Litchfield Public Schools Core Curriculum Scope and Sequence Physical Education Grade 2

LITCHFIELD PUBLIC SCHOOLS
Core Curriculum Scope and Sequence

Physical Education
Grade 2
CT Frameworks/ Standards
The Physical
Education
Environment/
Responsible
Behavior
Weeks
1-2/
Ongoing
E.13.1. Understand,
participate in the
development of, and
follow
classroom rules; follow
activity-specific rules,
safety
practices and procedures;
and demonstrate
etiquette
and good sportsmanship
in
a variety of physical
activity
settings.
E.13.2. Work
independently
or cooperatively and
productively with partners
or in small groups to
complete assigned tasks.
Content and Skill Objectives

Students will be able to:
Explain the importance and

reasoning for activity and
classroom rules, as well as
safty procesdures and
practices.
Design activity and
classroom rules specific to
their class.
Assess and resolve conflicts
using skills resulting in
positive resolutions.
Participate effectively
individually, in
partnerships, or in groups in
activities.
Display exemplary
sportsmanship and
etiquette in all physical
settings.
Assessments
Assessment
Rubrics
Student
questioning and
response
Observation
checklists
Self-assessment
Peer-assessment
Resources
Healthy and
Balanced Living
Curriculum
Framework, CT State
Department of
Education, 2006.
Children Moving, 4th
edition, George
Graham, 1998.
E.13.3. Demonstrate
behaviors that are
sensitive
to individual differences
(e.g., physical, gender,
cultural/ethnic, social and
emotional) that can affect
June 7, 2010
group activities.
E.13.4. Develop skills
needed for resolving
conflicts peacefully.

Assessments
Resources
E.10.3. Demonstrate
knowledge of rules, safety
practices and procedures
of
specific activities.
June 7, 2010
Movement
Concepts
Weeks
5

E.10.1. Demonstrate an
understanding of what
the
body does, where the
body
moves, how the body
performs the movement
and
relationships that occur in
movement.
E.9.3. Explore and adapt

fundamental movement
skills in a variety of
dynamic
environments.
Explore concepts of time,

force, and flow and utilize
these concepts in
movement.
Use locations, directions,
levels, pathways, and
extensions in complex
movements.
Use force, space, and
relationships to adapt
movements and activities.
Reiterate performance cues
and recognize elements in
others and self.
Assessments
Assessment
Rubrics
Student
questioning and
response
Observation
checklists
Self-assessment
Peer-assessment
Resources
Healthy and
Balanced Living
Curriculum
Framework, CT State
Department of
Education, 2006.
edition, George
Graham, 1998.
E.10.2. Recognize critical

performance skill
elements
in self and others using
movement vocabulary.
June 7, 2010
Movement
Skill Themes
Weeks
14
E .9.1. Demonstrate
developmentally mature
form in the fundamental
movement skills:
locomotor,
nonlocomotor and
manipulative, in a closed
environment (skills in
isolation).
E.9.2. Demonstrate
simple
applications combining
locomotor, nonlocomotor
and manipulative skills to
participate in
developmentally
appropriate movement
and fitness activities.
E.9.3. Explore and adapt
fundamental movement
skills in a variety of
dynamic
environments.
E.9.4. Acquire beginning
June 7, 2010

Utilize concepts used in

chasing, fleeing, and
dodging activities in a safe
manner.
Use jumping and landing
skills to match actions,
hurdle, and dance.
Demonstrate proper
balance techniques while
supporting te weight of a
partner, and while
transferring off equipment.
Utilize previous experience
to develop and refine
locomotor and nonlocomotor sequences.
Demonstrate the ability to
transfer weight from feet to
differenct body parts, over
low apparatus with a
concentration on hands
(cartwheels).
Demonstrate safe rolling in
different directions, linking
rolls, and after jumping and
landing.
Assessments
Assessment
Rubrics
Student
questioning and
response
Observation
checklists
Self-assessment
Peer-assessment
Resources
Healthy and
Balanced Living
Curriculum
Framework, CT State
Department of
Education, 2006.
edition, George
Graham, 1998.
skills for a few specialized

movement forms.
E.9.5. Participate in a
variety
of modified games,
developmentally
appropriate tasks,
activities, creative
movement, dance and
play.
Manipulative
Skills
Weeks
7
E .9.1. Demonstrate
movement skills:
locomotor,
nonlocomotor and
isolation).
E.9.2. Demonstrate
simple
participate in
developmentally
June 7, 2010

Demonstrate
form while kicking a ball to
a traveling partner, passing
to a partner in general
space, shooting, and
playing soccer mini-games.
Demontrate
form while punting for
distance, accuracy, and
height.
Demontrate
form while throwing to high
targets, partners, and for
distance.
Demontrate
form while catching a ball
or object from a partner
from distance and over a
high net.
Assessments
Assessment
Rubrics
Student
questioning and
response
Observation
checklists
Self-assessment
Peer-assessment
Resources
Healthy and
Balanced Living
Curriculum
Framework, CT State
Department of
Education, 2006.
edition, George
Graham, 1998.
Striking with
Implements
Weeks
2-3
E .9.1. Demonstrate
movement skills:
locomotor,
nonlocomotor and
isolation).
E.9.2. Demonstrate simple
June 7, 2010
Demontrate ability to strike

a ball upwards using
forearems and hands to a
wall, over a line, and over a
net.
Demontrate
form while volleying a ball
overhead to a wall, partner,
and over a net.
Demontrate
form while dribbling a ball
while changing speeds,
passing with a partner,
around obstacles, and
against an opponent.

Use a paddle to strike a ball

downward (dribbling),
against a wall, and to
targets.
Strike a ball that has
rebounded from a wall or
severed by a partner with a
paddle or racket.
Use a hockey stick to strike
a stationary and moving
ball at a target while
remaining stationary and
while moving, and in minigame situations.
Assessments
Assessment
Rubrics
Student
questioning and
response
Observation
checklists
Self-assessment
Peer-assessment
Resources
Healthy and
Balanced Living
Curriculum
Framework, CT State
Department of
Education, 2006.
edition, George
Graham, 1998.
participate in
developmentally
Cooperative
Learning
Weeks
3
June 7, 2010
Strike a self-tossed ball with

a bat and experiment with
striking a underhand
pitched ball.

E.13.2. Work
independently
or
in small groups to
complete
assigned tasks.
E.13.4. Develop skills

needed for resolving
conflicts peacefully.
E.14.3. Use physical

activity
as a positive opportunity
for
Demonstrate appropriate
skills for interacting with
classmates and adults in
the physical education
environment.
Develop group problem
solving skills in partners,
small groups and large
groups.
Display developmentally
mature qualitieswhile
peacefully resolving
conflicts.
Demonstrate an
understanding of the
importance of teamwork
Assessments
Assessment
Rubrics
Student
questioning and
response
Observation
checklists
Self-assessment
Peer-assessment
Resources
Healthy and
Balanced Living
Curriculum
Framework, CT State
Department of
Education, 2006.
edition, George
Graham, 1998.
social and group

interaction.
Fitness
Weeks
Ongoing
E.11.1. Engage in a
variety
of moderate to vigorous
developmentally
appropriate physical
activities on a regular
basis.
E.11.4. Engage in
appropriate physical
activity
during and outside of
June 7, 2010
and a team-first attitude.

Demonsrate a willingness
to participate in moderate
to vigorous physical
activities on a regular
basis.
Participate in activities that
will improve physical fitness
in school and at recess, as
well as ouside of school.
Demonstrate a
developmentally
Assessments
Assessment
Rubrics
Student
questioning and
response
Observation
checklists
Self-assessment
Peer-assessment
Resources
Healthy and
Balanced Living
Curriculum
Framework, CT State
Department of
Education, 2006.
edition, George
Graham, 1998.
school
that promotes the
development and
improvement of physical
fitness level.
E.12.1 Demonstrate
understanding of the
relationship between
activities and physical
fitness
components (e.g.,
cardiorespiratory
endurance,
muscular strength and
endurance, flexibility,
nutritional status and
body
composition.)
appropriate understanding
of physical fitness
components and what
activites relate to these
components.
Demonstrate an
understanding of
physiological changes
during different levels of
instensity of activity, duing
recovery, and during rest.
E.12.2 Recognize
physiological indicators
(e.g., heart rate, body
temperature, perspiration,
thirst) of exercise during
and after physical activity.
Benefits of
Physical
Activity/
Responsible
behavior
June 7, 2010
E.13.1. Understand,
participate in the
development of, and
follow
classroom rules; follow
activity-specific rules,
safety


recognize rules and explain
the why rules are important
and necessary.
Develop the abilty to
participate in the
Assessments
Assessment
Rubrics
Student
questioning and
response
Observation
Resources
Healthy and
Balanced Living
Curriculum
Framework, CT State
Department of
Education, 2006.
Weeks
Ongoing
practices and procedures;

and demonstrate
etiquette
and good sportsmanship
in
activity
settings.
E.13.2. Work
independently
or
in small groups to
complete
assigned tasks.
E.13.3. Demonstrate
behaviors that are
sensitive
to individual differences
(e.g., physical, gender,
cultural/ethnic, social and
emotional) that can affect
group activities.
developmet of activity,
safety, and game rules.
work with others,
regardless of differences, in
various physical settings.
Use physical activity and
movement as a means of
self-expression.
Challenge themselves
through physical acticity,
and respond appropriate to
challenges.
Understand that practicing
skills will increase their
ability to perform such skill,
and their competence will
increase with effective
practice.
Develop an appreciation for
and demonstrate a
willingness to experience
new and challenging
activities.
checklists
Self-assessment
Peer-assessment

edition, George
Graham, 1998.
E.14.2. Use physical

activity
as a means of self
expression.
E.14.4. Experience
personal
challenges through
physical
activity.
June 7, 2010
10

Assessments
Resources
E.14.5. Understand that

practicing activities
increases specific skill
competence.
E.14.6. Experiment with
new
physical activities.
June 7, 2010
11

Litchfield Public Schools Core Curriculum Scope and Sequence Physical Education Grade 2

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Litchfield Public Schools Core Curriculum Scope and Sequence Physical Education Grade 2

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LITCHFIELD PUBLIC SCHOOLS

Core Curriculum Scope and Sequence

Content and Skill Objectives

Explain the importance and

Content and Skill Objectives

Content and Skill Objectives

E.9.3. Explore and adapt

Explore concepts of time,

E.10.2. Recognize critical

Content and Skill Objectives

Utilize concepts used in

skills for a few specialized

Content and Skill Objectives

Demontrate ability to strike

Content and Skill Objectives

Use a paddle to strike a ball

Strike a self-tossed ball with

Content and Skill Objectives

E.13.4. Develop skills

E.14.3. Use physical

social and group

and a team-first attitude.

Content and Skill Objectives

Content and Skill Objectives

Demonstrate the ability to

practices and procedures;

Children Moving, 4th

E.14.2. Use physical

Content and Skill Objectives

E.14.5. Understand that

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