Standard set
Grade 2 - Physical Education and Wellness (2022)
Standards
Showing 193 of 193 standards.
Physical Education and Wellness
PDE.1.
Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan.
PDE.2.
Movement Skill Development: Developing physical literacy through movement and active living supports well-being across a lifespan.
PDE.3.
Character Development: Exploration of life opportunities and virtues develops resilience and personal talents and promotes lifelong learning.
PDE.4.
Safety: A lifetime of optimal well-being is supported by prioritizing health and safety.
PDE.5.
Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healthy eating.
PDE.6.
Healthy Relationships: Personal well-being is supported through positive relationships built on communication, collaboration, empathy, and respect.
PDE.7.
Growth and Development: Decision making that optimizes personal health and well-being is informed by understanding growth and development.
PDE.8.
Financial Literacy: Informed financial decision making contributes to the well-being of individuals, groups, and communities.
PDE.1.1.
Students investigate physical activity and relate it to personal experience.
PDE.2.1.
Students refine and apply spatial awareness across a variety of physical activity contexts.
PDE.2.2.
Students modify movement to improve control and efficiency.
PDE.2.3.
Students demonstrate teamwork and support participation in a variety of physical activities.
PDE.3.1.
Students examine roles, responsibilities, and self-regulation and their connections to self-understanding.
PDE.4.1.
Students examine and apply personal safety in a variety of situations.
PDE.5.1.
Students examine internal and external factors that influence food choices and decisions.
PDE.6.1.
Students connect healthy relationships to a variety of learning and playing contexts.
PDE.7.1.
Students examine how growth is affected by variables.
PDE.8.1.
Students relate money and decision making.
PDE.1.1.1.
Knowledge
PDE.1.1.2.
Understanding
PDE.1.1.3.
Skills & Procedures
PDE.2.1.1.
Knowledge
PDE.2.1.2.
Understanding
PDE.2.1.3.
Skills & Procedures
PDE.2.2.1.
Knowledge
PDE.2.2.2.
Understanding
PDE.2.2.3.
Skills & Procedures
PDE.2.3.1.
Knowledge
PDE.2.3.2.
Understanding
PDE.2.3.3.
Skills & Procedures
PDE.3.1.1.
Knowledge
PDE.3.1.2.
Understanding
PDE.3.1.3.
Skills & Procedures
PDE.4.1.1.
Knowledge
PDE.4.1.2.
Understanding
PDE.4.1.3.
Skills & Procedures
PDE.5.1.1.
Knowledge
PDE.5.1.2.
Understanding
PDE.5.1.3.
Skills & Procedures
PDE.6.1.1.
Knowledge
PDE.6.1.2.
Understanding
PDE.6.1.3.
Skills & Procedures
PDE.7.1.1.
Knowledge
PDE.7.1.2.
Understanding
PDE.7.1.3.
Skills & Procedures
PDE.8.1.1.
Knowledge
PDE.8.1.2.
Understanding
PDE.8.1.3.
Skills & Procedures
PDE.1.1.1.a.
Factors influencing physical activity include peers, family, culture, natural environments, built environments and cost of activities and programs.
PDE.1.1.1.b.
Adventurous play can provide individuals with opportunities to establish personal physical activity limits, develop confidence and independence, experience healthy stress, develop movement skills, develop decision-making and problem-solving skills and develop physical literacy.
PDE.1.1.1.c.
Physical literacy includes developing the competence, confidence, and motivation to be physically active throughout an individual�s lifetime.
PDE.1.1.1.d.
Many physical activities experienced on the land can be enjoyed across a lifespan, such as hunting, trapping, fishing, gathering, nature walks, hiking, snowshoeing and kayaking.
PDE.1.1.1.e.
Some land-based physical activities may require further safety measures, such as awareness of surroundings.
PDE.1.1.1.f.
Personal factors affecting physical activity include time, injury and enjoyment.
PDE.1.1.1.g.
Preparation and recovery actions can support endurance, improve flexibility, and reduce the risk of injury.
PDE.1.1.1.h.
Preparation for and recovery from physical activity include nutrition and hydration, warm-up and cool-down and appropriate equipment, clothing, and footwear.
PDE.1.1.1.i.
Physical activity can promote positive interactions with others through shared interests, goal setting, and experiences.
PDE.1.1.1.j.
Games and activities can be enjoyed in a variety of ways (e.g., rhythmic, gymnastic, expressive, individual, challenging, adventurous, and cultural).
PDE.1.1.1.k.
Physical activity can be categorized as light, moderate, and vigorous.
PDE.1.1.2.a.
Physical activity can be influenced by a variety of factors.
PDE.1.1.2.b.
Competence, confidence, and motivation can increase personal engagement and enjoyable experiences within physical activities.
PDE.1.1.2.c.
Physical activity can be connected to experiences on the land.
PDE.1.1.2.d.
Physical activity can be modified in response to a variety of personal factors.
PDE.1.1.2.e.
Physical activities can be enhanced through preparation and recovery.
PDE.1.1.2.f.
Participation in physical activity supports mental health and provides opportunities for individuals to interact positively with others.
PDE.1.1.2.g.
Physical activity can require varying degrees of exertion and energy.
PDE.1.1.3.a.
Identify how factors influence physical activity.
PDE.1.1.3.b.
Describe experiences as a result of participating in adventurous play.
PDE.1.1.3.c.
Participate in physical activities on the land.
PDE.1.1.3.d.
Discuss safety measures related to land-based physical activities.
PDE.1.1.3.e.
Participate in physical activities that can provide personal enjoyment.
PDE.1.1.3.f.
Demonstrate appropriate preparation for and recovery from physical activity.
PDE.1.1.3.g.
Demonstrate positive interactions with others during physical activity.
PDE.1.1.3.h.
Participate in physical activities that require various levels of exertion and energy.
PDE.2.1.1.a.
Spatial awareness is knowing how the body moves through space.
PDE.2.1.1.b.
Spatial awareness includes the ongoing process of making decisions in relation to people or objects.
PDE.2.1.1.c.
Awareness of spatial changes may require creativity and modifications to game play.
PDE.2.1.2.a.
Spatial awareness can be improved through ongoing scanning and assessment of surroundings.
PDE.2.1.2.b.
Effective decision making related to spatial awareness can support favourable movement outcomes.
PDE.2.1.2.c.
Spatial awareness can influence movement within and across physical activities.
PDE.2.1.3.a.
Scan and assess surroundings to support spatial awareness.
PDE.2.1.3.b.
Refine movement skills in relation to people or objects in a variety of physical activities.
PDE.2.1.3.c.
Modify and adapt game play based on awareness of spatial changes.
PDE.2.2.1.a.
The preparation phase or ready position includes facing the target, establishing a stable position and finding a lower centre of gravity.
PDE.2.2.1.b.
The carrying-out phase includes the body gathering momentum and working to produce movement.
PDE.2.2.1.c.
The completion or follow-through phase includes movement continuing in the direction of action, slowing down of movement, and regaining stability.
PDE.2.2.1.d.
Movement skills can be refined and corrected with feedback and practice.
PDE.2.2.1.e.
Locomotor movements can occur in a variety of ways, such as galloping, wheeling and jogging.
PDE.2.2.1.f.
Non-locomotor movements can occur in a variety of ways, such as swinging, hanging and landing.
PDE.2.2.1.g.
Object manipulation can occur in a variety of ways, such as sending objects, including passing and pulling, retaining objects, including bouncing, receiving objects, including collecting.
PDE.2.2.2.a.
Three phases of movement include preparation, carrying out, and completion or follow-through.
PDE.2.2.2.b.
Movement skill development requires repeated practice and effort.
PDE.2.2.2.c.
Performance in physical activities can be enhanced by effort and repeated practice.
PDE.2.2.2.d.
Feedback and practice can enhance performance, enjoyment, and physical literacy.
PDE.2.2.2.e.
Learned movements can be utilized across physical activity contexts.
PDE.2.2.3.a.
Experiment with the three phases of movement in a variety of physical activities.
PDE.2.2.3.b.
Modify one or more phases of movement to improve control and efficiency.
PDE.2.2.3.c.
Participate in repeated practice for skill development.
PDE.2.2.3.d.
Reflect on the performance of movement skills, and apply ways to be more efficient.
PDE.2.2.3.e.
Utilize movement skills from one physical activity in another physical activity.
PDE.2.3.1.a.
Behaviours that support participation include using fair-play practices, respecting others, supporting others and using kind language.
PDE.2.3.1.b.
Teamwork can build relationships and support others in unique ways.
PDE.2.3.1.c.
Teamwork includes communicating, making decisions, sharing ideas, contributing and involving all participants.
PDE.2.3.2.a.
Physical activities have expectations that support participation, safety, and enjoyment for all.
PDE.2.3.2.b.
Some physical activities require teamwork.
PDE.2.3.2.c.
Teamwork is working with others to achieve a common goal.
PDE.2.3.3.a.
Display behaviours that support participation, safety, and participant enjoyment.
PDE.2.3.3.b.
Exhibit teamwork in a variety of physical activity contexts.
PDE.3.1.1.a.
A role is a specific position that someone holds in work, social, or relational contexts.
PDE.3.1.1.b.
There are a variety of roles available for individuals within a community.
PDE.3.1.1.c.
People, land, and animals have specific roles and responsibilities that contribute to community well-being.
PDE.3.1.1.d.
Self-regulation is effectively maintaining control over attention, thoughts, emotions, and behaviour in a variety of situations.
PDE.3.1.1.e.
Self-regulation is the ability to attain or maintain a level of focus and function.
PDE.3.1.1.f.
Self-regulation strategies include breathing techniques, physical activity, nutrition and hydration breaks, thinking before responding and recognizing challenges and obstacles.
PDE.3.1.1.g.
Self-regulation can be developed with help of community supports, such as parents, families, caregivers, guardians teachers, school counsellors, health-care professionals, community agencies, spiritual leaders, Elders, Knowledge Keepers.
PDE.3.1.2.a.
Roles have different responsibilities.
PDE.3.1.2.b.
Sense of community is developed through the awareness of the roles and responsibilities of individuals within the community.
PDE.3.1.2.c.
Communities include people, land, and animals.
PDE.3.1.2.d.
People, land, and animals are interconnected.
PDE.3.1.2.e.
Self-regulation can help decrease stress and manage anxiety.
PDE.3.1.2.f.
Self-regulation strategies that maintain or enhance positive emotions are important for establishing effective outcomes.
PDE.3.1.2.g.
Self-regulation can be supported through community.
PDE.3.1.2.h.
Self-regulation is connected to signals from the body, mind, and spirit.
PDE.3.1.3.a.
Describe and compare responsibilities connected with various roles.
PDE.3.1.3.b.
Participate in a variety of roles in learning contexts.
PDE.3.1.3.c.
Examine ways that individuals can positively contribute to communities through various roles.
PDE.3.1.3.d.
Investigate opportunities to participate in community roles.
PDE.3.1.3.e.
Explore how the roles and responsibilities of people, land, and animals contribute positively to community well-being.
PDE.3.1.3.f.
Explain the benefits of self-regulation.
PDE.3.1.3.g.
Describe strategies that support self-regulation.
PDE.3.1.3.h.
Practise a variety of self-regulation strategies.
PDE.3.1.3.i.
Explore ways communities work together to support self-regulation.
PDE.3.1.3.j.
Identify signals that support self-regulation.
PDE.4.1.1.a.
Safety strategies are developed for a variety of contexts, such as home, school, online and emergencies.
PDE.4.1.1.b.
Safety is when individuals are free from physical harm or injury, illness, and emotional harm.
PDE.4.1.1.c.
Decisions for safety include requesting, obtaining, giving, or refusing consent.
PDE.4.1.1.d.
Substances can be harmful if used incorrectly or not for the intended purpose.
PDE.4.1.1.e.
Situations and contexts may present different safety concerns.
PDE.4.1.2.a.
Safety strategies and procedures can be practised in a variety of ways.
PDE.4.1.2.b.
Safety is needed for survival.
PDE.4.1.2.c.
Individual consent is important in making safe decisions.
PDE.4.1.2.d.
Trusted adults in the school and community can support individuals in unsafe and uncomfortable situations.
PDE.4.1.2.e.
Safety involves assessing for potential risk or injury by identifying safe and unsafe situations and substances.
PDE.4.1.3.a.
Practise safety strategies and procedures in a variety of situations.
PDE.4.1.3.b.
Discuss ways to respond in unsafe or uncomfortable situations.
PDE.4.1.3.c.
Classify situations that are safe and unsafe.
PDE.4.1.3.d.
Describe situations where substances may be harmful.
PDE.4.1.3.e.
Examine how safety can be improved in a variety of situations.
PDE.5.1.1.a.
Cues associated with hunger include stomach growling low energy and irritability.
PDE.5.1.1.b.
Cues associated with thirst include dry mouth, ow energy and headache.
PDE.5.1.1.c.
Food guidelines provide information about the variety of foods the body needs.
PDE.5.1.1.d.
Food allergies are when one�s body reacts unusually to food.
PDE.5.1.1.e.
Allergic reactions to food can range from mild to severe, including anaphylactic shock.
PDE.5.1.1.f.
Food preferences are ways an individual chooses what to eat or drink.
PDE.5.1.1.g.
Food can foster community, connection, family, tradition and celebration.
PDE.5.1.2.a.
The human body provides cues that tell an individual when they are hungry or thirsty.
PDE.5.1.2.b.
Food guidelines help to inform decision making.
PDE.5.1.2.c.
Foods can contain risks and benefits to an individual�s health.
PDE.5.1.2.d.
Food can provide an opportunity for individuals to experience various cultures and traditions.
PDE.5.1.3.a.
Discuss cues associated with hunger and thirst.
PDE.5.1.3.b.
Explore recommendations from a variety of food guidelines to support nutritional decisions.
PDE.5.1.3.c.
Examine personal food preferences.
PDE.5.1.3.d.
Identify personal food allergens.
PDE.5.1.3.e.
Discuss ways that food provides insights into various cultures, practices, and traditions.
PDE.6.1.1.a.
Healthy relationships can be strengthened through frequent or ongoing interactions.
PDE.6.1.1.b.
Community supports include resources, programs and services.
PDE.6.1.1.c.
Friendships can be developed based on sharing, listening to ideas, and having experiences with others.
PDE.6.1.2.a.
Healthy relationships can include bonds formed with one another or with nature.
PDE.6.1.2.b.
Connections and supports within a community help to develop social-emotional well-being.
PDE.6.1.3.a.
Reflect on how personal relationships are maintained or strengthened.
PDE.6.1.3.b.
Identify sources of support within the community to enhance well-being and relationships.
PDE.6.1.3.c.
Practise sharing and listening to ideas of others.
PDE.7.1.1.a.
Body image is the way an individual views or feels about their body.
PDE.7.1.1.b.
Factors influencing growth include food, physical activity, rest and family traits.
PDE.7.1.1.c.
Parts of the body that exhibit different rates of growth include hair, foot size and height.
PDE.7.1.2.a.
Accepting and appreciating the changes of the body during growth can support positive body image.
PDE.7.1.2.b.
Growth can be affected by various factors.
PDE.7.1.2.c.
Growth of the body varies and happens at different rates.
PDE.7.1.3.a.
Recognize how a variety of factors can affect healthy growth.
PDE.7.1.3.b.
Acknowledge parts of the body may experience growth that is more visible.
PDE.8.1.1.a.
Decisions about money include how much to spend, save and share.
PDE.8.1.1.b.
Individuals can have a limited amount of money to spend.
PDE.8.1.1.c.
Money spent on one item means less money for other items or activities.
PDE.8.1.1.d.
Individuals can save money for an item, an event, or the future.
PDE.8.1.1.e.
Individuals can donate money through charities, organizations, and agencies to help others or support a cause.
PDE.8.1.1.f.
Money can be earned in exchange for work that is done or goods and services that are provided.
PDE.8.1.1.g.
Responsible decision making involves spending money on needs before wants.
PDE.8.1.2.a.
Managing money involves making decisions.
PDE.8.1.2.b.
Decisions related to money are based on needs and wants.
PDE.8.1.3.a.
Distinguish between a paying job and volunteer work.
PDE.8.1.3.b.
Describe how money can be divided for different purposes.
PDE.8.1.3.c.
Practise making money-related decisions in a variety of contexts.
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- Grade 2 - Physical Education and Wellness (2022)
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