District Overview:The Brandywine Heights Area School District provides a comprehensive K - 12 Health and Physical Education Curriculum that addresses the whole student, not just body and movement. Through health literacy, self-management skills, and health promotion, we empower our students to maintain physically, emotionally, and socially healthy lifestyles in order to lead productive and fulfilling lives. The planned sequential curriculum provides a variety of topics with increasing degrees of complexity appropriate to students’ developmental levels as they move from early to middle childhood and then into adolescence. Curricular activities offer experiences for students to discover, evaluate and reflect on actions impacting health. Experiences are designed to engage students in 21st century skills where they can participate, learn and achieve success.

Grade 2 Description:Grade 2 physical education builds on earlier movement awareness to include: combining direction and patterns; performing a sequence of basic movements; boundaries; symmetrical and asymmetrical movements, effort, timing, and force. Students are taught how to apply mindfulness to movements and breathing. Students are expected to reach for more difficult fitness goals. They develop confidence and competence in their physical abilities by using a variety of manipulatives, game play, dance, team and individual sports. Cooperative games focus on teamwork, social interactions, communication and problem solving. Experiences are aimed at creating a love of physical activity and play. Health class highlights functions of the body: Brain, circulatory and respiratory systems, muscular and skeletal systems, and the causes of common health problems in children.

Grade 2 Units:● Unit 1: Health and Mindfulness● Unit 2: Fitness● Unit 3: Movement Awareness● Unit 4: Manipulatives● Unit 5: Rhythm and Dance● Unit 6: Cooperative games● Unit 7: Ball Skills● Unit 8: Team and Individual Sports

Subject: Health and Physical Education Grade: 2 Suggested Timeline: 4 class periods

Unit Title: Health and Mindfulness

Unit Overview/Essential Understanding: Students will talk about the brain and how movement helps you learn and remember. They will learn the parts and function of the circulatory and respiratory systems. Students will learn how the lungs take in air to fuel the body and discard waste carbon dioxide. The heart pumps oxygen rich blood through the body, and then removes waste. These concepts are reinforced during the Kid’s Heart Challenge activities. Mindfulness will be defined and incorporated into most class lessons. We may pause to pay attention to how breathing helps our movement or to pay attention to the way our abdominal muscles are helping us sit or stand up straight.

Essential Questions:● What does movement do for the body?● What does the circulatory system do for the body?● What does the respiratory system do for the body?● How can I be mindful?

Unit Objectives: ● Students will reflect on and share how the body feels when breathing is intentionally slowed down.● Students will reflect on and share how the back feels when the abdominal muscles are squeezed into the backbone.● Students will reflect on and share how balance feels when the student focuses on a specific place on the floor or wall while balancing.● Students will follow the circulatory pattern of the blood through the heart during Heart Tag.● Students will watch and explain a demonstration of how a blood vessel is blocked because of an accumulation of plaque. ● Students will explain how high fat foods can cause cholesterol to build up on artery walls. They will identify foods high in fat.● Students will explain what would happen if their body did not have bones.● Students will eat calcium rich foods and get regular exercise to build strong bones.● Students will explain what happens to a muscle when it is not used.● Students will show how different muscles cause your arms and legs to move. How does a muscle move a bone? Where are muscles located in

the body? Are there muscles in my organs?● Students will explain how vigorous activity sends more blood to the brain, helping it to focus and work efficiently.● Students will differentiate between infectious diseases caused by pathogens/germs (flu, chicken pox) and noninfectious diseases that cannot

spread.

Focus Standards Addressed in this Unit: ● 10.1.3B - Identify and know the location and function of the major body organs and systems. (circulatory, respiratory, muscular, skeletal)● 10.1.3E – Identify types and causes of common health problems in children.● 10.2.3B - Identify health-related information (terminology)● 10.2.3C – Identify media sources that influence health and safety.● 10.4.3B - Know the positive and negative effects of regular participation in moderate to vigorous physical activities.

Important Standards Addressed in this Unit:● 10.3.3D - Identify and use safe practices in physical activity settings (proper equipment to protect body).● 10.4.3C - Know and recognize changes in body responses during moderate to vigorous physical activity (heart rate, breathing rate).

Misconceptions:● It is a waste of time to focus on breathing.● Physical activity does not have anything to do with strong bones, heart and lungs.

Concepts/Content:● The brain needs oxygen to think

and remember. Vigorous activity provides the brain with oxygen.

● The heart pumps blood to all parts of the body. The blood contains oxygen as fuel and carbon dioxide as waste.

● Blood vessels carry blood and can be blocked by a buildup of plaque.

● The lungs take in oxygen from the air and release carbon dioxide.

● Smoking will damage your lungs.● The heart beats faster and gets

Competencies/Skills:● Regulate breathing to breathe

slowly and deeply and notice how that feels

● Press the abdominal muscles tight against the spine and notice how that makes your back feel

● Attach a specific breathing pattern to movement and notice whether it is helpful or not

● Focus on a specific spot on the floor or wall while balancing on one foot. Notice whether it is helpful or not

Description of Activities:● Look at posters of the heart and circulatory system,

then play a related game such as Heart Tag.● Demonstrate how blood flows through a healthy

blood vessel, then how it flows through a blocked blood vessel. Talk about how heart attacks and strokes can be caused by blocked arteries in the heart or brain.

● Have students sit comfortably, with straight backs, and breathe in slowly through the nose while counting to 5. Then exhale slowly through the mouth, while counting to 5. Ask students how the body felt when doing this exercise. Have quiet music in the background.

stronger when you exercise vigorously.

● Bones support the body. Calcium and regular exercise are needed to build strong bones.

● Muscles move bones, so our body can move.

● A muscle gets stronger when you move it regularly. It is possible for muscles to get very weak when you do not use them.

● Stretching your muscles helps prevent injuries.

● Infectious diseases like flu and pink eye are caused by pathogens/germs. They spread from one person to another.

● Noninfectious diseases, like diabetes and asthma, do not spread from one person to another. They have other causes.

● Follow the blood flow through the while playing heart tag

● Show how your legs and arms can move and identify where the related muscle is located.

● Find and tell about media sources that influence health and safety (signs, posters, TV shows, videos, commercials).

● Read a book about diseases and discuss.

Assessments:● The student can follow the flow of the blood through the heart during heart tag.● The student can explain how a blood vessel gets blocked.● The student can correctly identify where a muscle is located, by moving a body part.

Interdisciplinary Connections:● Science - Body systems● Mindfulness and the ability to focus have applications in all

subject.

Additional Resources:● District approved textbooks and resources

○ “The Great Body Shop” The Children’s Health Market○ “Mindful Movements” by Thich Nhat Hanh

○ “Health and Wellness” Macmillan McGraw-Hill

Subject: Health and Physical Education Grade: 2 Suggested Timeline: 3 class periods

Unit Title: Fitness

Unit Overview/Essential Understanding: Students are taught correct exercise technique and body mechanics when performing fitness exercises. They will practice to reach FitnessGram standards in abdominal strength, arm strength, leg flexibility and back strength. Students monitor their heart rate during cardiovascular exercises. Students view and discuss the fitness pyramid and whether they are meeting the recommendations.

Essential Questions:● What is physical activity and why do we need it?● Why are there guidelines for fitness?

Unit Objectives: ● Students will view and discuss the physical fitness pyramid and decide what action to take in order to meet the recommendations.● Students will set fitness goals and practice to achieve them.● Students will participate in fitness testing and give their best effort.

Focus Standards Addressed in this Unit: ● 10.3.3D - Identify and use safe practices in physical activity settings (technique, stretching).● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.● 10.4.3C - Know and recognize changes in body responses during moderate to vigorous physical activity (heart rate, breathing rate).

Important Standards Addressed in this Unit:● 10.2.3B - Identify health-related information (terminology)● 10.5.3C - Know the function of practice.● 10.5.3D - Identify and use principles of exercise to improve movement and fitness activities (frequency/how often to exercise; intensity/

how hard to exercise; time/how long to exercise; type/what kind of exercise)

Misconceptions:● Students may not realize that performing an exercise wrong can cause injuries.

Concepts/Content:● Daily practice will lead to

significant improvement in skill.● Strong abdominal muscles

prevent back injuries and back pain.

● Performing an exercise correctly prevents injuries.

● Define heart rate, breathing rate, physical fitness, the fitness pyramid.

● Know how each exercise contributes to your body’s physical fitness.

Competencies/Skills:● Meet the fitness standards set by

The President’s Council on Physical Fitness, FitnessGram and the recommendations on the Fitness Pyramid

● Find the carotid or radial pulse and monitor your heart rate

Description of Activities:● Fitness testing● Jump rope followed by finding your heart rate

for one minute● View a diagram of the Fitness Pyramid and

determine some ways you can meet those recommendations

Assessments:● Gradually increase the number of repetitions performed in warm up or games.● FitnessGram tests in curl ups, push-ups, trunk lift and sitting toe touch. Reach Healthy Fitness Zone standards by May.● Use correct form when performing exercises. This is assessed each time an exercise is included in the warm up.

Interdisciplinary Connections:● Health● Mathematics

Additional Resources:● District approved textbooks and resources

○ FitnessGram: Healthy Fitness Zone Charts ○ Presidential Council on Sports, Fitness & Nutrition

Subject: Health and Physical Education Grade: 2 Suggested Timeline: 3 class periods

Unit Title: Movement Awareness

Unit Overview/Essential Understanding: Movement Awareness will focus on combining direction and patterns; performing a sequence of basic locomotor movements; boundaries; symmetrical and asymmetrical movement; effort, timing, and force. Students will apply these concepts in various games and activities.

Essential Questions:● Why is learning different ways to move important for participation in physical activity?● How can understanding movement concepts improve my performance?

Unit Objectives: ● Students will put together their own direction and pathway/pattern including: backwards, sideways, forward, diagonal, zig-zag,

curving, spiral, winding, circular, square, triangular, figure-eight. Then will choose a locomotor movement or movements to use in following the pattern.

● Students will use contrasting movements such as: over/under; heavy/light; big/small; smooth/jerky.● Students will show they can fake and dodge while running.● Students will demonstrate symmetrical movements as those that involve both sides of the body moving together to do exactly the

same thing at the same time. Students will demonstrate asymmetrical movements as when the corresponding body part does not do the same thing at the same time (ex. the left arm moves forward while the right arm moves back or the left arm moves forward, but the right arm stays at the side of the body).

● Students will observe boundaries while playing a game.● Students will explore timing while batting a balloon. How does speed affect timing?● Students will explore force by producing a weak kick, a medium kick and a strong kick. What must you do to make a strong kick? a

weak kick?

Focus Standards Addressed in this Unit: ● 10.3.3D - Identify and use safe practices in physical activity settings (aware of space around you, aware of force you use).● 10.5.3A - Recognize and use basic movement skills and concepts (locomotor and nonlocomotor skills, relationships, combination

movements, space awareness, effort).

● 10.5.3E - Know and describe scientific principles that affect movement and skills using appropriate vocabulary (force production)

Important Standards Addressed in this Unit:● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.

Misconceptions:● Students do not know how to regulate force, effort or timing.

Concepts/Content:● Personal space is the protective

bubble you keep around yourself to prevent collisions

● Directions include: backwards, sideways, forward, diagonal pathways include: zig-zag, curving, spiral, siding. Patterns include: circular, square, triangular, figure-eight, letters

● Contrasting movements are opposites (over/under)

● Define symmetrical and asymmetrical movements

● Define timing and force as they relate to physical activities

Competencies/Skills:● Change direction, speed,

fake and dodge while avoiding collisions

● Create your own pathways by combining different directions, patterns and locomotor skills

● Demonstrate the use of contrasting movements (over/under)

● Demonstrate symmetrical and asymmetrical movements

● Demonstrate the use of timing and force when kicking a ball

Description of Activities:● Create an obstacle course using different

pathways, movement patterns and contrasting movements.

○ Each group will be given a kind of equipment (cones, balance beams, spots) and a pattern or pathway to set up the equipment in. The activity will involve children going to each station as they move through the whole obstacle course.

● Perform variation of that jumping jack exercise that use symmetrical and asymmetrical movements

● Play low organized games such as animal catchers.

Assessments:● Each student will observe personal space as they move around the gym in various activities.● Students will progress in their use of timing and force for hitting and kicking activities.● The student will be able to perform symmetrical and asymmetrical movements.

Interdisciplinary Connections:● Mathematics

Additional Resources:● District approved textbooks and resources

○ Ready to Use PE Activities for Grades K-2 by Joanne Landy and Maxwell Landy

Subject: Health and Physical Education Grade: 2 Suggested Timeline: 5 class periods

Unit Title: Manipulatives

Unit Overview/Essential Understanding: Manipulatives develop the abilities children need to participate in most traditional games and sports. Students gain competence using hoops, beanbags, deck rings, balloons, jump ropes, parachute, scooters, wands, frisbees, and other equipment. They may throw, catch, slide, roll, hit, lift, kick and perform a variety of other movements with the equipment.

Essential Questions:● What is the proper mechanics for each piece of equipment?● What skills and techniques are used for each activity?

Unit Objectives: ● Students will throw and catch to himself/herself and with a partner, or at a target, increasing the number of successful tries.● Students will successfully strike an object with a bat, stick, or other object, increasing the number of successful tries.● Students will perform 6 singles jumps in a row with a jump rope. ● Students will roll a ball, hoop or other object to a partner or at a target, increasing the number of successful tries.● Students will follow the directions for games that use equipment.

Focus Standards Addressed in this Unit: ● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.● 10.4.3D - Identify likes and dislikes related to participation in physical activities.● 10.5.3A - Recognize and use basic movement skills and concepts.

Important Standards Addressed in this Unit:● 10.3.3D - Identify and use safe practices in physical activity settings.● 10.4.3F - Recognize positive and negative interactions of small group activities.● 10.5.3C - Know the function of practice.

Misconceptions:● Some students may not realize that the same principles apply no matter what kind of object is being thrown, caught or hit.

Concepts/Content:● Basic movement skills, such as

following an object with your eyes, apply no matter what kind of equipment you are using. Identify those movement concepts that should be used for various kinds of equipment.

● Know how to use equipment safely.

Competencies/Skills:● Improve the accuracy of throws● Improve the ability to catch

objects● Perform 6 singles jumps in a row

with a jump rope● Improve the ability to strike an

object, increasing accuracy and distance

● Follow the directions for using equipment

● Propel yourself safely on a scooter

Description of Activities:● Choose a theme (such as fall) and design 6

stations that use different equipment and different tasks. Have students rotate through stations.

● Choose one or more pieces of equipment and participate in appropriate activities with that equipment (such as a parachute).

● Introduce games that use specific equipment and teach students how to play the game and use the equipment.

Assessments:● The student is able to follow the rules for using equipment and puts forth their best effort.● The student will successfully roll a ball or hoop to a partner or target 70% of the time.● The student will perform 6 singles jumps in a row with a jump rope.

Interdisciplinary Connections:● Themes may be related to academic content.

Additional Resources:● District approved textbooks and resources

○ Ready to Use PE Activities for Grades K-2. by Joanne Landy and Maxwell Landy

○ Open Online Physical Education Network

Subject: Health and Physical Education Grade: 2 Suggested Timeline: 3 class periods

Unit Title: Rhythm and Dance

Unit Overview/Essential Understanding: Rhythm and dance activities are meant to develop creative expression, rhythmic movement, musical appreciation and active listening skills. They improve muscular endurance, flexibility and coordination; space, body, and effort awareness; and social skills in an atmosphere of fun. 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 define movement forms, levels and pathways.

Essential Questions:● Why is it important to move to music?● Why is it important to learn a different number of movements and patterns?● How does finding the beat affect movement?● Why is it important to cooperate in a group movement?● How would a robot move compared to someone who is flexible?● Why is it important to have good body control?● How does dance impact your overall health and fitness?

Unit Objectives: ● Students will mark even rhythms by marching, drumming, clapping, swaying and jumping.● Students will move to uneven rhythms by skipping, galloping, side stepping, leaping.● Students will learn steps from popular line dances, such as the cha cha from Cha Cha Slide.● Students will remember and perform a movement sequence to music.● Students will identify which dances increase the heart rate and which do not.

Focus Standards Addressed in this Unit: ● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.● 10.5.3A - Recognize and use basic movement skills and concepts.

Important Standards Addressed in this Unit:● 10.4.3B - Know the positive and negative effects of regular participation in moderate to vigorous physical activities.

● 10.4.3C - Know and recognize changes in body responses during moderate to vigorous physical activity.● 10.4.3D - Identify likes and dislikes related to participation in physical activities.

Misconceptions:● The student attempts to learn an entire sequence at once instead of breaking down the sequence into smaller sections.● The student begins learning the movement or sequence at too fast of a tempo.

Concepts/Content:● Internal/external rhythms● Rhythm● Beat● Locomotor movements● Dance patterns● Formations● Body control● Self-respect

Competencies/Skills:● Adjust the tempo of movements

to the tempo of the music.● Perform a short sequence of

movements to music and repeat.● Cooperate with a partner in

movement sequences.● Clap, tap or march to the beat of

the music.● Identify strong beats

Description of Activities:● Electric Slide

○ Step right four steps○ Step left four steps○ Step backwards ○ Rock forward and touch your toes to the

ground.○ Rock backwards and touch your heel to

the ground.○ Slide your right foot forward and do a

one quarter turn.● Lummi Stick Routine● Gallop to the William Tell Overture ● Check your heart rate after an active dance or

activityAssessments:

● Move in time with the music while performing a locomotor skill.● Move in time with the music while performing a short movement sequence.● Tap lummi sticks in time with the music.

Interdisciplinary Connections:● Music

Additional Resources:● District approved textbooks and resources

○ Ready to Use PE Activities for Grades K-2○ Open Online Physical Education Network

● District approved online resources like: YouTube instructional videos

Subject: Health and Physical Education Grade: 2 Suggested Timeline: 3 class periods

Unit Title: Cooperative Games

Unit Overview/Essential Understanding: This unit will focus on using clear communication, respectful speech and actions, making good choices and using problem solving skills, when faced with a physical task that involves problem solving. Students will work cooperatively and productively in a group to accomplish a task. They will experience the importance of teamwork, decision making and problem solving in a variety of activities which will help develop a positive self-concept.

Essential Questions:● Why is it important to listen to everyone before beginning the challenge?● Why is it important to stay focused on the outcome?● Why is it important for everyone to follow the rules?● How can one express ideas without hurting someone’s feelings?● How do you give positive feedback?● Why is it important to listen to the ideas of others?

Unit Objectives: ● Students will work cooperatively with other students to complete the task.● Students will communicate clearly when explaining ideas.● Students will allow everyone to speak and give ideas.● Students will state the problem, brainstorm ideas, decide what ideas to try, and take action, until the problem is solved. Evaluate their

choices.

Focus Standards Addressed in this Unit: ● 10.2.3D - Identify the steps in a decision-making process.● 10.4.3F - Recognize positive and negative interactions of small group activities (roles, cooperation, on task participation)

Important Standards Addressed in this Unit:● 10.3.3C - Recognize conflict situations and identify strategies to avoid or resolve. (walk away, I-statements, adult intervention)● 10.3.3D - Identify and use safe practices in physical activity settings.

Misconceptions:● Failure to listen to other people’s ideas (usually because you think your idea is best).

Concepts/Content:● Problem stating● Brainstorming ideas● Listening skills● Problem solving skills● Judgements● Feedback

Competencies/Skills:● Identify the problem and state it

in words● Brainstorm at least 3 ideas for

solving a problem● Listen to other people’s ideas and

accurately repeat back what they said

● Resolve a conflict appropriately

Description of Activities:● Half Pipe Roll

○ Using 6 half pipes and 1 ping pong ball, roll the ball down the pipe, from the starting line, to the container at the finish line.

○ The student may not block the ends of the pipes with their hands. They may use another person’s pipe to prevent the ball from dropping to the floor.

○ Students must stay on their feet and the pipes must be held above the floor.

○ The person with the ball must stand still, but the other student may move.

○ If the ball drops, one person marks where it dropped and the ball starts again from there.

○ To make the task more difficult, if the ball drops the group must start back at the beginning.

● Berserk activity● Snakes activity● Building Blocks activity● All Across Relay

Assessments:● The student is engaged and cooperating with the group while completing the task.● The student tries different ways of completing the task.● The student listens to the ideas of other students without judging.

Interdisciplinary Connections:● Problem solving and conflict management have applications in

all subjects.

Additional Resources:● District approved textbooks and resources

○ Books on Cooperative Games○ Open Online Physical Education Network

Subject: Health and Physical Education Grade: 2 Suggested Timeline: 4 class periods

Unit Title: Ball Skills

Unit Overview/Essential Understanding: Activities in this unit develop eye-hand coordination and eye-foot coordination. Students will be able to track the ball with their eyes in order to make contact with the ball, stop the ball, or catch the ball. Students will be able to direct the ball to a target. Students will vary the force of the ball to reach a target. Activities will require correct body position in order to develop sequential and coordinated actions.

Essential Questions:● Why do you look at the target when throwing and/or rolling?● How does weight transfer affect throwing and rolling?● In what activities could you use throwing, rolling, and catching skills?

Unit Objectives: ● Students will accurately pass the ball with their hands or feet, to a partner.● Students will receive, stop or intercept a pass accurately.● Students will hit a target with the ball accurately at least 50% of the time.● Students will use correct technique when performing ball skills.

Focus Standards Addressed in this Unit: ● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.● 10.5.3A - Recognize and use basic movement skills and concepts.● 10.5.3E - Know and describe scientific principles that affect movement and skills using appropriate vocabulary (force production,

absorption, rotation).Important Standards Addressed in this Unit:

● 10.3.3D - Identify and use safe practices in physical activity settings.● 10.4.3B - Know the positive and negative effects of regular participation in moderate to vigorous physical activities.● 10.4.3D - Identify likes and dislikes related to participation in physical activities.● 10.4.3E - Identify reasons why regular participation in physical activities improves motor skills.

● 10.5.3C - Know the function of practice.

Misconceptions:● Misunderstanding in how to line up the body for a throw, catch or kick and how and where to apply force to the ball. ● Misunderstanding in how to absorb the force of the ball when receiving it.

Concepts/Content:● Keep your eyes on the target and

line the ball up with your target● Rolling - swing the rolling arm

back beside the body. Step forward with the opposite leg. Bend the knees and swing your rolling arm forward to release the ball close to the floor. Follow through by pointing your rolling had straight at the target.

● Fielding a grounder - Get in front of the ball and keep your eyes on it. Bend at the knees and lower your hands, cupping them so your fingers are pointing down. Watch the ball as it rolls into your hands.

● Underhand throw - Watch the target. Backswing - swing the arm straight back next to the body. Swing the arm straight forward and step forward on the opposite foot. Follow through by pointing your throwing hand at the target.

● Receiving a thrown ball - Watch

Competencies/Skills:● Roll a ball and hit the target from

10 feet● Successfully catch a rolled ball● Throw the ball underhand to the

wall, let it bounce once and catch it (Be at least 8 feet from the wall)

● Throw the ball overhand to the wall, paying attention to your technique

● Throw the ball overhand and hit a target

● Successfully catch balls that rebound off the wall or are thrown by a partner

● Bounce the ball consecutively while standing stationary and while moving

● Kick a stationary and a moving ball at least 15 feet.

Description of Activities:● Take students step, by step through an overhand

throwing progression.● Throwing and catching technique practice.● Games to practice throwing such as:

○ Hot Potato, Monkey in the Middle.○ Angry Birds Game:

● Make 3 cages on each side of the net using hula hoops. Put one bowling pin in each cage.

● Divide the class into two even teams on either side of the net. Place about 10--14 balls around the badminton net.

● On the signal “go”, students begin throwing the angry birds (balls) over the net to knock down the Pig Forts (hoop cages) and the Pigs (bowling pin inside the cage).

● Students must stay on their own side of the court.

● Three people from each team may be guards and may protect the Pig Forts.

● Goal is to knock down all 3 pig forts and pigs.

the ball. Reach out to the ball with both hands. Relax your fingers and cup your hands. Bend wrist and elbows as you contact the ball and bring it toward your body.

● Overhand throw - Turn sideways to the wall you are facing, with your feet shoulder width apart. Throwing arm should be in the back. Keep your eyes on the target. Point your non-throwing arm at the target. Hold the ball in your back hand, near and behind your ear. Lead with your elbow and whip your throwing hand forward. At the same time, step onto your front foot. Follow through with your throwing arm pointing at the target.

● Kicking a ball - Approach from 2 or 3 steps behind the ball. Place your non-kicking foot beside the ball. Swing your kicking foot from the hip, back then forward. Point the toe down, keep your ankle rigid, and contact the ball with the lower part of the shoelaces, underneath the ball. Follow through in the direction of the kick and straighten the knee.

● The round is over when all three pig forts and pigs on one team are knocked down. After each round, new guards are chosen.

Assessments:● Students participate on task and show improvement in their ball handling ability.● Students hit the target with a ball 60% of the time.● Students step forward on the opposite foot as they throw the ball.

Interdisciplinary Connections:● Math - counting activities can be incorporated into games.● Other subjects - Targets can be represented with grade level

specific information.

Additional Resources:● District approved textbooks and resources

○ Ready to Use PE Activities for Grades K-2○ Open Online Physical Education Network

Subject: Health and Physical Education Grade: 2 Suggested Timeline: 5 class periods

Unit Title: Team and Individual Sports

Unit Overview/Essential Understanding: Understanding how to perform complex motor skills allows students to perform those skills safely and to transfer similar movements to new situations. In this unit will help students learn the rules, strategy and basic skills of common individual and team sports. Lead up games and skills practice will be utilized to gain competence in sports activities. Cooperation, teamwork and good sportsmanship is emphasized.

Essential Questions:● Why are skills and game knowledge important to participate in physical activities/sports?● Why is it important to understand how to perform complex motor skills?

Unit Objectives: ● Students will shift weight to change directions quickly while dodging and faking to get around opponents or avoid being tagged or having

their belt pulled.● Students will successfully use ball handling skills (such as: passing, trapping, kicking, dribbling, setting, bumping, hitting) in lead up

games.● Students will stay within the boundaries and keep adequate personal space around themselves, as they move, to avoid being hit by

equipment or a person.● Students will track the object with their eyes in order to get the object to land on their racquet/stick.● Students will demonstrate how to safely handle a short handled racquet or a long-handled stick.● Students will use game strategies such as faking/dodging, passing/receiving, moving to be open, defending space, and peer

communication in game situations.

Focus Standards Addressed in this Unit: ● 10.3.3D - Identify and use safe practices in physical activity settings.● 10.4.3A - Identify and engage in physical activities that promote physical fitness and health.● 10.5.3A - Recognize and use basic movement skills and concepts.● 10.5.3F - Recognize and describe game strategies using appropriate vocabulary.

Important Standards Addressed in this Unit:● 10.4.3B - Know the positive and negative effects of regular participation in moderate to vigorous physical activities.● 10.4.3D - Identify likes and dislikes related to participation in physical activities.● 10.4.3F - Recognize positive and negative interactions of small group activities.● 10.5.3C - Know the function of practice.

Misconceptions:● Some students have difficulty applying game strategies in game situations.● Students focus on speed instead of on control.

Concepts/Content:● Faking● Dodging● Passing● Calling for the ball● Defense/Offense● Watch the target● Transfer● Rotation● Ready position● Tactics● Visualize● Equipment handling

Competencies/Skills:● Use ball handling skills to keep

control of the ball● Send and receive passes

accurately● Keep adequate personal space

around yourself to avoid collisions● Use strategies that you have been

taught, in game situations● Follow the rules of the game● Cooperate with teammates and

show good sportsmanship

Description of Activities:● Penny Football - Dodging, Faking, Blocking● Soccer stations - Each station has a different

activity that is used in the game of soccer● Sideline Soccer

○ Divide class into two equal teams. Each team stands on their own sideline. Players on each team receive a number from 1 to 12.

○ The ball is placed in the center of the playing area.

○ The teacher calls a number. The students with that number advance to the ball and gain control of it. They try to kick the ball over the opposite team’s sideline. Students may block balls with their feet or body (no hands) from the sideline.

○ Any ball that goes above the shoulders of the sideline players does not count as a goal. It is put back into play with a throw in.

○ Any ball that travels over the sideline and below the shoulders of the sideline players counts as a goal.

○ Once a goal is made, the attempt is finished and a new number is called.

● Tennis – Walk the Dog○ The racquet is held to the side, in the

dominant hand. The ball is placed next to the foot on the side where the racquet is held.

○ The student holds the racquet, so that the racquet strings are facing forward. The racquet represents the leash and the ball represents the dog.

○ The student pushes and pulls the ball, keeping it to one side of the feet. The object is to keep the dog(ball) next to the feet, while moving it forward and backward using the leash (racquet).

Assessments:● Students will participate fully in games using the skills that they have been taught.● In soccer, students keep the ball within arm’s reach when they dribble.● During “Walk the Dog” activity, students keep the ball by their side and bend their knees as they walk.

Interdisciplinary Connections:● Language Arts - Communication● Health and Safety● Science

Additional Resources:● District approved textbooks and resources

○ Ready to Use PE Activities for Grades K-2○ Books about teaching specific sports