Grade 5: Movement (Individual and Dual Activities)

Prescribed Learning Outcomes

It is expected that students will:

• apply activity-specific motor skills in individual, dual, and group activities
• aim and project an object toward a target with increasing accuracy

To view the prescribed learning outcomes for Movement (Individual and Dual Activities) in other grades click on an icon below.

Suggested Instructional Strategies

Strategies:

• Have students skip, using short and long ropes, with a partner or in small groups.
• Have students create skipping routines, individually or with partners. (Music may be added.)
• Review and practise takeoff and landing forms in preparation for long jump and high jump.
• Using stations, have students practise different athletic events, such as long jump, high jump, sprinting, and skipping.
• Review and practise aiming at a target and throwing using a variety of objects.
• Have students set goals for throwing and jumping for distance, and record progress over a set period of time (e.g., three to four weeks).
• Have students rotate through track and field stations to practise skills involved in hurdles (benches), relays, shot-put, discus, long jump, high jump, sprinting, distance runs, and so on.
• Have students use a variety of objects to practise juggling (e.g., scarves, beanbags) using a variety of patterns.
• Have the class plan and prepare for an excursion (e.g., walking, biking) or special event (Terry Fox Run, Milk Run) by discussing and implementing a training program.
• Discuss and create individual fitness sequences that include cardiovascular endurance, muscular endurance, strength, and flexibility. Have students lead the class or small groups in warm-up and cool-down activities.

Suggested Assessment Strategies

• Have students work in small groups to create a fitness circuit for the class. Possible criteria for assessment are that it:
  • includes an activity for each of the fitness components (e.g., strength, flexibility, muscular endurance, cardiovascular endurance)
  • includes an activity that is sustained for an appropriate time period
  • uses all major muscle groups Note the extent to which students are able to create a safe circuit and describe their reasoning for including specific activities.
• Have students select one throwing, running, and jumping event, and set a personal short-term goal. Have students chart their progress in their logs over several weeks. Set target dates, measure throws and jumps, and time running distances. Have students reflect on their performance and results in the events selected by completing frames such as the following:
  • The goal I set was (too easy, too difficult, appropriate) because . . . .
  • I selected these four events because . . . .
  • I plan to make the following changes to improve my performance . . . .
  • I found ____ difficult because . . . .
  • One piece of advice that might help someone else with the same goal is . . . .
  • One thing I've learned is . . . .
    
  Look for evidence that students are using the correct form, improving their results, and working towards achieving their goal.

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• The Canadian Active Living Challenge
• Double Dutch Handbook
• Fit Skip Ness: The Skipping Challenge
• Fitness for Children
• Fitness Fun
• Inclusion of Students with Special Needs in Physical Education
• Physical Education: VCE Units 1, 2, 3, 4
• Premier's Sport Awards Program
• Skip to Health
• Skip to It! The New Skipping Book

• Archery: On Target for Fun
• Juggletime

• Moving to Inclusion
• Steps to Success

Table of Contents

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

Maintained by: Physical Education Coordinator

Revised: March 1996

Ministry of Education Home Page