Grade 2 Health & PE

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Two Health and Physical Education
Scope and Sequence

Students will be actively involved in learning experiences focused on:
  • Health
  • Fire Safety
  • General Safety Rules 
  • Stress Management
  • Bullying Prevention
  • Parent sessions on Internet safety 
  • Influences on Health
  • Television 
  • School
  • Individual and family relationships
  • DARE Physical Education
  • Combinations of locomotor skills
  • Introduction to fitness concepts
  • Balance and coordination
Communication Skills
  • I messages 
  • Responsive Classroom 
Regularly scheduled physical education activities:
  • Physical fitness
  • Motor skills development
  • Responsible personal and social behavior in the physical education setting


YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: HEALTH & PE 
GRADE: 2               

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health .
A .1. Healthy Behaviors and Personal Health
Students recognize that healthy behaviors impact personal health.

Describe the role of hygiene and nutrition in good health by:

Discuss the sections of the food pyramid.

Discuss how much food from each food group a person should eat each day.

Demonstrate proper hand washing (health team)

Participate in DARE program (DARE officer)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent conference
  • Report cards
  • Teacher/student conferences
  • Notifications
A.2. Dimensions of Health
Students recognize that there are multiple dimensions of health.
Identify activities that promote overall good health:
• Healthy body
• Healthy mind
• Getting along with others (health team)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
  • Notifications
A.3. Diseases/Other Health Problems
Students describe the transmission and prevention of common childhood communicable diseases.
Identify ways in which germs are spread.

Describe ways in which germs enter the body (nurse)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
A.4. Environment and Personal Health
Students describe ways a safe and healthy school environment can promote personal health.
Discuss types of pollution and their sources.

Describe the rules for dealing with garbage and trash.

Discuss and practice recycling. (classroom teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
A.5. Growth and Development
No performance indicator.
A.6. Basic Health Concepts
Students identify basic health terms related to family life, nutrition, personal health, saf ety and injury prevention, and tobacco, alcohol, and other drug use prevention.
Discuss:
• Germs
• Hygiene
• Bacteria
• Virus

Discuss food labels (nurse and PE)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
B. Health Information, Products and Services: Students demonstrate the ability to access valid health information, services,  and products to enhance health.
B.1. Validity of Resources
Students identify trusted adults and professionals who can help promote health.
B.2. Locating Health Resources
Students identify ways to locate school and community health helpers.
C. Health Promotion and Risk Reduction: Students demonstrate te ability to practice health-enhancing behaviors and avoid or reduce health risks.
C.1. Healthy Practices and Behaviors:
Students demonstrate age-appropriate healthy practices to maintain or improve personal health.
a. Choose healthy foods.
Name the 5 food groups.

Identify the function of snacks in the daily food plan. (nurse and PE)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
b. Demonstrate personal hygiene skills, including hand-washing.
Discuss handwashing.

Demonstrate proper handwashing techniques (nurse)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
C.2.Avoiding/Reducing Health Risks:
Students demonstrate behaviors to avoid or reduce health risks.
a. Demonstrate a variety of safety skills for different situations.
Participate in bus safety week
*discuss rules, practice evacuation, recognizing bus drivers as health helpers

Participate in Fire Prevention Week
*strategies for emergency situations

Discuss playground safety.

Participate in VES CARES program (bully prevention).

Discuss bullying:
*identify bullying behavior
*strategies for dealing with bullying

Discuss Empathy (CARES) (health team)  

Introduction to Internet Safety- parent sessions
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
b. Differentiate between safe and harmful substances found at home and at school.
Identify household substances that are not safe to eat, drink, touch or inhale. (DARE officer)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
c. Recognize basic signs, symbols and warning labels for health and safety.
Discuss warning signs on various containers around the house and classroom (DARE officer)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
C.3. Self-Management
Students demonstrate coping strategies to use when feeling too excited, anxious, upset, angry , or out of control
Identify stress and things that cause it.

Recognize healthy ways to manage stress. (counselor)

Participate in Responsive Classroom activities. (classroom teachers)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
D. Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.
D.1. Influences on Healh Practices/Behaviors:
Students identify influences on personal health practices and behaviors.
a. Identify family influences on personal health practices and behaviors.
Discuss how school and family expectations/rules influence health. (classroom teacher)

  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
b. Identify what the school can do to support personal health practices and behaviors.
Discuss responsible school behaviors

Participate in VES CARES program (counselor)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
c. Describe how the media can influence health behaviors.
Discuss the role that television plays on health. (PE)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
D.2. Technology and Health
No performance indicator.
D.3. Compound Effect of Risk Behavior
No performance indicator.
E. Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.
E.1. Interpersonal Communication Skills:
Students demonstrate healthy ways to communicate.
a. Demonstrate healthy ways to express needs, wants, and feelings.
Review "I" messages

Participate in Responsive Classroom activities (classroom teachers)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
b. Distinguish between verbal and non-verbal communication.
Practice and recognize verbal and non-verbal communication (classroom teachers)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
c. Make requests to promote personal health.
Participate in goal setting (PE)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
d. Demonstrate listening skills to enhance health.
e. Demonstrate ways to respond to an unwanted, threatening, or dangerous situtation including telling a trusted adult if threatened or harmed.
Participate in DARE (DARE officer)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
E.2. Advocacy Skills:
Students encourage peers to make positive health choices.
Participate in DARE (DARE officer)

Participate in bully prevention classes (Counselor)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
F. Decision Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.
F.1. Decision Making:
Students identify situations where a  health related decision is needed.
a. Differentiate between situations when health-related decisions can appropriately be made by the individual and when assistance is needed.
F.2. Goal Setting:
Students identify a short-term personal health goal and take action toward achieving the goal.
F.3. Long Term Health Plan
No perfromance indicator.
G. Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.
G.1. Stability and Force:
Students demonstrate positions that create stability and force.
a. Show how base of support changes during static balances.
Balance at different levels on different body parts.

Explore static and dynamic balance.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
b. Demonstrate how body position can be adapted to pushing and pulling forces.
Participate in simple challenge activities related to partner pushing and pulling
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
c. Demonstrate how to lift objects to prevent injuries.
G.2. Movement Skills:
Students demonstrate a variety of locomotor skills.
a. Demonstrate correct technique for a variety of locomotor skills.

Demonstrate leaping and skipping

Demonstrate beginning grapevine skills

Demonstrate intermediate non-locomotor skills (dodging, push-ups, and bent arm hang).
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
b. Demonstrate a locomotor skill applying changes in direction, level, and/or pathway.
Engage in chasing and fleeing activities.

Participate in movement exploration with music.

Replicate sequence of gymnastics skills given by teacher.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
c. Demonstrate combinations of locomotor skills.
Jog and dribble a ball with 1 hand for 5 to 6 consecutive dribbles.

Tap a ball with feet 4 to 6 consecutive times while moving at varying speeds.

Demonstrate basic gymnastics stunts including: running into a jump, squatt ing into a turn on the high beam, and moving to music.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
G.3. Skill Related Fitness Components:
Students identify the skill-related fitness components of balance and coordination.
Participate in gymnastics unit
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
G.4. Skill Improvement
No performance indicator.
H. Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.
H.1. Fitness Assessment
No performance indicator.
H.2. Health Related Fitness Plan:
Students identify components of health-related fitness.
Explain and identify whether an activity they just participated in focused on cardiovascular endurance, flexibility or muscular strength

List activities that develop cardiovascular endurance and muscular strength
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
H.3. Fitness Activity:
Students participate in physical activities to introduce the health-related fitness components of flexibility, cardiovascular endurance, muscular endurance and muscular strength.
Engage in chasing and fleeing activities

Move to music

Participate in moderate to vigorous aerobic and anaerobic activities
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
H.4. Physical Activity Benefits:
Students identify the physical benefits and bodily responses related to physical activity.
Discuss reason for physical changes that occur during vigorous exercise, including sweating, increased heart rate and heavy breathing

Compare the difference between resting and active heart rates

Explain the function of the heart is to pump blood, oxygen and nutrients throughout the body
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
I. Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.
I.1. Cooperative Skills:
Students demonstrate taking turns and sharing while participating in physical activities.
Take turns appropriately with independence

Share equipment
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
I.2. Responsible Behavior:
Students follow procedures for safe behaviors, including maintaining appropriate personal space, while participating in physical activities.
Participate in chasing and fleeing activities

Use equipment appropriately and responsibly with independence
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences
I.3. Safety Rules and Rules of Play:
Students identify safety rules and rule of play for games/physical activities.
State rules common to all physical activities

Recall rules of a specific physical activity

Explain how rules and behaviors are important to successful engagement in PE class

Explain how listening, following directions and trying your best are qualities important to all physical activities
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent conference
  • Report cards
  • Teacher/student conferences

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.