Grades K to 1: Movement (Alternative-Environment Activities)

Prescribed Learning Outcomes

It is expected that students will:

• move safely in a variety of alternative environments
  
• use movement concepts and skills to participate in alternative-environment activities

To view the prescribed learning outcomes for Movement (Alternate-Environment Activities) in other grades click on an icon below.

Suggested Instructional Strategies

Strategies

• Have students walk around the school observing the paths or walks and the features that assist walkers (e.g., landmarks, handrails, steps, obstacles).
  
• Plan a 20--30-minute walk or hike that will involve a rest or refreshment stop.
  
• Have students brainstorm, then draw items needed for an alternative-environment activity (e.g., clothing, food, first-aid kit).
  
• Discuss, demonstrate, and practise rules, safe use and care of equipment, and appropriate clothing and footwear, before and after activities (e.g., lacing skates; holding onto, stopping, and turning a toboggan; lining up; taking turns).
  
• Make use of lessons at the local community centre, and collaborate with staff to provide instruction in skating, swimming, skiing skills, and so on.
  
• Have students practise specific movements without equipment (e.g., for skiing: stopping, turning).
  
• Have students participate in a bike rodeo and complete activity sheets on bicycle safety.
  
• Have students draw the activities they like to participate in outside school.
  
• Have students describe, list, or draw safe use of playground equipment.

Suggested Assessment Strategies

• Observe students when they engage in outdoor activities, aquatics, or fitness, or when they are in community spaces such as the ice rink. Look for evidence that they are trying to:
  • move safely
    
  • follow safety rules
    
  • practise the safe use and care of equipment
    
  • transfer and use the movement concepts and skills they have demonstrated in school
    
• Gather a box of clothing and equipment (e.g., hats, scarves, gloves, boots, ice skates, swimsuits, towels, goggles, roller blades, knee pads), and ask one child, or partners, to select the appropriate clothing and equipment for safe participation in an alternative-environment activity. As students demonstrate their understanding of appropriate clothing, look for evidence that students can explain the reasons for their selections.
  
• Ask students to work with a partner to create a mime sequence representing a safety rule for one of the alternative-environment activities. Invite the class to guess which safety rule is being represented. Look for evidence that children accurately represent the safety rule, and observe the other children's ability to identify it.

Recommended Learning Resources

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
  
• The Canadian Active Living Challenge
  
• Inclusion of Students with Special Needs in Physical Education
  
• Lost in the Woods: Child Survival
  
• Moving to Inclusion
  
• Team Building through Physical Challenges
  
• Watersafe

• Bicycle Safety: Zone of Danger
  
• Lost in the Woods
  
• 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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