Physical Education 1
PE1.2
Active Living Examine and express what it means to live actively each day and the personal benefits of being active.
Indicators for this outcome
| (a) | Explain the importance of exercise for supporting a healthy body (e.g., stronger, more energy), mind (e.g., think more clearly, stay focused longer), and spirit (e.g., happier, calmer). |
| (b) | Recognize that participation in movement activities is a good way to have fun with friends and family. |
| (c) | Explain what it means to be active “enough” throughout the day (See the Canada Physical Activity Guide for Children). |
| (d) | Express insights in response to questions such as “Whose job is it to make sure we are physically active every day?” and “Do we need to have rules and teams to be active?”. |
| (e) | Create a visual representation of movement activities one could participate in, both inside and outside of school. |
| (f) | Show interest and enjoyment in participating in movement activities through actions and behaviours (e.g., ask to play games or to participate in movement activities). |
| (g) | Explore and identify places in the community where people can be active (e.g., walk to a community park observing the features that support being physically active; walk through the forest and around the lake and discuss the many opportunities present for active living). |
| (h) | Express feelings and sensations about participation in movement activities through the use of words, symbols (e.g., happy faces, tear drops), and other media, including technology (e.g., music, digital pictures). |
| (i) | Tell a story of what it means to be personally responsible for own level of participation in movement activities (e.g., “I ride my bike to school every day and my dad rides his bike to work, too.”). |
| (j) | Share ideas, stories, and experiences of how and why to be active at recess, at noon hour, while at home, and in the local community. |
Loading...
