Active school travel
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Children's health and well-being is improved by leaving the car behind and actively travelling to school. Walking and cycling to school is an important step in reducing emissions and supporting a cleaner environment so children can breathe easier.
Taking the school bus is another important part of active school travel. Walking to and from bus stops is beneficial. Keeping cars off the street and away from schools makes areas around schools safer.
Using a healthy schools approach provides opportunities within the school and community environment to encourage participation in a wide variety of ways to actively get to school.
How to get involved with active school travel
Active school travel is very important for children in our community. Sixty-two percent of children are driven to school, when most can walk, cycle, or take the school bus. Parents have an important influence on active school travel at our local schools. The video Active School Travel explains the importance of parent involvement in active school travel initiatives.
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Substance use (including alcohol, cannabis, tobacco, vaping, etc.)
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Educating students about alcohol and substance use, as well as addiction, is best done through:
- Engaging students in exploring real-world situations and issues.
- Problem solving related to substance use and addiction.
- Establishing a learning environment that includes positive role models.
- Offering students opportunities to practice decision-making.
- Assisting students in making cross-curricular connections between personal choices related to substance use and potential outcomes.
Resources
| Resource |
Grade level | Resource number | Availability |
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Cannabis toolkit
Cannabis and Mental Health - Guide for working with youth ages 12 to 18. e.g., leading discussions after watching videos such as:
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J (Gr. 6), I |
Not Applicable |
Available online |
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Digital slides
Download to use on in-school electronic displays
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J, I |
Not applicable |
Not applicable |
Additional resources
- Quash: A judgement-free app to help quit smoking or vaping
- Canadian Centre of Substance Abuse: Provides guidance and advice on addiction and substance misuse. It has information on preventing youth substance use and monitors trends in student drug use.
- iMinds - University of Victoria: A collection of resources for schools related to substance use and gambling.
- NIDA for Teens: Provides science based resources on substance misuse for teens and educators. The educators section includes teaching guides, lessons, and quizzes.
- Centre for Addiction and Mental Health: Provides information on substance use. Includes curriculum resources related to substance use, including lesson plans for grades 9 to 10 (catholic and public) and grades 11 to12 (public only).
- Ontario Physical and Health Education Association: The "Teaching Tools" section provides resources for teaching healthy living. These curriculum resources include lesson plans, supplements, and activities (grades 1 to12). Each school board has their own password to access lesson plans.
- MADD Canada: Offers specialized programming and resources for elementary and high school students to educate them about the dangers of mixing alcohol and/or drugs with driving.
- Understanding Substance Use - educators guide - Canadian Centre on Substance Use and Addiction
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Body image
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Body image is a person’s attitude and perception of their body size, shape, and attractiveness. Several factors contribute to a student feeling good about themselves including intellectual abilities, physical abilities, social skills, interests, and body image. Helping children and youth increase confidence in their unique talents and abilities reduces the emphasis they place on physical appearance.
Students learn how they feel about themselves from the people around them, their perceptions are affected by the way you feel and talk about yourself and others. Talking to other educators about weight issues and dieting can affect how children and youth view their own bodies. This can send the message that dieting and constant concern about weight are parts of normal behaviour.
It is helpful to examine your own beliefs and attitudes about body size, eating, activity and how you feel about yourself.
Some questions you can ask yourself are:
- Am I dissatisfied with my shape or size? Do I talk about body weight or shape? Who do I talk to? Who can overhear?
- Do I feel guilty when I eat certain foods? Am I trying different diets to lose weight? Do I talk about my diets?
- Do I see physical activity as a chore, or a way to lose weight?
- How many times have I heard, or said, “Oh, you’ve lost weight, you look wonderful!”?
- Do I feel I would be happier if I lost weight?
- Do I think that overweight people have made bad choices about what and how much they eat?
- Do I make comments about myself or others? (e.g., “I feel fat”, “she is nice and skinny”)
If you answered yes to any of these questions, these may be issues that have a negative impact on your own body image and self-esteem, and these feelings may unintentionally transfer to students in your life. It is not necessary for you to be without fault, the goal is to focus on promoting a healthy body image through positive health messaging (enjoying food and fun physical activities) instead of problem-based messaging (weight loss, inactivity, obesity).
People with positive body image recognize and accept that:
- Healthy bodies come in different shapes and sizes.
- Body size and weight do not predict happiness, success, or health.
- People are more than numbers on a scale; every person is a unique individual with admirable talents, skills, and abilities.
- Images in the media are unrealistic and are created to sell products.
Focus on Developing a Positive Body Image
Strive for a positive, or neutral body image. You don’t have to love your body all the time, the goal is to appreciate all that your body allows you to do without a focus on food or weight.
- Role model for students how you can be healthy and active at any body size.
- Avoid commenting on or complaining about your body, especially in front of students.
Resources
| Resource |
Grade level | Resource number | Availability |
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Beyond Images: Body Image and Self-esteem Curriculum for Boys and Girls (2011)
Based on media literacy curriculum for grades 4 to 8, this comprehensive curriculum package with assessments and evaluations was created by the National Eating Disorder Information Centre in partnership with The Director's Cut with support of the Dove Self Esteem Fund. Students learn how media messages are constructed and how to make their own messages. Exploration of current concepts of male and female beauty and what it means to fit in.
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J, I |
Gr. 4
12241
Gr. 5
12242
Gr. 6
12243
Gr. 7
12244
Gr. 8
12245
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Borrow |
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Dove Self-Esteem Project
Specially created teaching resources designed to enable teachers to run their own in-class workshops, to help young girls and boys understand more about self-esteem and body confidence.
|
J (Gr. 6), I |
Not applicable |
Available online |
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Media Smarts
A search tool to find lesson plans, tip sheets, and other resources on various media topics, including body image
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P, J, I |
Not applicable
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Available online |
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Reflections of Me - EFTO Body Image Project (2003)
This kit includes a video and curriculum-based resources for each grade level. The materials can be easily integrated into language arts curriculum or other subject areas. 'Reflections of Me' is most effective when implemented as a whole-school project. The grade 1 to 3 theme is "accepting diverse bodies." The grade 3 to 6 theme is "promoting body acceptance and building resistance to body-based harassment."
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P, J, I |
Gr. 1 to 614577
Gr. 7 14578
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Borrow |
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Shapesville (2003)
A book with discussion questions that promotes a positive body image through the story of friends celebrating their various shapes, sizes, colours, and talents.
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JK, SK, P |
12187 A and B |
Borrow |
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The Student Body: Promoting Health at Any Size
This online teacher training module includes modules that help alert teachers to factors affecting unhealthy dieting among children.
|
P, J, I |
Not applicable |
Available online |
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Your Child's Weight: Helping Without Harming (2005)
This book assists parents and educators to encourage children of all ages to have a healthy relationship with food and their bodies.
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P, J, I |
12197 |
Borrow |
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Violence & Silence: Jackson Katz, PhD at TEDTalks (2013)
Jackson Katz, PhD, is an author, filmmaker, educator and social theorist. He works in the area of gender-based violence prevention and media literacy. Katz is the creator and co-founder of the Mentors in Violence Prevention (MVP) program, which advocates the 'bystander approach' to sexual and domestic violence prevention.
Learn more about Jackson Katz
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For educators, not students |
Not applicable
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Available online |
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Bullying and relationships
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Relationship skills are just as essential as knowing how to read and write. When children are taught how to recognize and manage their emotions, how to make decisions and how to behave ethically and responsibly, they are better equipped to engage in healthy relationships.
School staff play an important role in modelling healthy relationships and in preventing and intervening in bullying. These curriculum resources and useful links will assist with classroom instruction and will help school staff create a supportive environment for all students.
Resources
- Media Smarts - Information for youth, parents, and educators on various topics related to digital and media literacy
- PREVNet - Canada's Authority on Bullying: This website has specific sections for kids, teens, parents, and educators. The educator section has articles relevant to teachers, lesson plans about online safety, a handbook on bullying for educators, and a collection of bullying factsheets and tools for schools.
- Kids Help Phone Canada: This website is a good resource for students where they can access age-appropriate information on emotional health and relationship topics. They can also contact this organization via email, instant messaging, and phone to talk to trained staff about any problems they might be experiencing. It also offers tips for adults on how to foster hope and promote emotional health and well-being in young people.
- Canada Safety Council: This website has a section on Cyber Bullying with information including what to do if a student reports Cyber Bullying.
- The Canadian Safe School Network: This website has a resource section for educators with an overview of bullying and specific strategies for dealing with bullying behavior. It also includes a help section where parents and students can ask questions, raise concerns, seek consultation, and receive expert advice on what to do and where to turn for help.
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Communicable disease
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Resources
| Resource |
Grade level | Resource number | Availability |
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Newsletter inserts
Download to print or insert into school newsletters
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P,J,I |
Not applicable |
Not applicable |
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Dental health
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Resources
| Resource |
Grade level | Resource number | Availability |
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Digital slides
Download to use on in-school electronic displays
|
P, J, I |
Not applicable |
Not applicable |
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Healthy Snacking Kit. Snacks for a Healthy Smile (2022)
This kit includes a clown apron activity that allows students to identify healthy foods and drinks to consume between meals that promote good dental health and good overall health. Handout activity for students encourages them to think about their own favourite snacks. The kit also includes handouts for parents about the importance of baby teeth and healthy snack ideas.
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JK, SK, P |
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Borrow |
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Newsletter inserts
Download to print or insert into school newsletters
|
P,J,I |
Not applicable |
Not applicable |
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Oral Health Teaching Kit (2022)
This kit contains a stuffed dinosaur with a large mouth model and a large toothbrush for demonstration purposes. The teaching kit also has books about going to the dentist and keeping your teeth healthy, as well as a class set of toothbrushes and resources to photocopy for students to use in class or home. Students will learn why eating healthy foods, good oral hygiene, and visiting a dental professional are an important part of keeping your body healthy.
The Oral Health kit is suitable for teaching kindergarten to grade 3 students about healthy living and well-being.
|
JK, SK, P |
14358 |
Borrow |
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Print resources
|
P,J |
Not applicable |
Not applicable |
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Tooth Anatomy (2016)
This kit contains a large 3D model of one quadrant of the mouth with removable parts and information about parts and layers of teeth. Poster on the progression of tooth decay; "How a Cavity Forms" is also included.
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P (Gr. 3), J, I |
14106 |
Borrow |
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Toothie in Toothland video (2002)
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Primary |
Not applicable |
Not applicable |
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Handwashing and personal hygiene
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Resources
| Resource |
Grade level | Resource number | Availability |
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Bug Out - Get the Facts on Germs (2008)
Student activity booklets and facilitator guides for primary, junior, and intermediate divisions. In-class and at-home activities for topics including how bacteria and viruses are spread, hand hygiene, cough and sneeze etiquette, when and why to stay home when you are sick, immunization, and influenza pandemic preparedness.
Hard copies of both French and English versions available, or individual copies can be downloaded from the Canadian Red Cross.
|
JK, KS, P, J |
K to 3 12188
4 to 6 12189
7 and 8 12190
French
K to 3 12192
4 to 6 12193
7 and 8 12194
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Borrow |
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Just Wash 'Em - Video (1999)
Emphasizes the importance of good hand washing in reducing the transmission of communicable disease (8 min.). Available in DVD format in the Scrub those Bugs hand-washing resource kit.
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Primary |
Vf85 |
Borrow |
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Newsletter inserts
Download to print or insert into school newsletters
|
P, J |
Not applicable |
Not applicable |
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Print resources
|
P,J, I |
Not applicable |
Not applicable |
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Scrub Those Bugs Tool Kit: Hand hygiene (2010)
Developed to introduce students to the concept of germs and how to prevent their spread in a fun and interactive way. Emphasis is placed on the importance of hand washing and how to do it properly. The kit contains easy to follow grade-specific lesson plans, puppets and script, Glitter Bug powder, and Glow Bar (ultraviolet light demonstrates germ contamination), and DVD's. Also includes the curriculum expectations and descriptions.
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Primary |
14490 A |
Borrow |
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Healthy eating
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Teaching about healthy eating
Healthy eating should be taught within the context of a healthy school using the Ontario Health and Physical Education Curriculum. The best way to teach students about healthy eating is through an inclusive approach. Place the focus on the importance of food to give us energy to learn, play, grow, and keep our bodies functioning. Reinforce that eating looks different for everyone and will depend on many factors including family and cultural context, food access and availability, personal preference, allergies and intolerances, and personal experience.
When students see the adults in their lives enjoying a variety of foods, they are more likely to do so themselves. When children see adult influencers speaking negatively of certain foods or beverages, or dieting to lose weight, they receive the wrong messages from a person they look to for guidance.
Teaching about calories and nutrients
Children are concrete thinkers, and it is not until age 12 that they start to understand abstract concepts such as nutrition. For students in grades K to 8, rather than emphasizing the health benefits of certain foods, try to inspire curiosity about food through experiential learning and food exploration. Emphasizing health benefits does not support learning to accept foods and can lead to anxiety for some students. Focusing on building skills related to growing, identifying, and preparing foods can go further in supporting the life-long enjoyment of a variety of foods. Contact your local public health dietitian for more information on appropriate ways to discuss nutrients with older students.
Talking about "bad foods" or "junk foods"
Try talking about all foods in a neutral manner. Labelling foods into “good or bad”, “healthy or unhealthy” categories promote “all or none” thinking without considering the many factors that influence eating patterns, including food skills, convenience, food availability, and socioeconomic and family situation2.
While it is true that some foods are more nutritious than others, that does not mean they are superior foods. There are many ways that food can promote health and fuel our bodies. Some foods provide us with energy, pleasure, or have cultural significance, and sometimes it is simply the social aspect of eating that allows food to contribute to our mental well-being.
What should I do if I have concerns about the types of foods in a student's lunch?
It is important not to single out children for the food in their lunches or snacks. As an educator, you shouldn't make comments on what students are eating. According to the Ministry of Education, students have variable amounts of control over the food they eat at home, and the food they bring to school. Educators need to consider these realities and be aware of issues such as poverty, food allergies or sensitivities and cultural practices.
Resources
| Resource |
Grade level | Resource number | Availability |
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Agriculture Classroom Canada
A curriculum connected resource matrix that includes activities, learning kits, lesson plans and posters that focus on key topics in agriculture
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P, J, I |
Not applicable |
Available online |
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At my Best
A free comprehensive curriculum supported toolkit for children, to promote and develop their overall wellness. It addresses physical activity, healthy eating, and emotional well-being. It aims to support children's optimal physical and emotional development, by inspiring and motivating them to make healthier choices today, and to develop lifelong healthy habits. Developed by Physical & Health Education Canada, with support from AstraZeneca Canada.
|
P,J,I |
Not applicable |
Available online |
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Bright Bites
An online program developed by Ontario Dietitians in Public Health (ODPH) includes Health and Physical Education and Science Curriculum based lesson plans for that incorporates badges that your class or school can work towards. Most of the listed resources and activities are currently located under the “badges page”
|
P,J,I |
Not applicable |
Available online |
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Busy Bodies (2007)
Easy-to-use activity cards promote physical activity and healthy eating for children ages 3 to 5. Children can engage in these activities in a classroom, school gym or in the great outdoors. French and English versions are available.
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JK, SK |
12170 |
Borrow |
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Canada's Food Guide Food Clings Gr. 4 to 6 (Junior) (2009)
This kit provides an age-appropriate activity to teach Canada's Food Guide in the classroom.
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Junior |
14580 |
Borrow |
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Canada's Food Guide in the Classroom
This series of digital lesson plans will guide students in learning about Canada’s Food Guide and facilitate a deeper understanding of concepts within the guide. Students can apply their learnings to real world scenarios and apply critical thinking skills to health messages.
|
J, I |
Not applicable |
Available online |
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Dairy Farmer's of Canada: Teach Nutrition
Tools and resources created by registered dietitians for educators. Activities are grade specific and focus on topics such as: sensory exploration through food, Canada’s food guide, and the Canadian food cycle.
|
P, J |
Not applicable |
Available Online |
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Digital slides
Download to use on in-school electronic displays
|
P,J,I |
Not applicable |
Not applicable |
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Co-Co's Adversmarts
An Interactive Unit on Food Marketing on the Web
This interactive unit from Canada's Centre for Digital and Media Literacy is designed to help students recognize food marketing techniques on commercial websites. It is recommended that educators preview the unit. Some students may need assistance with some of the language and concepts. Opportunities for students to develop critical thinking and problem solving skills.
|
P,J,I |
Not applicable |
Available online |
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Food Literacy toolkits
Includes lesson plans and activities for primary, junior, and intermediate grades; recipes and kitchen tools
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P, J, I |
HE - 400A
HE - 400B
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Borrow |
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Food Model Cards
Food photographs on 5" x 7" cards with food name on back. Includes single food items, mixed dishes, and multicultural foods.
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P,J,I,S |
14155 |
Borrow |
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Funtastic Food Find Poster (1995)
Interactive poster - helps children learn about Canada's Food Guide, identify foods, classify foods, and identify elements of a nutritious meal. Similar to "Where's Waldo?" Produced by the Dairy Farmers of Canada. (French and English available)
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P,J,I |
14146 |
Borrow |
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Nature's Fast Food Billboard (2015)
The Nature's Fast Food billboard is a visually impactful, large, full colour poster (size 3.5' x 3'). Plan a school-wide special event that gets your school eating more vegetables and fruit! Set up a table, canteen, or vegetable and fruit stand. Offer a variety of vegetable and fruit samples.
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P,J,I |
B44 |
Borrow |
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Newsletter inserts
Download to print or insert into school newsletters
|
P,J,I |
Not applicable |
Not applicable |
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Nutrition Education Consulting
Lessons and activities to support educators with evidence-informed, child-centered nutrition information and tools. Materials support inclusive and positively framed education experiences for students that aim to improve food and eating knowledge, eating competences, attitudes, and habits.
|
P, J |
Not applicable |
Available online |
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Print resources
|
P,J,I |
Not applicable |
Not applicable |
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Sustain Ontario
Visit “Food Literacy” and “Children & Youth” initiatives for hands-on teaching resources for educators; as well as case studies, evaluations, guides, and other resources for advancing education about our food and food system.
|
P, J, I |
Not applicable |
Available online |
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Teach Food First
Resources to aid educators in encouraging food exploration and cultivating positive relationships with food and eating. Lessons connect with Canada’s Food Guide and consider equity and cultural diversity.
|
P, J |
Not applicable |
Available online |
Additional resources
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Human development and sexual health
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Human development and sexual health encompasses many topics and concepts, including but not limited to; sexual development, consent, healthy relationships, abstinence and the development of a positive self-concept.
Sexual health is an important component to a person’s overall health. Teaching this topic will help individuals build important knowledge and skills to engage in healthy relationships, prevent sexually transmitted and blood-borne infections, avoid unintended pregnancy and to be healthy and safe now and in the future.
Resources
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Resource
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Grade level
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Resource number
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Availability
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Amaze.org videos
A variety of animated videos to support teaching topics covered in the HDSH curriculum.
- It is recommended that you preview the video(s) first to ensure alignment with specific grade curriculum expectations being taught.
- Some videos reference American resources, use language of STD instead of STI, and use gender non inclusive language.
- Please reinforce STI and gender neutral language
- Educator notes have been added to specific videos to highlight these references.
- Determine if the introduction and conclusion character vignette is valued added. Each video can easily be started and ended before these segments.
Healthy Relationships
Personal Safety
Pregnancy and Reproduction
Puberty
Gender Identity
Sexual Orientation
|
J, I
|
Not applicable
|
Available online
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Changing Me kit
|
J, I |
1410 |
Borrow |
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Gender: Your Guide
A Gender-Friendly Primer on What to Know, What to Say, and What to Do in the New Gender Culture
Lee Airton, PHD
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Not applicable |
Not applicable |
Borrow |
| Grade 7 and 8 Sexuality teaching kit (2017) |
Intermediate |
14270 |
Borrow |
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Immunization
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Resources
| Resource |
Grade level | Resource number | Availability |
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Digital slides
Download to use on in-school electronic displays
|
P,J,I |
Not applicable |
Not applicable |
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Print resources
|
P,J,I |
Not applicable |
Not applicable |
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Medical conditions (e.g., asthma and anaphylaxis)
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Asthma and Anaphylaxis
One out of five children in Ontario have asthma and while there is no cure, it can be controlled so children can lead healthy lives at home and at school. Anaphylaxis, caused by an allergic reaction to substances such as certain foods, latex, bee stings and even for some children, exercise, is a life threatening condition that requires immediate medical attention. For more information regarding Ryan's Law and Sabrina's Law, refer to your school board policy and procedure manuals.
Resources
| Resource |
Grade level | Resource number | Availability |
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Newsletter inserts
Download to print or insert into school newsletters
|
P,J,I |
Not applicable |
Not applicable |
Additional resources
Asthma
- OPHEA - This website provides recommendations and resources for organizations to develop asthma friendly and supportive environments for children and youth.
Allergies
- Food Allergy Canada - Food Allergy Canada educates, supports, and advocates for the needs of people living with food allergies and the risk of anaphylaxis. This website includes educational resources for elementary and secondary schools.
- Government of Ontario - This website has been developed to assist school boards, principals, teachers, staff and others who play an important role in helping to create safer environments for pupils with life-threatening allergies. It contains vital information on how to develop strategies to reduce the risk of anaphylaxis and how to respond in the event of an emergency, in compliance with Sabrina's Law.
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Mental Health
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Mental health is an essential component of overall health. As with physical health, it’s important that students learn how to take care of their mental wellbeing. This is known as ‘mental health literacy’ and includes healthy coping skills, stress management as well as how and where to ask for support.
Resources
| Resource |
Grade level | Resource number | Availability |
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Cannabis and mental health
An online resource created by teens for teens in collaboration with The Mental Health Commission of Canada, YouthREX, and the Schizophrenia Society of Canada’s project Cannabis & Psychosis. (Gr 7 & 8)
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J, I |
Not applicable |
Available online |
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Cannabis education resources
From OPHEA - To help students make informed decisions about using substances, this comprehensive resource from Ophea includes activity plans for use in the classroom (Gr 5-8).
|
J, I |
Not applicable |
Available online |
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Cannabis: What educators need to know - School Mental Health Ontario
Includes useful tips on how talk to students about cannabis and how to support students to get help.
|
J, I |
Not applicable |
Available online |
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Digital slides
Download to use on in-school electronic displays
|
P, J, I |
Not applicable |
Not applicable |
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Everyday Mental Health Classroom Resource
Activities from School Mental Health Ontario. These are evidence-informed mental health practices that are quick and easy to implement in the classroom. Includes activities for public school (French) as well as faith-based (French) learning (K to Gr. 8)
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JK, SK, P, J, I |
Not applicable |
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Kids have Stress Too!
From the Psychology Foundation of Canada - Classroom programs for primary, junior, and intermediate levels. Each lesson has strategies for educators to create an emotionally healthy environment in the classroom. Addresses the importance of self-regulation and healthy stress management. Costs associated for resources and training.
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JK, SK, P, J, I |
Not applicable |
Available online |
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Mental Health Literacy Lesson Plans
These lesson plans from School Mental Health Ontario and OPHEA can be used to support basic mental health literacy and social-emotional learning for students in grades 1 to 8.
|
JK, SK, P, J, I |
Not applicable |
English
French
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Reducing Stigma: Classroom Activities - Canwetalk.ca
These lessons, created by CMHA Alberta, in collaboration with the Alberta Teachers’ Association, include Defining Stigma, Exploring Attitudes, and Reducing Stigma (Gr. 7 and 8)
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JK, SK, P, J, I |
Not applicable |
Available online
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The Stress Response and Healthy Coping
Clear and colourful infographic that illustrates the physiological stress response in a simple way for students to understand. Healthy coping strategies are also described. From Heads Up and Scholastic.
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Available online |
Additional resources
- School Mental Health Ontario - a provincial implementation support team designed to help Ontario school boards to promote student mental health and well-being. This team works alongside the Ministry of Education to provide leadership and guidance and a suite of resources for all Ontario school boards and remote school authorities.
- Teach Resiliency - PHE Canada - equips teachers and related health and education professionals with quality evidenced-based resources and tools to foster positive mental health and resiliency among students.
- Mental Health Learning Hub - About Kids Health - includes resources for parents on how to support your child's mental health and general wellbeing through physical activity, sleep and nutrition. It also provides information on the signs, symptoms and treatments of different mental health conditions, including anxiety, bipolar disorder, depression, behavioural disorders, anorexia nervosa and attention deficit hyperactivity disorder.
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Personal safety and injury prevention
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Children and youth are at an increased risk of injury. Injuries are the leading cause of death for Canadians between the ages of 1 to 44. About 95% of all injuries are predictable and preventable.
Knowing how and why injuries occur can help educators to reduce the risk of preventable injuries.
Resources
| Resource |
Grade level | Resource number | Availability |
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Bike Safe, Walk Smart (2007)
Eleven vignettes presenting bicycle and pedestrian safety, organized by age group and skill level (approximately 15 minutes for K to 3 and grades 4 to 8).
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JK, SK, P, J, I |
D70 |
Borrow |
|
Bike safety with Bill Nye the Science Guy (2005)
Bill Nye reviews procedures and equipment to use when skateboarding, cycling, and roller blading (16 min.).
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P, J (Gr. 4, 5) |
D17 |
Borrow |
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Newsletter inserts
Download to print or insert into school newsletters
|
P,J,I |
Not applicable |
Not applicable |
|
Stay Safe. An Education Guide to Hazard Symbols
(2003)
Computer program contains a work book and CD-ROM. Print or photocopy activity sheets which review household chemical products and safety.
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P, J (Gr. 4)
|
12143 |
Borrow |
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Physical activity
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Just as children learn language skills through reading and writing, they also need to learn movement skills through play and trying new things. The most important step toward developing physical literacy is mastering fundamental movement skills, such as running, hopping, throwing, and catching. When children learn these skills, they gain confidence. Experts agree that physical literacy is just as important as reading, writing, and arithmetic. Regular physical activity is connected to better health, positive self-image, better school grades, and improved social well-being.
Physical activity should be taught within the context of a healthy school, using the Ontario Health and Physical Education Curriculum Elementary (PDF) or Ontario Health and Physical Education Curriculum Secondary (PDF). The skills and knowledge obtained through this curriculum works towards having students improve their physical fitness and enjoy being active throughout their lives.
As with other health topics, it is important to assess your own attitudes towards physical activity, as educators are daily role models for their students.
For optimal health benefits for children and youth between the ages of 5 to 17 years old, physical activity levels should be high, and sedentary behaviour levels should be low, with sufficient sleep each day1. A healthy 24-hour day includes:
Sweat (moderate to vigorous physical activity)
- An accumulation of at least 60 minutes per day of moderate to vigorous physical activity involving a variety of aerobic activities. Vigorous physical activities, and muscle and bone strengthening activities should each be incorporated at least three times per week.
Step (light physical activity)
- Several hours of a variety of structured and unstructured light physical activity.
Sleep
- Uninterrupted 9 to 11 hours of sleep per night for those aged 5 to 13 years, and 8 to 10 hours per night for those aged 14 to 17 years, with consistent bed and wake-up times.
Sit (sedentary behaviour)
- Less than 2 hours per day of recreational screen time.
- Limited sitting for extended periods.
It is important for students to see adults incorporating physical activity into their day and view it as a normal, fun and positive experience. Walking or cycling to school can be a great way to role model active living. If you are interested in promoting walking or cycling to school for your students, visit the Green Communities Active and Safe Routes to School to find out more about bike friendly routes, and more!
Ways to model active living and physical activity:
- Let students see you being active at school (e.g., walking, running, and biking) and enjoying it.
- Join students in physical education class and daily physical activity, and have fun!
- Encourage all students to try activities, move to their ability, play, and have fun. This is more likely to help increase their self-esteem and physical activity level.
By engaging students in physical activity, you can put the focus on what their bodies can do, rather than what their bodies look like. Teaching students the joy of being active and to notice how their bodies feel and perform will help to promote a positive body image. Educators can emphasize to students that physical activity helps them to be healthy and strong. Students may feel better about their bodies after physical activity, knowing they are staying healthy and strong.
As an educator, you can make physical activity inclusive for all your students by focusing on:
- Incorporating physical activity into the classroom whenever possible.
- Providing students with meaningful feedback regarding their skills and effort.
- Modifying games for the group (e.g., replace balls with rubber chickens or beach balls), which may help to shift the emphasis to fun rather than on structure and competition.
- Changing up the participants regularly, keeping it moving and mixing it up. This provides greater opportunity for a wide variety of student participation, regardless of skill level.
- Introducing a variety, choice and non-traditional activities to suit different interests and skills. Ask students what they like to do, incorporate these ideas, or let students create the games.
- Introducing individual and recreational activities such as walking, running, dancing, yoga, hiking, weight lifting, and gymnastics.
Resources
| Resource |
Grade level | Resource number | Availability |
|
Active for Life
Resources for educators, caregivers, camp leaders, and after-school program leaders who want to deliver physical literacy instruction to children
|
JK,SK,P,J |
Not applicable |
Available online |
|
The Biggest Little Games Book Ever!
Book of games including upper body strengthening activities, warm-up games, control and tag games, relays, and outdoor activities.
|
P,J,I |
12224 |
Borrow |
|
Canadian 24-Hour Movement Guidelines
An integration of physical activity, sedentary behaviour, and sleep for :
|
JK, SK, P, J, I |
Not applicable |
Available online |
|
Canadian Active Living Fitness (Thompson) Circuit Cards (2005)
Set of 36 laminated circuit cards consisting of cardiovascular, strength, balance, and flexibility exercises with illustrated pictures. A teachers' manual, and two full-scale anatomy charts are included. Excellent for hallway and gym circuits to support DPA, and the H&PE curriculum.
|
JK,SK,P,J,I |
14452 |
Borrow |
|
Canadian Intramural Recreation Association (CIRA) Resources (2004)
Easy-to-use books full of quick activity ideas for DPA and H&PE that require minimal and inexpensive equipment. Resources include:
- Oodles of noodles
- Bang for your buck
- Why paper and scissors rock!
- Great Gator Games.
- You're It. Tag, tag, and more tag
- Active Playgrounds
- Activities for Groups of 50 or More
- Another Games Book
|
P, J, I |
14692 |
Borrow |
|
Catch a Brain Wave! Fun Fitness (2008)
Instructional booklet and accompanying CD of both written and clear, verbal instructions to guide energizing movements that stimulate brain development in a fun, musical collection of songs.
|
Primary |
2021A, B |
Borrow |
|
Circuit Training Equipment (2008)
Circuit training equipment includes items such as; mini cones and hurdles, dice, beanbags, wobble balls, and skipping ropes. Can be used independently, or in conjunction with the Canadian Active Living Fitness (Thompson) Circuit Cards.
|
JK,SK,P,J,I |
14522 |
Borrow |
|
Curriculum lessons on Physical Education and Health
FRENCH LANGUAGE RESOURCE - Project funded by the Ministry of Education (2000)
|
P,J,I |
12113 |
Borrow |
|
Dances Even I Would Do - CIRA (2001)
Book of various, fun dance routines with easy-to-follow dance instructions. Contains more than 50 folk, mixer, and special occasion dances.
|
P,J,I |
12115 |
Borrow |
|
Digital slides
Download to use on in-school electronic displays
|
P,J,I |
Not applicable |
Not applicable |
|
Exercise in Disguise (2004)
Handbook that describes a variety of fun games and activities designed for use in classrooms, hallways, and playgrounds.
|
P,J,I |
12142 |
Borrow |
|
Fair Play for Kids
Book contains activities that support students becoming fair players in life, as well as in sport and physical activity.
|
J , I (Gr. 7) |
12225 |
Borrow |
|
Fundamental Movement Skills: The Building Blocks to Physical Literacy - Active Start and FUNdamentals Stage (2011)
This resource is geared at educators of children from Kindergarten to grade 3. It provides a description of the mature movement patterns for the fundamental motor skills, some specific tips for teachers to develop these skills, and a number of activities that utilize the motor skills.
|
JK,SK,P |
12235 |
Borrow |
|
Fundamental Movement Skills: The Building Blocks for the Development of Physical Literacy. Learning to Train Stage (2011)
This resource builds on the development of the foundational locomotor, stability, and manipulative skills and emphasizes more specialized combinations of movement skills that can be transferred to a variety of activities. This resource focuses on skill development, as well as the integration of developmentally appropriate knowledge and understanding, with emotional, motivational, social, and spiritual outcomes. Included are transitions to more sport-specific skills including new fitness-related concepts like speed, strength, stamina, coordination, balance, and agility.
|
J,I |
12233 |
Borrow |
|
Fundamental Movement Skills: The Building Blocks for the Development of Physical Literacy. A Games Approach (2011)
This resource will enable educators to plan and deliver a quality learning experience that will allow students to refine and support the development of fundamental movement skills (locomotion, manipulation, and body management), and sports skills. It introduces the concept of Teaching Games for Understanding.
|
Intermediate |
12234 |
Borrow |
|
Fundamental Movement Skills: The Building Blocks to Physical Literacy- For Children with Physical Disabilities (2011)
This resource will enable the development of physical literacy skills as a solid foundation to support physical activity participation and success specifically in children with physical disabilities. It provides tools for educators to support the provision of inclusive programs and the successful learning of fundamental movement skills.
|
Special Education teachers and student resource
A1.1, A2.1, A3.1, B1.1, B1.2, B1.3, B1.4, B1.5
|
12231 |
Borrow |
|
Groovin' with Kids (2009)
This teacher resource provides primary and junior lesson plans to support the Groove method approach to teaching dance.
|
P,J,I |
12237 |
Borrow |
|
Kingston Gets Active
Kingston Gets Active is a community coalition that works together to help you find ways to get physically active every day.
|
P,J,I |
Not applicable |
Kingston Gets Active |
|
Newsletter inserts
Download to print or insert into school newsletters
|
P,J,I |
Not applicable |
Not applicable |
|
Omnikin Balls and Pump - includes 6 small Omnikin balls (2008)
Lightweight balls can be used for a variety of fun, cooperative, and active games. Instruction and activity manual is included.
|
P, J, I |
14513
A & B
|
Borrow |
|
OPHEA Daily Physical Activity Kit (2010) Grade 1 to 3
The kit includes all DPA activities created by OPHEA over the past four years. Also included are the DPA Moving to Music, DPA in Action DVD, Dancing for DPA, and the famous '50 Fitness Activities'.
|
Primary |
14621 |
Borrow |
|
OPHEA Daily Physical Activity Kit (2010) Grade 4 to 6
The kit includes all DPA activities created by OPHEA over the past four years. Also included are the DPA Moving to Music, DPA in Action DVD, Dancing for DPA, and the famous '50 Fitness Activities'.
|
Junior |
14622 |
Borrow |
|
OPHEA Daily Physical Activity Kit (2010) Grade 7 and 8
The kit includes all DPA activities created by OPHEA over the past four years. Also included are the DPA Moving to Music, DPA in Action DVD, Dancing for DPA, and the famous '50 Fitness Activities'.
|
Intermediate |
14623 |
Borrow |
|
Parachute Activity Pack (2005)
Pack provides a variety of fun and active parachuting games and activities for use in classrooms, hallways, and playgrounds.
|
P,J,I |
14409 |
Borrow |
|
Power to Play (2008)
Kit makes teaching healthy eating and physical activity fun. Includes a teacher manual, CD/DVD, curriculum links, a learning expectations booklet, food cards, picture activities, and a poster.
|
Primary |
14546 |
Borrow |
|
Yoga Kit (2011)
This kit, created to support DPA, as well as the HP&E curriculum, consists of 25 yoga mats, a set of illustrated, colourful yoga cards, and two DVDs designed for use in the classroom, and in physical education class.
|
P, J |
14626 |
Borrow |
|
Sedentary behaviour
|
|
Sedentary behaviour refers to lying down or seated activities that use very little energy while awake.
Reduce sedentary behaviour during the school day
The classroom has been shown to account for a large percentage (up to approximately 40%) of sedentary time accumulated by children during the weekday.
Incorporate scheduled and unscheduled movement breaks into the day:
- Break up long periods of sedentary time at least once every 30 minutes for students aged 5-11 years, and at least once every hour for students aged 12-18 years.
Ensure that screen time in school is meaningful and serves a specific teaching purpose that enhances learning compared to alternative methods.
- When screens are necessary, time spent on devices should be limited and students should take a device break at least once every 30 minutes.
Students should be discouraged from media-multitasking in the classroom and during homework.
Resources
| Resource |
Grade level | Resource number | Availability |
|
International School-Related Sedentary Behaviour Recommendations
The Sedentary Behaviour Research Network (SBRN)
Best practice recommendations for reducing or breaking up the sedentary time that occurs as part of the school day
|
P,J,I |
Not applicable |
Available online |
|
Newsletter inserts
Download to print or insert into school newsletters
|
P,J,I |
Not applicable |
Not applicable |
|
Sleep
|
|
Resources
| Resource |
Grade level | Resource number | Availability |
|
Digital slides
Download to use on in-school electronic displays
|
P,J,I |
Not applicable |
Not applicable |
|
Sun safety
|
Resources
| Resource |
Grade level | Resource number | Availability |
|
Digital slides
Download to use on in-school electronic displays
|
P,J,I |
Not applicable |
Not applicable |
|
Newsletter Inserts
Download to print or insert into school newsletters
|
P,J,I |
Not applicable |
Not applicable |
|
