Grade 6: Active Living

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 the body systems and levels of physical fitness
• select simple, safe activities that promote personal fitness and a healthy lifestyle
• set and modify goals to develop personal fitness and motor abilities
• 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 personal well-being
• identify factors to consider when planning outdoor activities and the impact of physical activities on the environment
• 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

Strategies:

• When students enter the gym, have them choose and use a piece of equipment for the first five minutes of class.
• Use stations and task cards to provide students with fitness activities as a warm-up or a lesson focus. (e.g., "Skip for one minute." "Use the bench for step-ups.")
• Have students use a concept map to brainstorm the meaning of active living.
• Have students in groups create a movement sequence demonstrating their meaning of active living.
• Have students design posters or write poems about active living.
• Working in small groups, have students plan and participate in a fitness circuit using activities to develop muscular endurance, strength, flexibility, and cardiovascular endurance.
• Set and modify personal fitness goals, and in a journal identify the factors that influence participation in physical activity.
• Have students keep an activity calendar and record participation in activities in and out of school.
• Have students list appropriate warm-up and cool-down exercises for specific activities.
• Have students take their pulse before and after an activity. Discuss recovery rates and resting heart rates.
• Have students list the foods they eat and their nutritional value.
• Research the benefits of activity and nutrition and how the body uses food for physical activity.

Suggested Assessment Strategies

• In assessing and providing feedback about their participation, notice the extent to which students:
  • are dressed to participate in vigorous activities
  • talk about community or family activities
  • organize or seek out physical activities at recess or lunch hour
  • are tired or out of breath from physical activity after recess or lunch hour
  • frequently suggest specific physical education activities
  • remind you when it's time for physical education
  • are enthusiastic about a wide variety of physical education activities
  Record your observations as brief notes, and conference with students about their participation.
• Assign students to work with a partner or in small groups to create a poster, chart, or other visual representation showing the relationships among physical activity, body systems, and nutrition.
• Have students keep a log of their participation in physical activities in and out of school, recording date, activity, and time spent. Students complete prompts such as:
  • Three things my activity record tells about me are . . . .
  • My activity level is (improving, staying the same, or decreasing) because . . . .
  • I'm proud of . . . .
  The activity logs can be part of a goal-setting activity or fitness portfolio.

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
• Fitness for Children
• Heart Smart Kids
• Inclusion of Students with Special Needs in Physical Education
• On the Move
• Physical Education: VCE Units 1, 2, 3, 4
• Power Training For Sport: Plyometrics for Maximum Power Development
• A Quality Approach to Primary Physical Education: A Resource Guide for Teachers
• Running Through My Mind
• Skip to Health
• Teaching Children Fitness

• Because They're Young
• Kids Sports
• Teaching Children Fitness

• Moving to Inclusion

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