Content Area: Health and Physical Education

 

Index: 2.6B Grade 2 CPI 1

 

Standard: 2.6 - Fitness

 

Strand: B -   Training

 

Cumulative Progress Indicator: 1 -  The student will explain that too much or not enough exercise can be harmful.

 

Grade: 2

 

Sample Activities:

 

·        WHAT'S A WORKOUT? - Brainstorm ways students can keep active. Ask students how many minutes they should be active every day in order to keep healthy. Write 30 minutes a day on the board, and explain that this recommendation comes from national experts. Explain that those experts also recommend safe and healthy ways to exercise and keep active. Write 5-20-5 on the board. Explain that each 30-minute workout session should have a beginning, middle, and end—just like a good story. Under the appropriate number, write the words warm-up, workout, and cool-down. Lead students through each segment of a workout, emphasizing the transition to the next segment and reinforcing why each part is important. Divide the class into three smaller groups. Each group designs an example of one aspect of the workout and shares it with the class.

Variation: Students calculate the number of minutes spent warming up, working out, and cooling down over a one-week or one-month period and graph each segment.

 

·        PACE YOURSELF - Explain that students need to learn how to pace themselves, that is, to exercise at the right speed, so they can last the entire 30 minutes without quitting. To experience this concept, design a simple circular running area, about 200 yards in length. Students run continuously for a specific time around the course (four to five minutes). Students may run with friends. Every time a student passes the starting point, hand him/her a popsicle stick or poker chip. At the end of the designated time, each student counts the number of sticks or chips. Allow a rest period and then repeat the exercise. The goal is to receive the same amount of sticks or chips on the second run as on the first. After all students have completed the second run, discuss the results and emphasize pacing.

Variation: Students predict their own performance (the number of times completing the course) and compare results.

 

·        COUNT TO 10 AND STRETCH - Create illustrations of various stretching exercises, laminate the pictures, and hang them around the gym. Each student needs a small mat or carpet square to create self-space. Demonstrate a simple stretch, then have students imitate your actions. As you demonstrate each stretch, explain the importance of performing each stretch slowly. (Have the students count to 10 to establish a rhythm.) Students move to a stretch station (one of the posters on the wall) and try to copy the stretch illustrated on the poster. Circulate to ensure students are performing the movements correctly and counting to 10. Reconvene the class, outline the important points on the board, and lead the class in one final stretch.

Variation: As you show each illustration, the entire class stretches together. Repeat this activity on a regular basis to emphasize appropriate stretching techniques.

Variation: Students list the times and places when stretching might be performed (e.g., when they get out of bed in the morning, after sitting at their desk for a long time) and demonstrate those kinds of stretches.

 

·        IT'S A SMALL WORLD - Explain the concept of aerobic endurance—the heart, lungs, and muscles can perform exercise over a long period of time. Students participate in regularly scheduled activities designed to increase their endurance, performing a specified locomotor movement (e.g., run, walk, skip) over a measured pathway. Gradually increase the duration of the activity over time. As part of the activity, students choose to “travel” to a popular resort area or city, compute the mileage necessary to reach the destination, and log the number of miles of locomotor movement attained. Students display their journey on a large classroom map.