| Course Type : | Open |
| Credit Value : | 1.0 |
| Prerequisite : | None |
Course Description
The PPL1O course gives students the important knowledge and skills they need to make healthy choices. These choices help them lead active lives. By participating in various physical activities, students improve their movement skills and personal fitness. This creates a strong base for an active lifestyle.
This course helps students identify essential elements that enhance healthy development. They also know how they fit into the world and how the world affects their health. In the course PPL1O, students increase their self-awareness. They also get to know how to get along with other people. Also, they create an environment that helps learners to reason and think critically and creatively. This makes it is easy for them to excel in all facets of their lives.
Outline of Course Content
Unit
Titles and Descriptions
Time and Sequence
Unit 1
Active Participation and Physical Fitness
Students will develop a positive self-concept through active participation. Personal physical fitness levels will be assessed through activities that emphasize the health-related components of fitness (cardiovascular endurance, muscular strength, flexibility, muscular endurance, and body composition). Students will design a personal fitness program intended to address self-identified goals in order to improve their personal fitness level. Students will participate actively and safely in a variety of leisure and fitness activities designed to attain a balanced and healthy lifestyle now and in the future.
26 hours
Unit 2
Individual /Dual Activities
In this unit students participate regularly in a variety of enjoyable individual/dual activities such as dance, fitness (yoga, pilates, weight training, boxfit) and Injury Prevention (Self-defense) to enhance overall fitness, health, movement skills and personal competence. Students demonstrate understanding of the importance of movement principles (e.g., manipulation, locomotion, and stability) and apply knowledge of guidelines and strategies that enhance participation in recreation and sport activities.
28 hours
Unit 3
Team Activities
In this unit students participate regularly in a variety of enjoyable team activities such as: Basketball, Ringette, Team Handball, Ultimate Frisbee, Flag Football and Volleyball, to enhance overall fitness, health, movement skills, and personal competence. Students demonstrate understanding of the importance of movement principles (e.g., manipulation, locomotion, and stability) and apply knowledge of guidelines and strategies that enhance participation in recreation and sport activities.
26 hours
Unit 4
Healthy Living
In this unit students investigate a variety of topics related to healthy living including healthy eating, substance abuse, and human growth and sexuality. While studying healthy living students investigate the importance of macro and micronutrients, and calorie regulation. Students learn to analyze dietary requirements and create appropriate meal plans. While studying substance abuse students investigate a variety of legal, illegal an prescription drugs, the effects of these drugs on human health, and the social and personal issues related to drug use.
Students will also investigate the stages of sexuality, female and male anatomy, pregnancy, STD’s, consent and sexual limit, gender issues, and sexual health.
28 hours
Final Evaluation
The final assessment task is a two-hour exam worth 30% of the student’s final mark.
2 hours
Total
110 hours
Healthy Active Living
A1. Participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives;
A2. Demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A3. Demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.
Healthy Active Living
B1. Perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B2. Apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.
Healthy Active Living
C1. Demonstrate an understanding of factors that contribute to healthy development;
C2. Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;
C3. Demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
Healthy Active Living
D1. Use self-awareness and self-monitoring skills to help them understand their strengths and needs, recognize sources of stress, take responsibility for their actions, and monitor their own progress as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living
D2. Use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living
D3. Communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living
D4. Apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective group or team members
D5. Use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analyzing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education.
Healthy Active Living
- Direct instruction (on-line lecture) self-analysis in movement
- Video-conferences and gym time Brainstorming
- Independent study/ health log Practical experience
- Group work via online Reading
- Portfolio Role Playing and Case scenarios
- Online inquiry Interviewing
- Independent research Teacher analysis
- Active participation Presentations
- Video filming/editing Questioning
- Internet and multimedia (ie, human body) Use of game console (Wii console; Wii fit)
- other agencies presentation.
Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.
Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.
English Grade 9: A variety of strategies are used to allow students opportunities to attain the necessary skills for success in this course and at the post-secondary level of study. To facilitate learning, the teacher uses a variety of activities engaging the whole class, small groups, and individual students.
The assessment will be based on the following processes that take place in the classroom:
| Assessment FOR Learning | Assessment AS Learning | Assessment OF Learning |
|---|---|---|
During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go. | During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them. | During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning. |
| Conversation | Conversation | Conversation |
Classroom discussion Self-evaluation Peer assessment | Classroom discussion Small group discussion Post-lab conferences | Presentations of research Debates |
| Observation | Observation | Observation |
| Drama workshops (taking direction) Steps in problem solving | Group discussions | Presentations Group Presentations |
| Student Products | Student Products | Student Products |
| Reflection journals (to be kept throughout the duration of the course) Check Lists Success Criteria | Practice sheets Socrative quizzes | Projects Poster presentations Tests In Class Presentations |
Some of the approaches to teaching/learning include
Strategy | Who | Assessment Tool |
Class discussion | Teacher | Observation Checklist |
Response Journal | Teacher | Anecdotal Comments |
Student Chosen Song | Teacher | Observation Checklist |
Narrative Poem/Song | Teacher | Rubric and Anecdotal Comments |
Character Sketch | Self | Checklist |
Journal Responses | Self/teacher | Anecdotal comments |
Short Story Analysis | Teacher | Rating scale |
Short Story Outline | Teacher | Rating scale |
Anecdote | Teacher | Direct Observation |
Found poem | Teacher | Direct Observation |
Journal Entries | Teacher | Anecdotal |
Research Notes | Self/Teacher | Checklist |
Non-fiction Report/Presentation | Teacher | Rubric |
Presentation to group | Self/Peer | Self and peer assessment rubric |
Sight passage | Teacher | Marking scheme |
Narrative piece | Teacher | Rubric |
The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). . The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning.
Healthy Active Living: The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
- 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of
- 30% of the grade will be based on a final exam administered at the end of the exam will contain a summary of information from the course and will consist of well-formulated multiple choice questions. These will be evaluated using a checklist.
Textbook
Healthy Active Living Workbook Grade 9
Potential Resources
- Various internet websites
- Teens’ Health. Available at: http://kidshealth.org/teen
- Eat Right Ontario. Available at: http://www.eatrightontario.ca/en/default.aspx