Elaborated Scales for Grades K to 3

This elaborated scale can be used to evaluate student development in this aspect anytime during the year.  Note that evaluation of student progress may require observation of actual student behaviour as written activities or other products may not always offer appropriate evidence. The rating scale may require adaptation when used for different grades, purposes and tasks.

Healthy Eating

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The student is able to consistently make healthy food choices according to Canada’s Food Guide. They understand the benefits of making healthy lifestyle choices and they are able to set achievable goals. There is observable effort to achieve set goals.

The student will:

  • consistently name and match most  foods to appropriate food groups from Canada’s Food Guide
  • recognize serving size consistently
  • choose foods from each food group to develop a balanced food plan for a day
  • say why food, water and sleep are important and how they contribute to a healthy lifestyle
  • describe the relationship between healthy food choices and how these positively affect personal well being including self image

The student is often able to recognize food groups and make healthy, balanced food choices. They can describe attributes of a healthy lifestyle and are able to set goals.

The student will:

  • name and match most foods to appropriate food groups from Canada’s Food Guide
  • recognize a serving size
  • recognize a balanced diet for a day
  • say why food, water, and sleep are important
  • select healthy food choices that affect personal well being positively
  • be able to set a reasonable healthy eating goal and create a plan to follow a balanced diet

The student can sometimes recognize appropriate food choices for a balance diet. They are beginning to understand what makes up a healthy lifestyle. The student sometimes needs support to recognize and achieve a reasonable goal..

The student will:

  • name and match some food to some food groups from Canada’s Food Guide
  • recognize a serving size inconsistently
  • choose foods from each food group but not accurate quantities for a day
  • say that food, water and sleep are important, and why
  • select some healthy food choices that affect personal well being positively
  • set a reasonable healthy eating goal with adult or peer support and work towards achieving it

The student has a limited understanding of the food groups and healthy daily food choices. They need considerable support to describe what makes up a healthy lifestyle and to create a goal.

The student will:

  • identify the main food groups
  • from Canada’s Food Guide
  • recognize a serving size
  • recognize a balanced diet for a day
  • say that food, water and sleep are important
  • select healthy food choices that affect personal well being positively
  • set a reasonable healthy eating goal and work towards achieving it

 


Active Living 

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The student willingly and enthusiastically participates in physical activity; moderates level of physical activity through awareness of body changes; demonstrates healthy choices

The student will:

  • confidently describe many personal benefits of regular participation in physical activity and encourage others to be active
  • willingly participate and show interest in regular physical activity
  • be aware of many activities for physical activity at school and suggest ways to use them
  • determine a reasonable fitness goal, make a plan and work towards the goal
  • recognize body changes that occur during exercise (increased heart rate, increased breathing rate, feeling warm) and increase or decrease activity level accordingly

The student actively participates in physical activity and is able to describe the benefits of an active lifestyle. They are aware of body changes during activity and the need to maintain physical fitness through personal goal setting.

The student will:

  • describe 4 to 5 personal benefits of regular participation in physical activity
  • fully participate in physical activity
  • be aware of many opportunities for physical activity at school
  • determine a reasonable fitness goal and tell others about it
  • recognize body changes that occur while exercising (increased heart rate, increased breathing rate, feeling warm)

The student is able to describe some benefits of physical activity but is sometimes reluctant to participate fully; may need prompting to set a reasonable goal and make a plan to achieve the goal. 

The student will:

  • describe 2 to 3 personal benefits of regular participation in physical activity
  • inconsistently participate in physical activity
  • be aware of some opportunities for physical activity at school
  • need teacher support to determine  a reasonable fitness goal and tell others about it
  • identify some body changes that occur while exercising

The student is reluctant to participate without adult support.  Understanding of the benefits of physical activity is developing. Considerable support is needed to understand why a goal is necessary and creating a plan to achieve set goal.

The student will:

  • describe a benefit of regular participation in physical activity
  • participate reluctantly in physical activity or participate at a minimal level and likely need teacher support
  • demonstrate little awareness of opportunities for physical activity at school
  • determine a reasonable fitness goal and likely need teacher support to work towards it
  • have limited understanding of body changes that occur while  exercising

 


Healthy Relationships

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The student willingly and enthusiastically participates in physical activity; moderates level of physical activity through awareness of body changes; demonstrates healthy choices

The student will:

  • confidently describe many personal benefits of regular participation in physical activity and encourage others to be active
  • willingly participate and show interest in regular physical activity
  • be aware of many activities for physical activity at school and suggest ways to use them
  • determine a reasonable fitness goal, make a plan and work towards the goal
  • recognize body changes that occur during exercise (increased heart rate, increased breathing rate, feeling warm) and increase or decrease activity level accordingly

The student actively participates in physical activity and is able to describe the benefits of an active lifestyle. They are aware of body changes during activity and the need to maintain physical fitness through personal goal setting.

The student will:

  • describe 4 to 5 personal benefits of regular participation in physical activity
  • fully participate in physical activity
  • be aware of many opportunities for physical activity at school
  • determine a reasonable fitness goal and tell others about it
  • recognize body changes that occur while exercising (increased heart rate, increased breathing rate, feeling warm)

The student is able to describe some benefits of physical activity but is sometimes reluctant to participate fully; may need prompting to set a reasonable goal and make a plan to achieve the goal. 

The student will:

  • describe 2 to 3 personal benefits of regular participation in physical activity
  • inconsistently participate in physical activity
  • be aware of some opportunities for physical activity at school
  • need teacher support to determine  a reasonable fitness goal and tell others about it
  • identify some body changes that occur while exercising

The student is reluctant to participate without adult support.  Understanding of the benefits of physical activity is developing. Considerable support is needed to understand why a goal is necessary and creating a plan to achieve set goal.

The student will:

  • describe a benefit of regular participation in physical activity
  • participate reluctantly in physical activity or participate at a minimal level and likely need teacher support
  • demonstrate little awareness of opportunities for physical activity at school
  • determine a reasonable fitness goal and likely need teacher support to work towards it
  • have limited understanding of body changes that occur while  exercising

 


Healthy Practices

Snapshots

The student often needs support and redirection to follow the rules and safety expectations of the school and community. The student needs reminding to carry out practices that keep them safe and healthy

The rating scale may require adaptation when used for different purposes and tasks.

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Snapshots

Independently the student is able to follow the rules and safety expectations as well as show leadership. The student actively demonstrates participation in healthy practices and is able to justify why they are important.

The student will:

  • help others follow the rules and expectations of the classroom and school environment
  • conduct self and encourage others to act in a safe manner
  • participate in and contribute to classroom and group activities, often taking on extra responsibilities
  • display an emerging sense of responsibility for others’ well being and describe ways to improve the classroom environment
  • identify road safety practices and understand the reasons for them
  • participate in hand washing and personal hygiene practices
  • encourage others to practice personal hygiene
  • describe  a variety of harmful situations and how they could occur e.g. who, what, where
  • describe a variety of ways to avoid or refuse harmful situations
  • describe aspects of healthy living in addition to activity, eating, sleeping and hygiene, e.g. family activities, and tell how these practices benefit self

Independently the student is able to follow the rules and safety expectations of the school and community. The student is aware of healthy practices that will keep them safe and fit.

The student will:

  • follow the rules and expectations of classroom and school environments
  • conduct self  in a safe manner
  • participate in and contribute to classroom and group activities regarding safety
  • identify road safety practices and understand why the reasons for them
  • use road safety habits consistently
  • participate in hand washing and personal hygiene practises
  • describe a variety of harmful situations
  • describe some ways to avoid or refuse harmful situations
  • describe aspects of a healthy lifestyle in addition to activity, eating, sleeping and hygiene, e.g. family activities

The student inconsistently follows the rules and safety expectations of the school and community. The student has some understanding of healthy practices but sometimes may need support to make the right choice. 

The student will:

  • understand the rules and expectations of classroom and school environment
  • usually be respectful of others and the classroom environment regarding safety
  • sometimes participate in classroom and group activities
  • identify some road safety practices, e.g. wearing a helmet, road crossing
  • need some reminders to practise road safety habits
  • need some reminders to wash hands
  • use personal hygiene habits with occasional reminders
  • identify some harmful situations
  • need some assistance to describe ways to avoid or refuse harmful situations
  • describe some aspects of a healthy  lifestyle

The student often needs support and redirection to follow the rules and safety expectations of the school and community. The student needs reminding to carry out practices that keep them safe and healthy.

The student will:

  • behave safely and respectfully towards others, with assistance
  • with prompting, contribute to classroom and group discussions regarding safety
  • with prompting, identify some road safety practices, e.g. wearing a helmet, road crossing
  • need constant reminders to use road safety habits
  • need assistance with hand washing
  • need adult reminders to follow personal hygiene habits      
  • recognize harmful or unknown situations and associated risks, with support
  • identify some healthy habits, with support