Unit 1 Block Plan

Grade 2

Throughout this unit our students will be exposed to multiple forms of skills and movements. Our second graders will learn about locomotor skills such as walking, shuffling, hopping, skipping, running, galloping, chasing, dodging, and fleeing. We will work hard in hopes of achieving an 80% success rate at each. Below we have outlined several skills and objectives in which we will help our students achieve. They will also be assessed on these skills throughout the unit and the rest of the school year.

Learning Objectives
ESWBAT perform nine locomotor skills with 80% success when asked by teacher ESWBAT participate in regular physical activity. ESWBAT explain critical cues of locomotor movements when asked by teacher. ESWBAT cooperate with other students during activity time.

Benchmarks
80% success on selected locomotor skills. Understand critical cues for locomotor skills Participates in regular physical activity. Able to cooperate with other students.

Justification
Our second graders need to learn how to use their bodies in general space and how to move without interfering with other students. We want our students to be able to use the skills they learn in class and apply them in real world situations and in game-like situations. These goals and guidelines fall within the scope of the NASPE standards for content learning within physical education.
Block Plan (12 Days) Daily P.E. for 30 minutes, PE everyday on a 3 day schedule Week 1 Wednesday: Motor Skills Lesson Focus: Locomotor Skills Walk, Shuffle, and Hop. Intro: Talk about the importance of encouraging others and building self-confidence. Learn to respect and accept differences in the world. (NASPE 5,6) Activity 1: Warm up, Cues Activity 2: Work on Walking, Shuffling, and Hopping through general space avoiding still and moving objects. (NASPE 1,2) Activity 3: Game, Follow the Leader(NASPE 1,2,5,6)

Monday: Motor Skills Lesson Focus: Locomotor Skills Walk, Shuffle, and Hop. Intro: Go over importance of teamwork and respecting other students. Talk about safety issues in the classroom and outside of the learning environment. (NASPE 5,6) Activity 1: Warm up, Cues Activity 2: Work on Walking, Shuffling, and Hopping through general space. (NASPE 1,2) Activity 3: Walk, Shuffle, and Hop variations. Make sure to keep heads up. (NASPE 1,2) Closing: Review of skills learned and go over cues. Monday: Motor Skills Lesson Focus: Locomotor Skills Skip, Run, Gallop. Activity 1: Warm up, Cues Activity 2: Work on Skipping, Running, and Galloping. (NASPE 1,2) Activity 3: Pathways (NASPE 1,2)

Friday: Motor Skills Lesson Focus: Locomotor Skills Walk, Shuffle, and Hop. Intro: Ask students about their feelings towards physical activity and activities that they enjoy. (NASPE 5,6)

Activity 1: Warm Up Activity 2: Review of cues and go through walking, shuffling, and hopping. (NASPE 1,2) Activity 3: Game, Sharks and Minnows. Working on walking, Shuffling, and Hopping. (NASPE 1,2,5,6) Closing: Review learned skills.

Closing: Review of skills learned and go over cues used. Week 2 Wednesday: Motor Skills Lesson Focus: Locomotor Skills Skip, Run, Gallop. Activity 1: Warm Up, Cues Activity 2: Work on Skipping, Running, and Galloping through general space. (NASPE 1,2) Activity 3: Game, Locomotor Tic Tac Toe (NASPE 1,2,5,6)

Friday: Motor Skills Lesson Focus: Locomotor Skills Skip, Run, Gallop. Activity 1: Warm Up Activity 2: Review of cues. Work on Skipping, Running, and Galloping through general space avoiding still and moving objects. Activity 3: Game, Sharks and Minnows. Working on Skipping,

Closing: Review of skills learned and go over cues. Monday: Motor Skills Lesson Focus: Locomotor Skills Chasing, Dodging, Fleeing. Activity 1: Warm up, Cues Activity 2: Work on Chasing, Dodging, and Fleeing basic skills and techniques. (NASPE 1,2)

Closing: Review of skills learned and go over cues. Week 3 Wednesday: Motor Skills Lesson Focus: Locomotor Skills Chasing, Dodging, Fleeing. Activity 1: Warm up, Cues Activity 2: Work on Chasing, Dodging, and Fleeing moving through general space. (NASPE 1,2) Activity 3: Game, Freeze Tag (NASPE 1,2,5,6) Closing: Review of skills learned and go over cues. Week 4 Wednesday: Motor Skills Lesson Focus: Review of all Locomotor Skills Activity 1: Warm up, Cues Activity 2: Work on all locomotor skills moving in general space and avoiding still and moving objects. (NASPE 1,2) Activity 3: Game, Freeze Tag. (NASPE 1,2,5,6) Closing: Review of skills learned and go over cues.

Running, and Galloping. (NASPE 1,2,5,6) Closing: Review of skills learned and go over cues. Friday: Motor Skills Lesson Focus: Locomotor Skills Chasing, Dodging, Fleeing. Activity 1: Warm up, Cues Activity 2: Work on Chasing, Dodging, and Fleeing moving through general space while avoiding still and moving objects. Obstacle course. (NASPE 1,2) Activity 3: Game, Modified Speed Quirkball (NASPE 1,2,5,6) Closing: Review of skills learned and go over cues. Friday: Motor Skills Lesson Focus: Locomotor Skills and Assessment Activity 1: Warm up, Cues Activity 2: Review of locomotor skills (NASPE 1,2)

Activity 3: Game, Ball Tag (NASPE 1,2,5,6) Closing: Review of skills learned and go over cues. Monday: Motor Skills Lesson Focus: Review of all Locomotor Skills Activity 1: Warm up and Cues Activity 2: Work on all locomotor skills while moving in general space. (NASPE 1,2) Activity 3: Pathways (NASPE 1,2) Closing: Review of skills learned and go over cues.

Activity 3: Assessment (NASPE 1,2) Closing: Closure of Unit.

National Standards for Physical Education (NASPE)

1, NASPE Standard 1. Demonstrates competency in many movement forms and proficiency in a few movement forms. 2, NASPE Standard 2. Applies movement concepts and principles to the learning and development of motor skills. 3 NASPE Standard 3. Exhibits a physically active lifestyle. 4, NASPE Standard 4. Achieves and maintains a health enhancing level of physical fitness.

5, NASPE Standard 5. Demonstrates responsible personal and social behavior in physical activity settings. 6, NASPE Standard 6. Demonstrates understanding and respect for differences among people in physical activity settings.