Physical Education - Grade 2   (#5015040)

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Course Number: 5015040 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Physical Education > SubSubject: General >
Course Section: Grades PreK to 12 Education Courses Abbreviated Title: PHYSICAL EDUCATION 2
Course Length: Year (Y)
Course Status : Approved
Keywords: Grades PreK To 5 Education Courses, PreK-5, PreK To 5, Grades Pre K To 5 Education Courses, Pre K-5, Pre K To 5, Elementary, Physical Education, General, Physical, Adaptive, Physical Education - Grade 2, PHYSICAL EDUCATION 2
Grade Level(s): 2 Grade Level(s) Version: 2

Course Standards

Name Description
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 addends.
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.

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