reflections on the infallibility of the church

1

Power to Play Program Manitoba Curriculum Integration

Grade 2 Most of the lessons in the Power to Play Program include the following activities: Watching DVD episodes Singing songs and rhymes

These activities reinforce and support the development of the following outcomes from the Language Arts program of studies: General Outcome 2: Comprehend and respond personally and critically to literary and media texts 2.2 Respond to Texts

2.2.1 Experience Various Texts choose to engage in a variety of shared and independent listening, reading, and viewing experiences using texts from a variety of forms and genres and cultural traditions

General Outcome 4: Enhance the clarity and artistry of communication 4.4 Present and Share 4.4.3 Attentive Listening and Viewing demonstrate attentive audience behaviors

2

Lesson 1: Meet our Superheroes Lesson Overview In this start-up lesson we introduce students to the main characters of the program, Brock Lee and Coco Lait and to their superpowers and the power snacks they enjoy. Students will also: Be introduced to healthy eating through watching a DVD, discussion, and singing a song about

Power to Play Create their own personal superhero identity

Curriculum Integration The following chart provides an overview of the Manitoba curriculum outcomes that are supported by the instructional activities in Lesson 1 of the Power to Play program.

Activity Focus Curriculum Area Outcomes

Step 1 & 2 (page 11 & 12)

K.5.2.C.1b Identify the function of a variety of food groups for growth and development K.5.2.C.2 Identify the need for daily food and fluid to support physical activity K.5.2.B.1 Identify the health benefits of participating in a regular physical activity

General Outcome 1: Explore thoughts, ideas, feelings, and experiences 1.1 Discover and Explore 1.1.1Express Ideas make and talk about personal observations and predictions

General Outcome 2: Comprehend and respond personally and critically to literary and media texts 2.1 Use Strategies and Cues 2.1.1 Prior Knowledge make connections between texts, prior knowledge, and personal experiences

2.2 Respond to Texts 2.2.1 Experience Various Texts choose to engage in a variety of shared and independent listening, reading, and viewing experiences, using texts from a variety of forms, genres and cultural traditions

General Outcome 3: Manage ideas and information 3.1 Plan and Focus 3.1.3 Contribute to Group Inquiry contribute relevant information and questions to assist in group understanding of a topic or task

3.3 Organize Record and Assess 3.3.1 Organize Information categorize related information and ideas using a variety of strategies

General Outcome 4: Enhance the clarity and artistry of communication 4.2 Enhance and Improve 4.2.5 Enhance Presentation combine illustrations and written texts to express ideas, feelings, and information

4.4 Present and Share 4.4.3 Attentive Listening and Viewing demonstrate attentive audience behaviors

Identify healthy foods and physical activities Start a word

wall of power snacks and superpowers Create and

individual superhero identity

2-1-04 Recognize that food is a form of energy and that healthy eating is essential for growth and development

3

Lesson 2: Review of Classifying Foods Lesson Overview In this lesson students will review food classification according to Canada’s Food Guide. By the end of this lesson, students will be able to: Identify the four food groups in Canada’s Food Guide. Identify and classify healthy foods found in each of the four food groups. Connect healthy food choices from the four food groups to a healthy body. Understand that Physical Education/Health Education foods are tasty foods, too!

Curriculum Integration The following chart provides an overview of Manitoba curriculum outcomes that are supported by the instructional activities in Lesson 2 of the Power to Play program.


Activities (page 16)

K.5.2.C.1b Identify the function of a variety of food groups for growth and development S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide S.5.2.A.3b Choose foods for breakfasts/snacks based on Canada’s Food Guide K.5.2.A.2 Identify the need for daily food and fluid to support physical activity

Sort foods into four food groups Create a

“Four Food Group” word list Identify

power snacks

General Outcome 1: Explore thoughts, ideas, feelings, and experiences 1.2 Clarify and Extend 1.2.1 Develop Understanding connect new information, ideas and experiences with prior knowledge and experiences

1.2.3 Combine Ideas arrange ideas and information to make sense

General Outcome 3: Manage ideas and information 3.1 Plan and Focus 3.1.3 Contribute to Group Inquiry contribute relevant information and questions to assist in group understanding of a topic or task


3.3.3 Evaluate Information examine gathered information to decide what information to share or omit

General Outcome 4: Enhance the clarity and artistry of communication 4.1 Generate and Focus 4.1.1 Generate Ideas generate and contribute ideas on a particular topic for oral, written, and visual texts

4.2 Enhance and Improve 4.2.5 Enhance Presentation combine illustrations and written texts to express ideas, feelings, and information

4.4 Present and Share 4.4.1 Share Ideas and Information share information and ideas on a topic with a familiar audience; clarify information

by responding to questions 4.4.2 Effective Oral Communication report briefly to the class using a clear voice and appropriate phrasing and

intonation 4.4.3 Attentive Listening and Viewing demonstrate attentive audience behaviors

4

General Outcome 5: Celebrate and Build Community 5.2 Encourage, Support and Work with Others 5.2.1 Cooperate with Others work in a variety of cooperative and collaborative partnerships and group structures

5.2.2 Work in Groups contribute related information in whole-class and small-group activities

Strand: Patterns and Relations General Outcome: Identify, create, describe, and translate numerical and non-numerical patterns arising from daily experiences in the school and on the playground PR-1.1.2 Sorts objects and shapes using one or two attributes and identifies attributes and rules and pre-sorted sets

2-1-05 Identify the four food groups of Canada’s Food Guide and give examples of foods from each group

Active Democratic Citizenship 2-S-100 Cooperate and collaborate with others 2-S-102 Interact fairly and respectfully with others 2-S-104 Consider the rights and opinions of others during interactions Communication 2-S-400 Listen actively to others 2-S-401 Use language that is respectful of others 2-S-403 Present information and ideas orally, visually, concretely, or electronically

Wrap-Up (page 17)

K.5.2.C.1b Identify the function of a variety of food groups for growth and development S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide S.5.2.A.3b Choose foods for breakfasts/snacks based on Canada’s Food Guide K.5.2.A.2 Identify the need for daily food and fluid to support physical activity

General Outcome 3: Manage ideas and information 3.2 Select and Process 3.2.5 Make Sense of Information make connections between prior knowledge, ideas, information and oral, visual, and

written text features 3.3 Organize Record and Assess 3.3.1 Organize Information categorize related information and ideas using a variety of strategies

Strand: Statistics and Probability General Outcome: Collect, display and describe data, independently, based on first-hand information SP-111.1.2 Organizes data independently, using graphic organizers as diagrams, charts, and lists

Create a superhero graphic organizer

2-1-04 Recognize that food is a form of energy and healthy eating is essential for growth and development 2-1-05 Identify the four food groups of Canada’s Food Guide and give examples of foods from each group

Power Snack (page 17)

S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide S.5.2.A.3b Choose foods for breakfasts/snacks based on Canada’s Food Guide

Create “Kaboom Kabobs”


5

Extension Idea (page 18)

S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide

2-1-05 Identify the four food groups of Canada’s Food Guide and give examples of foods from each group Canada’s Food Guide

Visit a market or grocery store to investigate four food groups

General Outcome 3: Manage ideas and information 3.1 Plan and Focus 3.1.4 Create and Follow a Plan recall and follow directions for accessing and gathering information

3.2 Select and Process 3.2.2 Identify Sources access information using a variety of sources


General Outcome 4: Enhance the clarity and artistry of communication 4.4 Present and Share 4.4.1 Share Ideas and Information share information and ideas on a topic with a familiar audience; clarify information by responding to questions

Energy Blast (page 19) “Healthy

Eating a Walk in the Park”

S.2.2.A.1a Participate in cooperative and or low competitive-type physical activities that contribute to skill/fitness development and enjoyment S.2.2.A.1b Sustain participation in moderate two victories activity using basic movement skills

6

Lesson 3: “Aim for Four” Meals Lesson Overview In this lesson we are going to learn how to balance meals using foods from Canada’s Food Guide. By the end of this lesson students will be able to:

Select simple meals that include four food groups (Aim For Four) Describe what makes a healthy meal




K.5.2.C.1b Identify the function of a variety of food groups for growth and development S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food S.5.2.A.3b Choose foods for healthy breakfasts/snacks based on Canada’s Food Guide K.5.2.A.2 Identify the need for daily food and fluid to support physical activity

Sort picture cards to create “Four Food Group” meals Study

healthy “Four Food Group” meals Assess meal

choices

General Outcome 1: Explore thoughts, ideas, feelings, and experiences 1.2 Clarify and Extend 1.2.1 Develop Understanding connect new information, ideas and experiences with prior knowledge and

experiences 1.2.3 Combine Ideas arrange ideas and information to make sense

General Outcome 3: Manage ideas and information 3.1 Plan and Focus 3.1.3 Contribute to Group Inquiry contribute relevant information and questions to assist in group understanding of a

topic or task 3.2 Select and process 3.2.1 Identify Personal and Peer Knowledge participate in group talk to generate information on a topic and to identify sources

of additional information 3.2.3 Assess Sources match information to inquiry or research needs


General Outcome 4: Enhance the clarity and artistry of communication 4.4 Present and Share 4.4.1 Share Ideas and Information share information and ideas on a topic with a familiar audience; clarify information

by responding to questions 4.4.3 Attentive Listening and Viewing demonstrate attentive audience behaviors


5.2.2 Work in Groups contribute related ideas and information in whole-class and small-group activities

2-1-04 Recognize that food is a form of energy and that healthy eating is essential for growth and development 2-1-05 Identify the four food groups of Canada’s Food Guide and give examples of foods from each group

7

Strand: Patterns and Relations General Outcome: Identify, create, describe, and translate numerical and non-numerical patterns arising from daily experiences in the school and on the playground PR-1.1.2 Sorts objects and shapes using one or two attributes and identifies attributes and rules in pre-sorted sets PR-11.1.2 Identifies, creates, extends, describes and compares both numerical and non-numerical patterns PR-111.1.2 Translates patterns from one mode to another, including concrete pictorial, charted, spoken, and written, and those patterns generated using technology

Active Democratic Citizenship 2-S-100 Cooperate and collaborate with others 2-S-102 Interact fairly and respectfully with others 2-S-104 Consider the rights and opinions of others during interactions Communication 2-S-400 Listen actively to others 2-S-401 Use language that is respectful of others 2-S-403 Present information and ideas orally, visually, concretely, or electronically

Wrap-Up (page 25)


General Outcome 2: Comprehend and respond personally and critically to literary and media texts 2.1 Use Strategies and Cues 2.1.1 Prior Knowledge make connections between texts, prior knowledge, and personal experiences

Complete “Aim for Four” handout


Power Snack (page 25)


Make “California Four Food Group Salad”


Extension Idea (page 26) Write a

creative story

General Outcome 2: Comprehend and respond personally and critically to literary and media texts 2.3 Understand forms and techniques 2.3.5 Create Original Texts create original texts to communicate and demonstrate understanding of forms and

techniques General Outcome 4: Enhance the clarity and artistry of communication 4.1 Generate and Focus 4.1.3 Organize Ideas order ideas to create a beginning, middle, and end in own oral, written, and visual

texts General Outcome 5: Celebrate and build community 5.1 Develop and Celebrate Community 5.1.1 Compare Responses tell, draw and write about self, family and community

8

Fun Corner (page 26)

S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide S.1.2.A.3 Demonstrate balancing in different ways at different levels and/or heights

Statue Game Create a 3D

model

General Outcome 3: Manage ideas and information 3.2 Select and Process 3.2.2 Identify Sources access information using a variety of sources

Energy Blast (page 27) Parachute

Play

S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide S.2.2.A.1a Participate in cooperative and/or low competitive-type physical activities that contribute to skill/fitness development and enjoyment

9

Lesson 4: Munch on Healthy Lunches Lesson Overview In this lesson students will learn about healthy lunches that include all four food groups. Aim for Four to play, grow, and feel great! By the end of this lesson, students will be able to:

Describe the importance of a healthy lunch to play, grow, and feel great! Critique and select simple healthy lunches Design a simple healthy lunch using Canada’s Food Guide (Aim for Four)

Curriculum Integration: The following chart provides an overview of Manitoba curriculum outcomes that are supported by the instructional activities in Lesson 4 of the Power to Play program.



K.5.2.C.1b Identify the function of a variety of food groups for growth and development S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide

General Outcome 3: Manage ideas and information 3.2 Select and Process 3.2.1 Identify Personal and Peer Knowledge participate in group talk to generate information on a topic and to identify sources of

additional information 3.2.3 Assess Sources match information to inquiry or research needs


Strand: Statistics and Probability General Outcome: Collect, display and describe data independently, based on first-hand information SP-11.1.2 Collects independently, first-hand information, choosing an appropriate recording method such as tally marks to record data SP-1V.1.2 Constructs and labels independently, concrete object graphs pictographs and bar graphs SP-1V.2.2 Draws and communicates appropriate conclusions

Review types of healthy lunches Assess

lunch choices


10

Wrap-Up ( page 37)



4.4 Present and Share 4.4.1 Share Ideas and Information share information and ideas on a topic with a familiar audience; clarify information by

responding to questions

Design a “Super Lunch Box”


Extension Idea (page 38) Identify

origin of new foods


topic or task 3.2 Select and Process 3.2.1 Identify Personal and Peer Knowledge participate in group talk to generate information on a topic and to identify sources of

additional information 3.3 Organize Record and Assess 3.3.1 Organize Information categorize related information and ideas using a variety of strategies

General Outcome 5: Celebrate and build community 5.1 Develop and Celebrate Community 5.1.3 Appreciate Diversity connect situations portrayed in oral, literary, and media texts, to personal experiences

11

Fun Corner (page 38)


General Outcome 3: Manage ideas and information 3.1 Plan and Focus 3.1.2 Ask Questions ask questions to understand a topic and identify information needs

3.2 Select and Process 3.2.2 Identify Sources access information using a variety of sources

3.2.3 Assess Sources match information to inquiry or research needs

Identify food cards Describe

the “Big Cheese” Create a

healthy beverage pictograph

Strand: Statistics and Probability General Outcome: Collect, display and describe data independently, based on first-hand information SP-11.1.2 Collects independently, first-hand information, choosing an appropriate recording method such as tally marks to record data SP-111.2.2 Constructs and labels independently, concrete object graphs pictographs and bar graphs SP-1V.1.2 Constructs and labels independently, concrete object graphs pictographs and bar graphs SP-1V.2.2 Draws and communicates appropriate conclusions

Energy Blast (page 39) Play

“Lunch Bag Tag”

S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide S.2.2.A.1a Participate in cooperative and or low competitive-type physical activities that contribute to skill/fitness development and enjoyment

12

Lesson 5: Snacks for an Active Body: Aim for Two Lesson Overview In this lesson students explore healthy snacks that include two food groups and learn the importance of moving their bodies. By the end of this lesson students will be able to: Describe the importance of healthy snacks for playing, growing, and feeling great Select a favorite physical activity that will help build a healthy body Plan simple healthy snacks using to food groups




K.5.2.C.1b Identify the function of a variety of food groups for growth and development S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide K.5.2.A.2 Identify the need for daily food and fluid to support physical activity

Identify connection between healthy foods, physical activity, and thinking Create a

class chart


experiences General Outcome 2: Comprehend and respond personally and critically to literary and media texts 2.1 Use Strategies and Cues 2.1.1 Prior Knowledge make connections between texts, prior knowledge, and personal experiences


topic or task General Outcome 5: Celebrate and Build Community 5.2 Encourage, Support and Work with Others 5.2.1 Cooperate with Others work in a variety of cooperative and collaborative partnerships and group structures


13


S.4.2.A.2 List possible options and consequences for specific behaviors and/or health habits for the promotion of physically active and healthy lifestyles K.5.2.C.1b Identify the function of a variety of food groups for growth and development S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide K.5.2.A.2 Identify the need for daily food and fluid to support physical activity K.5.2.B.1 Identify the health benefits of participating in regular physical activity

General Outcome 1: Explore thoughts, ideas, feelings, and experiences 1.1 Discover and Explore 1.1.1 Express Ideas make and talk about personal observations and predictions

1.2 Clarify and Extend 1.2.1 Develop Understanding connect new information, ideas and experiences with prior knowledge and



topic or task 3.2 Select and Process 3.2.1 Identify Personal and Peer Knowledge participate in group talk to generate information on a topic and to identify sources

of additional information General Outcome 4: Enhance the clarity and artistry of communication 4.1 Generate and Focus 4.1.1 Generate Ideas generate and contribute ideas on particular topics for oral, written, and visual texts

4.2 Enhance and Improve 4.2.5 Enhance Presentation combine illustrations and written texts to express ideas, feelings, and information

Strand: Statistics and Probability General Outcome: Collect, display and describe data, independently, based on first-hand information SP-111.1.2 Organizes data independently, using graphic organizers as diagrams, charts, and lists

Manage Information and Ideas 2-S-201 Organize and record information using visual organizers

Identify healthy snacks and activities that promote healthy bodies Create a

weekly healthy snack plan


14

Wrap-Up (page 45)

S.4.2.A.2 List possible options and consequences for specific behaviors and/or health habits for the promotion of physically active and healthy lifestyles K.5.2.C.1b Identify the function of a variety of food groups for growth and development S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide K.5.2.A.2 Identify the need for daily food and fluid to support physical activity

Create a “Superhero Book”


General Outcome 4: Enhance the clarity and artistry of communication 4.1 Generate and Focus 4.1.2 Choose Forms use a variety of forms for particular audiences and purposes

4.4 Present and Share 4.4.1 Share Ideas and Information share information and ideas on a topic with a familiar audience; clarify information

by responding to questions

Extension Idea (page 47)

S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide to Healthy Eating


experiences 3.2 Select and Process 3.2.3 Assess Sources match information to inquiry or research needs


General Outcome 4: Enhance the clarity and artistry of communication 4.4 Present and Share 4.4.3 Attentive Listening and Viewing demonstrate attentive audience behaviors

Strand: Patterns and Relations General Outcome: Identify, create, describe, and translate numerical and non-numerical patterns arising from daily experiences in the school and on the playground PR-1.1.2 Sorts objects and shapes using one or two attributes and identifies attributes and rules in pre-sorted sets

Classify snacks from the four food groups


Energy Blast (page 47) Participate

in a fitness circuit

K.5.2.B.1 Identify the health benefits of participating in regular physical activity S.2.2.A.1a Participate in cooperative and or low competitive-type physical activities that contribute to skill/fitness development and enjoyment S.2.2.A.1b Sustain participation in moderate to vigorous activity using basic movement skills

15

Lesson 6: Start Your Day the Power Way Lesson Overview In this lesson students will learn the importance of starting the day with a healthy breakfast that includes all four food groups. By the end of this lesson students will be able to:

Use Canada’s Food Guide to design a simple healthy breakfast Describe healthy breakfast food choices Describe the importance of eating a healthy breakfast to play, grow, and feel great


Activity Focus Curriculum

Area Outcomes


K.5.2.A.2 Identify the need for daily food and fluid to support physical activity S.5.2.A.3b Choose foods for healthy breakfasts/snacks based on Canada’s Food Guide


experiences

Identify healthy breakfast choices



K.5.2.C.1b Identify the function of a variety of food groups for growth and development S.5.2.A.3b Choose foods for healthy breakfasts/snacks based on Canada’s Food Guide K.5.2.A.2 Identify the need for daily food and fluid to support physical activity

Identify the need for a healthy breakfast Create

healthy breakfast picture cards


experiences General Outcome 2: Comprehend and respond personally and critically to literary and media texts 2.3 Understand Forms and Techniques 2.3.5 Create Original Texts create original texts to communicate and demonstrate understanding of forms and

techniques General Outcome 3: Manage ideas and information 3.1 Plan and Focus 3.1.1 Use Personal Knowledge record personal knowledge of a topic to identify information needs

3.1.4 Create and Follow a Plan recall and follow directions for accessing and gathering information

3.3 Organize Record and Assess

16

3.3.1 Organize Information categorize related information and ideas using a variety of strategies




Strand: Statistics and Probability General Outcome: Collect, display and describe data independently, based on first-hand information SP-111.2.2 Constructs and labels independently, concrete object graphs pictographs and bar graphs SP-1V.1.2 Constructs and labels independently, concrete object graphs pictographs and bar graphs SP-1V.2.2 Draws and communicates appropriate conclusions


Active Democratic Citizenship 2-S-100 Cooperate and collaborate with others 2-S-102 Interact fairly and respectfully with others Managing Information and Ideas 2-S-201 Organize and record information using visual organizers Communication 2-S-400 Listen actively to others 2-S-402 Express reasons for their ideas and opinions 2-S-403 Present information and ideas orally, visually, concretely, or electronically

Wrap-Up (page 53) Create a breakfast bar graph

S.4.2.A3 Demonstrate appropriate behaviors for getting along with others in partner activities S.5.2.A.3b Choose foods for healthy breakfasts/snacks based on Canada’s Food Guide S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide

General Outcome 1: Explore thoughts, ideas, feelings, and experiences 1.1 Discover and Explore 1.1.1 Express Ideas make and talk about personal observations and predictions

1.1.2 Consider Others’ Ideas ask for others’ ideas and observations to help discover and explore personal

understanding 1.2 Clarify and Extend 1.2.1 Develop Understanding connect new information, ideas and experiences with prior knowledge and

experiences 1.2.2 Explain Opinions explain new experiences and understanding

1.2.3 Combine Ideas arrange ideas and information to make sense

General Outcome 3: Manage ideas and information 3.1 Plan and Focus 3.1.1 Use Personal Knowledge record personal knowledge of a topic to identify information needs

17

3.1.3 Contribute to Group Inquiry contribute relevant information and questions to assist in group understanding of a

topic or task 3.1.4 Create and Follow a Plan recall and follow directions for accessing and gathering information

3.2 Select and Process 3.2.1 Identify Personal and Peer Knowledge participate in group talk to generate information on a topic and to identify sources of

additional information 3.2.3 Assess Sources match information to inquiry or research needs


3.3.3 Evaluate Information examine gathered information to decide what information to share or omit

General Outcome 4: Enhance the clarity and artistry of communication 4.1 Generate and Focus 4.1.1 Generate Ideas generate and contribute ideas on particular topics for oral, written, and visual texts

4.4 Present and Share 4.4.1 Share Ideas and Information share information and ideas on a topic with a familiar audience; clarify information by

responding to questions 4.2 Enhance and Improve (if using drawing in this activity) 4.2.5 Enhance Presentation combine illustrations and written texts to express ideas, feelings, and information

4.4 Present and Share 4.4.3 Attentive Listening and Viewing demonstrate attentive audience behaviors


5.2.2 Work in Groups contribute related information in whole-class and small-group activities

2-1-05 Identify the four food groups of Canada’s Food Guide to Healthy Eating and give examples of foods from each group

Active Democratic Citizenship 2-S-100 Cooperate and collaborate with others 2-S-102 Interact fairly and respectfully with others

2-S-104 Consider the rights and opinions of others during interactions Communication 2-S-400 Listen actively to others 2-S-401 Use language that is respectful of others 2-S-403 Present information and ideas orally, visually, concretely, or electronically

Strand: Statistics and Probability General Outcome: Collect, display and describe data independently, based on first-hand information SP-1.1.2 Formulates independently the questions and categories for data collection SP-111.1.2 Organizes data independently, using graphic organizers as diagrams, charts, and lists SP-111.2.2 Constructs and labels independently, concrete-object graphs, pictographs, and bar graphs SP-1V.2.2 Draws and communicates appropriate conclusions

18

Home Connection (page 54)

S.5.2.A.3b Choose foods for healthy breakfasts/snacks based on Canada’s Food Guide Create a healthy “breakfast in bed” menu

General Outcome 3: Manage ideas and information 3.2 Select and Process 3.2.2 Identify Sources access information using a variety of sources

3.2.5 Make Sense of Information make connections between prior knowledge ideas information and oral visual and

written text features General Outcome 4: Enhance the clarity and artistry of communication 4.4 Present and Share 4.4.1 Share Ideas and Information share information and ideas on a topic with a familiar audience; clarify information by responding to questions

Fun Corner (page 54) Make a superhero cape Create an A-Z activity chart

S.5.2.A.3b Choose foods for healthy breakfasts/snacks based on Canada’s Food Guide S.5.2.A.2 Record, with assistance, daily physical activities that are enjoyable for families to do S.2.2.A.1a Participate in cooperative and or low competitive-type physical activities that contribute to skill/fitness development and enjoyment

Energy Blast (page 55) Movement skills activities using paper balls

S.1.2.A.2 Demonstrate that basic manipulation skills in a variety of activities to challenge different levels of ability S.2.2.A.1a Participate in cooperative and or low competitive-type physical activities that contribute to skill/fitness development and enjoyment

19

Lesson 7: Design a Meal Lesson Overview In this final lesson students will review the importance of healthy meals to fuel playing, growing, and feeling great! They will also design a simple menu. By the end of this lesson students will be able to:

Use Canada’s Food Guide to design a simple healthy meal Recognize the four food groups that go into making healthy meals Select some physical activities that they would do to supplement the healthy meal to build

a healthy body Curriculum Integration The following chart provides an overview of Manitoba curriculum outcomes that are supported by the instructional activities in Lesson 7 of the Power to Play program.




Identify healthy pizza meal options


experiences


S.4.2.A.3 Demonstrate appropriate behaviors for getting along with others in partner activities S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide

Identify “four food group meals” on a menu Create a

four food group verse



2.3 Understand Forms and Techniques 2.3.5 Create Original Texts create original texts to communicate and demonstrate understanding of forms and

techniques General Outcome 3: Manage ideas and information 3.2 Select and Process 3.2.1 Identify Personal and Peer Knowledge participate in group talk to generate information on a topic and to identify sources

of additional information 3.3 Organize Record and Assess 3.3.1 Organize Information categorize related information and ideas using a variety of strategies

20

General Outcome 4: Enhance the clarity and artistry of communication

4.1 Generate and Focus 4.1.1 Generate ideas generate and contribute ideas on particular topics for oral, written, and visual texts

4.1.2 Choose Forms use a variety of forms for particular audiences and purposes

General Outcome 4: Enhance the clarity and artistry of communication 4.4 Present and Share 4.4.1 Share Ideas and Information share information and ideas on a topic with a familiar audience; clarify information

by responding to questions 4.4.3 Attentive Listening and Viewing demonstrate attentive audience behaviors


Active Democratic Citizenship 2-S-100 Cooperate and collaborate with others 2-S-102 Interact fairly and respectfully with others 2-S-104 Consider the rights and opinions of others during interaction Communication 2-S-400 Listen actively to others 2-S-403 Present information and ideas orally, visually, concretely, or electronically

Wrap-Up (page 59)

S.4.2.A.2 List possible options and consequences for specific behaviors and/or health habits for the promotion of physically active and healthy lifestyles S.5.2.A.3a Sort/classify a variety of foods into the food groups according to Canada’s Food Guide

General Outcome 3: Manage ideas and information 3.1 Plan and Focus 3.1.1 Use Personal Knowledge record personal knowledge of a topic to identify information needs

3.1.4 Create and Follow a Plan recall and follow directions for accessing and gathering information

3.2 Select and Process 3.2.3 Assess Sources match information to inquiry or research needs

Create a healthy “special of the day” menu

General Outcome 4: Enhance the clarity and artistry of communication 4.1 Generate and Focus 4.1.2 Choose forms use a variety of forms for particular audiences and purposes

4.2 Enhance and Improve 4.2.2 Revise Content revise illustrations and representations by adding or deleting words and details to

make sense 4.2.5 Enhance Presentation combine illustrations and written texts to express ideas, feelings, and information

21

Home Connection (page 60)


Examine take-out menus


experiences General Outcome 4: Enhance the clarity and artistry of communication 4.4 Present and Share 4.4.1 Share Ideas and Information share information and ideas on a topic with a familiar audience; clarify information

by responding to questions

Energy Blast (page 61) Skipping

circuit

S.2.2.A.1a Participate in cooperative and or low competitive-type physical activities that contribute to skill/fitness development and enjoyment

reflections on the infallibility of the church

Documents