Physical Education/Health Education

Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles

Fitness Management
Personal and Social Management
Healthy Lifestyle Practices

Grade 3

Fitness Management
Personal/Social Management
Healthy Lifestyle Practices
Movement (Grade 3)

Acquisition Stage K.1.3.A.1
Show an understanding of how the movement patterns should be performed (e.g., opposite foot forward to throwing hand; two-foot take-off and landing in jumping...)

Acquisition Stage K.1.3.B.1
Maintenance 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.1.3.B.2
Recognize concepts relating to force (i.e., body alignment, application of force, addition of forces) in pulling, pushing, and carrying activities(e.g., carrying a mat together, rope-pulling...)

Acquisition Stage K.1.3.B.3a
Design a movement sequence (e.g., run/jump/land/roll sequence...) incorporating directions, levels, pathways, and planes (e.g., creative gymnastics, hoop gymnastics...)

Acquisition Stage K.1.3.B.3b
Balance objects (e.g., beanbags, balls...) using different body parts (e.g., hands, shoulders, foot...) while travelling alone and/or in partner activities

Acquisition Stage K.1.3.B.3c
Show an understanding of the qualities of speed (e.g., fast and slow...), force (e.g., strong and light...), and flow (e.g., free and bound...) in movement

Acquisition Stage K.1.3.B.3d
Show an understanding for mirroring and matching movements with a partner in a stationary position and/or while moving (e.g., "follow the leader"...)

Acquisition Stage K.1.3.C.1
Show an understanding of fundamental rules used in individual or partner games and activities (e.g., make up a game and share it with a partner...)

Acquisition 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.1.3.C.3
Recognize the basic concepts (e.g., invading, getting possession, keeping possession, scoring...) of simple territory/invasion games/activities

Acquisition Stage K.1.3.C.4
Demonstrate an understanding of how positive and negative social behaviours (e.g., sharing, showing respect, fairness, honesty, cheating, lying...) may affect the outcome of an activity

Acquisition Stage S.1.3.A.1
Demonstrate proficiency in basic transport skills (i.e., running, hopping, galloping, jumping, skipping)

Acquisition Stage S.1.3.A.2
Demonstrate competency in basic manipulation skills (i.e., rolling, underhand and overhand throwing, catching, bouncing, striking, kicking, dribbling a ball using feet)

Acquisition Stage S.1.3.A.3
Demonstrate competency in soft and balanced landings from developmentally appropriate heights (e.g., floor, bench, low beam, jumping box...)

Acquisition Stage S.1.3.B.1
Maintenance 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.1.3.B.2
Maintenance 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.1.3.B.3
Maintenance Stage S.1.2.B.3  Set up and manage own games (e.g., skipping games, target games, hopscotch...)

Acquisition Stage S.1.3.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.1.3.D.1
Create rhythmic sequences using transport skills (e.g., walk, jump, step-hop, stamp, slide...) alone and/or with others (e.g., jump-rope activities, aerobics, creative movement...)

Acquisition Stage S.1.3.D.2
Maintenance 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 3)

Acquisition 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.2.3.B.1
Recognize that the body needs sustained or intermittent vigorous physical activity to improve the strength of the heart and lungs (e.g., running, skipping, cycling, swimming, soccer to accumulate at least 10 to 15 minutes of vigorous activity each day...)

Acquisition Stage K.2.3.C.1a
Show an understanding of the location, size, and function of the heart (e.g., in the chest area, size of a fist, pumps blood...)

Acquisition Stage K.2.3.C.1b
Identify short-term effects of exercise/physical activity on the body (e.g., pulse rate increases, shortness of breath, body temperature increases, perspiration occurs, fatigue sets in...)

Acquisition Stage K.2.3.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.2.3.C.3
Maintenance 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.2.3.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.2.3.A.1a
Participate in exercises/activities that increase flexibility, muscular strength, and muscular endurance

Acquisition Stage S.2.3.A.1b
Maintain participation in moderate to vigorous activity that contributes to aerobic capacity for short (e.g., intermittent...) and longer periods of time (e.g., sustained...)

Acquisition Stage S.2.3.A.2
Maintenance 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

Acquisition Stage S.2.3.A.3a
Record participation in daily physical activities (e.g., at home, at school, in the community...) over a period of time (e.g., a week, a day...) to determine level of physical activity participation

Safety (Grade 3)

Acquisition Stage K.3.3.A.1
Show an understanding of risk factors and safe practices associated with selected physical activities, including lead-up-type territorial/invasion- type games (e.g., no body contact in lead-up games such as soccer, no slapshots or high-sticking in floor hockey...)

Acquisition Stage K.3.3.A.2
Recognize appropriate body alignment during specific activities (e.g., lifting, carrying, pushing, pulling...)

Acquisition Stage K.3.3.A.3
Maintenance 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.3.3.A.4
Maintenance 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.3.3.A.5a
Maintenance 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.3.3.A.5b
Maintenance 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.3.3.B.1
Identify general safety procedures related to safety in the community (i.e., fire drills, stop/drop/roll, bus loading and evacuating, crosswalk procedures, wearing seatbelts, railway crossings, train tracks, firearms, wearing floatation devices)

Acquisition Stage K.3.3.B.4
Recognize roles of individuals in school and community who provide safety services (e.g., school staff, cross-walk patrols, police officers, block parents, firefighters, doctors, nurses, elders, ski patrols, snowmobile patrols, forest rangers, coast guards...)

Acquisition Stage K.3.3.B.5a
Identify examples of real violence (e.g., schoolyard fights, shaking baby, bullying...) and fictional violence (e.g., cartoons, movies, television, wrestling, video games...), and their influence on well-being

Acquisition Stage K.3.3.B.5b
Identify strategies (e.g., say "no" assertively, seek adult help, choose good friends, follow safe routes home, communicate whereabouts, get away/stay away, conflict resolution skills...) to avoid being bullied in different case scenarios

Acquisition Stage K.3.3.B.6a
Identify ways to avoid dangerous and/or inappropriate situations for self and/or others in a variety of contexts (e.g., unwanted touching of the private parts, sex-related Internet sites, exploitative advertisements...)

Acquisition Stage S.3.3.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.3.3.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 3)

Acquisition Stage K.4.3.A.1
Identify the importance of showing consideration for self and others, and for individual differences (i.e., language, ideas, abilities, physical characteristics)

Acquisition Stage K.4.3.A.2a
Differentiate between long-term goals (e.g., strong bones, class projects...) and short- term goals (e.g., meet recommended daily requirements of milk/milk products, daily homework assignments...)

Acquisition Stage K.4.3.A.2b
Discuss how attributes (i.e., determination, being responsible, staying on task) and desires (i.e., willingness to help, motivation to participate or contribute) affect personal progress and achievement

Acquisition Stage K.4.3.A.3
Explore the steps in the decison-making/ problem-solving process (e.g., define topic or issue, explore alternatives, check and consider health knowledge and values, identify possible solutions, decide, evaluate...)

Acquisition Stage K.4.3.B.1a
Describe the behaviours (e.g., accepting everyone into the group, inviting others to play or participate, no put-downs, recognizing feelings of others...) that show respect for the abilities and feelings of others

Acquisition Stage K.4.3.B.1b
Talk about personal participation and responsibility in cooperative play and teamwork for appreciation of diversity (e.g., willingness to play and work with others, acceptance of individual differences, motivation to contribute, dealing with rejection...)

Acquisition Stage K.4.3.B.2a
Identify appropriate and inappropriate ways (e.g., talking/crying, calm voice/loud voice, acceptable language/offensive language, cheering/booing...) of communicating emotions

Acquisition Stage K.4.3.B.2b
Recognize the importance (e.g., feeling of belonging, affiliation, learn from each other...) of friends and groups that are safe and dependable

Acquisition Stage K.4.3.B.3a
Recognize anger triggers for self and others (e.g., name-calling, feeling inadequate, being reprimanded...), and strategies to reduce, control, or avoid anger (e.g., seek someone to talk to, take timeout, participate in a diversion activity, engage in physical exercise...) in emotional situations

Acquisition Stage K.4.3.B.3b
Show an understanding of the steps in a conflict-resolution process (i.e., identify the goal; identify constraints, limiting conditions, and possible options; choose best option; evaluate for effectiveness)

Acquisition Stage K.4.3.B.3c
Identify mediation skills (e.g., allow person to express opinions, summarize other person's point of view, recognize feelings of others...) that can be used as part of the conflict-resolution process

Acquisition Stage K.4.3.B.4
Recognize verbal and non-verbal behaviours associated with assertiveness (e.g., saying "no" with a firm voice...)

Acquisition Stage S.4.3.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.4.3.A.2
Use the steps in the decision-making/ problem-solving process, with emphasis on seeking relevant knowledge related to simple and everyday-living topics or issues (e.g., choosing to play an active, safe game at recess; including everyone in a game; following class rules...)

Acquisition Stage S.4.3.A.3
Demonstrate behaviours (e.g.,use appropriate body language, make encouraging remarks, ask questions, help others, include others in conversation or play...) that show respect for the abilities and feelings of others in small-group class activities

Acquisition Stage S.4.3.A.4
Demonstrate the use of mediation strategies as part of a conflict-resolution process in different case scenarios (e.g., recess play, class disagreements, calling own fouls in a game...)

Healthy Lifestyle Practices (Grade 3)

Acquisition Stage K.5.3.A.1
Maintenance 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.5.3.A.2
Maintenance 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.5.3.A.3
Maintenance 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.5.3.B.1
Maintenance 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.5.3.B.2
Maintenance 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.5.3.B.3
Maintenance 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.5.3.C.1a
Maintenance Stage K.5.2.C.1a  Differentiate between "everyday" and "sometime" foods in Canada's Food Guide to Healthy Eating

Acquisition Stage K.5.3.C.1b
Maintenance 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 Stage K.5.3.C.2
Maintenance Stage K.5.2.C.2  Identify the need for daily food and fluid to support physical activity

Acquisition Stage K.5.3.D.1
Identify and describe the potential dangers associated with substance use (e.g., medicines, vitamins, tobacco, alcohol, solvents, gasoline, cleaning supplies, glue, street drugs...) in the community

Acquisition Stage 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...)

Acquisition Stage K.5.3.D.3
Recognize the factors (e.g., peer pressure, media influence...) that can influence making decisions regarding substance use (i.e., smoking)

Acquisition Stage S.5.3.A.4
Use avoidance and assertiveness skills (e.g., avoid taking medicines or non- medicinal products without supervision; do not touch or play with harmful substances such as poisons, medicines, cigarettes, solvents; say "no" to use of harmful substances...) in scenarios related to potentially dangerous situations