Grade by Grade
B. Active Living / C. Movement Competence · Active, Fit and Skilful

Active Living and Movement: Unit Review

A1.1 A1.2 A1.3 A1.4 A1.5 A1.6 B1 B2 B3 C1 C2About 40 minutes
Learning goals
  • I can explain why and how I stay active every day, how my heart and lungs work, and how to set a goal.
  • I can play safely, including protecting my head and caring for friends with medical conditions.
  • I can balance, travel, jump, land, stop, send and receive, and use rules and tactics in games.

Words to know

DPA
Daily physical activity: at least 20 minutes of moderate to vigorous activity each school day, with a warm-up and cool-down.
exertion
How hard your body is working.
concussion
A brain injury from a hit or jolt that makes the brain move inside the skull.
transition
Moving smoothly from one move to the next.
tactic
A smart plan you use during a game.

Let's review!

You have learned a lot this year about being active, getting fit, staying safe and moving with skill. This review has questions from every lesson. Some are questions to answer, and some are Do it and check moves. Press Show answer to check. If a part is tricky, go back to that lesson.

Hopscotch5 partsSkillshopping, jumpingRulesdon't step on linesEquipmentchalk, a markerBoundariesthe squaresSafetyclear, flat ground
Every activity has five components. Here they are for hopscotch. Try naming all five for tag!

Being Active in Many Ways

1

Name one individual activity and one small-group activity.

2

Give two reasons to be active every day.

3

Name one activity you can do outdoors in nature in winter.

DPA and a Healthy Heart and Lungs

1

What job does your heart do, and what job do your lungs do?

2

Why do you breathe faster when you run?

3

Your warm-up is 3 minutes and your cool-down is 3 minutes. How long should the active part be for a 20-minute DPA?

4

Do it and check: Do balloon breathing 3 times.

How Hard Am I Working? Setting Activity Goals

1

On the exertion meter, what does 2 Working feel like?

2

Make this goal clear: "I want to get better at hopping."

3

Why is it helpful to set a just-right goal?

Playing Safely: Protecting My Head and Caring for Others

1

What are the three steps after a head bump?

2

Name two signs of a possible concussion.

3

A friend with asthma has trouble breathing during a game. What do you do?

4

Name one safety rule for tobogganing.

Balances, Shapes and Partners

1

Why is balancing on one foot harder than on two feet?

2

In a mirror game, your leader lifts their right arm. Which arm do you lift?

3

Do it and check: Do a low curled balance, then transition smoothly to a high narrow balance.

Travelling, Jumping and Stopping Safely

1

What is a leap?

2

How do you land softly?

3

Do it and check: Run a few steps and stop safely.

CLUNK!straight legs, loudshh...bent knees, arms out, quiet
Land like a spring: on the balls of your feet, knees bent and arms out in front. A quiet landing is a soft, safe landing.

Sending and Receiving: Throw, Catch, Kick and Trap

1

Which foot steps forward when you throw overhand with your right hand?

2

How do you hold your hands to catch a low ball?

3

Is trapping a ball sending or receiving?

4

Do it and check: Throw rolled socks overhand at a target 3 times.

Game Rules, Fair Play and Simple Tactics

1

Name the five components of an activity.

2

Give one tactic for a game of tag.

3

A friend says you stepped out of bounds and you think you didn't. What is a fair way to decide?

Just for fun

Riddle: What goes all the way around the playing field but never moves?

The boundary line!

How to use this review

  • Do the review in two short sittings if your child gets tired, and mix talking questions with moving ones.
  • For Do it and check items, look for the "good attempt" points rather than perfection.
  • Ask "How do you know?" or "Show me!" after an answer.
  • Note which section was hard, and go back to that lesson's activity.
Check your understanding

Quiz

1.

Which is a small-group activity?

2.

What do your lungs do?

3.

How long should DPA last each school day?

4.

You can talk but not sing while moving. Where are you on the exertion meter?

5.

Which goal is clear?

6.

After a hard fall, a friend has a headache and feels dizzy. What should happen?

7.

Which balance is easiest?

8.

Which move takes off on one foot and lands on the same foot?

9.

To catch a ball above your chest, your hands should be...

10.

Which is a good tactic in a ball game?

For parents and teachers

Use your child's mistakes to choose what to revisit:

  • Can't name kinds of activities or reasons to be active → Being Active in Many Ways.
  • Mixes up heart and lungs, or DPA minutes → DPA and a Healthy Heart and Lungs.
  • Unsure about the exertion meter or goals that lack what/how much/when → How Hard Am I Working? Setting Activity Goals.
  • Doesn't know STOP – TELL – REST, concussion signs or how to help a friend with asthma or allergies → Playing Safely: Protecting My Head and Caring for Others. This one matters most for safety, so revisit it if there is any doubt.
  • Wobbly balances, rushing transitions, mirror confusion → Balances, Shapes and Partners.
  • Hop/leap confusion, stiff landings, can't stop safely → Travelling, Jumping and Stopping Safely.
  • Steps with the same foot when throwing, trouble catching at different levels → Sending and Receiving.
  • Can't name game components or tactics, struggles with fair play → Game Rules, Fair Play and Simple Tactics.

Movement skills improve with regular, short practice (10 minutes a few times a week) more than with long sessions. Celebrate effort and progress.