Outcome Chart - Ontario - Health and Physical Education Grade 3

This outcome chart contains media-related learning outcomes from the Ontario Grade 3 Health and Physical Education curriculum with links to supporting resources on the MediaSmarts site.

Active Living

Overall Expectations

A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of the value of regular physical activity in their daily lives;

Specific Expectations

A1.1 actively participate in a wide variety of program activities (e.g., tag games, cooperative games, movement exploration with equipment, dance, outdoor activities), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., trying new activities, being engaged and maintaining movement throughout the activity, actively cooperating with peers, having the required equipment to take part, accepting and showing respect for others in the group, listening actively, following rules, playing fair)

MediaSmarts Resources

Rules of the Game

Movement Competence: Skills, Concepts and Strategies

Overall Expectations

Apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.

Specific Expectations

B2.1 demonstrate an understanding that different physical activities have different components (e.g., movement skills, rules and boundaries, conventions of fair play and etiquette), and apply this understanding as they participate in and explore a variety of individual and small-group activities

MediaSmarts Resources

Rules of the Game

Healthy Living

Overall Expectations

C1. demonstrate an understanding of factors that contribute to healthy development;

Specific Expectations

C1.2 demonstrate an understanding of different types of legal and illegal substance abuse (e.g., dependency on nicotine in cigarettes or caffeine in coffee, energy drinks, and colas, or sugar and salt in sports drinks, or alcohol in beer, wine, and spirits) and the impacts of abusing these substances on themselves and others (e.g., dependencies or addictions, financial stresses, legal issues, health issues, environmental issues)

C1.3 identify the characteristics of healthy relationships (e.g., accepting differences, being inclusive, communicating openly, listening, showing mutual respect and caring, being honest) and describe ways of overcoming challenges (e.g., bullying, exclusion, peer pressure, abuse) in a relationship

C1.4 identify factors (e.g., sleep, food, physical activity, heredity, environment, support from a caring adult, sense of belonging, peer influence) that affect physical development (e.g., of hair, skin, teeth, body size and shape) and/or emotional development (e.g., of self-awareness, adaptive skills, social skills)

MediaSmarts Resources

Comparing Real Families to TV Families

Eating under the Rainbow

Facing TV Violence: Consequences and Media Violence

Facing TV Violence: Counting & Discussing Violence on the Screen

Facing TV Violence: Rewriting the Script

Favourite Sports and Athletes

Finding Balance in Our Digital Lives

Girls and Boys on Television

Healthy Food Web

Humour on Television

Introducing TV Families

Representing Ourselves Online

Rules of the Game

TV Stereotypes

Villains, Heroes and Heroines

Overall Expectations

C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;

Specific Expectations

C2.2 apply their understanding of good safety practices by developing safety guidelines for a variety of places and situations outside the classroom

C2.3 apply decision-making strategies to make healthy choices about behaviours and the use of various substances in ways that could lead to dependencies, identifying factors that should be considered

MediaSmarts Resources

Lessons

Adversmarts: Understanding Food Advertising Online

Facing TV Violence: Consequences and Media Violence

Favourite Sports and Athletes

Finding Balance in Our Digital Lives

Healthy Food Web

Internet Time Capsule

Rules of the Game

So Many Choices!

Interactive Resources

Co-Co’s Adversmarts

CyberSense and Nonsense: The Second Adventure of the Three CyberPigs

Privacy Pirates

Overall Expectations

C3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Specific Expectations

C3.2 explain how the portrayal of fictional violence in various media (e.g., television dramas, video games, Internet, movies) can create an unrealistic view of the consequences of real violence (e.g., physical trauma, chronic disability, family stress, death)

C3.3 describe how visible differences (e.g., skin, hair, and eye colour, facial features, body size and shape, physical aids or different physical abilities, clothing, possessions) and invisible differences (e.g., learning abilities, skills and talents, personal or cultural values and beliefs, gender identity, sexual orientation, family background, personal preferences, allergies and sensitivities) make each person unique, and identify ways of showing respect for differences in others

MediaSmarts Resources

Lessons

Comparing Real Families to TV Families

Facing TV Violence: Consequences and Media Violence

Facing TV Violence: Counting & Discussing Violence on the Screen

Facing TV Violence: Rewriting the Script

Girls and Boys on Television

Introducing TV Families

TV Stereotypes

Villains, Heroes and Heroines

Interactive Resources

CyberSense and Nonsense: The Second Adventure of the Three CyberPigs