Physical and Health Education 2

Physical and Health Education K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Physical and Health Education Grade 2 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being.
Learning how to participate and move our bodies in different physical activities helps us develop physical literacy.
Adopting healthy personal practices and safety strategies protects ourselves and others.
Having good communication skills and managing our emotions enables us to develop and maintain healthy relationships.
Our physical, emotional, and mental health are interconnected.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

Physical literacy

Physical literacy
Physical literacy
  • Example of a method of monitoring exertion levels in physical activity: using a 1-5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, choose the number that you feel best describes how you are feeling in relation to your exertion levels
  • Examples of types of physical activity:
    • indoor or outdoor activities
    • free play or structured activities
    • activities with or without equipment
 
Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments
Apply methods of monitoring exertion levels in physical activity
Develop and demonstrate safety, fair play, and leadership in physical activities
Identify and explain factors that contribute to positive experiences in different physical activities

Healthy and active living

Healthy and active living
Healthy and active living
  • What kinds of activities do you like to participate in on a daily basis at school, at home, or in the community?
  • What are some factors that influence your healthy eating choices?
  • Where can you find health information when you are at school?
  • What does healthy living mean to you?
 
Participate daily in physical activity at moderate to vigorous intensity levels
Identify and describe opportunities to be physically active at school, at home, and in the community
Explore strategies for making healthy eating choices
Describe ways to access information on and support services for a variety of health topics
Explore and describe components of healthy living

Social and community health

Mental well-being

Mental well-being
Mental well-being
  • Examples of strategies that promote mental well-being:
    • getting enough sleep
    • talking about feelings
    • participating in regular physical activity
  • How do you respond to different feelings that you have?
  • What factors contribute to how you see yourself?
 
Identify and apply strategies that promote mental well-being
Identify and describe feelings and worries, and strategies for dealing with them
Identify personal skills, interests, and preferences and describe how they influence self-identity

Content

Students are expected to know the following:
proper technique for fundamental movement skills, including non-locomotor
non-locomotor
movements performed “on the spot” without travelling across the floor or surface; could include:
  • balancing
  • bending
  • twisting
  • lifting
 
, locomotor
locomotor
movement skills that incorporate travelling across the floor or surface; could include:
  • rolling
  • jumping
  • hopping
  • running
  • galloping
 
, and manipulative
manipulative
movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; could include:
  • bouncing
  • throwing
  • catching
  • kicking
  • striking
 
skills
ways to monitor physical exertion levels
monitor physical exertion levels
could include using a 1-5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, and students choose the number that they feel best describes how they are feeling in relation to their exertion levels 
how to participate in different types of physical activities, including individual and dual activities
individual and dual activities
activities that can be done individually and/or with others; could include:
  • jumping rope
  • swimming
  • running
  • bicycling
  • yoga
  • Hula Hoop
 
, rhythmic activities
rhythmic activities
activities designed to move our bodies in rhythm; could include:
  • dancing
  • gymnastics
 
, and games
games
types of play activities that usually involve rules, challenges, and social interaction; could include:
  • tag
  • parachute activities
  • co-operative challenges
  • Simon Says
  • team games
  • traditional Aboriginal games
 
effects
effects
could include:
  • increased breathing
  • increased thirst
  • sweating
  • using our muscles
  • feeling good
 
of physical activity on the body
practices that promote health and well-being, including those relating to physical activity
physical activity
getting 60-90 minutes of moderate to vigorous physical activity each day 
, nutrition
nutrition
getting the recommended nutrients from the different food groups each day 
, and illness prevention
illness prevention
practices could include:
  • washing hands
  • covering mouth when coughing
  • resting when sick
  • staying away from others when sick
 
strategies for accessing health information
strategies for accessing health information
could include:
  • speaking to a trusted adult
  • speaking to a medical professional
  • looking for health and safety signs
 
strategies and skills to use in potentially hazardous, unsafe, or abusive situations
strategies and skills to use in potentially hazardous, unsafe, or abusive situations
could include:
  • using a strong voice to say “no,” “stop,” “I don’t like this”
  • calling out for help and getting away if possible
  • telling a trusted adult until you get help
  • not giving out personal information (e.g., to strangers, on the Internet)
 
effects of different substances
substances
could include:
  • poisons
  • medications
  • psychoactive substances
 
, and strategies for preventing personal harm
managing and expressing emotions
factors that influence self-identity
factors that influence self-identity
could include:
  • self-esteem
  • self-efficacy
  • cultural heritage
  • body image
 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.