Friday, November 14, 2014

Lifelong Skills Keeps You Fit!

Grade 9 and 10... Are You In the Healthy Fitness Zone?

Oi Gente!

I wonder, what does fitness mean to you? How is it connected to physical and health literacy? Consider the following enduring understanding and essential questions as they relate to fitness:

Enduring Understanding
  • People’s decisions and actions affect their level of fitness, and in turn, impacts their health

Essential Questions
  • What is fitness?
  • How can you maintain physical activity for lifelong health?
  • What is our responsibility regarding our fitness and health?

Making Connections

How do the physical fitness components help maintain our health? What muscle groups are targeted as we develop each of these physical fitness components? When practicing these different components, what does our heart rate tell us about our level of fitness?
  • Muscular Endurance - ability sustain or repeat series of muscular contractions without tiring
  • Muscular Strength - ability to carry out work against a resistance
  • Power - ability to produce explosive force
  • Speed - ability to move the body rapidly
  • Agility - ability to quickly change body position
  • Flexibility - range of motion of body parts (important for execution of techniques in sports)
  • Balance and Coordination - ability to stay in control of body movement
  • Cardiovascular Endurance (aerobic fitness) - ability to sustain physical activity continuously

Measuring our Fitness... Heart Rate

Monitoring our heart rate during physical activity will help determine baseline training zones. Finding the training zone that is right for you will help maximize the health and fitness benefits from participating in physical activity.

Having a reasonable estimate of your maximum heart rate allows you to determine training zones to help improve your cardiovascular capacity. I wonder, what is your maximum heart rate?  

After determining your maximum heart rate, calculate your heart rate zones. I wonder, what does it mean if your heart rates zones or too low or too high when exercising?

Measuring our Fitness... Fitness Testing

The Advanced Online Health and Fitness Assessment tool allows you to assess your physical fitness against standard population norms (age and gender). Over 150 individual tests are available on this website to help you measure the different fitness components. It also allows you to graph your progress - a key factor in motivating yourself to improve and maintain your fitness levels. 

Top End Sports is another sport and science resource that lists various fitness tests. Fitness test norms are also provided for you to compare your results. In some cases, norms are based on an adult population only.  

Consider the questions below after you have explored these online resources:
  • What could be some advantages to using these tools?
  • What could be some limitations to using these tools?
  • In what ways could your test results be affected?
  • How could we ensure accuracy of the tests results?

Measuring our Fitness... FITNESSGRAM Standards for Healthy Fitness Zone

FITNESSGRAM assessments are evaluated using criterion-referenced standards that are based on levels of fitness for good health. Be aware that the level of fitness needed for good health differs between boys and girls, and also varies with age. The FITNESSGRAM Healthy Fitness Zone Standards have been developed to take this into consideration.

The FITNESSGRAM program classifies fitness levels into three zones. Click on the link to learn more about each zone:
  • Healthy Fitness Zone (HFZ)
  • Needs Improvement (NI)
  • Needs Improvement - Health Risk (NI - Health Risk)

The following FITNESS TESTS will be applied during class. Search each test on Top End Sports to learn more about the different test procedures or review the following fitness tests schedules. I wonder, what could you do to prepare for each of the different fitness assessments?

You will compare your fitness test results to the The FITNESSGRAM Healthy Fitness Zone Standards:

VO2 Max and PACER (beep test variation)

The PACER test is used to measure aerobic capacity. Simple to conduct, the test only requires minimal equipment. Click on the following link to familiarize yourself more with the PACER test. 

The PACER test is a variation of the beep test. Click on the link and pay particular attention to the following sections to understand more about the test:
  • About the Test
  • Test Performance
  • Scoring the Test

Using your PACER result, you will calculate your VO2 max. VO2 max is your maximal oxygen uptake during exercise. It is a measure of your aerobic fitness. 

Setting Goals is a Lifelong Skill

Taking all your fitness test results into consideration, you will create fitness goals that demonstrate personal responsibility for leading an active lifestyle now and in the future.

Reflect on the following questions in order to think critically about your current fitness levels. I wonder, how does this relate to our strand of Lifelong Skills? The Lifelong Skills rubric is shared in our folder for PE.
  • What do your fitness tests results tell you about your current level of fitness? 
  • How could monitoring your heart rate help inform your level of fitness?
  • What goals do you need to set in order to improve? Are they based on interests and abilities?
  • What approaches could you take that will challenge you to succeed?
  • What are the benefits of an active lifestyle? How is this connected to lifelong skills?

Tuesday, October 21, 2014

Who Put the BAD in the Badminton!

Grade 10: How does our Personal and Social Behaviour Impact our Performance in Physical Activity? 

Oi Grade 10!

Thinking back to your experiences so far in our net and wall activities, I wonder, what actions have you taken to demonstrate leadership, fair-play, teamwork and communication?

Take a look at the following videos of singles and doubles badminton play. What actions do you see that demonstrate the players' abilities to be leaders, play fairly, be inclusive and also communicate with others in a positive and constructive way?

Badminton Highlights - 2014 World Championships Men's Singles

Badminton Highlights - 2014 World Championships Men's Doubles

Badminton Highlights - 2013 World Championships Mixed Doubles

Thinking critically about your personal and social behaviour within the PE setting...

Use the following enduring understanding and essential questions in order to help guide your progress as we begin doubles badminton play:

Enduring Understanding
  • A double team's decisions and actions determine their level of success in a badminton match

Essential Questions
  • What decisions and actions impact the success of a game?
  • How does receiving and giving feedback impact the ability to work collaboratively as a team?
  • How does peer teaching and/or coaching impact the development of movement fundamentals?
  • How does knowledge of basic procedures in doubles play affect the success of a team?

Team Building

Based on your rankings at the completion of our singles round robin badminton tournament, you will be placed in partners for doubles badminton play. I wonder, how could you take action and demonstrate leadershipfair-playteamwork and communication while working in partners? 

Use the personal and social behaviour rubric that is shared in our folder for PE in order to track your progress. I wonder, what core values are you also practicing during your participation in this unit?

Badminton Rules and Procedures


Please see diagram below
  • Serving starts on the right side within the boundaries of the service court (no touching lines)
  • When the server’s score is even (0,2,4), serving starts on the right side; when the server’s score is odd (1,3,5), serving starts on the left side
  • Both feet must be stationary on the court while serving and the receiver may not move until the server hits the shuttle
  • The server must make initial contact with the shuttle below the server’s waist with the racket head clearly below the hand holding the shuttle
  • Serving takes place in a continuous motion
  • When the serving team scores, the server switches service court sides and serves again
  • Each time a team gains the serve, the first serve is made from the right service court
  • 15 points wins a game; if the score reaches 14-14 the side that reached 14 first can choose either to play to 15 or set the game to 17
  • In best of three game play, teams switch sides at the end of the game and in the middle of the third game (first team to 8 points)
  • A shuttle remains in play until it hits the...
    • floor
    • ceiling
    • outside the court
    • player or the player’s clothing
    • gets stuck in the net
    • net and drops on the hitter’s side
  • In addition to serving faults, faults also occur in play when the shuttle...
    • passes through or under the net
    • does not pass the net
    • is caught or held
    • is hit twice in a row by the same player
    • both partners hit the shuttle before it is returned to the other side
  • A player commits a fault when he/she...
    • hits the shuttle when it is on the opponent’s side of the net
    • touches the net with his/her racket, clothing or any part of his/her body
    • obstructs an opponent’s stroke
    • has his/her racket or any part of the body over or under the net - exception: a racket can cross the net without touching it on a follow-through as long as contact with the shuttle was made first
  • A let is a situation that calls for a halt in play - it occurs when the...
    • shuttle remains suspended on top of the net
    • server and receiver commits faults
    • server serves before the receiver is ready
    • shuttle comes apart
  • When a let is called, no score is counted for that play and the point is replayed

Court Dimensions

Image licensed under Creative Commons by "Jeri Pennanen". Link


Image licensed under Creative Commons by "Cmglee". Link

Friday, October 3, 2014

Team Handball Blog Post Example

Headline - create your own headline that synthesizes the important elements of team handball

Can An Active Participation Affect Your Leaning In Handball?

Artifact - take screen shots of your motor skills self-assessment

Reflection on the following questions - copy and paste from your motor skills self-assessment into the blog post body
  1. What evidence could you provide that supports your self-assessment? 
Some of the evidence that I have to prove my choices in grade is the way I decide how to act in certain situations. In my opinion, the kinds of motor skills one has depends on the way one acts when challenges appear in their way. In detail, most of my grades are mostly 4s and 5s because I thought that I could totally push myself further to do better in PE. Most importantly, I need to push myself to participate in all types of ways. I need to participate verbally and physically. Most of the times, I don't actually do my best in terms of physical activities. As a result, I demonstrate adequate improvement; however, I would need to do not only better, but to do the best I could.

  1. Based on your participation during this unit, assess yourself on each of the following learning habits (1-poor, 2-adequate, 3-good, 4-excellent) - responsible, curious, inclusive, risk-taker/perseverance -  what makes you say that for each one?

During this PE unit, I mostly represented the learning habit curious. I represented curious because I tried participating with new people in terms of passing in handball. Most of the times, my friends are in my group; however, not always its possible for me to be with whomever I want. Since most of my groups included people I didn't interact with before, I tried to be inclusive and see how they would act during game situations. Further, the thing that most impresses me about my new groups is that I found out personalities that I haven't seen before. Some people seemed more of leaders and great decision takers, taking me to think that if I get more curious in the future, it can lead me to a great knowledge within meeting people and participating more.  

I highlighted a 5 because I don't push myself enough to do the best I can, yet I do demonstrate mastery while doing our activities.

Labels - PE, Grade 8, SLC, learning habits

Wednesday, October 1, 2014

Quest 5 - Sleep... It Does Your Body Good!

Sleep and Your Health

Oi Grade 6!

Every living thing sleeps. Some animals spend as many as 20 hours a day sleeping! I wonder, what makes sleep so important? Considering your busy schedules, what factors could influence when it is time for you to sleep and how often do you choose when to go to bed? 

As we explore Quest 5, Sleep... It Does Your Body Good!, consider the following guiding questions and use the information we will learn to complete the sleep document that is shared in our folder for Health. 

Guiding questions...
  • What is sleep?
  • Why is sleep important?
  • How is sleep connected to physical activity?
  • What strategies could we use to get better sleep?

What can Tim and Moby teach us about sleep? 

What do you see-think-wonder about sleep?

Challenged Success... What is it?

The purpose of this study was to identify areas in our school culture that contribute to or detract from a healthy learning environment.

What were the outcomes of Challenged Success?
  • Develop policies and strategies that help students, teachers and parents nurture growth and manage stress in ways that truly align with our school's mission and core values

What can Tim and Moby teach us about stress? 

What do you see-think-wonder about stress?

What does sleep have to do with Challenged Success?

Take a look at the graph below. What does this graph tell us about the sleeping habits of Middle School students? I wonder, what is your average hours of sleep each night? What could you do to ensure you get enough quality sleep?

Why sleep?

Sleep helps our bodies and brains grow. I wonder, what are some ways that sleep helps our bodies and brains develop?

Click on the image below to learn about why sleep is important for your body and brain...

How does sleep work?

While we are sleeping, our bodies and brains are busy getting ready for a new day. Click on the following images to learn more about how sleep works. I wonder, what new understandings did you gain about sleep?

How much sleep do we actually need?

You can be at your best when you get enough sleep! I wonder, what happens to our bodies and brains if we get enough sleep? What happens if we don't? What is the difference between good or quality sleep and sleep deprivation?

Click on the image bellow and watch the video to find out!

Sleep Deprivation and Physical Health
  • Impairs brain functions
  • Increases risk of seizures
  • Changes in breathing and heart rate
  • Increased sensitivity to pain
  • Hormonal changes
  • Weight gain
  • Shorter lifespan
  • Increased risk of the following
    • diabetes
    • cancer
    • heart disease
    • strokes
    • depression

Sleep Deprivation and Learning

Lack of quality sleep or deprivation has negative outcomes on school performance...
  • Irritable
  • Grumpiness
  • Falling asleep in class
  • Judgement impairment
  • Interpretation of events is affected
  • A decrease in the following
    • learning - processing speed and attention span
    • working memory - actively holds multiple pieces of information
    • memory recall - ability to access your long-term memory

When you get enough sleep, higher academic and athletic success!

How can we get better sleep?

Take a look at the following tips for getting better sleep. I wonder, which tips do you currently follow? Which tips do you need to practice more?

What are some other recommendations?

Sleep environment
  • Use bright lights during the day and avoid bright lights near bedtime
  • Phones and computer screens keep the brain awake, so store digital devices outside of the bedroom
  • Make your bedroom comfortable!
  • If your pets wake you at night, limit their access when you sleep
  • Looking at the time can stress you, so turn your clock around
  • Use your bed only for sleeping

Sleep behaviours
  • Sunlight exposure everyday
  • Maintain a sleep schedule
  • Relax before sleep time - allow 30-60 minutes of winding down time
  • Avoid or limit naps
  • Take a warm bath or shower before sleeping
  • If thinking about tasks, make a list and don't lie in bed thinking it

Making Connections

I wonder, from our learning experiences so far, what connections could you make to our enduring understanding and the following essential questions:

Enduring Understanding
  • Health is a complex system with many moving parts and every choice we make impacts our physical, mental and emotional well-being

Essential Questions
  • What are health benefits from physical activity?
  • How do our choices affect our health and safety?

Tuesday, September 30, 2014

Grade 6 Health... Revisited

Health... What is it now?

Oi Grade 6!

Now that we've come to the end of our unit on health, I wonder... 
  • What does being healthy now mean to you? 
  • How can now you motivate others to make healthy choices in their lives? 
  • How are taking risks and being open-minded fundamental in developing our understanding of health literacy.

Revisiting our Enduring Understanding for Health

I wonder, what other connections could you make to our enduring understanding for health? What makes you say that? 

Enduring Understanding
  • Health is a complex system with many moving parts and every choice we make impacts our physical, mental and emotional well-being

Revisit your initial CSI (Color-Symbol-Image) blog post and create a new CSI to demonstrate your new understanding of our enduring understanding for health. 

Review all the different learning experiences you have participated in during our health unit - the different quests, your blog posts, nutrition and sleep completed documents - and synthesize your understanding in your new CSI. How could you put together all the information you have learned and connect it in a clear and meaningful way to your new CSI?

Be creative! You may present your CSI in a format of your choice.

Follow the grading rubric shared in our folder for Health to help guide you in this process. 

Steps to CSI:
  • Choose a COLOR that you feel best represents our enduring understanding and what makes you say that?
  • Choose a SYMBOL that you feel best represents our enduring understanding and what makes you say that? A symbol is something simple, for example one object that represents an idea.
  • Choose an IMAGE that you feel best represents our enduring understanding and what makes you say that? An image is more complex, like a picture involving great detail.

Your new blog post will include:
  • Title 
  • Your new CSI 
  • Labels: Health, Grade 6
  • Find your images from creative commons and cite your images according to the example:
      • Image licensed under Creative Commons by "name or username". Link to original source.
  • Answer the following question at the bottom of your post:
    • Based on your participation during this unit, assess yourself on each of the following learning habits and what makes you say that for each one: responsiblecuriousinclusiverisk-taker/perseverance
    • Use the following rubric to help guide your learning habits self-assessment

Get Ready... SLC is in the House! Part 1

Grade 7 Advisory: The Essential Steps Needed to Ensure a Meaningful SLC Experience... 

Oi Grade 7,

SLC is fast approaching! I wonder, what actions are you taking to make this process efficient and meaningful for you? Be proactive and use the following steps to help guide you in the SLC process...

Step 1: Blogfolio

Review your blogfolio and choose a post (artifact) for each subject area. Revise and edit each post, making sure it includes the following items...

1) Title
  • The title should be the hook for your readers; treat it as an interesting headline describing the learning that took place

2) Reflection on the learning - this is very important!

  • This may be in the form of questions you were asked to answer, a summary of the learning that took place, an explanation of an activity you did and/or an example of a piece of writing (narrative, research paper, Google doc, concept map, etc.)
  • REVISE what you wrote and ADD additional details and/or information that will INCREASE the PRODUCTION VALUE of your written reflection
  • If one of your chosen artifacts is a research paper or story you wrote, be sure to focus on ONE SPECIFIC PART of your writing that shows growth in your writing skills - for example, "I am proud of how I organized my conclusion in my research paper because it shows the connections I made to the information I researched."
  • Include a PARAGRAPH describing SPECIFIC CORE VALUES that were practiced and applied during this learning experience; for each core value you choose, remember to describe its connection to your learning

3) Images and/or videos
  • Include images and/or videos that will ENHANCE your written reflection; be sure to CITE your sources in the following manner:
  • Creative Commons: Image licensed under Creative Commons by "name or username". Link to original source.
  • Public Domain (not found in Creative Commons or not copyrighted images/videos): Image from Public Domain by "name". Link to original source.

4) Labels
  • Keep your labels SIMPLE! Include your grade level, subject area and perhaps the name of the unit or activity - for example, "book club" or "literature circles"
  • Stick to ONE VERSION of a label - for example, either "SLC" or "student led conferences", but not both
  • Include the following NEW LABELS: SLC and the specific core values connected to each post

Take a look at the following post. Using the above mentioned steps, what else could you add to enhance the production value of this artifact?

Juan Pablo

Step 2: Core Values and Academic Progress

Create a new blog post that answers the following questions regarding the core values and your academic progress and link your SMART goals to this post. Label this post SLC.

Core Values
  • In which of the core values have you shown the most success? What makes you say that?
  • In which of the core values have you shown the most progress or growth? What makes you say that?
  • Which core value is most challenging for you? What makes you say that?

Link to Graded's Mission Statement and Core Values

Academic Progress
  • In which class or academic area have you shown the most success? What makes you say that?
  • In which class or academic area have you shown the most progress or growth? What makes you say that?
  • Which class or academic area is most challenging for you? What makes you say that?

Sunday, September 28, 2014

Quest 4 - You Are What You Eat!

Nutrition and Your Health...

Oi Grade 6!

Choosing what to each can have a great influence on our overall health. We eat to stay alive! Food contains substances that our bodies need to stay healthy. As we learn more about nutrition, consider the following guiding questions. I wonder, how does the power to choose affect our food choices?

Guiding questions...
  • What is nutrition?
  • What are nutrients?
  • How should we balance our diet?
  • How does our food choices affect our performance in physical activity?

Nutrition and our Health
  • What we eat affects many of the things we do everyday
  • The substances in food give us the energy we need to learn, study, play and do things with our family and friends
  • Practicing good nutrition means choosing to eat foods that are good for us and eating them in the right amounts - I wonder, what could be some consequences of eating too little or too much food?

What can Tim and Moby teach us about nutrition and health? 

What do you see-think-wonder about nutrition and health?

A cautionary note about body type...

After watching the BrainPop about body weight, I wonder, what is going on in your head when you think about body type? 

Be careful not to classify bodies based upon their outside appearances. Our body type is not purely based on what we were born with. There are other external factors that could also influence the shape of our bodies as well - I wonder, what could some of those factors be?

What does diet have to do with our food choices?

What comes to mind when you think about the word diet? What does diet actually mean? 
  • Diet is a pattern of eating - it includes what you eat, how much you eat and how often you eat
  • Therefore, adopting a healthy pattern of eating will influence our health in positive ways
  • Your pattern of eating is affected by your food choices - I wonder, what could influence both your pattern of eating and your food choices?

Food and Feelings

How do you know when you need to eat? Your body tells you! Feeling hungry is how your body communicates that it needs more food to energy. However, some people eat even when they are not hungry.

Our feelings can affect how and what we choose to eat. I wonder, how do your feelings influence what you eat? Consider the following feelings...
  • sad or upset
  • happy
  • nervous
  • stressed

What kinds of food do you choose to eat when you are feeling a certain way? What makes you say that? In what ways could this behaviour be unhealthy?

If we can understand what feelings affect our food choices, we can avoid eating unhealthy foods and when we know we are not hungry.

How our bodies use food

Our bodies break down the food we eat for energy into a form that our bodies can use - this process is called digestion.

Imaged licensed under Creative Commons by "Blausen gallery 2014". Link.

What can Tim and Moby teach us about how our bodies use the food we eat?

What do you see-think-wonder about digestion?

The Essential Nutrients
  • The nutrients in food help our bodies function properly
  • Most of the nutrients that our bodies needs comes from the food we eat - these are called essential nutrients
  • Eating a variety of foods is important to get all the nutrients
  • Each of the essential nutrients play an important role in our bodies
    • Carbohydrates (grains), fats (oils) and proteins are direct sources of energy
    • Vitamins and minerals control many of our body functions and help our bodies use the energy from other nutrients
    • Our bodies use water to control our body temperature and transports other nutrients throughout our bodies

Eating Guidelines... Balancing what you eat
  • Tools have been developed by nutrition scientists and public health agencies to help us make good choices about the food we eat
  • These guidelines tell us what to eat and how much to eat each day and helps us avoid making unhealthy food choices
  • Take a look at the USDA (United States Department of Agriculture) MyPlate website (click on the image below) and answer the following questions on the document shared in our folder for Health:
    • What are the 5 food groups?
    • What is in each food group? Include at least 5 food examples.
    • How much is needed for each food group?
    • What are some health benefits of each food group? Include at least two health benefits.
    • What are some tips to help you eat each of the food groups? Include at least two tips.

What do see-think-wonder about this image?

Balancing what you eat... Three meals a day!

Ideally, each meal needs all food groups, but in reality, we don't eat some food groups at certain meals - I wonder, what could you do to make sure you compensate for a lost portion in your next meal?

Making Connections

I wonder, from our learning experiences so far, what connections could you make to our enduring understanding and the following essential questions:

Enduring Understanding
  • Health is a complex system with many moving parts and every choice we make impacts our physical, mental and emotional well-being

Essential Question
  • How do our choices affect our health and safety?