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JLBC PRIMARY PHYSICAL EDUCATION CURRICULUM GUIDELINES FOR GRADES 1 & 2


JLBC STANDARD 1: STANDARD 2:

JLBC PRIMARY PHYSICAL EDUCATION CURRICULUM GUIDELINES FOR GRADES 1 & 2

STRAND 2: MOVEMENT CONCEPT

JLBC Cadets Demonstrates Competency in many movement forms and proficiency in a few movement forms. JLBC Cadets Applies movement concepts and principles to the learning and development of motor skills.

GENERAL OBJECTIVE: Learn skills necessary to perform a variety of physical activities

SUB-GOALS:

OBJECTIVES

JLBC Cadets Demonstrate progress toward the mature form of selected locomotive and manipulative skills. Apply appropriate concepts to performance (e.g., change of direction while running). Establish a beginning movement vocabulary (e.g., personal space, high/low, fast/slow).

CONTENT/KNOWLEDGE ACTIVITIES RESOURCE / ASSESSMENT MATERIALS

By the end of grades 1 - 2, students should be able to: -

- Execute fast and slow movements with various body parts.

- Maintain hand, eye, and foot coordination.

- Identify body parts.

- Form round, narrow, comprehensive, and

twisted body shapes, alone and

with a partner.

- Maintain rhythm while turning.

- Combine at least three body

movements in sequence.

- Identify self-space.

- Travel in different ways, in a

large group without bumping into each other.

1. BODY AWARENESS

a. Body Parts

Knees. Arms, Legs, Head, Elbows, etc. b. Body Shapes

Angular, Narrow, Curved, Wide, Twisted, Symmetrical, Asymmetrical c. Body Movements

Swing, Sway, Twist, Turn, Bend- Curl, Stretch, Shake, Rise, Sink, Push, Pull

2.

a. b.

SPACE AWARENESS

Self or Personal Space

General Space

Directions

c.

Up, Down

Forward, Backwards, Sideways,

Levels

d. Low, Medium, High

e. Pathways Curved, Straight, Zigzag

- Have students put specific body parts on the playing surface or in their hoops at a signal.

- Assign travel using designated body parts (e.g., two hands and one foot.)

- Play “Head and Shoulder.”

- Students travel and on a signal freeze in a specific shape.

- Have students make shapes to interpret music.

- Students make a jump rope in the shape of an asymmetrical or

1. Identify body parts on handouts.

2. Demonstrate body movements to the sound of music.

3. Children identify space awareness by coloring medium and high levels of drawing on handouts.

4. Differentiate between Levels by coloring pictures on the worksheet.

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