1 of 6 9/18/2009 3:41 PM Map: Physical Education Grade Level: 2 School Year: 2008-2009 Author: Sandy Kimiecik District/Building: Minisink Valley CSD/Minisink Elementary Created: 03/28/2009 Last Updated: 07/01/2009 << Refresh Map Content << Printable Version What can we move? (our bodies and objects) Where can we move? (in personal space and general space) How can we move safely? (control our body and our equipment) Locomotor movementstraveling movements walk jog crawl skip gallop roll Use the skill shown on large cue cards-walk, jog, skip, gallop, roll, crawl, hop and jump- to travel around a marked personal space. teacher observation checklist demonstration chalkboard list HPEFACS2-K2-2D How can we make an object move? Manipulating the body Manipulate the body through tunnels created by the bodies of other students Why is good practice important? Manipulating objects Dribbling with hands Throwing and Catching Striking with hands Striking with paddles Minisink Elementary K-2 Manipulate the different equipment in personal spaces marked by tape on the floor poster pictures Physical Education Outline an How do create the correct amount of force to manipulate an object successfully? Kicking Kicking with soft, medium and hard power Kick ball with soft power (dribble) around a cone track. Stop and go following a signal while kicking a ball softly in general space. Students count the number of stops in one or two minutes. Kicking different distances Kick with soft, medium and hard force at predetermined spots on a marked field. Alternate kicks with a partner while stationary. Partner record map Kicking to a target (person or object such as a goal) Alternate kicks with a partner (pass-give and go) while traveling in general space. Punt a ball for distance after it is dropped from two hands. Students use a cone to mark the stopping spot of their punts. How do we get our hearts healthy? Cross Country Kicking K-2 Progressions Students try to complete as many laps of the cross-country course as possible in a predetermined amount of time. Travel through a cone course using walk-jog-run to make the heart speed up and slow down. Individual cross-country record card How do we keep our heart healthy? Continue cross country Travel around the cross country course using walk, jog, run to get as many laps as possible. Individual counting cards How do we manipulate an Individual jump rope skills in personal space Jogging over a self-turned rope Teacher observation

2 of 6 9/18/2009 3:41 PM Two foot take-off and two foot landing over a self-turned rope Jumping over a self-turned rope to match the to the rhythm of drum beats Continue manipulative skill practice dribbling with hands striking-hands and paddles throwing and catching Children will make up one manipulative practice skill for each picture on the chalkboard. They will perform the skills at their tape spots and around the gym track. equipment while we are on it to make it move? Manipulating equipment while traveling on it hoppity hop balance distance-low and high bungee jumper balance distance-low and high Teacher observation circle time tricycle pathyways-curvy and straight stilts balance short and long roller racers pathyways-curvy-straight How can we move? Movement Concepts: under, over, through, between, on up, down Climbing and weight transfer-on apparatus Use an apparatus set-up of tall and short ladders, tunnels, and wooden planks to perform the movement concepts. Use an apparatus set-up to transfer weight from body part to body part while climbing up and down. Teacher Observation Transfer weight from body part to body part while turning on the apparatus. How can we move safely with others? Balance-on apparatus While climbing on the apparatus stop when hearing a signal and freeze in a balanced position. Where can we move? up down around over through next to between on Apparatus Symbols Combine climbing, weight transfer and balance with the movement concepts while moving from one apparatus piece to the next. Apparatus Symbols Checklist an Throwing into a targetshooting a basket Throw into baskets of varying heights starting from the lowest to the highest. Dribbling with hands-changing hands Dribble while following a numbered pathway. Change hands at each number along the pathway. Throwing and Catching-two hand throw-chest height and high Throw a ball over obstacles (basket) of varying height to a partner starting with the lowest obstacle. Basket record sheet Start at a distance away from a partner. Throw back and forth moving closer to a basket. When close enough shoot it in.

3 of 6 9/18/2009 3:41 PM How can we travel on equipment in general space? Travel while balancing on moving equipment Move the body to move objects. Teacher observation hoppity hop bungee jumper roller racer tricycle stilts How can we use equipment safely? Manipulate equipment to make it move to different levels or move in different pathways Complete station task sheetperform 5-6 different skills with each piece of equipment task sheet completion equipment? How do we improve our skill? Continue manipulative skill practice throwing and catching dribbling with hands jump rope striking with hands striking with paddles Perform chalkboard skill pictures in place and then travel around the gym track demonstration How can we play cooperatively with someone else? Partner idea sharing After individual skill practice partners take turns demonstrating a skill and teaching it to their partner. Continue jump rope skills Practice jogging and two foot jump rope skills Introduce open-close, twister and figure eight jump rope skills Count consecutive jumps Jump rope to the rhythm of drum beats Underhand skills rolling a ball Roll a ball to the wall Start close and move back if successful Self-check Roll a ball to a partner Partner check Roll a ball to knock over objects (bowling pins) Count pins How can we combine heart healthy activities and skill practice activities? Combining different skills Perform a circuit of one ball bounce idea, one jump rope idea, and one walk/jog lap of the gym track-repeat with different ball bounce and jump rope ideas each time chalkboard check Complete a circuit of four different jump rope skills with a heart lap between each skill Continue Locomotor travel skills Using the large group and small individual travel cards move in personal space and general space (tape lines and gym track) Where can we move? Movement pathways straight curvy zig-zag Students will travel in general space using pathways drawn on cards. Students will create their own pathways. Teacher observation Students will follow a pathway created by another student. Students will draw their own pathways. Where can we move? Movement levels high medium low Children will travel at different movement levels. Children will manipulate an object at the different

4 of 6 9/18/2009 3:41 PM movement levels. Children will balance in frozen body shapes at different movement levels. How can the body move? Movement Concepts bend stretch reach twist Students will make their bodies match a picture or drawing of a frozen body position. How can we communicate an idea using pathways, levels and movement concepts? Combining pathways, levels and movement concepts Children will create a movement routine using pathways, levels and movement concepts. routine checklist chalkboard list Children will show classmates their movement routine. an Overhand throwing Students will throw to the wall starting from a close distance and moving back when successful. Emphasize stepping with the correct foot. Striking with a paddle Strike slo-mo with paddle down in place up in place down and travel up and travel forward to the wall Combine all of the skills to manipulate a ball with a paddle in place at a taped spot and around the gym track Striking with a hockey stick Force Strike a ball with soft force to the wall. Gradually add more force and move a greater distance away from the wall Stick handle-force Travel around the gym track using soft force to strike a ball side to side with the stick. Try to keep the ball close. How can we participate cooperatively with others? Passing to a partner Partner one rolls a ball. Partner two strikes it back to one with a hockey stick. Keeping an object away from a partner Partner one gets a head start to move a ball with a hockey stick. Partner two counts to five and chases after partner one to make an attempt to steal the ball. Net games-using a paddle or racket Working with a partner toss a ball over the net so the partner can strike it back Strike a ball back and forth over a net with a partner Net games-using throwing and catching Working with a partner toss a ball over the net to a spot away from the partner. After the ball bounces the partner tries to catch it. Chalkboard list self-check Chalkboard list whole class check How can we get our bodies healthy? School-wide participation in the American Heart Association's Jump Rope for Heart Program Heart health activities HPEFACS3-K2-2A HPEFACS1-K2-2E

5 of 6 9/18/2009 3:41 PM Continue developing jump rope skills Use a jump stick or a jump rope complete the jumping progressions written on the chalkboard Do as many of the progressions on the jump rope skill papers as possible Group jump rope Jumping over a long rope turned by two other students Index card recording Traveling jump rope While jumping rope and traveling around the gym track go forward and backward while performing the jump rope progressions Chalkboard progressions How can we be active at home or in the community? Individual heart health posters- Activities to stay active Students will draw a picture on a heart cut out of themselves participating in an activity they like to do to stay active. They write sentences describing the activity. The cut out is glued to a larger paper. Jump Rope for Heart Poster HPEFACS3-K2-2A equipment? Continue throwing and catching two hand chest pass underhand throw overhand throw Field Day Reminder Complete a circuit of chest pass, underhand throw and overhand throw to the wall. Match body movements to skill task cards HPEFACS3-K2-2A How can we move cooperatively with another person? Throwing and catching with a partner Complete the chest pass, underhand throw and underhand throw poster cards with a partner. How can we get healthy? Activities to keep active-field Day Stations Try to complete as many of the 30 field day stations as possible Field Day station number label Contine dribbling with hands and throwing and catching using a more difficult object Bounce and catch the small pinky ball with two hands Chalkboard difficulty level list Dribble the small pinky ball around the gym track with two hands or one hand What activities can we create? Student created movement activity ideas Students will travel around the gym track using all eight objects from the equipment carts to practice their manipulative skills. circle time [Click to Edit] Key to Standards used in this Map [9 occurrences] - HPEFACS Standard 1 - Key Idea 2 [Physical Education] - Performance Indicator 2A - participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area. [Elementary] [11 occurrences] - HPEFACS Standard 1 - Key Idea 2 [Physical Education] - Performance Indicator 2B - develop physical fitness skills through regular practice, effort, and perseverance. [Elementary] [6 occurrences] - HPEFACS Standard 1 - Key Idea 2 [Physical Education] - Performance Indicator 2C - demonstrate mastery of fundamental motor, nonlocomotor, and manipulative skills, and understand fundamental principles of movement. [Elementary] HPEFACS1-K2-2E [1 occurrence] - HPEFACS Standard 1 - Key Idea 2 [Physical Education] - Performance Indicator 2E - demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness. [Elementary] [5 occurrences] - HPEFACS Standard 1 - Key Idea 2 [Physical Education] - Performance Indicator 2F - understand the relationship between physical activity and individual well being. [Elementary] [7 occurrences] - HPEFACS Standard 2 - Key Idea 2 [Physical Education] - Performance Indicator 2A - contribute to a safe and healthy environment by observing safe conditions for games, recreation, and outdoor activities. [Elementary] [4 occurrences] - HPEFACS Standard 2 - Key Idea 2 [Physical Education] - Performance Indicator 2B - come to know and practice appropriate participant and spectator behaviors to produce a safe and positive environment. [Elementary] [9 occurrences] - HPEFACS Standard 2 - Key Idea 2 [Physical Education] - Performance Indicator 2C - work constructively with others to accomplish a variety of goals and tasks. [Elementary] HPEFACS2-K2-2D [1 occurrence] - HPEFACS Standard 2 - Key Idea 2 [Physical Education] - Performance Indicator 2D - know how injuries from physical activity can be prevented or treated. [Elementary] [9 occurrences] - HPEFACS Standard 2 - Key Idea 2 [Physical Education] - Performance Indicator 2E - demonstrate care, consideration, and respect of self and others during physical activity. [Elementary] HPEFACS3-K2-2A [3 occurrences] - HPEFACS Standard 3 - Key Idea 2 [Physical Education] - Performance Indicator 2A - know that resources available at home and in the

6 of 6 9/18/2009 3:41 PM community offer opportunities to participate in and enjoy a variety of physical activities in their leisure time. [Elementary]