2nd Grade PE Curriculum - West Ada School District



Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: K-2 |

|Subject: PE |

|Unit: Traveling, Chasing, Fleeing, Dodging |

|Lens: Control |

|Enduring Understandings |Guiding Questions |

|Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2 |1a. How can you travel in general space without bumping into others? |

| |1b. How can changing directions help your performance? |

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|Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, |2a. How can the ability to perform locomotor movements lead to higher level tasks? |

|2.1.2 |2b. Why is it important to be able to change pathways? |

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| |3a. Why is participation important during activities? |

|Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 | |

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|Knowing body responses to physical activity and engaging in a variety of activities promotes |4a. Why is a strong heart important in tag games? |

|health-related fitness. 4.1.1, 4.1.2, 4.1. |4b. How can continuous movement benefit the participant? |

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|Visual and body awareness promote safety. 5.1.1 | |

| |5a. How does watching where you are going make you safer than watching where you are coming from?|

|Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters |5b. Why is it important to stop on your feet? |

|positive relations. 5.1.2, 5.1.3 |5c. How does respecting/knowing the boundaries of an activity increase safety? |

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| |6a. How can good sportsmanship increase enjoyment of the activity? |

| |6b. How does cooperation improve team work? |

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|Grade: K - 2 |

|Subject: PE |

|Unit: Traveling, Chasing, Fleeing and Dodging |

|Lens: Control |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|The cues for hopping (assessed in K) | |Perform locomotor skills | |

|continuous balanced movement | |Demonstrate proper self-space, start/stop, hop, gallop, skip and slide | |

|same foot | |Make directional changes (e.g., dodging and fleeing) | |

|ball of foot | |Focus forward while moving | |

|10 feet | |Demonstrate appropriate tagging | |

|right and left | |Follow safety guidelines and activity rules | |

|The cues for using Proper Self-Space (assessed in K) | | | |

|eyes forward | | | |

|speed check | | | |

|move to open spaces | | | |

|balanced stops | | | |

|avoids contact with people or objects | | | |

|The cues for start/stop (assessed in K) | | | |

|cued starts | | | |

|cued stops in a balanced position | | | |

|in a variety of locomotor movements | | | |

|The cues for galloping (assessed in 1st) | | | |

|face forward | | | |

|one foot leads | | | |

|trailing toe replaces front heel or off to side | | | |

|right and left foot | | | |

|The cues for skipping (assessed in 1st) | | | |

|lift knees | | | |

|step/hop, Step/hop | | | |

|smooth movement | | | |

|The cues for sliding (assessed in 1st) | | | |

|side leads | | | |

|one shoulder lead | | | |

|step/close, step/close | | | |

|no crossover | | | |

|both directions | | | |

|A strong healthy heart will allow for continuous activity | | | |

|The importance of sportsmanship | | | |

|Boundaries promote safety | | | |

CRITICAL CONTENT/CONCEPT WEB

Unit Theme: Throwing, Rolling, and Catching

Conceptual Lens: Coordination and Sequencing

Grade: K-2

|Grade: K-2 |

|Subject: Physical Education |

|Unit: Throwing, Rolling and Catching |

|Lens: Coordination and Sequencing |

|Enduring Understandings |Guiding Questions |

|Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3 |1a. Why do you look at the target when throwing and/or rolling? |

| |1b. Why is it important to keep your eye on the object? |

|Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2,| |

| |2a. Why is it important to have “side to the target” when throwing overhand? …Facing target when |

| |rolling and tossing? |

| |2b. How does stepping with the opposite foot affect balance? |

|Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 |2c. How does weight transfer affect throwing and rolling? |

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| |3a. How do you feel about an activity when you perform it correctly? |

| |3b. In what activities could you use throwing, rolling and catching skills? |

|Visual and body awareness promote safety. 5.1.1 | |

| |4a. How can rules make the game more enjoyable? |

|Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive| |

|relations. 5.1.2, 5.1.3 |5a. Why is it important to have a good attitude? |

| |5b. Why is it important to be able to work with others? |

| |5c. What are some problem solving strategies? |

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|Grade: K-2 |

|Subject: Physical Education |

|Unit: Throwing, Rolling and Catching |

|Lens: Coordination and Sequencing |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |

|The cues for Catching (assessed grade 2) | |Catch a variety of objects thrown by self and others |

|Feet move in anticipation of the catch | |Throw an object overhand |

|Catch with hands (no arm/body contact) | |Roll a ball |

|Giving with the arms, absorbing force | |Toss an object underhand |

|The cues for Throwing Overhand (assessed grade 2) | |Follow rules and safety guidelines |

|Side to target | |Throw at a variety of target sizes from varied distances |

|Arm back and up | |Participate in a variety of games and activities that will incorporate throwing, rolling and |

|Step with opposite foot | |catching |

|Trunk rotation | | |

|Follow-through | | |

|The cues for Rolling a ball (assessed grade 1) | | |

|Face target | | |

|Step with opposite foot | | |

|Front knee bent | | |

|Release of the ball near front foot | | |

|Arm follow-through | | |

|The cues for Underhand Toss (assessed grade 2) | | |

|Face target | | |

|Step with opposite foot toward target | | |

|Release of the object toward target | | |

|Arm follow-through toward target | | |

|Force, distance and timing are related. | | |

|Object choice and size can determine/promote success. | | |

|The importance of being aware of one’s surroundings before throwing, rolling and catching| | |

|an object. | | |

|Practice will promote success. | | |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: K-2 |

|Subject: Physical Education |

|Unit: Kicking |

|Lens: Coordination |

|Enduring Understandings |Guiding Questions |

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|Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, |1a. What are the cues for kicking a stationary ball, dribbling a ball and punting? |

|1.1.3 |1b. Which part of the foot do you use for each type of kick? |

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| |2a. Why do you use a specific part of the foot for specific kicks? |

|Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, |2b. Where on the ball should you kick to determine direction and level? |

|2.1.2 |2c. What parts of your body work together when kicking? |

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| |3a. What are different activities that involve kicking? |

| |3b. How can practice affect your ability to kick? |

|Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 | |

| |4a. What type of kicking activities could enhance your fitness levels? |

|Knowing body responses to physical activity and engaging in a variety of activities promotes |4b. What happens to your body when you play a continuous game of soccer? |

|health-related fitness. 4.1.1, 4.1.2, 4.1.3 | |

| |5a. Why is it important to be aware of your own self-space and surroundings when kicking? |

| |5b. Why is it important to follow safety rules when kicking? |

|Visual and body awareness promote safety. 5.1.1, 5.1.2, 5.1.3 | |

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|Grade: K-2 |

|Subject: Physical Education |

|Unit: Kicking |

|Lens: Coordination |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|Cues for kicking a stationary ball for distance (assessed in grade 2) | |Kick a stationary ball for distance | |

|Non-kicking foot is beside and slightly behind the ball | |Kick a moving ball | |

|Kicking foot is extended for contact on the shoelaces, not on the toes | |Dribble a ball with control | |

| | |Punt making contact with laces | |

|Cues for dribbling | |Trap a rolling ball using feet | |

|Inside of both feet | |Follow safety rules | |

|Small, soft taps | | | |

|Keep ball close | | | |

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|Cues for Punting | | | |

|Hold ball on kicking side | | | |

|Step with non-kicking foot | | | |

|Drop ball | | | |

|Kick with shoelaces | | | |

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|Various ways to trap a moving ball (i.e. bottom of foot, instep) | | | |

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|The importance of being aware of one’s surroundings before kicking an object. | | | |

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Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: K-2 |

|Subject: PE |

|Unit: Jumping and Landing |

|Lens: Balance and Coordination |

|Enduring Understandings |Guiding Questions |

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|Coordinated sequential movements affect the outcome of individual performance. 1.1.1,1.1.2, 1.1.4|1a. How do the use of arms and legs make you jump higher / farther? |

| |1b. Why do you bend your knees when you land? |

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|Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, |2a. Why do we use our arms when we jump with our legs? |

|2.1.2 |2b. How does balance affect jumping and landing? |

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|Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1 |3a. How can improved jumping skills lead to success in a variety of activities? |

| |3b. How can you use jumping and landing skills in other activities? |

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| |4a. How does rope jumping increase your fitness? |

|Knowing body responses to physical activity and engaging in a variety of activities promotes |4b. Why is muscle strength important in jumping and landing? |

|health-related fitness. 4.1.1, 4.1.3 | |

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|Visual and body awareness promote safety. 5.1.3 |5a. Why is self-space important when jumping rope? |

| |5b. Why is it important to work together in long rope activities? |

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|Grade: K-2 |

|Subject: PE |

|Unit: Jumping and Landing |

|Lens: Balance and Coordination |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|The cues for hopping (assessed in K) | |1. Use their arms and legs together when jumping. | |

|Continuous balanced movement | |2. Land on the balls of their feet with knees bent. | |

|Same foot | |3. Use the whole body in a variety of jumps. | |

|Ball of foot | |4. Coordinate body movements with an implement / obstacle. | |

|10 feet | |5. Demonstrate the skills of entering and exiting a turning rope. | |

|Right and left | | | |

|The cues for jumping (assessed in K) | | | |

|Two foot take-off | | | |

|Land on balls of feet | | | |

|Knees bent | | | |

|Use arms in a forward motion | | | |

|The cues for jumping rope (assessed in grade 2) | | | |

|Elbows close to body | | | |

|Continuous wrist rotation | | | |

|Land on balls of feet with knees slightly bent | | | |

|15 consecutive jumps | | | |

|How balance affects jumping and landing. | | | |

|Combined use of the arms and legs determines the height or distance of the jump. | | | |

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Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: K-2 |

|Subject: Physical Education |

|Unit: Striking |

|Lens: Tracking |

|Enduring Understandings |Guiding Questions |

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|Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, |1a. Where should your eyes focus when striking? |

|1.1.3 |1b. What position should your body be in when striking? (i.e. side-to-target, facing target) |

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| |2a. Why is it important to keep your eye on the object? |

|Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, |2b. What are the cues for striking an object? (preparation, striking, follow-through) |

|2.1.2 |2c. How do body parts work together when striking? |

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| |3a. What are some different activities that include striking? |

| |3b. How can practice affect your ability to strike? |

|Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 | |

| |4a. Why is important to be in your own self-space when striking? |

|Visual and body awareness promote safety. 5.1.1, 5.1.2 |4b. Why is it important to follow safety rules when striking? |

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|Grade: K-2 |

|Subject: Physical Education |

|Unit: Striking |

|Lens: Tracking |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|The variety of body part/implements used when striking. | |Strike with hand, short handled and/or long handled implements. | |

|Body positions for various forms of striking. | |Demonstrate correct body position according to the type of striking. | |

|The importance of keeping your eye on the object when striking. | |Make contact with the object being struck. | |

|The angle of the implement at point of contact will affect the direction of the | |Hit an object in different directions based on the angle, point of contact and | |

|object. | |follow-through. | |

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Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: K-2 |

|Subject: PE |

|Unit: Tumbling & Balance |

|Lens: Body Awareness |

|Enduring Understandings |Guiding Questions |

|Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, |1a. How does body position affect rolling? (i.e. forward, pencil, log, backward) |

|1.1.3, 1.1.4 |1b. Why is it important to keep your arms straight when performing feet to hands weight transfers|

| |such as cartwheels and round-offs? |

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| |2a. Why is it important to know correct technique when rolling, transferring weight and |

| |balancing? |

|Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, | |

|2.1.2 | |

| |3a. What are some different activities that include tumbling and balance? |

| |3b. How can practice affect your ability to tumble? |

|Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 | |

| |4. How does muscular strength help when performing various tumbling and balance movements? |

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|Knowing body responses to physical activity and engaging in a variety of activities promotes | |

|health-related fitness. 4.1.1, 4.1.2, 4.1.3 |5a. Why is it important to roll in one direction on the mat? |

| |5b. Why is it important to wait your turn? |

|Visual and body awareness promote safety. 5.1.1, 5.1.2, 5.1.3 |5c. Why is it important to be aware of self-space when performing weight transfers? |

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|Grade: K-2 |

|Subject: PE |

|Unit: Tumbling & Balance |

|Lens: Body Awareness |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|How to perform various rolls, such as: | |Perform various rolls | |

|Log roll | |Perform various weight transfer in movement | |

|Pencil roll | |Perform the one-foot static balance | |

|Forward roll | |Perform various static balances | |

|Egg roll | |Follow rules and procedures for safety | |

|How to perform various weight transfers in movement, such as: | | | |

|Cartwheel | | | |

|Donkey Kick | | | |

|Handstand | | | |

|Round offs | | | |

|Animal walks | | | |

|The cues for One Foot Static Balance (assessed in 1st) | | | |

|10 seconds on each foot | | | |

|Raised foot independent of standing leg | | | |

|How to perform various static balances, such as: | | | |

|Balance on different numbers of bases of support | | | |

|Headstand | | | |

|Partner balances (with mats) | | | |

|Static balances with low equipment | | | |

|Rules and procedures for safety | | | |

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Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: K-2 |

|Subject: PE |

|Unit: Volleying & Dribbling |

|Lens: Coordination & Control |

|Enduring Understandings |Guiding Questions |

|Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, |1a. What are the cues for dribbling, volleying and underhand striking? |

|1.1.3, 1.1.4 |1b. Which part of the hand do you use for dribbling? |

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| |2a. How would volleying and dribbling look without body control? |

|Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, |2b. Why do you need to be behind the ball when underhand striking? |

|2.1.2 |2c. Why is it important to push down on the ball when dribbling? |

| |2d. Why is it important to use a flat surface when volleying? |

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| |3a. How can learning to dribble and volley help you enjoy the activity? |

| |3b. How can practice affect your ability to dribble/volley? |

|Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 | |

| |4a. Why is important to be aware of your own self-space and surroundings when dribbling and |

| |volleying? |

|Visual and body awareness promote safety. 5.1.1 |4b. Why is it important to follow safety rules? |

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| |5a. Why is it important to share/take turns during an activity? |

| |5b. Why is it important to play by the rules? |

|Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters | |

|positive relations. 5.1.3 | |

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|Grade: K-2 |

|Subject: Physical Education |

|Unit: Volleying and Dribbling |

|Lens: Coordination & Control |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|The cues for dribbling with dominant hand (assessed in 2nd) | |Dribble continuously while stationary and slowly traveling in a variety of | |

|push using fingers (no slap) | |directions and pathways. | |

|waist high | |Dribble with dominant and non-dominant hand. | |

|not continuously looking at the ball | |Dribble at different levels while keeping the ball at or below the waist line. | |

|continuous forward movement | |Dribble and travel forward while not continuously looking at the ball. | |

|width of gym | |Continuously volley a lightweight ball or balloon upward in self space. | |

|A controlled dribble allows movement in a variety of directions, levels and | |Volley using a variety of body parts. | |

|pathways. | |Volley using dominant and non-dominant hands. | |

|The cues for volleying | |Underhand strike a lightweight object forward. | |

|Keep eyes on object | |Follow safety rules. | |

|Stay under the object | | | |

|Keep it up/no catch | | | |

|The cues for underhand striking | | | |

|Hold ball in front of hitting hand | | | |

|Arm back | | | |

|Step with opposite foot | | | |

|Flat hand | | | |

|A flat surface improves control of the object volleyed. | | | |

|Body position determines direction of volley | | | |

|How to move throughout general space while dribbling | | | |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: K - 2 |

|Subject: PE |

|Unit: Rhythms and Dance |

|Lens: Expression |

|Enduring Understandings |Guiding Questions |

|Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, |1a. Why is it important to move to music? |

|1.1.3, 1.1.4 |1b. Why is it important to learn a number of different movements and movement patterns? |

| |1c. What is the movement pattern for a skip? |

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| |2a. How does finding the beat affect movement? |

|Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, |2b. How do different sounds affect your movement? |

|2.1.2 | |

| |3a. Why is it important to cooperate in a group movement? |

|Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 |3b. Why is it important to participate? (self, partner, group) |

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|Knowing body responses to physical activity and engaging in a variety of activities promotes |4a. How would a robot move compared to someone that is flexible? |

|health-related fitness. 4.1.1, 4.1.2, 4.1.3 |4b. How does moving to music affect fitness? |

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|Visual and body awareness promote safety. 5.1.1, 5.1.2, 5.1.3 |5a. Why is it important to have good body control? |

| |5b. Why is it important to respect others? |

|Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters | |

|personal relations. 5.1.1, 5.1.2, 5.1.3 |6a. Why is having a good attitude important? |

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|Grade: K - 2 |

|Subject: PE |

|Unit: Rhythm and Dance |

|Lens: Expression |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

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|How to apply movement to music. | |Move to internal and external rhythms. | |

|How to express self through movement. | |Recognize and move to rhythm/beat in music. | |

|How to create and combine movements into a sequence. | |Demonstrate a variety of movements to music. | |

|A variety of formations (i.e. scattered, circle, line, partner). | |Locomotor movements | |

|The importance of cooperation while working with others. | |Swing, sway, twist, bend, balance, etc. | |

| | |Work individually, with a partner and with groups. | |

| | |Display body control while moving to music. | |

| | |Demonstrate a variety of formations with movement patterns. | |

| | |Demonstrate respect to self and others. | |

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Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: K - 2 |

|Subject: PE |

|Unit: Cooperative Games |

|Lens: Teamwork |

|Enduring Understandings |Guiding Questions |

|Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 |1a. Why is it important to listen to everyone before beginning the challenge? |

| |1b. Why is it important to stay focused on the outcome? |

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|Visual and body awareness promote safety. 5.1.1 |2a. Why is it important for everyone to follow the rules? |

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|Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters |3a. How can you express your idea without hurting other student’s feelings? |

|personal relations. 5.1.2, 5.1.3 |3b. How do you give positive feedback? |

| |3c. Why is it important to listen to the ideas of others? |

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|Grade: K - 2 |

|Subject: PE |

|Unit: Cooperative Games |

|Lens: Teamwork |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|Working together equals success. | |Problem-solve to complete a task. | |

|Communication is an important part of teamwork. | |Clearly communicate ideas to teammates. | |

|That each situation requires different decision making skills. | |Use appropriate social skills to participate in group activities. | |

|The importance of listening and accepting the ideas of others before making | |Respect the opinions of others. | |

|decisions. | | | |

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IDAHO CONTENT STANDARDS

GRADE K- 2

PHYSICAL EDUCATION

Standard 1: Skilled Movement

Goal 1.1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

Objective(s): By the end of grade 2, students will:

K-2.PE.1.1.1 Achieve mature forms in the basic locomotor skills (e.g., walking, running, skipping, etc.) and vary the manner in which these skills are performed during changing conditions and expectations (e.g., levels, speeds, pathways, relationships, and effort).

K-2.PE.1.1.2 Demonstrate smooth transitions between sequential locomotor, non-locomotor, and manipulative skills (e.g. PEmetrics, etc.).

K-2.PE.1.1.3 Achieve mature form in the less complex manipulative skills (e.g., underhand throw, catching, rolling, etc.) and show progress toward achieving mature form in the more complex manipulative skills (e.g., foot dribble, overhand throw, kicking, etc.).

K-2.PE.1.1.4 Demonstrate control in non-locomotor skills (e.g., twisting, bending, weight-transfer, etc.) as well as weight-bearing and balancing on a variety of body parts (e.g. symmetrical/asymmetrical, stork stand, partner balances, etc.).

Standard 2: Movement Knowledge

Goal 2.1: Demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.

Objective(s): By the end of grade 2, students will:

K-2.PE.2.1.1 Identify simple biomechanical principles (e.g., opposition, weight transfer, wide base of support for stability, etc.).

K-2.PE.2.1.2 Identify and apply critical cues and concepts of body, space, effort, and relationships that vary the quality of movement (e.g., side to target, move in personal space, throw hard for distance, name different pathways, etc.).

Standard 3: Valuing a Physically Active Lifestyle

Goal 3.1: Participate daily in physical activity for health, enjoyment and/or satisfaction, challenge, self-expression and/or social interaction.

Objective(s): By the end of grade 2, students will:

K2.PE.3.1.1 Participate in developmentally appropriate moderate to vigorous physical activity a minimum of 33% of the lesson time (e.g., time assessment, pedometer = 1800 steps in a 30 minute class or 60 steps per minute, etc.).

K-2.PE.3.1.2 Participate daily in moderate to vigorous physical activity during and outside of class as recommended by NASPE, CDC, and USDHHS of at least 60 minutes or more per day (e.g., activity logs, step count of at least 12000 steps per day, activity breaks, etc.).

K-2.PE.3.1.3 Express feelings about participation appropriately during physical activity (e.g., use of emoticons like smiley faces and thumb up/down, etc.).

Standard 4: Personal Fitness

Goal 4.1: Achieve and maintain a health-enhancing level of physical fitness.

Objective(s): By the end of grade 2, students will:

K-2.PE.4.1.1 Engage in a variety of activities that promote health-related physical fitness (e.g., jumping rope, riding a bicycle, animal walks, climbing rope, chasing and fleeing games, tumbling activities, dance skills, etc.).

K-2.PE.4.1.2 Know and demonstrate basic knowledge of health-related fitness including cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition (e.g., identify various activities that demonstrate each health-related component, etc.).

K-2.PE.4.1.3 Recognize physiological signs associated with participation in moderate-to-vigorous physical activity (e.g., sweating, fast heart rate, heavy breathing, etc.).

Standard 5: Personal and Social Responsibility

Goal 5.1: Exhibit responsible and social behavior that respects self and others in physical activity settings.

Objective(s): By the end of grade 2, students will:

K-2.PE.5.1.1 Apply physical education class rules, procedures, and safe practices (e.g., listen/respond to teacher and peers, personal space, follow directions, etc).

K-2.PE.5.1.2 Interact cooperatively using interpersonal communication during partner and small group activities (taking turns, sharing equipment, helping others, etc).

K-2.PE.5.1.3 Work together to problem solve, complete a task, and/or tackle a challenge (e.g. rock/paper/scissors, sharing, partner games, etc).

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Unit Overview

This unit introduces students to traveling, chasing, fleeing and dodging with controlled movements in general space.

Activities will include locomotor skills, starting and stopping with control, movement while changing directions, avoiding obstacles, recognition of boundaries, levels and pathways.

Traveling, Chasing, Fleeing and Dodging

Control

K - 2

Pathways

Changing Directions

Space Awareness

Starting and Stopping

Unit Topic:

Traveling, Chasing, Fleeing and Dodging

Locomotor

Movements

Unit Overview

Students will be introduced to basic throwing, rolling, tossing and catching skills. Students will begin to understand the sequential and coordinated actions of the above skills. Correct body position and tracking will also be incorporated.

Activities will include rolling or throwing at different levels, directions and stationary targets. Activities will also include catching at a variety of levels.

UNIT THEME:

THROWING, ROLLING, AND CATCHING

Follow-through

Tracking

Weight Transfer

Opposition

Unit Overview

Students are introduced to basic kicking, punting and dribbling skills. Students will begin to understand how body control and coordination contribute to efficient kicking, punting and soccer dribbling.

Students explore body position, balance, making contact with a stationary or moving object and trapping.

Kicking

Coordination

K-2

Weight Transfer

Balance

Timing

Foot-Eye Coordination

Unit Topic:

Kicking

Unit Overview

Fundamental skills of jumping and landing are introduced and developed. Balance and coordination will be the focus during the sequential skills of take-off and landing.

Jumping and landing skills will be developed through a variety of activities including: jumping for height and distance, jumping over obstacles, different patterns of jumping and landing, and rope jumping.

Jumping and Landing

Balance and Coordination

K - 2

Body Position

Balance

Landing

Take-off

Unit Topic:

Jumping and Landing

Unit Overview

This unit will introduce and develop striking actions with the hand, rackets, paddles and long-handled implements. Tracking is emphasized for success.

Students will be introduced to striking activities that include a variety of targets and equipment.

Striking

Tracking

K-2

Weight Transfer

Sequence of Movement

Tracking

Hand-Eye Coordination

Unit Topic:

Striking

Unit Overview

Students will be introduced to various body positions and balances, weight transfers, rolling and traveling on specific body parts. Students will be made aware of the continuity and fluidity of movement.

Activities will include animal movements, tumbling and inverted balances, balance stunts, individual stunts and partner stunts.

Tumbling and Balance

Body Awareness

K-2

Body Control

Safety

Weight Transfer

Balance

Unit Topic:

Tumbling and Balance

Unit Overview

The student will be introduced and begin to develop volleying and dribbling skills using different types of equipment and coordination of different body parts.

Activities will include use of dominant and non-dominant hands. Activities will focus on control in self-space and in general space while dribbling and volleying.

Volleying & Dribbling

Coordination & Control

K-2

Tracking

Balance

Body Control

Coordination

Unit Topic:

Volleying

&

Dribbling

Unit Overview

The student will explore self-expression through rhythm and be introduced to organized patterns of movement.

Participation in rhythm and dance will allow self-expression through rhythmic and creative/expressive movement forms.

Students will be encouraged to use but not limited to defined movement forms, levels and pathways.

Activities will include various rhythmic movements, group and individual movements and repetitive patterns.

Rhythm and Dance

Expression

K - 2

Timing

Expression Through

Movement

Sequential Movement Patterns

Acceptance of Others

Unit Topic:

Rhythm and Dance

Unit Overview

Students will work cooperatively and productively in a group to accomplish a task.

Students will experience the importance of teamwork, decision making and problem solving in a variety of activities which will help develop a positive self-concept.

Activities will include partner and small group tasks.

Cooperative Games

Teamwork

K - 2

Communication

Self-Concept

Decision Making

Teamwork

Unit Topic:

Cooperative Games

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