Get up and get moving! Exercise is not just great for your body, it helps your brain too. While it may look different around the world, one thing is for certain, keeping your body moving throughout the day leads to a healthier life. This series will take you on a journey through history and around the world as you learn how fitness has evolved, why it's so good for you, and ways you can stay active throughout your life. 

Infrastructure industrialization

Industry, innovation and infrastructure

health

Good health and well-being

explain ways in which various individuals, groups, organizations, and/or events have contributed to the arts and popular culture in Canada since 1982 (e.g., Susan Aglukark, Denys Arcand, Margaret Atwood, Donovan Bailey, Adam Beach, Edward Burtynsky, Austin Clarke, Leonard Cohen, Sidney Crosby, Celine Dion, Paul Demers, Drake, Atom Egoyan, Michael J. Fox, Tomson Highway, Lawrence Hill, Clara Hughes, Jarome Iginla, Wab Kinew, Zacharias Kunuk, Deepa Mehta, Michael Ondaatje, Amanda Rheaume, Robbie Robertson, Crystal Shawanda, Jordin Tootoo, Shania Twain, Neil Young; A Tribe Called Red, Afro Connexion, Arcade Fire, Cirque de Soleil, Digging Roots, the Tragically Hip; the Calgary or Vancouver Olympics, Caribana [Caribbean Carnival]), and assess the significance of these contributions for the development of identities, citizenship, and/or heritage in Canada

E3.2 Identity, Citizenship, and Heritage

describe significant physical features and natural processes and events in a few early societies, including at least one First Nation and one Inuit society (e.g., physical features: rivers, flood plains, mountains, volcanoes, barren lands, tundra, ocean shore, fertile soil; natural processes: seasonal changes in climate, animal migration, erosion; natural events: earthquakes, floods, volcanic eruptions) and how they affected these societies, with a focus on the societies’ sustainability and food production (e.g., how flooding of rivers in ancient Egypt, India, and China enriched agricultural land, making it possible to sustain large populations; how the thin topsoil of Central America, Mesopotamia, and Easter Island limited population growth; how volcanoes threatened the survival of communities in ancient Greece and parts of the Roman Empire; how fluctuations in temperature led early Inuit societies to develop techniques like igunaq [meat fermentation] to prevent food spoilage, Cree societies to develop sphagnum moss bags to prolong meat freshness, or Anishinaabe societies to develop techniques to smoke fish)

Grade 4 Understanding Context:
Characteristics of Early Societies A3.4

The History of Exercise

demonstrate an understanding of the importance of a positive body image and a healthy lifestyle to their learning in dance (e.g., identify a skill or a quality they possess that contributes to their learning and achievement in dance and create a collage to celebrate that aspect)

Grade 9  Physiology and Terminology C1.1

describe changes to sensory faculties and motor skills in later life (e.g., presbyopia, presbycusis, decline in taste buds, reduced muscle strength and bone density, slower reflexes), and explain strategies that can be used to slow, prevent, or otherwise address their decline (e.g., doing regular cardiovascular and weightbearing exercise, practising good nutrition, wearing ear protection when working around loud noises, having cataract surgery, wearing a hearing aid)

Grade 12 Sensory and Motor Development C2.2

explain how and why outdoor play contributes to children’s physical and emotional health (e.g., by providing opportunities for vigorous exercise and connection with the natural environment, by laying the foundation for a healthy lifestyle in the future)

Grade 11 Positive Environments for
Development B3.4

explain how and why physical activity, including physical activity out of doors, promotes the physical and emotional health of school-age children and adolescents (e.g., by providing opportunities for vigorous exercise and connection with the natural environment, by laying the foundation for a healthy lifestyle)

Grade 12 Positive Environments for
Development B3.3

explain how personal well-being and professional success are enhanced by a healthy lifestyle (e.g., adequate sleep, proper nutrition, regular exercise, a holistic approach to well-being as found in Aboriginal cultures);

Grade 10 Lifestyle, Attitudes, and Behaviours A3.1

demonstrate an understanding of the nutritional needs of children and adolescents and describe the health effects of poor nutrition (e.g., obesity, diabetes, retarded growth, reduced physical and mental efficiency);

Grade 10 Personal Health A2.2

identify current child and adolescent health issues from recent media coverage (e.g., lack of exercise, poor diet, and child obesity; adult alcoholism and fetal alcohol syndrome; poverty and malnourishment);

Grade 10 Health Care and Society C2.1

Healthy Body, Healthy Life

identify and describe ways in which pop culture and the media influence our awareness, understanding, and appreciation of dance (e.g., by making us aware of different kinds of dance and diverse uses of dance in society; by providing male role models in dance and helping us view dance as a way to have a healthy, active lifestyle)

Grade 6. A3.2

explain how the daily practices of adherents reflect the teachings of their particular religion or belief tradition (e.g., acts of discernment and/or daily prayer, acts of service, meditation, reflection)