Wethersfield Public Schools Course Outline

Transcription

1 Course Name: Physical Education Department: Physical Education Grade(s): Grade 2 Level(s): Course Number(s): Credits: Wethersfield Public Schools Course Outline Course Description: This course description also appears in the course catalogue. Physical Education focuses on skill development in body and spatial awareness, fundamental, creative, and rhythmic movement, basic manipulative skills, educational gymnastics, and physical fitness. By the end of 2nd grade, students will: apply skills while performing individual, partner, and group challenges demonstrate different pathways, levels, speeds, force, and directions create movement patterns practice and improve basic skills, such as throwing and catching with self, a partner, and in small groups begin to understand the value of exercise as it relates to a healthy lifestyle cooperate with others when solving movement tasks in partner and small groups Required Instructional Materials: Name, author, date. (publisher and edition) Revised/Approval Date: Draft Revised 9/9/11, Approved Administrative Team 10/12/11 Approved Student Programs and Services Committee 12/7/11 Approved Board of Education December 13, 2011 Authors/Contributors: Jim Coursey, Karen Dalke, Jonathan Diaz, Mary Gothers, Kevin Kobelski Aligned to: CT Healthy and Balanced Living Curriculum Framework (2006) Physical Education Grade 2: Page 1

2 Overarching Skills This section includes 21 st Century skills and discipline focused skills such as inquiry skills, problem solving skills, research skills, etc. These objectives should be taught and assessed through the integration of the other units. This unit is not meant to be taught in isolation as a separate unit. Title: Physical Education Grade 2 Enduring Understandings Practice in a variety of physical activities can lead to skill proficiency and competence. Moving your body safely and efficiently will help you to perform better in different sports and games. A healthy lifestyle requires daily physical activity and proper nutrition. Participation in physical activities can provide an opportunity for developing an understanding of and respect for differences among people. Cooperation, communication, and responsible behavior can lead to an enjoyable and rewarding experience in physical activities. Physical activity can provide opportunities for personal enjoyment, challenge, selfexpression, and social interaction. Essential Questions What different ways can the body move given a specific purpose? How can I move safely and in control? What can I do to be physically active? Why is it important to stay physically active? Why is it important to be physically fit and how can I stay fit? What does it mean to participate fairly? How do I include others? How do I adjust my activity levels? How will physical activity help me now and in the future? Objectives (skills) (Show link to standards in parenthesis after objective) The student will: Standard 9: Motor Skill Performance: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. 9.1 Demonstrate beginning form for many basic manipulative, locomotor, and non-locomotor skills. 9.2 Demonstrate increasing competence in many specialized skills. Standard 10: Applying Concepts and Strategies: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities Make adjustments in personal movement patterns Demonstrate planning and problem-solving skills Recognize how basic movement skills can be applied to specific activities Use information from a variety of sources of internal and external origin to improve performance Identify practices and procedures necessary for safe participation in physical activities. Standard 11: Engaging in Physical Activity: Students will participate regularly in physical activity Strive to participate daily in some form of health-enhancing physical activity. Physical Education Grade 2: Page 2

3 11.2 Look forward to new physical activity experiences. Standard 12: Physical Fitness: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness Identify changes in the body during physical activity Sustain moderate physical activity for longer periods of time while in physical education and/or on the playground. Standard 13: Responsible Behavior: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings Be considerate and treat others with respect in physical activity settings Play and cooperate with others regardless of personal differences Accept the feelings resulting from challenges, successes, and failures in physical activity Identify appropriate behaviors for participating with others in physical activity Respond appropriately to reinforcement of classroom and activity specific rules Share space and equipment with others in physical activity settings State reasons for safe and controlled movements Stop activity when signaled to do so State guidelines and behavior for the safe use of equipment and apparatus. Standard 14: Benefits of Physical Activity: Students will choose physical activity for health, enjoyment, challenge, self-expression, and/or social interaction to sustain a physically active lifestyle Recognize that skill development requires practice Recognize and acknowledge that many different feelings can result from participation in physical activity (i.e. excitement, anger, frustration, joy, anxiety) Derive enjoyment through participation in physical activity either alone or with others Appreciate the benefits that accompany cooperation and sharing Utilize physical activity as a channel for imagination, self-expression, and creativity Accept the feelings resulting from challenges, successes and failures in physical activity Instructional Support Materials Assorted hands-on materials Suggested Instructional Strategies Instant Activities Divergent Questioning (problem-solving approach) Student Demonstration (pinpointing) Teacher Demonstration Direct Teaching Drill and Practice Activities (alone, with a partner, or in a small group) Play/ Teach/ Play (Introduce and have students participate in a small group activity. Part of the way through the activity, have students stop and analyze how their group is performing and come up with strategies that will help them be more successful when they return to the activity.) Showing Video Clips (introduce skills or analyze game strategies) Digitally Record Performances Self-Challenges Group Challenges Physical Education Grade 2: Page 3

4 Skill Stations or Learning Centers Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) Teacher Observation and Feedback Teacher Questioning Peer-Observation Rubrics Fitness Conferences Group Rating Scales Student-Designed Patterns and Routines Journals Physical Activity Logs Quizzes Exit Slips Fitness Tests Digitally Record Performances of Routines Movement Maps Skills Checklist Task Sheets Performance Assessments Peer-Assessments Self-Assessments Teacher-Designed Small Group Activities Student-Designed Activities Quick Performance Checks Quick Comprehension Checks Jeopardy Games (Smartboard) Homework Assignments Physical Education Grade 2: Page 4

5 Unit 1: Body Management / Spatial Awareness Time Frame: Varies Length of Unit: 3-4 weeks Enduring Understandings It is important to safely move into open spaces while demonstrating a variety of locomotor movements and movement concepts. There is a relationship between your body and the environment as you travel. Moving your body safely and efficiently will help you perform better in different sports and games. All physical activities are made up of simple movement skills and patterns. Essential Questions What is open space? What is the difference between open space and self-space? How can I move my body safely? How can I control my body to move in different directions and pathways? How can I move my body safely using different speeds? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: Standard 9: Motor Skill Performance: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities Perform simple sequences that combine even and uneven locomotor movement, including counted-out groups Combine simple sequences that combine locomotor and non locomotor movements Jump and hop in place, while traveling, and in relation to an object Follow a fleeing partner's pathway (chase) to catch or overtake them Move in a variety of directions including clockwise and counterclockwise Move in various ways showing definite contrasts of light and strong force Mirror and match the shapes and movements of a stationary partner- behind and in front Use different pathways, levels, and speeds demonstrating the various locomotor skills safely Combine various traveling patterns in response to a variety of rhythms Manipulate the body in a stationary fashion while making a variety of shapes Travel safely in different directions using the varying locomotor skills. Standard 10: Applying Concepts and Strategies: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities Design and perform simple sequences that focus on changes in directions, levels, and pathways Design and perform dance, gymnastic, or body management sequences that express qualities of force and/or speed. Instructional Support Materials Assorted hands-on materials Suggested Instructional Strategies See Page 4 Physical Education Grade 2: Page 5

6 Locomotor movements (walking, running, hopping, skipping, sliding, galloping, jumping, leaping). Spatial awareness (open, general, personal space). Non-locomotor movements (stretching, curling, turning, twisting). Movement concepts (directions, pathways, levels, speeds, force, flow). Chasing, fleeing, dodging. Relationships (mirror, match, behind, in front). Movement sequences / patterns. Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) See Page 4 Physical Education Grade 2: Page 6

7 Unit 2: Body Management / Balance Time Frame: Varies Length of Unit: 3-4 weeks Enduring Understandings Moving your body safely and efficiently will help you perform better in different sports and games. All physical activities are made up of simple movement skills and patterns. You have to think about what you are doing to control your body. If something isn't working, change it and try something new. Balance is necessary for success in all locomotor and non-locomotor activities. Essential Questions How can I control my body to make different shapes? What is balance? Can I be balanced and moving at the same time? Does changing the shape of your body affect your balance? How? Why? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: Standard 9: Motor Skill Performance: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities Balance on symmetrical or asymmetrical body shapes, with or without a partner Balance while traveling, changing directions, and levels Roll in at least 2 different directions Mirror and match the shapes and movements of a stationary partner (behind, in front) Support body weight for climbing, hanging, and momentarily taking weight on hands Balance demonstrating momentary stillness, in symmetrical and asymmetrical shapes, with a variety of body parts Balance with control on stationary objects Manipulate the body in a stationary fashion while making a variety of shapes. Standard 10: Applying Concepts and Strategies: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities Design and perform simple sequences that focus on shapes, supports, and balances Understand the need for maintaining contracted muscles, a focal point, and the importance of a base of support when balancing. Instructional Support Materials Assorted hands-on materials Suggested Instructional Strategies See Page 4 Static / dynamic balance. On / off balance. Asymmetrical vs. symmetrical. Physical Education Grade 2: Page 7

8 Rocking and rolling. Movement sequences. Relationships (matching, mirroring). Non-locomotor movements (turning, twisting, curling, stretching). Movement concepts (speed, directions). Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) See Page 4 Physical Education Grade 2: Page 8

9 Unit 3: Fitness Time Frame: Varies Length of Unit: 2-4 weeks Enduring Understandings Fitness is a lifetime commitment. Fitness is a state of mind, not just physical. Exercising everyday will make you look and feel your best. A relationship exists between self esteem and fitness. Heavy breathing, feeling tired, and sweating are normal effects of exercise. Essential Questions Am I fit and healthy? How do I stay fit and healthy? How do I improve my fitness and health? How do you feel when you exercise? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: Standard 9: Motor Skill Performance: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities Demonstrate various activities that will increase and decrease heart rate (cardiovascular endurance) Move freely and comfortably through a full range of motion (flexibility) Support body weight through a variety of activities (muscular strength and endurance) Move to a variety of sounds (music, drum, etc.) to develop intensity and speed in various activities Supports body weight for climbing, hanging, and momentarily taking weight on hands. Standard 10: Applying Concepts and Strategies: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities Identify physiological effects of exercise (heavy breathing, sweating, pink cheeks, increased heart rate, tired). Standard 12: Physical Fitness: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness Identify healthful benefits that result from regular and appropriate participation in physical activity Maintain continuous aerobic activity for a specified time Participate in activities that result in the development of cardiovascular fitness, muscular strength, muscular endurance, and flexibility. Instructional Support Materials Assorted hands-on materials Suggested Instructional Strategies See Page 4 Physical Education Grade 2: Page 9

10 4 components of fitness (cardiovascular endurance, muscular strength, muscular endurance, and flexibility). Strategies to increase fitness. Cardiovascular vs. resistance exercise. Physiological effects of exercise. Pedometers. Vocabulary (flexibility, heart, heart rate, muscles, range of motion, strength, support). Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) See Page 4 Physical Education Grade 2: Page 10

11 Unit 4: Manipulatives Dribbling, Throwing, & Catching Time Frame: Varies Length of Unit: 6-8 weeks Enduring Understandings You have to think about what you are doing to control your body. If something isn't working, change it and try something new. Moving your body safely and efficiently will help you perform better in different sports and games. All physical activities are made up of simple movement skills and patterns. All movement is made up of force. Essential Questions How can I move objects efficiently? How can I best control objects? What is the relationship between force and movement? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: Standard 9: Motor Skill Performance: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities Dribble (switching one hand to the other) while traveling in different directions and in different pathways Dribble with the feet and slowly jog around stationary objects Catch a ball thrown to different places around the body Throw as far as possible using an underarm motion Throw using and over arm motion while demonstrating side orientation and opposition Catch an object effectively Continuously dribble the ball using the hands or feet Throw an object (at varying speeds) using a fluid motion. Standard 10: Applying Concepts and Strategies: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities Identify correct elements of dribbling (e.g. correct position of hand or foot and appropriate force on the ball) Identify ready position, eye contact, and absorption of force as critical elements in catching an object Identify the importance of opposition and follow-through in the development of a mature throw. Instructional Support Materials Assorted hands-on materials Suggested Instructional Strategies See Page 4 Vocabulary (force, throw, catch, field, roll/bowl, bounce, dribble, kick, trap). Critical elements that make up skills (opposition, follow-through, body rotation, weight transfer). Physical Education Grade 2: Page 11

12 Safety concepts (working within one's own space, avoiding collisions, working within one's own capabilities). Movement concepts (directions, pathways, speed, levels). Spatial awareness (working within one's own space, avoiding collisions with others when traveling). Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) See Page 4 Physical Education Grade 2: Page 12

13 Unit 5: Manipulatives Striking & Volleying (with and without implements) Time Frame: Varies Length of Unit: 6-8 weeks Enduring Understandings You have to think about what you are doing to control your body and objects. If something isn't working, change it and try a new way. Moving your body safely and efficiently will help you perform better in different games and sports. All physical activities are made up of simple movement skills and patterns. Force is the basis of all movement. Essential Questions How can I move objects efficiently? How can I best control objects? What is the relationship between force and movement? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: Standard 9: Motor Skill Performance: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities Run up and kick a stationary ball Kick a slowly moving ball While traveling, underhand strike a soft, light weight ball or balloon up with hands and/or other body parts (volley) Continuously strike a ball upward using a hand or short-handled paddle Bounce then strike a ball using a hand or short-handled paddle Travel slowly in different directions and dribble a ball with the hand or a paddle Strike a ball off a tee with a bat Consistently kick/strike an object with another object or body parts. Standard 10: Applying Concepts and Strategies: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities Identify correct elements of dribbling (e.g. correct position of hand or foot and appropriate force on the ball). Instructional Support Materials Assorted hands-on materials Suggested Instructional Strategies See Page 4 Volleying. Striking (short-handled and long-handled implements). Kicking and punting. Kick a ball to a stationary partner. Kick a ball to a target or goal. Physical Education Grade 2: Page 13

14 Movement concepts (force, direction, pathways, speed). Body management (spatial awareness). Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) See Page 4 Physical Education Grade 2: Page 14

15 Unit 6: Adventure and Cooperative Education Time Frame: Varies Length of Unit: 6-8 weeks Enduring Understandings Your actions and words affect others either positively or negatively. Positive, constructive feedback helps motivate us to do better. A successful team consists of everyone taking part in the planning and doing. Different people bring different strengths to a situation. We learn by planning, trying, adjusting, retrying, and reflecting. We are all members of several different groups, each with different dynamics. Essential Questions How do my words and actions affect my group? How can we solve this problem as a team? How do we show respect? What is active listening? Is conflict bad? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: Standard 10: Applying Concepts and Strategies: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 13: Responsible Behavior: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings Accept positive feedback Encourage others to work harder by providing them with positive feedback Solve problems and complete challenges by working together in a group Demonstrate active listening during various challenges Assume the role of leader or follower during various challenges Demonstrate planning and problem-solving skills Demonstrate commitment to a challenge Identify ways in which all students might be included in an activity Participate in games, dances, and other activities from various cultural and ethnic backgrounds. Instructional Support Materials Assorted hands-on materials Suggested Instructional Strategies See Page 4 Vocabulary (active listening, challenge, challenge by choice, commitment, cooperation, follower, leader, planning, problem-solving, put-downs, put-ups, respect, responsibility, trust). Group challenges. Communication skills (active listening). Problem-solving / conflict resolution. Self/group reflection. Physical Education Grade 2: Page 15

16 Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) See Page 4 Physical Education Grade 2: Page 16

17 Unit 7: Jumping and Landing / Jumping Rope Time Frame: Varies Length of Unit: 3-4 weeks Enduring Understandings Moving your body safely and efficiently will help you perform better in different sports and games. All physical activities are made up of simple movement skills and patterns. You have to think about what you are doing to control your body. Controlling your body is important for safety. Playing is a great way to achieve and maintain a healthy body. Essential Questions How do different body parts work together to help you jump further or higher? What is the relationship between force and jumping? How does jumping rope help you achieve and maintain a healthy body? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: Standard 9: Motor Skill Performance: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities Jump and hop in place and while traveling Jump a self-turned rope Make different body shapes in the air when jumping off the ground or low-level equipment Jump, land, and roll in any direction Jump in a variety of directions, including clockwise and counterclockwise Jump showing definite contrasts of light and strong force Mirror and match jumping movements of a partner Repeatedly jump a self-turned rope. Standard 10: Applying Concepts and Strategies: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities Design and perform simple jumping sequences that focus on changes in directions, levels, pathways, and speed Identify tracking of the rope, rhythm and timing, pace/speed, and turning the rope with a fluid motion as critical elements in the successful performance of jumping rope. Instructional Support Materials Assorted hands-on materials Suggested Instructional Strategies See Page 4 Fitness (cardiovascular endurance, muscular strength, muscular endurance). Balance (static and dynamic, base of support). Movement concepts (force, pathways, directions, levels, speed). Physical Education Grade 2: Page 17

18 Vocabulary (jump, hop, force, absorb force, apply force, balance, weight transfer). Relationships (match, mirror). Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) See Page 4 Physical Education Grade 2: Page 18

19 Unit 8: Body Management / Educational Gymnastics (includes Whittle, Climbing Wall, & Cargo Net) Time Frame: Varies Length of Unit: weeks Enduring Understandings Moving your body safely and efficiently will help you perform better in different sports and games. All physical activities are made up of simple movement skills and patterns. Climbing challenges your mind and body. If something isn't working, change it and try something new. Essential Questions How can I move my body efficiently and in good control? How can "thinking" make me a better climber? How can I move my body safely? What is the relationship between problem solving and climbing? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: Standard 9: Motor Skill Performance: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities Combine simple sequences that use locomotor and non-locomotor movements, while on the equipment Make different body shapes in the air when jumping off low level pieces of equipment Balance in asymmetrical and symmetrical body shapes on the equipment Balance while traveling and changing directions and levels on the climbing equipment Transfer weight from feet to hands in a variety of ways Transfer weight over low equipment in a variety of ways Move in a variety of directions while climbing Move in a variety of directions, including clockwise and counterclockwise Mirror and match the shapes and movements of a partner while on or off the equipment Support body weight for climbing, hanging, and momentarily taking weight on hands Balance demonstrating momentary stillness, in symmetrical and asymmetrical shapes, with a variety of body parts Balance with control on stationary objects Manipulate the body in a stationary fashion while making a variety of shapes. Standard 10: Applying Concepts and Strategies: Students will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities Design and perform simple sequences that focus on shapes, supports, and balances while on the climbing equipment Design and perform simple sequences that focus on changes in directions, levels, and pathways Understand the need for maintaining contracted muscles, a focal point, and the importance of a base of support when balancing. Instructional Support Materials Assorted hands-on materials Physical Education Grade 2: Page 19

20 Suggested Instructional Strategies See Page 4 Body shapes (wide, narrow, curled, stretched, twisted, turmed). Balance (static and dynamic). Weight transfer. Spatial awareness (personal space). Movement concepts (pathways, levels, direction, speed). Relationships (match, mirror / in front, behind). Leading and following. Fitness (muscular strength and endurance). Vocabulary (hand holds, foot holds, pinch, crimp, balance, points of contact, base of support, center of gravity). Non-locomotor movements (wide, narrow, curled, stretched). Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) See Page 4 Physical Education Grade 2: Page 20