Unit Plan 36 (Grade 2 PE): Celebration of Activity & Reflection

Focus: Celebrate movement, revisit favorite activities from the year, and help students reflect on how physical activity can feel fun, healthy, energizing, and worth choosing again.

Grade Level: 2

Subject Area: Physical Education (Active Participation • Enjoyment of Movement • Reflection & Choice)

Total Unit Duration: 1 core session + 2 optional sessions (1–3 weeks), 50–60 minutes per session

I. Introduction

Students end the year by celebrating the many ways they have moved, played, learned, and grown in PE. This unit gives students a chance to revisit favorite warm-ups and games, stay active through familiar movement experiences, and reflect on what physical activity has meant to them this year. Through a class-choice movement warm-up, student-voted favorite games, and a short closing circle reflection, students practice joyful participation while also naming the benefits of being active and the kinds of activities they want to keep doing. The goal is to help students leave the year seeing PE as a place of success, fun, healthy habits, and active choices they can continue beyond school.

Essential Questions

• What kinds of movement and games did I enjoy most this year?
• How did physical activity help me feel happy, strong, healthy, or energized?
• Why is it important to keep choosing active play at school and at home?
• How can we celebrate movement while still using safe and respectful game behavior?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Participate actively in favorite class games and movement activities for much of class time.
2. Express enjoyment and positive feelings about physical activity.
3. Describe simple benefits of physical activity, such as feeling stronger, healthier, happier, or more energetic.
4. Identify favorite activities and show interest in continuing active play at school and at home.

Standards Alignment — 2nd Grade (SHAPE America-based custom)

• PE:S3.2a – Active Participation in MVPA Participate consistently in moderate-to-vigorous physical activity during class activities and games.
  • Example: Students remain active during a series of tag games, fitness challenges, or relay activities without sitting out unless instructed.
• PE:S5.2a – Enjoyment of Physical Activity Express enjoyment and positive feelings about participating in physical activity.
  • Example: Students smile, laugh, and eagerly join games, telling the teacher which activities they liked best.
• PE:S5.2b – Recognizing Benefits Describe simple benefits of physical activity, such as feeling strong, healthy, energetic, or happy.
  • Example: Students say, “Running makes my legs strong” or “Playing outside makes me feel happy.”
• PE:S5.2c – Preference & Choice Identify favorite types of physical activities and show interest in being active at school and at home.
  • Example: Students name favorite activities like soccer, tag, biking, or dancing and express wanting to do them again.

Success Criteria — Student Language

• I can stay active in games and movement choices I enjoy.
• I can tell which activities are my favorites and why.
• I can explain how activity helps me feel happy, healthy, strong, or energized.
• I can show that I want to keep being active at school and at home.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• General Equipment
  • Cones to mark boundaries, game spaces, start lines, and waiting areas.
  • Floor spots or poly spots for home spots, circle reflection spots, and start positions.
  • Whistle and/or visual stop signal.
  • Picture cards or posters showing favorite, fun, healthy, strong, happy, active, and choice.
• Warm-Up Equipment
  • A class menu of previously learned warm-up moves such as jog, skip, dance, gallop, jumping jacks, march, or stretch-and-reach.
  • Open space for whole-group movement.
  • Optional music for class-choice warm-up movement.
• Game/Activity Equipment
  • Equipment for 2–3 student-voted favorite games, depending on class choice. This may include:
    • Balls for soccer mini-games, target toss, or dribbling activities.
    • Cones for tag boundaries, relay lanes, or goal areas.
    • Balloons or beach balls for volleyball-style play.
    • Hoops, buckets, mats, parachute, or targets for favorite stations or group games.
  • Optional simple voting cards or picture choices so students can identify favorite games clearly.
  • Optional chart paper to record the class’s top game choices.
• Reflection & Assessment Tools
  • Teacher checklist for participation, enjoyment, reflection, and activity preference language.
  • Quick reflection prompts, thumbs-up/sideways/down checks, or smiley-face cards.
  • Optional “My Favorite PE Activities” chart or sentence starters for circle reflection.

Preparation

• Review the class’s most successful and appropriate games from the year and select 4–6 safe options for the student vote.
• Prepare equipment for the top choices so transitions stay quick and active once the class votes.
• Plan a short class-choice warm-up menu with familiar locomotor and rhythm-based options.
• Decide how students will vote, such as by raised hands, standing by picture cards, or placing name clips on favorite choices.
• Prepare a short reflection structure for the closing circle so all students can share a thought, a favorite, or a benefit of movement.

Common Misconceptions to Surface

• “Celebration day means rules do not matter.” → Favorite games still work best when students follow boundaries, signals, and respectful behavior.
• “Only the fastest or best players get to enjoy the games most.” → Celebration includes everyone participating, moving, and feeling successful.
• “Activity is only fun in PE.” → Students can choose many favorite movement activities at recess, at home, or outside school.
• “Reflecting means we stop being active.” → Reflection helps students understand why movement matters and what they want to keep doing.

Key Terms (highlight in lessons) celebrate, favorite, active, fun, healthy, strong, energized, happy, choice, reflection, movement

IV. Lesson Procedure

(Each lesson follows: Launch → Warm-up → Game/Activity → Reflect. Timing for a 50–60 minute block.)

Session 1 — Core Session: Favorite Movement Warm-Up & Student-Voted Game Celebration

• Launch (5–7 min)
  • Students begin at home spots facing the teacher.
  • Teacher explains that today’s lesson is a celebration of the movement, games, and skills students have experienced this year.
  • Briefly explain that students will help choose favorite activities, stay active in those games, and then reflect on what movement has meant to them.
  • Emphasize that even on a celebration day, students still use safe bodies, kind words, and respectful game behavior.
• Warm-up (12–15 min) — Class-Choice Movement Warm-Up
  • Equipment: Warm-up menu cards, open space, optional music.
  • Set-Up:
    • Spread students throughout the activity area with enough room for safe movement.
    • Display the class-choice warm-up menu with familiar options such as jog, skip, dance, gallop, march, or jumping jacks.
    • Decide whether the class will choose one move at a time or rotate through several quick favorite choices.
  • Procedure:
    • Students vote on or help choose the first warm-up movement.
    • The class performs the selected movement for a short interval, then the teacher invites another class choice.
    • Students continue through several warm-up choices, staying active while enjoying the chance to revisit familiar movements.
    • Teacher keeps the pace moving and reminds students that a good choice still means a safe and active choice.
  • Rules:
    • The warm-up is played by choosing from the approved menu and staying active during every round.
    • Students must stay in personal space and stop or switch when the teacher signals.
    • Choices must be safe, teacher-approved, and respectful of everyone in the class.
    • Everyone participates even if the group’s selected move is not their personal top favorite.
• Game/Activity (20–25 min) — Replay 2–3 Favorite Class Games (Voted by Students)
  • Equipment: Equipment for the selected favorite games, such as cones, balls, goals, balloons, hoops, or parachute.
  • Set-Up:
    • Present 4–6 familiar game choices from the year, then help the class vote for 2–3 favorites.
    • Set up the selected games in clearly marked spaces.
    • Depending on the class and time, students may:
      • Play one game as a whole class, then switch to another.
      • Rotate through 2–3 activity areas in small groups.
    • Keep rules simple and familiar so students can spend most of the time moving.
  • Procedure:
    • Students participate in the selected favorite games while the teacher reinforces active involvement, sportsmanship, and enjoyment.
    • Teacher keeps game rounds short and upbeat so students can experience more than one favorite.
    • Throughout the activity, teacher may ask quick questions such as:
      • “Why do you think this game became a class favorite?”
      • “What makes this game fun to play?”
      • “How does this game help our bodies?”
    • Students transition to the next chosen game on signal and continue celebrating movement through play.
  • Rules:
    • The celebration games are played by following the same safe rules and routines used during the year.
    • Students must stay in bounds, listen for start/stop signals, and use kind, respectful words.
    • Everyone is expected to participate actively and help the games stay fun for the whole class.
    • Favorite games are for enjoyment and movement, not for arguing or ignoring routines.
• Reflect (5 min) — Short Circle Reflection
  • Students gather in a circle or on home spots.
  • Teacher asks a short closing question such as: “What game or activity made you smile the most today?”
  • Invite quick one-sentence or one-phrase responses so many students can share.

Optional Session 2 — Favorite Games Revisited & Movement Benefits Reflection

• Launch (5–7 min)
  • Review the class’s favorite activities from Session 1.
  • Ask students to think not only about what they liked, but also how those activities made their bodies feel.
  • Explain that today the class will celebrate again while also talking more about the benefits of movement.
• Warm-up (12–15 min) — Class-Choice Movement Warm-Up with Benefit Talk
  • Equipment: Same warm-up menu and open space as Session 1.
  • Set-Up:
    • Use the same personal-space setup and visible movement menu.
    • Keep the selected warm-up choices familiar and easy to begin quickly.
  • Procedure:
    • Students choose favorite warm-up moves again.
    • Between rounds, teacher briefly asks benefit questions such as:
      • “Which move wakes up your body?”
      • “Which move makes your legs feel stronger?”
      • “Which move makes you feel happy or energized?”
    • Students continue moving through several quick choices while connecting activity to how their body feels.
  • Rules:
    • The warm-up is played by choosing from the approved menu and moving actively each round.
    • Students must remain in safe space and follow the switch signal.
    • Everyone listens respectfully when classmates share how movement helps them.
• Game/Activity (20–25 min) — Replay 2–3 Favorite Class Games with Benefit Check-Ins
  • Equipment: Same equipment as needed for the student-voted favorite games.
  • Set-Up:
    • Replay 2–3 favorite class games from Session 1 or repeat the top choices from the vote.
    • Keep the setup organized and familiar so active time stays high.
  • Procedure:
    • Students play the selected favorite games again.
    • Teacher pauses briefly between games or rounds for quick reflections such as:
      • “How did that game help your body?”
      • “Did that game make you feel strong, healthy, energized, or happy?”
      • “Why do you think this is a favorite?”
    • Students continue rotating or replaying activities while connecting movement to physical and emotional benefits.
  • Rules:
    • The games are played with the same safe class routines and respectful behavior as always.
    • Students should respond quickly to stop signals and reflection pauses, then return to active play.
    • Favorite games still require fair play, safe movement, and positive participation.
• Reflect (5 min) — Short Circle Reflection
  • Prompt: “How did activity help your body or feelings today?”

Optional Session 3 — Favorite Activities, Future Choices, and Year-End Celebration

• Launch (5–7 min)
  • Review that favorite activities can help students stay active not only in PE, but also at recess, at home, or outside school.
  • Explain that today students will celebrate one more time and think about which active choices they want to keep doing in the future.
• Warm-up (12–15 min) — Class-Choice Movement Warm-Up with Student Voice
  • Equipment: Same warm-up menu, open space, optional music.
  • Set-Up:
    • Use the same warm-up space and visible menu from previous sessions.
    • Allow students to help select the order of the warm-up moves, with teacher approval.
  • Procedure:
    • Teacher begins with one familiar movement.
    • Students then help choose the next active warm-up options from the class menu.
    • Continue through several rounds of familiar favorite movements, keeping the energy celebratory and active.
    • Teacher may invite students to briefly name which of the warm-up moves they would most want to do again outside PE.
  • Rules:
    • The warm-up is played by following the chosen movement safely and staying active throughout.
    • All student choices must be from the approved menu and must still fit personal-space and safety rules.
    • Students should support class choices respectfully, even when a move is not their personal top favorite.
• Game/Activity (20–25 min) — Replay 2–3 Favorite Class Games (Voted by Students)
  • Equipment: Equipment for selected class-favorite games.
  • Set-Up:
    • Use the same or updated student-voted favorites from previous sessions.
    • Set up 2–3 game areas or whole-class game structures, depending on space and class preference.
    • Keep equipment and boundaries familiar so students can jump into active play quickly.
  • Procedure:
    • Students participate in favorite games with an emphasis on joyful movement, positive behavior, and year-end celebration.
    • Teacher encourages students to notice which activities they would want to replay again at recess, at home, or in future PE lessons.
    • If time allows, students may replay the class’s top favorite as a final closing game.
    • Teacher continues to reinforce active participation, sportsmanship, and appreciation for the class’s year of movement.
  • Rules:
    • The games are played by using safe routines, active effort, and respectful teamwork.
    • Students must continue to follow boundaries, stop signals, and equipment rules even during the celebration.
    • Everyone is expected to help keep the class games fun and welcoming for all players.
    • Favorite activities should end with strong participation, not silliness that breaks safety routines.
• Reflect (5–7 min) — Short Circle Reflection
  • Prompt: “What activity do you want to keep doing after this class or this school year?”
  • Optional second prompt: “What is one thing you learned about yourself as a mover this year?”

V. Differentiation and Accommodations

Advanced Learners

• Encourage students to explain not only which activities they prefer, but also why they prefer them.
• Ask students to name more specific movement benefits, such as stronger legs, better energy, or feeling calm and happy.
• Invite students to model respectful leadership and positive participation during favorite game setup or reflection.

Targeted Support

• Keep reflection prompts short and simple, with sentence stems such as “My favorite is…”, “Activity helps me feel…”, or “I want to do ___ again.”
• Use familiar favorite games with simple rules so students can focus on success and reflection.
• Offer visuals for feelings and movement benefits such as happy, strong, healthy, and energized.
• Allow students to point to a picture or choice card if verbal reflection is harder.

Multilingual Learners

• Use picture cards for favorite, happy, strong, healthy, energized, choice, and common game types.
• Demonstrate all class-choice warm-up options and favorite-game routines before play begins.
• Pair students with supportive classmates for circle reflection and favorite-activity sharing.
• Accept short phrases, gestures, or pointing during the reflection circle.

IEP/504 & Accessibility

• Modify game intensity, field size, number of players, or movement demands as needed.
• Offer alternative roles or simplified movement options while keeping students included in the celebration.
• Keep boundaries, routines, and choice processes highly visible and predictable.
• Provide extra adult or peer support during voting, transitions, and reflection if needed.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Students begin identifying favorite games and can participate actively in class-voted movement activities.
• Optional Session 2 — Students connect favorite games to simple benefits such as feeling strong, healthy, happy, or energized.
• Optional Session 3 — Students more clearly express activity preferences and interest in continuing active choices beyond PE.

Summative — Celebration of Activity & Reflection Checklist (0–2 per criterion, total 10)

1. Active Participation in MVPA (PE:S3.2a)

• 2: Consistently stays active during the class-choice warm-up and favorite games.
• 1: Usually participates actively but may have some low-activity moments.
• 0: Frequently stops or needs repeated reminders to stay active.

2. Enjoyment of Physical Activity (PE:S5.2a)

• 2: Clearly shows enjoyment and positive feelings during movement and favorite-game participation.
• 1: Shows some enjoyment but may be hesitant or inconsistent.
• 0: Rarely shows positive enjoyment during the celebration activities.

3. Recognizing Benefits of Physical Activity (PE:S5.2b)

• 2: Describes simple benefits of physical activity such as feeling happy, healthy, strong, or energized.
• 1: Identifies at least one benefit with some prompting.
• 0: Rarely identifies benefits of activity.

4. Preference & Choice (PE:S5.2c)

• 2: Clearly identifies favorite activities and shows interest in continuing active play at school or home.
• 1: Identifies at least one favorite activity with limited explanation.
• 0: Rarely identifies favorites or interest in future active choices.

5. Reflection and Respectful Participation

• 2: Participates respectfully in voting, games, and reflection circle while helping create a positive celebration environment.
• 1: Usually participates respectfully but may need occasional reminders.
• 0: Frequently needs repeated reminders about respectful celebration behavior or reflection participation.

Feedback Protocol (TAG)

• Tell one strength (e.g., “You stayed active, enjoyed the games, and shared a thoughtful favorite during reflection.”).
• Ask one question (e.g., “What makes that activity one you want to keep doing?”).
• Give one suggestion (e.g., “Next time, try noticing one more way that movement helps you feel strong, healthy, happy, or energized.”).

VII. Reflection and Extension

Reflection Prompts

• Which activity or game was your favorite this year?
• How does physical activity help you feel happy, healthy, strong, or energized?
• What activity do you want to keep doing at school, at home, or outside?
• What is one thing you learned about movement or yourself in PE this year?

Extensions

• Favorite Activity Chart: Make a class chart showing the most-loved games and activities from the year.
• Keep Moving at Home Talk: Invite students to share one activity they want to keep doing outside school.
• Year-End Choice Replay: Revisit the class’s top favorite game again later as a celebration or transition activity.

Standards Trace — When Each Standard Is Addressed

• PE:S3.2a — Core Session and Optional Sessions 2–3 (class-choice warm-up, favorite-game replay, and active participation across the full lesson).
• PE:S5.2a — Core Session and Optional Sessions 2–3 (joyful participation, favorite-game replay, and positive reflection on movement experiences).
• PE:S5.2b — Optional Sessions 2–3, with introduction in Core Session (circle reflections about feeling strong, healthy, happy, or energized through activity).
• PE:S5.2c — Core Session and Optional Sessions 2–3 (student voting, identifying favorite activities, and expressing interest in continuing active play at school and at home).