Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles

Movement
Fitness Management
Safety
Personal and Social Management
Healthy Lifestyle Practices

Grade 2

 

Movement (Grade 2)

K.1.2.A.1
Observe and name the basic movement patterns performed by other students (i.e., running, galloping, hopping, jumping, skipping, rolling, throwing, catching, kicking, striking, bouncing, balancing)

K.1.2.B.1
Show an understanding that personal attitudes (e.g., willingness to try, level of involvement, desire to learn...) affect skill development and success

K.1.2.B.2
Recognize different ways to maintain static and dynamic balance (i.e., increase base of support by widening stance, lower centre of gravity by bending knees, keeping head level) in physical activities (e.g., walking on a low beam, changing directions while travelling...)

K.1.2.B.3a
Recognize the terms associated with pathways (i.e., straight, curved, zigzag), directions (i.e., up, down, right, left, forward, backward, sideways, clockwise, counter-clockwise), and planes (i.e., frontal, horizontal, sagittal)

K.1.2.B.3b
Recognize and use body shapes in expressive movement (e.g., show three different body shapes in a movement sequence...)

K.1.2.B.3c
Recognize the different qualities of effort (i.e., time, force, flow) in own movement (e.g., respond to different beats and rhythms of a drum, move to music, walk and move like various animals...)

K.1.2.B.3d
Recognize the different ways to move in relation to a partner (e.g., lead, follow, mirror, match, dodge...) and objects or equipment (e.g., obstacle course, climbing frame...)

K.1.2.C.1
Demonstrate knowledge of fundamental rules related to different aspects (e.g., purpose, number of players, role of each player, equipment, scoring...) of simple games and activities (e.g., grid activities...) designed by self and/or others

K.1.2.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.1.2.C.3
Recognize and discuss simple strategies (e.g., dodging, varying speed, changing directions, funnelling in tag games...) used in chasing/fleeing games/ activities

K.1.2.C.4
Identify activity situations that require sharing, respect, honesty, and other positive social behaviours (e.g., explain how the "tagger's rule" helps improve the game of tag...)

S.1.2.A.1
Demonstrate competency in basic transport skills (i.e., running, hopping, galloping, jumping, skipping), moving in different directions (e.g., hop consecutively in a forward direction on the right and on the left foot; jump and land using a two-foot take-off and a two-foot landing...)

S.1.2.A.2
Demonstrate the basic manipulation skills (i.e., rolling, underhand throwing, overhand throwing, catching, striking, bouncing, kicking) in a variety of activities to challenge different levels of ability (e.g., catch a ball from different distances; strike a ball using a short-handled implement; kick a slow-rolling ball along the ground...)

S.1.2.A.3
Demonstrate balancing in different ways (i.e., showing symmetrical and asymmetrical shapes, balancing on different parts/number of parts of the body) at different levels and/or heights

S.1.2.B.1
Use basic movement skills (e.g., hopping, rolling, underhand throwing...) and concepts (i.e., body and space awareness, relationships) in creating cooperative and/or low-competitive games with partners or in small groups (e.g., hopscotch, playing catch with a partner, simple target games...)

S.1.2.B.2
Use basic movement skills (e.g., running, catching...) and concepts in cooperative and/or low-competitive group games (e.g., dodging activities, tag games...)

S.1.2.B.3
Set up and manage own games (e.g., skipping games, target games, hopscotch...)

S.1.2.C.1
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.1.2.D.1
Demonstrate basic rhythmic steps and patterns (e.g., walk/ clap, skip, slide, stamp...), applying movement concepts (e.g., body awareness, qualities of effort...) alone and with others in simple and/or creative rhythmic activities (e.g., creative movement, multicultural activities such as folk dances, round dances...)

S.1.2.D.2
Demonstrate functional use of basic movement skills (i.e., transport, manipulation, balance), applying movement concepts (e.g., body and space awareness...) to gymnastic-type activities (e.g., balancing on different body parts, swinging and circling small hand apparatus...)

Fitness Management (Grade 2)

K.2.2.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.2.2.C.1a
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.2.2.C.1b
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.2.2.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.2.2.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.2.2.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.2.2.A.1a
Participate in cooperative and/or low competitive-type physical activities (e.g., with partners, in small groups...) that contribute to skill/fitness development and enjoyment

S.2.2.A.1b
Sustain participation in moderate to vigorous activity, using basic movement skills

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

Safety (Grade 2)

K.3.2.A.1
Recognize the importance of practising safe behaviours (e.g., following directions, performing within own limits, understanding safety rules for using large equipment...) alone and/or with others

K.3.2.A.2
Recognize safe range of motion of joints (e.g., neck rotations, knee bends...) in common exercises

K.3.2.A.3
Identify the reasons for appropriate clothing and footwear for participation in physical activity (e.g., change of clothing for safety, support, comfort, and freedom of movement; removal of jewellery for physical activities; personal hygiene...

K.3.2.A.4
Show an understanding of general and specific safety guidelines and behaviours (e.g., change-room routines, appropriate permitted heights on climbing frame, carrying heavy equipment such as benches, size of equipment...) that are appropriate for own age and ability

K.3.2.A.5a
Identify the basic safety rules for selected physical activity settings (e.g., school field trips,Terry Fox walk/run, skating activity, pow wows, winter festivals...)

K.3.2.A.5b
Identify safety rules, signals, and practices to follow when riding a bicycle (e.g., obeying traffic signs, right/left/ stop signals, helmet use, mechanical workings...)

K.3.2.B.1
Identify safety rules to be followed related to the home, school, and community (i.e., road, vehicles such as tractors and boats, bus ridership, electricity, weather, seasons, stairs/balconies, tools, Internet use)

K.3.2.B.2
Identify ways to avoid potentially dangerous situations related to water (e.g., floods, bath-tubs, ice conditions, big waves, lightning...) and unsupervised situations (e.g., waterfront...) for self and/or others

K.3.2.B.3
Identify practices to assist an injured person (i.e., get help, explain what you saw, avoid contact with body fluids of others, do not try to move the injured person)

K.3.2.B.4
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...)

S.3.2.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

S.3.2.A.2
S.3.4.A.2  Demonstrate practices to assist an injured person (i.e., get help, explain what you saw, avoid contact with body fluids of others, do not try to move the injured person)

Personal and Social Management (Grade 2)

K.4.2.A.1
Recognize that everyone is special, unique, and able to succeed (i.e., families, interests, talents, feelings, desires)

K.4.2.A.2a
Identify examples of simple, realistic goals for healthy living that are short term (e.g., bringing a healthy snack, helping a friend, playing actively as a group at recess...) and long term (e.g., running faster, increasing strength, developing a healthy heart, having no cavities...)

K.4.2.A.2b
List ways to show personal responsibility at home and school (e.g., keep room tidy, put away belongings, follow directions, practise daily health habits, complete homework, respect others, play safely, learn to set boundaries, ask for help, offer to help...)

K.4.2.A.3
Discuss the concept of consequences (e.g., cause-and-effect relationships...) of behaviours as part of the decision-making/ problem-solving process for health and well-being (e.g., touching a very hot surface will cause burns...)

K.4.2.B.1a
Identify responsible and respectful behaviours (e.g., following directions, completing tasks, being honest, displaying etiquette, playing fairly, cooperating, sharing, keeping promises, speaking kindly...) for developing positive relationships

K.4.2.B.1b
Talk about similarities and differences (e.g., likes/dislikes, cultural connections...) of responses of self and responses of others related to situations involving sports/physical activities and/or social events

K.4.2.B.2a
Identify positive communication skills (e.g., focus on speaker, repeat back information, use appropriate body language, ask relevant questions, include everyone, disagree politely, show self-control, take turns, work cooperatively...) for listening with attention in small-group settings

K.4.2.B.2b
Identify situations (e.g., carrying something heavy, contributing to a project...) in which friends may be helpful and ways (e.g., saying thank you, returning the favour...) to show appreciation

K.4.2.C.1a
Identify appropriate ways for sharing and expressing feelings and emotions related to different situations (e.g., cooperative-type activities, competitive-type activities, at home, in public...)

K.4.2.C.1b
Discuss ways (e.g., show empathy when others are suffering, help rather than hurt or neglect others, respect rather than belittle, support and protect rather than dominate or ignore...) to communicate with someone who is feeling different emotions (e.g., sad, happy, hurt, angry...)

K.4.2.C.2
Identify and sort causes of anxiety or stress (e.g., facing new and/or unfamiliar situations; feeling out of control; experiencing loud voices/ noises, competition, disagreements, heights, performing in front of others; being apart from family; health problems...) for self and others as they relate to school, home, and community

K.4.2.C.3
Identify feelings and emotions associated with anxiety (e.g., feeling anxious, scared, nervous, timid...)

K.4.2.C.4a
Discuss ways and activities (e.g., play, deep breathing, progressive relaxation, family walk, talk with safe adult, healing circles...) to reduce personal stress

S.4.2.A.1
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.4.2.A.2
List possible options and consequences for specific behaviours and/or health habits (e.g., brushing your teeth...) for the promotion of physically active and healthy lifestyles

S.4.2.A.3
Demonstrate appropriate behaviours for getting along with others (e.g., wait for one's turn, share equipment, help others, invite others to play, show respect for individual differences...) in partner activities

S.4.2.A.5
Explore ways to relax the mind and body (e.g., progressive relaxation, deep-breathing exercises, visualization, quiet time, light cool-down activities...)

Healthy Lifestyle Practices (Grade 2)

K.5.2.A.1
Identify the daily habits and responsibilities for leading a physically active and healthy life (e.g., self-regulation relative to practising daily health routines for cleanliness, rest, healthy eating, good posture...)

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.5.2.A.3
Assess personal dental care habits and identify ways to promote dental health for self and/or others

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.5.2.B.2
Identify opportunities (e.g., during physical education class, recess, lunch hour, before/after school, on weekends...) to be active daily, alone or with family and others

K.5.2.B.3
Identify how automation and information technology (e.g., computers, video games, television, telecommunications...) have an impact on participation in physical activity

K.5.2.C.1a
Differentiate between "everyday" and "sometime" foods in Canada's Food Guide to Healthy Eating

K.5.2.C.1b
Identify the function of a variety of food groups for growth and development (e.g., foods that help the body go, glow, and grow...)

K.5.2.C.2
Identify the need for daily food and fluid to support physical activity

K.5.2.E.1a
Identify basic changes in growth and development from birth to childhood (e.g., changes to teeth, brain, height, body weight, clothes size...)

K.5.2.E.1b
Describe how living things produce their offspring and care for their young (e.g., animal mating; providing food, warmth, shelter, and protection for babies; union of egg and sperm...)

K.5.2.E.1c
Determine the differences and similarities between self and others (e.g., body build, hair colour, eyes, skin colour, features, gender, body parts, fitness, interests, culture, beliefs and values...)

K.5.2.E.2a
Describe how human beings express their emotions for people about whom they care (e.g., showing love and affection by caring, sharing, being kind and gentle, speaking affectionately, hugging, kissing...)

K.5.2.E.3a
Identify ways family or caregivers provide support and nurturing for personal growth and development (e.g., provide food and warmth, express encouragement, listen attentively, provide advice, hugs...)

K.5.1.E.3c
Discuss the responsibilities (e.g., respect private spaces and private parts...) associated with gender differences

S.5.2.A.1
Use a decision-making/problem- solving process, with guidance, to determine consequences of good and poor daily health habits

S.5.2.A.2
Record, with assistance, daily physical activities that are enjoyable for families to do

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

S.5.2.A.3b
Choose foods for healthy breakfasts/ snacks based on Canada's Food Guide to Healthy Eating

S.5.2.A.5
Use appropriate language regarding private and sensitive issues (e.g., no foul language, hurtful teasing, name calling, offensive gestures or signs...)