|MAFS.2.OA.3.3:|| Determine whether a group of objects (up to 20) has an odd or even
number of members, e.g., by pairing objects or counting them by 2s;
write an equation to express an even number as a sum of two equal
|LAFS.K12.L.3.4:|| Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.|
|HE.2.C.1.4:|| Describe ways to prevent childhood injuries in the home, school, and community settings.|
Recognizing abusive behaviors, following bus/playground rules, and never playing with matches.
|HE.2.C.2.1:|| Describe how family rules and practices influence health behaviors.|
Consistent/inconsistent home safety rules and modeling of food- sanitation practices at home.
|HE.2.C.2.3:|| Describe how the school and community influence health behaviors of children.|
Health and safety fairs, school and community gardens, and recycling.
|PE.2.M.1.1:|| Perform locomotor skills with proficiency in a variety of activity settings to include rhythms/dance.|
|PE.2.M.1.2:|| Strike an object continuously using body parts both upward and downward.|
An example of striking an object downward is dribbling a basketball.
|PE.2.M.1.3:|| Strike an object continuously using a paddle/racket both upward and downward.|
|PE.2.M.1.4:|| Strike a stationary object a short distance using a long-handled implement so that the object travels in the intended direction.|
Some examples of developmentally-appropriate, long-handled implements are bats, hockey sticks and golf clubs.
|PE.2.M.1.5:|| Dribble with hands and feet in various pathways, directions and speeds around stationary objects.|
|PE.2.M.1.6:|| Perform a variety of fundamental aquatics skills.|
Some examples of fundamental aquatics skills are prone float with flutter kick and back float recover to a standing position.
|PE.2.M.1.7:|| Move in different directions to catch a variety of objects softly tossed by a stationary partner.|
|PE.2.M.1.8:|| Demonstrate an overhand-throwing motion for distance demonstrating correct technique and accuracy.|
|PE.2.M.1.9:|| Perform one folk or line dance accurately.|
An example of a line dance is the Electric Slide.
|PE.2.M.1.10:|| Demonstrate a sequence of a balance, a roll and a different balance with correct technique and smooth transitions.|
|PE.2.M.1.11:|| Perform at least one skill that requires the transfer of weight to hands.|
Some developmentally appropriate examples are hand stands and cartwheels.
|PE.2.M.1.12:|| Chase, flee and dodge to avoid or catch others while maneuvering around obstacles.|
|PE.2.C.2.1:|| Describe the critical elements of locomotor skills.|
An example of a critical element of jumping is beginning and ending on two feet.
|PE.2.C.2.2:|| Identify safety rules and procedures for selected physical activities.|
An example of a safety procedure is having students stand a safe distance away from a student swinging a bat during striking activities.
|PE.2.C.2.3:|| Utilize technology to enhance experiences in physical education.|
Some examples of developmentally-appropriate technology are stop watches, pedometers and scales.
|PE.2.C.2.4:|| Explain the importance of wearing a life jacket (personal flotation device) when on a boat or near water.|
|PE.2.C.2.5:|| Explain how appropriate practice improves the performance of movement skills.|
An example is initially getting two out of five bean bags into a hoop while performing an underhand toss, then improving to four out of five due to practicing.
|PE.2.C.2.6:|| Apply teacher feedback to effect change in performance.|
An example is a student applying teacher feedback of stepping with the opposite foot when throwing a ball in order to improve performance.
|PE.2.C.2.7:|| Describe movement concepts.|
Some examples of movement concepts are directions, pathways and levels.
|PE.2.C.2.8:|| Explain the importance of warm-up and cool-down activities.|
An example of the importance for warm-up activities is the prevention of injuries.
|PE.2.C.2.9:|| Define offense and defense.|
Offense is when a team is attempting to score and defense is when a team is trying to prevent the other team from scoring.
|PE.2.L.3.1:|| Identify a moderate physical activity.|
|PE.2.L.3.2:|| Identify a vigorous physical activity.|
|PE.2.L.3.3:|| Identify opportunities for involvement in physical activities during the school day.|
|PE.2.L.3.4:|| Identify opportunities for involvement in physical activities after the school day.|
|PE.2.L.3.5:|| Set and meet physical-activity goals.|
|PE.2.L.3.6:|| Identify how opportunities for participation in physical activities change during the seasons.|
|PE.2.L.3.7:|| Identify healthful benefits that result from regular participation in physical activity.|
|PE.2.L.3.8:|| Identify the proper crossing sequence.|
|PE.2.L.4.1:|| Identify how muscular strength and endurance enhances performance in physical activities.|
|PE.2.L.4.2:|| Discuss the components of health-related physical fitness.|
|PE.2.L.4.3:|| Identify that a stronger heart muscle can pump more blood with each beat.|
|PE.2.L.4.4:|| Identify why sustained physical activity causes an increased heart rate and heavy breathing.|
|PE.2.L.4.5:|| Identify the physiological signs of moderate to vigorous physical activity.|
|PE.2.L.4.6:|| Identify benefits of participation in informal physical fitness assessment.|
|PE.2.L.4.7:|| Identify appropriate stretching exercises.|
|PE.2.L.4.8:|| Categorize food into food groups.|
|PE.2.R.5.1:|| Identify ways to cooperate with others regardless of personal differences during physical activity.|
|PE.2.R.5.2:|| List ways to safely handle physical-activity equipment.|
|PE.2.R.5.3:|| Describe the personal feelings resulting from challenges, successes and failures in physical activity.|
|PE.2.R.5.4:|| Identify ways to successfully resolve conflicts with others.|
|PE.2.R.6.1:|| Identify ways to use physical activity to express feeling.|
|PE.2.R.6.2:|| Discuss the relationship between skill competence and enjoyment.|
|PE.2.R.6.3:|| Identify ways to contribute as a member of a cooperative group.|