cool-Down/Wrap-Up
• Mirror, Mirror . All students have their own ball and spread out facing the teacher, who leads a
group stretch using the ball. Students mirror the stretch that the teacher is performing.
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Extension
Notes to Teacher
Appendices
• Follow the Leader - Dribble Stop. Partners each have their own ball. One partner is the
leader who walks and dribbles while their partner follows closely behind, also dribbling a ball.
When the leader stops, the follower should have enough control to stop quickly without bumping
into them. Switch roles so that each person has an equal number of times as a leader and as a
follower. Students may choose to keep score with each partner starting with five points. The follower
gains a point if he/she can stop without touching the leader. The follower loses a point if
unable to stop without touching the leader.
• Encourage students to slow down dribbling to increase control. Students can increase speed with
practice.
• Avoid doing a lot of relay race type drills unless students’ skills are ready for this type of speed.
• Spread out the pylons if students are having difficulty maintaining control of the ball while moving
in and out of the pylons. Allow students to dribble through they pylons while travelling one
way, and dribble straight back beside the cones on the way back. Challenge advanced students to
dribble through the cones both ways.
Unit 13 Appendix A: Locomotor Skills Checklist
Grade 6 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1–8)
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UNIT 17 Lead-Up to Soccer
Sub-Task #3 Body Trapping, Heading
and Throw-Ins
Facility
Gymnasium or outdoor field
Materials
Soccer balls (one per student)
A variety of medium-sized lighter balls
Soft Nerf-type balls for heading
Description
Using previous acquired skills, students are introduced to the skills of heading, body trapping and
throwing-in. All these skills are needed in the game of soccer.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/traveling skills using
equipment (e.g., navigating through an obstacle course
skiing, skating).
Assessment Opportunities – Suggestions for Assessing Expectations
• Formative/Ongoing – Peer assessment of trapping and heading skills using a teacher developed
checklist. Use indicators for lesson in combination with blank movement skills checklist
(Grade 6 Appendix O–10).
Teaching/Learning Strategies
A) Warm-Up
• Monkey in the Middle. Working in groups of three, two students pass the ball back and forth
while the third person tries to gain possession of the ball (no body contact). Tell the student in
the middle to watch the ball as opposed to the other players' feet, to move quickly and try to get
close to the ball. The two students who are passing the ball should work together, moving to
open spaces, so that they successfully send and receive passes. Whoever loses the ball to the
player in the middle then takes a turn in the middle. Students should switch roles fairly
frequently.
B) Skill Development
• Students experiment with an inside of the leg trap, heading and a chest trap. Heading and inside
of the leg trap may have been introduced in Grade 5. Give students an opportunity to review the
skills and identify key points for each skill. Select different students to demonstrate each skill
and review key points.
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• Inside of Leg Trap. This type of trap is used to gain control of a low bouncing ball or a low
pass. As the ball approaches, students turn inside of leg toward incoming ball with a bent knee.
The leg gives with the ball as it hits inside of leg and controls ball as it drops to the ground.
(Advanced students will be able to wedge ball between lower leg and the ground.)
• Heading. Use soft balls and limit time spent on heading. Students try to keep eyes open at all
times. They must watch the ball to line it up with their forehead just below the hairline and NOT
the top of their head. Students work to hit the ball as opposed to just letting the ball hit them.
They lean back from the hips just before contacting the ball and bend knees slightly then snap
forward with tight head and neck muscles and extend legs on contact
• Heading Drill. Students work individually holding the ball just above their heads while watching
it. Students toss the ball slightly above their heads and on the ball’s descent, line their head up
with the ball and tap it up and out with their forehead. Students practise heading and trapping
the ball with a partner who gently tosses the ball up in the air. Experiment with controlling and
changing the direction of the ball after it has been headed, i.e. up, down, left, right, straight.
Remind students to turn their body so that it faces the direction they want the ball to follow.
Students practise heading the ball to targets.
• Chest Trap. This pass is used to control a high pass. Puff up chest and hit the ball as it
approaches. Upon contact, let body sink down and curl back outward so that the ball will
drop to feet.
• Chest Trap Drill. Students work with a partner who gently tosses the ball high to them and they
trap the ball using a chest trap. Students use checklist to provide feedback to their partners.
• Throw-In. Students practise putting the ball back into play, using a throw-in. If one team kicks
the ball out of play, the other team throws the ball in. Hold the ball at the side and slightly behind
with two hands. It is taken over and behind the head. Bring the ball forward rapidly while keeping
both feet on the ground during release. Use wrists upon release. Tell students the ball should
be aimed in front of a running player from their own team, or thrown in the air to be headed.
• Introduce the running approach throw-in as an option. Students should stand several steps
behind the sideline, take a few steps of a running approach and then release the ball without letting
either foot come off of the ground or go past the sideline.
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• Throw-In Drill. In pairs, students practise throw-ins and running throw-ins to each other. They
should think about placement of the ball, taking turns throwing the ball to their partner’s feet,
chest, inside of leg, and head. The receiving partner should take this opportunity to practise the
foot and inside of leg traps as well as their heading.
C) Skill Application
• One-Sided Soccer . Divide the soccer field or gymnasium into three mini-fields with one goal in
each area. Two teams play on each field. The offensive team plays with one extra player, so teams
are uneven. Offensive team works to try to pass to the open player. Change teams and fields every
three or four minutes. If keeping score, give teams a bonus point every time a student heads the
ball successfully.
D) Cool-Down/Wrap-Up
• In partners, students create a pattern on the field dribbling the ball. The partner tries to repeat
the pattern. Partners switch roles.
• Students stretch in partners and discuss the importance of stretching for flexibility and
overall fitness.
Extension
• Keep Up. Students work individually with a ball to see how long they can keep it in the air. They
may bounce the ball off of any body part other than their arms or hands. Students should keep
track of the number of bounces in a row and try to beat their score. They focus on watching the
ball and positioning their body for contact with the ball. If necessary, allow students to have one
bounce on the ground in between bouncing the ball off their body.
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Notes to Teacher
Appendix
• Be sure to use soft, foam-type balls when introducing heading.
• Limit time spent on heading drills.
Grade 6 Appendix O-10: Blank Movement Skills Checklist
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UNIT 17 Lead-Up to Soccer
Sub-Task #4 Goalkeeping and Offensive Strategy
Facility
Gymnasium or outdoor field
Materials
Soccer balls (one per student)
A variety of medium-sized lighter balls
Some cones or pylons
Description
Students develop the ball control skills learned in previous lessons. They learn some goalkeeping
skills as well as the laces kick.
Expectation Code Learning Expectation
6p20 Kick balls of various sizes and shapes for distance and accuracy
(e.g., punt a football, kick a soccer ball).
6p22 Demonstrate goal-tending skills (e.g., blocking, trapping,
catching and clearing) with or without a piece of equipment.
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Diagnostic: Teacher assessment goalkeeping skills and kicking for distance and accuracy using
an anecdotal observational recording chart (Grade 6 Appendix N) in conjunction with Movement
Skills Recording Chart (Grade 6 Appendix J-1).
• Formative/Ongoing: Self-assessment of vigorous activity using a participation target
(Grade 6 Appendix O-1).
Teaching/Learning Strategies
A) Warm-Up
• In partners, students practise moving down the field together while dribbling the ball and passing
back and forth. Tell students to pass the ball ahead of their partner (pass the ball to where your
partner is going to be by the time the ball gets there). Students respond as quickly as possible to
signals to change direction or stop.
• Vary the methods of movement to ensure students are gradually increasing their heart rate, such
as walking, jogging and running.
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B) Skill Development
• Goalkeeping. Students work with a group of three. One person sets up a goal area using two
pylons or markers. The other two students take turns passing a ball, and trying to shoot on the
goal. Students take turns so all have a chance to be the goalie. Ask each group of three to identify
one “goalkeeping tip” to share with the class. Tips might include:
– Start in the ready position: stand with feet shoulder-width apart, leaning forward with weight
on balls of feet ready to move any direction to get in front of the ball.
– Keep hands up and out in front of the body at chest height.
– Get behind the line of the approaching ball.
– ‘Give’ with the ball as the ball contacts hands.
– Pull high and low balls into the body after catching.
– Use hands, arms and body to absorb the ball.
– For ground balls, bend down on the knee to get closer to the ball and between the path
of the ball and the goal.
– Punch the ball away when it is not possible to trap it.
• Shooting on Net/Give and Go. Students work on incorporating some goalkeeping tips while
defending against an offensive strategy: Working in groups of three, Player #1 passes to Player
#2, and then runs toward the goal (past an imaginary defender). Meanwhile, Player #2 traps the
ball and then passes it back to Player #1 who is now in front of the goal (and past the imaginary
defender). Player #1 now takes a shot on Player #3 who is in goal.
• Alternate turns shooting and goalkeeping after approximately five shots on net. Shooters should
try from farther distances and different angles working on increasing their accuracy when shooting
from a distance.
C) Skill Application
• Give and Go Score. Students work with another group of three to attempt to use the give
and go to score when defended. Students set up a mini-playing area with two goal areas. Students
continue to pass and play as with the “Shooting on Net/Give and Go” drill, but shoot on their
opponents’ net. Students receive one point for scoring and two points for scoring after a give
and go. Add an incentive for shooting with accuracy from a distance. Indicate a “bonus point”
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area. Students earn an additional point if they score from this distance. Switch positions
every 2-3 minutes so that all students have an opportunity to be a goalkeeper.
D) Cool-Down/Wrap-Up
• Students stretch with their team from game above. Choose pairs of students to lead the stretch.
Remind students to stretch from head to toe and to hold the stretch for 15-30 seconds. Switch
leaders to give everyone an opportunity to lead.
• While students are stretching, discuss what they can do to increase the power and accuracy
of their kick (e.g., use all joints with kick – bend knees, extend leg in direction of target on
follow-through, approach ball with greater speed).
• Students assess their participation using a participation target posted on the wall. Students place
their names on a sticky note and post it on the part of the target that reflects their participation.
Ask students to provide reasons for their decisions.
Extension
Notes to Teacher
Appendices
• Soccer Ball Juggling. Students try to keep the ball up in the air as long as possible using different
parts of the body (knee, inside of foot, etc.). They may not use arms or hands when juggling.
• Encourage students to see how many times in a row they can bounce their ball off of their body
and keep it in the air. If necessary, allow students to have one bounce on the ground before
contacting the ball with their body again.
• Asking students to provide reasons for their decisions when assessing their own participation
helps to clarify the criteria and indicators for assessment. Discussing indicators clarifies the
targets for both students and teachers.
Grade 6 Appendix J-1: Movement Skill Recording Chart
Grade 6 Appendix N: Anecdotal Observation Recording Chart
Grade 6 Appendix O-1: Participation Target
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UNIT 17 Lead-Up to Soccer
Sub-Task 5 Soccer Positions and Rules
in a Mini-Game
Facility
Gymnasium or outdoor field
Materials
Soccer balls (one per student)
A variety of medium-sized lighter balls
Description
Students apply soccer skills to a more authentic game situation with the elements of offense and
defense. Students practise making successful passes to team-mates while experiencing opposition in
a game-type activity.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of vigorous participation using the participation rubric
(Grade 6 Appendix G).
• Self-assessment of fair play using fair play skills using Cooperation and Fair Play sections
of the social skills rubric (Grade 6 Appendix H).
Teaching/Learning Strategies
A) Warm-Up
• Red Yellow Blue . Divide the class into three groups and give each group a colour. Call out one
colour at a time and those students dribble their soccer ball around the space and around the
other students. The other students scatter in the playing area. Students who are moving dribble
the ball around frozen students and try to pass the ball through their legs. Call another colour
and the students dribbling stop the ball and freeze as quickly as possible. After each group has
had a turn dribbling, call two colours at a time.
• When using this game as a warm-up change the method of movement so as to gradually increase
the students’ heart rate, for example, progressing from power walking to jogging.
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B) Skill Development
• Offense and Defense: Soccer Team Passing. In teams of 3 vs. 3 or 4 vs. 4, students play in a
defined area. The object of the game is to keep possession of the ball for as long as possible by
passing to team-mates and dribbling around and away from opponents to open spaces. Each time
either team makes four successful passes in a row, that team scores one point. If the ball goes
out of bounds, one member from the team that did not touch it last gets a throw-in from the
place at the sideline where the ball went out. Tell students who are on the team with the ball to
move into an open space, "get open" (away from opposing team players) so they can receive the
throw-in. Tell the members of the other team to stay close to an opposing team member and try
to intercept the ball.
• Discuss the roles played by each position:
– Forwards: Try to score goals.
– Defense: Assist the goalie by intercepting the ball in the defensive zone and passing it back up
the field to their team-mates.
– Midfield: Located between the forwards and the defense, they try to help forwards when in
possession of the ball and help the defense when not in possession of the ball.
– Left and right wing: Each forward and defense player stays on their side of the field with centre
as the dividing line.
• Uneven Soccer . Students play a mini-game of Keep Away with uneven teams. Students play 3-on-
4 or 4-on-5. The team with the extra player has the ball and works to keep the ball by passing to
the open player. The other team tries to intercept. Students work on spreading out and playing
their own position. After a few minutes, switch offensive and defensive roles so that both teams
get a turn with an extra player.
C) Skill Application
• Mini-Soccer . Divide the field into several small fields. Organize students into teams of five. Set
up goals with cones and designate positions to each of the players (one goalie, one defense, one
mid-field and two forwards). The defensive and offensive players should divide themselves into
left and right wing.
• Periodically, signal the students to change positions so everyone has a chance to play the different
positions.
Unit 17 – Sub-Task #5
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D) Cool-Down/Wrap-Up
• Each team makes a circle and members take turns being the leader and leading some cool-down
exercises and stretches.
Extension
Notes to Teacher
Appendices
• Students play Mini-Soccer with and without assigning positions. Ask students to compare the
games and discuss the advantages of playing a position.
• It is important to focus students’ attention on watching for open players on their own team if in
possession of the ball. Similarly, if the opposing team has the ball, students should watch for
open players on the opposing team and go and cover them.
• During the Soccer Team Passing game as well as the Mini-Soccer game, encourage team-mates to
communicate with each other using words, eye contact and gestures.
• Ask students what other strategies they are using to keep possession of the ball (e.g., communicating
with team-mates, moving to the pass, moving in direction of the goal). Ask students what
other strategies they are using on defense (e.g., staying between the opponent and the net, forcing
the ball to the outside, staying between the opponent and the ball).
• Remind students to show good sportsmanship toward everyone in the game.
• Keep rules to a minimum, introducing them only as required. You can play
with the following rules:
– Play with throw-ins if the ball goes out of bounds.
– If the defense kicks the ball past their own endline, the opposite team kicks the ball
in from the closest corner to where the ball went out.
– If a goal is scored, the non-scoring team starts with the ball.
– If the goalie makes a save, then he or she puts the ball back into play with a throw or a kick.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 17 Lead-Up to Soccer
Sub-Task #6 Soccer Game
Facility
Gymnasium or outdoor field
Materials
Soccer balls (one per student)
A variety of medium-sized lighter balls
Pylons or cones
Description
Students apply soccer skills to a more authentic game situation with the elements of offense
and defense.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, co-operative games).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of vigorous participation using the participation rubric
(Grade 6 Appendix G).
• Peer assessment of fair play skills using Cooperation and Fair Play sections of the social skills
rubric (Grade 6 Appendix H).
Teaching/Learning Strategies
A) Warm-Up
• Jog and Juggle. Students dribble around a designated area, using the inside and outside of
their foot and practising dribbling with both feet. On a signal, students stop the ball as quickly
as possible, and juggle the ball, keeping it in the air with their feet, thighs and chest. Students
continue juggling on another signal, gradually increasing their speed as they warm up.
B) Skill Development
• Introduce the positions of centre forward and centre defense. Explain that the purpose of the
centre player is to help out on either wing depending on where the play is happening. Place
pylons to mark these positions on the field (where players would stand at the start of the game)
as well as left forward, right forward, left defense, right defense.
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• Divide the class into two teams and place each team on their side of the field.
• Teacher calls out, left forward, centre forward, right forward, left defense, centre defense, right
defense and goalie in random order. As the teacher calls out a position, the students run to that
position on their team’s side and make a circle holding hands around the pylon.
• When the teacher calls out “Positions,” the team regroups so that one person is standing at each
position (pylon) and any extra players are making a line at the sidelines (they are the substitutes).
Challenge students to name their position, and all others on the field.
• Students repeat this drill with all students dribbling a ball. Students stand in a circle around
the pylon, holding their ball in the air when they get to the designated pylon.
C) Skill Application
• Repeat Mini-Soccer from Sub-Task #5. Ask students to identify the position they are playing.
Identify a person in the middle to help out on either wing. Rotate positions every few minutes.
When players rotate positions, challenge teams to identify one offensive strategy that they are
going to work on. Next time teams rotate positions, ask them to identify a defensive strategy.
• After the game, ask students if they found having a centre player useful. They reflect on the
addition of new positions to their game. What differences did they notice?
D) Cool-Down/Wrap-Up
• Stretches with a Ball. Lead students in a variety of stretches, using a soccer ball. They stretch
and hold ball over their head, to the side and behind. Sitting on the ground, students roll the ball
around extended legs. Students lunge to each side, rolling ball around extended foot
Extension
Notes to Teacher
• Introduce the offside rule. If a player is on the other team’s side of the field, they cannot be
closer to the goal than one of the other team’s players.
• In Mini-Soccer game, encourage students to run to open spaces where they can receive a pass
and to play their position (only forward or defense at this stage) according to where the ball is
and where the rest of their players are located on the field. The defense should not be ahead of
the forwards, but should move with the game and not stay planted by the endline. If the forwards
are down at the other end, attempting to get a goal, the defense can come forward toward
centre line.
• Focusing on strategy will help to develop students’ thinking skills and will help them transfer
game play skills to other activities. See Grade 6 Appendix P: Transferable Skills Strategies and
Tactics for more information.
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Appendices
• Introduce a minimum number of rules for the game. After students have played for a few minutes,
stop the activity and ask them to discuss in small groups how to adapt the game to increase
the challenge. Rules can also be introduced as the need arises. E.g., if one player is dominating
the play, introduce a rule that three passes must be made before scoring. If students are
crowding the player with the ball, introduce a rule that defenders must be more than a metre
away from the person with the ball. Encourage individual groups to choose rules and adapt
them as required.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix P: Transferable Skills Strategies and Tactics
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OVERVIEW
UNIT Lead-Up to Basketball
1 8
Duration 6 Sub-Tasks
Description
Students practise dribbling, shooting and passing skills, and enhance their fitness level. They learn
new skills such as the baseball pass and the lay-up shot. They learn about guarding skills and fouls,
and the skills they need to participate in a more advanced lead-up game of basketball.
Sub-Task Title Expectation Code
1. Dribbling, Ball Control, and Pivoting 6p28, 6p29
2. Passing and Introduction to the Baseball Pass 6p18, 6p34
3. Shooting: The Lay-Up 6p18, 6p25, 6p29
4. Offensive Skills 6p28, 6p29
5. Defensive Play and Rules Review 6p29, 6p34
6. Review: Modified Game 6p29, 6p34
Assessment and Evaluation
• A variety of assessment tools can be used throughout this unit. Some assessment strategies
and tools included are:
– Formative/ongoing teacher assessment using movement skills rubrics and
anecdotal record sheet.
– Summative teacher assessment using participation, social skills and safety rubrics.
– Summative teacher assessment using movement skills checklists.
– Self/peer assessment using participation target.
– Self/peer assessment using movement skills checklists.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety and detailed
information in safety.
• Students are able to move safely with and without equipment.
• Students are able to use interpersonal skills to work in partners, small groups and on teams.
• Some awareness of the skills and rules involved in basketball from various sources.
• Students are able to travel in a variety of ways, in different directions and in response to signals.
• Students are able to bounce a ball while moving, using either hand.
• Students are able to catch, while stationary, objects of various sizes and shapes using two hands
both above and below the waist.
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Notes to Teacher
• Establish safety and management strategies before students work with the balls.
• Set a signal which requires the students to freeze, look at the teacher, stop talking and hold
their ball still (e.g., two short blasts of a whistle).
• Designate a number of places where students can get and return balls. Make sure that these
locations are not under or very close to the basketball nets.
• Ensure students understand importance of listening to and following instructions.
• Provide small, lighter basketballs as well as the junior size basketballs in order to meet the needs
of the different skill levels and size of students in the class. Students who are having a difficult
time should use a smaller ball.
• If students are experiencing difficulty with any given skill, slow down the skill, break it into steps,
or go back to an easier preceding skill that will help students become more prepared for next
steps.
• In order to challenge advanced students, encourage them to find a way to make a particular skill
more challenging. For example, they can try doing it faster, with their weaker hand, trying throwing
to a target from farther away, or completing the skill in combination with a variety of other
skills in sequence. Also, more advanced students can demonstrate skills and act as mentors to
peers.
• See Grade 6 Appendix P for more information on game strategies and tactics.
• See Grade 6 Appendix Q for more information on Transferable Skills
(Sending/Receiving/Carrying).
• For more information: See Getting Assessment Right: HPE: Grades 1–8 (p. 63)
for overhand throw rubric.
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Health and Physical Education – Grade 6 Skill Building Activities – Lead-Up to Basketball

UNIT 18 Lead-Up to Basketball
Sub-Task #1 Dribbling, Ball Control and Pivoting
Facility
Gymnasium or outdoors on pavement
Materials
A variety of small and medium-sized bouncing balls, including basketballs
(ideally one for every student in the class)
Bouncing balls in three different colours
Description
Students review dribbling at different speeds and levels, and in a number of different ways.
Expectation Code Learning Expectation
6p28 Follow safety procedures related to physical activity,
equipment and facilities, and begin to take responsibility for
their own safety.
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Peer assessment of attention to safety procedures using a peer discussion (share examples).
• Self-assessment of vigorous activity using a participation target (Grade 5 Appendix O-1).
Teaching/Learning Strategies
A) Warm-Up
• How Many Bricks . Students dribble around the gymnasium or space. Challenge them to be in
their own space – unable to touch any person or object each time a signal is given to freeze.
Call out challenges that encourage the students to keep their heads up as they are dribbling (e.g.,
How many lights are in the ceiling? How many targets are painted on the wall? How many people
are wearing glasses? How many people are dribbling with their left hand?). Select students to call
out answers as they continue to dribble.
• Encourage students to gradually increase their speed of dribbling as they warm up.
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B) Skill Development
• Small Space Keep Away . Students use pylons or floor markers to set up a small area to play
two-on-two Keep Away. Students may not dribble with the ball, but must pass the ball to their
partner to maintain possession. Tell students that both feet must remain frozen to the floor while
they play. Stop the game and change the rules so that students must have at least one foot stationary
when they pass. After students have played a few minutes, ask them what strategies they used
to keep the ball away from their opponents.
• Introduce pivoting. Lock one foot on the floor and shift body weight to the ball of the pivoting
foot, allowing the non-pivoting foot to aid in the rotation of the body.
• Students practise pivoting forward, backward and all around, first without and then with the ball.
• Students practise dribbling, coming to a complete stop and pivoting forward and backward.
C) Skill Application
• Small Space Keep Away . Repeat the game. Students may continue playing two-on-two, or double
their group size to four-on-four. Students use pivoting to maintain possession of the ball and
to move the ball quickly from player to player.
• Add a limited dribble. Students may dribble the ball three times, then pick it up and look for a
pass. Ask students what difference this makes in the game. Remind students to keep their heads
up when adding the dribble.
D) Cool-Down/Wrap-Up
• Students stretch with a partner and identify two reasons why pivoting is necessary during a game.
• Students discuss safety procedures necessary to maintain a safe class environment.
• Students assess their participation using a participation target posted on the wall. Students place
their names on a sticky note and post it on the part of the target that reflects their participation.
Ask students to provide reasons for their decisions.
Extension
• Small Space Keep Away . Increase the boundaries of the playing space. Students count how
many passes their team can achieve in a row. Groups try to beat their own record each time they
get possession of the ball.
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Notes to Teacher
Appendices
• Remind students of the importance of moving to open spaces to keep possession of the ball.
• Give students an opportunity to use a smaller and lighter ball if they wish.
• Encourage students with advanced skills to try more difficult challenges, practise with non-dominant
hand and to work with someone who is experiencing difficulty.
• At the beginning of the unit, reinforce the importance of freezing quickly on a signal.
Grade 5 Appendix A: Safe Stretching
Grade 5 Appendix J-1: Movement Skills Recording Chart
Grade 5 Appendix N: Anecdotal Observation Recording Chart
Grade 5 Appendix O-1: Blank Movement Skill Checklist
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UNIT 18 Lead-Up to Basketball
Sub-Task #2 Passing and Introduction to the
Baseball Pass
Facility
Gymnasium or outdoors on pavement
Materials
Basketballs (one per student)
Description
Students review the chest pass, the bounce pass, and the overhead pass. The baseball pass is also
introduced. These skills are needed for playing modified basketball games.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of locomotor skills using Locomotor Skill Checklist (Unit 13 Appendix A).
• Peer assessment of social skills using small group discussion sharing examples of fair play and
cooperation observed in class.
Teaching/Learning Strategies
A) Warm-Up
• Students move around the gymnasium practising dribbling and passing skills. Encourage students
to work in their own space and to be aware of others around them. As students move, call out
different passes (e.g., bounce pass, chest pass). Students stop moving to do the pass five times
against the wall, then they continue moving.
B) Skill Development
• Review different passes used in basketball. Students move around the gymnasium with a partner,
passing the ball in different ways. Stop and ask students what passes they used and why they used
each pass. Review key points of each pass.
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• The Chest Pass (used for passing the ball quickly and directly)
– Start from ready position.
– Hold ball at chest level, with hands on either side of the ball, fingers spread.
– Keep elbows relaxed, flexed and away from the body
– Extend arms and flick wrists outward
– Step in direction of target and aim for team-mate's chest area.
– Follow through with fingers pointing in the direction of the pass and back of hands
facing each other.
– After catching a pass, absorb the impact of the ball by pulling the ball close into your body.
• The Bounce Pass (used to pass the ball around an opponent)
– Start in ready position.
– Same as chest pass except that students flick outward and downward this time.
– The ball should bounce two-thirds of the way to their partner.
• Introduce the Two-Hand Overhead Pass (used to pass the ball for distance).
– Feet slightly apart, one foot forward and knees slightly bent.
– Ball held above head with both hands.
– Throw arms forward and release the ball with a snap of the wrists.
• Introduce the Baseball Pass. Demonstrate the pass and select students to pick out key points.
Ask students to identify the purpose of the pass (used for passing for distance). Key Points:
– Raise ball with both hands to shoulder.
– Hold ball with one hand just behind ear.
– Bend knees.
– Bring arm forward with the ball, keeping elbow high.
– Release the ball and follow through, extending arm in the direction of the target.
– Extend knees as ball is released.
• Students practise the baseball pass with a partner, using the tips above to give each
other feedback.
• Passing Practice. Divide students into three groups, working in three different sections of the
gymnasium. Each group works on a different pass, and then rotates on a signal to another
part of the gymnasium to try other passes.
C) Skill Application
• Bullpen. Divide class into groups of 4-6. Each group forms a circle with one player in the middle
(the “bull). The students forming the outside circle pass to each other using a variety of passes.
They try to pass the ball so the bull cannot touch it. The bull tries to get a hand on the ball.
Each student takes a one-minute turn in the centre as the bull. They can keep their own personal
record of the number of times they were able to get a hand on the ball. Challenge the students to
pass quickly, trying to complete as many passes as possible in one minute.
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D) Cool-Down/Wrap-Up
• Mir ror Stretch. Students work in their groups from Bullpen. They choose a leader and mirror
the type of stretch they are doing. Switch leaders after each stretch.
• Students discuss examples of fair play and cooperation observed in their game.
Extension
Notes to Teacher
Appendices
• Elevator . Begin dribbling while lying down, slowly move into sitting position, then onto knees,
then onto feet, back onto knees, return to sitting position and finally to lying down position while
continuing to dribble.
• Students roll the ball all around their body passing the ball from hand to hand, then switching
directions and rolling it in the other direction.
• If students are having a difficult time, they can work with a smaller and lighter ball. They can also
try standing closer to their partner or work individually with a target against the wall.
• Key points for passes can be posted on the wall or on task cards for students to use when doing
their passing practice.
• Reinforce use of a ready position. When receiving a pass, students hold the ball in the ready position.
They have three choices from this position: to dribble, pass or shoot. The Ready Position is:
– Feet shoulder-width apart.
– Toes point straight ahead with dominant foot slightly forward.
– Hips and knees flexed.
– Hold ball close at chest level and keep eyes up.
Unit 13 Appendix A: Locomotor Skills Checklist
Grade 6 Appendix A: Safe Stretching
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Health and Physical Education – Grade 6 Skill Building Activities – Lead-Up to Basketball

UNIT 18 Lead-Up to Basketball
Sub-Task #3 Shooting: The Lay-Up
Facility
Gymnasium or outdoor court, pavement with hoops
Materials
Basketballs (one per student)
Description
Students practise combining locomotion and manipulation skills, reviewing the set shot and trying a
lay-up shot.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
6p25 Perform a variety of springing actions (e.g., spring into vertical
rotations such as quarter-turns on the floor or springs to
mounts on equipment).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of locomotor and springing skills using Locomotor Skill Checklist
(Unit 13 Appendix A).
• Self-assessment of vigorous participation using a four finger rubric. (See participation rubric
Grade 6 Appendix G for indicators).
Teaching/Learning Strategies
A) Warm-Up
• Sitting Down. Students dribble the ball while sitting down with legs outstretched, trying first
with the dominant hand and then with the non-dominant hand. For a challenge, they try dribbling
the ball beside one leg and then changing the direction of the ball in mid-air so that it will land
beside the other leg.
• Students dribble around the gymnasium, changing directions on a signal.
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B) Skill Development
• Set Shot review . Students work with a partner, reviewing the set shot. Students attempt one set
shot at each hoop in the gymnasium. Partners provide feedback for each other on technique.
Tips for feedback may include:
– Keep knees bent in ready position.
– Hold ball above eyes before release.
– Use non-shooting hand to stabilize the ball.
– Extend elbow and knees when ball is released.
– Snap wrist on follow-through.
• Lay-Up Introduction. Demonstrate a lay-up shot without instruction and give students time to
experiment with lay-up progressions. Break down the shot and give students an opportunity to
practise each step.
• Walk In. Student stands one – two metres from the hoop.
– In slow motion, students approach the basket at a 45-degree angle taking one step towards
the hoop, stepping with foot opposite to shooting arm. If the student shoots with the right
hand, they jump off the opposite (left) foot.
– They keep the ball in front of the body and hold on to it with two hands as long as possible
then bring ball up and extend arms to shoot.
– If shooting with right arm, students extend right arm, raise right knee and jump up as
ball is released.
– Students work to release the ball off of the fingertips so the ball rebounds gently
off the backboard and drops into the net.
• To help students focus on a target, place a piece of tape on the backboard.
• Students work in partners and check each other’s form while they take turns
shooting on the hoop.
• Add a two step approach (e.g., from the right: step right, push off left, raise right knee
and shoot with right hand)
• Add an approach with a dribble, picking ball up as right foot hits the floor
(if shooting from the right). Push off left foot then release.
C) Skill Application
• Pass and Shoot. Students form two separate lines at the end of the gymnasium, with one line
holding balls.
– The two people at the front of each line shuffle sideways down the court while passing
the ball back and forth.
– When they get to the top of the key, the partner with the ball dribbles in to the hoop and
attempts a lay-up shot while the partner runs in to get the rebound. Partners switch roles
on next turn.
– Partners return to back to the end of their original line down opposite sides of the gymnasium
next to the wall (so as not to be in the way of the next pair coming up the court passing).
– Once each set of partners has had a turn, repeat using a combination of passes on the
approach.
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• Pass and Shoot.
• Lay-Up Game. Students play a mini-game of three-on-three, in small groups. Several groups can
share one hoop. They try to keep possession by passing the ball. Students may dribble only when
attempting a lay-up. Students score two points for any basket scored and double points for any
basket scored with a lay-up shot.
D) Cool-Down/Wrap-Up
• Students work in a circle to stretch. Students take turns leading stretches from head to toe
(Grade 6 Appendix A).
• Ask students to assess their participation during class using a four finger rubric. The four fingers
represent Level 1, 2, 3 and 4. Ask students what participation looks like and sounds like at each
of those levels. Ask students to give examples for their reasoning.
Extension
Notes to Teacher
Appendices
• Repeat Pass and Shoot drill, with students trying lay-ups using an approach from the opposite
side of the hoop.
• Lay-Up Progression. Encourage students to add more steps and a dribble only when they are
comfortable with basic progression. Challenge students to try the lay-up from both the right and
left-hand sides. Remind students to jump straight up when releasing the ball, trying to avoid
travelling forward on their jump.
• When students are doing the pass and shoot drill, encourage them to communicate with their
partner as they go. Also ensure they are making eye contact with their partner before the pass
and holding their hands up to provide a target for their partner. Encourage them to look
ready to receive a pass.
Unit 13 Appendix A: Locomotor Skills Checklist
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 18 Lead-Up to Basketball
Sub-Task #4 Offensive Skills
Facility
Gymnasium or outdoors on pavement
Materials
Basketballs (one per student)
Flags or pinnies (one per student)
Pylons
Description
Students practise a variety of ways of keeping possession of a ball when on offense.
Expectation Code Learning Expectation
6p28 Follow safety procedures related to physical activity,
equipment, and facilities, and begin to take responsibility for
their own safety.
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Self-assessment of attention to safety procedures using a thumbs up/thumbs down rating
(See Safety Rubric Grade 6 Appendix I for indicators).
• Teacher assessment of vigorous participation using the Active Participation Recording Chart
(Grade 6 Appendix K).
Teaching/Learning Strategies
A) Warm-Up
• Flag Ball. Divide class into two teams. Give each team a different colour of flags. Each student
has a ball and a flag tucked into his or her waist. On the go signal, all players begin to dribble
around the gymnasium trying to snatch as many flags from the other team as possible in a limited
amount of time. Students can continue trying to collect flags after their own flag has been taken.
B) Skill Development
• Pylon Target. Students play in groups of four-on-four. Set up a pylon at the end of each playing
area. Each group protects their own pylon and shoots at their opponent's pylon, trying to knock
it over. Students play for 3-4 minutes. Stop students and ask what techniques they use when in
possession of the ball, in order to keep possession and score. Techniques may include:
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– Moving into an open space to receive the ball.
– Communicating with teammates and making a plan.
– Changing speed to move away from defenders.
– Faking and changing directions.
– Moving towards the opponents’ pylon.
• Students repeat the game in their small groups. Challenge them to discuss team strategy
and put a strategy in action.
C) Skill Application
• Repeat Pylon Target game, adding rules or variations to increase the challenge and the activity
level in the game. Encourage students to be creative and to change rules if they are not working.
Rules may include:
– All students must receive ball before shooting.
– Balance a ball on top of the pylon. Shoot to knock the ball off rather than hit the pylon.
– Establish a shooting distance. Pylon can only be hit from outside the boundaries.
– Add more pylons or more balls.
– Establish rules about the amount of dribbling that can be used or the types of passes that can
be used.
D) Cool-Down/Wrap-Up
• Mime Form. The teacher or students mime certain stretches and the rest of the class imitates
these actions.
• Students assess their attention to safety procedures by holding their thumbs up or down. Students
may hold their thumbs between up and down. Ask students to give reasons for their rating.
Extension
Notes to Teacher
• Two on One. Students work in groups of three. Two students try to maintain possession of the
ball and one student tries to get a hand on the ball. Students use a variety of passes and offensive
techniques. Students change positions frequently.
• Introduce additional offensive strategies as required. The following may be introduced:
– Reverse Pivot. Dribble with right hand. Step towards defender, planting left foot. Pivot away
from defender, changing dribble from right hand to left hand. Dribble around defender.
– Cross Over Dribble. As defender approaches, change dribble from right hand to left hand,
dribbling with one bounce, low and in front of the body. Dribble past defender with body
between the ball and the defender.
• See Grade 6 Appendix P for more information on strategies and tactics
Unit 18 – Sub-Task #4
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Appendices
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix K: Active Participation Recording Chart
Grade 6 Appendix P: Transferable Skills: Strategies and Tactics
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Health and Physical Education – Grade 6 Skill Building Activities – Lead-Up to Basketball

UNIT 18 Lead-Up to Basketball
Sub-Task #5 Defensive Play and Rules Review
Facility
Gymnasium or outdoors on pavement
Materials
Basketballs (one per student)
Description
Students practise defensive skills and begin exercising them within a modified game.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing
• Self-assessment of vigorous participation using a Self/Peer Active Participation Assessment (Unit
14 Appendix A).
• Teacher assessment of students’ behaviour related to cooperating with
others using the social skills rubric (Grade 6 Appendix H) and an anecdotal observational
recording chart (Grade 6 Appendix N).
Teaching/Learning Strategies
A) Warm-Up
• Students form groups of 5-6. Each group makes a circle with one student in the centre.
• The centre student has the ball and uses a pivot movement to pass the ball as sharply as possible
to each student in the circle.
• Students pass back to the centre student and the drill continues.
• Once the centre student has passed to all students, a new person moves to the centre, and the
first centre person jogs one lap of the gymnasium and joins the circle.
• All students take a turn at the middle position.
• Encourage students in the circle to hold up their hands and provide a target for the thrower.
They should stay alert and watch the ball at all times.
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B) Skill Development
• Students play a mini-game of two-on-one. Two students try to keep possession of the ball by
passing and dribbling. One student tries to intercept and gain possession. When successful,
he/she returns the ball to the pair of students. Students switch roles and each take a
one-minute turn in the defensive position.
• Review defensive strategies with students. Ask students what key points they are trying to focus on
when on defense. Key defensive points include:
– Keep low and keep elbows in to avoid fouling.
– Use a side shuffle step to move quickly (avoid crossing feet).
– Try to stay between the opponent and the ball or the opponent and the net.
– Work to intercept the ball cleanly without touching the opponent.
• Students play two-on-one again, after reviewing defensive strategies. Review some basic rules:
– Travelling. Players are not allowed to step with the ball without dribbling.
– Double Dribble. Players may not begin dribbling the ball again once they have stopped
dribbling and picked up the ball, nor may they use two hands to dribble the ball
at the same time.
– Fouls. On defense, students may not “reach in” or touch the offensive players. On offense,
students may not run into a defensive player who has both feet planted firmly on the ground.
Kicking, pushing, holding, charging or tripping another player results in the non-offending
team being awarded a free throw, or two free throws if the player fouled is in the act
of shooting.
– Three in the Key . When playing on a court, students may be in their own key area
for a maximum of three seconds.
– Note that these types of violations result in the loss of possession in a game situation.
C) Skill Application
• Two-on-Two Keep Away .
In a defined area, two students dribble and pass the ball while the other two try to get the ball.
Students play at one basket with both teams trying to score on that basket. Using lines, floor
markers or pylons, establish a key area that is an offensive zone for both teams.
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• Two-on-Two Keep Away .
• Students observe the rules of travelling, double dribble, fouling and three in the key. If the partners
with the ball make a violation, the other partners gain possession of the ball.
• If a foul occurs, the fouled player takes one shot from the free throw line for a chance to score.
• Both teams attempt to get the rebound and play continues.
• Direct students to try and move to an open space to receive a pass and to try guard another
player by getting their body between them and the ball to block a pass.
D) Cool-Down/Wrap-Up
• Students do an easy jog around the gymnasium, rotating arms, shoulders and ankles. Students
cool down with a group stretch, stretching from head to toe. See Grade 6 Appendix A.
Extension
Notes to Teacher
Appendices
• Use a scoring system for Two-on-Two Keep Away that encourages clean passes (e.g., two points
for a basket, one point for a successful pass, and one point for a foul shot).
• Encourage students to monitor rules in their small groups, calling their own infractions
and playing fairly.
• When playing in larger groups, call infractions to reinforce the rules, but avoid refereeing
so tightly that play is impeded. Use rules to reinforce safe play.
• See Grade 6 Appendix P for more information on strategies and tactics
Unit 14 Appendix A: Self/Peer Active Participation Assessment
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix N: Anecdotal Observation Recording Chart
Grade 6 Appendix P: Transferable Skills: Strategies and Tactics
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UNIT 18 Lead-Up to Basketball
Sub-Task #6 Review: Modified Game
Facility
Gymnasium, or outdoor pavement with hoops
Materials
Basketballs
Pinnies to identify teams
Description
Students review rules, and practise skills in a modified game.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing
• Self-assessment of vigorous participation using a Self/Peer Active Participation Assessment (Unit
14 Appendix A).
• Teacher assessment of students’ behaviour related to cooperating with others using the social
skills rubric (Grade 6 Appendix H) and an anecdotal observational recording chart (Grade 6
Appendix N).
Teaching/Learning Strategies
A) Warm-Up
• Partner Relays. Students take turns dribbling the ball to the end of gymnasium and back and
using a chest pass to pass the ball to their partner. The partner then dribbles down and back.
• Use a different pass each time students pass the ball to their partner.
• Students repeat the drill, dribbling with non-dominant hand.
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B) Skill Development
• Repeat Two-on-Two Keep Away from Sub-Task #5.
• Students focus on getting open to receive a pass and on getting between their opponent and the
ball to block a pass.
• After the drill, ask students to reflect on what strategies and techniques work well when protecting
the ball or trying to gain possession of the ball.
C) Skill Application
• Half Court Games. Divide students into six groups and divide the gymnasium in half so students
can play cross court games. Two teams play on each court and one team observes. Teams rotate
every 3-4 minutes so the teams observing move into a playing position.
• Play the first round of games without dribbling, to encourage students to focus on team play and
making clean, direct passes. After each team has played one game with no dribbling, allow teams
to dribble while playing.
• When observing, challenge students to identify what offensive and defensive strategies they
observe. Before rotating to begin play, select a few students to point out the strategies they
noticed.
• Students playing officiate their own games, changing possession for travelling, double dribble,
fouls or three seconds in the key infractions.
D) Cool-Down/Wrap-Up
• While stretching as a team, discuss what people did while they were playing that led to success
and also what did not work. Encourage students to think about strategy.
Extension
• Sideline Basketball
Unit 18 – Sub-Task #6
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Notes to Teacher
Appendices
• Divide class into two teams and line up each team on opposite sides of the court.
• Divide students into shifts of 5-7 students.
• Students use their throwing, catching and team playing skills while playing a game
of modified basketball.
• Court players move on the court but may not pass directly to one another.
• Students make passes to sideline players to move the ball down the court.
• Sideline players cannot score goals but they return passes to court players.
• When court players switch places with sideline players, encourage students to discuss what
strategies worked well and what they will change on their next shift.
• When students are playing half court games, introduce additional rules as required. If students
need reminders to keep their heads up when dribbling, remove dribbling from the game for a
few minutes. If students need reminders to pass, encourage students to pass to all players and
count passes out loud.
• Using observing team to identify strategies and encouraging students to focus on game strategy
will assist students in transferring game skills learned in basketball to other invasion/territory
games. See Grade 6 Appendix P for more information.
Unit 14 Appendix A: Self/Peer Active Participation Assessment
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 6 Appendix N: Anecdotal Observation Recording Chart
Grade 6 Appendix P: Transferable Skills: Strategies and Tactics
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OVERVIEW
UNIT Lead-Up to Volleyball
1 9
Duration 6 Sub-Tasks
Description
Students develop the locomotion/travelling and manipulation skills required to play modified volleyball
games and related activities. Students focus on the sending and receiving skills of volleyball and
game-related movement patterns, as well as developing interpersonal skills.
Sub-Task Title Expectation Code
1. Ball Handling Skills 6p29
2. Forearm Pass (Bump) 6p16, 6p34
3. Overhead Pass (Volley) 6p17, 6p29
4. Serve 6p34
5. Movement Patterns 6p29, 6p34
6. Volleyball Skills Circuit 6p16, 6p29
Assessment Opportunities – Suggestions for Assessing Expectations
• A variety of assessment methods may be used in this unit. Some assessment strategies
and tools included are:
– Ongoing teacher assessment using movement skills rubrics and anecdotal
observation recording chart.
– Teacher assessment using participation, social skills and safety rubrics.
– Teacher assessment using movement skills checklists.
– Student Self-Assessment using participation target.
– Peer assessment using movement skills checklists.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curriculum
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Progression of volleyball skills introduced in Grade 5.
• Students should be able to throw a ball to a partner or large stationary target, both while stationary
and while moving, using one hand and an overhand motion. They should be able to pass and
receive an object.
• Students should be able to hit a slowly moving object (e.g., a ball or a balloon) using various
parts of the body, directing it to a partner or a large target.
• Students should be able to transfer their body weight.
• Students should be able to move safely with and without equipment.
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Notes to Teacher
Appendix
• Students should be able to use interpersonal skills to work in partners, small groups and on
teams.
• If students are involved in setting up and putting away volleyball poles, constant visual supervision
is required.
• Poles must never be stored where there is a danger of them falling over.
• When volleyball poles are removed, floor plugs must be replaced.
• Students must not be allowed to climb up the pole to attach the net.
• Nets must not have any exposed wires along top or frayed wires along poles.
• In order to meet the needs of all students, consider the following modifications in order to promote
maximum skill development and participation:
– Use a lighter, less threatening ball such as a beach ball, primary volleyball or a high-density
foam (gatorskin) volleyball.
– Allow the ball to bounce between contacts.
– Allow unlimited hits on one side during games.
– Use a smaller court.
– Catch and toss rather than volley.
– Allow for as many contacts with the ball as possible (one ball for every student is ideal).
– Lower the height of the net.
• Emphasize participation in all games rather than winning and losing.
• Volleyball skills continue to be developed in Grade 6 with lead-up games and activities to help
develop throwing, catching and sending skills. Not all volleyball skills are assessed in grade 6.
Some skills are introduced to build skills for assessment in future years.
• Use Movement Skill Rubrics to assist in teaching skills. Skills are broken down to help
peers provide feedback.
Unit 19 Appendix A: Movement Skills Checklist: Forearm Pass
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UNIT 19 Lead-Up to Volleyball
Sub-Task #1 Ball Handling Skills
Facility
Gymnasium
General purpose room
Materials
Volleyball-sized balls (one ball per student)
A deck tennis ring (made of rubber or felt - 15 cm in diameter)
Volleyball net and poles
Description
Students focus on ball handling and control while moving. They perform movement and manipulation
skills in the type of combinations that are required to play modified volleyball games.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of vigorous participation using the Active Participation Recording Chart
(Grade 6 Appendix K).
Teaching/Learning Strategies
A) Warm-Up
• Link Tag. In pairs, students link elbows and place their free outside hand on their hips. They
then move freely throughout the gymnasium. One or two students are designated “It” and try to
“link” onto the outside elbow of one of the paired members. If successful, the first partner of the
newly linked trio must drop off and become “It.” Students begin by speed walking and gradually
increase their speed as they warm up.
B) Skill Development
• Individual Drill. Students sit on the floor, and throw a ball up with two hands, catching with
both hands. They vary the height. They then throw ball up, clap with catch, trying to clap more
than once. They clap in front and behind body and catch. They stand and repeat the above activities.
• Partner Drill (Sitting). Partners sit 1-2 metres apart and bounce ball back and forth. With two
hands, they throw ball back and forth, and then do overhead throws and catches. One partner
makes a basket with arms and the other partner tries to “score.”
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• Partner Drill (Standing). Partners stand 1-2 metres apart and toss the ball back and forth,
keeping hands overhead. They toss the ball slightly to left of partner so that the partner must
move to catch it. Repeat, tossing to the right of partner. Continue, varying sides. One partner
stands with arms in a basket shape and the other partner tries to "score."
C) Skill Application
• Mass Deck Tennis. Divide students into four or six equal teams and place them on the two or
three courts in volleyball formation. The object of the game is to throw the deck tennis ring back
and forth over the net in an effort to prevent the opposing team from returning it. They must
catch the ring with one hand, either left or right, and must return it with the same hand. They
must throw the ring with an upward stroke. Rules as follows:
– Service. The server, standing outside of the right-hand court, throws the ring with an upward
toss into the opposite court. Three passes are allowed.
– Fouls. Students may not catch the ring with both hands, may not change the ring from the
catching hand to the other hand, and may not allow the ring to touch any part of the body
other than the hand.
– Scoring. The serving side scores one point when the receiving team fails to return the ring or
makes a foul. A fault on the serving team is loss of serve with no points scored. The game can
be played with or without scoring. If keeping score, emphasize fair play and sportsmanship.
See Notes to Teacher.
D) Cool-Down/Wrap-Up
• In scatter formation, students complete a series of stretching exercises while holding or balancing
the ball. Emphasize slow and rhythmic movement. Hold each stretch for 15-30 seconds.
Extension
Notes to Teacher
• Hot Potato. Students sit in a circle in small groups of four or five. One student is "It" and stands
in the centre of the circle. The object of the game is to prevent the centre student from catching
the "hot potato" (ball). "It" starts the game by throwing the ball to another student. Students
throw the ball quickly in any direction, while "It" tries to intercept it. When "It" intercepts the
ball, the student who threw the ball goes into the centre as the new "It." If the student in the
centre touches the ball, it counts as an interception. All students take a turn in the centre.
• Variation: Students stand instead of sit in a circle.
• Repetition is fundamental to learning skills. The more often students can contact a ball, the more
comfortable and proficient they will become. Play games in small groups so all students have
many chances to practise with the ball.
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Health and Physical Education – Grade 6 Skill Building Activities – Lead-Up to Volleyball

Appendices
• Mass Deck Tennis: Introduce a minimum number of rules for the game. After students have
played for a few minutes, stop the activity and ask students to discuss in small groups how to
adapt the game to increase the challenge. Individual groups choose rules to add as required.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix K: Active Participation Recording Chart
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UNIT 19 Lead-Up to Volleyball
Sub-Task #2 Forearm Pass (Bump)
Facility
Gymnasium
General purpose room
Materials
Volleyball-sized balls - one ball per student
Gatorskin balls
Beach ball
Volleyball nets and poles
Description
Students review the main points of the forearm pass (bump) and refine their passing skills. Students
work with peers while practising the proper position to bump.
Expectation Code Learning Expectation
6p16 Perform movement skills in the kind of combinations that are
required in a variety of modified games: locomotion/travelling
(e.g., running, jumping, and hopping in combination, as
performed in basketball or in a triple jump), manipulation
(e.g., stepping sideways to get in position to bump or volley a
ball, as performed in volleyball) and stability (e.g., running and
jumping and landing, as in long jump).
6p34 Follow the rules of fair play in games and activities,
and support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Peer assessment of Forearm Pass skills using a movement skill checklist (Unit 19 Appendix A).
• Teacher assessment of fair play using fair play and activity etiquette sections of the social skills
rubric (Grade 6 Appendix H).
Teaching/Learning Strategies
A) Warm-Up
• Students move in a variety of ways: forward, backward, sideways in response to signals. Students
begin by walking followed by skipping followed by jogging.
• Use verbal signals, then switch to hand signals only, so students need to pay attention and
respond quickly without verbal cues.
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B) Skill Development
• Students work in partners, facing each other. Using a checklist (Unit 19 Appendix A), students
review proper hand and body position for the forearm pass. See key points in Notes to Teacher.
• Partner Drill. Lob the ball to partner who bumps it back. Repeat five times and switch. Throw
to one side, then other side of partner making him/her move before bumping. Throw short and
long. Throw hard and low.
• Record Numbers. Students work with a partner, standing directly behind one another. The first
student throws the ball in the air and then bumps the ball above a line on the wall then moves
behind their partner. The partner tries to bump the same ball against the wall then move back.
Students continue to take turns bumping the ball. Students work towards bumping the ball continuously
five times. When they are successful, students join with another pair and do the same
thing, trying to bump the ball continuously against the wall. Students move to the end of the line
after bumping the ball.
C) Skill Application
• Bump and Scoot. Students divide into four or six teams. Use two or three courts to maximize
player participation. Using a beach ball, whenever a player bumps the beach ball over the net,
she/he scoots under the net to the other side. The object of the game is to make a complete
change in teams with as few drops of the ball as possible.
D) Cool-Down/Wrap-Up
• Mass Mir roring. Students scatter in the gymnasium and face the teacher, who leads stretches
with the ball. Students mirror the path of the ball (e.g., forward, backward, side to side).
Extension
• Play Bump and Scoot with a lightweight volleyball. The game is more difficult with a heavier ball.
Unit 19 – Sub-Task #2
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Notes to Teacher
Appendices
• Encourage students to work in the activities to find the level where they will be challenged. They
should adjust the activity by throwing harder or softer, stepping closer or farther away and working
with larger or smaller targets to increase or decrease the challenge.
• Forearm Pass Key Points:
• Ready position for the forearm pass (bump):
– Seat down, arms low, knees bent, and feet wide apart.
– Fingers of one hand diagonally on top of the fingers of the other hand.
– Thumbs parallel to each other on top of the fingers.
– Thumbs turned downward to the floor, thereby locking the elbows (this should straighten the
arms and open the forearms).
– Arms even.
• Action:
– Contact the ball on the forearms between the wrists and the forearms (“sweet spot”), at a level
between the knees and the waist.
– Upon contact, straighten the body by pushing forward and upward from the balls of the feet.
Let the legs do the work.
– Keep eyes on the ball.
• Follow-Through:
– Move to be ready to continue play.
Unit 19 Appendix A: Movement Skills Checklist: Forearm Pass
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
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Unit 19 – Sub-Task #2
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UNIT 19 Lead-Up to Volleyball
Sub-Task #3 Overhead Pass (Volley)
Facility
Gymnasium
General purpose room
Materials
Volleyball-sized balls (one ball per student)
Volleyball nets and poles
Description
Students develop and refine their overhead pass while moving through a series of throw and catch
activities. They practise proper body and arm position for the overhead pass (volley).
Expectation Code Learning Expectation
6p17 Demonstrate the principles of movement while refining
movement skills (e.g., combining body shapes and movements
with changes in direction as in a dance or gymnastics routine).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing
• Teacher assessment of overhead passing skills using a movement skills recording chart. Use indicators
from lesson in combination with blank movement skills
recording chart (Grade 6 Appendix J-2).
• Self-assessment of vigorous activity using a participation target (Grade 6 Appendix O-1).
Teaching/Learning Strategies
A) Warm-Up
• Line Jog. Students line up on the baseline--half on one side of the court, half on the other.
Students speed walk to the first line, touch it, then return to the baseline. They go to the next line
and return. They continue until they have touched every line between the baseline and the net.
• Students repeat, jogging, then repeat again, moving faster.
B) Skill Development
• Review the basic body position of the overhead pass:
– Feet apart, one foot slightly ahead of the other.
– Body faces the direction of the intended pass.
– Hands at forehead with fingers spread out forming a triangle with the index fingers and
thumbs of each hand. Students should watch the approach of the ball through this triangle.
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– Wrists are cocked and elbows are flexed and wide.
– Make contact with the ball on the pads of the fingers.
– Extend the legs and arms on contact with the ball.
• Individual Drill. Volley to self against wall (throw ball 4 metres high on wall). Count
consecutive volleys for 30 seconds. Repeat and try to increase the number of volleys.
• Students volley with a partner, counting consecutive volleys for 30 seconds. Repeat and try
to increase the number of volleys.
• Moving Volley . Students line up with their partner on opposite sides of the net. Partners shuffle
step laterally while volleying ball back and forth across the net. If ball hits the ground,
students should pick it up and continue volleying across the net.
C) Skill Application
• Four Court. Nets are crossed to form a four square (Crossing nets may not be possible in some
gymnasiums. Use lines instead of nets.) Four teams play at once. Teams try not to allow the ball
hit the floor on their side of the court. The game begins with one ball. Any team can begin serving
on their side of the court, serving the ball to any of the four teams. Encourage students to
stand in the ready position and then move under the ball and volley at or near the forehead with
the palms of the hands facing up. Points are scored when the ball hits the floor on any court. The
object is to have the fewest number of points at the end of the game. To encourage volley, the
team has to count a point only if the ball was sent using a volley. As students become familiar
with the game, add more balls.
D) Cool-Down/Wrap-Up
• The student in the serving position demonstrates a stretching exercise of his/her choice.
• Everyone on that court follows the stretch then team members rotate a position. Continue until
everyone has had a turn leading a stretch.
• Students assess their participation at stations using a participation target posted on the wall.
Students place their names on a sticky note and post it on the part of the target that reflects
their participation. Ask students to give reasons for their decisions.
Extension
Notes to Teacher
Appendices
• Adjust rules to increase the challenge or the level of participation. Rules might include: volley the
ball three times before sending it over the net; rotating positions on the court after every serve;
or ensuring that a new person hits the ball first each time.
• Do not allow any punching/bumping of the ball if the toss is too low to volley properly. Insist that
students catch poor throws and start again.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix J-2: Movement Skill Rubric
Grade 6 Appendix O-1: Participation Target Blank
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Unit 19 – Sub-Task #3
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UNIT 19 Lead-Up to Volleyball
Sub-Task #4 Serve
Facility
Gymnasium
Materials
Volleyball-sized balls (one ball per student)
Volleyball nets and poles
Description
Students practise putting the ball into play using an underhand serving motion. They focus on fair
play in a modified game.
Expectation Code Learning Expectation
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of students’ behaviour related to cooperating with others using the social
skills rubric (Grade 6 Appendix H) and an anecdotal observational recording chart
(Grade 6 Appendix N).
Teaching/Learning Strategies
A) Warm-Up
• Students do a jogging warm-up around the outside of the gymnasium (running, sidestepping,
cross-overs).
• Circle Volley . In groups of four to six, students form a circle with one person in the centre. The
person in the centre volleys a ball around the circle. Students should stop the exercise if the ball
is not high enough for a good volley. Change the centre student regularly.
B) Skill Development
• Review the underhand serve and select several students to demonstrate. Ask students to identify
different points in each person’s serve. Ask, “What are they doing right?” Students should look
for the points below. They then work with a partner, taking turns serving and providing feedback
and making suggestions for improving their serve:
Unit 19 – Sub-Task #4
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• Stance:
– Feet shoulder-width apart pointing towards net.
– Knees bent.
– Ball is held in the palm of the non-dominant hand, in front and to the side of the body.
– Encourage students to visualize where they want the ball to land and aim for that area.
• Contact:
– The hitting hand is swung forward to contact under and behind the ball with the
heel of the hand.
– Right-handed server: as right hand swings forward step with left foot; or vice versa for lefthanded
server (similar to footwork of baseball throw where weight is shifted forward).
– Keep eye on ball.
– Contact is made behind ball with heel of hand on flat surface of closed fist.
– Follow through with straight arm-pendulum action.
• Follow through: Move forward into proper position in court.
C) Skill Application
• One Bounce Volleyball . Students divide into four or six teams depending on the number of
nets available. They serve the ball from behind the service line into the opposite court. Allow students
to step forward if they need to be closer to the net to get the ball over. They can step back
as they improve. Each time the ball crosses the net it must bounce once in the court before it is
returned. No student may hit the ball more than once before another student hits it, but any number
of players may hit.
D) Cool-Down/Wrap-Up
• In circle formation, students walk around the outside of their court. As they walk down net,
stretch high, as they walk down sides crouch low. Students should focus on moving and breathing
slowly and deeply. Reverse direction, change levels, etc.
Extension
• Three Volley . Play with the rule that each team must contact the ball three times on their side
of the court before returning the ball. Students work together as a team to contact the ball three
times.
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Unit 19 – Sub-Task #4
Health and Physical Education – Grade 6 Skill Building Activities – Lead-Up to Volleyball

Notes to Teacher
Appendices
• To increase the chance for success, you can do the following: allow students to use lighter balls
and move closer to the net; lower the height of the net. During skill application, adjust game
requirements (e.g., serving from the back of the court) so that continuous play can take place.
• If students are serving the ball into the net, remind them to keep eyes on the ball and make
contact below the mid-section of the ball. Students can also hold the ball slightly higher.
• If students are serving the ball too high, they may be contacting the ball at a low point.
They should hold the ball lower.
• If students are hitting the ball too far, they should use less force and ensure that the ball
is held in the palm directly in line with their front foot.
• The distance the serve travels does not depend entirely on strength but rather on the
smooth transfer of weight and energy from the legs and arms.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1–8)
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UNIT 19 Lead-Up to Volleyball
Sub-Task #5 Movement Patterns
Facility
Gymnasium
Materials
Volleyball-sized balls (one ball per student)
Volleyball nets and poles
Music and tape player
Description
Students learn to move vigorously forward, backward and sideways from a “ready position.” They
also learn to combine these game-related movements with other volleyball skills such as bumping
and volleying.
Expectation Code Learning Expectation
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of vigorous participation using the participation rubric (Grade 6 Appendix G).
• Self-assessment of Fair Play and Cooperation using Social Skills Self-Assessment Checklist
(Unit 14 Appendix B).
Teaching/Learning Strategies
A) Warm-Up
• Students practise bumping or volleying the ball against the wall to self.
• Students place the balls on floor and do a jogging warm-up around the gymnasium
(power walking or skipping). On a signal, they change direction while jogging forward,
backward and sideways.
B) Skill Development
• Combination. Students scatter in gymnasium. Play music with a strong beat, and call out:
forward, backward, left, right, etc. Students keep eyes on the teacher, move as directed and
stop in ready position.
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• Partner Volley . Toss ball in front, back, side and move to either bump or volley back to partner.
Students try to establish a simple pattern that they can repeat with a partner e.g., toss, bump, volley,
catch. If they can repeat the pattern a few times in a row, encourage them to create a more
complex pattern.
C) Skill Application
• Name Volleyball. Students divide into groups of six to eight people and form a circle. Teams
bump or volley and try to keep the ball up in the air for as long as possible. One student is the
leader and calls out the order of the passes (e.g., Mark to Ahmed to me to Cindy).
• Teams count the number of successful bumps and volleys. Whenever the ball hits the ground,
they start over. They can either continue the count or restart the count to see if they can beat
their own record.
D) Cool-Down/Wrap-Up
• In small groups, a student leads the group through a series of stretches to stretch muscles and
increase flexibility
Extension
Notes to Teacher
Appendices
• King of the Court.
• Game can be played three against three or three against six. Use the whole court (game is over
after one rally). Maximize student participation by creating more than one court in the gymnasium.
Students must bump or volley the ball over the net after the serve. Teams rotate after every
point. The front line moves to the opposite side, back row moves up and three new players come
on to form the back row. Three players from the back row of the opposite side move off.
• In modified games, if students need more time to get into position, allow the ball to bounce once
on the court before trying to return it.
Unit 14 Appendix B: Social Skills Self-Assessment Checklist
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
Unit 19 – Sub-Task #5
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UNIT 19 Lead-Up to Volleyball
Sub-Task #6 Volleyball Skills Circuit
Facility
Gymnasium
Materials
Volleyball-sized balls (one ball per student)
Volleyball nets and poles
Hoops, ropes, pylons (4 of each)
Description
Students continue to develop their volleyball skills (serve, overhead volley and forearm pass) by participating
in a circuit activity. Students combine locomotion/travelling and manipulation skills while
refining their movement patterns.
Expectation Code Learning Expectation
6p16 Perform movement skills in the kind of combinations that are
required in a variety of modified games: locomotion/travelling
(e.g., running, jumping, and hopping in combination, as
performed in basketball or in a triple jump), manipulation
(e.g., stepping sideways to get in position to bump or volley a
ball, as performed in volleyball) and stability (e.g., running and
jumping and landing, as in long jump).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
Formative/Ongoing:
• Teacher assessment of use of locomotion/travelling skills while performing volleyball skills, using
an Anecdotal Observation Recording chart (Grade 6 Appendix N) together with a Locomotor
Skills Checklist (Unit 13 Appendix A).
• Self/Peer Active Participation Assessment (Unit 14 Appendix A).
Teaching/Learning Strategies
A) Warm-Up
• Ball Tag. Every student has a volleyball or similar type of ball and holds it while power walking
or skipping. Choose two or three students to be “It.” The “Its” power walk or skip and try to
tag someone with the ball. When tagged, that student goes to the edge of the gymnasium and
completes a predetermined number of volleys or bumps to self or against the wall and then
re-enters the game. Change “Its” several times.
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B) Skill Development
• Circuit
• Divide students into six equal groups. Students rotate from station to station on a signal.
• Station #1. Serve the ball over the net, aiming for a specific student on the other side of the net.
Use two balls. Students line up, and each student steps up, serves two balls and then goes to the
end of the line.
• Station #2. Receive the serve from the person at Station #1 with a bump to oneself, then bump
or volley the ball back over the net.
• Station #3. Stand 1.5 metres from the wall and bump the ball against the wall.
• Station #4. Create a game using one or more volleyball skill(s) and the equipment at this station
(hoops, rope, pylons).
• Station #5. In a circle, play a game of Keep Up using the volley and bump (allow one bounce
between volley or bump if needed).
• Station #6. In pairs, practise bumping and volleying to another pair. Try to volley and bump
alternately to each other.
C) Skill Application
• Modified Volleyball. The object of the game is to volley or bump the ball back and forth over
the net and try to prevent the opposing team from returning it. Six, nine or twelve players form a
team. Arrange the players in lines of three or four on either side of the volleyball net. The player
in centre position puts the ball into play. Two or more service trials may be allowed. An assist on
the serve is permissible, which means that a team-mate may “help” the ball over the net. Apply
other rules as required:
– During the rally there is no limit to the number of players who may play the ball before
it goes over the net.
– The same player may not hit the ball more than twice in succession.
– The ball may be played from a bounce instead of from the air.
– Scoring can be introduced. Volleyball games are played to 25 points. Points are awarded
on the serve and when the other team makes an error.
– Play with or without scoring. If keeping score, emphasize fair play and sportsmanship.
Unit 19 – Sub-Task #6
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D) Cool-Down/Wrap-Up
• Students move slowly from station to station varying the type of locomotion. They should decide
on an appropriate stretch at each station and hold that stretch for 15 to 30 seconds the move on
to the next station.
Extension
Notes to Teacher
Appendices
Group Records. When playing modified volleyball, keep track of the consecutive number
of contacts of the ball. Keep a class record of the number of consecutive hits achieved.
• During warm-up, emphasize use of open space when power walking or skipping; emphasize
control when volleying and bumping.
• During volleyball skills circuit, rotate from station to station, encouraging and giving instruction
where needed.
• Modified Volleyball: Introduce a minimum number of rules for the game. After students have
played for a few minutes, stop the activity and ask them form small groups and discuss how to
adapt the game to increase the challenge. Individual groups choose rules to add as required.
• If desired, repeat this lesson to give students more opportunities to practise skills at stations and
play a game.
Unit 13 Appendix A: Locomotor Skills Checklist
Unit 14 Appendix A: Self/Peer Active Participation Assessment
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix N: Anecdotal Observation Recording chart
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Get Ready
Action
Follow Through
Student Assessment –
Movement Skill Checklist
Skill: Forearm Pass
575
What to look for?
Body ready position – seat down,
arms low, knees, feet wide apart
Fingers of one hand diagonally on
top of fingers of the other hand
Thumbs parallel and pointing down
Elbows locked and arms kept even
Contact ball on forearms between the
wrist and the elbow – “sweet spot”
Contact should occur between the
knees and the waist
Eyes on the ball
Extend body by pushing forward
and upward with legs
Be ready to move into position
to continue play
Unit 19 – Appendix A
Health and Physical Education – Grade 6 Skill Building Activities – Lead-Up to Volleyball
1 9

OVERVIEW
UNIT Manipulative Activities with Equipment
2 0
Duration 7 Sub-Tasks
Description
Students practise the manipulation skills of controlling, sending and receiving. They use equipment
such as Frisbees, footballs, sticks, rings and balls to explore various forms of physical activity. By
participating in partner and small group activities, students can also develop interpersonal skills
such as playing fairly.
Sub-Task Title Expectation Code
1. Throwing Overhand with Slow Pitch Balls 6p21, 6p34
2. More Throwing with Slow Pitch Balls 6p21, 6p29
3. Throwing Overhand with Footballs 6p21, 6p34
4. Punting Practice with Footballs 6p20, 6p29
5. Throwing Side Arm with Frisbees 6p21, 6p29
6. Moving with Sticks and Rings 6p18, 6p22
7. Blocking with Sticks and Rings 6p18, 6p22
Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and tools
included are:
– Peer assessment of goaltending skills using a checklist for effective goaltending skills.
– Peer assessment of fair play skills using a target.
– Peer assessment of punting skills using a rubric for effective punting skills.
– Student self-assessment of vigorous participation using a four finger rubric.
– Teacher observation of fair play using social skills rubric.
– Teacher observation of vigorous participation using participation rubric.
– Teacher observation of throwing skills using an anecdotal record chart in conjunction with
a throwing skills checklist.
– Teacher observation of locomotion skills using an anecdotal record chart in conjunction
with a locomotion skills checklist.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular
Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed
information in safety guidelines.
• Students should be able to perform a combination of locomotion/travelling movements,
incorporating a variety of speeds, in relationship to objects or others.
• Students should be able to catch, while moving, objects of various sizes and shapes using one
or two hands.
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Notes to Teacher
Appendices
• Students should be able to use a piece of equipment to send and receive an object to a partner
or target.
• Students should be able to stick-handle an object while moving in different directions and at
different speeds, alone or with a partner.
• Students should be able to hit a ball with various parts of the body.
• Students should be able to transfer body weight in a variety of ways, using changes in direction
and speed.
• Students should be able to move safely with and without equipment.
• Students should be able to use interpersonal skills to work in partners, small groups
and on teams.
• In order to meet the needs of all students and promote maximum skill development and participation,
consider the following accommodations:
– Use lighter, less threatening balls such as beach balls or high-density foam (gatorskin) balls
when teaching throwing skills
– If students are experiencing difficulty with any given skill, a good strategy is to slow down,
break the skill into steps, or go back to an easier preceding skill that will help them become
more prepared for difficult challenges.
• Students should be instructed on the safe use of each piece of equipment.
• Throws involving equipment (balls, Frisbees, footballs) should be kept to a low height.
• Rules for contact by balls must be in place (e.g., below shoulder or below waist).
• Goalposts must be padded when goalposts are in the field of play.
• Equipment must be in good condition with no cracks/bends, splinters or broken edges.
• No body contact allowed.
• A felt ring must be used for floor hockey.
• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 63) for overhand
throw rubric.
Unit 20 Appendix A: Punting Skills Rubric
Unit 20 Appendix B: Goaltending Skills Checklist
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Health and Physical Education – Grade 6 Skill Building Activities – Manipulative Activities with Equipment

UNIT 20 Manipulative Activities with Equipment
Sub-Task #1 Throwing Overhand with
Slow Pitch Balls
Facility
Outdoors in open field area
Materials
Slow pitch balls or restricted flight balls (one per student)
4 bases
Gloves, if available
Description
Students practise the manipulation skill of throwing overhand or side arm as it is used
to play lead-up games in softball.
Expectation Code Learning Expectation
6p21 Throw an object overhand or side arm, using the dominant
hand, to a target or a partner for distance and accuracy.
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher observation of throwing skills using an anecdotal record chart (Grade 6 Appendix N)
in conjunction with indicators from the lesson.
• Peer assessment of fair play skills using a target (Grade 6 Appendix O-1).
Teaching/Learning Strategies
A) Warm-Up
• Circle Chase.
Unit 20 – Sub-Task #1
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• Students form a large circle and are numbered 1, 2, 3, etc. A leader calls out two different numbers,
when the numbers are called, the players run around the circle and back to their place as
quickly as possible. Students roll their shoulders, arms and hips and jog lightly
on the spot while waiting for their number to be called.
B Skill Development
• Students work with a partner and practise the steps to the overhand throw using a softball
and gloves if available. Reinforce the following points:
• Overhand Throw:
– Stand sideways with arms outstretched (throwing arm away from target).
– Turn bellybutton towards partner.
– Throwing arms paints a rainbow to release the ball.
– Throwing arm scratches opposite knee to follow through.
• Ask the students to offer “tips” for effective catching. Tips may include:
– Keep eye on the ball.
– If catching above the waist, fingers of the glove point up (or baby fingers pointing towards
each other if not using a glove).
– If catching below the waist – fingers of the glove point down (or thumbs pointing towards
each other if not using a glove).
– Catch as “quietly” as you can (i.e., give with the ball).
C Skill Application
• Star Pass.
Students form circles of 5-7 people, and pass the ball around to every second
person. The ball makes a star pattern.
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• Star Pass.
• Throw Softball. Divide students into teams of 6-8 so that two or three small games are being
played at the same time. The object is for the batter to run the bases without being thrown out.
The game is played like softball except that the batter, instead of batting the ball, catches the
pitched ball and immediately throws it into the field. The ball is then played as in regular softball.
D) Cool-Down/Wrap-Up
• Students walk around the bases, rolling their shoulders, arms, neck (forward), hips and ankles.
• Students assess their fair play by pointing to a target and indicating whether their participation
was at level 1, 2, 3 or 4. Ask students to give reasons for their ratings.
• Working in their team groups, students stretch large muscles from head to toe.
(Grade 6 Appendix A).
Extension
Notes to Teacher
Appendices
• Quick Catch. Partners have 30 seconds to catch and throw the ball as many times as possible.
They repeat and try to beat their score.
• Only use slow pitch balls or restricted flight balls.
• If a back catcher is used, they must be located a safe distance behind homeplate. The catcher
is not intended to catch the pitch but rather to retrieve the ball. A back catcher (not a catcher)
is only necessary for in-class softball.
• Back catcher must wear a mask.
• No sliding.
• Use a force play rule at all bases, including homeplate.
• No metal or molded cleats are to be worn.
• Inspect the field for hazards: holes, glass, rocks, and slippery, muddy spots.
• If more than one activity is going on, ensure safe distance between the activities.
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix O-1: Self-Assessment Target
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 20 Manipulative Activities with Equipment
Sub-Task #2 More Throwing with
Slow Pitch Balls
Facility
Outdoors or in the Gymnasium
Materials
4 bases
Slow pitch balls or restricted flight balls (one per student)
4-6 hula hoops
Description
Students practise the manipulation skill of throwing overhand or side arm as it is used to play leadup
games in softball.
Expectation Code Learning Expectation
6p21 Throw an object overhand or side arm, using the dominant
hand, to a target or a partner for distance and accuracy.
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of throwing skills using an anecdotal record chart (Grade 6 Appendix N)
in conjunction with indicators from Sub-Task #1.
• Student self-assessment of vigorous participation using a four finger rubric.
Teaching/Learning Strategies
A) Warm-Up
• Running Bases
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• Set up 3-4 sets of bases. Students work in groups of 3-4 and follow the leader, running around
each of the sets of bases. Different groups run in different directions. Students give other players
a high five as they pass them, running the bases. Encourage students to begin slowly and gradually
increase their speed as they warm up.
B) Skill Development
• Students participate in a variety of throwing and fielding type activities by repeatedly changing the
formation. Encourage students to throw overhand or side arm.
• Zigzag
• Students divide into lines of four with each student facing the person across from them. Using a
restricted flight softball, start at one end of the line and students throw the ball across to the first
person in the other line and so on. The last person to catch the ball goes to the top of his/her
line to start over again.
• Shuttle Throw
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• Using the same groups, after a student throws the ball to the first person in the opposite group,
he/she “follows the ball.” This means the student runs to the opposite line and takes the place of
the person to whom they threw the ball. Continue until students return to their original spots.
C) Skill Application
• Rounders. Set up three bases plus a homeplate. Divide students into two teams, one fielding
and one batting. The object is for batters to throw the ball, then touch all bases and score a run
without getting out. Play with the following rules:
– To start the game, the batter throws the ball overhand into the outfield.
– The batter then runs to first base and farther if possible.
– The fielding team returns the ball to a player who stands in the pitcher’s area. This player
puts the ball down on the pitcher’s mound (inside a hula hoop).
– If the ball is put on the mound before the runner reaches a base, the runner is out.
– Any number of players may be at a base at the same time, and when the batter throws
the ball they may or may not choose to run to the next base.
– When the ball is put on the mound, any runner that is off the base is out.
– A caught fly ball gets the batter out and any player who is caught running between bases.
– Play continues until all members have batted, then sides change.
D) Cool-Down/Wrap-Up
• Slow Stretches. A student volunteer leads the group through a series of slow stretches. Areas to
be stretched include the head/neck, shoulders, arms and wrists, waist and trunk circles, legs and
ankles. Stretches should be held for 15-30 seconds.
Extension
Notes to Teacher
• Target Relays. Set up five or six targets on one wall of the gymnasium, 2 metres from the floor
1 metre in diameter. If outside, suspend hula hoops from the soccer goalposts or tie targets to a
fence. Each team member runs to the pitching line (located 5 metres away from the targets) and
aims for the target, and runs to the back of the line.
• Only slow pitch balls or restricted flight balls only.
• If a back catcher is used, they must be located a safe distance behind homeplate. The catcher
is not intended to catch the pitch but rather to retrieve the ball. A back catcher (not a catcher)
is only necessary for in-class softball.
• Back catcher must wear a mask.
• No sliding.
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Appendix
• Use a force play rule at all bases, including homeplate.
• No metal or molded cleats are to be worn.
• Inspect the field for hazards: holes, glass, rocks, and slippery, muddy spots.
• If more than one activity is going on, ensure safe distance between the activities.
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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2 0

UNIT 20 Manipulative Activities with Equipment
Sub-Task #3 Throwing Overhand
with Footballs
Facility
Outdoors in open field area
Materials
Mini footballs or Nerf footballs (one per student)
Class set of Velcro flag belts/flags
Description
Students use footballs to practise their overhand throw to a target or partner. During games and
activities, students are encouraged to develop their interpersonal skills by playing fairly and supporting
the efforts of others.
Expectation Code Learning Expectation
6p21 Throw an object overhand or side arm, using the dominant
hand, to a target or a partner for distance and accuracy.
6p34 Follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of throwing skills using an anecdotal record chart (Grade 6 Appendix N)
in conjunction with indicators from Sub-Task #1.
• Teacher observation of fair play using social skills rubric (Grade 6 Appendix H).
Teaching/Learning Strategies
A) Warm-Up
• Flag Tag. Each student puts on a Velcro belt and attaches two flags to the side of the belt.
Mark a playing area with pylons. The object of the game is to collect as many flags as possible
by pulling them from other student’s belt. When a student has no flags left, they continue to play,
trying to take other flags. Redistribute the flags and play again. Students work to try to keep moving
and to protect their own flags for as long as possible.
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B) Skill Development
• Working in pairs, students experiment with throwing and catching a football. Make sure the
groups are spread apart for safety.
• Select student to demonstrate different points to throw a forward pass with a spiral:
– Students grip the ball with fingers spread out and placed firmly on the ball. Smaller hands
should be placed further back.
– Feet are shoulder-width apart, with weight on the back foot, ball by ear and side of body facing
the target.
– The non-throwing hand is be used to guide the ball and point to the target.
– Students step forward on the front foot and bring the ball forward to throw.
– Ball rolls off fingers as it is released with a snap of the wrist. Throwing arm follows through
across the body.
• To catch the football, students use both hands and keep fingers spread apart. They cradle the ball
and bring it into the body. Students always keep their eyes on the football when catching it.
• Give students time to practise the forward pass with a partner. Students should start throwing
a distance of 3 metres apart and gradually increase the distance.
C) Skill Application
• Throw Over . Divide the class into two playing areas with two teams per playing area. Teams
stand on opposite sides of the field. Each team has 4-6 Nerf or sponge footballs. The object of the
game is to throw the footballs into the other team’s end zone. Students must stay on their side of
the field and cannot enter the end zone except to get a ball that has landed. Students score points
for every ball that lands in the opposing team’s end zone.
D) Cool-Down/Wrap-Up
• Group Juggle . In groups of 4-6, students stand in a circle and pass the football from player to
player across the circle so that everyone receives the ball once. As students become proficient in
passing the ball, add another football and keep it going as long as possible. Students work
together to keep as many balls in the air as possible.
• Students stretch in their small groups, taking turns leading stretches for the group to follow.
Extension
• Pass Ball. Divide the class into small groups to play a passing game. Two teams play together
and they stand on opposite sides of the field. The object of the game is to pass the ball in the air
to team members without letting the ball touch the ground and to move the ball over the opposing
team’s end line. Each small group determines their own basic rules. For example:
– If a student has the ball, they cannot move with it and must pass it to one of their team-mates.
– The ball may only be held for three seconds.
– An opposing player cannot be closer than 3 metres to the player with the ball.
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Notes to Teacher
Appendices
– When an interception is made, the intercepting team puts the ball into play at the place where
the interception was made.
– When the ball is thrown and hits the ground, the opposition puts it back into play at the point
where the ball hit the ground.
– Both feet must be behind the end line for a point to be scored.
• Ensure that the playing area is free of debris and obstructions and provides safe footing.
• Check for holes and severely uneven surfaces and make the students aware of them.
• No blocking or tackling allowed.
• Boundary lines must be clearly indicated.
• Dividing the field into several play areas provides more students with opportunities
to get more playing time.
Grade 6 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 20 Manipulative Activities with Equipment
Sub-Task #4 Punting Practice with Footballs
Facility
Outdoors in open field area
Materials
Mini footballs or Nerf footballs (one per student)
8 pylons
Description
Students use footballs to practise their overhand throw to a partner or toward a target. Students
practise the manipulation skill of punting balls for distance and accuracy.
Expectation Code Learning Expectation
6p20 Kick balls of various sizes and shapes for distance and accuracy
(e.g., punt a football, kick a soccer ball).
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Peer assessment of punting skills using a rubric for effective punting skills (Unit 20 Appendix A).
• Teacher assessment of vigorous participation using a participation rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• Down The Line. Students line up in teams of 4-6 players. The object of the game is to see
which team can pass the ball over and under its players the fastest. Students at the front of each
team have a ball and on the signal they pass the ball over their head to the second player who
passes the ball under their legs to the next player. When the ball gets to the end of the line, the
last player runs to the front of the line and starts passing over and under again. To warm up,
students jog in place when waiting for the ball.
B) Skill Development
• Students throw and catch a football with a partner starting at 4 metres apart. Review the steps
for the forward pass. Encourage partners to provide feedback to each other.
• Teach students how to punt a football or gatorskin ball using the following steps:
– Hold the ball in both hands with arms extended above the kicking foot.
– Step forward on non-kicking foot and bring the kicking foot forward to make
contact with the ball.
– Drop the ball so that the ball contact is made on the middle of the top of the foot.
– Watch the ball during contact and follow through.
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– Follow through with head down, body weight on non-kicking foot, arms extended at sides.
• In pairs, students practise punting gatorskin balls to each other.
• Punt for Distance. Students punt the football and record how far the ball travels in the air
before it hits the ground. Students can count the steps to the landing point of the ball. Students
work with a partner to try to improve their personal record.
C) Skill Application
• Lob a Ball. Divide the field into two or three playing areas, and on each playing area, divide
students into two teams. They stand on opposite sides of the field. Mark out a target area using
pylons (approximately 8 m x 8 m) in each team’s end zone. The object of the game is for students
to punt or pass the football into the opponent’s target zone while remaining on their own
side of the field. They score one point each time that they get a ball to the target zone. To prevent
a point from being scored, opponents try to catch the ball before it lands. Students must receive
a ball from a team-mate before attempting to punt the ball to score. After receiving the ball, they
can either punt it, or pass it to a team-mate to punt.
D) Cool-Down/Wrap-Up
• Students slowly jog/walk a lap of the field, rolling their shoulders, neck (forward),
arms, hips and ankles.
• Students stretch together as a class, holding stretches for 15-30 seconds.
See Grade 6 Appendix A.
Extension
Notes to Teacher
Appendices
• Students work in small groups to add their own rules to Lob a Ball in order to increase the challenge.
Students may stipulate that the ball can only be moved by punting, that players must contact
the ball in a certain order, that there are a certain number of player contacts with the ball
before scoring or that the boundaries are altered.
• Ensure that the playing area is free of debris and obstructions and provides safe footing.
• Check for holes and severely uneven surfaces and make students aware of them.
• No blocking or tackling allowed.
• Boundary lines must be clearly indicated.
• In the Lob a Ball game, students must receive a ball from a team-mate before trying to score.
Using this rule reinforces the concept of teamwork, encouraging students to think strategically as
a team instead of trying to score as individuals.
Unit 20 Appendix A: Punting Skills Rubric
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)
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UNIT 20 Manipulative Activities with Equipment
Sub-Task #5 Throwing Side Arm with Frisbees
Facility
Outdoors in open field area
Materials
One Frisbee disc per person
Felt ring per person
9 hula hoops
Pylons, bowling pins, for Frisbee Golf
Description
Students use Frisbees or felt rings to practise their side arm throwing skills. Through various
individual, partner and group activities, students are encouraged to participate vigorously.
Expectation Code Learning Expectation
6p21 Throw an object overhand or side arm, using the dominant
hand, to a target or a partner for distance and accuracy.
6p29 Participate vigorously in all aspects of the program
(e.g., cross-country running, cooperative games).
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher assessment of throwing skills using an anecdotal record chart (Grade 6 Appendix N)
in conjunction with indicators from the lesson.
• Teacher observation of vigorous participation using participation rubric (Grade 6 Appendix G).
Teaching/Learning Strategies
A) Warm-Up
• In scatter formation, students try the following disc/felt ring handling activities:
– Pass the disc or ring around the body from hand to hand in a clockwise and then counterclockwise
direction starting with the disc above the head, around neck, waist level, knees,
ankles.
– Single leg circles. Spread legs shoulder-width apart and pass the disc around one leg then
around the other in a clockwise then counter-clockwise direction.
– Pass the disc between your legs and around your knees to create a “figure 8” pattern.
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B) Skill Development
• Students experiment with throwing a Frisbee to a partner. As students are working, stop them
occasionally to give tips for throwing a Frisbee. Demonstrate or use students to demonstrate. Tips
may include:
– Hold Frisbee in dominant hand with the thumb on the top of the Frisbee, the index finger
along the front edge of the Frisbee and the other fingers gripping the underside of the Frisbee.
– Look at your target.
– Rock back, away from your target or receiver, so that your weight is on your back foot. Then,
rock forward and release the Frisbee when your weight is on the front foot.
– Release the Frisbee as smoothly as possible. If you “snap” your wrist just before the arm
straightens, you get more distance and power.
– Your fingers should follow through and point to the target even after the Frisbee is out of your
hand. This helps to provide accuracy and consistency.
• Students practise throwing using their dominant hand; then with their non-dominant hand.
• When catching the Frisbee, students may use one hand, or two hands to “sandwich” the Frisbee
between their hands acting like “alligators biting into the Frisbee.”
• Students experiment with throwing and catching in a novel way.
C) Skill Application
• Frisbee Run. Students divide into groups of 5-6 and pick several targets in the schoolyard
(e.g., fence or bench across the field). Team members take turns throwing the Frisbee as far as
they can and then run to catch up to the Frisbee. Students count the number of throws it takes to
get to the different targets and back. The Frisbee cannot be thrown until the whole team is at the
throwing point.
D) Cool-Down/Wrap-Up
• Place a hula hoop in the middle of the field and students work to make their Frisbee land
in the hoop.
• Students stretch with their Frisbee, holding their Frisbee overhead, in front of the body, to the
side and behind. Students hold each stretch for 15-30 seconds.
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Extension
Notes to Teacher
Appendices
• Frisbee Golf. Students divide into groups of four. Holes may be designated by Frisbees, hula
hoops, pylons, bowling pins, hockey sticks or doweling with flags. Set up a nine hole course in
the gymnasium or outdoors. Number each hole in successive playing order, vary the length of
each hole and designate its par value (e.g. a short hole = 3 par, a medium hole = 4 par, and a
long hole = 5 par). Students try to toss the Frisbee inside the marked hula hoop (or hit the
pin, or loop the pylon or pin).
• Students keep track of the number of tosses it takes to accurately toss the Frisbee to the hole.
• Select the appropriate disc, felt ring or Frisbee, considering the ability level of the students and
the wind conditions (e.g., soft cloth disc versus heavier discs).
• Discs must not have any cracks or spurs.
• Inspect outdoor playing area for debris and obstructions. It should provide suitable footing, and
be well-removed from traffic areas.
• Warn students about holes and severely uneven surfaces and report them to the principal.
• Goalposts must be padded if in field of play.
• No body contact.
Grade 6 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1–8)
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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UNIT 20 Manipulative Activities with Equipment
Sub-Task #6 Moving with Sticks and Rings
Facility
Gymnasium
Materials
One floor hockey stick per student
One felt ring per student
Pylons
Description
Students combine their travelling, blocking and clearing skills while using sticks and pucks.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
6p22 Demonstrate goaltending skills (e.g., blocking, trapping,
catching, clearing) with or without a piece of equipment.
Assessment Opportunities – Suggestions for Assessing Expectations
• Teacher observation of locomotion skills using a locomotion skills checklist (Unit 13 Appendix A).
• Peer assessment of goaltending skills using a checklist for effective goaltending skills
(see Unit 20 Appendix B).
Teaching/Learning Strategies
A) Warm-Up
• Students place the hockey sticks on the floor and move around the gymnasium, moving around
the sticks in a variety of directions. On a signal, students jump over as many sticks as possible.
Students alternate moving around the sticks and over the sticks, gradually increasing their speed
as they warm up.
B) Skill Development
• Review how to hold a floor hockey stick using the following teaching points:
– Encourage students to hold the stick whichever way is comfortable.
– Top hand should be at the end of the stick and the lower hand should be placed 20-30 cm
lower than the top hand.
– Students bend their legs slightly to bring the body closer to the ring.
– Reinforce that students are to use both sides of the blade.
– Control the ring by keeping it as close to the stick as possible.
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– Encourage students to develop a “feel” for the ring, enabling head to be kept
up as much as possible.
– Keep blade of stick flat on the floor.
• In scatter formation, students use their stick to control the felt ring in front of their body with:
– Both hands on the stick.
– Top hand only.
– Bottom hand only.
– Move ring as wide as possible.
– Move sideways and backward.
– Change speed on signal.
– Carry ring using backhand side of blade (do not change hand position on stick - turn body).
– Stick-handle around the while dodging other students.
• Working in pairs, one student controls the ring while the other student tries to clear
or block the ring. Students switch places after a few minutes.
C) Skill Application
• Get the Ring. All students, except five, have a ring. Those five try to get a ring from other players
using their stick. Anyone losing a ring tries to get one from someone else. Remind students to
avoid body contact.
• Goal Saver . Set up 6-8 small goals around the outside of the using pylons. One student tends
goal while the rest of the students move about the with their sticks and rings and try to score on
the different goals. One student at a time shoots on the goal. Change goaltenders frequently so
that all students have a turn in goal.
D) Cool-Down/Wrap-Up
• Stick Stretch. Student use their sticks to help them stretch, holding the stick above their head,
down their back, to the front and to the side, holding each stretch for 15-30 seconds.
Extension
• In pairs, students move down the floor and pass between one another while a third player tries to
block or clear the ring from them.
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Notes to Teacher
Appendices
• A felt ring must be used for floor hockey.
• Only use commercially produced “floor” hockey sticks and/or hockey stick shafts with
protective covering on the ends (e.g., piece of sponge or carpet taped on).
• Check sticks regularly for cracks and splinters.
• Stick must be in contact with the floor at all times except on a shot or a pass when the
stick may not go beyond waist level.
• Goalies must wear protective mask, e.g., hockey helmet with cage.
• No body contact, stick on body contact or stick on stick contact.
• Penalties for stick infractions must be strictly enforced.
• Implement a crease for protection of the goalie (e.g., size of basketball key).
• No other player or player’s stick allowed in crease.
• Goalie must remain in crease area during play.
Unit 20 Appendix B: Goaltending Skills Checklist
Unit 13 Appendix A: Locomotor Skills Checklist
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UNIT 20 Manipulative Activities with Equipment
Sub-Task #7 Blocking with Sticks and Rings
Facility
Gymnasium
Materials
One floor hockey stick per student
One felt ring per student
Pylons
Description
Students practise their goaltending skills while using sticks and pucks.
Expectation Code Learning Expectation
6p18 Perform a combination of locomotion/travelling skills using
equipment (e.g., navigating through obstacle courses, skiing,
skating).
6p22 Demonstrate goaltending skills (e.g., blocking, trapping,
catching, clearing) with or without a piece of equipment.
Assessment Opportunities - Suggestions for Assessing Expectations
• Teacher observation of locomotion skills using a Locomotor Skills Checklist (Unit 13 Appendix A).
• Teacher assessment of goaltending skills using an anecdotal record chart (Grade 6 Appendix N)
in conjunction with a goaltending skills checklist (Unit 20 Appendix B).
Teaching/Learning Strategies
A) Warm-Up
• Line Move. Students move with their sticks and a felt ring, travelling along the lines in the gymnasium.
Encourage students to travel on every line, gradually increasing their speed as they warm
up. Remind students to keep heads up and to be aware of others moving in the same space.
B) Skill Development
• Block and Clear Relay .
Unit 20 – Sub-Task #7
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• Students form four lines at one end of the gymnasium Set up a course, using students as the
pylons. One student at a time tries to maneuver through the course while the students acting as
pylons try to block and clear the ring away from the student who is moving through the course.
Remind students not to hit anyone with the stick. Students moving through the course replace
a “pylon student” after they go through the course so that students are always moving and
changing positions.
• Restricted Area. All students have a stick and a ring, except 2-4 students do not have a ring.
Those with rings move to open areas while controlling their ring and avoiding the students who
do not have a ring. Those without a ring try to get one, blocking and trying to clear the ring away.
Keep reducing the size of the gymnasium from the full gymnasium to half then a quarter, using
the lines in the gymnasium as boundaries. Remind students to keep head up and look where they
are going when stick-handling. Students who are blocking and clearing should focus on sweeping
the ring away without hitting the opponent’s stick. Resume playing with a full gymnasium and
select new students to block and clear.
C) Skill Application
• Scatter Hockey . Divide the gymnasium down the centre with equal number of students on each
side. Scatter 10-15 rings on each side. The object of the game is to get as many rings as possible
into the opponent's half of the gymnasium. Play with these rules:
– Players may not cross centre line.
– While students are sending the ring to the other side, they should also be trying to block and
clear rings with their stick.
– Variation: Place three cones in each zone and award a bonus point for each cone hit.
D) Cool-Down/Wrap-Up
• Students play Follow the Leader in lines of 2-5 people. The leader moves about the gymnasium
slowly stick-handling the ring and everyone in line follows by carrying their ring in the same
manner (moving backward, forward, sideways). Change leaders often.
• Students put away sticks and rings and follow the leader in a series of stretches to cool
down and work on flexibility. See Grade 6 Appendix A.
Extension
• Shots on Goal. Half the students remain stationary with their feet spread while the other
students count how many goals they can score by sliding the ring through their legs. Students
then switch roles.
• Variation: Stationary students may use their stick to prevent goals from being scored. Goals
from front and back allowed.
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Notes to Teacher
Appendices
• A felt ring must be used for floor hockey.
• Only use commercially produced “floor” hockey sticks and/or hockey stick shafts with protective
covering on the ends (e.g., piece of sponge or carpet taped on).
• Sticks must be checked regularly for cracks and splinters.
• Stick must be in contact with the floor at all times except on a shot or a pass when the stick may
not go beyond waist level.
• Goalies must wear protective mask e.g., hockey helmet with cage.
• No body contact, stick on body contact or stick on stick contact.
• Penalties for stick infractions must be strictly enforced.
Unit 13 Appendix A: Locomotor Skills Checklist
Unit 20 Appendix B: Goaltending Skills Rubric
Grade 6 Appendix A: Safe Stretching
Grade 6 Appendix N: Anecdotal Observation Recording Chart
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Topic: Punting
Skill Indicators
• Holds the ball in
both hands with
arms extended
above the
kicking foot.
• Steps forward on
non-kicking foot
and brings the
kicking foot
forward to make
contact with
the ball.
• Drops the ball
so that the ball
contact is made
on the middle of
the top of
the foot.
• Watches the ball
during contact
and follow
through.
• Follows through
with head down,
body weight on
non-kicking foot,
arms extended at
sides.
Movement Skills Rubric: Punting
Knowledge/Skill Category: Movement Skills
Learning Expectations: • Perform the movement skills in the kind of combinations that are
required in a variety of modified games, gymnastics, dance and
outdoor pursuits: locomotion/travelling (e.g., running, jumping,
and hopping in combination, as performed in basketball or in a
triple jump), manipulation (e.g., stepping sideways to get in
position to bump or volley a ball, as performed in volleyball), and
stability (e.g., running and jumping and landing, as in long jump).
Level 1
• performs few of
the skills as
described
• rarely applies
skill in other
situations or activities
Level 2
• Kick balls of various sizes and shapes for distance and accuracy
(e.g., punt a football, kick a soccer ball).
• sometimes
performs the
skills as described
• sometimes
applies skill in
other situations
or activities
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Health and Physical Education – Grade 6 Skill Building Activities – Manipulative Activities with Equipment
Level 3
• usually performs
the skills as
described
• usually applies
skill in other
situations or
activities
Level 4
• consistently performs
the skills
as described
• consistently
applies skill in
other situations
or activities

UNIT 20 Manipulative Activities with Equipment
Movement Skills Recording Chart: Goaltending Skills
Topic:
Floor Hockey
Goaltending Shills
Skill Indicators
• top hand at the end of the
stick, back of that hand
faces the shooter
• Other hand holds stick half
way down the shaft.
• Legs bent slightly, feet
shoulder-width apart.
• Blade of stick kept flat on
the floor.
• Eyes on the felt ring.
• Blade of stick stops the ring
and using both hands on the
stick, the player clears the
ring to the side of the floor.
Student Names
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Knowledge/Skill Category: Movement Skills
Learning Expectations: • Perform the movement skills in the kind of combinations that are
required in a variety of modified games, gymnastics, dance and
outdoor pursuits: locomotion/travelling (e.g., running, jumping,
and hopping in combination, as performed in basketball or in a
triple jump), manipulation (e.g., stepping sideways to get in
position to bump or volley a ball, as performed in volleyball), and
stability (e.g., running and jumping and landing, as in long jump).
Level 1
• performs few of the skills as
described
• rarely applies skill in other
situations or activities
• Kick balls of various sizes and shapes for distance and accuracy
(e.g., punt a football, kick a soccer ball).
Level 2
• sometimes performs the
skills as described
• sometimes applies skill in
other situations or activities
601
Level 3
• usually performs the skills
as described
• usually applies skill in other
situations or activities
Level 4
• consistently performs the
skills as described
• consistently applies skill in
other situations or activities
Unit 20 – Appendix B
Health and Physical Education – Grade 6 Skill Building Activities – Manipulative Activities with Equipment
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APPENDICES
Health and Physical Education – Grade 6
Appendix A Safe Stretching (Junior/Intermediate) 605
Appendix B Daily Vigorous Physical Activity (Junior) 617
Appendix C Sample Long Range Plans (Junior) 628
Appendix D Sample Timetables/Timetable Suggestions 630
Appendix E Summary of Evidence Chart 636
Appendix F-1 Summary of Evidence Chart – Active Participation 637
Appendix F-2 Summary of Evidence Chart – Communication 638
Appendix F-3 Summary of Evidence Chart – Movement Skills 639
Appendix F-4 Summary of Evidence Chart – Understanding of
Concepts 640
Appendix G Participation Rubric 641
Appendix H Social Skills Rubric 643
Appendix I Safety Rubric 645
Appendix J-1 Movement Skill Recording Chart 646
Appendix J-2 Movement Skill Rubric 647
Appendix K Active Participation Recording Chart 648
Appendix L Communication Recording Chart 649
Appendix M-1 Understanding of Concepts Recording Chart 650
Appendix M-2 Understanding of Concepts Rubric 651
Appendix N Anecdotal Observation Recording Chart 652
Appendix O-1 Participation Target 653
Appendix O-2 Participation Pyramid 654
Appendix O-3 Participation Star 655
Appendix O-4 Response to Others (Primary) 656
Appendix O-5 I Listen (Primary) 657
Appendix O-6 Safe Activity (Primary) 658
Appendix O-7 I am Ready (Primary) 659
Appendix O-8 Cooperation and Fair Play (Primary) 660
Appendix O-9 Participation Target Example (Primary) 661
Appendix O-10 Blank Movement Skill Checklist 662
Appendix P Transferable Skills: Strategies and Tactics 663
Appendix Q Transferable Skills: Sending/Receiving/Carrying 665
603

APPENDIX A
Safe Stretching Junior/Intermediate
“Get Your Heart Pumping” Activities
Use “Get Your Heart Pumping” activities to prepare students, physically and psychologically, for
more vigorous activity. Warm up with some easy aerobic activities that will gradually elevate the
heart rate. Keep activities simple and move major joints (neck shoulders, trunk, hip, knee and
ankle) through their range of motion. Avoid deep stretching until muscles are warm. Flexibility
can be improved by stretching during cool-down activities.
March and Reach
• Begin marching on the spot, raising knees to waist height.
• Touch hands to shoulders and reach hands up over head.
• Repeat this up and down movement with your arms, while you continue to march on the spot
for 20 – 30 counts.
Jump and Twirl
• Stand with feet slightly apart and begin jumping in place.
• Twirl forearms in small circles in front of the body.
• Keep elbows close to the body.
• Twirl arms forward and backward.
• Continue for 15 – 20 counts.
Around the Room
• Hopping: on one foot, then the other, slow, faster.
• Skipping: around the room, change the lead leg.
• Galloping: around the room, forwards, backwards.
Jog and Jump
• Jog on the spot, at slow, medium and fast speeds.
• Jump on the spot, at slow, medium and fast speeds.
Body Pump
• While standing, extend one leg behind, pressing toes into the floor and lowering the heel.
• Keep supporting leg slightly bent.
• As you extend the leg, raise arms in front to shoulder height.
• Lower arms and bring leg back to standing position.
• Now repeat this leg and arm movement, alternating legs.
• Continue in a rhythmic pumping movement for 15 – 20 counts.
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Health and Physical Education – Grade 6 Appendix A

Memory Sequence Game
• Do a sequence of four movements in a pattern.
• Quietly count out the four beats.
• Add a new pattern each time:
– Four hand slaps on the floor.
– Four hand slaps on the knees.
– Four claps.
– Four head touches.
– Four shoulder touches.
– Four counts: one arm goes up in the air and everyone shouts “hurr a y,” then everyone is
a b s o l u t e l yquiet. Listen for the difference.
• Students make up their own combination of movement patterns for a partner to follow.
“Do the Twist!”
• Stand with feet shoulder-width apart, knees slightly bent.
• While keeping heels in place, pivot feet from side to side, and swing hips in a twisting movement.
• Bend arms and pump them from side to side while twisting.
• Continue twisting for 20 – 30 counts.
Partner Relays
• Partners stand on opposite sides of the gym.
• Walk briskly to meet partner, and walk with him/her back to a pylon, then return to his/her side
of the gym.
• Take turns walking to a pylon and back, leading partner and moving in different ways. Partners
can skip, slide, jog, speed walk or do a grapevine (step side, behind, side, in front) step. One
partner leads, one partner follows then they switch roles.
Safe Circle
• Two or three people are chosen to be “It.”
• One “It” is the leader and chooses a locomotor pattern (hop, skip, crab walk, crawl).
• Others do same pattern all moving around the gym.
• When the leader “It” shouts, “go,” all find a “safe circle” (small circle on gym floor) while all
the taggers try to tag students. Students continue to use the locomotor pattern.
• More than one person can occupy a safe circle.
• Choose new students to be “It.”
• Game restarts with a new locomotor pattern.
Running on the Spot - Narrow and Wide
• Stand with feet shoulder-width apart.
• Run on the spot, pumping arms back and forth.
• Gradually increase speed for 20 – 30 counts.
• Move with feet together, then wider apart.
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Health and Physical Education – Grade 6 Appendix A

Full Body Warm-Up and Cool-Down Stretch: Junior/Intermediate
After “Get Your Heart Pumping” activities, include some active stretches to increase mobility while
still keeping heart rate elevated. Stretches gradually increase muscle flexibility and the range of
motion at joints. Stretch major muscle groups and those muscles to be used in the activity. During
the cool-down, hold stretches longer (15 – 30 seconds) to work on improved flexibility. Stretch
major muscle groups and those muscles that were used during the lesson. Some exercises below
are designed to stretch muscles and some are designed to move the joints through their range of
motion. Some stretches stretch more than one body part.
NECK
Neck Stretches
• Slowly bend neck to the right side, moving right ear toward right shoulder. Hold.
• Repeat on left side.
• Slowly bend neck forward, moving chin toward chest. Hold.
• Slowly roll head across chest from shoulder to shoulder in a half circle, repeat four times.
Neck and Shoulder Stretch
• While keeping shoulders facing forward, turn head to one side, as if trying to look over your
shoulder. Hold.
• Repeat on same side then repeat twice on the other side.
• Shrug shoulders up toward your ears and hold. Repeat two times.
SHOULDERS
Shoulder Shrug (range of motion activity)
• Move shoulders up and down, first one, then the other, both at the same time.
• Move shoulders forwards/backwards together, or one at a time.
Shoulder Shrug and Roll (range of motion activity)
• Shrug your shoulders up towards ears and hold. Repeat three times.
• With your arms down by sides, slowly roll shoulders forward in a circular motion. Repeat five
circles.
• Slowly roll shoulders backward in a circular motion. Repeat five backward circles.
Reach and Stretch
• Stand with hands clasped, and arms stretched overhead.
• Pull arms backward gently and hold.
Kneel and Reach
• Start on hands and knees.
• Slowly drop down onto elbows. Keep back straight and slide hands as far forward as possible.
• Hold and repeat.
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Health and Physical Education – Grade 6 Appendix A

ARMS
Upper Arm Stretch
• Stand with feet shoulder-width apart.
• Raise right arm above the head and bend elbow so right hand rests at the back of the neck/upper
back.
• Left hand rests on right elbow.
• Give a slight backward press to the elbow until gentle stretch is felt in right upper arm.
• Hold and repeat with left arm.
Arm Circles (range of motion activity)
• Slowly circle straight arms forward and backward.
• Circle with arms bent, elbows leading.
FOR HANDS AND WRISTS
Finger Press
• Press finger end pads together.
• Shake hands out.
Forearm Stretch
• Kneeling on the floor, palms flat on the ground in front of the knees, fingers pointing towards the
knees: sit back on heels, trying to keep palms flat on the ground.
• In a low kneeling position, place backs of hands on the floor, beside your legs, fingers pointing
behind you.
• Keeping arms as straight as possible apply a small amount of pressure on hands.
• Variation: Press hands against wall. Point fingers to a 12 o’clock position, 3 o’clock, 6 o’clock,
then 9 o’clock.
CHEST
Chest Shoulders and Arm Stretch
• Stand with feet shoulder-width apart.
• Grasp hands behind back and slowly lift arms upward, until stretch is felt in the chest, shoulders
and arms. Hold and repeat.
Side Reach
• Stand with legs twice a shoulder’s width apart, with knees bent.
• Reach out to each side as far as possible.
• Try to keep body stable from waist down.
BACK
Back Round Out
• Clasp hands in front of body and raise arms to shoulder height.
• Slowly press hands forw a rd while rounding out the back and tucking chin down toward the chest.
• Feel a gentle stretch across the upper back, hold stretch and repeat.
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Health and Physical Education – Grade 6 Appendix A

Cross and Reach
• Cross arm in front of body at shoulder height.
• Press arm, using the other arm, across the body until a stretch is felt in upper arm and upper
back.
Cat Stretch
• Stand with feet shoulder-width apart, knees slightly bent.
• Bend forward, placing hands on knees and keeping the back flat.
• Slowly arch the back upward, into a rounded position.
• Hold, then return to flat back. Repeat.
Hug
• Slowly take a deep breath in through the nose and out through the mouth. Repeat three times.
• Wrap arms around shoulders, give yourself a big hug and hold.
HIPS and WAIST
Twister
• Stand with knees slightly bent, feet shoulder-width apart.
• Keeping the hips facing forward, slowly rotate the upper body from the waist up, twisting to look
behind.
The Pretzel (hip stretch)
• Sit on the floor with right leg extended along the floor.
• Pull left leg over right leg in a bent position.
• Using the right hand, pull the left knee into the chest.
• At the same time, twist torso to the left as far as possible.
• Place the left arm behind you for balance.
Sitting Twists (range of motion activity for hips)
• Sit with legs bent and close to chest, arms at side and hands on floor for support.
• Slowly twist legs together from side to side, touching knees to the floor.
Reach for the Sky (side stretch)
• Alternate arm stretches overhead, straight up and diagonally up.
• Reach up with both arms as if you are being pulled up to the ceiling.
• Relax in between stretches.
Side Lunges
• Stand with feet spread wide apart, knees bent, hands on hips.
• Move slowly from side to side by alternately bending and straightening each leg,
keeping upper body facing straight and vertical,
Front Lunges
• Place one leg straight behind, the other in front with knee bent at 90 degrees,
feet spread shoulder-width apart, hands resting on front thigh or on ground
beside feet.
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Health and Physical Education – Grade 6 Appendix A

Torso Twist
• Lie on the back, knees bent, arms to the sides on the floor.
• Slowly lower both knees down to one side, while trying to keep both arms flat on the floor.
• Hold and repeat with other side.
Crossover Stretch
• Lie on back, and support body on bent elbows and lower arms
(or lie flat on floor).
• Extend one leg on the floor and bend the other with foot flat on the floor.
• Press bent knee over straight leg towards the floor, keeping hips as level as possible.
• Repeat on other side.
Hips, Shins and Feet
• Stand with weight on right leg.
• Bend left leg and rest the left foot on the floor with “shoelaces to the floor”
to stretch the front of the foot.
• Tilt the hips forward (pelvic tilt) to stretch the hip flexors.
• Keep abdominal muscles tight.
• Repeat on other side
ABDOMINALS
Pelvic Tilt
• Lying on back with knees bent, press the arch of the back into the floor by tightening the abdominal
muscles.
• Hold and repeat.
LEGS
Butterfly (inner thigh stretch)
• Sit with legs bent, soles of feet together, knees out to the side.
• Use hands to gently press knees towards floor. Hold.
Shin Stretch
• Stand with feet slightly apart.
• Lift one foot, and move it slightly behind you, gently pressing the top of the toes into the floor.
Feel a stretch up the shin.
• Keep knee of supporting leg slightly bent. Hold and repeat with the other leg.
Calf Stretch
• Stand with feet shoulder-width apart.
• With right foot, take a large step back into a lunge position.
• Bend the knee of front leg, and press the heel of back foot to the floor.
• Do not bend front knee beyond the ankle.
• Feel a gentle stretch in the back of the extended leg.
• Hold and repeat with the other leg.
• Bring the back foot in slightly and bend the back leg to stretch deeper inside the calf muscle.
• Hold and repeat with the other side.
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Health and Physical Education – Grade 6 Appendix A

Stork Stretch
• Stand and hold onto something for balance (chair, table, wall) if necessary.
• Grasp right foot or shin with right hand and gently pull it towards buttocks.
• Tilt right hip forward slightly until a gentle stretch is felt in the front of the thigh.
• Keep knees together. Hold and repeat with the other leg.
Lunge and Reach
• Stand with legs wide apart, knees bent
• Place hands on thighs or on the floor in front of feet
• Slowly lunge to the side by bending one leg and straightening the other. Keep feet flat on the floor.
• Alternate sides.
Leg Stretches:
• Lie on back with legs bent, one foot flat on the floor, grasp one leg
and gently pull the bent leg towards chest.
• Slowly try to straighten leg.
FEET
Foot Flexers
• While standing, balance on one leg and alternately flex and extend the ankles.
• Try both feet together while standing.
Ankle Rotation
• Sitting, using hands for support, legs bent in front.
• Raise one leg off the ground and rotate the foot at the ankle.
• Repeat with other foot.
• Alternately: do this exercise standing up, balancing on one leg, then the other.
Junior/Intermediate Strength and Endurance Exercises
Use strength and endurance exercises to improve muscle conditioning. Movements are slower and
muscles are isolated. Balance exercises so the same number of repetitions are done on both sides
of the body. Work to a level of “comfortable fatigue,” e.g., 8 to 20 repetitions, then gently shake and
stretch the muscle isolated. Use exercises to improve muscle strength and also muscle endurance.
Focus on large muscles of hips, thighs, abdominals, back, chest and shoulders.
FULL BODY
Tight Body Exercise
• Make whole body as tight as possible while either standing or lying down.
• Tighten one body part at a time: one arm, both arms, one leg, both legs, seat, whole body.
• Partners can check their tightness by trying to move or lift their bodies or a body part to see
if they can stay tight or if they go loose and bend.
• Breathe. Do not hold your breath.
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Upper Body
Head Press
• Gently press head into hands.
• With hands on back of head, gently press and re s i s t .
• Hand on side of head, gently press and re s i s t .
Partner Feet Claps
• Sit on floor facing partner.
• “Clap” bottoms of opposite feet together.
Chest Press
• Stand with feet a shoulder’s width apart, knees slightly bent.
• Raise arms to shoulder height, and firmly press palms of hands together in front of face.
• Hold the press and repeat.
Push-Ups
• Keep body in a tight front support position.
• Lower and raise the body by bending and straightening the arms.
• Lower until the nose touches the floor.
• Keep the trunk as tight and as straight as possible.
Push-Up Variations (modified versions)
Floor Knee Push-Ups
• Do a push up, keeping body in a tight front support position but with the knees on the floor.
Wall Push-Ups
• Stand about 1/2 metre from the wall with palms flat on the wall,
a rms straight and at chest height.
• Alternately bend and straighten the arms.
• Try to touch nose to the wall.
• Keep trunk muscles as tight and as straight as possible.
• Do not move the feet.
Press It Out
• Reach arms straight out to each side.
• Pretend you are giving short pushes forward to a very big ball.
• Palms face in direction of push.
• Push forward, backward, upwards and downwards.
Arm Punch
• Punches overhead, out to side, to floor, out in front; alternate arms.
Biceps Curl
• Stand with feet spread shoulder-width apart, arms by sides, hands open.
• Keep elbows tucked beside the waist.
• Slowly raise lower arms upward to waist height, while clenching hands
to make a fist.
• Contract the arm muscles as if lifting a heavy weight.
• Slowly lower arms back down by sides, and unclench hands.
• Repeat this movement.
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Health and Physical Education – Grade 6 Appendix A

Dips
• Sit with knees bent, feet on floor, hands on floor behind hips and fingers facing feet.
• Slowly bend elbows.
• Keep elbows pointing back.
• Hold and repeat.
Variation: Bench Dips
• Sit on bench with hands beside hips, feet straight out in front.
• Slowly lift buttocks, then lower them in front of bench.
• Rest and repeat.
Abdominals
Crunches
• Do a partial sit-up, hands touching forehead or hands across the chest.
• Lie on back, knees bent, feet flat on the floor.
• Lift head and shoulders off the ground, hold, return to a lying position.
• Knees must be bent throughout, with feet either flat on the floor, or legs in a vertical position
(with knees slightly bent).
Reach
• Use the same starting position as crunches, but extend arms and reach upward alternately.
• Return to a lying position after each reach.
• Try reaching for the knees, try reaching to the side.
• Reach through straddled legs (legs upward and slightly bent).
Crunch and Stretch
• Lie flat on back, knees bent.
• Lift bent legs and pull knees to chest.
• Curl tightly as if to “crack a nut” that is on stomach.
• Lie back and rest.
• Repeat.
Standing Crunches
• Stand with feet shoulder-width apart. Raise arms out from the sides to shoulder height.
• Do a diagonal knee raise in front of the body, lifting right knee inward to waist height, while
lowering left elbow to touch the raised knee.
• Repeat eight times.
• Switch legs, and repeat.
Lower Body
Swinging Gate
• Hold on to desk, chair or wall for balance, if necessary.
• Stand with feet facing forward.
• Bend the knee of the outer leg, and raise it to waist height.
• Keep a slight bend in the knee of the supporting leg.
• Slowly swing the bent leg out to the side as far as possible, and then bring it
slowly back to centre , imitating the movement of a swinging gate.
• “Swing the gate” and repeat on the other leg.
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Health and Physical Education – Grade 6 Appendix A

The Hinge
• Hold on to desk, chair or wall for balance if necessary.
• Stand with feet facing forward.
• Bend the knee of the outer leg, and raise it to waist height.
• Slowly kick the foot forw a rd, extending the leg and then bringing it back
to the bent position, in a “hinge-like” movement.
• Keep the knee of the supporting leg slightly bent.
• Repeat this hinge movement and repeat on the other leg.
River Jump
• Students create a “river,” using two masking tape lines or imaginary lines.
• Jump back and forth across the “river,” landing softly with knees bent.
• Jump back and forth.
Leg Raises
• Stand, with knees slightly bent.
• Using a desk, chair or wall to maintain balance, lift outer leg sideways
from your body, raising and lowering it eight times.
• Lift leg to the front eight times and then to the back eight times.
• Repeat with the other leg.
“Toe In” Leg Raises
• Same as side leg raises only toe turns in to point towards the floor and lead lift with heel of foot.
• Lift leg only halfway up.
Inner Thigh Strengthener
• Stand with feet shoulder-width apart.
• Raise arms out from the sides to shoulder height.
• Do a small diagonal leg raise in front of the body, lifting right ankle inward as far as possible,
while lowering left hand to touch the raised ankle.
• Repeat eight times.
• Switch legs, and repeat eight times.
Thigh Strengthener
• Stand with arms by sides, feet shoulder-width apart, toes pointing forward.
• Keeping back straight, squat down slowly, pretending to sit in a chair.
• Do not lower buttocks below knees, and do not extend knees beyond toes.
• While squatting, raise arms in front.
• Slowly come back to starting position.
• Repeat eight times.
• For variation, put feet close together and squat, or do three wide squats and three narrow squats.
Calf and Shin Workout
• Stand with feet spread shoulder-width apart.
• If necessary, hold onto a table, chair or wall for balance.
• Raise heels up (to stand in tiptoe position) and hold.
• Lower heels to floor and repeat.
• Raise toes up towards shins (standing on your heels) and hold.
• Lower toes to floor and repeat.
614
Health and Physical Education – Grade 6 Appendix A

Junior/Intermediate Cool-Down Activities
Cool-down activities focus on stretching, and allow the heart rate to slow down. Use full body
s t retches to work on improved flexibility. Use the following activities to gradually slow down movement
and provide a period of relaxation. Take long, slow, deep breaths during the cool-down.
Sidestep
• Stand with arms by sides.
• Step from side to side.
• Keep hands low and start moving arms in and out across the front of the body,
in synchronized movement with the feet.
• Open and close arms and legs in a side-to-side movement for 20 – 30 counts.
On-the-Spot Follow the Leader
• Choose a leader to lead some slow, cool-down movements.
• Walk around the gym.
• Walk on the spot, moving arms in a gentle swinging motion.
Heel and Toe Tap s
• Variation of walking on the spot.
• Instead of walking with feet flat on the floor, gently tap your heels (alternate right then left) on
the floor. Continue for 10 counts.
• Switch to gently toe tapping (alternating right then left) on the floor. Continue for 10 counts.
Low Kicks
• Stand and slowly do low, alternate leg kicks to the front, side and back
• Slowly swing arms by sides. Continue for 15 counts.
Eye-Hand Coordination Game
• Place one finger of one hand on your nose.
• Place one finger of the other hand on your ear.
• Cross arms in front.
• “Ear” arm is on the opposite side.
• Switch positions to the opposite side.
• Try with a clap in between the switches.
• Try with a clap and a knee slap in between.
Zoom Game
• Stand in a circle.
• Start with teacher and see how fast you can pass the word “zoom” around the circle.
• Turn head to listen facing the sender and pass it on facing the receiver.
• Challenge students by asking how they can pass it on faster.
• Try making a tighter circle, bending knees to get ready.
• Teacher can time with a stopwatch or watch to see if improvement is noted.
Puppets
• Students pretend that they are a puppets, being controlled by strings.
• Students go loose and limp, then tighten and stretch.
• Stretch right up, toes, arms, legs, whole body.
615
Health and Physical Education – Grade 6 Appendix A

Body Shake
• Shake one arm, the other, both.
• One leg, the other, both, head, hips, whole body.
The Moon is Round Club
• Students repeat a rhyme and follows actions led by teacher.
• Rhyme: “The moon is round as round can be, two eyes, a nose, a mouth I see.”
• Actions: “The moon is round as round can be” – palm of one hand facing forward and moving in
a circular pattern.
• Two eyes, a nose, a mouth” – point to these parts of body.
• “I see” – i n c o n s p i c u o u s l y, do a hand action, e.g., join hands in front or behind, or place them
on hips.
• Challenge students to join a “secret club” if they can repeat this rhyme with the correct actions.
• The secret of joining is that they do all of the actions, including the last, subtle action that goes
with “I see.”
• Encourage students to keep trying to discover the “secret.”
• Students who observe and can do all the actions can demonstrate for the others.
Arm Swing
• Start with both arms straight up in the air (vertical).
• One arm begins a circling action backwards and downwards.
• At the same time the other arm begins a circling action forwards and downward.
• Continue trying these opposing circling actions.
• The actions must be simultaneous.
616
Health and Physical Education – Grade 6 Appendix A

APPENDIX B
Junior Daily Vigorous Physical Activity
Learning Expectations:
Outdoor Activities
Grade 4:
• Participate on a regular basis in physical activities that maintain or improve physical fitness.
• I m p rove their personal fitness levels by participating in vigorous fitness activities for sustained periods
of time (e.g., ten to fifteen minutes) including appropriate warm-up and cool-down procedures.
Grade 5:
• Participate on a regular basis in physical activities that maintain or improve physical fitness.
• I m p rove their personal fitness levels by participating in vigorous fitness activities for sustained periods
of time (e.g., ten to fifteen minutes) including appropriate warm-up and cool-down procedures.
Grade 6:
• Participate on a regular basis in physical activities that maintain or improve physical fitness.
• I m p rove their personal fitness levels by participating in vigorous fitness activities for sustained periods
of time (e.g., ten to fifteen minutes) including appropriate warm-up and cool-down procedures.
For all activities, designate boundaries. Students should be within a distance that they can hear the
teacher and can respond to stop signals.
Acorn Football
617
Health and Physical Education – Grade 6 Appendix B

Equipment Required: One small object (paper clip, stone)
Activity Description:
Divide the class into two teams. Designate a “safety zone” on both ends of the field. Both teams
begin in their safety zone. One team has the “acorn” (any small object). The team decides on a
strategy to get the acorn across the field. One person must carry it. The whole team runs from t h e i r
safety area to the safety area at the other end of the field. Everyone pretends they are holding the acorn.
When the team with the acorn leaves their safety area, the other team can leave their safety area.
They try to tag as many people as possible on the opposing team. When tagged, the runner must
show whether he/she is holding the acorn or not. The object is to get the acorn safely across to the
other side without being tagged and exposed.
Alaskan Baseball
Equipment Required: Two balls.
Divide the class into two groups and play two games. Divide each group into two teams. One team
has the ball and is “up to bat.” The batter hits or kicks the ball as far as he/she can. After hitting
the ball, the hitting team runs around designated bases as many times as they can, counting laps.
Meanwhile, the entire fielding team chases the ball. The first person who gets to the ball holds the
ball up while the other team members line up behind him/her. The group passes the ball over
heads then under legs to the end of the line. When the ball reaches the end, they yell, “Stop!” and
the runner who is running laps stops. Each person on the batting team has a chance to hit, then the
fielding team has a chance to hit. Runners can keep their personal record for number of laps
achieved or the team can keep a cumulative record.
618
Health and Physical Education – Grade 6 Appendix B

Oh Deer
(adapted from Project Wild Elementary Activity Guide, Western Regional Environmental Education
Council, Canada, 1988)
Equipment Required: None
• With this active game, students learn about the cycles of nature and the effects of changes to
habitat. Split the class so that half the class is at one end of the field and half is at the other end.
One group is “habitat” and the other is deer. Both groups stand in a line facing away from each
o t h e r. Each member of the habitat group must decide if they are food, water or shelter. The students
make a signal to represent their choice. If they choose to represent food, they put their hands
over their stomach. If they choose to represent water, they put their hands over their mouth.
If they choose to represent shelter, they put their hands over their head as a roof.
• At the other end of the field, each of the deer decides as individuals whether they want to look
for food, water or shelter and each makes the sign associated with their choice. On a signal, both
groups turn around at the same time to face each other. The students representing “habitat” do
not move, but make their signs. The students representing deer hold their signs and run towards
the habitat, looking for a match. If they find a match, they take that person back to the deer side
with them. If they do not find a match, they join the habitat side. Once all the matches have been
made – or not made – the students turn around and make decisions again about whether to
represent food, water or shelter.
• Emphasize to students that after they make their decision, they should not change it. This will mean
that deer will match with habitat if there is enough food, water and shelter designated. If there is
not a match available, students should not change symbols to make a match. The teacher may
choose to record the numbers of deer and habitat in each round. The class can discuss the
impact of changes in habitat. It is interesting to note the effects of drought (no member of the
habitat represents water), or a shortage of food supply (no member represents food).
619
Health and Physical Education – Grade 6 Appendix B

Quick Frozen Critters
(adapted from Project Wild Elementary Activity Guide, Western Regional Environmental Education
Council, Canada, 1988)
Equipment Required: “Food” (small pieces of cardboard – at least three per student), 4 – 5 hoops,
3 – 4 pinnies or markers.
Place “food” at one end of the playing area and designate the other end the safe area. Designate two or
t h ree students as “foxes.” Distribute the hula hoops in the playing area. The foxes should be identified
with a pinnie or other marker. The other students are rabbits. The rabbits start at the safe area and
attempt to run across the field to pick up a food piece. They pick up only one piece at a time and
return to the safe area before trying to get another. Foxes try to tag the rabbits. Rabbits can be safe
by stopping in a rabbit hole (hula hoop), or by crouching in a three point stance anywhere. If the
rabbit is frozen, the foxes cannot catch the rabbits. When rabbits are caught, they come to the side
for a few minutes. The teacher can allow them back into the game as another fox, as a rabbit again,
or as a hunter – a predator of the foxes. This activity can lead to discussion about adaptations of
predators and prey.
620
Health and Physical Education – Grade 6 Appendix B

Team Tag
Equipment Required: “It” markers.
Divide the class into three or four groups. Give each group a different colour of marker. Students
spread out in the playing area. On a signal, call out one colour. That colour is “It” and tries to tag
all other players. When tagged, students move out of the playing area and do another activity (Students
choose a fitness task that they wish to improve, e.g., jog on the spot to keep heart rate up or sit-ups
or push-ups to work on muscular strength). The “It” colour catches as many people as possible in
30 seconds. After 30 seconds, all players move into the playing area again and spread out, waiting
for a new colour to be called as “It.”
Partner Tag
Equipment Required: None
Each student has a partner and tries to tag partner within a designated area. When tagged, students
turn around three times before beginning to chase their partner.
621
Health and Physical Education – Grade 6 Appendix B

Mission Possible
Equipment Required: 5 or 6 task cards.
Create task cards with a list of challenges. Divide students into groups of five or six. Give each group
a task card and challenge students to complete the challenges together as a group as quickly as
possible. A list of challenges may include:
• Touch three fences.
• Touch the climber and do 10 jumping jacks.
• Run to the centre of the field and yell, “I love life,” three times.
• Run one lap of the school yard with your team “attached” together in some way.
• Do five sit-ups in each corner of school yard.
• Touch two different walls of the school.
• Skip one lap of the school yard.
• Do five tuck jumps in the centre of the baseball diamond.
• Run backward across the field.
• Hop on one foot across the field.
Everybody IT
Equipment Required: None
The class plays a tag game in a designated area. All students are IT. When tagged, the ru n n e r
bends down onto one knee. If two runners tag each other simultaneously, both runners go down.
Emphasize honesty and sportsmanship. The game moves very quickly, so runners “out” are not out
for long. When down on one knee, they can reach out and tag anyone running by. When only a few
runners are left, or after about one minute of play, restart the game. Give everyone five seconds to
find their own space and spread out before beginning.
Fifth Person IT
Equipment Required: “It” markers.
Activity Description:
Designate three or four students as “It.” They chase other students within a designated area. As they
tag each person they catch, they call out a number (one to five, as they tag people). When caught,
players can continue running, unless they are the fifth person caught. The fifth person caught changes
places and becomes “It.”
622
Health and Physical Education – Grade 6 Appendix B

Four Way Soccer
Equipment Required: 8 pylons, three or four balls.
Set up four goal areas using the pylons. Divide the class into four teams. The team’s objective is to
p rotect it’s own goal area and score on any other goal. No player should stay in the goal area. The team
works together to prevent and score goals. Play the game with two balls, then add more balls as the
players are playing.
Indoor Activities (use classroom, hallway, utility room…)
Speedwalk Tag
Equipment Required: None
Students stand and push in their chairs. Two or three students are designated as IT. Call out their
names. Other students can speed walk to get away from them. When tagged, the tagger calls out
“________ is IT”, announcing the new tagger.
Get Down
Equipment Required: None
Students walk quickly around the space. When the teacher calls out “get down,” the students work
to put their stomach on the ground, and then get back up and continue walking as quickly as they
can. Challenge the students to get up very quickly. For variety, choose students to identify different
ways of moving (hopping, skipping, backwards).
623
Health and Physical Education – Grade 6 Appendix B

Asteroids
Equipment Required: 60 Nerf balls or soft balls (scrunched up recycled paper balls work also).
Each student has a ball in each hand. The balls are “asteroids”. Designate two or three students as
“It.” When tagged by “It,” the students “explode”, jumping up and throwing their two asteroids in
the air. They freeze in place until they can get another asteroid. A player still moving may give them
one asteroid; they may catch an asteroid that is thrown when someone else “explodes” or they may
reach an asteroid that has been thrown previously. When they get an asteroid, they may move in the
game again. Change IT’s frequently.
Do This. Do That
Equipment Required: None
Two leaders lead two diff e rent groups in a series of fitness activities. Encourage the leaders to
choose activities that move large muscles so that the heart rate is raised. The leaders call out,
“Do this,” as they lead activities. If the leader says, “Do that,” the group should not move. If anyone
follows, they move and join the other group. Change leaders frequently.
Fitness Fortune Cookie
Equipment Required: Fortune cookie cards.
Students move around the room in different directions. At regular intervals, the teacher calls out
“fortune cookie” and the students come to a designated area to pick up a fortune cookie. Fitness
tasks are written on the fortune cookie cards. The students complete the task, return the card then
continue moving around the room. Fortune cookie tasks could include:
• 10 sit-ups.
• 10 push-ups.
624
Health and Physical Education – Grade 6 Appendix B

• Bicycle legs in the air – 20 seconds.
• 10 jump and twist.
• 10 cancan kicks.
• 10 wall jump and touches.
• Floor touch, stretch up 10 times.
• 10 shoulder circles each way.
• 10 arm circles each way.
Fitness Shake Up
Equipment Required: Flip chart paper, markers.
On flip chart paper, write six fitness tasks. Use three different colours of marker and use three
different numbers for counts required of the task,
e.g.,
Red: stand up sit down – 10
Red: stride jumps – 8
Blue: alternate knee lifts – 8
Blue: tuck jumps – 5
Green: jump out and cross legs – 10
Green: high knees – 5
Students move around the room. You may designate the type of movement (different directions,
curved lines, knees high, hopping). At regular intervals, call out a colour or a number. Students
choose a task that matches, do the task then continue moving. E.g., if Red is called out, the students
do either red task (stand up/sit down or stride jumps) if “Five” is called out, the students do either
task that must be done five times (tuck jumps or high knees). Students keep moving between tasks.
Islands
Equipment Required: Recycled paper, mouse pads or floor markers.
A variety of “islands” (recycled paper, mouse pads or floor markers ) are spread out around the
room. Students move around the room as quickly as possible. When the teacher calls out “Islands
in 5-4-3-2-1”, the students have five seconds to be touching an island and freeze in a position.
Student can share islands. Resume moving after all have found an island. Add variations such as:
removing islands; limiting the number of islands that students can go to (all students with birthdays
between January and June must find a BLUE island, everyone else must find a GREEN island); defining
the number of students who can share and island and asking students to incorporate specific criteria
into their frozen position. Give all instructions while students continue to move around the room.
625
Health and Physical Education – Grade 6 Appendix B

Ball Scramble
Equipment Required: About 30 balls or beanbags (or recycled paper balls).
Place all balls in a line in the centre of the room. Divide the class into two groups and each group
starts at an opposite side of the room. On a signal, students go to the centre, pick up one ball and
return it to their side of the room. When all balls are gone from the centre, students may go to the
other side of the room to pick up balls and return them to their own side. They may move ONE ball
at a time and each time they carry it, they must devise a different way to carry the ball.
626
Health and Physical Education – Grade 6 Appendix B

Math Match
Equipment Required: Two sets of number cards (different colours), one set with questions, and one
set with answers.
Students move around the room (jogging, hopping, skipping). On a signal, they each take a card
and try to find the person who is their match. (e.g., question card: 5 × 7 = ____, answer card: 35)
Each question card should have one answer card. When they find their match, partners complete a
fitness task together (e.g., five chair step-ups), return their cards, then continue moving around the
room. While the students are moving, the teacher can mix up the cards, or distribute them at random.
Fitness Circuit
Equipment Required: Fitness Task Cards.
Create six fitness task stations around the room or in the hallway. Divide students into groups and
assign them to a station. Students work at their station for one to two minutes until a signal is given
to move to the next station. Music can be used as a signal. When the music stops, students freeze,
point to the next station then walk to the next station. The students can track their progress by
completing a fitness log or journal after this activity. Fitness stations can be changed and adapted
and given catchy names to fit with themes and units in the class.
Station 1: Tuck jumps
Station 2: Alternate heel touches
Station 3: Jump up, touch the ground
Station 4: Chair step-ups
Station 5: Jogging on the spot with arm crosses
Station 6: Knee lifts – 8 one side, 8 the other, repeat.
627
Health and Physical Education – Grade 6 Appendix B

A Year at a Glance
Health and Physical Education – Grade 6
APPENDIX C
628
Appendix C

A Year at a Glance
629
Health and Physical Education – Grade 6 Appendix C

APPENDIX D
Scheduling for Maximum Participation in Health
and Physical Education
Creative Timetabling (see sample timetables)
Health and Physical Education – Grade 6
• Combine classes with specialist; or teacher with more Physical Education background or expert i s e
takes lead on planning, giving instructions, planning assessment, demonstrations.
– Second teacher supports and learns; he/she assists with tracking and assessment, change
room monitoring, group formation, equipment distribution, safety and injury prevention,
supervision.
• Combine classes for large group fitness activities (i.e., fitness circuits, aerobics, dance, fitness
monopoly, etc.).
• Split classes for some periods with one teacher working inside and one working outside.
• Split 50 minute periods into two 25-minute periods for fitness classes.
• Take two minutes from each period and use the time saved for daily vigorous physical activity.
• Use 10 minutes with opening exercises for vigorous activity.
• Use entire time allotted for the use of the gymnasium for physical education. Changing for class
and some instructions can be done prior to the scheduled physical education time period
• Benefits: Opportunity to schedule more physical education classes; professional development
opportunity for teachers to team teach and learn from each other; opportunity for students to
work in diff e rent groupings; opportunity for maximum use of time allotted for physical education.
• C h a l l e n g e s : M o re students in the gymnasium can make it more challenging to ensure active part i c ip
a t i o n for all; more challenging to monitor safety procedures; scheduling of classes could be
more challenging.
School-Wide Activity Days
• Plan to work together with other classes to organize school-wide activity days, e.g., Activ8
celebration, hop-a-thon, Jump Rope for Heart, Skip-a-thon, kilometer club, neighbourhood walk,
school yard jog, health hustle, school-wide fitness breaks, running clubs, carnival days.
• Plan to do the activities once per year, once per term or once per month.
• Rotate responsibility for organizing the events.
• Link events to other school functions and celebrations.
• Benefits: O p p o rtunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for students to get fresh air; opportunity to build community spirit in the school;
opportunity to link activity to a fundraiser; build awareness of the value of activity; opportunity
for comprehensive school planning by linking the “active” event to other school functions;
opportunity to involve parents and community; public relations opportunity.
• C h a l l e n g e s : R e q u i res time to organize; need to be flexible because of varying weather conditions.
630
Appendix D

Using Community Facilities
Health and Physical Education – Grade 6
• Use local rinks, fields, courts, pools and other facilities.
• Develop relationships with parks and recreation staff.
• B e n e f i t s : Opportunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for students to get fresh air; opportunity to expose students to activities and
experiences that they may try again outside of school time; public relations opportunity to build
links with local community.
• C h a l l e n g e s : Requires time to organize; sometimes costs involved if a reciprocal agreement
cannot be negotiated; sometimes challenging to find a mutually convenient time to use facilities;
may involve transportation costs; need to be flexible because of varying weather conditions.
Scheduling Outdoor Classes
• Schedule an outdoor period for all classes every week, regardless of the time of year.
• Designate specific units and expectations to be covered in an outdoor setting.
• B e n e f i t s : O p p o rtunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for fresh air.
• C h a l l e n g e s : Need to overcome challenge of organizing equipment and spaces in advance; need
to be flexible because of varying weather and field conditions.
Using Alternative Spaces
• Plan to use halls, stairwells, utility rooms, stages and other available spaces for limited space
activities.
• Schedule activity time in these alternative spaces.
• B e n e f i t s : O p p o rtunity to do a wide variety of activities; opportunity for more physical education
classes; opportunity for students to take responsibility for their own fitness improvement if using
these spaces for students to work on fitness challenges.
• C h a l l e n g e s : Need to overcome challenge of organizing equipment and spaces in advance; space
may require more vigilance to ensure safe participation.
Fostering an “I Can” Attitude
• Teachers support each other by doing group activities with several classes together.
• Provide classroom incentive (golden sneaker award, kilometer club, participation awards).
• Make the link to staff personal wellness.
• Provide staff support for wellness (fitness breaks at staff meetings, announcements about physical
activity, encouragement to be active at recess and lunch, support to wear running shoes and
active attire).
• Build in student support. Train student monitors in routines to care for classroom equipment,
set up gym equipment and support playground activity.
• B e n e f i t s : School culture of activity and wellness is created, staff role models emerge, comprehensive
school health is a focus.
• C h a l l e n g e s : May require a shift of attitude and priorities.
631
Appendix D

Developing and Expanding Partnerships
Health and Physical Education – Grade 6
• Involve parents. Assign active homework (students can track this in an “Active Fitness Log”).
• Solicit support from school councils (funds for playground equipment, help with school-wide events).
• C reate links with high schools and middle schools (opportunities for co-op students and volunteers
in programs, shared facilities).
• Student partnerships. Create “PE buddies” like reading buddies. Older students work with
younger students to teach games and skills and to be active.
• B e n e f i t s : Efficient use of resources, long-term support is built into the system; fosters broader
buy-in and support for the value of quality Health and Physical Education.
• C h a l l e n g e s : Fostering partnerships requires time and energy.
632
Appendix D

Sample Timetables
SAMPLE 1: SIX-DAY SCHEDULE WITH A FOUR-WEEK ROT ATION FOR DAILY VIGOROUS ACTIVITY
Times Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
8:45 – 9:25
Math/Integrated Language/Integrated Math/Integrated Language/Integrated Math/Integrated Language/Integrated
Programming Programming Programming Programming Programming Programming
9:25 – 10:05
10:05 – 10:20
10:20 – 11:00
11:00 – 11:40
11:40 – 12:40
12:40 – 1:20
1:20 – 2:00
2:00 – 2:15
2:15 – 2:55
2:55 – 3:35
Sample 1:
Math/Integrated
Programming
Recess
Language/Integrated
Programming
Language/Integrated
Programming
Lunch
Social studies
French
Recess
Physical Education
Music
Health and Physical Education – Grade 6
Features:
Timetable for grade 4-6 based on:
• 6-day cycle.
• 4 periods of PE and 1 period of health per cycle.
• Vigorous activity on non-PE days.
Percentage of Curriculum Time per cycle (1920 minutes)
Mathematics – 480 minutes (25%)
Language – 480 minutes (25%)
French as a Second Language – 240 minutes (12.5%)
Science and Technology – 160 minutes (8.3%)
The Arts (Music, Drama, Visual Arts) – 240 minutes (12.5%)
Health and Physical Education – 160 minutes (8.3%)
Social Studies – 120 minutes (6.3%)
TAG – 40 minutes (2.1%)
Language/Integrated
P rogramming (Health)
Recess
Math/Integrated
Programming
Math/Integrated
Programming
Lunch
Science/Tech
French
Recess
Social Studies
Drama/Dance
Math/Integrated
Programming
Recess
Language/Integrated
Programming
Language/Integrated
Programming
Lunch
Physical Education
French
Recess
Music
Science/Tech
633
Language/Integrated
Programming
Recess
Math/Integrated
Programming
Math/Integrated
Programming
Lunch
TAG
French
Recess
Visual Arts
Visual Arts
Math/Integrated
Programming
Recess
Language/Integrated
Programming
Language/Integrated
Programming
Lunch
Drama/Dance
French
Recess
Social Studies
Physical Education
Language/Integrated
Programming
Recess
Math/Integrated
Programming
Math/Integrated
Programming
Lunch
Physical Education
French
Recess
Science/Tech
Science/Tech
Week One: Add Vigorous Activity on Day 2, 11:00 (Math) and Day 4, 9:25 (Language)
Week Two: Add Vigorous Activity on Day 2, 12:40 (Science/Tech) and Day 4, 9:25 (Language)
Week Thr e e : Add Vi g o rous Activity on Day 2, 9:25 (Language) and Day 4, 10:20 (Math) (Teach Health
on Day 2 at 9:25 with Language)
Week Four: Add Vigorous Activity on Day 2, 2:15 (Social Studies) and Day 4, 11:00 (Language)
Appendix D

Health and Physical Education – Grade 6
Sample 2: K-8 School
Features:
• 10.5 classes (three kindergartens every other day).
• Primary classes are 25 minutes in length, junior and intermediate are 37.5 minutes.
• When blocking two intermediate periods, there are three primary periods (2 × 37.5 = 3 × 25).
• Junior/intermediate classes have physical education in the afternoon.
• Morning classes run as follows for primary:
8:50 – Opening exercises 12:45 – period 5
8:55 – period 1 1:20 – period 6
9:20 – period 2 1:55 – recess
9:45 – period 2b 2:10 – period 7
10:10 – recess 2:45 – period 8
10:25 – period 3
10:50 – period 4
11:15 – period 4b
11:40 – lunch
Period MONDA Y TUESDA Y WEDNESDA Y THURSDA Y FRIDA Y
1
3/4
3/4
3/4
3/4
3/4
2
2b
RECESS
3
4
4b
LUNCH
5
6
RECESS
7
8
2
1/2
KA/KC
KB
1
8
7
5/6
4/5
2
1/2
KA/KC
KB
1
7
5/6
7/8
4/5
634
2
1/2
KA/KC
1
8
7
7/8
5/6
2
1/2
KA/KC
KB
1
7
8
7/8
4/5
2
1/2
KA/KC
1
7/8
4/5
5/6
8
Appendix D

M o n d a y
Tu e s d a y
We d n e s d a y
T h u r s d a y
F r i d a y
9:10 – 9:45 9:45 – 10:20 10:40 – 11:15 11:15 – 11:45 12:55 – 1:30 1:30 – 2:05 2:30 – 3:00 3:00 – 3:35
1
2 & 3 & 14 4
5
7 & 12 & 15 8
1 1
1 3
(15 Min. Fitness)
(15 Min. Fitness)
2
1
2
3
Entrance
9:00
Health and Physical Education – Grade 6
Sample 3: Daily PE – 15 Classes
Features:
• Multi classes in gym booked for Fitness Sessions e.g., aerobics to video, STEP routines, circuits.
• All classes get physical activity every day: (Two full periods each plus three Fitness periods of
15 minutes each).
• Transition time is recognized and not included in timetable, e.g., 10 minutes at beginning of day.
SAMPLE SCHEDULE FOR DAILY PHYSICAL EDUCATION: 15 CLASSES
6 & 9
(15 Min. Fitness)
1 & 4
(15 Min. Fitness)
5 & 8
(15 Min. Fitness)
12 & 9
(15 Min. Fitness)
14 & 2
(15 Min. Fitness)
7 & 10
(15 Min. Fitness)
11 & 15
(15 Min. Fitness)
1 & 2 & 14
(15 Min. Fitness)
4 & 5
(15 Min. Fitness)
3
4
5
6
Recess
10:20 – 10:35
6
7
8
7
Lunch
11:45 – 12:50
635
6 & 10
(15 Min. Fitness)
7 & 11 & 15
(15 Min. Fitness)
13 & 10
(15 Min. Fitness)
3 & 5 & 13
(15 Min. Fitness)
6 & 8
(15 Min. Fitness)
1 & 3 & 13
(15 Min. Fitness)
4 & 6
(15 Min. Fitness)
8 & 9
(15 Min. Fitness)
11 & 12
(15 Min. Fitness)
9
1 0
9
1 0
1 2
1 1
1 2
1 3
Recess
2:10 – 2:35
1 4
1 5
1 4
1 5
Dismissal
3:40
Appendix D

APPENDIX E
Summary of Evidence Recording Chart
Class: ______________________________________________ Grade: ________________
Student Names
Understanding
of Concepts
(Weight of 1)
Movement
Skills
(Weight of 1)
636
Active
Participation
(Weight of 2)
C o m m u n i c a t i o n
of Required
Knowledge
(Weight of 1)
Highest, Most
Consistent Level
of Achievement
Health and Physical Education – Grade 6 Appendix E

APPENDIX F-1
Active Participation – Summary of Evidence Chart
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Active Participation
Level 1
• Participates actively only with constant
encouragement.
• Applies few of the required skills.
• Requires constant reminders regarding
safety procedures and the safe use of
equipment and facilities.
Student Names
Level 2
• Participates actively needing only occasional
encouragement.
• Applies some of the required skills.
• Requires occasional reminders regarding
safety procedures and the safe use of
equipment and facilities.
Unit: _______
Expectation:
Unit: _______
Expectation:
637
Level 3
• R e q u i res no encouragement to part i c i p a t e
actively.
• Applies most of the required skills.
• Follows safe procedures and uses
equipment and facilities safely.
Unit: _______
Expectation:
Level 4
• Participates actively in a manner that
encourages others to participate.
• Applies all or almost all of the required
skills.
• Follows safe pro c e d u res and uses equipment
and facilities safely, and encourages others
to do so.
Unit: _______
Expectation:
Highest Most
Consistent
Level
Health and Physical Education – Grade 6 Appendix F-1

APPENDIX F-2
Communication of Required Knowledge –
Summary of Evidence Chart
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Communication of Required Knowledge
Level 1
• Communicates poorly, making many
errors or omissions.
• Rarely uses appropriate terminology.
Student Names
Level 2
• Communicates with some clarity, making
some errors or omissions.
• Sometimes uses appropriate terminology.
Unit: _______
Expectation:
Unit: _______
Expectation:
638
Level 3
• Communicates clearly and pre c i s e l y, making
few errors or omissions.
• Usually uses appropriate terminology.
Unit: _______
Expectation:
Level 4
• Communicates clearly and pre c i s e l y, making
no or almost no errors or omissions.
• Uses appropriate and varied terminology.
Unit: _______
Expectation:
Highest Most
Consistent
Level
Health and Physical Education – Grade 6 Appendix F-2

APPENDIX F-3
Movement Skills – Summary of Evidence Chart
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Movement Skills
Level 1
• Performs few of the skills as described.
• Rarely applies skill in other situations
or activities.
Student Names
Level 2
• Performs some of the skills as described.
• Sometimes applies skill in other situations
or activities.
Unit: _______
Expectation:
Unit: _______
Expectation:
639
Level 3
• Performs most of the skills as described.
• Usually applies skill in other situations
or activities.
Unit: _______
Expectation:
Level 4
• Performs all or almost all of the skills as
described.
• Consistently applies skill in other situations
or activities.
Unit: _______
Expectation:
Highest Most
Consistent
Level
Health and Physical Education – Grade 6 Appendix F-3

APPENDIX F-4
Understanding of Concepts – Summary of Evidence Chart
Teacher: ______________________________________________ Grade: ______________
Knowledge/Skill Category: Understanding of Concepts
Level 1
• Shows understanding of few of the
required concepts taught, with major
errors or omissions.
Student Names
Level 2
• Shows understanding of some of the
required concepts taught, with several
minor errors or omissions.
Unit: _______
Expectation:
Unit: _______
Expectation:
640
Level 3
• Shows understanding of most of the
required concepts taught, with few
minor errors or omissions.
Unit: _______
Expectation:
Level 4
• Shows understanding of all or almost all
of the required concepts taught, with practically
no errors or omissions.
Unit: _______
Expectation:
Highest Most
Consistent
Level
Health and Physical Education – Grade 6 Appendix F-4

Participation Rubric
Grades 1 to 8
APPENDIX G
C a t e g o r i e s
Specific Expectation:
Level 1 Level 2 Level 3 Level 4
• participate vigorously in all aspects of the program
Readiness to Participate
Physical Participation
Initiative
Effor t
Enjoyment
(Based on the activities they
choose to participate in)
Social Interaction
• enters the gym late more
than half of the occasions
• infrequently participates
actively
• infrequently participates
in a variety of physical
activities
• infrequently participates in
physical activities outside
of the classroom program
• experiences difficulty participating
as an individual
or in a group setting
• infrequently tries new
activities
• infrequently takes on a
leadership role
• relies on others to begin
physical activities
• infrequently works hard
(e.g., goes through the
motions)
• easily distracted from task
and often distracts others
• infrequently demonstrates
enjoyment from participation
in physical activities
• infrequently recognizes
physical activity as a positive
opportunity for social
interaction
• infrequently recognizes the
role that participation in
physical activity plays in
getting to know and understand
self and others
• usually ready to participate
on time
• usually participates in class
activities
• sometimes participates in a
variety of physical activities
• sometimes participates in a
variety of physical activities
outside of the classroom
program
• sometimes participates
positively as an individual
or in a group setting
• sometimes attempts new
activities with encouragement
• sometimes with encouragement
leads the class in
activities
• sometimes begins activities
with some teacher
intervention
• sometimes works hard
with encouragement
• sometimes easily distracted
from task and sometimes
distracts others
• sometimes demonstrates
enjoyment from participation
in physical activities
• sometimes recognizes
physical activity as a posi -
tive opportunity for social
interaction
• sometimes recognizes the
role that participation in
physical activity plays in
getting to know and
understand self and others
Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 68, 69), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com
641
• regularly ready to participate
on time
• regularly takes part in class
activities
• regularly participates in
all physical activities
independently
• regularly participates in a
wide variety of physical
activities outside the
classroom program
• frequently participates
positively as an individual
and in a group setting
• regularly attempts new
activities
• regularly takes on a
leadership role in class
• frequently begins activities
independently
• regularly demonstrates a
determined effort
• regularly stays on task
• regularly demonstrates
enjoyment from participation
in physical activities
• regularly recognizes physical
activity as a positive opportunity
for social interaction
• regularly recognizes the
role that participation in
physical activity plays in
getting to know and
understand self and others
• always ready to participate
on time
• always takes part in class
activities
• always or almost always
promotes active participation
in all physical activities
• routinely promotes and
organizes physical activities
outside the classroom
program
• always participates positively
as an individual and in a
group setting
• always tries new activities
and encourages others to
do the same
• routinely asks to play a
leadership role in class
• routinely is a self-starter
and provides opportunities
for others to participate
• always strives for personal
best
• routinely encourages
others to stay on task
• always or almost always
demonstrates enjoyment
from participation in
physical activities
• always or almost always
seeks out and motivates
others to participate
together
• always or almost always
recognizes the role that
participation in physical
activity plays in getting to
know and understand self
and others
Health and Physical Education – Grade 6 Appendix G

Participation Rubric continued
C a t e g o r i e s Level 1 Level 2 Level 3 Level 4
Specific Expectation:
• participate vigorously in all aspects of the program
Challenge
Respect and Support for
Others
• i n f requently able to describe
the feelings resulting from
challenges, successes, and
failures in physical activity
• infrequently open to new
challenges or trying new
activities
• infrequently plays or interacts
with other students
• infrequently accepts others
with different ability,
culture and gender
• infrequently offers positive
comments to others
• sometimes able to accept
the feelings resulting from
challenges, successes, and
failures in physical activity
• sometimes open to new
challenges or trying new
activities
• sometimes will partner with
other students
• sometimes accepts others
with different ability,
culture and gender
• sometimes offers positive
comments to others
• regularly accepts the
feelings resulting from
challenges, successes and
failures in physical activity
• regularly open to new
challenges and trying new
activities
• regularly participates with
anyone in class
• regularly accepts others,
including those of different
ability, culture and gender
• regularly encourages others
with positive comments
(e.g., fabulous, great work,
you’re getting better)
Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 69), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com
• always or almost always
accepts the feelings re s u l t i n g
from challenges, successes
and failures in physical
activity and encourages
others to do so
• always or almost always
open to new challenges
or trying new activities
• always or almost always
initiates changes in partners
or groups to resolve
conflict or address an
imbalance
• always or almost always
encourages the inclusion
of others of different ability,
culture and gender
• always or almost always
encourages others with
positive comments
642
Health and Physical Education – Grade 6 Appendix G

Social Skills Rubric
Grades 1 to 8
APPENDIX H
C a t e g o r i e s
Specific Expectation:
Level 1 Level 2 Level 3 Level 4
• follow the rules of fair play in games and activities
Self-Expression
Response to Others
Cooperation
• rarely expresses
personal feelings,
ideas and experiences
• listens to others when
topics are of personal
interest and is attentive
for short periods
of time
• with assistance
follows basic instructions
and directions
• rarely shows respect
for other people’s
ideas
• with extensive
support, shows consideration
for others
• with encouragement,
accepts leadership of
teachers, peers and
officials
• based on examples
modeled in class,
encourages others
• with direct supervision
stays on task
• rarely gives and
accepts assistance
• sometimes expresses
personal feelings,
ideas and experiences
• sometimes listens
attentively to others
• sometimes follows
and outlines instructions
and directions
for familiar games,
activities and events
• sometimes shows
respect for other
people’s ideas
• sometimes shows
consideration for
others
• sometimes accepts
leadership of teachers,
peers and officials
• sometimes encourages
others
• with some superv i s i o n
stays on task
• sometimes gives and
accepts assistance
643
• regularly and accurately
expresses own
feelings, ideas and
experiences with an
awareness of audience
(e.g., uses “I”
messages)
• regularly listens
actively to others
(e.g., restates information
accurately, uses
effective questioning)
• regularly follows and
explains instructions
when pursuing a task
individually or with
others
• regularly shows
respect for other
people’s ideas
• regularly shows consideration
for others
• regularly accepts
leadership of teachers,
peers and officials
• regularly encourages
others
• regularly stays on task
without direct supervision
• regularly gives and
accepts assistance
Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 70), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com
• always or almost
always accurately
expresses own
feelings, ideas and
experiences with an
a w a reness of audience
• always or almost
always listens actively
to others
• encourages others to
listen (e.g., assists the
group in maintaining
the focus, demonstrates
active listening,
states different points
of view)
• always or almost
always shows respect
for other people’s
ideas and encourages
others to do so
• always or almost
always shows consideration
for others and
encourages others to
do so
• always or almost
always accepts leaders
h i p of teachers,
peers and officials
• always or almost
always encourages
others
• always or almost
always stays on task
and is self-directed
• always or almost
always gives and
accepts assistance
Health and Physical Education – Grade 6 Appendix H

Social Skills Rubric continued
C a t e g o r i e s Level 1 Level 2 Level 3 Level 4
Specific Expectation:
• follow the rules of fair play in games and activities
Respect
Fair Play and Activity
Etiquette
Group Interaction
Group Decision-Making
• shows limited patience with
others of different abilities
• with encouragement, treats
others of diversity equally
• with encouragement uses
appropriate language when
talking with peers and
teachers
• rarely follows the rules of
fair play in games and
activities
• rarely respects the decisions
made by officials, be
they students, teachers or
coaches
• with encouragement works
well with others
• with encouragement takes
turns
• with encouragement and
support, discusses options
and agrees with the group’s
decisions
• sometimes shows patience
with others of different
abilities
• sometimes treats others of
diversity equally
• sometimes uses appropriate
language when talking
with peers and teachers
• sometimes follows the rules
of fair play in games and
activities
• sometimes respects the
decisions made by officials,
be they students, teachers
or coaches
• sometimes works well with
others
• sometimes takes turns
• sometimes discusses
options and agrees with the
group’s decisions
• regularly shows patience
with others of different
abilities
• regularly treats others of
diversity equally
• regularly uses appropriate
language when talking with
peers and teachers
• regularly follows the rules
of fair play in games and
activities
• regularly respects the decisions
made by officials be
they students, teachers or
coaches
• regularly works well with
others
• regularly takes turns
• regularly discusses options,
participates in making
decisions and agrees with
the group’s decisions
Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 71), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com
• always or almost always
shows patience with others
of different abilities and
encourages others to do so
• always or almost always
treats others of diversity
equally
• always or almost always
uses appropriate language
when talking with peers
and teachers and encourages
others to do so
• always or almost always
follows the rules of fair
play in games and activities
and encourages others to
do so
• always or almost always
respects the decisions
made by officials, be they
students, teachers or
coaches
• always or almost always
works well with others
• always or almost always
takes turns and encourages
others to do so
• always or almost always
discusses options, participates
in making decisions
and agrees with the group’s
decisions
644
Health and Physical Education – Grade 6 Appendix H

APPENDIX I
Safety Rubric – Grades 1 to 8
Grades 1 to 8
C a t e g o r i e s
Overall Expectation:
Level 1 Level 2 Level 3 Level 4
• follow safety procedures related to physical activity, equipment and facilities, and begin to take responsibility for their safety
Activity
Equipment
Facility
• r a rely dresses appro p r i a t e l y
for vigorous physical activity
• with direct instruction participates
in appropriate
warm-up conditioning and
cool-down activities
• with frequent reminders
listens attentively to pro m o t e
safe and successful participation
in class
• beginning to use and
explain (when asked) the
importance of safe and
controlled movements
• with assistance can suggest
modifications to activities
to ensure safety
• with assistance applies safety
rules and safety procedures
while participating in a
variety of physical activities
• rarely recognizes and
reports unsafe conditions
and situations and suggests
changes
• r a rely assumes re s p o n s i b i l i t y
for self and others
• with assistance, recognizes
environments unsafe for
playing
• requires encouragement to
practise modifications of
rules to suit facility
• rarely reports unsafe conditions
to teacher and
peers
• sometimes dresses appro p r ia
t ely for vigorous physical
a c t i v i t y
• sometimes participates in
appropriate warm-up conditioning
and cool-down
a c t i v i t i e s
• with reminders listens
attentively to enhance safe
and successful part i c i p a t i o n
in class
• sometimes uses and
explains (when asked) the
importance of safe and
controlled movements
• beginning to modify activities
to ensure safety
• sometimes applies safety
rules and safety procedures
while participating in a
variety of physical activities
• sometimes recognizes and
reports unsafe conditions
and situations and suggests
changes
• sometimes assumes
responsibility for self and
others
• sometimes recognizes environments
unsafe for playing
• requires encouragement to
practise odifications of
rules to suit facility
• sometimes reports unsafe
conditions to teacher and
peers
645
• regularly dresses appropriately
for vigorous physical
activity
• regularly participates in
appropriate warm-up conditioning
and cool-down
activities
• listens attentively to achieve
safe and successful part i c ipation
in class
• regularly uses and explains
(when asked) the importance
of safe and controlled
movements
• regularly practises modifications
to activities to ensure
safety (e.g., reducing the
size of the playing surface if
walls are too close)
• regularly applies safety
rules and safety procedures
while participating in a
variety of physical activities
• regularly recognizes and
reports unsafe conditions
and situations and suggests
c h a n g e s
• regularly assumes responsibility
for self and others
(e.g., helping to set up
equipment in a safe manner
with adult assistance)
• regularly recognizes environments
unsafe for playing
• regularly accepts and practises
modifications of rules
to suit facility use (e.g.,
identifying an area out of
bounds if part of the field is
unsafe)
• regularly reports unsafe
conditions to teacher and
peers
Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 67), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com
• always or almost always
dresses appropriately for
vigorous physical activity
and is able to explain the
reasons for doing so
• always or almost always
participates in appropriate
warm-up conditioning and
cool-down activities independently
• always or almost always
listens attentively to achieve
safe and successful participation
in class
• always or almost always uses
and explains (when asked)
the importance of safe and
controlled movements and
encourages others to do so
• always or almost always
practises modifications to
activities to ensure safety
and can explain why
• always or almost always
applies safety rules and
safety procedures while
participating in a variety
of physical activities
• always or almost always
recognizes and reports
unsafe conditions and situat
i o n s and suggests changes
• always or almost always
assumes responsibility for
self and others
• always or almost always
recognizes environments
unsafe for playing
• always or almost always
accepts and practises modifications
of rules to suit
facility uses and encourages
others to do the same
• always or almost always
reports unsafe conditions
to teacher and peers
Health and Physical Education – Grade 6 Appendix I

APPENDIX J-1
Movement Skills Recording Chart
Knowledge/Skill Category: Movement Skills
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
•
•
•
•
Skill Indicators:
Student Names
Level 1
• Performs few of the
skills as described.
• Rarely applies skills
in other situations or
activities.
Level 2
• Sometimes performs
the skills as
described.
• Sometimes applies
skills in other situations
or activities.
Level 3
• Usually performs the
skills as described.
• Usually applies skills
in other situations or
activities.
Level 4
• Consistently performs
the skills as
described.
• Consistently applies
skills in other situations
or activities.
646
Health and Physical Education – Grade 6 Appendix J-1

APPENDIX J-2
647
Health and Physical Education – Grade 6 Appendix J-2

APPENDIX K
Active Participation Recording Chart
Knowledge/Skill Category: Active Participation
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Indicators:
•
•
•
•
•
•
Student Names
Level 1
• Participates actively only with
constant Encouragement.
• Applies few of the required
skills.
• Requires constant reminders
regarding safety procedures
and the safe use of equipment
and facilities.
Level 2
• Participates actively needing
only occasional encouragement.
• Applies some of the required
skills.
• Requires occasional
reminders regarding safety
procedures and the safe use of
equipment and facilities.
Level 3
• Requires no encouragement to
participate actively.
• Applies most of the required
skills.
• Follows safe procedures and
uses equipment and facilities
safely
Level 4
• Participate actively in a manner
that encourages others to
participate.
• Applies all, or almost all, of
the required skills.
• Follows safe procedures and
uses equipment and facilities
safely, and encourages others
to do so.
648
Health and Physical Education – Grade 6 Appendix K

APPENDIX L
Communication of Required Knowledge Recording Chart
Knowledge/Skill Category: Communication of Required Knowledge
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Indicators:
•
•
•
•
•
•
Student Names
Level 1
• Communicates poorly,
making many errors
or omissions.
• Rarely uses appropriate
terminology.
Level 2
• Communicates with
some clarity, making
some errors or
omissions.
• Sometimes uses
appropriate
terminology.
Level 3
• Communicates clearly
and precisely, making
few errors or omissions.
• Usually uses appropriate
terminology.
Level 4
• Communicates clearly
and precisely, making
no, or almost no,
errors or omissions.
• Uses appropriate and
varied terminology.
649
Health and Physical Education – Grade 6 Appendix L

APPENDIX M-1
Understanding of Concepts Recording Chart
Knowledge/Skill Category: Understanding of Concepts
Topic: ______________________________________________ Grade: _______________
Learning Expectations: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Indicators:
•
•
•
•
•
•
Student Names
Level 1
• Shows understanding
of few of the required
concepts taught, w i t h
major errors or
o m i s s i o n s .
Level 2
• Shows understanding
of some of the
required concepts
taught, with several
minor errors or
omissions.
Level 3
• Shows understanding
of most of the
required concepts
taught, with few
minor errors or
omissions.
Level 4
• Shows understanding
of all, or almost all,
of the required
concepts taught, with
practically no errors
or omissions.
650
Health and Physical Education – Grade 6 Appendix M-1

APPENDIX M-2
651
Health and Physical Education – Grade 6 Appendix M-2

APPENDIX N
Anecdotal Observation Recording Chart
*Use for ongoing assessment of expectations in combination with an assessment tool to provide indicators.
Class: ______________________________________________ Unit: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Expectation(s): _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
652
Health and Physical Education – Grade 6 Appendix N

APPENDIX O-1
Self/Peer Participation
Assessment Target
Name: _______________________________ Class: _____________ Grade: __________
Knowledge/Skill Category: __________________________________________________
Expectations: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
1
2
3
4
653
Health and Physical Education – Grade 6 Appendix O-1

APPENDIX O-2
Self/Peer Participation
Assessment Pyramid
Name: _______________________________ Class: _____________ Grade: __________
Knowledge/Skill Category: __________________________________________________
Expectations: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
1
2
3
4
654
Health and Physical Education – Grade 6 Appendix O-2

APPENDIX O-3
Self/Peer Participation
Assessment Star
Name: _______________________________ Class: _____________ Grade: __________
Knowledge/Skill Category: __________________________________________________
Expectations: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2
3
1
655
Health and Physical Education – Grade 6 Appendix O-3
4

APPENDIX O-4
Response to Others
Self-Assessment (primary)
Name: _______________________________ Class: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:
1p33 Follow instructions, pay attention, attempt new activities.
1p38 Demonstrate respect for others in group situations (e.g., being courteous,
speaking kindly).
2p40 Demonstrate appropriate interpersonal skills and respectful behaviour
(e.g., displaying etiquette, playing fairly, cooperating) in physical activities.
3p37 Demonstrate respect for the abilities and feelings of others (e.g., accepting
everyone into the group).
3p39 Communicate positively to help and encourage others.
Draw yourself on the step that describes you today.
I need reminders
to speak kindly and
listen to others.
I sometimes speak
kindly and listen to
others.
I speak kindly and
listen to others.
I always speak
kindly, and listen
to others.
656
Health and Physical Education – Grade 6 Appendix O-4

APPENDIX O-5
“I Listen”
Self-Assessment (primary)
Name: _______________________________ Class: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Knowledge/Skill Category: Active Participation
Grade: 1, 2
Expectations:
1p33 Follow instructions, pay attention, attempt new activities.
2p34 Stay on task, follow instructions, pay attention, and see tasks through to
completion.
Write the DATE on the rung of the ladder
that best describes you today.
I always pay attention and
follow instructions. _________
I pay attention and follow
instructions. ______________
I sometimes pay attention and
follow instructions. _________
I need help and reminders
to pay attention and follow
instructions. ______________
657
Health and Physical Education – Grade 6 Appendix O-5

APPENDIX O-6
Safe Activity
Self-Assessment (primary)
Name: _______________________________ Class: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:
1p30 Follow safety pro c e d u res related to physical activity, equipment and facilities.
2p30 Follow safety pro c e d u res related to physical activity, equipment and facilities.
3p29 Follow safety pro c e d u res related to physical activity, equipment and facilities
Write the DATE in the box
that best describes you today.
With help and reminders, I play safely.
______________
I play safely.
______________
With reminders, I play safely.
______________
I play safely and help others play safely.
______________
658
Health and Physical Education – Grade 6 Appendix O-6

APPENDIX O-7
I am Ready for Physical Education (primary)
Name: _______________________________ Class: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:
1p30 Follow safety pro c e d u res related to physical activity, equipment, and facilities.
1p32 Display readiness to participate in the instructional program (e.g., joining
in readily, wearing appropriate clothing, removing jewelry).
2p30 Follow safety pro c e d u res related to physical activity, equipment and facilities.
2p33 Display readiness to participate in the instructional program (e.g., taking
out and putting away equipment, joining in readily, wearing appropriate
clothing, and applying sun protection when necessary).
3p29 Follow safety pro c e d u res related to physical activity, equipment and facilities.
Write the DATE in the box that best describes you.
I wear my running shoes once in a while.
______________
I wear my running shoes most days.
______________
I wear my running shoes some days.
______________
I wear my running shoes every day.
______________
659
Health and Physical Education – Grade 6 Appendix O-7

APPENDIX O-8
Cooperation and Fair Play
Self-Assessment (primary)
Name: _______________________________ Class: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Knowledge/Skill Category: Active Participation
Grade: 1, 2, 3
Expectations:
1p37 Work cooperatively with others (e.g., sharing equipment, helping others).
2p40 Demonstrate appropriate interpersonal skills and respectful behaviour
(e.g., displaying etiquette, playing fairly, co-operating) in physical activities.
3p38 Follow the rules of fair play in games and activities (e.g., giving everyone a
chance to play).
Write the D A T Eunder the picture that describes you today.
I need reminders to play fairly and
cooperate.
I sometimes play fairly and cooperate.
(frog egg) ( t a d p o l e )
I play fairly and cooperate. I always play fairly and cooperate.
( f r o g l e t ) ( f r o g )
660
Health and Physical Education – Grade 6 Appendix O-8

APPENDIX O-9
Self/Peer
Assessment Target (primary)
Name: _______________________________ Class: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Knowledge/Skill Category: Active Participation
Expectations:
1p31; 2p31; 3p30 Participate vigorously in all aspects of the program
1p34; 2p35; 3p33 Participate in moderate to vigorous physical activity for 5-10 minutes
(Grades 1 and 2) or 8 – 10 minutes (Grade 3)
1
2
3
4
Stopped more
than four times
Stopped
3-4 times
Stopped once
or twice
Did not stop
moving for
5-10/8-10
minutes
661
Health and Physical Education – Grade 6 Appendix O-9

APPENDIX O-10
Student Assessment – Movement Skill
Checklist
Grade: _______________________________ Skill: _______________________________
Get Ready
Action
Follow-Through
Insert picture
Insert picture
Insert picture
What to look for:
662
Health and Physical Education – Grade 6 Appendix O-10

APPENDIX P
TRANSFERABLE SKILLS – STRATEGIES AND TACTICS
It is helpful to teach games by grouping them into categories with games of similar type. Widening
the focus can help to bridge the gap between developing skills and learning strategies. As students
l e a rn strategy while playing, they develop an intrinsic motivation to build their skills. With a balanced
skills/strategy approach, students learn more than just “the rules of the game.” They become thinking
players, learning to deal with the challenge of the unexpected and using opportunities to give and
receive feedback. Ask students to think about making connections to the game experience and to
take responsibility for increasing the challenge in games. Students who are engaged in the activity
are more likely to continue seeking out opportunities to be active.
Grouping games and activities into categories can help students see the connections between the
activities. Junior and intermediate students can use similar game strategies in each of these game
categories.
Ta rget-type games (e.g., croquet, golf, arc h e ry, curling, bowling)
Ta rget-type games emphasize accuracy and control. Modify challenges by changing target size,
distance and equipment, by using stationary or mobile targets and by having the players shoot
while stationary or mobile. Strategies used in target games include:
Strategy Criteria
Offensive • Planning path to target
Defensive • Blocking path of object
Net/Wall-Type Games (e.g., tennis, 4-square, badminton, table tennis, volleyball)
Net/wall-type games involve moving and controlling an object and hitting it within a specified space.
Players work to make it difficult for other players to gain possession of the object or to send it back
to the wall or across the net. Small numbers of players are usually involved in net/wall games.
Strategies used include:
Strategy Criteria
Offensive • Place object in a difficult spot for opponent to return
• Varying shots; speed, distance, height
Defensive • Assume “ready position”
663
Health and Physical Education – Grade 6 Appendix P

Striking/Fielding-Type Games (e.g., baseball, cricket, rounders, softball)
Striking/fielding-type games can involve running, striking, throwing, kicking and catching. Runners
hit, kick or throw an object then score runs by running to designated areas. Fielders retrieve the
object and get it to a specified place to stop runs from being scored and to get opponents out.
Because of the many aspects of the game, strategy for striking/fielding games can be challenging.
Basic strategies include:
Strategy Criteria
Offensive • Placement of object where the defender can’t easily make a play
• Score runs by advancing to safe areas
Defensive • React and anticipate object movement
• Assume “ready position”
• Quick fielding of object
Invasion/Territory-Type Games (e.g., soccer, handball, ultimate Frisbee, football, basketball,
lacrosse, field hockey).
Invasion/territory-type games involve controlling an object, keeping it away from opponents and
moving it into a scoring position to score on a target. Games can be modified to be simple running
games or to use a specified skill (kicking, throwing). Depending on whether the team has control
of the object or not, the team uses offensive or defensive strategies:
Strategy Criteria
Offensive • Keeping possession of ball/object
• Attempting to move in the direction of the goal
• Moving into and creating open spaces
Defensive • Staying between the offensive player and the goal
• Using hands, feet, stick or body to prevent a pass or scoring
attempt
Considerations
All games and activities can be adapted to meet the level appropriate for students. With any activity,
consider the following questions and adapt the activity as needed:
• Is the activity safe?
• Do all students have an opportunity to be active?
• Does the activity build on skills and strategies that the student has been taught?
• Can adaptations be made so that students of all abilities can be involved?
• Are positive social skills reinforced?
• Does the structure need to be adjusted (e.g., play in smaller groups with rule variations)?
• How can the challenge/fun factor be increased?
664
Health and Physical Education – Grade 6 Appendix P

APPENDIX Q
TRANSFERABLE SKILLS – Sending/Receiving/Carrying
Health and Physical Education – Grade 6
Developing the fundamental movement skills of locomotion, manipulation and stability are a focus
of the elementary Health and Physical Education curriculum. In Grades 1-8, students have opportunities
to develop and combine fundamental movement skills .
Basic locomotion skills include: walking, running, hopping, skipping, galloping, chasing,
fleeing, dodging.
Stability skills include: turning, rolling, twisting, balancing, transferring weight, jumping and
landing, stretching, curling
Manipulation skills include throwing and catching, kicking, dribbling, punting, collecting,
volleying, striking with implements.
Combining movement skills or adding the elements of effort, relationships, body awareness and
space awareness can make the skills more complex.
Effort Relationships Body Awareness Awareness of Space
(how the body moves)
• Time (slow, fast)
• Force (strong, light)
• Flow (bound, free)
• Of body parts (round,
narrow, curved, wide,
twisted, symmetrical)
• With objects and/or
people (over/under,
on/off, near/far, in
front/behind,
a l o n g / t h rough, meeting/
parting, surrounding,
around, alongside)
• With people
(leading/following,
mirroring/matching,
unison/contrast,
between groups,
groups, partners,
solo, alone in a group)
665
• Individual, whole body,
body shapes, body
parts
• Levels (low, medium,
high)
• Directions (up/down,
forward/backward,
right/left,
clockwise/counter
clockwise)
• Location (self, general
space)
• Pathways (curved,
straight, zigzag,
smooth, broken)
• Extensions (far/near,
large/small)
Appendix Q

Health and Physical Education – Grade 6
When combining movement skills, students will be performing a variety of sending, receiving and
carrying skills. Helping students make connections between the skills will help students transfer
knowledge and apply what they already know to learning new skills. Each sending, receiving and
carrying skill should include a ready position, execution and follow-through. Breaking down skills
into component parts, and simplifying skills can make it easier for students to understand and
improve.
The following critical elements of sending, receiving and catching skills can be transferred from
sport to sport and can be emphasized in any sending, receiving and carrying skill.
Strategy Critical Elements
Sending • Intent to move an object
• Weight evenly distributed
• Back swing (wind up)
• Square to target
• Weight transfer
• Follows through
Receiving • Intent to catch an incoming object
• Eye contact/focus
• Anticipation
• Ready Position
– weight evenly distributed on both feet
– knees bent
– low centre of gravity
Car rying • Maintain possession of object while stationary or travelling
• In control with/without opponent
• Ability to change directions, speed/levels
666
Appendix Q

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