2nd Grade
Essential Standard: Apply competent motor skills and movement patterns needed to perform a variety of physical activities. (MS)
Clarifying Objectives (SCOS)
Benchmarks / Skills
Vocabulary
Methods
PE.2.MS.1.1
Execute combinations of locomotor skills in different pathways, levels, or directions.
Students will perform combinations of locomotor skills in different pathways, levels and directions when provided planned instruction.
Directional (forward/backward/sideway/turn around/half- turn /left/right);
Levels (high/medium/low); locomotor skills (slide/step/jump/hop/walk); pathways
(zig-zag/curved/straight).
  • Direct instruction e.g. put one foot in front and it stays in front (gallop).
  • Demonstration .
  • Various rhythms (commercial or self generated using clapping, plates, tambourine, etc).
  • Leap over item on the floor.
  • Pathways marked on the floor, or around obstacles.
  • All students active at all times.
  • Continuous feedback to student to self-correct/refine while in motion.
PE.2.MS.1.2
Execute a variety of manipulative skills while maintaining good balance and follow-through.
Students will demonstrate throwing, catching, kicking, striking, and dribbling while engaged in lead-up activities.
Throwing: making choice between overhand/underhand based on the situation using foot opposition.
Execute and distinguish between overhead/chest-pass/bounce-pass.
Catching: using two hands to catch a ball, adjusting body position as needed.
Kicking: Combine dribbling-passing or dribbling-shooting towards a partner/goal.
Striking: Adjusting body position (foot work and hand/implement position) based on the situation.
Dribbling using hands: Maintain control over the ball while walking/jogging.
Overhand/underhand; left/right/opposite;
look at target;
point at target;
step-throw;
follow-through

Two-handed; overhead; chest-pass; bounce-pass; step-throw

Reach; hands out; pull in
Instep; step-kick; keep ball close/control
Up/down; high/low; control

Fingers; at belly-button; look where you are going

Balance – body control
  • Direct instruction (proper technique, explaining the rubric) kept short and concise.
  • Modeling with questioning to focus students’ attention.
  • Use variety of objects to throw.
  • Variety of distances and heights.
  • Variety of targets.
  • Throw for distance to elicit proper overhand form.
  • Vary target size and distance to provide differentiation.
  • Station work (2-3 students per station).
  • Checklist for student to reflect on own skill level and need for practice.
  • Peer feedback based on checklist.
  • Visual cues such as posters or video, place markers, mark on instep of shoe, counters and timers to stay on task.
  • Minimum 3 step rubric
  • Continuous feedback to student to self-correct/refine while in motion.
PE.2.MS.1.3
Generate smooth and timely transitions between sequential locomotor skills.
Participate in a minimum of 3 different movement sequences with a minimum of 3 different skills (beginning, middle, end) incorporating a variety of locomotor skills, rolls, balances, and making timely, smooth transitions as required by the sequence.
Flow
Directional words
(forward/backward/sideways/left/right/turn around/up/down)
Tempo (fast, slow)
Balance – body control
Rolls
Sequence (beginning, middle, and end)

Symmetrical

Asymmetrical

Inversion
Weight Transfer
  • Direct instruction (explain 3 step rubric, correct common errors, example sequence).
  • Modeling of a sequence with questioning to focus students’ attention.
  • Pre-teach/repeat various balances (body parts, patches & points).
  • Pre-teach/repeat various rolls (egg/pencil/shoulder).
  • Groups of 2-3 students working together.
  • Checklist for student to reflect on own skill level and need for practice.
  • Peer feedback based on checklist
  • Paper to work out the design of the sequence.
  • Facilitate students’ design, time on task, skill development, and working in a small group.
  • Continuous feedback to student to self-correct/refine while in motion.
  • Mats as needed for the rolls. Incline/wedge to solicit rolls.
  • Animal stunts (rabbit jump, donkey kick) to elicit weight transfer fromfeet-hands-feet.
PE.2.MS.1.4
Apply non-locomotor movements with locomotor patterns and levels in variety of movement sequences.
Students will demonstrate minimum of 3 continuous movement sequences to music.


Demonstrate 3 or more jumping/ foot patterns to form a sequence.
Steady beat/rhythm
Non-locomotor (reach/stretch/punch/flap/
twirl/kick/bend/student choice);
locomotor (walk/step/jump/hop/slide), direction (forward/backward/sideways/left/right/turn around/half-turn)
Levels (high/medium/low), Tempo (fast/slow),
Force (strong/soft/gentle)


Jumping skills: 2 foot take off/landing:
Twister
Straddle cross “X”
Double bounce
Single Bounce
  • Direct instruction of choreographed folk dances, line dances, or square dances.
  • Commercial music or student/teacher generated (tambourine, drum, plates, etc).
  • From simple to complex (transitioning to various pathways, tempos, movements and levels).
  • Simple Folk dance suggestions: shoemaker’s dance, kinderpolka, Macarena, bunny hop, chicken dance, hokey pokey, seven jumps.
  • Allow for personal interpretation by students.
  • Students to design a movement sequence in small groups.
  • Students teach other small group their movement sequence.
  • Musical instruments/manipulatives.
  • Co-teach with music teacher.
  • Continuous feedback to student to self-correct/refine while in motion.
  • Line, rope, object on floor
  • Jump Rope/hula hoop turning


2nd Grade
Essential Standard: Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement. (MC)
Clarifying Objectives (SCOS)
Benchmarks / Skills
Vocabulary
Methods
PE.2.MC.2.1
Use equipment to illustrate multiple movement concepts.
Explore and analyze movement and manipulative concepts involving equipment while maintaining a safe environment.
Equipment (teacher discretion)

Relationships (to self, to equipment)

Directions (up, down)

Force

Effort

Flow

Opposition

Weight Transfer
  • Individual work
  • Partner work (Think, pair, share)
  • Station Work
  • Small group
  • Guided discovery
  • Student created movement story with: Beginning, Middle, and End.
PE.2.MC.2.2
Compare three or more of the essential elements of correct form for the five fundamental manipulative skills.
Identify three essential elements of each of the basic manipulative skills when provided with planned instruction.
Catch
Throw
Kick
Strike
Dribble
Force/Power/Effort
Accuracy
Distance
  • Direct instruction with skill specific cues - e.g. step, turn, throw (overhand).
  • Teacher demonstration while questioning students for understanding.
  • Vary target size and distance to elicit amount of force and effort.
  • Teach aim and accuracy.
  • Compare and contrast skill level pictures.
  • Self and peer assessment using checklists
  • Station Work
  • Small group
  • Guided discovery
PE.2.MC.2.3
Explain the value feedback in improving motor performance
Demonstrate a positive change in motor skill based on teacher or peer comment improving the quality of skill.
Skill specific cues (teacher chosen)
Dominance
Opposition
Rotation
Feedback
  • Demonstration teaching while questioning for understanding.
  • MODEL – “I statements” and how to give feedback.
  • Checklist for student to reflect on own skill level and need for practice.
  • Peer feedback based on checklist.
  • Continuous feedback to student to self-correct/refine while in motion.
  • Think, Pair and Share
  • Guided discovery
  • Self reflection (ie. Journal)
PE.2.MC.2.4
Illustrate activities that are associated with three or more of the five components of health-related fitness.
Students will identify and participate in aerobic, flexibility, and strength building activities.
Aerobic activities (moderate to vigorous)
Muscular strength and endurance.
Flexibility
Abdominals, biceps, triceps, gluteus maximus, hamstrings, quadriceps, and gastrocnemius
  • Direct Instruction about aerobic, strength building skills, & flexibility
  • Muscle chart showing where being used muscles are located to teach students how to “feel” muscle feedback when participating in strength and flexibility activities.
  • Direct instruction using resistance bands, balance balls, hand weights, etc.
  • Heart Model

2nd Grade
Essential Standard: Understand the importance of achieving and maintaining a health-enhancing level of physical fitness. (HF)
Clarifying Objectives (SCOS)
Benchmarks / Skills
Vocabulary
Methods
PE.2.HF.3.1
Recognize three or more of the five health-related fitness components and the associated exercises.
Participate in (flexibility, muscular strength, CV endurance) and identify which fitness component they are enhancing.
Cardio-respiratory /aerobic
Endurance

muscular endurance

muscular strength

flexibility / stretch

body composition (height and weight)
  • Fitnessgram
PE.2.HF.3.2
Identify enjoyable and challenging physical activities that one can do for increasing periods of time without stopping.
Choose activities of interest in which to participate for a determined amount of time then increase time.
Increased time

elapsed time (stopwatch)
  • Kid generated list of sports/activities/interest Community resources
  • Tag games/dance/jump rope using station to station tracks. (30 sec, 1min – 3min)
  • Stopwatches
  • Interval music for pacing
  • Integrated into warm-up, motor skill unit, or cool down.
  • Integrated into other units.
  • Use of stopwatch
  • Journal with classroom teacher.
  • Internet resources
  • Fitness tic-tac-toe
PE.2.HF.3.3
Implement a weekly plan of moderate to vigorous activity that increases breathing and heart rate.
Participate in activities presented to them on a weekly activity log paper or electronic. Calculate the amount of time spent on activities throughout the week.
Sustained time
Aerobic
Total
Calculate
  • Activity log paper or electronic
  • Rubric with FITT principle
  • Use of stopwatch
  • Journal with classroom teacher.
  • Interrnet resources

2nd Grade
Essential Standard: Use behavioral strategies that are responsible and enhance respect of self and others and value activity. (PR)
Clarifying Objectives (SCOS)
Benchmarks / Skills
Vocabulary
Methods
PE.2.PR.4.1
Explain the value of working cooperatively in group settings.
Demonstrate behaviors of a partner including being encouraging, cooperative and being willing to work with any partner.
Participate in decision-making, in selecting equipment, partners, and station selection.
Successfully resolve conflicts with others.
Sharing, taking turns, waiting, rules, fairness, helping, coaching, choosing, cooperate, work together, team work, roles, support, sportsmanship, conflict resolution, safety, self control, respect, encourage.
  • Think – Pair Share
  • Small group discussion
  • Partner practice
  • Role Playing
  • Scripting
  • Students create rules and consequences for the class and post in the gym.
  • Conflict Resolution
  • Anti-bullying
PE.2.PR.4.2
Summarize the benefits of positive social interaction as to make activities more enjoyable.
Differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying)

Accept the feelings resulting from challenges, successes and failures in physical activity

Identify positive verbal and nonverbal communication skills (e.g., body language, manners, listening).

Work together to accomplish an assigned task.

Use identified procedures and safe practices with little or no reinforcement during group physical activities.
Feelings: Positive, Negative
Appropriate, inappropriate
Character Traits:
anti-Bullying,
Sharing, taking turns, waiting, rules, fairness, helping, coaching, choosing, cooperate, work together, team work, roles, support, sportsmanship, conflict resolution, safety, self control, respect, encourage.
  • Scripting”
  • Role play
  • Small group work.
  • Teacher modeling.
  • Partner practice
  • Think-Pair-Share
  • Team Meetings/strategy sessions
  • Class discussions about Rules for games and how they make them safe, fair, and fun
  • Student journals
  • Cooperative games and team building activities
PE.2.PR.4.3
Use safe practices when engaging in physical education activities with little or no prompting.
Work cooperatively with another to accomplish an assigned task.

Use identified procedures and safe practices with little or no reinforcement during group physical activities.

Accept the feelings resulting from challenges, successes and failures in physical activity.

Identify and use positive verbal and nonverbal communication skills (e.g., body language, manners, listening).

Follow directions to perform activities safely and correctly.

Identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

Handle equipment safely. Wear proper attire and protective gear as necessary.

Use space safely.
Sharing, taking turns, waiting, rules, fairness, helping, coaching, choosing, cooperate, work together, team work, roles, support, sportsmanship, conflict resolution, safety, self control, respect, encourage.
  • Design lessons/activities that encourage and reward following directions while overlapping lessons for psycho-motor skills.
  • Teachers engage students in learning the importance of rules and require compliance with them to make a game safe, fair, and fun.
  • Team building/problem solving activities
  • Station and small group activities
  • Class meetings and journals
  • Scripting and role playing
  • Procedures and expectations