Are We Active?
By the end of this lesson, students will be able to: participate actively and safely in a wide variety of cardio-respiratory fitness activities for a minimum of 20 minutes; continue to identify...
By the end of this lesson, students will be able to: participate actively and safely in a wide variety of cardio-respiratory fitness activities for a minimum of 20 minutes; continue to identify...
By the end of this lesson, students will be able to: participate actively and safely in a wide variety of cardio-respiratory fitness activities for a minimum of 20 minutes; identify the physical...
Educators may use the following questions to prompt students to reflect on their actions in the Gather and Organize component 1 : Is there any information you still need to add? Where else could you look for information? Does the information you collected answer the question? Which type of resource...
The following tools have been developed to support students as they are learning to Gather and Organize information throughout the inquiry process. As appropriate, consider adapting and differentiating the tools based on the individual needs of the learners. Using the tools to support reflection and...
Students interpret and assess data, evidence, and/or information, and analyse in order to identify patterns, relationships, currency, and bias; make connections; and potentially construct new knowledge. As educators guide students through the Interpret and Analyse component, they may refer to Figure...
Skills Students Need to Learn and Develop To support student learning to Interpret and Analyse, a variety of skills are needed. These skills include: Analysing data, evidence, information, skills, or strategies using list of criteria Interpreting data, evidence, and/or information in graphs, charts...
Educators may pose the following questions to prompt students to reflect on their actions when they are learning to Interpret and Analyse: Did you find enough information to answer your question? Is any information missing (e.g., a point of view or voice not represented)? How does your information...
The following tools have been developed to support students as they are learning to interpret and analyse information throughout the inquiry process. As appropriate, consider adapting and differentiating the tools based on the individual needs of the learners. Using the tools to support reflection...
Students synthesize data, evidence, results, and/or information in order to make informed, critical judgments based on the reliability of the information and to explain the decision, choice, goal, or solution and its impact on themselves, others, and the world around them. As educators guide...
In previous webinars, we learned about Canada’s Food Guide and the connections to the Health & Physical Education(H&PE) curricula to help students develop the knowledge and skills to make the healthiest eating choices they can. Now we are going to hear from educators who are using these strategies...
Who says you need a gymnasium to stay active? When you complete this active learning workshop, you’ll be given the essential tools including fun fitness activities and games, along with curriculum connections for the provincially mandated initiative. You’ll never think inside the box again when it...
Learning About Concussions: Teacher Guide and Lesso n (for Grade 6 students) and Learning More About Concussions: Teacher Guide and Lesson (for Grade 9 students) include a teacher guide, lesson and an online student module. The teacher guide, lesson, and module are available for Ontario teachers in...
Ophea is excited to support quality implementation of the Health and Physical Education (H&PE) Curriculum: Grades 9-12 . Ophea's H&PE Secondary Resources support teachers in helping students acquire the physical and health literacy skills needed to thrive in the 21 st century and lead a healthy...
Approaches to Teaching Healthy Living: A Guide for Secondary Educators is an online resource developed to support secondary educators in teaching the Healthy Living strand of the 2015 Health and Physical Education (H&PE) curriculum. Approaches to Teaching Healthy Living provides secondary H&PE...
Why Concepts in Health and Physical Education Require Sensitivity to Teach The Ontario curriculum reflects that today’s students require the information, knowledge, and skills necessary not only to become critical thinkers, but also to make sound decisions about matters affecting their health and...
Global Perspective The World Health Organization affirms that the conditions in which people live directly affect the quality of their health i . These conditions are known as social determinants of health (SDH). The World Health Organization defines SDH as the living conditions in which people are...
Health and Physical Education classes provide students with opportunities to develop their higher-order thinking skills and make connections to the world in which they live. By recognizing these connections, students can apply their learning while making decisions about their health and well-being...
Health topics are intrinsically connected to students’ personal values, perspectives, identities, and beliefs. As such, teaching students about health issues provides unique opportunities and challenges for educators. It is important to protect and promote the self-respect and well-being of all...
Please note: The word parent/s is used in this guide to refer to parent/s or guardian/s. It may also be taken to include caregivers or close family members who are responsible for raising a child. Parents, guardians, and caregivers play a crucial role in the health and well-being of their children...
The role of public health professionals in health education has changed dramatically in recent years. Historically, health education in schools generally focused on issues related to physical health (e.g., smoking cessation, cancer prevention) or the dangers of substance abuse. Mental health was...