What is the instructional focus for this marking period?
In grade 2, marking period 1 the instructional focus is to provide students
opportunities to demonstrate proficiency of a variety of locomotor skills using
different pathways, directions, speed, force, and flow. Students will utilize
these locomotor skills to extend their learning by demonstrating proficiency
when chasing, fleeing, dodging, or moving in relation to objects and/or people.
Additionally, students work effectively with other others in physical activity
settings, build and maintain relationships which develop a sense of community
and a peaceful, healthy environment for all.
Why will students learn this?
Enduring Understandings and Essential Questions
Skilled movers combine movement cues, skills and movement concepts to
participate in physical activities with others and equipment.
How does being able to identify and travel in a variety of directions and
pathways help you move yourself and equipment?
How does knowing about positional relationships with others or equipment
help you safely move through space?
How does demonstrating changes in speed, force, or flow allow you to safely
participate in physical activities?
Skill development occurs over time, at different rates, with many
opportunities to practice.
How can understanding about how skills change over time help you make
decisions about practicing your skills?
How can using feedback from teachers and peers affect your skills?
Following rules and working positively with others helps to build a safe
movement environment.
How does collaborating to create and follow rules help to promote a safe
movement environment?
How does positively expressing feelings lead to a safe movement environment
In grade 2, marking period 1 the instructional focus is to provide students
opportunities to demonstrate proficiency of a variety of locomotor skills using
different pathways, directions, speed, force, and flow. Students will utilize
these locomotor skills to extend their learning by demonstrating proficiency
when chasing, fleeing, dodging, or moving in relation to objects and/or people.
Additionally, students work effectively with other others in physical activity
settings, build and maintain relationships which develop a sense of community
and a peaceful, healthy environment for all.
Why will students learn this?
Enduring Understandings and Essential Questions
Skilled movers combine movement cues, skills and movement concepts to
participate in physical activities with others and equipment.
How does being able to identify and travel in a variety of directions and
pathways help you move yourself and equipment?
How does knowing about positional relationships with others or equipment
help you safely move through space?
How does demonstrating changes in speed, force, or flow allow you to safely
participate in physical activities?
Skill development occurs over time, at different rates, with many
opportunities to practice.
How can understanding about how skills change over time help you make
decisions about practicing your skills?
How can using feedback from teachers and peers affect your skills?
Following rules and working positively with others helps to build a safe
movement environment.
How does collaborating to create and follow rules help to promote a safe
movement environment?
How does positively expressing feelings lead to a safe movement environment