Physical Education/Health Education
Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles
Movement
Fitness Management
Safety
Personal and Social Management
Healthy Lifestyle Practices
Grade 1
K.1.1.A.1
Recognize the basic movement skills (i.e., transport, manipulation,
balance) used in different physical activities
K.1.1.B.1
K.1.K.B.1 Discuss movement skill development as requiring
good practice and patience in learning (e.g., to make and correct
mistakes is part of the learning process; try, try again...)
K.1.1.B.2
Show an understanding that balance is affected by the amount of force (i.e.,
speed, weight) and body position (i.e., bent knees, feet apart in
direction of movement, arms spread) in stopping and landing activities (e.g.,
stops and starts, jumping from low heights, movement exploration...)
K.1.1.B.3a
Recognize the terms associated with moving in various directions (i.e.,
forward, backward, up, down, sideways) and at different levels (i.e.,
high, middle, low)
K.1.1.B.3b
Recognize terms describing different body shapes (i.e., curled,
stretched, narrow, wide, twisted)
K.1.1.B.3c
Recognize time (e.g., fast or slow...), force
(e.g., strong or light...), and flow (e.g.,
free and bound...) as qualities of effort in movement
K.1.1.B.3d
Recognize terms for moving in relation to others (i.e., lead, follow,
chase, move with, flee, dodge)
K.1.1.C.1
Demonstrate knowledge of fundamental rules (e.g., boundaries, safety...) used
in simple games and activities (e.g., partner tag games...) designed by
self or others
K.1.1.C.2
K.1.3.C.2 Recognize movement vocabulary (e.g., hop, skip,
spin, deke, dodge, counter-clockwise...) when following directions
related to simple games and activities (e.g., obstacle courses...)
K.1.1.C.3
Identify the factors (i.e., target distance, size
of target, weight or shape of projectile) affecting the level
of difficulty of target games/activities
K.1.1.C.4
Discuss the meaning of sharing, honesty, respect, and other social behaviours
related to physical activity participation (e.g., honesty means acknowledging
that you have been tagged in a tag game...)
S.1.1.A.1
Demonstrate the basic transport skills (i.e., running,
hopping, galloping, jumping) in a variety of movement experiences
(e.g., run/hop around a hoop, jump consecutively in a forward
direction...)
S.1.1.A.2
Demonstrate the basic manipulation skills (i.e.,
rolling, underhand throwing, catching, striking, bouncing,
kicking) in a variety of simple movement experiences
(e.g., roll a ball to a partner; toss a ball and catch it before it
bounces twice; kick a stationary ball...)
S.1.1.A.3
Explore static and/or dynamic balance, using
different movement concepts (e.g., using different shapes,
levels, body parts...)
S.1.1.B.1
S.1.K.B.1 Explore basic movement skills (i.e., transport,
manipulation, balance) and concepts (i.e., body awareness,
space awareness) in simple individual/dual activities (e.g.,
use transport skills while moving in relation with another student
as in "follow the leader"...)
S.1.1.B.2
S.1.K.B.2 Explore basic movement skills (i.e., transport,
manipulation, balance) and concepts (i.e., body awareness,
space awareness) in simple group activities (e.g., chasing/fleeing-type
games...)
S.1.1.B.3
S.1.2.B.3 Set up and manage own games (e.g., skipping
games, target games, hopscotch...)
S.1.1.C.1
Demonstrate functional use of basic movement skills (e.g., hopping,
jumping, kicking...) and equipment in outdoor activities and/or special events
(e.g., hopscotch, rope skipping, snow soccer, tabloids, cultural theme days, Aboriginal
games...)
S.1.1.D.1
Demonstrate transport skills (e.g., running, hopping, sliding/galloping,
jumping...), applying movement concepts (i.e., body and
space awareness) while responding to a variety of stimuli (e.g., beat of
a drum, music, action words, poem...)
S.1.1 D.2
S.1.K.D.2 Explore the gymnastic movement patterns (e.g.,
landings, statics, springs, rotations, locomotion, swings...) in
activities using large and/or small apparatus (e.g., educational
gymnastics, rhythmic sportive gymnastics...)
K.2.1.A.1
K.2.3.A.1 Discuss exercises and physical activities associated
with health-related fitness components (e.g., running develops endurance
of the heart, jumping activities develop muscular strength and endurance
of the leg muscles...)
K.2.1.B.1
Recognize that vigorous physical activity is important for health and fitness
development (i.e., vigorous aerobic activity makes the heart, muscles, bones
stronger)
K.2.1.C.1a
Show an understanding of the location of main internal body parts affected by
exercise (i.e., heart, lungs, bones, muscles)
K.2.1.C.1b
Recognize the physical changes in the body during physical activity (i.e.,
heart beats faster, body gets warmer, breathing accelerates, perspiration increases)
K.2.1.C.2
K.2.5.C.2 Show an understanding of the factors (e.g.,
planning, regular participation, effort, adequate information, motivation,
commitment, regular monitoring...) affecting personal fitness development
K.2.1.C.3
K.2.2.C.3 Recognize that proper warm-up activities (i.e.,
light aerobic activity, stretching exercises) prepare muscles for
vigorous activities (e.g., warm-up activities increase blood circulation
and elasticity of muscles and ligaments...)
K.2.1.C.4
K.2.3.C.4 Identify personal factors (e.g., interests,
personal success, previous experiences, type of activities, developmental
rates...) that influence physical activity participation and build
self-confidence
S.2.1.A.1a
Participate in a wide variety of physical activities using
basic movement skills (i.e., transport, manipulation, balance)
that contribute to skill/fitness development and enjoyment
S.2.1.A.1b
Sustain participation in moderate to vigorous activity to experience physical
changes in the body
S.2.1.A.2
S.2.2.A.2 Determine own degree of exertion through simple
methods (e.g., put hand on chest to feel increase in heart rate,
"talk test"...) while participating in physical activities
K.3.1.A.1
K.3.K.A.1 Recognize safe and controlled movement while participating
in physical activity (e.g., stop and start on signal, move without
interfering with others, enter and exit in a safe manner, land softly...)
K.3.1.A.2
Identify how weather conditions may affect safe exercising (e.g.,
ice/rain makes a running surface slippery, hot weather requires fluid replacement, danger
of frostbite...)
K.3.1.A.3
Recognize the importance of proper, secure
footwear (e.g., for keeping feet and ankles safe, warm, dry,
and comfortable...) in physical activity on different surfaces
(e.g., gymnasium floor, icy or wet surfaces, balance beams, climbing
frames, mats...)
K.3.1.A.4
Show an understanding of the general rules for safe use of equipment
(e.g., distributing, setting up, reporting unsafe conditions and situations, putting
away...) and facilities (e.g., boundaries, special rules pertaining to a
facility...) for selected activities (e.g., ball activities, circuits...)
K.3.1.A.5a
Identify common playground and physical activity hazards at school (e.g.,
on playing surfaces, slides, swings, ditches, parking lots...)
K.3.1.B.1
Identify potential safety risks in community related to toys, clothing, road and
vehicles, bus ridership, unsupervised situations, fire/burns (e.g., lack of smoke
detectors, matches, lighters, candles, cigarettes...), and
holidays (e.g., Hallowe'en, Christmas, Hanukkah...), and ways to avoid
injury
K.3.1.B.2
Identify unsafe situations related to the environment (i.e., forest
fires, floods, tornadoes, lightning) and safety rules for own protection
K.3.1.B.3
K.3.K.B.3 Identify practices (i.e., follow rules and
instructions, play in supervised areas, dress appropriately) to
prevent injuries related to indoor and outdoor play (e.g., sunburn,
frostbite, burns, bruises, bumps, cuts...)
K.3.1.B.4
Recognize community helpers (e.g., safe adult, police officer, bus
driver, teacher, block parent, babysitter...) and how to seek help (e.g.,
know emergency telephone numbers, ask a safe adult or teenager for help, use a telephone,
dial emergency telephone number, report what happened...)
K.3.1.B.5a
Identify types of physical and verbal violence (e.g., hitting, bullying,
biting, kicking, name calling...)
K.3.1.B.5b
Discuss ways to be safe away from home (e.g., stay away from unsafe
situations, move quickly away from dangerous situations, ask for help, know your parents'
telephone numbers...)
K.3.1.B.6a
Identify unsafe situations (e.g., involves sexual exploitation, unsafe
persons, unsafe Internet sites...) and safety rules for child protection
(e.g., follow parents' advice, never agree to go anywhere with a stranger, avoid walking
alone, recognize and avoid enticements...)
S.3.1.A.1
S.3.K.A.1 Follow simple rules and routines for safe, active
participation and use of equipment (e.g., follow instructions,
stop on signal, cooperate with others, care for and share equipment,
tag lightly...) in selected activities
K.4.1.A.1
Recognize positive attributes of self, family, and classmates (e.g.,
physical characteristics, abilities, qualities, culture, accomplishments, highlights...)
K.4.1.A.2a
Recognize that it takes time, effort, and cooperation to achieve simple individual
tasks/goals (e.g., tying own shoelaces...) and group tasks/goals
(e.g., deciding what to play in a group setting...)
K.4.1.A.2b
Discuss behaviours that demonstrate personal responsibility and irresponsibility
in a classroom (e.g., paying attention versus disrupting, sharing versus
monopolizing equipment, staying on task...)
K.4.1.A.3
Identify initial steps (e.g., extending knowledge, stop and think, ask
opinions of others, check rules, check options...) for making simple personal
and/or guided decisions regarding home and classroom situations (e.g., follow
class rules, use substances safely, wear protective equipment during play...)
K.4.1.B.1a
K.4.K.B.1a Identify examples of responsible social behaviours
(e.g., contributing by listening, following rules, taking turns, sharing
equipment, speaking kindly, being courteous...) for getting along
with others in school and schoolyard
K.4.1.B.1b
Discuss how feelings and experiences associated with participation
in physical activities/sports, and/or social events can be the same
or different from person to person (e.g., may feel excited,
happy, angry, fearful, uncomfortable, frustrated...)
K.4.1.B.2a
Identify different ways (e.g., not interrupting, waiting for appropriate
time, not hurting feelings of others, asking for a time out, avoiding tantrums...) of
expressing feelings and emotions that contribute to getting along with others
K.4.1.B.2b
Identify ways (e.g., show consideration, take turns, share equipment,
help others, be inclusive, show respect...) to get along with others for
developing healthy relationships
K.4.1.B.3a
Identify what can happen when someone becomes angry (e.g., red face,
tense muscles, loud voice, physical aggression...) and healthy ways to deal with
anger (e.g., take time to think about it, talk to the person who made you angry,
ask an adult for help, go for a supervised walk/run...)
K.4.1.B.3b
Identify several causes of conflicts that may occur in class
or play situations (e.g., disagreeing over whom to play with,
what to do, what to play with; not taking turns; not sharing; not
being fair; wanting to be first...)
K.4.1.B.3c
Identify ways (e.g., be calm, seek adult help, take turns, follow rules,
apologize...) to avoid or reduce potential conflict situations (i.e., in
class, at play)
K.4.1.B.4
Identify ways to exercise caution, avoidance, and/or refusal (e.g., look
for danger symbol on labels, ask safe adult for help, say "no" and walk away...)
in potentially dangerous situations
S.4.1.A.1
Set simple short-term goals and participate in strategies for goal attainment
(e.g., running without stopping for one minute, listening attentively to the teacher
reading a book, completing a task...)
S.4.1.A.2
Demonstrate ways (e.g., ask a knowledgeable person,
participate in discussion groups or brainstorming activities...)
to expand knowledge (e.g., stop and think before reacting...)
and explore different options for making informed and health-enhancing
decisions
S.4.1.A.3
Demonstrate behaviours that show social responsibility (e.g., look after
belongings, follow directions, encourage others, express feelings in an appropriate
manner, work/play cooperatively with others...) in daily routines
S.4.1.A.4
Demonstrate ways (e.g., using "I" messages,
compromising, admitting responsibility, saying "I'm sorry"...)
to resolve conflict in a peaceful manner with limited teacher input
K.5.1.A.1
K.5.K.A.1 Identify daily habits for leading a physically active
and healthy life (i.e., daily physical activity, healthy eating,
adequate sleep and rest, effective dental and hygiene practices)
K.5.1.A.2
K.5.2.A.2 Identify common communicable diseases/illness/conditions (e.g., colds, flu, pink-eye, head lice...) in the classroom and
home, and ways to prevent the spread of disease/illness/conditions (e.g., cover mouth when sneezing or coughing, wash hands regularly,
share food appropriately, use own hair utensils and headwear...)
K.5.1.A.3
Identify daily dental hygiene practices (e.g., regular brushing and
flossing, healthy food choices...) for care of primary and permanent teeth
K.5.1.B.1
K.5.2.B.1 Identify the health benefits (i.e., better health, posture, balance,
self-esteem, healthy weight, stronger muscles and bones) of participating
in regular physical activity (e.g., accumulating more than 60
minutes and up to several hours a day of physical activity...)
K.5.1.B.2
K.5.K.B.2 Identify physical activities that are enjoyable
and fun through a variety of strategies (e.g., pictorial representations,
mime, admit/exit slips...)
K.5.1.B.3
K.5.K.B.3 Discuss how automation has an impact on daily physical
activity (e.g., increased need for planned, daily physical activity
due to overuse of video games, television, computers...)
K.5.1.C.1a
K.5.K.C.1a Recognize the food guide rainbow and a variety
of foods in Canada's Food Guide to Healthy Eating (CFGHE)
K.5.1.C.1b
K.5.K.C.1b Recognize that you need food to grow and feel
good
K.5.1.C.2
K.5.2.C.2 Identify the need for daily food and fluid to support
physical activity
K.5.1.D.1
Identify safe and unsafe substances found in the home, school, and community that
can help (i.e., healthy foods and drink, medicinal products as prescribed by a
doctor) or harm the body (i.e., food or medicinal products with a broken
seal, foul-smelling substances, items with the poison symbol)
K.5.1.D.2
K.5.3.D.2 Identify helpful and/or harmful substances (i.e., vitamins, medicines, tobacco, alcohol) and their effects
on a healthy body (e.g., vitamins help build body tissues; medicines
fight germs and/or reduce pain; nicotine in tobacco affects circulatory
system and nervous system; first-and second-hand tobacco smoke affects
lungs and may cause cancer; consuming or inhaling vapours from dangerous
products harms the body or causes death...)
S.5.1.A.2
S.5.2.A.2 Record, with assistance, daily physical activities
that are enjoyable for families to do
S.5.1.A.4
Demonstrate ways of exercising caution, avoidance, and/or refusal in case
scenarios involving unknown substances (i.e., avoiding substances with a danger
symbol, foods that cause allergies and opened Hallowe'en candy; taking proper dosage of
prescribed medication)
