Transcript No Slide Title

School Health Planning
www.healthcanada.ca/paguide
Guidelines
• Accumulate at least 60 minutes
of moderate physical activity
and 30 minutes of vigorous
physical activity each day
Active Health
Knowledge Health Strands
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Safety of Self and Others (3.B)
Personal Development (4.A)
Social Development (4.B)
Mental-Emotional Development (4.C)
Personal Health Practices (5.A)
Active Living (5.B)
Nutrition (5.C)
Substance Use and Abuse Prevention (5.D)
Human Sexuality (5.E)
Planning for HE Integration Chart
(Overview -18)
Grade Safety Topics
(Overview-10)
Grade 5
 physical
activity
 roads
 traffic
 bus
transportation
 recreational
vehicles
 unsupervised
areas
 environmental
conditions (e.g.,
forest fires, icy
conditions,
lightning)
 violence
prevention
 personal safety
Grade Safety Topics
Grade 6
Grade 7
 physical activity
 bicycles
 playgrounds/
parks
 babysitting
 Internet use
 shaken baby
syndrome
 prevention and
care of injuries
Grade 8
 physical activity  physical activity
 water
 safe areas for
 school intruders
cycling and
 home invasion
other activities
 hazing
(e.g., in-line
skating,
 Internet use
walking)
 violence
 community
prevention
safety laws and
 personal safety
polices (e.g.,
drinking and
driving,
vandalism,
graffiti)
 prevention and
care of injury
Planning for Health Themes
(Overview -19)
Example of a
School Health Promotion Planning
(Appendices-6)
School Health
Calendar Activity
Planning for Assessment
Fair Assessment
• performance criteria clearly
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•
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defined
students are informed
focuses on student learning
continuous and ongoing
meaningful
variety
involves students
Why
assess?
to determine a
starting point
for grading
students
7/21/2015
Manitoba Guidelines for
Assessment, Evaluation,
and Reporting
Reporting Guidelines
(p.197 Framework)
• Review/develop assessment and
reporting policies to align with
new integrated PE/HE
curriculum at local level
• Final marks on report cards
are stated as percentages for
Grade 6 and up
• Marks/grades are based on the
learning outcomes (the 5 GLO’s)
• Weighting of marks is determined
by the school/teacher with a
higher weight on skills
• Reporting on student learning
outcomes that are potentially
sensitive is a local decision
• Information that is not reflective of
the learning outcomes such as
punctuality, attendance, dress and
attitude should be reported separately
• Behaviour can be part of the mark
when it is:
– an integral part of the specific
student learning outcomes
– observable and measurable
– serves as a performance
descriptor
• Fitness testing should not
begin before Grade 4
• Results or scores of fitness
tests are reported
separately and are not to
be part of the final mark
• for students with significant
cognitive disabilities, use
modifications ( Individual Education
Planning: A Handbook for Developing and
Implementing IEP’s, Early to Senior Years
1998)
• for students with special needs
and medical problems, use
adaptations or accommodations
to help students achieve the
learning outcomes
Before we DO
assessment we need to
THINK ABOUT what
we are doing and why
we are doing it.
In good teaching, curriculum,
instruction and assessment are
woven together. They are
inseparable and as such, give
coherence and strength.
Design of the
Assessment Column
Planning for Assessment of Learning
Outcomes Chart
(Overview-28 and Appendix G )
Suggestion for Assessment
Column
Assessment strategy: Title of the Activity
Assessor: Assessment Tool
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–
–
Directional Statement
Example
Suggested Criteria
BLM reference
Suggestions for Assessment Column
Example S.2.8.A.1a on page 8-58
Journal/Learning Log: Personal Fitness Record
Self-Assessment: Inventory
Have students write an action plan for a health-related
fitness goal using the FITT principle and then record the
activities in which they participated during a given time
frame to work towards achieving their goal.
Suggested Criteria: Students should be able to:
 set goals for the health-related fitness components
 write an action plan using the FITT principle
 keep a daily physical activity participation log
Suggestions for Assessment Column
Example S.2.8.A.1a on page 8-58
(continued...)
Performance Task: All Activities
Self-Assessment: Scoring Rubric
Have students rate their activity participation using a
rubric developed by the class (or see the example on the
previous page). Other criteria could be added.
Suggested Criteria: The student
 participates in warm-up and cool-down activities in an
appropriate manner
 performs exercises/activities that contribute to
personal fitness development
Suggestions for Assessment Column
Example K.5.6.C.2 on pages 6-130/131
Questioning/Interview: Human Opinion Line
Teacher: Inventory
Observe students’ ability to identify the
nutrition habits and fluid practices to support
healthy participation in physical activities when
responding to selected statements/questions.
(Sample questions provided)
Assessment Sharing in
Partners or Groups
Movement
• K.1.7.B.1
Examine external factors (i.e.,
cost, facility availability,
practice opportunities outside
school) that may affect
movement skill development.
Fitness Management
• S.2.7.A.1a Demonstrate
behaviours (e.g., regular
participation, correct and safe
execution, appropriate intensity
level, self-monitoring, selfdiscipline...) for personal
fitness-goal attainment.
Safety
• K.3.7.B.5a Describe
• K.3.7.A.5b
scenarios that
Outline the
illustrate examples of
emergency steps
physically, verbally,
(e.g., seeking help, and emotionally
administering
abusive behaviours in
basic first aid...)
different relationships
(i.e., within families,
related to water
between friends, among
incidents or
peers, with employers,
accidents (e.g.,
groups, gangs, on sports
hypothermia,
teams, when
drowning...).
babysitting).
Personal and Social
Management
• K.4.7.B.1b
Describe conduct (e.g.,
personal, group, team...) and
ethical behaviours appropriate
for engaging in physical
activity and/or social events.
Healthy Lifestyle
Practices
• S.5.7.A.4
Apply decision-making/problemsolving strategies in case scenarios
that focus on substance use and
abuse (e.g., over-the-counter drugs,
supplements, performance-enhancing
drugs, tobacco, alcohol, street
drugs, restricted drugs...)
Promoting Student
Involvement
Healthy Active Five Routine
Exit Slip
1. I liked………...
2. I still wonder about…..
3. Temperature Check……1 to 10
(1 is sinking and 10 is swimming)
Planning for Instruction
Making Curricular Connections
Active Learning
Strategies
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Rotating Reel (e.g. 8-16, 8-48)
Bone Scavenger Hunt (6-126) BLM 6-8
Human Opinion Line (6-130)
Outer Space Orienteering (6-16)
Planning for PE
Integration
• Make learning active, interactive
and fun!
Making PE and HE
Connections
• Use active learning strategies such as:
– Sort and Predict (e.g. Enigma)
– Carousel Brainstorming (e.g. Consequence
Circle)
– Scavenger Hunts (e.g. Bone Scavenger Hunt)
– Rotating Reel
– Relays
– Human Opinion Line
– Word Splash
Making the PE/HE and
Science Connection
5-8 Science Clusters
Grade 5
Grade 6
Maintaining a
Healthy Body
Diversity of Living Interactions within Cells and Systems
Things
Ecosystems
Properties of and Flight
Changes in
Substances
Forces and Simple Electricity
Machines
Weather
Grade 7
Grade 8
Particle Theory of
Matter
Optics
Forces and
Structures
Fluids
Exploring the Solar Earth’s Crust
System
Water Systems
PE/HE and ELA
Connection
• STOP
Stereotyping
(8-92)
• Stress
Management
Booklet
Yearly Planning
Traditional Athletic Program/Season
Cross Country Running
Soccer
Volleyball
Dance
Basketball
Winter Activites
Gymnastics
Badminton
Track & Field
Baseball
Movement Skills
Physical Activity Categories
Individual/Dual
Sports/Games
(Appendix A)
Team Sports/Games Alternative Pursuits
Rhythmic/Gymnastic Activities
Fitness Activities
5 Personal and Social
Management Skills
• Goal setting/planning skills
• Decision-making/problem-solving
skills
• Interpersonal skills
• Conflict Resolution skills
• Stress management skills
Health Knowledge Strands
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Safety of Self and Others (3.B)
Personal Development (4.A)
Social Development (4.B)
Mental-Emotional Development (4.C)
Personal Health Practices (5.A)
Active Living (5.A)
Nutrition (5.C)
Substance Use and Abuse Prevention (5.D)
Human Sexuality (5.E)
An Example of Organizing the Year by GLO’s
(Appendices-15)
Detailed Example of
Organizing the Year by
General Learning Outcomes
Appendices -16 to 19
Assessment/Evaluation Planning
• Plan with the end in mind [the
learning outcome(s)]
• Backward design
• Know what you are looking for
(criteria)
• Clearly communicate criteria to
students
• Teach to “the test”
• Play with a purpose
Unit Planning
(Appendices -21)
Unit Planning Steps*
target outcomes
backward design
Teach with Intent
What is the purpose of the activity? What
will the students be learning?
Make curricular connections where
possible
*adapted from Jay McTighe, Grant Wiggins
1. Content Focus
• Choose a strand or substrand, skill, theme, or
physical activity/sport
2. Cluster the Outcomes
• Read through grade-specific
outcomes and identify the
slo’s that are relevant or
related to the topic (identify
the knowledge outcomes
and skill outcomes that fit)
3. Essential Questions
• Determine the
overarching “essential
questions” that capture
the essence of what the
student will learn based
on the cluster of
outcomes.
4. Evidence
• Identify the assessment
strategy(ies) and tool(s) that
will be used as acceptable
evidence. For example:
 Observation: Checklist
 Performance Task (project):
Scoring Rubric
 Journal entry: Inventory
 Performance Task (Game):
Checklist
5. Learning Experiences and
Resources
• Choose learning strategies,
activities, and resources that
will help students answer the
essential questions. Make
curricular connections where
possible.
6. Re-design
• How will we judge
our unit designs?
Unit Planning Steps
•
•
•
•
Content Focus: Choose a topic, skill or game theme, or physical
activity/sport
Cluster: Read through grade-specific outcomes and identify the slo’s that are
relevant or related to the topic (identify the knowledge outcomes and skill
outcomes that fit)
Essential Questions: Determine the overarching “essential questions” that
capture the essence of what the student will learn based on the cluster of
outcomes.
Evidence: Identify the assessment strategy(ies) and tool(s) that will be used
as acceptable evidence. For example:





•
Observation: Checklist
Performance Task (project): Scoring Rubric
Journal entry: Inventory
Performance Task (Game): Checklist
Learning Experiences and resources: Choose learning strategies,
activities, and resources that will help students answer the essential
questions. Make curricular connections where possible.
Re-Design: How will we judge our unit designs?
Lesson Planning
(Appendices-27)
- Include activating, acquiring,
applying types of activities
- Plan with the end in mind (the
outcome)
- Plan for safety, inclusion, maximum
participation, success, etc.
Outcomes
• K.2.5.A.1 Identify health-related fitness
components (e.g., cardiovascular endurance,
muscular endurance, muscular strength,
flexibility, body composition...) and one
example of an appropriate exercise/activity
for each component (e.g., skip rope for
cardiovascular endurance development...).
• K.2.5.C.3 Show an understanding that
stretching exercises for the major muscle
groups should be held for a minimum length
of time to be effective (e.g., as long as a
stretch feels comfortable, which is usually 10
to 30 seconds with three to five repetitions...).
Outcomes
• S.2.5.A.1a Demonstrate correct execution
of exercises (e.g., keeping body straight for
push-ups, keeping legs bent for curl-ups...)
designed to improve and maintain personal
fitness associated with health-related
fitness components.
• K.3.5.A.2 Show an understanding of safe
stretching technique (e.g., sustained rather
than “bounce” stretching, proper body
alignment, keeping within the joints’ normal
range of motion...) of selected exercises (e.g.,
calf stretch, modified hurdle stretch, arm
circles...) in warm-up and cool-down routines.
Lesson Plan Example
GLO 1 GLO 2 GLO 3 GLO 4 GLO 5
K.2.5.A.1 K.3.5.A.2
K.2.5.C.3
S.2.5.A.1a
Fitness Component Sub-Strand
Outcomes
• K.2.6.A.1 Recognize the health- and skill-related
fitness components (e.g., agility, power, reaction time,
speed, coordination…) that contribute to skill
development.
• K.2.7.A.1 Sort and classify physical activities/exercises
(e.g., jogging, cycling, weight training, gymnastics...) that
are best suited to developing each of the health-related
fitness components (e.g., cardiovascular endurance,
muscular endurance, muscular strength, flexibility, body
composition…).
• K.2.8.A.1 Identify the five health-related fitness
components (e.g., cardiovascular endurance, muscular
endurance, muscular strength, flexibility, body
composition…) and their importance to a balanced fitness
plan.
Warm-up/Cool-Down SubStrand Outcomes
•
•
•
K.2.6.C.3 Identify the proper techniques (e.g., slow and
sustained, within comfort zone, focusing on target muscles and
minimizing other body parts, stretching to the limit of the
movement, slow and rhythmical breathing...) and harmful
techniques (e.g., bouncing, swinging, stretching too hard...) in
stretching exercises.
K.2.7.C.3 Describe the purpose of a warm-up (e.g.,
increased circulation, increased body temperature, mental
preparation, increased focus on task, prevention of injuries,
improved performance...) and a cool-down (e.g., gradual
lowering of heart rate, prevention of dizziness/blood pooling,
minimized muscle stiffness/soreness...) for physical activity
participation.
K.2.8.C.3 Identify three stages (i.e., indirect, direct,
identical) of activity-specific warm-ups and examples of
each stage for specific physical activities (e.g., a soccer
warm-up could include light running, specific leg-stretching
exercises, easy dribbling/passing drills...).
Active Participation Sub-Strand
Outcomes
• S.2.6.A.1a Participate in exercises/activities (e.g.,
juggling for developing coordination, moving through
obstacle course for agility...) designed to improve and
maintain personal fitness associated with healthrelated and skill-related fitness components.
• S.2.7.A.1a Demonstrate behaviours (e.g., regular
participation, correct and safe execution, appropriate
intensity level, self-monitoring, self-discipline...) for
personal fitness-goal attainment.
• S.2.8.A.1a Participate in fitness activities that use
the FITT principle and contribute to personal healthrelated fitness goals.
Exercise Safety Sub-Strand
Outcomes
• K.3.6.A.2 Determine how environmental conditions
can influence safety while exercising outdoors (e.g.,
effects of ultraviolet rays, hot sunny weather can lead
to heat exhaustion and sunburn, cold weather and high
wind-chill factors increase risk of hypothermia and
frostbite...).
• K.3.7.A.2 Determine personal responsibilities (e.g.,
keep inhalator handy for asthmatic condition when
participating in aerobic activities...) and risk levels (e.g.,
low personal strength/fitness level may result in back
injury during lifting activities...) in performing specific
exercises.
• K.3.8.A.2 Identify the risks of contraindicated
exercises (e.g., deep knee bends, straight leg sit-ups,
full neck rotations...) and safe exercise alternatives.
Planning for
Potentially Sensitive
Content
Appendix C in the Framework
(Decision Chart) and
Overview-20 in the
Implementation document
Local Decision-Making Authority for
Treatment of Potentially Sensitive Content
• School/Division/District Planning
Process must be used to determine
local policy related to potentially
sensitive content
• Schools must seek parental
involvement
• Schools must provide a parental
option prior to implementation
Potential Decision Areas For
School/Division/District Planning
A
B
C
D
E
Potentially
Sensitive
Content
Breadth/
Depth
Treatment
of Content
Parental
Options
Scheduling
of
Instruction
Parental
Communication
Personal
Safety
Substance
Use and
Abuse
Prevention
Human
Sexuality
more/at/
less/none
alternative
within/
integrated/
separate/
delivery
combination
letters/
meetings/
permission
forms/
websites/
brochures/
newsletters
schoolbased/
F
G
Teacher
Staff
Training Assignments
Requirements
number
of days/
type of
training
staff/parents
/peers/
community/
others
Potentially Sensitive
Outcome Analysis Tool
Suggestions for
Instruction
• Puberty Changes
– K.5.5.E.1b, K.5.5.E.1c, K.5.5.E.2
(page 3 of handout)
• Video Thinkagain
– K.5.7.E.3a (page 7 of handout)
• Decide Model (BLM 8-5)
– S.5.7.A.5
Learning Resources
• The PE/HE Annotated Bibliography
is available only online at:
http://www.edu.gov.mb.ca/ks4/learnres/bibli
ographies.html
• All resources are available to
borrow from the Department
Library
• To order, contact the Manitoba
Textbook Bureau
Action Planning
• Discuss “next steps” for sharing today’s
information with other staff and
implementing this new curriculum in your
school or division/district
– Choose your target audience (administration,
teachers, parents, students)
– Determine actions, timelines, and
responsibilities
– Determine workshop format (1 hour, 1/2 day,
full day) and agenda
– Determine additional PD & teacher training
– Other?
Physically Active and
Healthy Lifestyles
for All Students