Grade 5: Active Living

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

participate regularly in physical activity to develop components of fitness and motor abilities
demonstrate a willingness to participate in a variety of activities from all movement categories
describe how activity affects physical fitness
identify safe activities that promote personal fitness and a healthy lifestyle
set goals to develop personal fitness and a healthy lifestyle
identify factors that affect choices of physical activity for life
participate in and describe the benefits of warm-up and cool-down activities
explain the relationship between good nutritional habits and physical activity
identify and describe positive benefits gained from physical activity in a natural setting
demonstrate and describe ways to achieve a personal functional level of physical fitness

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Suggested Instructional Strategies

By participating in a variety of activities from all movement categories, students gain experience and knowledge of the benefits of active living and the development of a personal functional level of physical fitness. Students continue to plan and monitor active-living and fitness goals.

Strategies:

Use stations to provide students with activity choices as an introduction to the lesson.
Have students lead small groups using exercises to warm up different parts of the body.
Discuss correct forms and techniques to prevent injuries.
Discuss fitness components and ways to assess and evaluate personal fitness levels.
In a journal or log, record personal fitness goals, and strategies to achieve those goals.
Have students create and participate in a personal-activity plan to improve their level of fitness.
Have students identify five good nutritional habits, and create a poster to illustrate them.
Have students list the benefits of physical activity, and create a poem to express their ideas about active living.
Have students list and participate in activities in an outdoor setting (e.g., orienteering, hiking, canoeing) and consider ways to avoid disturbing the natural setting.
In small groups, have students brainstorm factors that affect choices of physical activity (e.g., interests, physical limitations, age).
Have students maintain a physical activity calendar, with the date, type, and amount of physical activity performed in school and out of school.
Encourage students to share their involvement and accomplishments in sports and physical activities in and out of school.

Suggested Assessment Strategies

Look for evidence that students are able to:
- participate willingly in daily physical activities
- identify basic ideas of nutrition and body growth
- know and understand relationships between exercise, nutrition, and physical fitness
- appreciate their own roles in a healthy lifestyle
- display positive attitudes toward active living
- display confidence while participating in physical activities
Working in small groups, have students collect empty food containers and create a collage showing foods that enhance physical activity on one side, and foods that do not on the other side. Have students present their collages to the class and explain their choices. (e.g., "We have lots of pasta on this side, because we know it's a carbohydrate and will help your body store energy.") Look for evidence that students are aware of and can explain the connections between nutritious food and physical activity.
Have students record their physical activities for a week. Have them assess their own level of physical fitness by looking for evidence that they have participated in a variety of activities on a regular basis. Conference with students to help them identify a personal-activity goal and action plan.

Recommended Learning Resources

Print Material

Video

Multimedia

Moving to Inclusion

Table of Contents

Maintained by: Physical Education Coordinator

Revised: March 1996

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