Physical Education/Health Education

Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles

Fitness Management
Personal and Social Management
Healthy Lifestyle Practices

Grade 2

Fitness Management
Personal/Social Management
Healthy Lifestyle Practices
Movement (Grade 2)

Acquisition Stage 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)

Acquisition Stage 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

Acquisition Stage 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...)

Acquisition Stage 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)

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

Acquisition Stage 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...)

Acquisition Stage 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...)

Acquisition Stage 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

Acquisition Stage K.1.2.C.2
Introductory Stage 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...)

Acquisition Stage 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

Acquisition Stage 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...)

Acquisition Stage 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...)

Acquisition Stage 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...)

Acquisition Stage 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

Acquisition Stage 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...)

Acquisition Stage 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...)

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

Acquisition Stage S.1.2.C.1
Maintenance Stage 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...)

Acquisition Stage 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...)

Acquisition Stage 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)

Acquisition Stage K.2.2.A.1
Introductory Stage 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...)

Acquisition Stage K.2.2.C.1a
Maintenance Stage 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)

Acquisition Stage K.2.2.C.1b
Maintenance Stage 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)

Acquisition Stage K.2.2.C.2
Introductory Stage 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

Acquisition Stage 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...)

Acquisition Stage K.2.2.C.4
Introductory Stage 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

Acquisition Stage 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

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

Acquisition Stage 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)

Acquisition Stage 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

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

Acquisition Stage 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...

Acquisition Stage 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

Acquisition Stage 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...)

Acquisition Stage 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...)

Acquisition Stage 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)

Acquisition StageK.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

Acquisition StageK.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)

Acquisition Stage K.3.2.B.4
Maintenance Stage 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...)

Acquisition Stage S.3.2.A.1
Maintenance Stage 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

Acquisition Stage S.3.2.A.2
Introductory Stage 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)

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

Acquisition Stage 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...)

Acquisition StageK.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...)

Acquisition Stage 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...)

Acquisition Stage 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

Acquisition Stage 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

Acquisition Stage 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

Acquisition Stage 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

Acquisition Stage 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...)

Acquisition Stage 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...)

Acquisition Stage 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

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

Acquisition Stage 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

Acquisition Stage S.4.2.A.1
Maintenance Stage 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...)

Acquisition Stage 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

Acquisition Stage 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

Acquisition Stage 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)

Acquisition Stage 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...)

Acquisition Stage 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...)

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

Acquisition Stage 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...)

Acquisition Stage 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

Acquisition Stage 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

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

Acquisition Stage 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...)

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

Acquisition Stage 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...)

Acquisition Stage 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...)

Acquisition Stage 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...)

Acquisition Stage 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...)

Acquisition Stage 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...)

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

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

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

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

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

Acquisition Stage 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...)