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Arthur A. Leach Physical Education and Health

Grade 8

Arthur A. Leach PE/Health 2019-2020 1

Table of Contents Learning Outcomes ……………………………………………………………………………. 2

Year Outline ……………………………………………………………………………….………. 3

Fitness Management

Fitness Tracking …………………………………………………………………………. 4

HR Lab ……………………………………………………………………………………….. 6

Muscle Actions ………….………………………………………………………………. 8

Exercises by Muscle Group …..……………………………………………………. 10

Sport Study Guides

Volleyball ………………………………………………………………………………….. 11

Basketball …………………………………………………………………………………. 14

Badminton ……………………………………………………………………………….. 17

Health Units

Physical Activity and Fitness ………………………………………………………… 19

Nutrition …………………………………………..………………………………………… 26

Mental Health …………………………………………………………………………….. 33


General Learning Outcomes Grade 7 Physical Education and Health

Movement Students demonstrate competency in selected movement skills, and knowledge of movement development and physical activities with respect to different types of learning experiences, environment, and cultures.

Organized into 5 categories:

Individual or dual sports/games

Team sports/games

Alternative pursuits

Rhythmic or gymnastic activities

Fitness activities

Fitness Management Students demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being. Students are encouraged to set personal goals, record own data, and be active on a daily basis to develop and maintain their personal fitness.

Safety Students demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living. This includes situations related to participation in physical activity as well as promoting safety in the home, school, community and environment.

Personal/Social Management Students demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others. Includes the building of skills related to goal setting, decision-making, interpersonal relationships, conflict resolution, and stress management.

Healthy Lifestyle Practices Students demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse, and human sexuality. In grade 8 our three units of study in health are:

Nutrition

Physical Activity and Fitness

Mental Health


Phys Ed and Health Unit Outline Month Phys Ed Athletics

September Fitness Testing

Low Organized Games (LOGs)

Volleyball, Indoor Track, X-Country

October Volleyball

Flag Football

November Handball/Tchoukball

Health 1

December Dance/Aboriginal Games

Fitness

Basketball

January Basketball

Health 2

February Floor Hockey/Broomball

Fitness

March Power Walking

Low Organized Games (LOGs)

Badminton

April Badminton

Health 3

Outdoor Track, Marathon Club, Rugby

May Ultimate

Soccer

Beach Volleyball

June Baseball

Outdoor Pursuits

Other Activities Fitness Room – open Monday to Thursday 12:45-1:30pm

Intramurals – offered to each grade level once a week in the second half of lunch, activities vary

Athletics – see table for approximate start times for the following extra-curricular athletics

Volleyball

Indoor Track

X-Country

Basketball

Badminton

Outdoor Track

Marathon Club

Rugby

Beach Volleyball

Fitness Tracking Choose one from each box 1st Assessment Goal 2nd Assessment Goal 3rd Assessment

CARDIOVASCULAR ENDURANCE

□ Beep Test

□ 12 Minute Run

MUSCULAR STRENGTH AND ENDURANCE

Upper Body

□ Push Ups

□ Flexed Arm Hang

Lower Body

□ Wall Sit

□ Squats (to target)

Core

□ 1min Sit Ups

□ Plank

FLEXIBILITY

Upper Body

□ Shoulder Flexibility

Lower Body

□ Sit and Reach


1st Assessment

What is your strongest fitness component? Which component do you need the most improvement in?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

What specific activities can you do to improve these components of fitness?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2nd Assessment

Compare your goal to your results from this assessment. Did you meet your goals in each category?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

What lifestyle habits do you have that either helped you reach your goal or stopped you from reaching your

goal?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3rd Assessment

How did your fitness levels change throughout the year in each fitness component?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

What can you do over the summer to maintain or improve your personal fitness? Give 2 specific examples.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________


Heart Rate Lab Heart Rate can give us valuable information about the intensity of your cardiovascular exercise. We measure

heart rate in beats per minute (BPM). You can find your heart rate in BPM by taking your pulse and counting

the beats for a full minute, or to make things easier you can count for 15 seconds, then multiplying that

number by 4.

Maximum Heart Rate Maximum heart rate (MHR) is the highest your pulse can go without negative consequences. You can find your

maximum heart rate using a simple calculation:

220 – your age = Maximum Heart Rate (MHR)

220 - _________ = _________BPM

When you exercise you should aim to get your heart rate between 60% and 90% of your MHR. This is

considered a “training zone” for heart rate. Anything lower and you will not get cardiovascular benefits. Use

the calculations below to find your “training zone”.

MHR x 0.6 = _________ (60% of your MHR)

MHR x 0.8 = _________ (80% of your MHR)

So your heart rate should be between _________ and _________ BPM during exercise.

Task #1 Perform each activity for 2 consecutive minutes. IMMEDIATELY after the 3 minutes calculate your heart rate

and record it on the table below.

Activity Heart Rate

Training Zone (or ) 15 sec count BPM

Laying Down

Sitting

Walking

Running

Sprint Intervals (rest 10s between)


Target Zones Target Heart Rate Zones are ranges within which you get different fitness benefits from a workout.

Light Zone - Sufficient health benefits to prevent long-term illnesses and manage bodyweight.

Moderate Zone - Increased cardio fitness and excellent training for aerobic activities and sports.

Vigorous Zone – Higher intensity of training that can develop athletic fitness and break plateaus.

Level of Intensity and Target Zones

Amount of Effort

Exertion Description Rating of Perceived Exertion

(RPE)

Intensity Descriptor

Heart Rate Range

Exertion Descriptor

1

Light 50-60% of

MHR

Resting You are breathing normally, easy to talk

2 Somewhat Light Your rate of breathing increases slightly, but it is still easy to talk.

3 Light You notice your breathing. You can still talk fairly easily.

4

Moderate 60-80% of

MHR

Medium You are breathing more heavily, but you do not hear yourself breath.

5 Somewhat Hard You can hear yourself breath, but can still talk.

6 Medium Hard It is getting difficult to talk.

7 Hard You are breathing heavily. It is difficult to talk.

8

Vigorous 80-100% of MHR

Very Hard Your breathing is laboured. It is very difficult to talk.

9 Grueling It is almost impossible to talk.

10 Maximal You are breathing very heavily. You cannot talk. You may feel pain or discomfort.

Task #2 Based on the information above give 2 examples of sports or activities that could fit into each level. Keep in

mind this is scale is based on the individual. What is moderate intensity for one person might be light intensity

for another.

Light

1. __________________________

2. __________________________

Moderate

1. __________________________

2. __________________________

Vigorous

1. __________________________

2. __________________________


Muscle Actions Fill in the chart with the primary action(s) of each muscle. Provide an example of a fitness exercise for each.

Name of Muscle Action Exercise Example

Triceps Extend the elbow Triceps dips

Biceps Flex the elbow Bicep curls

Deltoids Move the arm at the shoulder joint Shoulder press

Pectorals Adduction and flexion of the shoulder Bench press

Trapezius Stabilization of the shoulder blade TRX rows

Latissimus Dorsi Adduction and extension of the shoulder Lat pull downs

Rectus Abdominus

Flex and stabilize the trunk Sit ups

Obliques Rotation and side bending of the trunk Russian twists

Quadriceps Extend the knee Squats

Hamstrings Flex the knee Leg curls

Glutes Extend and abduct the hip Deadlifts

Gastrocnemius Point the toes (plantar flexion) Calf raises

For each sport example, list the muscle(s) that are primarily responsible for the actions involved.

1. The movement of your elbow when shooting a basketball

2. The movement of your trunk when swinging a baseball bat

3. The movement of your leg when skating

4. The movement of your shoulder AND arm when rowing a boat

5. The movement of your knee AND hip when jumping


Exercises by Muscle Group Use this space to brainstorm exercises that you like for each muscle group and/or component of fitness. You

will be using this information later in the year when it comes time to create a personal fitness plan.

Chest Push Ups Bench Press

Back Rows Lat Pulldowns

Arms Tricep Dips Bicep Curls

Shoulders Shoulder Press Lateral Raises

Legs Squats Deadlifts Lunges

Core Sit Ups Plank Russian Twists

Cardiovascular Endurance Running Biking

Other Agility Ladder Yoga


Sport Unit Study Guides Volleyball

Skills Volley / Set / Overhead Pass

Index finger and thumb of hands form a loose triangle

Fingers spread wide

Fingertip contact with ball above the forehead

Absorb the ball and push up and out on follow through

Bump / Forearm Pass

Thumbs together pressed toward the ground

Elbows straight

Contact ball on forearms

Athletic stance

Follow through with legs and shoulder shrug towards target

Underhand Serve

Hold the ball at waist height

Stand in athletic stance with opposite foot forward

Swing arm in a pendulum motion

Contact ball with the heel of your hand

Overhand Serve

Toss ball approximately 1 foot above your head

Hand is up near your ear and open, ready for strike

Step forward with opposite foot

High five the ball at its highest point with your arm straight

Spike

Footwork (for right handed hitter) is left, right-left – last 2 steps need to be quick

Jump of both feet

Arms come back as you step, swing up into bow and arrow position as you jump

o Left arm extended forward, right arm back ready to swing

Contact the ball high and in front of your body with open hand

Snap wrist on follow through, arm finishes on same side of body (don’t swing across)


Floor Positions Looking from an overhead view starting in the back right corner with position 1. The setting position is on the

right side of the floor at the net (floor position #2).

Game Play Maximum of 3 hits per side (a block is not counted as a hit).

Points are made on every serve for the team who won that rally.

Sets are played up to 25 points, with the last set played to 18. Matches best of 3 sets.

A point is scored when the ball crosses the net and lands in bounds on the other team’s side, or when

the other team makes a rule violation.

Rule Violations Ball handling errors (double touch, carry, throw, etc.).

Failure to serve the ball over the net successfully.

When serving, a player may not step on or cross the service line while making contact with the ball.

A ball may not cross the net outside the antennae, hit the floor outside the court, or hit the ceiling.

A player may not touch the net with any part of their body or cross the court centerline under the net.

Serving out of rotation or standing out of rotation before the serve.

Figure 3: Basic Floor Positions Figure 2: Floor Rotation

Figure 1: Rotation with Subs


Other Information

The Attack Line

The attack line is 3 meters (9 feet) away from the net. It separates the front row players from the back row

players. A back row player may spike the ball but must jump before the attack line. They may land over the line

after spiking the ball. If a back row player steps over the attack line, and jumps to spike, it is a loss of point and

serve.

Libero

The Libero is a “back row” specialist. They only play the back row and a sub is not required when they exchange

positions. They cannot serve or spike a ball. They wear a different colour uniform.

Referee Signals


Basketball

Skills Passing

Step towards target

Snap the ball in a straight line with speed

Target should have their hands up in a ready position

Types of passes:

o Chest pass – target at the chest, extend both arms towards target and snap wrists.

o Push pass – holding the ball in a “triple threat” position with one hand behind the ball, snap

the wrist and extend the elbow of one hand toward target.

o Bounce pass – similar to chest or push pass, directed at the floor 2/3 of the way to the target.

o Overhead pass – ball is snapped from above (not behind) the head, used for long distances.

Dribbling

Stay in a low athletic stance

Snap the wrist to push the ball towards the floor (not slap)

Use the finger pads to control the ball

Keep the ball below the waist, eyes up

To get past an opponent use a change of speed and/or a change of direction

Shooting

Balance – feet shoulder width apart, facing target, knees slightly bent

Elbow – shooting elbow at 90° and under the ball, guide hand should be beside the ball

Eyes – focused on the target, back or front of the rim (not backboard)

Follow Through – shoulder, elbow and wrist extend up, elbow above the eye and wrist loosely bent

with fingers pointing towards the ground.

Footwork

Jump stop – landing with both feet at the same time, stopping dribble and controlling ball

Stride stop – landing one foot after the other, stopping dribble and controlling ball

Pivot – one foot stays fixed to the ground, the other foot may take one step in any direction

Game Play Games consist of 4 quarters that are each 10 minutes long

A game begins with a jump ball at half court

Each team has 5 players on the court at one time

Teams have a 24 second shot clock to shoot the ball


Court Diagrams Figure 1: Floor Positions 1. Corner – in line with rim

2. Wing – in line with foul line

3. Guard – in line w/ lane of key

4. Low Post – outside low block

5. High Post – at elbow of key

To maintain good spacing, no two players should be occupying the same position. After a cut to the basket, clear to the corner and then fill empty spaces as they become available. A post player may move between the low post, high post and short corner spaces.

Rule Violations Carry – when a player palms or cups the ball while

dribbling

Travel – A player jumps and lands while holding the

ball, or walks without dribbling the ball.

Double Dribble – dribbling again after stopping your

dribble, or dribbling with 2 hands at once

3 Second Violation – when an offensive player stays

in the key for 3 seconds or longer

5 Second Violation – when a player takes 5 seconds

or longer to inbound the ball OR holds the ball for 5

seconds or longer in once spot without dribbling

8 Second Violation – when a team takes 8 seconds

or longer to get the ball across half court

Fouls When a player is fouled in the act of shooting, they are awarded 2 free throws

When a player is fouled and not in the act of shooting, their team is awarded possession of the ball

A technical foul can be given for unsportsmanlike or inappropriate behaviour. The opposite team is

awarded 1 foul shot and possession of the ball.

After 5 personal fouls a player is removed from play

Once a team reaches 5 fouls they are considered in bonus. Every foul after that for the remainder of

the quarter will be a shooting foul.


Referee Signals


Badminton

Skills Serve: May be forehand or backhand. Hold birdie in opposite hand, with opposite foot forward (you may not

step). Release birdie when you are about to make contact with racquet – do not throw

Clear: Most common shot in badminton. Used to put the birdie high and to the back of the court. Can be

overhead, underhand, forehand or backhand.

Drop: Used to put the birdie near the opponents side of the net and bring them forward in the court. Similar to

the smash but instead of following through, stop the racquet as it makes contact.

Smash: Used to end the rally, similar to a spike in volleyball. Contacting the birdie overhead, just in front of

your body so it goes straight down.

Net: Shots that are received near the short service line, close to the net. Birdie is usually swept sideways along

the net, also used to pull the opponent forward in the court.

Drive: A shot that crosses the net flat directed at the opponents body. Usually played when the shuttle is too

low to be returned with a smash.

Game Play A game goes up to 21 points (must be a 2 point advantage) with a cap of 30

Games can be singles or doubles

In both singles and doubles:

o When the server’s score is EVEN the serve is taken from the RIGHT side

o When the server’s score is ODD the serve is taken from the LEFT side

In doubles teams alternate serving and teammates switch sides only when they serve and score a

point, this continues until they lose a rally and serve is given to the opposite team

Serving Rules Serves must be underhand

The racquet must hit the shuttle under the player’s waist

Server must remain stationary for the serve

Server must be behind the service line when contacting the birdie

Serve must go diagonal within the dimensions of the court and past the service line

Serve may hit the net as long as it lands in the designated service area

Strategy General strategy is to hit the birdie to open space and make your opponent move

In doubles play, there are 2 formations generally used:

o Up-and-Back: one player covers the front of the court near the net, the other covers deep

o Side-by-Side: each player takes any shot sent to their side of the court


Lines on the Court

Court Dimensions Singles court dimensions are LONG and NARROW

Doubles court dimensions are SHORT and WIDE (for the serve only) and LONG and WIDE during play

The net is 1.55m or 5ft in height


Physical Activity and Fitness Lesson 1: Importance of Physical Activity

Physical Fitness is the ability of your body’s _________________ to work together and allow you to respond to

_________________________________ without _________________________________.

Benefits of Physical Fitness

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Getting active does not always have to mean going to the gym or joining a sports team. There are plenty of ways

to increase physical activity in your daily life. Brainstorm a few in the space below:

Barriers to Physical Activity With your table group, brainstorm a list of barriers that might prevent you from meeting the physical activity

recommendations for youth. List your top 3 in the table below and come up with at least one solution to each

barrier in the solutions column:

Barrier Potential Solutions


Lesson 2: Components of Fitness Health Related fitness components are aspects of fitness that, if ignored, can lead to ___________________ and

____________________________ long term. There are 5 health-related fitness components.

Skill Related fitness components affect your ______________________ of certain tasks but have little impact on

overall, long-term health. There are 7 skill-related fitness components.

List the Health-Related and Skill-Related fitness components below:

Health Related Components Skill Related Components

1. _____________________________________

2. _____________________________________

3. _____________________________________

4. _____________________________________

5. _____________________________________

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________

6. ____________________________________

7. ____________________________________

Matching Activity Try to match each component of fitness to its definition below:

A. Cardiovascular Endurance B. Coordination C. Muscular Endurance

D. Speed E. Balance F. Agility

G. Flexibility H. Power I. Reaction Time

J. Muscular Strength K. Body Composition

Refers to the range of movement at a joint.

Refers to the proportions of lean body mass and body fat.

The mixing of different abilities into the smooth execution of a task.

The ability to maintain the equilibrium of the body.

The ability to produce strength performances quickly.

The ability to respond to a given stimulus.

The ability to change direction accurately and quickly.

The quickness with which one is able to move the body from one point to another.

The ability of a muscle or muscle group to apply force and overcome resistance.

Refers to the capacity of the muscle or group of muscles to work continuously.

The ability to exercise the whole body for prolonged periods of time.


Physical Activity Guidelines The government of Canada recommends that children and youth between the ages of 5-17 years of age follow

these guidelines for a physically active lifestyle. The idea is to balance sleep, sedentary behaviour, and physical

activity to support healthy development.

______ minutes of _________________ to _________________ physical activity per day.

______ to ______ hours of uninterrupted sleep per night.

No more than _______ hours of _______________________ screen time per day.

Limit sitting for __________________________ and get several hours of __________________ activity.

For strength training it is recommended that you aim to work each muscle group a minimum of ______ per

week. It is also recommended that you give the muscles at least __________ rest before repeating a muscle

group. With this in mind, you must ______________________ you week according to how often you will go to

the gym.

The F.I.T.T. Principle One way to monitor your physical activity behavior is with the _______________________ principle. It can help

you track your physical activity and make progressions over time to improve physical fitness.

F______________________ how OFTEN ex) days per week

I______________________ how HARD ex) speed, level, weight

T______________________ how LONG ex) minutes, seconds

T______________________ WHAT ex) running, volleyball, strength training

There are several ways to measure intensity during exercise. The recommendations are to get 60 minutes of

moderate to vigorous activity but this can be hard to define…

Moderate Intensity: requires a moderate amount of __________________ and noticeably accelerates

the ___________________________. Examples include:

o

o

Vigorous Intensity: requires a large amount of effort and causes _____________________ breathing

and a _______________________________ in heart rate. Examples include:

o

o


Lesson 3: Personal Fitness Planning When building a personal fitness plan, it is important to consider a number of factors such as your current

fitness level, your fitness goals, and your personal interests. It is also important to keep the F.I.T.T. guidelines

for your age group in mind:

Fitness Component F Frequency

I Intensity

T Time

T Type

Cardio Running Biking Swimming Certain sports

Resistance Training Free weights Resistance bands Machines Bodyweight

Flexibility Static stretching Dynamic stretching Yoga

Structuring a Personal Fitness Plan Periodization: The process of dividing an ____________________________________ into specific time blocks

where each block has a particular _________________ such as endurance, intensity or recovery.

______________________: longest cycle, includes all four stages of a periodized program.

______________________: one “block” of training designed to accomplish a particular goal.

______________________: typically one week, allows you to focus a training block even further.


Planning a Cardiovascular Endurance Workout A minimum of _____________________ is required to see benefits to the cardiovascular system.

Types of cardiovascular activities:

o

o

o

o

o

Intensity can be steady (long, slow distance) or varied (interval training).

Planning a Resistance Training Workout Use the following guidelines when planning a resistance training workout:

o Exercises: _________________________________________

o Sets: ___________________

o Repetitions: ___________________ (lower rep = strength, higher rep = endurance)

As a person becomes more experienced, they will need to increase their volume of sets, reps and/or number of

exercises in order to create ______________________ and continue to see results.

Structuring a workout:

1. Standard Sets A) Squats

B) Push Ups

C) Lunges

D) Pull Ups

2. Supersets A1) Leg Curls A2) TRX Chest Press

B1) Single Leg KB Deadlift B2) DB Alternating Row

3. Circuits A) Reverse Lunges B) Tricep Dips C) KB Squats D) TRX Rows E) KB Swings Rest 2 minutes then repeat x3

Other ways to structure a workout:

Tabata – 20 seconds high intensity, 10 seconds rest for 8 sets (4 minutes).

AMRAP – as many rounds/reps as possible within a given time.

Rounds for Time – complete a certain number of rounds of a circuit as fast as possible.

Ladders – one or more movements, increasing and/or decreasing in reps by 2, 3, 5, etc.


Personal Fitness Plan You will create a one-week personal fitness plan that meets the physical activity recommendations for youth.

Two of the days you plan you will carry out in class. Throughout the week, you will track your physical activity,

hours of sleep and sedentary time. Upon completion of the program you will write a reflection of your fitness

planning experience.

Rubric

/10 Plan must fully satisfy the recommendations for physical activity:

60 minutes per day (moderate to vigorous)

Strength 3x per week

Balanced strength programming

/5 Plan must be tracked and checked for completion each day, including sleep and sedentary time.

/10 Student is able to remain on task independently while carrying out 2 days of workouts from their

fitness plan.

/5 Reflection is complete and shows evidence of critical thinking.

----------

/30 Total

Tracking Sheet Use this sheet as a general outline to track your progress as you complete your personal fitness plan.

Activity Type Time Intensity (circle)

Completion ( or )

Example Resistance training / basketball practice 20min / 90 min L M V

Monday L M V

Tuesday L M V

Wednesday L M V

Thursday L M V

Friday L M V

Saturday L M V

Sunday L M V


Personal Fitness Planning Sheet Use this sheet to plan your specific workouts for your week of training. You must indicate the Intensity, time and type of activity done. For resistance

training, outline the structure of your workout including the exercises, sets and repetitions. Keep in mind your plan must meet the physical activity

guidelines for youth: 3-5x cardiovascular days, 2-3 resistance training days. See below for example.

Example: Full Body Supersets A1) Squats 3 x 10 A2) Push Ups 3 x 15

B1) Lunges 3 x 10 per leg B2) Pull Ups 3 x 8

C1) SL Glute Bridge 3 x 30 sec C2) DB Shoulder Press 3 x 12

D1) Front Plank 2 x max D2) Sit Ups 2 x 20

Monday

Cardio – 20 minute bike, moderate intensity, steady pace

Tuesday Wednesday

Thursday Friday

Saturday Sunday


Nutrition Lesson 1: Canada’s Food Guide

Healthy Food Choices The Eat Well plate recommends a variety of healthy foods each day. Following these suggestions can lead to

healthier food choices such as:

1. ___________________________________________________________________:

Vegetables and fruits

Whole grain foods

Protein foods – from plant sources more often

2. ___________________________________________________________________:

Prepare meals and snacks using that have little or no added sodium, sugars or saturated fat

Choose healthier menu options when eating out

3. ___________________________________________________________________

Replace sugary drinks like juice and pop

4. ___________________________________________________________________

5. ___________________________________________________________________

Healthy Eating Habits Healthy eating is more than the foods you eat. It is also about where, when, why and how you eat. Canada’s

food guide recommends the following when it comes to these eating habits:

1. ___________________________________________________________________

Take time to eat

Notice when you are hungry and when you are full

2. ___________________________________________________________________

Plan what you eat

Involve others in planning and preparing meals

3. ___________________________________________________________________

Culture and food traditions can be a part of healthy eating

4. ___________________________________________________________________

Eat Well, Live Well Read and fill in the attached EAT WELL. LIVE WELL. Document to learn all about how the food guide has

changed and what the current nutrition recommendations are in Canada.


Lesson 2: Nutrients

Food digested in the form of nutrients provides ___________________ and ___________________. There are

______ nutrients that are considered __________________ for good health and proper body function. List and

draw the 6 essential nutrients below.

Draw a picture to represent each nutrient

1. ________________________________

2. ________________________________

3. ________________________________

4. ________________________________

5. ________________________________

6. ________________________________

Why are they called essential nutrients?

___________________________________________________________________________________________

___________________________________________________________________________________________

Which of the essential nutrients are considered macronutrients? Which are considered micronutrients? Why

are they given these names?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Carbohydrates - Easily broken down or ___________________ and used as the body’s main source of ______________

- Necessary for certain body functions

- Two types: __________________________ and ___________________________

Proteins - Helps to _________________ and _______________________ muscle tissue.

- Not stored in the body and necessary for growth

- Two types: ____________________ and ____________________________


Fats - Three types: ____________________, _______________________ and ____________________

- Essential in the body for:

o _______________________ of organs

o Promotion of ____________________

o Reserve of ____________________

o _________________________ nutrients

Lesson 3: Nutrition Labels

Nutrition information found on food labels includes: _______________________________,

___________________________, _________________________ and ___________________________.

Nutrition Facts Almost all packaged foods have nutrition facts. Some exceptions are fresh fruit and vegetables, raw meat,

foods cooked at the store, foods that contain very few nutrients and alcoholic beverages.

These Nutrition Facts can be used to:

- Easily _________________________ similar foods

- Look for foods with __________________________________ of a specific nutrient

- Select foods for ______________________________________

Nutrition facts are based on a specific amount of food, often called a _______________________. When

reading a nutrition label, this must always be compared to the amount you will actually eat.

The % Daily Value or ___________ is used to determine whether there is ______________________________

of a nutrition in the food. It is based on recommendations for a healthy diet. Generally speaking, if a nutrient is

listed at less than 5%, there is only a ____________ in the food. If it is above 15%, there is a ______________.

Ingredients List Lists all the ingredients for a food by weight from the _________________ to the ________________. Can be a

source of information for people with _________________________ or those looking to increase or decrease

consumption of a certain nutrient.


Compare and Choose Using the two products provided read

their nutrition labels and fill out the

information below.

Wheat Thins Triscuits

Calories

Fat

Sodium

Carbs

Fiber

Protein

List the first 3 ingredients for each:

Wheat Thins ______________________________ _______________________________

_______________________________

Triscuits _______________________________

_______________________________

_______________________________

Which product would you choose? Give 2 reasons why.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________


One-Day Food Log and Review Record the following in the space provided:

1. A one-day food record including all meals, snacks and beverages

2. Review your day of eating listing the areas of strength and areas needing improvement

3. Create a one-day meal plan based on your review that meets the guidelines of Canada’s Food Guide

Food Log

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Food Log Review

Things I’m doing well… Things I need to improve…

Meal Plan

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Mental Health Lesson 1: Reducing Stigma

Terminology Review Use your own words to define the following terms based on your knowledge from last year.

Physical Health: _____________________________________________________________________________

___________________________________________________________________________________________

Mental Health: _____________________________________________________________________________

___________________________________________________________________________________________

Mental Illness: ______________________________________________________________________________

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Stigma: ____________________________________________________________________________________

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Who or what can help you maintain your mental health and wellness?

What does mental illness look like to you? You will have 5 minutes to draw or sketch a picture of mental illness in the space below.


Journaling Questions What was the most challenging aspect of creating your picture?

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What ideas or thoughts influenced your drawing?

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What did you learn about your personal thoughts/values toward mental illness through your drawing?

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Lesson 2: The Brain and Mental Health

Stress Brainstorm

Situation Strategy

Your Brain and Stress Management Stress management is often about distracting the brain from stress that triggers a reactive response. Calming

your breathing and slowing your heart rate will often help to temper emotions and calm your mind.


Reactive Brain

Thinking Brain

Amygdala

Brainstem

Prefrontal Cortex

When threatened or stressed, emotions from our Amygdala trigger our fight or flight response.

When calm, emotions from the Amygdala are sent to the Prefrontal Cortex to be analyzed.

RE______ RE______


Lesson 3: Sleep and Mental Health Sleep K-W-L Chart

What I Know What I Want to Know What I Learned

My Sleep Habits How many hours of sleep did you get last night? ____________

How would you describe that sleep? _____________________________

Did you:

Exercise hard after 7pm? Y N

Drink coffee/tea/caffeine after 3pm? Y N

Use a device/screen within 1hr of bedtime? Y N

Go through a usual bedtime routine? Y N

Based on what you have learned about sleep what are some strategies

you could be using to get more or better quality sleep?

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arthur a. leach physical education and health · arthur a. leach pe/health 2019-2020 8 muscle...

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