Motor Skills

Essential Question

Why did God create our bodies for movement?

Big Idea

Movement contributes to healthy physical development, in keeping with God’s original plan for our lives.

PE.2.MS.1

PE.2.MS.2

PE.2.MS.3

PE.2.MS.4

PE.2.MS.5

Runs, skips, and gallops using a mature pattern. (S1.E1.2; S1.E2.2a)

Travels showing differentiation between jogging and sprinting. (S1.E2.2b)

Jumps and lands in a horizontal plane using 1- and 2- foot take-offs and landings demonstrating 4 of the 5 critical elements. (S1.E3.2)

Demonstrates 4 of the 5 critical elements for jumping and landing in a vertical plane. (S1.E4.2)

Performs a teacher-and/or student-designed rhythmic activity with correct response to simple rhythms. (S1.E5.2)

PE.2.MS.6

PE.2.MS.7

PE.2.MS.8

Balances in an inverted position with stillness and supportive bases. (S1.E7.2b)

Transfers weight from feet to different body parts/bases of support for balance and/or travel. (S1.E8.2)

Differentiates among twisting, curling, bending, and stretching actions. (S1.E10.2)

PE.2.MS.9

PE.2.MS.10

PE.2.MS.11

PE.2.MS.12

PE.2.MS.13

PE.2.MS.14

PE.2.MS.15

PE.2.MS.16

PE.2.MS.17

PE.2.MS.18

PE.2.MS.19

PE.2.MS.20

Throws underhand using a mature pattern. (S1.E13.2)

Throws overhand demonstrating 2 of the 5 critical elements of a mature pattern. (S1.E14.2)

Catches a self-tossed or well-thrown large ball with hands, not trapping or cradling against the body. (S1.E16.2)

Dribbles in personal self-space with preferred hand demonstrating a mature pattern. (S1.E17.2a)

Dribbles using the preferred hand while walking in general space. (S1.E17.2b)

Dribbles with the feet in general space with control of ball and body. (S1.E18.2)

Uses a continuous running approach and kicks a moving ball, demonstrating 3 of the 5 critical elements of a mature pattern. (S1.E21.2)

Volleys an object upward with consecutive hits. (S1.E22.2)

Strikes an object upward with a short-handled implement, using consecutive hits. (S1.E24.2)

Strikes a ball off a tee or cone with a bat using correct grip and side orientation/proper body orientation. (S1.E25.2)

Jumps a self-turned rope consecutively forward and backward with a mature pattern. (S1.E27.2a)

Jumps a long rope five times consecutively with student turners. (S1.E17.2b)

Essential Question

How can we give God honor through our application of the principles of movement and performance?

Big Idea

We honor God by developing our physical talents and skills through individual and group performance activities.

PE.2.PA.1

PE.2.PA.2

PE.2.PA.3

PE.2.PA.4

PE.2.PA.5

PE.2.PA.6

Moves in personal self-space and general space in response to teacher directed physical activities. (S2.E1.1)

Travels demonstrating low, medium, and high levels. (S2.E2.1a)

Rolls in different directions with a narrow or curled body shape. (S1.E9.2)

Balances on different bases of support, combining levels and shapes. (S1.E7.2a)

Varies time and force with gradual increases and decreases. (S2.E3.2)

Travels demonstrating a variety of relationships with objects (e.g., over, under, around, through). (S2.E2.1b)

Essential Question

Why is it important to achieve and maintain a healthy level of physical fitness?

Big Idea

Physical fitness enhances our social, emotional, spiritual, mental, and physical well-being, and prepares us for service to

others.

PE.2.PF.1

PE.2.PF.2

PE.2.PF.3

Describes large-motor and/or manipulative physical activities for participation outside physical education class (e.g., before and after school, at home, at the park). (S3.E1.2)

Recognizes the use of the body as resistance for developing strength (e.g., holds body in plank position, animal walks). (S3.E3.2a)

Identifies physical activities that contribute to fitness. (S3.E3.2b)

PE.2.PF.4

PE.2.PF.5

Actively engages in physical education class in response to instruction and practice. (S3.E2.2)

Responds to God’s love by using physical gifts to serve others.

PE.2.PF.6

Participates in health-related fitness activities.

PE.2.PF.7

Recognizes the connection between nutrition and physical activity. (S3.E6.2)

Essential Question

Why should we show kindness and respect to each other during physical activity?

Big Idea

We show respect for ourselves and others because we recognize that we are God’s creation.

PE.2.RB.1

PE.2.RB.2

PE.2.RB.3

PE.2.RB.4

PE.2.RB.5

PE.2.RB.6

PE.2.RB.7

Practices skills with minimal teacher prompting. (S4.E1.2)

Accepts responsibility for class protocols with behavior and performance actions. (S4.E2.2)

Accepts specific corrective feedback from the teacher. (S4.E3.2)

Practices Christ-like principles in interactions with others.

Works independently with others in partner environments. (S4.E4.2)

Practices habits attributed to a healthy and well-groomed individual (e.g., hand washing regularly).

Consistently puts forth best effort in every task.

PE.2.RB.8

PE.2.RB.9

PE.2.RB.10

Recognizes the role of rules and etiquette in teacher-designed physical activities. (S4.E5.2)

Works independently and safely in physical education. (S4.E6.2a)

Works safely with physical education equipment. (S4.E6.2b)

Essential Question

Why is it important to value physical activity in our lives?

Big Idea

We value physical activity because God’s ideal for quality living includes a healthy lifestyle.

PE.2.VH.1

PE.2.VH.2

PE.2.VH.3

PE.2.VH.4

Recognizes that God’s ideal for quality living includes a healthy lifestyle.

Recognizes the value of good health. (Refer to S3.E6.2)

Understands the value of adequate sleep for optimal health to assist in the building of healthy bodies.

With support, recognizes the impact physical health has on mental, emotional, spiritual, and social well-being.

PE.2.VH.5

PE.2.VH.6

Tries new physical activities.

Compares physical activities that bring confidence and challenge. (S5.E2.2)

PE.2.VH.7

PE.2.VH.8

Identifies physical activities that provide self-expression (e.g., gymnastics routines, participates in game activities). (S5.E3.2)

Identifies the positive social interactions that come when engaged with others in physical activity.