1st+and+2nd+Grade

What's happening in 1st and 2nd grade PE?

September 10, 2014

__ *Unit 1: Cooperative Games & Activities __

-Games
 * PYP Strand: **

-cooperate with others
 * Learning outcomes: **

-Students will participate in various games and activities during this unit. Rules and following directions will also be highlighted during each lesson.
 * Description: **

-This unit fits with the Grade 2's Unit of Inquiry entitled "Who we are." The central idea of this unit is, "We can build better relationships if we learn other's perspectives."
 * Transdisciplinary Unit**:


 * *BELOW IS INFORMATION FROM THE 2013-2014 SCHOOL YEAR **


 * April 14, 2014 **

__ Unit 6: Rhythms & Dance __

-Movement to music
 * PYP Strand:**

-display creative movments in response to stimuli and express different feelings, emotions and ideas
 * Learning outcome: **

-Students will learn, practice and finally perfom (without the teacher) a few different dances.
 * Description: **

1. Movement Skills (how consistent students are able in keeping the rhythm of dances)
 * Assessment: **

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **


 * March 28, 2014 **

Below you can view 2 videos of the students participating in 2 different activities using the parachute.

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 * March 10, 2014 **

__Unit 5: Parachute__ -Adventure challenge
 * PYP Strand:**

-cooperate with others
 * Learning outcome:**

-Students will participate in various parachute activities that will require the group to work cooperatively together to be successful.
 * Description:**

1. Understanding of Rules/Content (deomonstration by students that they are able to follow the directions and participate in the activities in an appropriate way)
 * Assessment:**

2. Behavior (demonstration by students that they are interacting and behaving appropriately with their classmates during the lessons)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit:**
 * February 21, 2014 **

Below you can view some videos from the Grade 1 and 2 summative assessment task for their Gymnasitcs unit. Every student had to perform 3 different routines and in each routine they had to link 1 jump, 1 blance and 1 roll.

Routine A: Knee Slapper Jump, Stork Balance, Pencil Roll

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Routine B: Seat Kicker Jump, Airplane Balance, Pencil Roll

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Routine C: 180 degree jump, Airplane Balance, Egg Roll

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 * February 11, 2014 **

Below you can view 2 videos of students performing jumps as part of the Gymnastics unit.

*Knee-Slapper Jump:

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*Seat Kicker Jump:

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 * January 14, 2014 **

__ Unit 4: Gymnastics __

-Athletic Activities
 * PYP Strand: **

-explore different movements that can be linked to create sequences
 * Learning outcome: **

-Students will explore and perform different gymnastics movements that can be linked together
 * Description: **

1. Movement skills (performance of different gymnastic exercises that are linked together)
 * Assessment: **

2. Safety (following safety directions and participating safely in the exercises)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **


 * November 27, 2013 **

Below you can see a picture of the Grade 1 and 2 girls and boys jumping champions. As part of the locomotor skills unit students participated in an activity called "Jumpe the River" where they had to jump from a line and past a jump rope that was being held on the ground. As the game continues the jump rope moves further and further away from the jumpers making it more difficult. We are pleased to announce this year's winners:

Grade 1- Silja and Filip

Grade 2- Anastazja and Genki




 * November 14, 2013 **

__ Unit 3: Locomotor Skills __

-Athletic Activities
 * PYP Strand: **

-use and adapt basic movement skills (gross and fine motor) in a variety of activities
 * Learning outcomes: **

-Through various activities students will develop their locomotor skills (walking, running, hopping, jumping, skipping, galloping, tip-toeing, sliding and leaping) during this unit. They will be pre-assessed on these skills at the beginning of the unit then assessed at the end of the unit to check their improvement).
 * Description: **

1. Movement Skills (assessment of the various locomotor skills)
 * Assessment (students will be assessed on the following areas): **

2. Safety (demonstration by students that they are creating a safe environment by choosing actions during activities that keep themselves and their classmates safe)

This is a stand-alone unit that does not fit in with the unit of inquiry that students are working on in the classroom.
 * Stand alone unit: **


 * *Below you can open and view some student samples of their Games Unit reflection: **










 * November 7, 2013 **

Below you can view some videos of the students participating in their final assessment activities for the Games unit. During this unit students learned 7 games and for the final assessment they got to vote and choose which 4 games to be assessed on. Please ask your children about the rules for the activities!


 * Video 1: Team Number Tag**

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 * Video 2: Sharks and Minnows**

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 * Videos 3 and 4: Blob Tag**

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 * Video 5: 4-Corners**

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 * October 22, 2013 **

This week students are learning the final game for the unit. After the break they will vote for four activities that they would like to be assessed on. Below is a video of one of the games (called Oogedy Bogedy Tag):

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 * October 1, 2013 **

__ Unit 2: Games __

-Body Control and Spatial Awareness
 * PYP Strand: **

-understand the impact of their actions on the environment and others
 * Learning outcomes: **

-Students will participate in various games in this unit where they will need to demonstrate that they are able to participate correctly and watch out for the safety of themselves and their classmates, thus creating a safe environment.
 * Description: **

1. Safety (demonstration by students that they are creating a safe environment by choosing actions during games that keep themselves and their classmates safe)
 * Assessment (students will be assessed on the following areas): **

2. Understanding of Rules/Content (deomonstration by students that they are able to follow the directions and participate in the activities in an appropriate way)

3. Social Responsibility (demonstration by students that they are interacting and behaving appropriately with their classmates during the lessons)

-This unit is a stand alone unit and does not fit in with the unit of iquiry that the students are working on in the classroom.
 * Stand alone unit: **


 * September 26, 2013 **

Below you can view 3 videos of students participating in an activity entitled, 'Movement Expressions'. In this activity students were shown a face of an emotion and when the music was playing they had to express what that emotion meant for them through movement. This is part of the grade 1 unit of inquiry, How We Express Ourselves. The central idea of this unit is, 'Music, words, movement and colors can be used to express our emotions and uniqueness'.

Video 1: Excited

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Video 2: Angry

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Video 3: Silly

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 * September 24, 2013 **

Below you can view a couple of videos of the students participating in 2 cooperative activities.

Video 1: Holding Rope --> In this activity groups of students had to hold on to a rope with both hands at all times. They had to walk to the opposite end of the gym and without using their hands had to each pick up a bean bag and bring it back to the other side of the gym. If they let go of the rope or touched a beanbag with their hands they had to start again from the beginning.

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Video 2: Relay Races--> Students worked in teams to participate in relay races that had different tasks. Emphasis was put on working well with your team rather than competing against the other teams.

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 * September 16, 2013 **

Below you can view 3 videos from the Grade 1-2 Cooperative Games and Activities game called Octopus. In this game one student (the octopus) starts in the middle of the gym while everyone lines up at one end. When the person in the middle calls "Octopus" the students must run to the other end. If caught they join the octopus by holding hands. As the game continues and more students get caught, the octopus gets longer and longer.

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September 10, 2013

__ *Unit 1: Cooperative Games & Activities __

-Games
 * PYP Strand: **

-cooperate with others
 * Learning outcomes: **

-Students will participate in various games and activities during this unit. Rules and following directions will also be highlighted during each lesson.
 * Description: **

-This unit fits with the Grade 2's Unit of Inquiry entitled "Who we are." The central idea of this unit is, "We can build better relationships if we learn other's perspectives."
 * Transdisciplinary Unit**:


 * September 4, 2013 **

Students will spend the first week reviewing (returning students) or learning (new students) the routines and procedures for PE.


 * *BELOW IS INFORMATION FROM THE 2012-2013 SCHOOL YEAR **


 * May 6, 2013 **

__ Unit 8: Hand-Eye Coordination __

-Body Control and Spatial Awareness
 * PYP Strand:**

-We can apply a range of fundamental movement skills to a variety of activities.
 * Learning outcome: **

-Students will participate in various throwing and kicking activities in which they will develop their hand-eye coordination skills.
 * Description: **

1. Movement Skills (use of proper throwing technique) 2. Behavior (how they interact with classmates during different group/partner activities)
 * Assessment: **

-This unit is part of the Grade 1 Unit of Inquriry on Recycling. In class students will make bowling pins by filling used plastic bottles with sand. In PE they will learn about bowling and the proper technique for bowling and use the bottles as our pins.
 * Stand alone unit: **


 * April 24, 2013 **

Below you can view a couple of videos from the Grade 1-2 Rhythms and Dance Unit

Video 1: Bunny Hop media type="youtube" key="WgjTEcpizFU" width="560" height="315"

Video 2: Macarena media type="youtube" key="43kbiXNk9YY" width="560" height="315"


 * April 15, 2013 **

__ Unit 7: Rhythms & Dance __

-Movement to music
 * PYP Strand:**

-display creative movments in response to stimuli and express different feelings, emotions and ideas
 * Learning outcome: **

-Students will learn, practice and finally perfom (without the teacher) a few different dances.
 * Description: **

1. Movement Skills (how consistent students are able in keeping the rhythm of dances)
 * Assessment: **

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **


 * April 3, 2013 **

Below you can view a few videos from the Grade 1-2 'Scooter Handball' game.

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 * March 23, 2013 **

Below you can view a video of students participating in an activity called 'Scooter Patterns', where they have to move on their scooters around different patterns (ex. straight, curved and zig-zag lines):

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 * February 26, 2013 **

__ Unit 6: Scooters __

-Health-related activities
 * PYP Strand: **

-understand the need to act responsibly to help ensure the safety of themselves and others.
 * Learning outcome:**

-Students will first go through a lesson on how to use the scooters safely. From there they will participate in a variety of activities using the scooters.
 * Description: **

1. Safety (following directions and participating safely in the activities using the scooters)
 * Assessment: **

2. Understanding Rules/Content (demonstration that they can follow rules and directions of activites properly)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **


 * February 14, 2013 **

Below you can view some videos from the Grade 1 and 2 summative assessment task for their Gymnasitcs unit. Every student had to perform 3 different routines and in each routine they had to link 1 jump, 1 blance and 1 roll.

Routine A: Knee Slapper Jump, Stork Balance, Pencil Roll

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Routine B: Seat Kicker Jump, Airplane Balance, Pencil Roll

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Routine C: 180 degree jump, Airplane Balance, Egg Roll

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 * January 10, 2013 **

__ Unit 4: Gymnastics __

-Athletic Activities
 * PYP Strand: **

-explore different movements that can be linked to create sequences
 * Learning outcome: **

-Students will explore and perform different gymnastics movements that can be linked together
 * Description: **

1. Movement skills (performance of different gymnastic exercises that are linked together)
 * Assessment: **

2. Safety (following safety directions and participating safely in the exercises)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **


 * December 13, 2012 **

Below you can view some videos of students demonstrating a few of the locomotor skills that ther were assessed on during the Locomotor Skills unit.

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 * November 7, 2012 **

__ Unit 3: Locomotor Skills __

-Athletic Activities
 * PYP Strand: **

-use and adapt basic movement skills (gross and fine motor) in a variety of activities
 * Learning outcomes: **

-Students will develop and practice the various locomotor skills (walking, running, hopping, jumping, skipping, galloping, tip-toeing and sliding) during this unit.
 * Description: **

1. Movement Skills (assessment of the various locotor skills)
 * Assessment (students will be assessed on the following areas): **

2. Safety (demonstration by students that they are creating a safe environment by choosing actions during activities that keep themselves and their classmates safe)

This is a stand-alone unit that does not fit in with the unit of inquiry that students are working on in the classroom.
 * Stand alone unit: **


 * October 26, 2012 **

Below you can view some videos of the students participating in their final assessment activities for the Games unit. During this unit students learned 6 games and for the final assessment they got to vote and choose which 4 games to be assessed on.

(In this game 3 students work together to tag students. If a student is tagged they must stand with their legs spread wide and hands together over their head like a temple. The only way to get back into the game is for a friend to crawl between your legs)
 * Videos 1 and 2: Temple Tag**

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(In this game there is 1 shark and everyone else are minnows. When the shark says 'Minnows swim, I'm hungry' the minnows try to run to the other side of the gym without being caught. If caught by the shark the minnows turn into seaweed and must stand still but can help the shark by tagging other minnows that run by)
 * Videos 3 and 4: Sharks and Minnows **

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(In this game 1 student is the wolf, 1 student is the mother pig and everyone else are little pigs that are at one of the 3 houses from the fairytale story. The wolf chooses one house and says, 'Little pigs, little pigs, let me in' and the pigs reply, 'Not by the hair on my chinny, chin, chin.' After the wolf says, 'Then I'll huff and I'll puff and I'll blow your house down,' the pigs must run to one of the other 2 houses. If caught by the wolf, they must go to the wolf's den where only the mother pig can save them in the next round.
 * Video 5: 3 Little Pigs **

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(In this game students work together and cooperatively in color groups. They must decide what color corner to move to next and how they are going to move to that corner (ex. walk, run skip, crawl, etc...). When at the next color the teacher pulls from the pocket 3 different colored strips. The first strip pulled gives 3 points to the team standing at that color, 2 points for the second strip pulled and 1 point for the third colored strip pulled. Groups also use their math skills to keep track of their total team points earned.
 * Video 6: 4-Corners **

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 * October 2, 2012 **

__ Unit 2: Games __

-Body Control and Spatial Awareness
 * PYP Strand: **

-understand the impact of their actions on the environment and others
 * Learning outcomes: **

-Students will participate in various games in this unit where they will need to demonstrate that they are able to participate correctly and watch out for the safety of themselves and their classmates, thus creating a safe environment.
 * Description: **

1. Safety (demonstration by students that they are creating a safe environment by choosing actions during games that keep themselves and their classmates safe)
 * Assessment (students will be assessed on the following areas): **

2. Understanding of Rules/Content (deomonstration by students that they are able to follow the directions and participate in the activities in an appropriate way)

3. Behavior (demonstration by students that they are interacting and behaving appropriately with their classmates during the lessons)

-This unit is a stand alone unit and does not fit in with the unit of iquiry that the students are working on in the classroom.
 * Stand alone unit: **


 * October 1, 2012 **

Below you can view 2 videos from the grade 1 and 2's cooperative activity called "Beach Ball Keep Up." In this activity students work together to keep a large beach ball in the air as long as possible.

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September 17, 2012 Below you can view a video from the grade 1 and 2's cooperative activity called "Hungry Snake." In this activity students were put into 3 groups (snakes) and had to work together to collect various objects (food) that were scattered all around the gym.

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September 10, 2012

*Unit 1: Cooperative Games & Activities

-Games
 * PYP Strand: **

-cooperate with others
 * Learning outcomes: **

-Students will participate in various games and activities during this unit. Rules and following directions will also be highlighted during each lesson.
 * Description: **

-This unit fits with the Grade 2's Unit of Inquiry entitled "Who we are." The central idea of this unit is, "We can build better relationships if we learn other's perspectives."
 * Transdisciplinary Unit**:


 * September 6, 2012 **

Students will spend the first week reviewing (returning students) or learning (new students) the routines and procedures for PE.


 * *BELOW IS INFORMATION FROM THE 2011-2012 SCHOOL YEAR **

__Unit 7: Rhythms & Dance__ -Movement to music
 * May 7**
 * PYP Strand:**

-display creative movments in response to stimuli and express different feelings, emotions and ideas
 * Learning outcome: **

-Students will learn, practice and finally perfom (without the teacher) a few different dances.
 * Description: **

1. Movement Skills (how consistent students are able in keeping the rhythm of dances)
 * Assessment: **

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **


 * April 20**

Below you can view a few videos from the grade 1-2 Scooters Unit. In these videos students are participating in an activity called "Scooter Handball." Students really cooperated and worked together well in this activity, which is like European Handball, only played on scooters. media type="youtube" key="SEAo-vXD1_U" height="315" width="560" media type="youtube" key="LOsNuJ-5i-8" height="315" width="560"media type="youtube" key="pF9Ncd5VQDs" height="315" width="560" media type="youtube" key="bIf0fHo2ZAE" height="315" width="560"

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 * April 3**

Below you can view 1 video from the grade 1-2 Scooters Unit. This activity is called "Object Retrievel" where students work in groups to retrieve different objects using the scooters. media type="youtube" key="b__zW2eByaI" height="315" width="560"

__Unit 6: Scooters__
 * March 27**
 * PYP Strand:**

-Health-related activities


 * Learning outcome:**

-understand the need to act responsibly to help ensure the safety of themselves and others.

-Students will first go through a lesson on how to use the scooters safely. From there they will participate in a variety of activities using the scooters.
 * Description:**

1. Safety (following directions and participating safely in the activities using the scooters)
 * Assessment:**

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit:**


 * March 23**

Below you can view 2 more videos from the grade 1-2 Parachute Unit:Video 1: Students participating in an activity called "Shark Attack." This was one of the students' favorite parachute activities to play during the unit. Three students are chose to play the role of "sharks" and they move under the parachute that everyone is shaking. Their job is to grab the other students by the legs and pull them under, simulating a shark attack. Three other students are the "lifeguards" and when they hear a student scream "HELP" when being attacked by a shark, the lifeguards need to pull them safely back out from under the parachute. media type="youtube" key="RCdfqYISckg" height="315" width="560" Video 2: Students are working together in "Number Switch," where each student is given a number 1-6. If your number is called when the students lift up the parachute, then you need to quickly move under the parachute and switch to another spot. media type="youtube" key="LQp4JUuCysk" height="315" width="560"


 * March 14**

Below you view a couple videos from the grade 1-2 Parachute Unit:Video 1: Students doing blast off activity where they work together to send 1 ball high into the air, kind of like a space shuttle blasting off! media type="youtube" key="NK2oKRa-UqQ" height="315" width="560" Video 2: Students cooperating during ball shake activity: media type="youtube" key="XIpeLHYsbI0" height="315" width="560"


 * February 29**

Below you view three videos from the grade 1-2 Parachute Unit:Video 1: Students making ripples with the parachute media type="youtube" key="jAwCsjjW9vc" height="315" width="560" Video 2: Students making small waves with the parachute media type="youtube" key="NxBgFeDZCdM" height="315" width="560" Video 3: Students making large waves with the parachute media type="youtube" key="SLnF-dMOWxY" height="315" width="560"

__Unit 5: Parachute__ -Adventure challenge
 * February 28**
 * PYP Strand:**

-cooperate with others
 * Learning outcome:**

-Students will participate in various parachute activities that will require the group to work cooperatively together to be successful.
 * Description:**

1. Understanding of Rules/Content (deomonstration by students that they are able to follow the directions and participate in the activities in an appropriate way)
 * Assessment:**

2. Behavior (demonstration by students that they are interacting and behaving appropriately with their classmates during the lessons)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit:**

Below you view a few videos from the Grade 1-2 Gymnastics Unit final assessment. Each students had to perform 3 short routines that linked together a jump, balance and roll which was used to assess their movement skills: media type="youtube" key="dCN_4tznf_w" height="315" width="560" media type="youtube" key="-no8LEPAbE4" height="315" width="560" media type="youtube" key="n2AGENEZNDQ" height="315" width="560" media type="youtube" key="PZuPczaNTz8" height="315" width="560"
 * February 27**

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Below you can find several videos from a lesson from the grade 1-2 Gymnastics Unit. During this lesson students were split into small groups and rotated around different stations that focussed on balance.
 * January 30 **
 * Station 1: Balance Beam**

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 * Station 2: Balance Jumpers**

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 * Station 3: Bean Bag Balance**
 * Station 4: Balance Discs**

__Unit 4: Gymnastics__ -Athletic Activities
 * January 9**
 * PYP Strand:**

-explore different movements that can be linked to create sequences
 * Learning outcome:**

-Students will explore and perform different gymnastics movements that can be linked together 1. Movement skills (performance of different gymnastic exercises that are linked together) 2. Safety (following safety directions and participating safely in the exercises)
 * Description:**
 * Assessment:**

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit:**


 * November 22**

__Unit 3: Locomotor Skills__
 * PYP Strand:**

-Athletic Activities

-understand the impact of their actions on the environment and others
 * Learning outcomes:**

-Students will develop and practice the various locomotor skills (walking, running, hopping, jumping, skipping, galloping, tip-toeing and sliding) during this unit.
 * Description:**

1. Movement Skills (assessment of the various locotor skills)
 * Assessment (students will be assessed on the following areas):**

2. Safety (demonstration by students that they are creating a safe environment by choosing actions during activities that keep themselves and their classmates safe)


 * Stand alone unit:**

This is a stand-alone unit that does not fit in with the unit of inquiry that students are working on in the classroom.

__Unit 2: Games__
 * October 6 **
 * PYP Strand:**

-Body Control and Spatial Awareness

-understand the impact of their actions on the environment and others
 * Learning outcomes:**

-Students will participate in various games in this unit where they will need to demonstrate that they are able to participate correctly and watch out for the safety of themselves and their classmates, thus creating a safe environment.
 * Description:**

1. Safety (demonstration by students that they are creating a safe environment by choosing actions during games that keep themselves and their classmates safe) 2. Understanding of Rules/Content (deomonstration by students that they are able to follow the directions and participate in the activities in an appropriate way) 3. Behavior (demonstration by students that they are interacting and behaving appropriately with their classmates during the lessons)
 * Assessment (students will be assessed on the following areas):**

-This unit is a stand alone unit and does not fit in with the unit of iquiry that the students are working on in the classroom. Students participated in a cooperative activity called "Holding Rope." In this activity groups of 5 students had to hold on to a rope with both hands at all times. They had to walk to the opposite end of the gym and without using their arms had to each pick up a bean bag and bring it back to the other side of the gym. If they let go of the rope or touched a beanbag with their hands they had to start again from the beginning. Below you can view a short video of one group performing this task: media type="custom" key="10621350"
 * Stand alone unit:**
 * September 27 **

Students participated in a cooperative activity called "Musical Letter Shapes" and when the music was playing students had to move around the gym using different locomotor movements (ex. walking, running, skipping, hopping, etc...). When the music stopped each student had to find his/her partner and work together to make different letters with their bodies. You can see some of the letters they created below:
 * September 16 **

__ *Unit 1: Cooperative Games & Activities __ -Games
 * August 29 **
 * PYP Strand:**

-cooperate with others
 * Learning outcomes:**

-Students will participate in various games and activities during this unit. Rules and following directions will also be highlighted during each lesson.
 * Description:**


 * Transdisciplinary Unit:**

-This unit fits with the Grade 2's Unit of Inquiry entitled "Who we are." The central idea of this unit is, "We can build better relationships if we learn other's perspectives."