Grade 1 Curriculum Tracking Template (Page 23 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Health

B2.1 demonstrate an understanding that different physical activities have different components (e.g., movement skills, basic rules and boundaries, conventions of fair play

and etiquette), and apply this understanding as they participate in and explore a variety of individual and small-group activities [IS]

Student: “When we are playing tag, I need to keep moving, watch out for the person who is ‘it’, and make sure I don’t run into anybody else. When I am rolling a hoop with a

partner, I need to be able to roll the hoop in one direction and catch it when comes back. I only need to be ready to move if my partner doesn’t send the hoop close to me. I

need to make sure nobody is in between me and my partner when I roll it to her, so I don’t hit anyone.”

Student: “When I am picking the ball I am going to use, I can wait my turn without pushing. When I am throwing the ball, if it bounces into someone else’s space, I need to

wait until the way is clear before I run after the ball so I don’t wreck their game.”

B2.2 apply a variety of simple tactics to increase their chances of success while participating in and exploring physical activities (e.g., extend arms to improve stability when

balancing on one foot; change speed, direction, or level to avoid being tagged; move closer to a target to increase the likelihood of success when sending an object) [PS, CT]*

Students: “I am a fast runner/I can make my wheelchair move fast. I kept moving the whole time so I wouldn’t get tagged.” “I am deaf and can’t hear the music, but I watched

for your hand signal so I knew when to change direction.”

* The types of living skills associated with students’ application of tactical solutions differ with the students’ developmental stage. Critical and creative thinking skills and

processes are involved in choosing or devising tactical solutions at any age. At the different stages of development, however, students are able to focus on applying critical

and creative thinking to a greater or lesser degree.

In Grades 1–3, students are also occupied with developing personal skills (e.g., understanding that success in an activity leads to increased self-esteem, improving the ability

to control their bodies while moving); in Grades 4–6, most students are ready to focus on interpersonal skills as they apply tactical solutions; and in Grades 7 and 8, most are

prepared to focus their energy on the thinking skills involved.

C. HEALTHY LIVING

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

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 behaviours affect both themselves and others, and how factors

in the world around them affect their own and others’ health and well-being.

SPECIFIC EXPECTATIONS

C1. Understanding Health Concepts

By the end of Grade 1, students will:

Healthy Eating

C1.1 explain why people need food to have healthy bodies (e.g., food provides energy for the healthy growth of teeth, skin, bones, muscles, and other body components)

Student: “It gives me energy to help me stay alert and concentrate.”

Personal Safety and Injury Prevention

C1.2 demonstrate an understanding of essential knowledge and practices for ensuring their personal safety (e.g., knowing their home phone numbers; knowing how to

contact 9-1-1; seeking help from a police officer, teacher, elder, or other trusted adult; knowing routines for safe pickup from school or activities) [PS]

C2. Making Healthy Choices

By the end of Grade 1, students will:

Healthy Eating

C2.1 describe how the food groups in Canada’s Food Guide (i.e., vegetables and fruit, grain products, milk and alternatives, meat and alternatives) can be used to make

healthy food choices [CT]

Teacher: “Can you tell me which foods we should eat every day, and which ones we should eat less often?”

Student: “We should eat fruits and vegetables every day. We should eat treats that are not in the food guide less often. Sometimes it is okay to have foods that are not in the

guide – like candies, cookies, and sweet treats – but there are also lots of foods that are in the food guide – like berries and other fruits – that are great to have as treats.”

C2.2 know and recognize cues to hunger, thirst, and the feeling of fullness, and explain how they can use these cues to develop healthy eating habits [PS]

Student: “My stomach grumbles when I’m hungry and my mouth is dry when I’m thirsty.”

Teacher: “What should you do when this happens?”

Student: “I should try to have a snack or a drink when I feel hungry or thirsty.”

Personal Safety and Injury Prevention

C2.3 demonstrate the ability to recognize caring behaviours (e.g., listening with respect, giving positive reinforcement, being helpful) and exploitive behaviours (e.g.,

inappropriate touching, verbal or physical abuse, bullying), and describe the feelings associated with each [IS]

Student: “I might feel happy, safe, secure, cared for.”

Teacher: “How might you feel in a relationship that is not healthy?”

Student: “I might feel sad, scared, angry, confused, hurt.”

Teacher: “What are some situations in which you might feel that way?”

Student: “I might feel that way if someone was being mean or leaving me out, if someone was touching me when I didn’t want to be touched, or if I was left at home alone.”

Grade 1 Curriculum Tracking Template Page 23

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