![Picture](/uploads/2/8/0/1/28017713/7774547.jpeg)
Grade 6: Physical Education: Healthy Eating
C3.1 explain how healthy eating and active living work together to improve a person’s general health and well-being (e.g., both provide more energy and contribute to improved self-concept, greater resistance to disease, and better overall health; both help a person to maintain a weight that is healthy for them) and how the benefits of both can be promoted to others [CT]
An aspect of my curriculum theory is to put emphasis on a student-centered learning. Thus, allowing students to drive their education and take necessary steps they need to attain the material that is being taught. This is a main concept when teaching physical education. While focusing on personal goals, physical education is also a teamwork effort in order to achieve the course objectives and reaffirms the notion of my curriculum theory that students can learn through group experiences. Progressivism’s notion of using real-life practices in and outside the classroom helps to achieve this curriculum expectation. For example, healthy eating and active living is not only applicable in class but is something to work on at home as well.
WHAT: The Canadian Food Guide has been a presence in the physical education curriculum for a long period of time. However, not many teachers focus on the information it provides and implement a lesson that ensures students learn what they need to know. Through student-centered learning, students will be able to get a sense of healthy living and how they should see it as an everyday task that we must all complete for ourselves.
HOW: Students will be asked to create a health plan in order to monitor and keep track of how healthy they are eating and how active they are being. Through lessons taught by the teacher and their own research, students are expected to make a plan that will help them become healthier, active citizens. Students will be expected to constantly make improvements and change their plans in order to make them more adaptable and accommodating for themselves. Students will be able to use pedometers, body fat percentage calculators and other tools to monitor their healthy living.
WHY: Through these hands-on experiences, students will be able to attain the skills they need to continue being healthy, active participants for the rest of their lives. As well, this is a chance for students to help each other and share the knowledge that they have learned and attained during this process.
WHERE/WHEN: Teachers will use class time to allow students to research magazines, web sites and even learn information from fitness instructors at the local gym. There will be classes in the gym and in the classroom to teach students about different eating habits and activities to keep active. Throughout the course of the term, updates should be attained from the students on their healthy living statuses.
C3.1 explain how healthy eating and active living work together to improve a person’s general health and well-being (e.g., both provide more energy and contribute to improved self-concept, greater resistance to disease, and better overall health; both help a person to maintain a weight that is healthy for them) and how the benefits of both can be promoted to others [CT]
An aspect of my curriculum theory is to put emphasis on a student-centered learning. Thus, allowing students to drive their education and take necessary steps they need to attain the material that is being taught. This is a main concept when teaching physical education. While focusing on personal goals, physical education is also a teamwork effort in order to achieve the course objectives and reaffirms the notion of my curriculum theory that students can learn through group experiences. Progressivism’s notion of using real-life practices in and outside the classroom helps to achieve this curriculum expectation. For example, healthy eating and active living is not only applicable in class but is something to work on at home as well.
WHAT: The Canadian Food Guide has been a presence in the physical education curriculum for a long period of time. However, not many teachers focus on the information it provides and implement a lesson that ensures students learn what they need to know. Through student-centered learning, students will be able to get a sense of healthy living and how they should see it as an everyday task that we must all complete for ourselves.
HOW: Students will be asked to create a health plan in order to monitor and keep track of how healthy they are eating and how active they are being. Through lessons taught by the teacher and their own research, students are expected to make a plan that will help them become healthier, active citizens. Students will be expected to constantly make improvements and change their plans in order to make them more adaptable and accommodating for themselves. Students will be able to use pedometers, body fat percentage calculators and other tools to monitor their healthy living.
WHY: Through these hands-on experiences, students will be able to attain the skills they need to continue being healthy, active participants for the rest of their lives. As well, this is a chance for students to help each other and share the knowledge that they have learned and attained during this process.
WHERE/WHEN: Teachers will use class time to allow students to research magazines, web sites and even learn information from fitness instructors at the local gym. There will be classes in the gym and in the classroom to teach students about different eating habits and activities to keep active. Throughout the course of the term, updates should be attained from the students on their healthy living statuses.