Hello again! With the weekend right around the corner I thought I'd make a post of some simple, yet fun, physical activities the whole family can have fun doing! I can't wait until Monday for you to tell me what all you did. See you soon!

 

One, two, touch my shoe...

Hello, again! So far we've had a busy few weeks, haven't we? Well, today we're going to have a brief history lesson and then... JUMP!!!! Kids, tell your parents what we did in class today........................................................................

That's right parents, we did jump rope for heart! Here is a video I'd like for your family to watch this weekend. 

Below is a little information/ history about where jump roping came from.

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Jump rope

game

Written By:

• The Editors of Encyclopaedia Britannica

See Article History

Alternative Title: skip rope

Jump rope, also called skip rope, children’s game played by individuals or teams with a piece of rope, which may have handles attached at each end. Jump rope, which dates back to the 19th century, is traditionally a girls’ playground or sidewalk activity in which two players turn a rope (holding it by its ends and swinging it in a circle) and the other players take turns jumping it while chanting a rhyme or counting. When it is played as a game, each player is required to move in while the rope is turning, complete the jump, and move out without contacting or stopping the rope; the jumps required usually become more complicated as the game proceeds.

There are many types of jumps, including single, double, backward, crossed-feet, hot pepper (twice as fast as usual), quarter turns, half turns, full turns, and two-at-a-time (jumpers); in double Dutch, two ropes (or one long rope such as a clothesline that has been doubled) are turned simultaneously in opposite directions; in criss-cross, performed by one person holding both ends of the rope, the arms are crossed back and forth on alternate turns of the rope.

There are countless chants, many originally from Germany and England, associated with jump rope, which often dictate the actions or stunts to be performed, such as:

One, two, touch my shoe,
Three, four, touch the floor,
Five, six, pick up sticks,
Seven, eight, double rate,
Nine, ten, out again.

In another version:

Apples, peaches, pears, and plums,
Tell me when your birthday comes...

the jumper chants the names of the months, then the days up to the date of her birthday.

More recent chants reflect inner-city culture. For instance:

Hey D.J., let’s sing that song, keep a footin’ all night long,
Hey D.J., let’s sing that song, keep a hoppin’ all night long,
Hey D.J., let’s sing that song, keep a turning, all night long,
Hey D.J., let’s sing that song, keep a clapping all night long.

In Chinese and Vietnamese jump rope, a stationary rope or string, commonly elastic, is held in a rectangular configuration around two players’ legs; the jumper performs designated hops in and out of the rectangle, with the rope being raised on each successive jump.

Single rope jumping or rope skipping is a popular form of cardiovascular exercise. This exercise originated with prizefighters to help develop their lungs and legs.

Dance off, yay!!!

I am SO EXCITED to share with all of you, parents and students, as we haven't discussed this in class as of yet, this month we will be learning a dance. Yes, that's right! At the end of the month on May 31st our entire class is going to perform a dance for everyone, yay!!!!! 

Since your kiddos will be ALL over the classroom and it'll take place during the day I'm going to have my handy-dandy camera assistant directing the camera which we will post here that weekend for your weekend viewing, popcorn eating pleasure. 

Here is the video we will be using for instruction, as well as the song we will be using, yay!! Aren't you as excited as I am?!?!

                                                                     Instruction:

 

Song:

 

                                                     

What are locomotor skills?

Hi, there! Welcome back. Today's topic is "what are locomotor skills?". Here is a very short (4 minute) informative video. I know, I know - BORING!  But hey, we have to start with the boring information to get to the fun instruction! If we don't know what were doing or what we're doing it for we may end up with a banana on our head.

https://study.com/academy/lesson/what-are-locomotor-skills-definition-instruction-examples.html

Time for some FUN

Hello, again, so glad to see you back! One of my many jobs is to ensure you, the parent, has more than enough information as to what we're doing in the classroom and campus to allow you to feel as if you're right here in attendance with my young friend. In class we go over everything from math where we learn to count with nickles, dimes and quarters, to science where we learn about evaporation and the various types of clouds, these are all very important subjects that my friends are doing fabulous with! However, there is another subject that I'm going to be making posts about all week that I know you'll agree with me is also a very important skill we teach- physical education. For this very first post this week please review the "technical" side of what I'll be teaching my friends this year. Through-out this week I will be posting how-to videos, educational videos, polls and much more. Please engage in the polls! Please have fun with these videos and instructioinals at home after dinner and on the weekends. These are 100% meant to be FUN! So, lets all get on our feet, dance and have some FUN!

Grade 2

 

 

Standard 1

Demonstrate competency in many movement forms and proficiency in a few movement forms.

 

Students are refining fundamental movement skills to a more mature level. By the end of second grade students are able to vary and combine locomotor (traveling actions), non-locomotor (movement in place), and manipulative (throw, catch, strike, swing, push, pull) skills. Students demonstrate more advanced forms of movement in their physical activities.

 

                                2.1.1      Demonstrate the ability to perform locomotor (traveling actions) and non-locomotor (movement in place) skills proficiently.

              

 Example: Run, walk, and skip to music. When music stops they swing, sway, bend, reach without moving  from their spot.

 

                                2.1.2       Demonstrate the ability to perform stability (balance) skills alone and/or with a partner.

 

Example: Walk across a balance beam suspended 6 inches from the floor, without touching the floor or any other object.

               

2.1.3       Demonstrate the ability to manipulate (throw, catch, strike, swing, push, pull)

                objects.

                Example: Jump a self-twirled rope.

 

2.1.4       Demonstrate the ability to perform basic rhythmic skills alone and with a partner.

Example: Participate in jumping rope to music, coordinating the speed of the jump with the tempo (rate or speed) of the music.

 

Standard 2

Applies movement concepts and principles to the learning and development of motor skills (movement skills).

 

Students learn and apply basic concepts and associated movement vocabulary linked to mature movement patters.  Students will demonstrate concepts and use feedback related to space, effort, and relationships that vary the quality of movement.

 

2.2.1       Identify and uses a variety of relationships with objects (e.g. over/under, behind, alongside, through).

Example: Participate in a simple obstacle course involving jumping across objects, moving under a bar, stepping through tires, etc.

 

2.2.2       Identify and begin to utilize the techniques that provide for efficient and safe movements.

                Example: Identify and begin to utilize leg flexion employed to soften the landing of a jump.

 

2.2.3       Identify dimensions/characteristics of mature locomotor (traveling actions), non-locomotor (movement in place), and manipulative skills (throw, catch, strike, swing, push, pull).

                Example: Walk, run, jump, balance, bounce, kick, throw, and strike objects during a variety of movements and in games of low organization.

 

2.2.4       Understand and demonstrate strategies for simple games and activities.

                Example: Plan strategies to use in playing a simple game of Capture the Flag.

 

2.2.5       Integrate and reinforce a variety of educational concepts through games, rhythmic, and fitness activities.

                Example: Students pair up to form alphabet letters with their bodies, while lying on the floor and moving through space.

               

Standard 3

Exhibit a physically active lifestyle.

 

Students begin to understand not only the physiological benefits of physical activity but the social and psychological benefits as well. Students observe positive attitudes of athletes and others engaged in physical activity, and can discuss their own feelings about leading a physically active lifestyle. Students also begin to see the negative consequences of physical inactivity and can discuss ways to avoid these consequences.

 

2.3.1       Participate in moderate to vigorous physical activity during and after school.

Example: Participate in swimming during school physical education and over the summer.

 

2.3.2       Experience satisfaction from regular participation during and after school.

                Example: Choose favorite game or activity when asked by the teacher.

 

2.3.3       Define and identify activities associated with skill and with health-related (healthy lifestyle) physical activity.

                Example: Engage in activities and behaviors that demonstrate health concepts.

 

Standard 4

Achieves and maintains a health-enhancing level of physical fitness.

 

Students begin to progress to vigorous and fun activities for longer periods of time and at higher intensity levels.   Students learn about health-related (healthy lifestyle) fitness through observation, experimentation, and practice.

 

2.4.1       Achieve and value a reasonable level of health-related (healthy lifestyle) fitness.

Example: Run one mile without stopping in progressively shorter time durations.

 

2.4.2       Describe what can happen to the bodies of people who do not exercise and who eat too much.

Example: Explain reasons why some people have more body fat than others.

 

2.4.3       Understand the components (parts) of health-related (healthy lifestyle) fitness.

Example: Describe the components of health-related fitness as being strong hearts, strong muscles, lean bodies, and good range of motion.

 

2.4.4       Distinguish between high, medium, and low intensity activities for all components of fitness.

                                Example: Identify walking as a low intensity activity, jogging as a medium intensity activity, and sprinting as a high intensity activity for cardiovascular (heart and lung) health.

 

Standard 5

Demonstrate responsible personal and social behavior in physical activity settings.

 

Students continue to learn and apply acceptable behavior which demonstrate an understanding of rules and directions, safety practices, and working cooperatively with others.

 

2.5.1       Demonstrate an understanding of rules, regulations, and safety practices.

Example: Students accept role of official in a game of low organization (few rules and low level skills)  and verbalizes the rules of the game to the participants.

 

2.5.2       Work cooperatively with other students; Exhibit individual, partner, small, and large group socialization skills regardless of personal differences.

                Example: Engage easily in low organization (few rules and low level skills)  games requiring cooperative play.

 

 

2.5.3       Follow teacher directives when first directed.

                Example: Respond to teachers directives, signals, and suggestions.

 

Standard 6

Demonstrate understanding and respect for differences among people in physical activity settings.

 

As students approach the end of the second grade they are practicing etiquette on a daily basis in a variety of school settings.  They observe etiquette in physical activities and are able to apply understanding and respect for individual differences when acting in a team environment.

 

2.6.1       Demonstrate etiquette and concern toward others.

Example: Encourage a lesser skilled player to attempt a skill a second or third time after an unsuccessful attempt.

 

2.6.2       Enjoy participation in physical activities with a variety of partners.

                Example: Demonstrate independent and cooperative participation.

 

2.6.3       Demonstrate respect for others who are different from themselves.

                Example: Display consideration of others without regard to personal differences.

 

2.6.4       Display cooperation with others when resolving conflicts.

Example: Demonstrate positive sportsmanship, encourage playmates, and do not dispute officials calls.

 

Standard 7

Understands that physical activity provides the opportunity for enjoyment, challenge, self expression, and social interaction.

 

Children exhibit positive feelings through the challenge of new activities and participation in old favorites.  Students express their joy of participation in physical activities freely and with exuberance. Students will explore variations to learned activities so as to make them new and more stimulating.

 

2.7.1       Express feelings about participation in physical activity.

Example: Accept the feelings resulting from challenges, successes, and failures in physical activity.

 

2.7.2       Accept the challenge of participation in new activities.

                Example: Attempt new activities willingly.

2.7.3       Engage in and enjoy independent and interactive (with others) physical activity.

                Example: Choose to practice a new skill alone first and later with a partner.

 

 

Welcome!

Welcome to Mrs. Garland's Professional Academy! I are beyond pleased to have you and your student joining our family this year. My hope by creating this blog is to allow you the parent to be as up-to-date as possible with what is going on in the classroom and for our little friends we will be posting various at home teaching games that are fun for the entire family. Again, welcome to MGPA it is going to be a glorious year!

Mrs. Jordan
2nd Grade Teacher