Grade 2 Physical Educaion/ Healh Educaion
Grade 2 1. Movemen The suden will demonsrae compeency in seleced movemen skills, and knowledge of movemen developmen and physical aciviies wih respec o differen ypes of learning experiences, environmens, and culures.
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.2.A.1 Observe and name he basic movemen paerns performed by oher sudens (i.e., running, galloping, hopping, jumping, skipping, rolling, hrowing, caching, kicking, sriking, bouncing, balancing). You Can Checklis Provide sudens wih a checklis of ranspor, manipulaion, and balance skills and a wide variey of equipmen. Have pairs of sudens work hrough he checklis. One parner performs he aciviies in any order while he oher places a check mark beside he corresponding skill. Have parners rade equipmen and swich roles. Curricular Connecions PE/HE: S.1.2.A.1, S.1.2.A.2, S.1.2.A.3 (movemen skills) SC: Cluser 3 Posiion and Moion (describing moion) Guess Tha Skill Have sudens guess which basic movemen skill hey will be using in a class. Whisper a skill o a suden voluneer who will demonsrae ha skill for he class. Sudens raise heir hands if hey can guess he answer. Add exciemen by acing as a gameshow hos. Variaion: Play a low-organized game ha uses he skills guessed. 2 4
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Inroduce, explain, use, and reinforce movemen vocabulary hroughou he year. The purpose of he suden learning oucomes and of his documen is o ensure ha all sudens acquire he knowledge, skills, and aiudes o become physically acive and o make healh-enhancing decisions designed o improve heir personal qualiy of life. The knowledge oucomes ofen relae closely o he skill oucomes and, herefore, he suggesed learning aciviies are a imes inerchangeable and complemenary. Aiude indicaors for each of he general suden learning oucomes define he desired aiudes and are included o guide eachers in anecdoal reporing of aiudes. Always encourage sudens o develop posiive aiudes hrough involvemen in emoionally safe, enjoyable, personally meaningful, and challenging learning environmens. The learning oucomes and aiude indicaors are lised a he end of each GLO secion on he summary chars for each GLO (see Framework Excerps) on he poser char included wih his documen Emphasize he imporance of safey when using equipmen such as balls and sriking implemens and climbing or balance apparaus. Performance Task: You Can Checklis Peer Assessmen: Checklis Give each pair of sudens a bag of cards, each card conaining he name or a drawing of one basic movemen skill. One parner selecs and presens a card and asks he oher o name and perform he movemen on he card. If he parner responds correcly, ha card is pu ino he bag. Sudens show he eacher he cards no in he bag afer each urn. Suggesed Crieria: Look for q number of correc responses q skills ha were unidenified Observaion: Guess Tha Skill Teacher: Invenory Observe wheher sudens recognize he basic movemen skill demonsraed. Does he suden q correcly idenify skills as performed? q use correc erms when idenifying basic movemen paerns? TEACHER NOTES (coninued) Use BLM G 1: Summaive Checklis (see Appendix H) in conjuncion wih he lis of specific learning oucomes provided a he end of each GLO secion for recording overall suden performance. 2 5
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.2.B.1 Show an undersanding ha personal aiudes (e.g., willingness o ry, level of involvemen, desire o learn...) affec skill developmen and success. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (express ideas, se goals) Good Pracice Makes Perfec Have sudens reflec on heir pracice of skills in aciviies suggesed for learning oucome K.1.2.A.1. Using a Sharing/Talking Circle, have sudens lisen o a sory/poem from he eacher, oher sudens, or a book, illusraing how good pracice can improve performance. (See Talking Circle, Success for All Learners, 7.5.) Quesions for Discussion: How does your willingness o ry affec learning? How does your level of paricipaion affec learning? How does being good a a skill affec your desire o learn? 2 6
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Collec caroons ha illusrae posiive aiudes for paricipaion and pracice. As sudens pracise new skills, sress he imporance of having a posiive aiude (e.g., willingness o ry, high level of involvemen, desire o learn, abiliy o say on ask, paience). Assessmen learning logs, like he one suggesed here, could be compleed by he suden wih he help of a paren during a suden-led conference. Learning Log: Good Pracice Makes Perfec Self-Assessmen: Raing Scale Have sudens reflec upon performance of skills pracised in aciviies suggesed for learning oucomes S.1.2.A.1 o S.1.2.A.3. Ask sudens o choose heir mos challenging skill and rae heir pracice skills. See BLM 2 1: Good Pracice Makes Perfec. Suggesed Crierion: The suden q undersands ha personal aiudes affec skill developmen and success 2 7
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.2.B.2 Recognize differen ways o mainain saic and dynamic balance (i.e., increase base of suppor by widening sance, lower cenre of graviy by bending knees, keeping head level) in physical aciviies (e.g., walking on a low beam, changing direcions while ravelling...). Curricular Connecions PE/HE: S.1.1.D.2 (gymnasic paerns), K.1.K.B.3b (balance) SC: Cluser 3 Posiion and Moion (balance, push, pull) Parner Pull Have parners face each oher holding righ hands. Afer shaking hands hree imes, hey ry o pull each oher off balance. Ask sudens o ry his aciviy in differen sanding posiions: fee ogeher, fee shoulder-widh apar, fee apar in a sride (one foo behind he oher), on one foo, knees sraigh, and knees ben. Canyon Crossing Have sudens use dynamic balance o ravel along pahways made of various pieces of equipmen (e.g., hoops, benches, ropes, ladders, fooprins), posiioned in rows from one end of he gymnasium o he oher. Each pahway represens a bridge over a canyon. Sudens line up a opposie ends of he pahways and aemp o cross over he bridge, sepping only on he equipmen, being careful no o fall ino he canyon. If hey fall, hey can go back o he beginning of he bridge and ry again. Variaions: Have sudens cross bridges while balancing a beanbag on heir heads sep in and ou of hoops while walking along benches crab walk across benches while balancing a beanbag on heir abdomens Seven Jumps Have sudens perform balances o a rhyhmic recording of he folk dance Seven Jumps. They move freely around he gymnasium o he music and, on he susained noes, hey sop and balance unil he music resumes. For each susained noe, hey assume a differen balance. Examples: 1. on one foo 2. oher foo 3. one knee and one foo 4. oher knee and one hand 5. elbow and one knee 6. oher elbow, oher knee 7. head and wo fee Variaion: Have sudens balance a differen levels, in differen shapes, or in hoops. (coninued) (coninued) 2 8
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Quesions for Discussion: Use he following quesions for discussion as hey apply o he differen learning aciviies: Is i beer o sand wih fee apar or ogeher o mainain balance? Why? Is i beer o keep knees sraigh or ben o mainain balance? Why? To accommodae sudens varying skills, use progressions, moving from simple o complex: on floor, wide o narrow lines on bench, wide surface o narrow surface low beam o high beam Folk dance music can be borrowed from he Insrucional Resources Uni (Library), Manioba Educaion, Training and Youh. For furher suggesions, see Play Gymnasics on pages 103 o 148 of Ready-o-Use P.E. Aciviies for Grades K 2 (Landy and Landy). Quesioning: Parner Pull Teacher: Informal Invenory Pre-Aciviy: 1. Ask sudens he following pre-aciviy quesion: Which sance provides beer balance: fee apar or fee ogeher? Those who believe beer balance is achieved wih fee apar, si in one area. Those who believe ha beer balance is achieved wih fee ogeher, si in anoher area. Aciviy: 2. Have sudens pair up and perform he Parner Pull aciviy. Pos-Aciviy: 3. Ask he pre-aciviy quesion again. Have sudens explain heir answers. Probe for furher deails such as ben versus sraigh knees, posiion of sance (shoulder widh, one foo behind he oher), and body posiion (head, upper body). Suggesed Crierion: The suden o recognizes ways o adjus body posiion o mainain saic and dynamic balance 2 9
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.2.B.2 (coninued) (coninued) Balki Bop Have sudens perform he following Balki Bop dance movemens: Sudens face heir parner wih hands on each oher s shoulders, swing righ legs o he side, hen lef legs, hen urn a complee circle, jump in he air, and do a high-five. Variaion: Incorporae Balki Bop movemens and music ino a ag game. When agged, sudens sand on one leg, wih he oher leg held ou o he side and arms ou. The suden is free when anoher suden performs he Balki Bop wih him or her. Learning Oucome Connecion Have sudens explore a variey of balance posiions suggesed for learning oucome K.1.K.B.3b and challenge hem o balance on apparaus (saic) and o mainain balance posiions while ravelling (dynamic). Turn he Turle Have sudens work in pairs on a large floor area covered wih mas. One person represens he urle and he oher, he urner. Ask he urle o be long and narrow and have he urner urn him or her over. Then ask he urle o be wide (legs and arms ou o he side) and have he urner ry again o urn him or her over. Have sudens change roles and hen discuss which posiion was easier/harder o urn over. Variaion: Have sudens make a human able (hands and knees on a ma). One person ries genly o break down he able by moving he able legs (and/or arms). Look for oher balance games/challenges ha address suppor and ways o mainain saic or dynamic balance. 2 10
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT 2 11
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.2.B.3a Recognize he erms associaed wih pahways (i.e., sraigh, curved, zigzag), direcions (i.e., up, down, righ, lef, forward, backward, sideways, clockwise, couner-clockwise), and planes (i.e., fronal, horizonal, sagial). Curricular Connecions MA: Shape and Space (comparing disances, lengh) PE/HE: S.2.K.A.1a (finess) SC: Cluser 3 Posiion and Moion (vocabulary) Direcion Word Wall Have sudens develop a word lis of pahways, direcions, and planes. Prin he movemen vocabulary words on cards and pos hem as he skills are performed. (See Word Wall, K 4 ELA, Sraegies 199.) Skech o Srech Have sudens draw arrows o indicae he various pahways and direcions. Place he drawings under he appropriae Word Wall heading. Variaion: Have sudens work in pairs o creae, pracise, and demonsrae an illusraed sequence of various movemen pahways and direcions. (See Skech o Srech, K 4 ELA, Sraegies 209.) Simple Folk and Line Dances Have sudens paricipae in a line dance (e.g., conga line) by holding he wais or shoulders of he dancer in fron of hem. The line moves forward on hree couns: righ, lef, righ. Pause on he fourh coun. Repea, 1, 2, 3, pause. The leader may ravel in a variey of pahways (e.g., sraigh, curved, circular, zigzag). Jiffy Mixer Pair up sudens and have hem face heir parners in a double circle formaion. The inside parner sars moving wih he lef foo and he ouside parner sars wih he righ foo so ha all are moving in he same direcion. Movemens are as follows: The ouside parner seps o he righ and slides lef foo o righ so ha fee are joined. Repea hree imes o make a oal of four sep slides. Repea he above o he lef four imes. Boh parners ake four jumps backward (away from each oher) and clap on each jump. Boh parners ake four jumps forward and slighly o he righ so as o end wih a new parner. Repea he whole dance. (coninued) (coninued) 2 12
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Inroduce, explain, use, and reinforce erms associaed wih pahways, direcions, and planes as sudens paricipae in he learning aciviies hroughou he year. Planes: Fronal an imaginary division of he body along a verical axis ino fron and back. Horizonal an imaginary division of he body along a horizonal axis ino op and boom, high or low. Sagial an imaginary division of he body along a verical axis ino righ and lef sides; movemens are performed parallel o eiher side of he body. For furher folk and line dances, see 1999 Pan American Games: Resource Ki for Physical Educaion Teachers (Pan American Games Physical Aciviy/Physical Educaion Commiee). Learning Log: Skech o Srech Teacher: Invenory Have sudens illusrae and perform a sequence of various movemen pahways and direcions. Example: * x Pahways and Direcions Name Grade Dae Draw a map using lines and arrows o illusrae a ravel plan from a saring poin (*) o a finishing poin (X). Example: sideways *sar x finish Suggesed Crierion: Look for q evidence ha he suden undersands erms associaed wih pahways and direcions 2 13
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.2.B.3a (coninued) (coninued) Parachue Aciviies Design a parachue rouine using pahways, direcions, and planes. Example: hold parachue wih wo-hand grip in fronal plane lif up, pull down hold righ-hand grip in sagial plane walk clockwise in circular pahway hold wo-hand grip, lif up, pull down hold lef-hand grip, walk couner-clockwise in circular pahway hold wo-hand grip, lif up, pull down si wih legs hidden under parachue, dividing body in horizonal plane shake parachue lie down, pull self under parachue o finish Planes Have sudens work individually wih hoops, skipping ropes, and/or scarves in personal space o explore he hree planes of movemen: Fronal: Swing or roae hoop, rope, or scarf in fron of body. Horizonal: Swing or roae hoop, rope, or scarf above head or around neck or ankle. Sagial: Swing or roae hoop, rope, or scarf a side of body. See rope jumping maerial for he following basic skipping ricks:* Fronal: like a windmill Sagial: like a figure eigh Horizonal: like a helicoper 2 14
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT For furher parachue aciviies, see pages 225 o 230 of Ready-o-Use P.E. Aciviies for Grades K 2 (Landy and Landy), as well as aciviies suggesed for learning oucome S.2.K.A.1a. * Resources are available from he Hear and Sroke Foundaion of Manioba. 2 15
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.2.B.3b Recognize and use body shapes in expressive movemen (e.g., show hree differen body shapes in a movemen sequence...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (express ideas hrough movemen) MA: Shape and Space (compare disances, lengh), Paerns and Relaions (idenify paerns) SC: Cluser 3 Posiion and Moion (vocabulary) Creaive Movemen Have sudens (alone, in pairs, or in small groups) design, refine, and perform a movemen sequence ha solves a movemen problem. Example: The sequence mus have a definie beginning and ending include wo high-level body shapes include wo low-level body shapes follow he rhyhm of a beaing drum Dance-a-Sory Have sudens move o sories or poems ha use a body shape heme. Examples: a small egg on a leaf (curled, round), ou pops a lile caerpillar (long, narrow), wiss up ino a cocoon (wised), ou fluers a beauiful buerfly (wide, sreched) a lile seed (curled), grows ino a huge ree (all, sreched), branches blow in he wind (wised), ree is chopped down (long, narrow), rolling log build a snow figure (curled, round, all) ha slowly mels (ben, wised) ino a puddle (low, wide) 2 16
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT For informaion on sequences, refer o he eacher noes for learning oucome S.1.2.A.1. Refer o learning oucome K.1.1.B.3b o review Body Shapes, Turle Tag, and Frozen Tag. For furher suggesions, see Creaive Dance Inspiraions: Faciliaing Expression (Bergman-Drewe). Aboriginal Link: Use indigenous music for he Creaive Movemen. Performance Task: Creaive Movemen Teacher/Peer Assessmen: Checklis The eacher or peers observe sudens and assess wheher hey mee he movemen ask crieria. Suggesed Crieria: The sequence clearly shows q a definie beginning q wo high-level body shapes q wo low-level body shapes q a definie ending q smooh, rhyhmic ransiions and coninuiy in movemen 2 17
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.2.B.3c Recognize he differen qualiies of effor (i.e., ime, force, flow) in own movemen (e.g., respond o differen beas and rhyhms of a drum, move o music, walk and move like various animals...). Curricular Connecions ELA: GLO 4 Enhance he clariy and arisry of communicaion (vocabulary) MA: Shape and Space (comparisons in lengh, disance, ime) SC: Cluser 1 Growh and Changes in Animals (animal movemens), Cluser 3 Posiion and Moion (force, push, pull) Effor Word Wall Add he qualiies of effor (ime, force, and flow) o he Direcion Word Wall, learning oucome K.1.2.B.3a. In he Wild Have sudens move like various animals as in he Ani-moion aciviy suggesed for learning oucome K.1.1.B.3c. Quesions for Discussion: Which animals move fas? Name he animals ha move wih he greaes force. Which animals move more freely han ohers do? 2 18
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Refer o Appendix I: Glossary for definiions of he qualiies of effor in movemen. For furher suggesions, see Creaive Dance Inspiraions: Faciliaing Expression (Bergman-Drewe). Learning Log: Effor Word Wall and In he Wild Teacher: Invenory Have sudens complee he following knowledge assessmen ask. Effor in Movemen Name Grade Dae Qualiies of Effor 1. Name wo aciviies ha use srong force. 2. Name wo aciviies ha use ligh force. In he Wild 3. Show on he able below which ypes of effor are used by he animals and oher living hings lised. Add wo animals of your choice. Time/Speed: fas, slow Force: srong, ligh Flow: bound, free Animal Time/Speed Force Flow Buerfly slow ligh free Mouse Elephan Suggesed Crierion: Look for q evidence ha he suden undersands he differen qualiies of effor found in movemen 2 19
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.2.B.3d Recognize he differen ways o move in relaion o a parner (e.g., lead, follow, mirror, mach, dodge...) and objecs or equipmen (e.g., obsacle course, climbing frame...). Curricular Connecions PE/HE: S.2.2.A.1a (finess), K.3.2.A.4 (safey) SC: Cluser 3 Posiion and Moion (posiion) Creaive Movemen Exploraions Have sudens pair up (as leader and follower) o explore parner relaionships hrough he following movemens: Face-o-Face Mirroring: Copy parner s acions as if looking ino a mirror. Side-by-Side Mirroring: Copy parner s acions while sanding side-by-side (shoulder o shoulder). Equipmen Mirroring: Copy parner s acions while using equipmen (e.g., hoop, beanbag, bench, ma). Meeing, Sharing, Paring: Travel wih parner in he same way, exploring pahways ha bring parners ogeher and away from one anoher. Upon meeing, parners may share movemen hrough a brief mirroring sequence before paring once again. Follow he Leader (lead, follow, mirror, mach) On he climbing frame, sudens mach and mirror srengh moves shown by a parner (e.g., si-ups, curl-ups, pull-ups, legups). (See learning oucome S.2.2.A.1a for more suggesed aciviies.) Creaive Movemen Sequences Have pairs of sudens creae a rhyhmical sequence o music ha involves mirroring and maching conceps manipulaive objecs (e.g., scarves, unnels, hoops, shees) and non-manipulaive objecs (e.g., props such as chairs, mas, benches, climbing frame) Tiger Tail Tag (dodge) Have sudens pair up, one as he runner wih a ail (flag fooball flag) ucked in he back waisband, and he oher as he agger. On a specified signal, he agger chases and ries o pull he runner s flag. The runner quickly changes direcions and pahways in order o dodge he agger. Once caugh, he players swich posiions and coninue o run. 2 20
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Movemens in Relaion o Parner: Mirror sudens face each oher and perform he same movemens, like looking in a mirror. Mach sudens are side by side and perform he same movemens a he same ime. Change leaders and parners ofen. Observaion: Creaive Movemen Exploraions Teacher: Invenory Observe each suden s movemen for appropriae response o a parner. q Does he suden demonsrae undersanding of movemen conceps specific o parner/objec relaionship? q Can suden appropriaely perform he role of he leader? The follower? q Are parners able o explore mirroring and maching movemens in a cooperaive, skillful manner? Leader and Follower: Discuss characerisics of a good leader and a good follower. A good leader leads a a pace ha he parner can keep up wih leads wih sensiiviy o he parner s skill/abiliy leads wih ineresing and creaive ideas A good follower waches and keeps up wih he leader ries o copy he leader as well as possible encourages and suppors he leader s ideas Refer o Safey Guidelines for Physical Aciviy in Manioba Schools (MPETA e al.) o reinforce climbing-srucure safey rules. Also sress safe running pracices such as looking forward o avoid oher players and walls/equipmen. 2 21
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q K.1.2.C.1 Demonsrae knowledge of fundamenal rules relaed o differen aspecs (e.g., purpose, number of players, role of each player, equipmen, scoring...) of simple games and aciviies (e.g., grid aciviies...) designed by self and/or ohers. Grid Aciviies SUGGESTIONS FOR INSTRUCTION Have sudens paricipae in a variey of aciviies in grid formaions in he gymnasium or play area o idenify he following characerisics: purpose number of players role of players equipmen scoring In a designaed square area (see eacher noes) have sudens play ag games using a ball. Examples: Two Versus Two: Pass a ball back and forh wih a parner wihin he designaed grid area. The oher pair mus ag he person wih he ball o gain possession. Four Versus Four: Repea he above wih four members on a eam. If agged, sand o he side. If he oher eam drops he ball, reurn o he game. In Fours: If a single player inerceps he pass being made by a group of hree, he person making he pass swiches places wih he inercepor. Change posiions every 15 o 20 seconds if no inercepions are made. Sudens canno receive he ball in he same locaion hey passed from. Sudens hen design heir own grid aciviy wih a parner and use he Think-Pair-Share sraegy o hink abou heir fundamenal game rules. (See Think-Pair-Share, K 4 ELA, Sraegies 15.) _ K.1.2.C.2* Recognize movemen vocabulary (e.g., hop, skip, spin, deke, dodge, couner-clockwise...) when following direcions relaed o simple games and aciviies (e.g., obsacle courses...). * The flower (_) indicaes ha he learning oucome could be inroduced in his grade. 2 22
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Refer o learning oucomes K.1.K.C.1 and K.1.1.C.1 for addiional suggesions. Grid Formaions: The gymnasium or playing field is divided ino several small play areas (e.g., 7 by 7 meres, or 14 by 7 meres). Define grid boundaries wih markers such as floor lines, cones, ape, and so on. Quesioning/Inerview: Grid Aciviies Teacher: Checklis Quesion sudens as hey ake par in heir grid aciviy games and check Yes or No as hey idenify he following aspecs of he game: Game Aspecs Yes No purpose of he game o o number of players o o role of players o o equipmen o o scoring o o 2 23
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q K.1.2.C.3 Recognize and discuss simple sraegies (e.g., dodging, varying speed, changing direcions, funnelling in ag games...) used in chasing/fleeing games/aciviies. Rescue Ball Tag SUGGESTIONS FOR INSTRUCTION Provide he class wih hree or four sponge balls and one or wo sponge fooballs. On he go signal, have sudens run in general space o dodge he sponge balls. Anyone can chase he balls and pick hem up o hrow a oher players. Once hi below he shoulders, players si in he space where hey were caugh unil hey cach a fooball ossed o hem by a free player. The siing players are hen free and may run o rescue oher players. Finess Tag Selec wo or hree aggers who aemp o ag oher players. Have agged players go o a finess cenre where hey mus perform an assigned finess aciviy before reurning o he game. Variaion: Have he caugh players remain a he finess cenre and see how long i akes he aggers o cach everyone. Quesion for Discussion: How can he aggers use funnelling o cach all he players more quickly? Hospial Tag Selec hree sudens o be he viruses (aggers). Caugh runners become ill, lie down on he floor wih heir knees up, and wai for a rescuer. Selec five rescue workers who run o he casualies wih a scooer and push he ill players on he scooer o an area marked wih cones (he hospial zone ). Caugh sudens shake heir rescuer s hand o hank he person and hen ake heir medicine by doing exercises or performing a movemen ask before reurning o he game. 2 24
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Encourage sudens o use dodge ball-ype rules for fair play such as holding he ball for only five seconds holding only one ball a a ime aiming below he shoulders rying o rescue as many people as possible in order o keep everyone acive Chasing/Fleeing Sraegies: Dodging moving quickly o change direcion, pahway, and/or speed o evade a player or an objec. Deking using a fake movemen (e.g., moving he head and shoulders one way and he body anoher way) o deceive anoher player. Funnelling direcing someone oward a direcion o limi his or her movemen or pahway. Encourage aggers o work ogeher o enrap he runners so ha hey have no way o run excep oward one of he aggers. Remind sudens of safe scooer use (e.g., no sanding, use proper hand/finger placemen, keep in conac wih scooer wihou pushing i freely across he gymnasium). See also Bumblebee Tag, learning oucome S.1.2.B.2. Quesioning/Reflecion: Chasing/Fleeing Games/Aciviies Peer Assessmen: Invenory Before sudens play a game, ask hem which sraegy hey hink hey will use in he game. Afer he game, during a cool-down, have sudens paricipae in a Walkabou Talkabou by walking around he gymnasium wih a parner o discuss he number of sraegies hey used and how hey used each sraegy during he game. 2 25
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.1.2.C.4 Idenify aciviy siuaions ha require sharing, respec, honesy, and oher posiive social behaviours (e.g., explain how he agger s rule helps improve he game of ag...). Curricular Connecions ELA: GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) PE/HE: K.4.2.B.1a (respecful behaviours) 2 26 Everyone s I On he go signal, have sudens run abou he room in general space, aemping o avoid all oher players. Once agged by anoher player, a runner mus freeze in a leer T shape unil a free player runs beneah his or her exended arms. If players ag each oher a he same ime, hen boh players freeze. Swamp Ball Divide he class ino wo equal eams. Have each eam place wo mas ogeher fla on he floor near heir own end line. Provide sponge balls for boh eams. On he go signal, have sudens aemp o hi players on he opposing eam below he shoulders wih he sponge balls wihou crossing over he cenre line. Once hi, players cross over o sand on he opposing eam s mas (swamp). From he swamp, players are able o hrow sponge balls a he opposing eam surrounding heir swamp. The game coninues unil all players from one eam are in he opposing eam s swamp. Variaion: Have sudens play Rescue Swamp Ball. The players in he swamp may be rescued eiher when hey hi an opposing player from he swamp or when hey cach a ball hrown o hem from heir own players on heir originaing side. Human Kno Have a group of four players form a circle. They raise righ hands and shake someone s hand. They hen raise lef hands and shake someone else s hand. When everyone is holding hands, he group begins o unie he kno wihou leing go of hands by wising, urning, and sepping over or ducking under arms. Once he kno is unied, have he group raise heir arms wih hands sill joined and jump on he spo o yell ou, We did i! Variaion: Have sudens increase he group size o six, eigh, or more. Show and Tell Sudens bring o class iems (e.g., spors equipmen, eam shirs, picures, badges, cerificaes of paricipaion in recreaional aciviies) for show and ell. Have sudens ell abou someone showing respec or honesy when paricipaing in physical aciviy. Variaion: For a movemen-oriened aciviy, use a ag game siuaion wih only one agger. Each new agged person will have his or her urn o show and ell.
Grade 2: Movemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Tagger s Rule: Reinforce he use of he agger s rule : The agger is always righ. This will reduce argumens and promoe fair play. I is based on he premise ha aggers are hones and know wheher or no hey fel anyhing when agging. Encourage sudens o avoid being agged and o pracise heir dodging skills. Emphasize fair play and posiive social behaviours by observing sudens and selecing examples of hese aiudes and behaviours. Encourage sudens o commen on coureous behaviours displayed by oher players. Paper and Pencil Task: All Games Peer Assessmen: Checklis Have sudens observe ohers during an aciviy for a porion of he class and check off examples of posiive social behaviours ha hey observe. The suden q uses he agger s rule q follows rules q speaks kindly q akes urns q shares Have sudens explain how hese behaviours enhanced he aciviy. Roae sudens frequenly. Sress he imporance of slow movemens for conrol and injury prevenion. 2 27
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.A.1 Demonsrae compeency in basic ranspor skills (i.e., running, hopping, galloping, jumping, skipping), moving in differen direcions (e.g., hop consecuively in a forward direcion on he righ and on he lef foo; jump and land using a wo-foo ake-off and a wo-foo landing...). Curricular Connecions MA: Shape and Space (compare nonnumerical daa) PE/HE: K.1.K.B.3c, S.1.K.B.1, K.1.2.B.3a (movemen), K.3.2.A.5b (bicycle safey) SC: Cluser 3 Posiion and Moion (human movemen) Follow he Signs Se up cones, wih signs of he five basic ranspor skills indicaing movemen in differen direcions, in a pahway hroughou he gymnasium. Have sudens read he sign on a cone (or look a he picure) and perform ha skill on heir pahway o he nex cone. Variaions: Have sudens work in pairs, as in Follow he Leader (see learning oucome S.1.K.B.1). Include movemen conceps on he signs (e.g., run in a zigzag pahway, hop quickly, gallop slowly in a curved pahway). (See learning oucomes K.1.K.B.3c and K.1.2.B.3a.) Design-a-Sequence Have sudens use he signs from he Follow he Signs aciviy o creae heir own movemen sequence wih a specified number of ranspor skills using a variey of differen direcions. Use he Think-Pair-Share sraegy for sudens o share heir design wih someone else. Have each pair each heir movemen sequences o anoher pair. (See Think-Pair-Share, K 4 ELA, Sraegies 15.) Frogger Se up a play area wih ree snakes on mas, cobras on scooers, rolls on benches or behind sanding mas, and frog food (beanbags) placed a one end of he gymnasium. Have frogs ry o ge he frog food and ake i home wihou being agged by he oher creaures. When agged, he frog akes he food back and performs a skill. Frogs are safe on lily pads (hoops) for a maximum of five seconds a a ime. Spell I Ou Have sudens work in pairs o spell ou a variey of words (e.g., he ranspor skills, heir names, heir favourie aciviies, class spelling words, compuer erms used in compuer class, such as cursor, disk, reurn, and so on). They ake urns choosing a card wih a word on i and spell i by jumping in differen direcions on a eacher-made compuer keyboard drawn on he gymnasium floor (masking ape) or on a concree area oudoors (chalk). 2 28
Grade 2: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Some suggesions for insrucion apply across he grades (see learning oucomes S.1.K.A.1, S.1.1.A.1, S.1.2.A.1, S.1.3.A.1, and S.1.4.A.1); however, some are grade specific. Ensure ha learning aciviies and achievemen expecaions are developmenally appropriae. Due o he deph and breadh of skill-relaed oucomes, learning experiences will be ongoing hroughou he year. I is recommended ha skills in each of he caegories (ranspor, manipulaion, and balance) be assessed separaely. See Basic Movemen Skills (K 3) (Manioba Educaion and Training). Many learning aciviies can be performed oudoors or in oher locaions hroughou he school (e.g., classroom, muli-purpose room). A sequence is a movemen senence wih a beginning, a middle, and an ending. Demonsrae examples of movemen sequences for pracice and hen have sudens inven heir own sequences. Acknowledge effors and provide sudens wih opporuniies o observe each oher. Performance Task: Follow he Signs Teacher: Scoring Rubric While sudens paricipae in Follow he Signs, look for compeency in basic ranspor skills as sudens move in differen direcions. Suggesed Crieria: Galloping The suden A. keeps rail leg behind lead leg B. gallops using eiher leg as he lead C. displays rhyhmical arm movemen D. urns hips, shoulders, and eyes o direcion of movemen Refer o Physical Educaion K 4: Basic Movemen Skills Assessmen (Movemen Skills Commiee) for oher skills crieria (i.e., running, jumping, hopping, skipping). Rarely 1 Iniial Wih Direcion 2 Iniial- Formaive Scoring Rubric Someimes 3 Formaive Frequenly 4 Formaive- Maure Consisenly 5 Maure Use BLM G 4: Movemen Skills Rubric and Checklis (see Appendix H) for recording class resuls. See also BLM G 5: Transpor Skills Crieria (Appendix H) for a summary of all ranspor skills crieria. 2 29
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.A.2 Demonsrae he basic manipulaion skills (i.e., rolling, underhand hrowing, overhand hrowing, caching, sriking, bouncing, kicking) in a variey of aciviies o challenge differen levels of abiliy (e.g., cach a ball from differen disances; srike a ball using a shor-handled implemen; kick a slow-rolling ball along he ground...). Curricular Connecions SC: Cluser 3 Posiion and Moion (describe moion of various objecs) Musical Rolling Tag (rolling) Have sudens ravel o music in pairs. One suden has a handsize ball or beanbag and ries o shadow or say as close as possible o his or her parner. When he music sops, he sudens sop. The parner wih he ball or beanbag aemps o hi he fee of his or her parner by rolling he objec. The parners hen swich roles. Crysal Ball (underhand hrowing) Have parners sand facing each oher oe o oe. They ake urns ossing a ball (or beanbag) o each oher. If one parner caches he ball, each parner akes a sep backward. They hrow and cach and sep backward unil one parner does no cach he ball. When his happens, he pair may sar over again oe o oe, or each paricipan may ake a sep forward. Move Tha Ball (overhand hrowing) Place a cage ball or any large ball in he cenre of he gymnasium. Divide he class ino wo eams and supply each eam wih a variey of hand-size balls. Have he eams sand behind designaed end lines and, on he go signal, have sudens hrow heir balls overhand, aiming a he cage ball and aemping o knock i over he opposing eam s end line. Variaion: Have wo cage balls in he cenre. Divide he class ino four eams, placed on four differen end lines. Bench Ball (caching, overhand hrowing) Divide he class ino wo eams, one on each side of he gymnasium. Place a bench for each eam a a developmenally appropriae disance from he cenre line (e.g., five o seven meres back) and have one suden (capain) from each eam sand on he opposie bench. Sudens hrow sponge balls across he cenre line, over he oher eam, o heir cacher on he bench. When he cacher caches he ball, he hrower joins his or her eammae on he bench. Anyone on he bench can cach he ball. Opposing players may block balls ha are hrown oward he bench bu hey mus say ahead of he crease in fron of he bench (mas can be laid down for he crease.) The firs eam wih all heir players on he bench wins. Remind sudens o hrow he ball wihin five seconds. (coninued) (coninued) 2 30
Grade 2: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Plan skill aciviies o follow he progression from individual o parner o small-group o large-group challenges. For furher suggesions for insrucion, refer o Physical Educaion K 4: Movemen wih Meaning (Manioba Educaion and Training). Challenges should reflec varying disances, speeds of objecs, sizes of objecs or implemens, and exures of objecs. Emphasize he imporance of aiming low a he cage ball raher han high a he oher sudens. Encourage sudens o se up heir eam equipmen quickly and hen o assume he ready o play posiion by siing in a designaed area o wai for he go signal. The firs eam ready may receive an advanage, such as obaining all he balls o sar he game or earning an exra poin. Lower grades may use a ma insead of a bench. Performance Task: All Aciviies Teacher: Scoring Rubric While sudens are paricipaing in he learning aciviies, look for he key characerisics and proper form of each of he basic manipulaion skills. Suggesed Crieria: Overhand Throwing The suden A. focuses eyes on arge B. bends and holds elbow back a shoulder heigh behind ear C. roaes hips so ha opposie shoulder is in line wih he arge D. seps forward wih foo opposie o hrowing arm E. shifs weigh from back o fron foo F. leads hrow wih elbow and follows hrough down and across body Refer o Physical Educaion K 4: Basic Movemen Skills Assessmen (Movemen Skills Commiee) for oher skills crieria (i.e., rolling, bouncing, caching, underhand hrowing, sriking, kicking). Rarely 1 Iniial Wih Direcion 2 Iniial- Formaive Scoring Rubric Someimes 3 Formaive Frequenly 4 Formaive- Maure Consisenly 5 Maure Use BLM G 4: Movemen Skills Rubric and Checklis (see Appendix H) for recording class resuls. See also BLM G 6: Manipulaion Skills Crieria (Appendix H) for a summary of all manipulaion skills crieria. 2 31
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.A.2 (coninued) (coninued) Baing Cages (sriking) Se up baing cages using mas. Have sudens ake urns hiing whiffle balls or rubber balls off baing ees a four or more saions. Variaions: Have sudens hi balls of differen sizes (e.g., beach balls, hand-size balls) off ees of varying heighs off ees made of sacks of cones a whiffle ball suspended on a sring Swich Bounce (bouncing) Have sudens bounce balls and move freely in a defined space while music plays. When he music sops, hey swich hands and bounce heir balls on he spo wihou moving. When he music resumes, hey once again move abou he space. Four-Corner Soccer (kicking) Divide he class ino four eams, one in each corner of he gymnasium. Have each eam place a bench (urned on is side) diagonally across heir corner. Disribue four o eigh sponge soccer balls and have each eam ry o score as many imes as possible on he oher goal areas (benches), wihin a specified amoun of ime. Have one goalie per eam guard he benches. Variaions: Provide each eam wih pinnies of differen colours. Sudens who score on anoher bench repor o a chalkboard area where poins are recorded for he appropriae eam. 2 32
Grade 2: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Ensure ha sudens follow safey rules when swinging implemens. Remind players o kick he ball below knee level and o wach where hey run. Change goalies each game o ensure acive paricipaion by all. 2 33
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.A.3 Demonsrae balancing in differen ways (i.e., showing symmerical and asymmerical shapes, balancing on differen pars/number of pars of he body) a differen levels and/or heighs. Balance Task Cards Have sudens work ogeher in pairs or small groups o perform he asks presened on a variey of cards. Ensure ha cards represen each of he following asks: balances showing symmerical shapes Curricular Connecions MA: Shape and Space (symmery, comparisons) PE/HE: S.1.K.B.1, K.1.K.B.3b (balance), S.2.1.A.1a (finess), GLO 4 Personal and Social Managemen (applying problemsolving skills o movemen challenges) SC: Cluser 3 Posiion and Moion (human movemen) balances showing asymmerical shapes balances on differen body pars balances on differen numbers of body pars Bridge Builders Have sudens explore he various ypes of bridges ha hey can make wih heir bodies (e.g., four-poin fron bridge, hree-poin back bridge, wo-poin side bridge). Bridge Tag Afer a review of he various bridge designs from Bridge Builders, selec wo or hree aggers o freeze players ino bridge shapes. Have free players rescue he frozen bridge shapes by carefully crawling under he bridges. Variaion: Have all sudens be aggers and all sudens also be rescuers. Parner Pyramids Parners make long bridges by joining ogeher in a variey of fron and back suppors as follows: head o head, head o fee hands on fee, hands on shoulders fee o fee, fee on knees, fee on shoulders side by side 2 34
Grade 2: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Shapes: Symmerical having each side he same. Asymmerical having each side differen. See learning oucome S.1.K.B.1 for balance diagrams, K.1.K.B.3b for furher balance aciviies, and Lessons A4 o A7, A18, B1, and B4 o B7 of Up Down All Around (Russell, Schembri, and Kinsman) for ideas of various shapes and balances a differen levels. See page 114 of Ready-o-Use P.E. Aciviies for Grades K 2 (Landy and Landy). Have half he class perform heir bridges while he oher half waches, and hen swich. This will help ensure ha all sudens have an opporuniy o demonsrae heir aciviy wihou individuals feeling self-conscious. See also Flip-Flop, learning oucome S.2.1.A.1a. Performance Task: Balance Task Cards Teacher: Checklis While sudens paricipae in he Balance Task Cards aciviy, look for differen ways of balancing a differen levels. Suggesed Crieria: Sudens are able o q demonsrae symmerical and asymmerical shapes q balance on differen pars and numbers of pars of he body q balance heir bodies a differen levels 2 35
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.B.1 Use basic movemen skills (e.g., hopping, rolling, underhand hrowing...) and conceps (i.e., body and space awareness, relaionships) in creaing cooperaive and/or low-compeiive games wih parners or in small groups (e.g., hopscoch, playing cach wih a parner, simple arge games...). Curricular Connecions ELA: GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) PE/HE: K.1.2.B.3a, K.1.2.B.3d, K.1.1.B.3a (movemen conceps) SC: Cluser 3 Posiion and Moion (posiion, how objecs move, push-pull) Creae-a-Saion Have sudens use he Word Wall of movemen skills (see learning oucome K.1.1.A.1) and movemen conceps (i.e., direcions, levels, pahways, planes, relaionships o a person, apparaus, and he environmen) o work wih a parner in developing a saion aciviy. Have hem creae cooperaive or low-compeiive games (e.g., simple arge games) ha use basic movemen skills and conceps. Discuss wha movemen conceps are eviden in heir games (e.g., in a rolling arge game sudens are working a a low level, sepping wih one leg and swinging one arm in a sagial plane o move he ball in a sraigh pahway). Two on Two (manipulaion) In a small, squared area, have parners play keep away wih a rolling ball. Emphasize defensive covering of he opponen and moving o an open space o receive he ball. Vary he game by adding a possession ime limi or changing he manner of ball movemen o bouncing, hrowing, or kicking. Apparaus Balance Travels Se up various pieces of apparaus around he gymnasium (e.g., benches, ladders, mas, cones). On a given signal, sudens ravel over, under, and around he apparaus. When he word balance is called, sudens perform balance asks on he closes piece of equipmen. The balance ask could also involve a parner. 2 36
Grade 2: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Refer o he following learning oucomes for suggesions relaed o space awareness pahways and planes, K.1.2.B.3a direcions and levels, K.1.1.B.3a and K.1.2.B.3a relaionships o a parner, K.1.2.B.3d See Sammie Says (ranspor), learning oucome K.1.K.B.3b, and Parner Pyramids (balance), learning oucome S.1.2.A.3. See also Grid Aciviies, learning oucome K.1.2.C.1. Performance Task: Creae-a-Saion Self-Assessmen: Raing Scale Afer sudens have finished playing heir creaed saion aciviy, read he following saemens and have parners rae differen aspecs of heir game. Raing Scale: 1 Needs work. 2 Could fine-une. 3 Keep i. Super. Self-Assessmen of Creae-a-Saion Game Crieria We made he players work hard during our game. The players cooperaed in playing our game. Our game challenged he players o pracise and perform heir skills. The players moved in differen direcions (e.g., forward, backward, sideways) during he game. The game is a good one for our playing area and amoun of space. Raing 2 37
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.B.2 Use basic movemen skills (e.g., running, caching...) and conceps in cooperaive and/or lowcompeiive group games (e.g., dodging aciviies, ag games...). Curricular Connecions PE/HE: K.1.2.C.4 (fair play), K.4.2.B.2a, K4.2.B.2b (developing relaionships), S.4.2.A.3 (inerpersonal skills) Name Game Have sudens work in pairs, wih one parner holding a ball. The suden wih he ball calls ou he name of his or her parner, makes eye conac, and hen hrows he ball underhand oward he parner who aemps o cach he ball. Variaion: Have sudens work in groups of hree and hen in larger groups. Add a second or hird ball o groups of eigh or more. Bumblebee Tag Divide he class ino four groups. Black bees collec necar (beanbags) and sore i in he black hive (ma). Yellow bees do he same, while robber bees (blue) seal he necar and scaer i in he gymnasium. Queen bees (red) sing oher bees by agging hem. Once agged, bees perform a basic movemen skill before rejoining he game. Variaion: Have sudens move abou he room using differen ranspor skills. Poison Pumpkin Have sudens roll six o eigh baskeballs (poison pumpkins) around on he floor. If a ball conacs he fee of any suden, ha suden mus perform a ask (e.g., hree jumping jacks) in order o reurn o he game. Any sudens can be i and roll he balls and any sudens can be hi. Sudens may possess only one ball a a ime and mus release i wihin five seconds. Ma Ball Play he game Bench Ball (see learning oucome S.1.2.A.2), bu use wo mas joined ogeher on he floor for each eam raher han benches. 2 38
Grade 2: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Sress he sep of making eye conac. Bees may ake only one beanbag a a ime. Beanbags mus be carried and no hrown for safey reasons. Use fas music ha is symbolic of bees flying around o enhance movemen. Observaion: All Games Teacher: Checklis As sudens paricipae, observe he following skills and use he following code o record heir performance. Use of Movemen Skills The suden X is experiencing difficuly in using skills in a game conex is experiencing some difficuly in using skills in a game conex 4 is experiencing no difficuly in using skills in a game conex? has no been observed Skills Name Run Jump Hop Gallop Skip Bounce ec. Change pumpkins o snowballs, beach balls, and so on, as he seasons dicae. Ensure ha sudens roll he balls, no bounce hem. Encourage sudens o move around on he mas so ha hey avoid being in fron of a blocker. 2 39
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.B.3 Se up and manage own games (e.g., skipping games, arge games, hopscoch...). Curricular Connecions ELA: GLO 4 Enhance he clariy and arisry of communicaion (effecive oral communicaion), GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) PE/HE: K.1.2.C.4 (posiive social behaviours), GLO 3 Safey, GLO 4 Personal and Social Managemen (fair play, inerpersonal skills) SC: Cluser 3 Posiion and Moion (describe moion of various objecs) SS: building communiy Play Your Game Have sudens each heir game/aciviy from Creae-a-Saion (see learning oucome S.1.2.B.1) o anoher small group of sudens. Togeher wih sudens, brainsorm a lis of characerisics of a well-managed group, such as he following. Well-managed groups cooperae quiely and fairly o decide on an aciviy deermine wha equipmen players need quickly and safely gaher equipmen quickly and carefully find a play area review all rules and procedures so ha all players are familiar wih he game play fairly and enhusiasically, making adjusmens and changing he challenges according o group skill level q S.1.1.C.1 à S.1.2.C.1* Demonsrae funcional use of basic movemen skills (e.g., hopping, jumping, kicking...) and equipmen in oudoor aciviies and/or special evens (e.g., hopscoch, rope skipping, snow soccer, abloids, culural heme days, Aboriginal games...). Curricular Connecions SC: Cluser 3 Posiion and Moion (posiion, how objecs move, push-pull) Recess Games Have sudens paricipae in a variey of recess games and learning aciviies, such as hopscoch rope skipping soccer follow he leader ag games srucure climbing * The arrow (à) indicaes ha he learning oucome is mainained from a previous grade. 2 40
Grade 2: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Ensure careful, proper disribuion and reurn of equipmen. Performance Task: Play Your Game Teacher: Scoring Rubric Observe sudens as hey organize heir groups, equipmen, and rules. Scoring Rubric Scale The suden/group 4 organizes all sudens ino groups selecs appropriae and safe equipmen explains rules clearly 3 organizes friends ino groups selecs appropriae and readily available equipmen saes mos rules clearly 2 selecs sudens who will win he game selecs equipmen ha may no be appropriae or safe is unclear on many rules 1 refuses o selec cerain sudens selecs inappropriae and unsafe equipmen does no undersand he rules Use BLM G 2: Class Checklis (see Appendix H) o record class resuls. Refer o learning oucome S.1.1.C.1 for furher aciviy suggesions. Funcional use of skills promoes acual, real-world, purposeful paricipaion. I respecs individual variaion and diversiy in syle and/or performance. A funcional approach o insrucion and assessmen encourages he use of basic skills in a variey of forms, o solve asks, challenges, and problems, in a way meaningful o sudens and sociey. 2 41
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.D.1 Demonsrae basic rhyhmic seps and paerns (e.g., walk/clap, skip, slide, samp...), applying movemen conceps (e.g., body awareness, qualiies of effor...) alone and wih ohers in simple and/or creaive rhyhmic aciviies (e.g., creaive movemen, muliculural aciviies such as folk dances, round dances...). Curricular Connecions MA: Paerns and Relaions (idenifying paerns) PE/HE: S.2.2.A.1a, S.2.2.A.1b (finess) La Raspa (Mexican ha dance) Using a formaion of no parners (single circle) or pairs facing (double circle), have sudens pracise he following seps: Par A Bleking Seps (measures 1 o 8) Hop on lef foo while a he same ime apping righ heel on he floor in fron of body. Repea opposie, apping lef heel forward, hen again righ heel forward. Coninue hree bleking seps (as described above) wih hands on hips and wo quick claps during pause in bleking sep, unil 24 bleking seps have been performed. Par B Slide and Skip (measures 9 o 16) Individually Wih no parner, slide 16 seps clockwise, and hen 16 seps couner-clockwise. Place hands and arms over head and spin or skip on he spo clockwise for seven couns and hen couner-clockwise for seven couns. In Pairs Facing parner, hook elbows and skip seven seps clockwise, clap on he eigh coun, and hen hook lef elbows and repea couner-clockwise. Repea o he righ and lef again. Variaion: Perform he dance holding a parachue or hoops, using lifs hroughou Par B. 2 42 (coninued) Creaive Movemen Have sudens (alone, in pairs, or in small groups) design, refine, and perform a movemen sequence. Specify one ranspor skill ha mus be used in he performance ask. Take his opporuniy o assess basic ranspor skills (learning oucome S.1.2.A.1). For example, he sequence mus have a definie beginning and ending include wo differen ranspor skills (e.g., walk, skip, slide, roll) include wo differen non-locomoor body acions (e.g., wis, shake, sink, bend) have smooh movemen, wih no breaks in performance Variaion: Creae a variey of performance asks for sudens o solve wih movemen. Once a sequence has been performed, have sudens ry o perform he same sequence o a new selecion of music ha plays a a faser (or slower) empo. (coninued)
Grade 2: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Body awareness refers o wha he body does. This includes awareness of body pars (e.g. arms, legs, elbows, knees, head) body shapes (e.g., sreched, curled, wide, narrow, wised, symmerical, asymmerical) body acions (e.g., flex, exend, roae, swing, push, pull) Qualiies of Effor in Movemen: Time Fas quick, explosive. Slow careful, drawn ou, susained. Force Srong inense, heavy, forceful, loud. Ligh easy, weak, genle, sof. Flow Free smooh, large, coninuous movemen ha is flowing and ongoing and canno be readily sopped. Bound small, conrolled, resriced movemen ha can be readily sopped. Choose one musical selecion for all o use. Play i during he creaion phase so ha sudens may mach rhyhm wih movemen while designing he sequence. Se limiaions o help guide beginners wih he creaive process. Use acion word cards (see Acion Words, learning oucome S.1.1.D.1) o dicae or guide body acion choices. Make similar cards for locomoor movemens. Observaion: La Raspa Teacher: Checklis While sudens are paricipaing, look for demonsraion of he following crieria. Suggesed Crieria: The suden q moves o he bea of he music q demonsraes movemen paerns specific o he dance (e.g., slide sep, bleking sep, skip) q moves in appropriae direcion when required q remembers sequences of movemens Performance Task: Creaive Movemen Teacher/Peer Assessmen: Checklis Teacher or peers observe sudens and assess wheher movemen ask crieria have been me. Suggesed Crieria: The sequence clearly shows q a definie beginning q wo differen ranspor skills q wo differen non-locomoor body acions q a definie ending q smooh movemen, no breaks in performance 2 43
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.D.1 (coninued) (coninued) Basic Aerobics Paerns Demonsrae acions from a Slim Jim word lis of aerobic paerns and have sudens follow hem. Examples: wis jump and wis (skier) walk and clap raise knees alernaely (knee up) walk and kick sep sideways (side sep) kick heels back (hamsring curl) jump wih fee apar and hen ogeher (jumping jacks) run on he spo Variaion: Brainsorm wih sudens various names for oher movemens. (See Slim Jims, K 4 ELA, Sraegies 116.) 2 44
Grade 2: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Presen rhyhmic seps and paerns using appropriae progressions, such as basic o complex in isolaion and hen in combinaions wihou music and hen wih music slow music o fas music For furher suggesions, see page 21 of 1999 Pan American Games: Resource Ki for Physical Educaion Teachers (Pan American Games Physical Aciviy/Physical Educaion Commiee). 2 45
K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.1.2.D.2 Demonsrae funcional use of basic movemen skills (i.e., ranspor, manipulaion, balance), applying movemen conceps (e.g., body and space awareness...) o gymnasic-ype aciviies (e.g., balancing on differen body pars, swinging and circling small hand apparaus...). Curricular Connecions SC: Cluser 3 Posiion and Moion (posiion, how objecs move, push-pull, graviy) Pirae Tag (ranspor/balance) Se up a climbing frame or various pieces of large equipmen around he gymnasium (e.g., low vaul box, climbing box, balance bench, ladder on he floor). Selec wo o four aggers (piraes) who will carry markers such as beanbags or sponge balls. Oher sudens move around he room and avoid being agged by having heir bodies off he floor or mas for fivesecond periods. Afer five seconds of balancing on one piece of equipmen, sudens walk o anoher piece of equipmen. If caugh, sudens swich places wih he aggers. All sudens move by walking (no running) o ensure safe paricipaion. Hoopla (manipulaion) Have sudens perform a variey of aciviies in heir own space wih heir own hoop. Provide guiding quesions: Can you circle he hoop on your arm? Can you pass he hoop from one arm o he oher while i is circling? Who can circle he hoop on his or her neck, hand, wais, or leg? Can you circle he hoop on your hand and hen grip i o sop he roaion? Gymnasic Balances (balance) Have sudens perform various gymnasic balances such as hose lised below. On mas: one-foo balance fron scale V-si eddy-bear sand knee scale On large apparaus: shapes/saics/hangs on srucure 2 46
Grade 2: Movemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Funcional use of skills see eacher noes for learning oucome S.1.2.C.1 for definiion. Picures, videos, or demonsraions by he eacher or sudens serve as visual aids for he class. Saion work allows small groups of sudens o perform skills a a variey of locaions a he same ime, maximizing use of space, equipmen, and ime on ask. Aboriginal Link: Check for local proocol abou inviing a hoop dancer o do a demonsraion. For furher large-apparaus aciviies, see Up Down All Around (Russell, Schembri, Kinsman) and pages 103 o 148 of Ready-o-Use P.E. Aciviies for Grades K 2 (Landy and Landy). Performance Task: All Aciviies Teacher: Raing Scale As sudens paricipae in he learning aciviies, observe heir funcional use of basic movemen skills as hey apply movemen conceps o gymnasic-ype aciviies. Raing Scale 4 3 2 1 The suden All he Mos of Some of Rarely Time he Time he Time demonsraes use of seleced movemen skills and conceps in developmenally appropriae aciviies Use BLM G 4: Movemen Skills Rubric and Checklis (see Appendix H) o record class paricipaion/performances. 2 47