Grade 1 Curriculum Tracking Template (Page 22 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Health

Student: “I show respect by tagging other people gently when we are playing tag and speaking politely to others.”

A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active (e.g., having the opportunity to participate fully in all aspects of an

activity, having a comfortable environment for activities, being able to explore different ways of being active, having the opportunity to take part in activities that relate to

their cultural background) as they participate in a wide variety of individual and small-group activities [PS]

Students: “I like it when everyone has their own ball, so we all get to play and practise a lot.”“I have more fun when I have lots of space to run and move.”“I love playing

outside. When it is really hot, I play under the trees so I am in the shade.” “I liked this activity because it reminded me of a game we used to play in my home country.”

A1.3 identify a variety of ways to be physically active at school and at home (e.g., at school: playing actively at recess; participating in a variety of physical activities in class,

including DPA activities; participating in after-school physical activities; at home: helping with outdoor activities like gardening, raking, or shovelling snow; going for a walk

with family members; playing in the park; riding bikes on the community trail) [CT]

A2. Physical Fitness

By the end of Grade 1, students will:

A2.1 Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their

ability for a minimum of twenty minutes each day (e.g., doing an animal walk, a fitness circuit, parachute activities; galloping to music, wheeling their wheelchair around the

gym) [PS]

Student: “When I roll a hoop, I need to watch out for other children around me so I don’t hit anyone. When I jump into a hoop, I need to be careful not to land on the hoop,

because I could slip. If I am holding a hoop with my partner, we should be careful not to pull the hoop and bend it.”

A2.2 demonstrate an understanding of how being active helps them to be healthy [CT]

A2.3 identify the physical signs of exertion during a variety of physical activities (e.g., heart beats faster, body gets warmer, breathing becomes faster and deeper, perspiration

increases) [CT]

A3. Safety

By the end of Grade 1, students will:

A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity (e.g., cooperating; listening carefully; wearing

appropriate footwear; keeping a safe distance away from others while doing physical activities, either in class or on the playground; staying within defined boundaries;

treating their wheelchair as part of their body) [PS, IS]

Student: “I can stretch my arms out and not touch anyone or the wall from where I’m standing/sitting.”

A3.2 identify environmental factors that pose safety risks during their participation in physical activity (e.g., extreme heat may cause fatigue, too much sun exposure will

cause sunburn, extreme cold and wind chill may cause frostbite, objects on the ground may trip someone who cannot see, wet pavement or floors may create a slipping

hazard), and describe ways of preparing themselves to enjoy outdoor activities safely [PS, CT]

Student: “In the summer, I should wear a hat and sunscreen when I go outside. In the winter, I need to wear a warm coat, a hat, mittens, and boots. If I wear a scarf, it needs

to be tucked in so it does not catch on anything.”

B. MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

B1. perform movement skills, demonstrating awareness 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.

SPECIFIC EXPECTATIONS

B1. Movement Skills and Concepts

By the end of Grade 1, students will:

B1.1 perform a variety of static balances, using different body parts at different levels (e.g., low level: crouch with weight balanced on hands and feet; medium level: stand

and lean forward with arms outstretched; high level: stretch tall with arms overhead and legs wide apart) [PS]

B1.2 demonstrate the ability to move and stop safely and in control, with an awareness of people and equipment around them [PS]

B1.3 perform a variety of locomotor movements, travelling in different directions and using different body parts (e.g., jump over lines; walk carefully backwards along a line

while looking over their shoulder; move forward with different body parts touching the ground; move arms in different ways while walking, dancing, or skipping; take giant

steps while moving sideways) [PS]

Students: “Look how I can pull my body along the floor with my arms to move like a seal.”“I am using my arms to make big circles while I jump over all the lines in the gym.”“I

can slide sideways taking big steps.”

B1.4 send objects of different shapes and sizes at different levels and in different ways, using different body parts (e.g., roll a ball along a line, throw a rubber chicken

underhand to a chosen spot, kick a ball to a specific area, toss or drop a beanbag into a hula hoop, pass a sponge ball over their head to the next person in a short line who

passes it between his or her legs to the next person) [PS]

B1.5 receive objects of different shapes and sizes at different levels and in different ways, using different body parts (e.g., catch or trap a ball with two hands, catch a beanbag

that they toss themselves or that a partner tosses to them, stop a rolling ball with hands or feet) [PS, IS]

B2. Movement Strategies

By the end of Grade 1, students will: