About the course
This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.
Healthy Active Living Education 9
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
None
Course Code
Department Head & Contact Information
PPL1O
Anu Sharma (anu@mylearningoasis.com)
Course Type
Open
Grade Level
Grade 9
Course Development Date
June 10th, 2021
Course Outline
Fit for Life
The combination of different facets of life form the basis and contribute to healthy living. In this unit, students will learn about those aspects of fitness and explore how they can be put together to develop an effective exercise plan (minimum four weeks). Students will also analyze how motivation and visualization can be used to assist someone in reaching his/her fitness goals.
Time Allocated: 18 hours
Healthy Eating
In this unit students will explore the importance of nutrients. They will look at the fundamentals of healthy eating and incorporate this knowledge into generating a healthy meal plan to support the exercise plan in the previous unit. They will explore which meal plan best suits which exercise regime. They will explore eating goals and device meal plans to meet them. Students will explore what affects their decision making about what constitutes healthy eating and explore how those notions compare to actual science and nutrition.
Time Allocated: 18 hours
Mindfulness for Holistic Health
In this unit, students will explore the concept of mindfulness and how it impacts their mental well-being. In this unit they will explore how physical health can be affected by their mental and emotional well-being. They will use mindfulness techniques to show how their physical health can be tied to their emotional and mental health. At this point, they will be introduced to case studies to assess issues with mental health and how to address them.
Time Allocated: 10 hours
Preparing for Emergency Situations This unit addresses the concept of ‘Safety First” as it applies to both the athlete and others. They will look at the importance of warm-up and explore various warm-up routines for different kinds of activities. They will be introduced to basic emergency routines like CPR and what to do if an athlete cramps-up etc.
Time Allocated: 12 hours
Individual Activity Appreciation and Skill Development
In this unit, students will explore different games and select a few, at least three, in which they can play on their own. This unit focuses on general skill development, skill development specific to the games selected, and strategies to further improve these skills while ‘having fun’.
Time Allocated: 18 hours
Group Activity and Appreciation and Skill Development
In this unit students will explore various games that involve teams or groups. The students will look at the necessary skills needed to participate in a team sport, including people’s skill! They will assess how to use the team setting to develop their own skill and that of the team.
Time Allocated: 18 hours
Human Health and Behavior
In this unit students will explore how their decisions can affect the mental health of themselves and that of others. Such points for discussion will be losing to an opponent in an individual sport or to a team. They will discuss ways of coping with such a situation and explore how they can use it to come out stronger! They will look at how their individual choices and team choices can affect the environment. This unit ends with students exploring the possibility of long term stable careers in this field of study.
Time Allocated: 10 hours
Final Project
The final project will be based on the material learnt and will be worth 20% of the course mark.
Time Allocated: 6 hours
Final Exam
There is a final proctored exam worth 15% of the final grade.
Time Allocated: 6 hours
Total: 110 Hours
Resources
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to the internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. Active Living
A1: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives;
A2: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A3: demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.
B. Movement Competence: Skills, Concepts, and Strategies
B1: perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B2: apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.
C. Healthy Living
C1: demonstrate an understanding of factors that contribute to healthy development;
C2: demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;
C3: demonstrate the ability to make connections that relate to health and well- being – how their choices and behaviors affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
D. Living Skills
D1: use self-awareness and self-monitoring skills to help them understand their strengths and needs, recognize sources of stress, take responsibility for their actions, and monitor their own progress as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living
D2: use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living
D3: communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living
D4: apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective group or team members
D5: use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analyzing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education.
Special Accommodations
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate.
These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015; Pg 63-66 Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
Teaching/Learning Strategy
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving.
Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other. This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion.
The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members. This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution.
Each student in turn does this. The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture.
This cultivates healthy people’s skill, which is not only important for the professional world but for life itself. Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments.
However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations.
At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner- centered institution NOT a Grade-Centered nor a Teacher-Centered institution. Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course
Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%
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