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 5
Movement (Grade 5)
K.1.5.A.1
Detect, analyze, and correct errors in personal
movement patterns (i.e., transport, manipulation,
and balance skills).
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.
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).
K.1.5.B.3a
Design movement sequences that show contrast
in levels, planes, pathways, and directions
(e.g., gymnastic floor exercise routine...).
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...).
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...).
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...).
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.
K.1.5.C.2
Use the general terminology (e.g., offence,
defence, crease, pacing...) associated with
lead-up games and activities.
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...).
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...).
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.
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.
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...).
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...).
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...).
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.
S.1.5.C.1
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...).
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.
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)
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...).
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.
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.
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).
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.2.5.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...).
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.
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.
S.2.5.A.1b
Participate in continuous aerobic activity
for a sustained period of time, while maintaining
the target heart rate.
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...).
S.2.5.A.3a
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...).
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)
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.
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.
K.3.5.A.3
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.3.5.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...).
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...).
K.3.5.A.5b
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...).
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.
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.
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...).
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.
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...).
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...).
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...).
S.3.5.A.1
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)
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...).
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.
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.
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...).
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.
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.
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.
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.
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.
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.
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.
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.
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...).
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.
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.
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)
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.
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 ...).
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...).
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...).
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...).
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...).
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...).
K.5.5.E.2
Identify the social- emotional changes associated
with puberty (e.g., sexual attraction, fluctuation
of moods, insecurities...).
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.
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).
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...).
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...).
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.
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...).
