Physical Education Grade 2, Trimester 2, Unit 3

Woonsocket Public Schools

Physical Education Grade 2, Trimester 2, Unit 3

Parachute

Overview
Number of Instructional Days: 3-4 / 1 Day = 40 Minutes
Content to Be Learned
· Practice the proper grip when holding the parachute.
· Learn to have fun while using the parachute.
· Display appropriate behavior when being physical active.
· Show ways to cooperate during parachute activities.
Essential Questions
· What are the proper grips when holding the parachute?
· What is your favorite part of the parachute unit?
· Why do you need to have parachute rules?
· What is one way to cooperate with your peers during parachute activities?
Written Curriculum

Rhode Island Physical Education Standards and Performance Indicators

Standard 1: Students will demonstrate competency in many movement forms and proficiency in a few movement forms.

2-3.S1.1 - use mature form in combination gross locomotor patterns (skip, gallop, slide).

2-3.S1.2 - master non-locomotor skills (body, space, time, effort, relationship).

Standard 2: Students will apply movement concepts and principles to the learning and development of motor skills.

2-3.S2.2 - use introductory application of biomechanical principles (e.g., center of gravity,
base of support, force).

Standard 3: Students will understand the implications of and the benefits derived from involvement in physical activity.

2-3.S3.1 - recognize the physical benefits of regular participation in physical activity (e.g.,
reduce health risks, disease prevention, physiologic changes).

2-3.S3.2 - recognize the emotional benefits of regular participation in physical activity (e.g.,
increased self-esteem, stress reduction, reduces depression, self-discipline).

2-3.S3.3 - recognize the social benefits of regular participation in physical activity (e.g.,
cooperation, sportsmanship, teamwork).

2-3.S3.4 - use physical activity as a means of self-expression.

Standard 5: Students will demonstrate responsible personal and social behavior in physical activity settings.

2-3.S5.1 - use self control in movement activities.

2-3.S5.2 - follow activity-specific laws, rules, procedures, and etiquette.

2-3.S5.3 - utilize safety principles in activity situations and settings.

2-3.S5.4 - work cooperatively and productively with a partner and/or a group to
accomplish a set goal.

Clarifying the Standards

Prior Learning

In grade 1, students showed the proper grips for parachute use. They worked together while they use the parachute.

Current Learning

In grade 2, students will continue using the proper grip, cooperate, display good listening skills and move in a rhythmical manner while using the parachute

Future Learning

In grade 3, parachute may be used for a one day activity.

Resources and Websites

· Rhode Island Physical Education Framework (RI Department of Education)

· National Standards & Grade Level-Outcomes for K-12 Physical Education (NASPE)

· National Association for Sport and Physical Education (NASPE)

· SHAPE America - Society of Health and Physical Educators

· Thrive Physical Education - website

· PE Central - website

· CATCH Grades K-2 Activity Box (Flaghouse)

· Ready-to-Use P.E. Activities Grades K-2 (Landy, Landy)

Taught Curriculum

Learning Objectives

Students will:

· Demonstrate the overhand and underhand grips used in parachute activities.

· Discover how to have fun while being active with the parachute.
· Move in different directions while using the parachute.
· Follow directions and cooperate.
· Move in rhythmical patterns with the parachute.
Skills and Concepts

· Grips - Overhand/underhand

· Directions
· Rhythmical movement
· Awareness / Activities

· Warm-ups/stretching

· Formations
· Popcorn
· Tent
· Mountain
· Cat and Mouse
· Hot Air Balloon

Instructional Strategies

Vocabulary

Woonsocket Public Schools

· Down

· Left

· Overhand grip

· Right

· Underhand grip

· Up

Woonsocket Public Schools

Effective Instructional Strategies

The teacher applies the following appropriate practices:

· Sets clear goals and objectives for student learning and performance.

· Forms pairs, groups or teams in ways that preserve every student’s dignity and self-respect.

· Begins class with a set warm-up including stretching.

· Plans for skill and concept instruction and provides adequate time to practice, skill development and feedback based on appropriate skill analysis.

· Organizes their classes to maximize opportunities for all students to learn and be physically active.

· Uses small-sided games or lead-up games to allow students ample opportunity to participate.

· Uses a variety of direct and indirect teaching styles to provide for student success.

· Allows students guided choices such as equipment and rule modification.

· Emphasizes critical thinking and problem solving tactics and strategies using higher order questions.

· Shows enthusiasm for an active, healthy lifestyle.

· Provides feedback on a consistent basis.

· Includes technology to enhance the lesson’s effectiveness.

Assessments

Summative

· Effort, participation, cooperation rubric

Formative

· Teacher observation

· Questions and answers