Delta RV Second Grade Physical Education Revised Integrated Skills. Skill/Concept. Skill/Concept

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Hugh Cannon
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1 Delta RV Second Grade Physical Education Revised-2011 Physical Education: 2nd Grade Physical Activity and Lifetime Wellness GLE 1: Personal Fitness and Healthy Active Living HPE 1: structures of, functions of, and relationships among human body systems : principles of movement and physical fitness Health-Related and Skill- Related Fitness A Students will: tell why it is important to be physically active everyday. participate regularly in physical activities for the purpose of improving skills and health. HPE 1 Participate in various fitness building activities. Discuss importance of regular physical activity to improving physical skills and personal health. Class response to lecture on why it is important to be physically fit Wellness B identify opportunities outside of school to participate regularly in physical activities (examples dance practice, jogging, athletic team practice, skateboarding, etc.) understand that good nutrition is important to a healthy lifestyle. HPE1 Discuss the benefits of various physical activities for personal health. Discuss the benefits of proper nutrition for personal health. Share personal experiences relating to healthy eating and physical activities. Name and some physical activities outside of school. 1

2 Physical Activity and Lifetime Wellness GLE 1: Personal Fitness and Healthy Active Living Fitness Principles C Students will: describe the benefits of appropriate warm-up and cool-down activity. recognize that their heart rate and breathing changes with engagement in rigorous physical activity. HPE 1 Discuss/ appropriate warm-up/cool-down activities. Check personal breathing/heart rates before rigorous physical activity. Check personal breathing/heart rates after rigorous physical activity. Describe benefits of warm-up/cool-down activities Body Systems D identify the parts of the circulatory and respiratory systems of the body (circulatoryheart, blood, veins, arteries; respiratorylungs, mouth, nose, bronchial tubes, trachea). HPE 1 Recall Discuss/identify parts of the circulatory and respiratory systems. Identify parts of the circulatory and respiratory systems Rubric scoring guide 2

3 Physical Activity and Lifetime Wellness GLE 2: Responsible Personal and Social Behavior in the Physical Activity Setting HPE 2: principles and practices of physical and mental health (such as personal health habits, nutrition, stress management) : principles of movement and physical fitness Personal/Social Responsibilities A Students will: independence and good use of time while participating in physical activity. show appropriate sportsmanship and sensitivity to diversity and gender issues. HPE GE Work cooperatively and productively with a partner or small groups to allow practice of appropriate skills. Demonstrate independence, good use of time and good sportsmanship while participating in physical activity 3

4 Physical Activity and Lifetime Wellness GLE 3: Injury Prevention, Treatment and Rehabilitation HPE 2: principles and practices of physical and mental health (such as personal health habits, nutrition, stress management) : principles of movement and physical fitness Prevention A Students will: perform efficient movement in activities to prevent injuries. recognize safety rules in activity situations, considering self and others. HPE 2 2.3, 3.1, 4.3, 4.6, Recall Discuss behaviors which reduce injury risks while participating in physical activities Classroom safety discussion Students will perform stretches Students will perform efficient movement in activities to prevent injuries. Treatment B recognize the symptoms of breathing emergencies (examples asthma, choking) and seek appropriate assistance recognize steps to call 911 and ask for assistance. HPE 2 2.3, 3.1, 4.3, 4.6, Recall Teacher will introduce students to several signs of choking or asthma attacks. Teacher will discuss steps to calling 911 and give information for assistance Recognize symptoms of breathing emergencies and seeking appropriate help Students will practice calling for emergency assistance 4

5 GLE 1: Fundamental Movement and Games HPE 1: structures of, functions of, and relationships among human body systems : principles of movement and physical fitness Locomotor A Students will: locomotor skills in combinations (run, walk, skip, hop, gallop, slide, jump, leap). locomotor skills using patterns, levels, tempo, directions, and pathways. developmentally appropriate forms of locomotor patterns and activities. 1.6 Recall Participate in activities and games that involve locomotor skills and combining skills. Travel and change direction patterns, level, and tempo. Non-Locomotor B nonlocomotor skills in a variety of activities using different levels and speeds individually and with a partner. a Recall Partner activities: wringing the dish rag, rising sun, partner balancing Knee scale, arabesque 5

6 GLE 1: Fundamental Movement and Games Manipulative C Students will: progression as a result of practicing selected manipulative patterns. individually and with a partner manipulated skills in a stationary position and while moving (examples throwing, catching, kicking, striking, volleying, and dribbling with hands and feet) Demonstrate developmentally appropriate form in selected manipulative patterns while stationary and moving with/without a partner. Catch a self-tossed ball or bean bag. Catch, using properly positioned hands (thumbs together above waist/pinkies together below waist) a softly thrown ball. Throw a variety of objects using proper overhand motion. Throw a variety of objects using proper overhand motion (side orientation, opposition). Teacher checklist for skills Kicking a slow rolling ball using the instep. Kick a slow rolling ball with a running approach. Dribble and slowly jog while using the inside of alternating feet. Trap a slowly moving ball rolling toward them with the sole of the foot. Experiment with drop kicking a large playground ball. 6

7 GLE 1: Fundamental Movement and Games Manipulative C Students will: progression as a result of practicing selected manipulative patterns. individually and with a partner manipulated skills in a stationary position and while moving (examples throwing, catching, kicking, striking, volleying, and dribbling with hands and feet) Dribble a ball in self space using one hand, then the other. Dribble a ball in self space using different levels. Dribble a ball while slowly traveling in different directions. Underhand strike a soft, lightweight ball or balloon upward with hand, keeping it in self space. Strike a small lightweight ball upward with hand or paddle, letting it bounce between strikes. Strike a small lightweight ball or balloon using a full underhand swing pattern to wall. Strike a small lightweight ball or balloon using an overhand pattern to wall. Strike a waffle ball off a tee using correct grip and side orientation. Teacher check list for skills 7

8 GLE 1: Fundamental Movement and Games D Students will: distinguish between static and dynamic balance (examples one leg balance, forward roll). Balance demonstrating momentary stillness in symmetrical and asymmetrical shapes on a variety of body parts. Body Management balance and control on a variety of body parts and objects through developmentally appropriate activities. developmentally appropriate competence in stunts and tumbling activities through animal movements, tumbling and inverted balances, partner stunts Perform simple sequences involving balancing, along with other skills (weight transfer, rotation) or concepts (levels). Participate in various rolling/rotation activities. Transfer weight from one set of body parts to another in a variety of ways. cooperate effectively with partners and small groups to achieve a goal or assigned task. 8

9 GLE 1: Fundamental Movement and Games E Students will: identify and symmetrical and nonsymmetrical shapes at different levels (examples body letter, rope spelling). Move in ways that contrast light and strong force. Make a different body shapes with or without a partner. Movement apply relationship experiences with a person (examples crawl under partner s bridge) or with objects. apply movement concepts (space awareness) to movement combinations and basic skills. HPE Perform simple sequences that focus on body shapes or body movements. Use different body parts required by different challenges, alone and with a partner. Move a variety of body parts and objects through different levels (high, medium, low). apply movement concepts (body awareness) to identifying symmetrical and nonsymmetrical shapes. Purposefully keep out of others self space as they travel with our without an object. Travel and change from one pathway to another on signal. 9

10 GLE 1: Fundamental Movement and Games Movement E Students will: identify and symmetrical and nonsymmetrical shapes at different levels (examples body letters, rope spelling). apply relationship experiences with a person (examples crawl under partner s bridge) or with objects. identify and apply qualities of movement concepts relating to force (examples hard, soft, heavy, light). apply movement concepts (space awareness) to movement combinations and basic skills. apply movement concepts (body awareness) to identifying symmetrical and non-symmetrical shapes. HPE Perform simple sequences that focus on changes in direction, levels, pathways, and shapes. Cooperate effectively with partners and small groups to accomplish assigned tasks or achieve a goal. Move in a variety of ways in relation to a stationary object or partner. Mirror the shape and movements of a stationary partner. Change from a leading to a following position in relation to a partner or group. 10

11 GLE 1: Fundamental Movement and Games Development Games F Students will: motor skills and knowledge of rules while participating in low organized games. cooperate effectively with a partner and a group to accomplish an assigned task or achieve a goal Chase and fleeing games (example tag) Low organized games Lead-up games/activities 11

12 GLE 2: Sport and Lifetime Activities HPE 1: structures of, functions of, and relationships among human body systems : principles of movement and physical fitness A Students will: proper techniques for a variety of fundamental skills. developmentally appropriate forms of specific manipulative skills. Combine locomotor and nonlocomotor manipulative skills in sequences of specific movement forms. Teach and the proper way to hit a volleyball. Demonstrate proper techniques on a variety of fundamental skills Skill Techniques HPE

13 GLE 3: Rhythms and Dance : principles of movement and physical fitness FA 1: process and techniques for the production, exhibition or performance of one or more of the visual or performed arts FA 2: the principles and elements of different art forms Essential Elements of Rhythm A Students will: movements to different rhythms, musical and non-musical cues and signals. FA The students will clap, stomp their feet, and snap to the beat of a drum. Demonstrate movements to different rhythms Creative/Interpretive B the ability to create rhythmic movement patterns (examples float high, stomp, turn, crawl slow). participate in creative dance activities demonstrating dramatization, imitation, interpretation, improvisation, and various qualities of movement. FA Participate in simple dance activities Hokey Pokey, Twist, Walk Like the Animals, The Train, etc. Participate in activities that allow for creativity and self expression. 13

14 GLE 3: Rhythms and Dance Rhythmic Activities C Students will: create personal rhythmic pattern with a manipulative (example lummi stick). perform rhythmic routines using fundamental movement skills and/or manipulatives. FA Strategic Thinking Repeatedly jump a self-turned rope. Experiment with different jumping skills and tricks. Jump in time to a signal or music of varying tempos or speeds. Jump into a long rope turned by others Use lummi sticks by self and with partner, performing simple rhythmic patterns with or without cues. Forms of Dance D a simple dance with or without a partner. FA Circle dances Dance in open space Group dances Partner dances 14

15 GLE 3: Rhythms and Dance E Students will: identify historical origins of folk dances (examples Kinder polka Germany). Discuss origins of various selected folk dances. Square dances Social/Cultural Aspects of Dance participate in simple dances from other countries or historical periods. FA Recall Folk dances (examples Mexican Hat Dance, Polka, Hora, etc.) 15

Standards align with California State Standards

Standards align with California State Standards Kindergarten: A. Movement a. Travel within a large group, without bumping into others or falling, while using locomotor skills. b. Travel forward and sideways