|Course Title :||Healthy Active Living Education, Grade 10, Open (PPL2O)|
|Course Name :||Health Active Living Education|
|Course Code :||PPL2O|
|Course Type :||Open|
|Credit Value :||1.0|
|Curriculum Policy Document:||Health and Physical Education, The Ontario Curriculum, Grades 9 and 12, 2015 (Revised)|
This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Student learning will include the application of movement principles to refine skills; participation in a variety of activities that enhance personal competence, fitness, and health; examination of issues related to healthy sexuality, healthy eating, substance use and abuse; and the use of informed decision-making, conflict resolution, and social skills in making personal choices.
Outline of Course Content
|Unit Titles and Descriptions||Time and Sequence|
|Unit 1: Interactive Games and Physical Fitness |
Students develop an appreciation for the sacredness of the human body. Through participation in various interactive games, students demonstrate respect for the rights, responsibilities and contributions of both self and others, e.g., modelling positive behaviour, encouraging others. Students assess their personal fitness levels, design and/or review and make appropriate revisions to their personal programs for daily, health related fitness activities. Students participate actively and safely in vigorous physical activities designed to maintain or improve personal fitness levels. Community resources and career opportunities are explored.
|Unit 2: Nutrition |
In this unit, students explain how healthy eating fits into a healthy lifestyle, e.g., risks of dieting and other eating behaviours. Students analyse the relationships among healthy eating, physical activity, and body image. As an extension to their personal fitness programs, students examine personal eating patterns and develop strategies for improvement. Students identify the relative effectiveness of different types of resources and support services related to healthy eating, e.g., health unit, sport nutritionist.
|Unit 3: Conflict Resolution and Anger Management |
Students demonstrate an understanding of the varied dynamics of conflict, e.g., the context, escalators, perception. Students have the opportunity to discuss and analyse various conflict situations and develop strategies for dealing with and managing anger. Methods of effective communication and mediation will be explored. Methods of delivery will include active participation, as well as classroom-based instruction
|Unit 4: Healthy Lifestyle Choices: Growth and Sexuality, Substance Use and Abuse |
Throughout this unit the decisions students make regarding their sexuality and the use of alcohol, tobacco, and drugs will be examined. Students demonstrate an understanding of the effects of their choices as they relate to sexual intimacy, e.g., STDs, HIV/AIDS, and identify community services related to sexual health concerns. Students explore factors that lead to substance dependency and demonstrate an understanding of the issues and coping strategies related to substance use and abuse. Emphasis is placed on the legal, physiological, and sociological impact of substance use and abuse.
|Unit 5: Outdoor Education |
Through a variety of outdoor pursuits students will discover and appreciate the environment as a source of recreation and physical fitness. The importance of safety and emergency procedures related to recreational outdoor activities will be discovered and applied. Through topics such as orienteering, hiking/backpacking, rock climbing, mountain biking, canoe tripping, snow shoeing, and cross country skiing, students will come to cherish and respect the sacredness of the environment as an outlet that promotes lifelong participation.
|Unit 6: Individual and Team Activities |
In this unit students participate regularly in a variety of enjoyable individual/team activities to enhance overall fitness, health, movement skills and personal competence. Students describe appropriate movement principles in learning and refining isolated or combined movement skills, e.g., an overhead serve in volleyball, requires the use of all joints. Throughout this unit students are given opportunities to demonstrate an understanding of specific rules, and describe safety guidelines to maximize performance and participation in recreation and sport activities. Students build their level of fitness through interaction with others.
|Final Evaluation |
Fitness Blast Assignment worth of 10% The final assessment is a two hour exam on Nutrition worth 20% of the student’s final mark.
|3 hours, 2 hours|