Grade 7: 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
• identify and explain the effects of exercise on the body systems before, during, and after exercise
• select safe activities that promote personal fitness and a healthy lifestyle
• set and modify goals to develop personal fitness and motor abilities
• explain fitness components and principles of training
• identify factors that affect choices of physical activity for life
• explain the benefits of warm-up and cool-down activities
• record and analyse personal nutritional habits
• identify factors to consider when planning outdoor activities and the impact of physical activities on the environment
• describe the relationships between physical activity, stress management, and relaxation
• 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 select 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 lesson focus. (e.g., Skip for one minute. Use the bench for step-ups or the mats for sit-ups.)
• Have students use a concept map to brainstorm the meaning of active living.
• In small groups, have students create a movement sequence that demonstrates the meaning of active living.
• Have students take and record their heart rates (e.g., resting rates, recovery rates).
• After a safety review, have students plan and complete a fitness circuit of activities that develop strength, flexibility, and cardiovascular endurance.
• Have students set and modify personal fitness goals, and identify in a journal the factors that influence participation in physical activity (e.g., time, money).
• Have students keep an activity calendar, and record participation in activities in and out of school.
• Have students record daily food intake for a week and compare this to their activity level. Discuss the relationship between nutrition and exercise.
• Have students plan and participate in a hiking or backpacking adventure. Identify ways to preserve the natural environment.
• Have students identify the main muscle groups in the body and perform exercises to develop muscles for various activities.

Suggested Assessment Strategies

• Work with the students to develop a one- to three-day nutrition record to track their daily food intake. Have students work independently or with a partner to analyse and summarize what they notice. For example:
  • What time of day do you eat the most?
  • What foods are represented most often?
  • What food groups are represented?
  • What are two or three positive features?
  • Identify one aspect of nutrition that is important to you (e.g., energy for sports, weight gain or loss, improved concentration, to meet Health Guidelines ). How could you change your eating habits to match this goal or objective?
• In assessing the above activity, look for evidence that students:
  • commit to keeping and analysing their records
  • take responsibility for their own nutrition and eating patterns
  • recognize the principles of effective nutrition
  • are aware of the relationship between nutrition and their goals or activities
  • can make plans to achieve their objectives
  • identify factors that affect food choices and eating habits
• Have students develop personal-activity and fitness portfolios or binders to keep records, self-assessments, goal-setting activities, and other evidence of their activities. These portfolios can be the focus of conferences among students, parents, and teachers. (See Appendix D.)

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
• Quality Lesson Plans for Secondary Physical Education
• 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

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