Grade 8 Active Living

Prescribed Learning Outcomes

It is expected that students will:

• identify the benefits of active living
  
• demonstrate a willingness to participate in a wide range of activities from all movement categories
  
• identify and explain the effects of exercise on the body systems before, during, and after exercise
  
• explain fitness components and principles of training
  
• set and modify goals to develop personal fitness and motor abilities and to maintain a healthy lifestyle
  
• identify and describe factors that affect choices of physical activity for life
  
• explain the benefits of and demonstrate warm-up and cool-down activities
  
• design and analyse a personal nutritional plan
  
• describe and perform appropriate activities for personal stress management and relaxation
  
• identify environmental factors when planning and participating in physical activities in an outdoor setting
  
• describe how changes in body growth affect movement skills and concepts
  
• demonstrate a personal functional level of physical fitness

To view the prescribed learning outcomes for Active Living in other grades click on an icon below.

Suggested Instructional Strategies

Students consider ways to spend their leisure time and develop a balance between work and leisure. By developing a personal exercise and nutritional program, students learn to identify and set personal goals, develop an action plan, and reflect on their achievement.

Strategies

• Have groups develop a word cluster for the term active living (e.g., fitness , healthy ) and create a definition.
  
• Have students list their leisure activities and identify those that fit the active living definition.
  
• Have students identify on a chart personal and cultural factors that affect participation in physical activity.
  
• Have students create a graph listing activities at their community centre, showing how many activity programs are available.
  
• Have students make a chart listing positive and negative ways to deal with stress and identifying techniques for relaxation (e.g., meditation, jogging).
  
• Have students participate in an exercise program (e.g., walking, skipping, aerobics), recording their goals and comments in a journal.
  
• Have students research and complete worksheets on the four body systems: skeletal, muscular, cardiovascular, and respiratory.
  
• Have students plan and lead warm-up activities and participate in a training program, recording heart rates before, immediately after, and one minute after exercise.
  
• Have students plan and participate in an outdoor experience (e.g., hiking, canoeing).
  
• Invite qualified people to teach first-aid skills.
  
• Have students evaluate their fitness level and set personal goals.
  
• Have students research entrepreneurial ventures related to careers in health, sport, dance, leisure, and community activities.

Suggested Assessment Strategies

• After reviewing the principles of warm-up and cool-down activities, students work in pairs to plan, demonstrate, and lead class activities. Students should explain how their activities met the following criteria:
  
  • warm-up--raises heart rate, creates movement in the joints, stretches large muscle groups
    
  • cool-down--decreases heart rate, stretches small and large muscle groups, relaxes mind and body
    
  Look for demonstrations that are easy to follow, are within the skill levels of all class members (may include options for different levels), and include activities that are interesting and engaging.
  
• Students develop a personal active-living profile, recording:
  
  • a personal definition of active living in words and pictures or symbols
    
  • evidence of their own active living under headings such as Extracurricular Activities, Intramural Activities, Volunteer Work, Family Pursuits, Organized Clubs or Sports, Activities with Friends, and Individual Leisure Activities
    
  • an analysis of the physical, emotional, social, and intellectual benefits of each activity
    
  • a summary of the strengths and weaknesses of their current approach to active living (This could be done with a partner.)
    
  Students update this assessment at intervals during the course. At each update, they identify any changes and explain the effects.
  
• Look for evidence of students' ability to:
  
  • personalize a definition of active living
    
  • analyse the physical, emotional, social, and intellectual benefits of individual activities
    
  • recognize the extent to which their overall profile reflects an active lifestyle

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
  
• Canada's Food Guide to Healthy Eating (Revised)
  
• The Canadian Active Living Challenge
  
• On the Move
  
• Physical Education: VCE Units 1, 2, 3, 4
  
• Power Training For Sport: Plyometrics for Maximum Power Development
  
• Quality Lesson Plans for Secondary Physical Education
  
• Running Through My Mind
  
• Skip To Health
  
• Team Building Through Physical Challenges

• Kids Sports

• Moving to Inclusion

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Physical Education Coordinator

Revised: January 27, 1999

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