1 Critical Content/Concept Web Unit Topic: Traveling, Chasing, Fleeing and Dodging Conceptual Lens: Grade: Unit Overview Control This unit introduces students to traveling, chasing, fleeing and dodging with controlled movements in general space. K-2 Starting and Stopping Locomotor Movements Changing Directions Space Awareness Activities will include locomotor skills, starting and stopping with control, movement while changing directions, avoiding obstacles, recognition of boundaries, levels and pathways. Unit Topic: Traveling, Chasing, Fleeing and Dodging Pathways Revised 2009-2010 2 Grade: K-2 Subject: PE Unit: Traveling, Chasing, Fleeing, Dodging Lens: Control Enduring Understandings Guiding Questions 1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2 1a. How can you travel in general space without bumping into others? 1b. How can changing directions help your performance? 2. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2 2a. How can the ability to perform locomotor movements lead to higher level tasks? 2b. Why is it important to be able to change pathways? 3. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 3a. Why is participation important during activities? 4. Knowing body responses to physical activity and engaging in a variety of activities promotes health-related fitness. 4.1.1, 4.1.2, 4.1. 4a. Why is a strong heart important in tag games? 4b. How can continuous movement benefit the participant? 5. Visual and body awareness promote safety. 5.1.1 5a. How does watching where you are going make you safer than watching where you are coming from? 5b. Why is it important to stop on your feet? 5c. How does respecting/knowing the boundaries of an activity increase safety? 6. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.2, 5.1.3 6a. How can good sportsmanship increase enjoyment of the activity? 6b. How does cooperation improve team work? Revised 2009-2010 3 Grade: K - 2 Subject: PE Unit: Traveling, Chasing, Fleeing and Dodging Lens: Control Critical Content and Skills AC = Assessment Code: Students will Know… 1. 2. 3. 4. 5. 6. 7. 8. 9. The cues for hopping (assessed in K) a. continuous balanced movement b. same foot c. ball of foot d. 10 feet e. right and left The cues for using Proper Self-Space (assessed in K) a. eyes forward b. speed check c. move to open spaces d. balanced stops e. avoids contact with people or objects The cues for start/stop (assessed in K) a. cued starts b. cued stops in a balanced position c. in a variety of locomotor movements The cues for galloping (assessed in 1st) a. face forward b. one foot leads c. trailing toe replaces front heel or off to side d. right and left foot The cues for skipping (assessed in 1st) a. lift knees b. step/hop, Step/hop c. smooth movement The cues for sliding (assessed in 1st) a. side leads b. one shoulder lead c. step/close, step/close d. no crossover e. both directions A strong healthy heart will allow for continuous activity The importance of sportsmanship Boundaries promote safety AC Q – Quizzes P - Prompts O – Observations WS – Work Samples D – Dialogues SA – Student Self-Assessment T - Tests Students will be able to… 1. Perform locomotor skills 2. Demonstrate proper self-space, start/stop, hop, gallop, skip and slide 3. Make directional changes (e.g., dodging and fleeing) 4. Focus forward while moving 5. Demonstrate appropriate tagging 6. Follow safety guidelines and activity rules AC Revised 2009-2010 4 Unit Overview CRITICAL CONTENT/CONCEPT WEB Unit Theme: Throwing, Rolling, and Catching Conceptual Lens: Coordination and Sequencing Grade: K-2 Opposition Weight Transfer Students will be introduced to basic throwing, rolling, tossing and catching skills. Students will begin to understand the sequential and coordinated actions of the above skills. Correct body position and tracking will also be incorporated. Activities will include rolling or throwing at different levels, directions and stationary targets. Activities will also include catching at a variety of levels. UNIT THEME: THROWING, ROLLING, AND CATCHING Tracking Followthrough Revised 2009-2010 5 Grade: K-2 Subject: Physical Education Unit: Throwing, Rolling and Catching Lens: Coordination and Sequencing Enduring Understandings Guiding Questions 1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3 1a. Why do you look at the target when throwing and/or rolling? 1b. Why is it important to keep your eye on the object? 2. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2, 2a. Why is it important to have “side to the target” when throwing overhand? …Facing target when rolling and tossing? 2b. How does stepping with the opposite foot affect balance? 2c. How does weight transfer affect throwing and rolling? 3. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 3a. How do you feel about an activity when you perform it correctly? 3b. In what activities could you use throwing, rolling and catching skills? 4. Visual and body awareness promote safety. 5.1.1 5. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.2, 5.1.3 4a. How can rules make the game more enjoyable? 5a. Why is it important to have a good attitude? 5b. Why is it important to be able to work with others? 5c. What are some problem solving strategies? Revised 2009-2010 6 Grade: K-2 Subject: Physical Education Unit: Throwing, Rolling and Catching Lens: Coordination and Sequencing Critical Content and Skills AC = Assessment Code: Students will Know… 1. The cues for Catching (assessed grade 2) a. Feet move in anticipation of the catch b. Catch with hands (no arm/body contact) c. Giving with the arms, absorbing force 2. The cues for Throwing Overhand (assessed grade 2) a. Side to target b. Arm back and up c. Step with opposite foot d. Trunk rotation e. Follow-through 3. The cues for Rolling a ball (assessed grade 1) a. Face target b. Step with opposite foot c. Front knee bent d. Release of the ball near front foot e. Arm follow-through 4. The cues for Underhand Toss (assessed grade 2) a. Face target b. Step with opposite foot toward target c. Release of the object toward target d. Arm follow-through toward target 5. Force, distance and timing are related. 6. Object choice and size can determine/promote success. 7. The importance of being aware of one’s surroundings before throwing, rolling and catching an object. 8. Practice will promote success. AC Q – Quizzes O – Observations D – Dialogues T - Tests Students will be able to… 1. 2. 3. 4. 5. 6. 7. P - Prompts WS – Work Samples SA – Student Self-Assessment Catch a variety of objects thrown by self and others Throw an object overhand Roll a ball Toss an object underhand Follow rules and safety guidelines Throw at a variety of target sizes from varied distances Participate in a variety of games and activities that will incorporate throwing, rolling and catching Revised 2009-2010 7 Critical Content/Concept Web Unit Topic: Kicking Conceptual Lens: Grade: Unit Overview Coordination Students are introduced to basic kicking, punting and dribbling skills. Students will begin to understand how body control and coordination contribute to efficient kicking, punting and soccer dribbling. K-2 Timing Foot-Eye Coordination Students explore body position, balance, making contact with a stationary or moving object and trapping. Unit Topic: Kicking Balance Weight Transfer Revised 2009-2010 8 Grade: K-2 Subject: Physical Education Unit: Kicking Lens: Coordination Enduring Understandings Guiding Questions 1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3 1a. What are the cues for kicking a stationary ball, dribbling a ball and punting? 1b. Which part of the foot do you use for each type of kick? 2. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2 2a. Why do you use a specific part of the foot for specific kicks? 2b. Where on the ball should you kick to determine direction and level? 2c. What parts of your body work together when kicking? 3. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 3a. What are different activities that involve kicking? 3b. How can practice affect your ability to kick? 4. Knowing body responses to physical activity and engaging 4a. What type of kicking activities could enhance your fitness in a variety of activities promotes health-related fitness. levels? 4.1.1, 4.1.2, 4.1.3 4b. What happens to your body when you play a continuous game of soccer? 5. Visual and body awareness promote safety. 5.1.1, 5.1.2, 5.1.3 5a. Why is it important to be aware of your own self-space and surroundings when kicking? 5b. Why is it important to follow safety rules when kicking? Revised 2009-2010 9 Grade: K-2 Subject: Physical Education Unit: Kicking Lens: Coordination Critical Content and Skills AC = Assessment Code: Students will Know… 1. Cues for kicking a stationary ball for distance (assessed in grade 2) a. Non-kicking foot is beside and slightly behind the ball b. Kicking foot is extended for contact on the shoelaces, not on the toes AC Q – Quizzes O – Observations D – Dialogues T - Tests Students will be able to… 1. 2. 3. 4. 5. 6. P - Prompts WS – Work Samples SA – Student Self-Assessment AC Kick a stationary ball for distance Kick a moving ball Dribble a ball with control Punt making contact with laces Trap a rolling ball using feet Follow safety rules 2. Cues for dribbling a. Inside of both feet b. Small, soft taps c. Keep ball close 3. Cues for Punting a. Hold ball on kicking side b. Step with non-kicking foot c. Drop ball d. Kick with shoelaces 4. Various ways to trap a moving ball (i.e. bottom of foot, instep) 5. The importance of being aware of one’s surroundings before kicking an object. Revised 2009-2010 10 Critical Content/Concept Web Unit Topic: Jumping and Landing Conceptual Lens: Grade: Unit Overview Balance and Coordination Fundamental skills of jumping and landing are introduced and developed. Balance and coordination will be the focus during the sequential skills of takeoff and landing. K-2 Balance Body Position Jumping and landing skills will be developed through a variety of activities including: jumping for height and distance, jumping over obstacles, different patterns of jumping and landing, and rope jumping. Unit Topic: Jumping and Landing Take-off Landing Revised 2009-2010 11 Grade: K-2 Subject: PE Unit: Jumping and Landing Lens: Balance and Coordination Enduring Understandings Guiding Questions 1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1,1.1.2, 1.1.4 1a. How do the use of arms and legs make you jump higher / farther? 1b. Why do you bend your knees when you land? 2. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2 2a. Why do we use our arms when we jump with our legs? 2b. How does balance affect jumping and landing? 3. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1 3a. How can improved jumping skills lead to success in a variety of activities? 3b. How can you use jumping and landing skills in other activities? 4. Knowing body responses to physical activity and engaging 4a. How does rope jumping increase your fitness? in a variety of activities promotes health-related fitness. 4b. Why is muscle strength important in jumping and landing? 4.1.1, 4.1.3 5. Visual and body awareness promote safety. 5.1.3 5a. Why is self-space important when jumping rope? 5b. Why is it important to work together in long rope activities? Revised 2009-2010 12 Grade: K-2 Subject: PE Unit: Jumping and Landing Lens: Balance and Coordination AC = Assessment Code: Critical Content and Skills Students will Know… 1. The cues for hopping (assessed in K) a. Continuous balanced movement b. Same foot c. Ball of foot d. 10 feet e. Right and left 2. The cues for jumping (assessed in K) a. Two foot take-off b. Land on balls of feet c. Knees bent d. Use arms in a forward motion 3. The cues for jumping rope (assessed in grade 2) a. Elbows close to body b. Continuous wrist rotation c. Land on balls of feet with knees slightly bent d. 15 consecutive jumps 4. How balance affects jumping and landing. 5. Combined use of the arms and legs determines the height or distance of the jump. AC Q – Quizzes O – Observations D – Dialogues T - Tests Students will be able to… P - Prompts WS – Work Samples SA – Student Self-Assessment AC 1. Use their arms and legs together when jumping. 2. Land on the balls of their feet with knees bent. 3. Use the whole body in a variety of jumps. 4. Coordinate body movements with an implement / obstacle. 5. Demonstrate the skills of entering and exiting a turning rope. Revised 2009-2010 13 Critical Content/Concept Web Unit Topic: Striking Conceptual Lens: Grade: Unit Overview Tracking This unit will introduce and develop striking actions with the hand, rackets, paddles and long-handled implements. Tracking is emphasized for success. K-2 Hand-Eye Coordination Tracking Students will be introduced to striking activities that include a variety of targets and equipment. Unit Topic: Striking Sequence of Movement Weight Transfer Revised 2009-2010 14 Grade: K-2 Subject: Physical Education Unit: Striking Lens: Tracking Enduring Understandings Guiding Questions 1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3 1a. Where should your eyes focus when striking? 1b. What position should your body be in when striking? (i.e. side-to-target, facing target) 2. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2 2a. Why is it important to keep your eye on the object? 2b. What are the cues for striking an object? (preparation, striking, follow-through) 2c. How do body parts work together when striking? 3. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 3a. What are some different activities that include striking? 3b. How can practice affect your ability to strike? 4. Visual and body awareness promote safety. 5.1.1, 5.1.2 4a. Why is important to be in your own self-space when striking? 4b. Why is it important to follow safety rules when striking? Revised 2009-2010 15 Grade: K-2 Subject: Physical Education Unit: Striking Lens: Tracking Critical Content and Skills AC = Assessment Code: Students will Know… 1. The variety of body part/implements used when striking. 2. Body positions for various forms of striking. 3. The importance of keeping your eye on the object when striking. 4. The angle of the implement at point of contact will affect the direction of the object. AC Q – Quizzes O – Observations D – Dialogues T - Tests P - Prompts WS – Work Samples SA – Student Self-Assessment Students will be able to… AC 1. Strike with hand, short handled and/or long handled implements. 2. Demonstrate correct body position according to the type of striking. 3. Make contact with the object being struck. 4. Hit an object in different directions based on the angle, point of contact and follow-through. Revised 2009-2010 16 Critical Content/Concept Web Unit Topic: Tumbling and Balance Conceptual Lens: Grade: Unit Overview Body Awareness Students will be introduced to various body positions and balances, weight transfers, rolling and traveling on specific body parts. Students will be made aware of the continuity and fluidity of movement. K-2 Balance Weight Transfer Activities will include animal movements, tumbling and inverted balances, balance stunts, individual stunts and partner stunts. Unit Topic: Tumbling and Balance Body Control Safety Revised 2009-2010 17 Grade: K-2 Subject: PE Unit: Tumbling & Balance Lens: Body Awareness Enduring Understandings Guiding Questions 1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3, 1.1.4 1a. How does body position affect rolling? (i.e. forward, pencil, log, backward) 1b. Why is it important to keep your arms straight when performing feet to hands weight transfers such as cartwheels and round-offs? 2. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2 2a. Why is it important to know correct technique when rolling, transferring weight and balancing? 3. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 3a. What are some different activities that include tumbling and balance? 3b. How can practice affect your ability to tumble? 4. Knowing body responses to physical activity and engaging 4. How does muscular strength help when performing various in a variety of activities promotes health-related fitness. tumbling and balance movements? 4.1.1, 4.1.2, 4.1.3 5. Visual and body awareness promote safety. 5.1.1, 5.1.2, 5.1.3 5a. Why is it important to roll in one direction on the mat? 5b. Why is it important to wait your turn? 5c. Why is it important to be aware of self-space when performing weight transfers? Revised 2009-2010 18 Grade: K-2 Subject: PE Unit: Tumbling & Balance Lens: Body Awareness Critical Content and Skills AC = Assessment Code: Students will Know… 1. How to perform various rolls, such as: a. Log roll b. Pencil roll c. Forward roll d. Egg roll 2. How to perform various weight transfers in movement, such as: a. Cartwheel b. Donkey Kick c. Handstand d. Round offs e. Animal walks AC Q – Quizzes O – Observations D – Dialogues T - Tests Students will be able to… 1. 2. 3. 4. 5. P - Prompts WS – Work Samples SA – Student Self-Assessment AC Perform various rolls Perform various weight transfer in movement Perform the one-foot static balance Perform various static balances Follow rules and procedures for safety 3. The cues for One Foot Static Balance (assessed in 1st) a. 10 seconds on each foot b. Raised foot independent of standing leg 4. How to perform various static balances, such as: a. Balance on different numbers of bases of support b. Headstand c. Partner balances (with mats) d. Static balances with low equipment 5. Rules and procedures for safety Revised 2009-2010 19 Critical Content/Concept Web Unit Topic: Volleying & Dribbling Conceptual Lens: Grade: Unit Overview Coordination & Control The student will be introduced and begin to develop volleying and dribbling skills using different types of equipment and coordination of different body parts. K-2 Coordination Body Control Activities will include use of dominant and non-dominant hands. Activities will focus on control in self-space and in general space while dribbling and volleying. Unit Topic: Volleying & Dribbling Balance Tracking Revised 2009-2010 20 Grade: K-2 Subject: PE Unit: Volleying & Dribbling Lens: Coordination & Control Enduring Understandings 1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3, 1.1.4 Guiding Questions 1a. What are the cues for dribbling, volleying and underhand striking? 1b. Which part of the hand do you use for dribbling? 2. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2 2a. How would volleying and dribbling look without body control? 2b. Why do you need to be behind the ball when underhand striking? 2c. Why is it important to push down on the ball when dribbling? 2d. Why is it important to use a flat surface when volleying? 3. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 3a. How can learning to dribble and volley help you enjoy the activity? 3b. How can practice affect your ability to dribble/volley? 4. Visual and body awareness promote safety. 5.1.1 4a. Why is important to be aware of your own self-space and surroundings when dribbling and volleying? 4b. Why is it important to follow safety rules? 5. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters positive relations. 5.1.3 5a. Why is it important to share/take turns during an activity? 5b. Why is it important to play by the rules? Revised 2009-2010 21 Grade: K-2 Subject: Physical Education Unit: Volleying and Dribbling Lens: Coordination & Control Critical Content and Skills AC = Assessment Code: Students will Know… 1. The cues for dribbling with dominant hand (assessed in 2nd) a. push using fingers (no slap) b. waist high c. not continuously looking at the ball d. continuous forward movement e. width of gym 2. A controlled dribble allows movement in a variety of directions, levels and pathways. 3. The cues for volleying a. Keep eyes on object b. Stay under the object c. Keep it up/no catch 4. The cues for underhand striking a. Hold ball in front of hitting hand b. Arm back c. Step with opposite foot d. Flat hand 5. A flat surface improves control of the object volleyed. 6. Body position determines direction of volley 7. How to move throughout general space while dribbling AC Q – Quizzes O – Observations D – Dialogues T - Tests Students will be able to… P - Prompts WS – Work Samples SA – Student Self-Assessment AC 1. Dribble continuously while stationary and slowly traveling in a variety of directions and pathways. 2. Dribble with dominant and non-dominant hand. 3. Dribble at different levels while keeping the ball at or below the waist line. 4. Dribble and travel forward while not continuously looking at the ball. 5. Continuously volley a lightweight ball or balloon upward in self space. 6. Volley using a variety of body parts. 7. Volley using dominant and non-dominant hands. 8. Underhand strike a lightweight object forward. 9. Follow safety rules. Revised 2009-2010 22 Critical Content/Concept Web Unit Topic: Rhythm and Dance Conceptual Lens: Grade: Unit Overview Expression The student will explore self-expression through rhythm and be introduced to organized patterns of movement. K-2 Acceptance of Others Timing Participation in rhythm and dance will allow self-expression through rhythmic and creative/expressive movement forms. Students will be encouraged to use but not limited to defined movement forms, levels and pathways. Unit Topic: Activities will include various rhythmic movements, group and individual movements and repetitive patterns. Rhythm and Dance Sequential Movement Patterns Expression Through Movement Revised 2009-2010 23 Grade: K - 2 Subject: PE Unit: Rhythms and Dance Lens: Expression Enduring Understandings Guiding Questions 1. Coordinated sequential movements affect the outcome of individual performance. 1.1.1, 1.1.2, 1.1.3, 1.1.4 1a. Why is it important to move to music? 1b. Why is it important to learn a number of different movements and movement patterns? 1c. What is the movement pattern for a skip? 2. Movement knowledge enhances skill development and performance in a variety of activities. 2.1.1, 2.1.2 2a. How does finding the beat affect movement? 2b. How do different sounds affect your movement? 3. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 3a. Why is it important to cooperate in a group movement? 3b. Why is it important to participate? (self, partner, group) 4. Knowing body responses to physical activity and engaging in a variety of activities promotes health-related fitness. 4.1.1, 4.1.2, 4.1.3 4a. How would a robot move compared to someone that is flexible? 4b. How does moving to music affect fitness? 5. Visual and body awareness promote safety. 5.1.1, 5.1.2, 5.1.3 5a. Why is it important to have good body control? 5b. Why is it important to respect others? 6. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters personal relations. 5.1.1, 5.1.2, 5.1.3 6a. Why is having a good attitude important? Revised 2009-2010 24 Grade: K - 2 Subject: PE Unit: Rhythm and Dance Lens: Expression Critical Content and Skills AC = Assessment Code: Students will Know… 1. How to apply movement to music. 2. How to express self through movement. 3. How to create and combine movements into a sequence. 4. A variety of formations (i.e. scattered, circle, line, partner). 5. The importance of cooperation while working with others. AC Q – Quizzes O – Observations D – Dialogues T - Tests Students will be able to… P - Prompts WS – Work Samples SA – Student Self-Assessment AC 1. Move to internal and external rhythms. 2. Recognize and move to rhythm/beat in music. 3. Demonstrate a variety of movements to music. a. Locomotor movements b. Swing, sway, twist, bend, balance, etc. 4. Work individually, with a partner and with groups. 5. Display body control while moving to music. 6. Demonstrate a variety of formations with movement patterns. 7. Demonstrate respect to self and others. Revised 2009-2010 25 Critical Content/Concept Web Unit Topic: Cooperative Games Conceptual Lens: Grade: Unit Overview Teamwork Students will work cooperatively and productively in a group to accomplish a task. K-2 Decision Making Teamwork Students will experience the importance of teamwork, decision making and problem solving in a variety of activities which will help develop a positive selfconcept. Activities will include partner and small group tasks. Unit Topic: Cooperative Games Communication Self-Concept Revised 2009-2010 26 Grade: K - 2 Subject: PE Unit: Cooperative Games Lens: Teamwork Enduring Understandings Guiding Questions 7. Successful coordinated movement can lead to enjoyment in a variety of activities. 3.1.1, 3.1.3 1a. Why is it important to listen to everyone before beginning the challenge? 1b. Why is it important to stay focused on the outcome? 8. Visual and body awareness promote safety. 5.1.1 2a. Why is it important for everyone to follow the rules? 9. Good sportsmanship promotes the enjoyment of an activity, benefits self and others and fosters personal relations. 5.1.2, 5.1.3 3a. How can you express your idea without hurting other student’s feelings? 3b. How do you give positive feedback? 3c. Why is it important to listen to the ideas of others? Revised 2009-2010 27 Grade: K - 2 Subject: PE Unit: Cooperative Games Lens: Teamwork Critical Content and Skills AC = Assessment Code: Students will Know… 1. Working together equals success. 2. Communication is an important part of teamwork. 3. That each situation requires different decision making skills. 4. The importance of listening and accepting the ideas of others before making decisions. AC Q – Quizzes O – Observations D – Dialogues T - Tests Students will be able to… P - Prompts WS – Work Samples SA – Student Self-Assessment AC 1. Problem-solve to complete a task. 2. Clearly communicate ideas to teammates. 3. Use appropriate social skills to participate in group activities. 4. Respect the opinions of others. Revised 2009-2010 28 IDAHO CONTENT STANDARDS GRADE K- 2 PHYSICAL EDUCATION Standard 1: Skilled Movement Goal 1.1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. Objective(s): By the end of grade 2, students will: K-2.PE.1.1.1 Achieve mature forms in the basic locomotor skills (e.g., walking, running, skipping, etc.) and vary the manner in which these skills are performed during changing conditions and expectations (e.g., levels, speeds, pathways, relationships, and effort). K-2.PE.1.1.2 Demonstrate smooth transitions between sequential locomotor, non-locomotor, and manipulative skills (e.g. PEmetrics, etc.). K-2.PE.1.1.3 Achieve mature form in the less complex manipulative skills (e.g., underhand throw, catching, rolling, etc.) and show progress toward achieving mature form in the more complex manipulative skills (e.g., foot dribble, overhand throw, kicking, etc.). K-2.PE.1.1.4 Demonstrate control in non-locomotor skills (e.g., twisting, bending, weight-transfer, etc.) as well as weightbearing and balancing on a variety of body parts (e.g. symmetrical/asymmetrical, stork stand, partner balances, etc.). Standard 2: Movement Knowledge Goal 2.1: Demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities. Objective(s): By the end of grade 2, students will: K-2.PE.2.1.1 Identify simple biomechanical principles (e.g., opposition, weight transfer, wide base of support for stability, etc.). K-2.PE.2.1.2 Identify and apply critical cues and concepts of body, space, effort, and relationships that vary the quality of movement (e.g., side to target, move in personal space, throw hard for distance, name different pathways, etc.). Revised 2009-2010 29 Standard 3: Valuing a Physically Active Lifestyle Goal 3.1: Participate daily in physical activity for health, enjoyment and/or satisfaction, challenge, selfexpression and/or social interaction. Objective(s): By the end of grade 2, students will: K2.PE.3.1.1 Participate in developmentally appropriate moderate to vigorous physical activity a minimum of 33% of the lesson time (e.g., time assessment, pedometer = 1800 steps in a 30 minute class or 60 steps per minute, etc.). K-2.PE.3.1.2 Participate daily in moderate to vigorous physical activity during and outside of class as recommended by NASPE, CDC, and USDHHS of at least 60 minutes or more per day (e.g., activity logs, step count of at least 12000 steps per day, activity breaks, etc.). K-2.PE.3.1.3 Express feelings about participation appropriately during physical activity (e.g., use of emoticons like smiley faces and thumb up/down, etc.). Standard 4: Personal Fitness Goal 4.1: Achieve and maintain a health-enhancing level of physical fitness. Objective(s): By the end of grade 2, students will: K-2.PE.4.1.1 Engage in a variety of activities that promote health-related physical fitness (e.g., jumping rope, riding a bicycle, animal walks, climbing rope, chasing and fleeing games, tumbling activities, dance skills, etc.). K-2.PE.4.1.2 Know and demonstrate basic knowledge of health-related fitness including cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition (e.g., identify various activities that demonstrate each health-related component, etc.). K-2.PE.4.1.3 Recognize physiological signs associated with participation in moderate-to-vigorous physical activity (e.g., sweating, fast heart rate, heavy breathing, etc.). Standard 5: Personal and Social Responsibility Goal 5.1: Exhibit responsible and social behavior that respects self and others in physical activity settings. Objective(s): By the end of grade 2, students will: K-2.PE.5.1.1 Apply physical education class rules, procedures, and safe practices (e.g., listen/respond to teacher and peers, personal space, follow directions, etc). K-2.PE.5.1.2 Interact cooperatively using interpersonal communication during partner and small group activities (taking turns, sharing equipment, helping others, etc). K-2.PE.5.1.3 Work together to problem solve, complete a task, and/or tackle a challenge (e.g. rock/paper/scissors, sharing, partner games, etc). Revised 2009-2010