Physical Education/Health Education

Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles

Fitness Management
Personal and Social Management
Healthy Lifestyle Practices

Grade 5

Fitness Management
Personal/Social Management
Healthy Lifestyle Practices
Movement (Grade 5)

Acquisition Stage K.1.5.A.1
Detect, analyze, and correct errors in personal movement patterns (i.e., transport, manipulation, and balance skills).

Acquisition Stage K.1.5.B.1
Identify personal and controllable factors (i.e., time, effort, interest, attitude, good practice habits) that may affect movement skill development.

Acquisition Stage K.1.5.B.2
Identify biomechanical concepts for controlled movement, including balance activities (i.e., lower centre of gravity, increase base of support, keep line of centre of gravity in the middle of base of support).

Acquisition Stage K.1.5.B.3a
Design movement sequences that show contrast in levels, planes, pathways, and directions (e.g., gymnastic floor exercise routine...).

Acquisition Stage K.1.5.B.3b
Show an understanding of the terms that describe the action of the muscles and joints (e.g., flexion, extension, rotation...).

Acquisition Stage K.1.5.B.3c
Recognize the qualities of effort (e.g., force, time, flow...) in a movement sequence performed with others (e.g., Inuit partner activities...).

Acquisition Stage K.1.5.B.3d
Describe the concept of relationships as it applies to a moving object and/or person (e.g., passing a ball in front of a person while running...).

Acquisition Stage K.1.5.C.1
Apply the rules of lead-up games (i.e., low-organized games of own design) while participating and/or officiating.

Acquisition Stage K.1.5.C.2
Use the general terminology (e.g., offence, defence, crease, pacing...) associated with lead-up games and activities.

Acquisition Stage K.1.5.C.3
Determine effective game strategies in group activities using a problem-solving approach (e.g., devise an attacking and a defending strategy in a mass participation game...).

Acquisition Stage K.1.5.C.4
Show an understanding of teamwork and fair play while participating in different physical activities (e.g., suggest rule changes to improve fairness of the game...).

Acquisition Stage S.1.5.A.1
Perform transport skills for control, applying mechanical principles (e.g., angle of projection, gravity, absorption...) while travelling alone and/or with others, with or without obstacles.

Acquisition Stage S.1.5.A.2
Perform manipulation skills for control (e.g., hand dribbling and foot dribbling a ball for maintaining control...), applying mechanical principles (e.g., body alignment, application of force, addition of forces...) while travelling alone and/or with others.

Acquisition Stage S.1.5.A.3
Demonstrate static balance showing different body shapes (e.g., tuck, straddle, pike, straight...), applying mechanical principles (i.e., lower centre of gravity, increase base of support, keep line of centre of gravity within base of support), using a variety of equipment (e.g., mats, balance boards, skates, scooters...).

Acquisition Stage S.1.5.B.1
Combine selected movement skills (i.e., extensions or variations of basic movement skills) in a variety of individual and dual-type lead-up activities/games, including innovative activities (e.g., rallying, two-on-two activities...).

Acquisition Stage S.1.5.B.2
Combine selected movement skills (e.g., extensions, variations...) in a variety of group/team activities/games, including innovative activities (e.g., modified soccer, cooperative challenges...).

Acquisition Stage S.1.5.B.3
Perform simple officiating duties (e.g., refereeing, scorekeeping, timekeeping, making line calls for "out of bounds"...) in class physical activities.

Acquisition Stage S.1.5.C.1
Maintenance Stage S.1.4.C.1 Demonstrate functional use of basic movement skills (e.g., striking a ball with the hand and/or implement, balancing...) in outdoor activities on the school grounds and/or special events (e.g., four-square ball, T-ball, skating, snowshoeing, tabloids, mini-Olympics, multicultural games...).

Acquisition Stage S.1.5.D.1
Demonstrate functional use of basic rhythmic steps, positions, and patterns in repeatable sequences (e.g., aerobics, jump rope, creative dance, folk dances...), showing two or more different styles/traditions.

Acquisition Stage S.1.5.D.2
Demonstrate functional use of combining two or more selected movement skills and applying movement concepts (e.g., combine travelling, rolling, balancing, and weight transfer into smooth flowing sequences; showing contrast in direction, speed, flow...) in gymnastic-type sequences/routines (e.g., ball gymnastics, stuntastics, pyramids, creative hand apparatus...).

Fitness Management (Grade 5)

Acquisition Stage K.2.5.A.1
Identify health- related fitness components (e.g., cardiovascular endurance, muscular endurance, muscular strength, flexibility, body composition...) and one example of an appropriate exercise/ activity for each component (e.g., skip rope for cardiovascular endurance development...).

Acquisition Stage K.2.5.B.1
Identify the fitness benefits (i.e., muscle and bone development, decreased susceptibility to stress, positive self-esteem, faster heart-rate recovery) of moderate to vigorous fitness-type activities over time.

Acquisition Stage K.2.5.C.1a
Recognize the terms associated with the function of the cardiovascular system (i.e., resting heart rate, maximum heart rate, target heart rate, blood pressure, recovery heart rate) in the context of exercise and physical activity.

Acquisition Stage K.2.5.C.1b
Describe the effects of aerobic activities and inactivity on the cardiovascular system (i.e., lower/raised resting heart rate, increased/decreased heart size, increased/decreased stroke volume).

Acquisition 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.2.5.C.3
Show an understanding that stretching exercises for the major muscle groups should be held for a minimum length of time to be effective (e.g., as long as a stretch feels comfortable, which is usually 10 to 30 seconds with three to five repetitions...).

Acquisition Stage K.2.5.C.4
Determine the intrinsic (e.g., enjoyment, enhanced health, level of success, increased energy level, affiliation...) and extrinsic (e.g., awards, media, sport heroes, family, peers...) factors that motivate participation for fitness development.

Acquisition Stage S.2.5.A.1a
Demonstrate correct execution of exercises (e.g., keeping body straight for push-ups, keeping legs bent for curl-ups...) designed to improve and maintain personal fitness associated with health-related fitness components.

Acquisition Stage S.2.5.A.1b
Participate in continuous aerobic activity for a sustained period of time, while maintaining the target heart rate.

Acquisition Stage S.2.5.A.2
Demonstrate use of short-cut methods (e.g., 6-second count x 10; 10-second count x 6...) and/or technology (e.g., heart-rate monitors...) for monitoring heart-rate counts before, during, and after activities, and relate to target heart-rate zones (e.g., general health, basic fitness, healthy heart...).

Acquisition Stage S.2.5.A.3a
Maintenance Stage S.2.4.A.3a  Determine own performance level for health-related fitness components (i.e., cardiovascular endurance, muscular strength, muscular endurance, flexibility), using simple tests or tasks (e.g., sit and reach, modified curl-up, 1600-metre run...).

Acquisition Stage S.2.5.A.3b
Compare own fitness results and physical activity participation over a period of time (e.g., beginning, middle, end of school year...) to check and revise personal goals.

Safety (Grade 5)

Acquisition Stage K.3.5.A.1
Show an understanding of safe practices (e.g., take turns, position self at a safe distance, be respectful of varying ability levels...) when helping others while practising in regular or modified physical activities.

Acquisition Stage K.3.5.A.2
Show an understanding of safe stretching technique (e.g., sustained rather than "bounce" stretching, proper body alignment, keeping within the joints' normal range of motion...) of selected exercises (e.g., calf stretch, modified hurdle stretch, arm circles...) in warm-up and cool-down routines.

Acquisition Stage K.3.5.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.3.5.A.4
Develop guidelines and behaviours for safety related to potential hazards and risks regarding equipment and facility use (e.g., protruding objects, condition of the floor, mats in jumping/ landing activities...).

Acquisition Stage K.3.5.A.5a
Show an understanding of potential safety risks related to environments for selected alternative pursuits (e.g., jogging, cycling, tobogganing/ sliding, snowboarding, skiing, in-line skating...).

Acquisition Stage K.3.5.A.5b
Maintenance Stage K.3.4.A.5b  Identify water safety rules, hazards, and practices (e.g., wearing floatation devices, importance of swimming lessons, recognizing safety symbols, steps in an emergency...) related to aquatic activities (e.g., swimming, boating...).

Acquisition Stage K.3.5.B.1
Investigate safety concerns in the community and/or the media related to roads, traffic, bus transportation, recreational vehicles, and unsupervised areas.

Acquisition Stage K.3.5.B.2
Describe ways to respond appropriately to potentially dangerous situations related to environmental conditions (e.g., floods, fires, extreme weather conditions, icy conditions, lightning...) relevant to self and others.

Acquisition Stage K.3.5.B.4
Identify available community supports that promote safety and community health (e.g., helplines, dentists, doctors, nurses, police officers, social workers, security guards, lifeguards, natural healing modalities, physiotherapists, Block Parents...).

Acquisition Stage K.3.5.B.5a
Describe examples of problems (e.g., schoolyard/street fight, sibling conflicts, bullying, harassment, ridiculing, excessive teasing, baby shaking...) related to physical and verbal abuse with regard to safety of others.

Acquisition Stage K.3.5.B.5b
Describe safety guidelines (e.g., play in supervised areas, follow code of conduct...) and the use of strategies (i.e., conflict-resolution skills) to deal with bullies and harassment in a variety of situations (e.g., classroom, sports, playground...).

Acquisition Stage K.3.5.B.6a
Identify safety guidelines to protect self and others in potential sexually abusive situations (e.g., exploitative behaviour; sex-related Internet sites, television, and videos; flashers; secluded places; alone on streets late at night...).

Acquisition Stage K.3.5.B.6b
Describe indicators of abusive relationships (e.g., behaviours that are threatening, harassing, secretive, or cause physical and/or mental injury, pain, or discomfort...).

Acquisition Stage S.3.5.A.1
Maintenance Stage S.3.4.A.1  Follow set rules and routines for safe participation and use of equipment in selected physical activities (e.g., fair-play rules, change-room routines, equipment distribution, sharing space...).

Personal and Social Management (Grade 5)

Acquisition Stage K.4.5.A.1
Identify how one's self-concept and feelings are affected by others (e.g., praise/success/ encouragement build confidence, ridicule/insults hurt feelings...).

Acquisition Stage K.4.5.A.2a
Identify ways of setting group goals (e.g., by consensus, by arbitrary decision, by taking turns...) for cooperative learning and team building.

Acquisition Stage K.4.5.A.2b
Describe the importance of self-regulation and taking responsibility for one's own actions (e.g., gain the respect of others, personal achievement, quality of life, active participation, being a good team player...) for personal success.

Acquisition Stage K.4.5.A.3
Identify the influence of self (e.g., personal goals, emotions...) and others (e.g., expectations of family, teachers, friends; values and beliefs of home, religion, culture, community, society in general...) on setting priorities and making responsible personal decisions (e.g., academic achievement, leisure activities...).

Acquisition Stage K.4.5.B.1a
Describe behaviours (e.g., listen without interrupting, avoid ridicule or teasing, use inclusive language and actions...) that show respect for the rights and feelings of others.

Acquisition Stage K.4.5.B.1b
Recognize the role of activities and events (e.g., games, sports, dances, social events, cultural events...) in getting to know and understand others of similar and different cultures.

Acquisition Stage K.4.5.B.2a
Review verbal and non-verbal behaviours that help (e.g., listening, keeping secrets, smiling...) and hinder (e.g., betraying loyalty, making fun of, not listening, interrupting, using inappropriate body language...) communication for building positive relationships.

Acquisition Stage K.4.5.B.2b
Identify qualities (e.g., honesty, support, reliability, common interests, loyalty, fairness...) that are important in establishing and maintaining a friendship.

Acquisition Stage K.4.5.B.3a
Identify components (e.g., personal triggers, anger cues, hidden anger...) of anger management and strategies (e.g., be aware, back off, check out choices and consequences, decide and do...) for self-control in different contexts.

Acquisition Stage K.4.5.B.3b
Identify misunderstandings and/or miscommunications (e.g., portrayal of violence; ethnic, gender, and racial bias...) related to messages in the media that could cause or affect conflict.

Acquisition Stage K.4.5.B.3c
Show an understanding of the steps in a conflict-resolution process (i.e., identify the goal; identify constraints and limiting conditions, and possible options; choose best option; evaluate for effectiveness) and conflict-resolution strategies (e.g., admit mistakes, apologize when appropriate, calm self when upset, verbalize what happened, look at things from another perspective, show empathy...) to negotiate disputes and de-escalate conflicts.

Acquisition Stage K.4.5.B.4
Identify and assess strategies (e.g., using decision-making/ problem-solving process, saying "no" assertively, walking away/staying away, using conflict-resolution skills...) for preventing or avoiding uncomfortable or dangerous situations.

Acquisition Stage S.4.5.A.1
Use a goal-setting process to set and monitor progress for a group goal (e.g., project work, gymnastic routine, prediction run...).

Acquisition Stage S.4.5.A.2
Demonstrate the ability to set priorities for possible solutions that show responsible decision making for physically active and healthy living choices.

Acquisition Stage S.4.5.A.3
Demonstrate functional use of interpersonal skills (e.g., listen attentively, summarize information, clarify feelings, abstain from put-downs, be encouraging, play fairly, be inclusive, show non-aggressive behaviour, resist negative influences...) for getting along with others in making group decisions while participating in class activities.

Acquisition Stage S.4.5.A.4
Demonstrate ways (e.g., compromising, accommodating, reaching consensus, recognizing who holds the power/authority, developing an understanding of issues, forecasting positive long- term results...) to turn conflict into a win-win situation in different case scenarios (e.g., disagreement with a friend or classmate...).

Healthy Lifestyle Practices (Grade 5)

Acquisition Stage K.5.5.A.3
Examine dental hygiene practices and dental services (e.g., cleaning, fillings, root canals, fluoride treatment, braces, extractions...) for the prevention of plaque buildup, bad breath, tooth decay, and/or dental disease.

Acquisition Stage K.5.5.D.1
Distinguish between medicinal and non-medicinal substances and their appropriate use (e.g., prescription drugs from a doctor to treat an illness rather than drugs obtained illegally; vitamins to meet daily requirements, ventilators/ puffers for asthma, EpiPens for allergies; over-the-counter drugs used for health reasons rather than for performance enhancement ...).

Acquisition Stage K.5.5.D.2
Describe effects and consequences of substance use (e.g., alcohol and tobacco, street drugs...) on body systems (e.g., alcohol affects the brain, liver, and nervous system; alcohol affects fetal development in a pregnant woman; tobacco and smoke affect the respiratory and circulatory systems; street drugs change a person's behaviour and cause harmful physical effects and may cause death...).

Acquisition Stage K.5.5.D.3
Identify peer, cultural, media, and social influences related to substance use and abuse (e.g., dares from friends; pressure to belong to a group; attractive portrayals through advertisements/television/videos; family/cultural/religious values; peer pressure from groups and gangs; alcoholics or smokers in the family...).

Acquisition Stage K.5.5.E.1a
Describe the structure and function of the reproductive and endocrine systems of human beings (e.g., pituitary gland, estrogen, testosterone, progesterone, menstruation and spermatogenesis, fertilization, sexual intercourse...).

Acquisition Stage K.5.5.E.1b
Identify the physical changes associated with puberty and the importance of personal hygiene practices (e.g., growth of body hair, changes in body shape, hormones, acne, body odour, menstruation, erection, ejaculation, emissions, use of sanitary products...).

Acquisition Stage K.5.5.E.1c
Describe how heredity (e.g., chromosomes, DNA...) influences growth and characteristics that contribute to personal identity (e.g., height, eye colour, bone structure, hair colour, body build, individual growth patterns, features, fraternal and identical twins...).

Acquisition Stage K.5.5.E.2
Identify the social- emotional changes associated with puberty (e.g., sexual attraction, fluctuation of moods, insecurities...).

Acquisition Stage K.5.5.E.3a
Identify influences (e.g., family, friends, role models, religion, culture, media, advertising and videos, social trends, fashion...) on sexuality and gender roles.

Acquisition Stage K.5.5.E.3b
Identify how social and cultural influences affect sexuality and gender roles (i.e., similarities and differences, such as cultural rituals and traditions).

Acquisition Stage K.5.5.E.3c
Identify the responsibilities (e.g., change clothing for physical activities, bathe frequently, use deodorant, use sanitary products, respect private spaces, keep personal matters private, show consideration for others, respect differences, do not ridicule...) associated with physical, social, and emotional changes during puberty (e.g., body odour, menstruation, erections, emissions, peer pressure, social etiquette, insecurity...).

Acquisition Stage K.5.5.E.4a
Identify characteristics (e.g., transmitted through sexual activity and contact with body fluids; may be fatal...) and effects of HIV and AIDS on the immune system (e.g., destroys specific white cells...).

Acquisition Stage S.5.5.A.4
Apply strategies (i.e., using the decision-making model, practising saying no, walking away, getting help from a safe adult) for preventing or avoiding substance use and abuse (e.g., tobacco, alcohol, street drugs, performance-enhancing drugs, sniffing...) in different case scenarios.

Acquisition Stage S.5.5.A.5
Apply a decision-making process in case scenarios related to issues associated with puberty (e.g., timing of physical changes, teasing related to different developmental rates, being discreet, respecting privacy of others, being sexually active, showing affection...).