Grade 3 - Physical Education and Wellness (2022)

Physical Education and Wellness

Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan.

Movement Skill Development: Developing physical literacy through movement and active living supports well-being across a lifespan.

Character Development: Exploration of life opportunities and virtues develops resilience and personal talents and promotes lifelong learning.

Safety: A lifetime of optimal well-being is supported by prioritizing health and safety.

Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healthy eating.

Healthy Relationships: Personal well-being is supported through positive relationships built on communication, collaboration, empathy, and respect.

Growth and Development: Decision making that optimizes personal health and well-being is informed by understanding growth and development.

Financial Literacy: Informed financial decision making contributes to the well-being of individuals, groups, and communities.

Students examine how participation in a variety of challenging physical activities fosters well-being.

Students examine and integrate tactics in a variety of physical activity contexts.

Students investigate and demonstrate how elements of movement support physical activity.

Students identify and demonstrate how teamwork supports positive interactions during physical activity.

Students analyze different roles within varied contexts and examine how roles can support the development of talents, virtues, and resilience.

Students investigate and explain safety and its correlation to health.

Students investigate food and describe how it affects the body.

Students investigate and describe how problem solving can affect healthy relationships.

Students examine and describe development related to personal growth.

Students describe strategies that support responsible money management.

Knowledge

Understanding

Skills & Procedures

Knowledge

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Skills & Procedures

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Skills & Procedures

Knowledge

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Skills & Procedures

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Skills & Procedures

Knowledge

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Skills & Procedures

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Skills & Procedures

Knowledge

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Skills & Procedures

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Skills & Procedures

Knowledge

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Skills & Procedures

Increased levels of physical activity support well-being and people having healthier hearts, lungs, and minds, improving coordination, connecting with others and experiencing enjoyment.

A plan involves identifying a goal and then listing the steps needed to reach that goal.

Physical activities that can increase in complexity include rhythmic, gymnastic, expressive, individual, challenging, adventurous and cultural.

Each season offers different opportunities for active living.

Diverse environments can present opportunities and barriers for active living.

Participation in risk-taking and adventurous play activities with reasonable risk can broaden skills for well-being.

Participation in a variety of physical activities supports well-being.

Planning for active living is important for leading a healthy life.

Participation in a variety of physical activities enables individuals to pursue goals and plan activities that satisfy personal interests and preferences.

Exploration of a variety of physical activities can build transferable skills, self-knowledge, and resilience in the face of challenges.

Physical activity in diverse environments and during different seasons builds confidence and resilience.

Participation in active living provides individuals with options to develop confidence and independence.

Experience and reflect on how well-being is supported through a variety of physical activities.

Participate in physical activities that increase in complexity.

Identify and implement personal strategies to overcome challenges in a variety of physical activities.

Modify plans for physical activity in response to changing seasons and diverse environments.

Participate in risk-taking and adventurous play activities that promote well-being.

Tactics are used to achieve desired outcomes through purposeful movements applied by individuals and groups and include changing direction, changing speed, passing an object and changing levels.

Tactics are responses to other participants and changing situations.

Tactics in First Nations, M�tis, and Inuit physical activities and games help develop skills for everyday life, such as familiarity with the land, knowledge of weather patterns and cycles and respect for self, others, and the built and natural world.

Tactics function to support a desired outcome or goal.

Tactics can be spontaneous, creative, or practised.

Tactics in traditional First Nations, M�tis, and Inuit society are essential for survival of the community and cultural continuity.

Apply tactics in a variety of physical activity contexts.

Assess the effectiveness of tactics applied in a variety of physical activities.

Implement a variety of tactics in response to other participants and changing situations.

Investigate how tactics in First Nations, M�tis, or Inuit physical activities and games help develop skills for everyday life.

Locomotor movements include sliding and chasing.

Non-locomotor movements include twisting, rising up, and lowering.

Object-manipulation movements involve sending objects, including punting and striking, retaining objects, including cradling and receiving objects, including catching and collecting.

Elements of movement include space, direction, and effort.

Space includes the area around or taken up by the body.

Space can be general, personal and in relation to people, objects, and the surrounding environment.

Directional movement is body movement in various directions, levels, and pathways.

Directions include forward and backward, up and down, left and right and lateral and diagonal.

Levels include elevations that are low, medium high.

Pathways include zigzag, over, under, curved, linear and wavy.

Force involves a push or a pull and can be strong or light.

Speed can be slow, fast, sustained and sudden.

Time involves tempo, beat, and rhythm.

Elements of movement can be modified to make creative movements.

The element of space can be explored through body movement.

The element of directional movement can be manipulated by the body.

Effort determines speed, time, and force.

Apply movement elements when engaging in physical activity.

Adjust movement in response to the element of space.

Demonstrate directional movement in physical activity.

Experiment with effort in a variety of movement contexts.

Teamwork allows opportunities for individuals to explore interests, skills, talents and virtues.

Teamwork provides opportunities to build relationships and create a sense of purpose and belonging.

Teamwork provides opportunities for individuals to contribute to team efforts and goals.

Encouragement of others can support positive interactions during physical activities.

Explore opportunities to contribute to teamwork.

Engage in positive interactions that support teamwork.

Community, social, and work roles can require certain actions, behaviours, and responsibilities.

Individuals can hold multiple roles at one time.

Roles can vary between cultures, organizations, communities and families.

Family structures can vary; may include extended family; and may consist of a single parent, a mother and a father, stepparents, two fathers, or two mothers.

Families can be intergenerational with many generations residing in one home.

Children may spend time between more than one family.

Positive role models can inspire individuals to develop personal talents and potential.

Roles can connect to specific life and career stages to provide individuals with opportunities to develop talents, personalities, attributes, virtues, strengths and resilience.

Self-regulation helps individuals to engage with commitments, expectations, and tasks.

Resilience includes the capacity to manage adversity or stress in effective ways.

Self-regulation and resilience can be supported by resources, such as parents. family and kin, teachers and school, counsellors, health-care professionals, community agencies, spiritual leaders, Elders and Knowledge Keepers.

Roles and occupations have requirements, purposes, and expectations.

Roles are influenced by family, role models, learning environments, and community.

Roles are established and maintained through culture and relationships with people and the land.

Individuals can assume or earn various roles in their lifetime.

Individuals can use self-regulation to adjust to various situations.

The development of resilience is supported through understanding of emotions.

Resources are available when self-regulation strategies are not effective or when an individual is feeling overwhelmed.

Examine the requirements, purposes, and expectations of a variety of roles and occupations.

Investigate how personal talents and potential are influenced by role models.

Examine how roles can provide individuals with opportunities to develop.

Practise self-regulation to maintain engagement in a variety of situations.

Identify emotions in a variety of situations.

Create a plan to identify self-regulation resources that can be accessed when needed.

Proactive planning includes wearing appropriate and protective gear, awareness of instructions and guidelines and digital citizenship (responsible conduct and safety).

Specific rules or guidelines can determine a course of action, prevent accidents and protect safety of self and others.

Experiences that involve challenges and taking risks can develop knowledge around safety.

Substances can be classified in different ways, including legal and illegal.

Resource that support personal safety include safety networks, emergency services and safety manuals or guidelines.

Safety involves prevention that requires proactive planning.

Consent is important for personal safety.

Rules and guidelines can promote safety in various contexts.

Safety is impacted by the environment and behaviours.

Use of legal and illegal substances can impact well-being.

Safety of self and others can be met through awareness of supports.

Examine situations that require proactive planning.

Practise permission and refusal skills in a variety of contexts.

Explain the function or purpose of specific rules or guidelines within various contexts.

Generate examples of situations where behaviours would be appropriate and others where they would involve risk.

Discuss reasons why substances might be classified as legal or illegal.

Identify available resources that support safety.

Food provides energy and nourishment to the brain and body.

The most effective way to hydrate the body is by drinking water.

Some foods and drinks can provide hydration to the body.

The characteristics of food can be affected by cooking, storing, preparing, freezing and drying.

Characteristics of food that can be affected by preparation techniques include taste, texture, colour and appearance.

Optimal brain and body functions are influenced by foods and hydration.

The characteristics of food vary and can be affected by food-preparation techniques.

Explore the effects of food and hydration on the brain and body.

Examine how food-preparation techniques can affect the characteristics of common foods.

Individuals in healthy relationships resolve conflict by sharing the responsibility in coming to fair solutions to problems.

Characteristics of healthy relationships and friendships include care, trust, mutual respect, and support, open, honest, and safe communication and equality.

Problem solving is a process of finding a resolution to a problem.

Problem solving includes rephrasing to clarify understanding, determining relevant information and considering possible outcomes.

Friends can resolve conflicts by listening to one another, trying to understand each other�s point of view, apologizing, taking time to consider solutions and getting help from a peer or an adult.

Resolution involves individuals taking responsibility for actions and words.

Individuals in the community share in the responsibility for offering fair solutions to problems.

Relationship building and resolution include empathy, forgiveness, compromise and respect.

Problem solving and resolution can facilitate understanding and connections among people.

Resolution within communities seeks to restore balance with self, others, and the land.

Resolution can contribute to people interacting with others in a respectful and positive manner.

Generate solutions to problems in a variety of relationship contexts.

Identify respectful and positive interactions with others.

Practise conflict-resolution or problem-solving strategies that support friendships.

Investigate how communities use resolution to restore balance within relationships.

Explain the connection between resolution and developing healthy relationships.

Development is the process of becoming a unique person.

Areas of development are interconnected and include mind, body, spirit, emotion and self-image.

Development can be observed, experienced and described.

One stage of development establishes the necessary body conditions for the next stage.

Each developmental stage comes with new expectations, abilities and responsibilities.

Life stages include infancy, childhood, adolescence and adulthood.

Internal developmental factors include family traits (genetics), personality traits, life experiences and previous learning.

External developmental factors include family, culture, environment and social relationships.

Development is a natural, multi-faceted, and continuous process.

During development, progress may be made in some areas and limited in other areas.

Development can happen in predictable life patterns or stages.

Internal and external factors influence development at different rates.

Describe changes in the areas of development that occur during childhood.

Examine instances where different areas of development can simultaneously progress, be limited, or remain unchanged.

Examine life stages and how they correlate to personal development.

Communicate how internal and external factors can affect development.

Good money habits allow individuals to appreciate the value of money and the importance of managing it.

Responsible spending can be supported through strategies, such as buying needed items first, buying items that are affordable, taking time when making purchases and not purchasing more than is needed.

Saving means not spending in order to keep money aside for unexpected expenses and to pay for purchases, activities, and future plans or goals.

Responsible saving can be supported through strategies, such as considering needs and wants, setting financial goals, establishing a savings account and putting earned money aside on a regular basis.

Responsible money management can allow individuals to help others in need through donation.

Individuals can develop good habits early in life to make responsible money decisions now and in the future.

Saving is essential for personal short-term and long-term goals.

Donating money can have a significant impact on the well-being of others.

Discuss the importance of responsible spending and saving.

Identify possible short-term and long-term saving goals.