Unit Plan 1 (Grade 2 PE): PE Routines & Locomotor Refresher

Focus: Learn PE routines, review locomotor skills, and move safely in personal and general space through simple leader-following and locomotor adventure activities.

Grade Level: 2

Subject Area: Physical Education (Routines & Safety • Locomotor Skills • Space Awareness & Enjoyment)

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

I. Introduction

Students begin the year by learning how PE class works: where to stand, how to listen for signals, how to move safely, and how to take care of equipment and space. This unit refreshes key locomotor skills such as walking, jogging, skipping, galloping, hopping, leaping, and sliding while helping students understand the difference between personal space and general space. Through Follow-the-Leader and a movement-based Locomotor Adventure, students practice listening, starting and stopping on signal, changing movements when asked, and enjoying physical activity with classmates. The goal is to build confidence, safety, and excitement for PE right from the start.

Essential Questions

• What routines help PE class stay safe, organized, and fun?
• How can I move with control using different locomotor skills?
• How do I stay aware of my space so I do not bump into others?
• How can PE be a place where I feel successful, active, and excited to move?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform basic locomotor skills (walk, jog, skip, gallop, hop, leap, slide, jump) with improving control and coordination.
2. Demonstrate personal and general space awareness by moving safely around others in activity areas.
3. Follow PE rules, routines, and safety signals during warm-ups, transitions, and games.
4. Participate positively and express enjoyment during physical activity and class reflection.

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

• PE:S1.2a – Locomotor Skills with Control Perform locomotor skills (run, hop, jump, gallop, slide, leap, and skip) with control, coordination, and appropriate speed for the task.
  • Example: Students complete a locomotor obstacle course using different movements at various points (run to the cone, hop through hoops, slide along a line).
• PE:S2.2a – Space Awareness in Games Demonstrate understanding of personal and general space by moving safely during tag, chasing, and fleeing games.
  • Example: Students avoid collisions while moving quickly during a tag game by staying aware of others and changing direction.
• PE:S4.2a – Rules, Routines, and Safety Follow established rules, procedures, and safety expectations in physical education and game settings.
  • Example: Students wait for a signal before starting a relay and stay behind boundary lines when required.
• 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.

Success Criteria — Student Language

• I can walk, jog, skip, and gallop with control.
• I can move in my own space and avoid bumping into others.
• I can stop, start, and listen when I hear or see the PE signal.
• I can tell what part of PE I liked and show a positive attitude while moving.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• General Equipment
  • Cones to mark boundaries, station areas, and pathways.
  • Floor spots or poly spots for home spots or waiting places.
  • Whistle and/or clear visual signal (raised hand, stop sign card, music stop).
  • Picture cards or posters showing locomotor skills: walk, jog, skip, gallop, hop, leap, slide.
• Warm-Up Equipment
  • Cones to create a large movement pathway or perimeter track.
  • Optional music for Follow-the-Leader.
  • Optional leader badge, scarf, or pinnie for student leader.
• Game/Activity Equipment
  • Cones to create Locomotor Adventure stations such as forest, river, and mountain.
  • Hoops, spots, low cones, beanbags, or rope lines to define pathways and movement tasks.
  • Optional visuals for each station (trees for forest, blue cone line for river, cone mountain peak).
• Reflection & Assessment Tools
  • Teacher checklist for locomotor skills, space awareness, and routines.
  • Quick exit prompts using thumbs up/down/sideways or smiley-face cards.
  • Optional student choice board showing favorite movements.

Preparation

• Mark a safe meeting area and assign clear home spots so students know exactly where to go when class begins or stops.
• Post or display the locomotor vocabulary with simple visuals students can quickly understand.
• Set up Locomotor Adventure stations before class so students can rotate smoothly.
• Practice your PE signals in advance: for example, 1 whistle = freeze, 2 whistles = walk to home spot, raised hand = voices off.
• Make sure all pathways are wide enough for students to move safely without crowding.

Common Misconceptions to Surface

• “Running faster always means better movement.” → Good movement means control, balance, and being able to stop safely.
• “If I’m in PE, I can move anywhere I want.” → Students need to understand personal space and general space so everyone stays safe.
• “Rules in PE are only about behavior.” → PE rules also help students know how to move, where to go, and how to stay safe during activities.
• “Only winning or being the fastest makes PE fun.” → PE can be fun because of movement, improvement, games, and being active with classmates.

Key Terms (highlight in lessons) routine, signal, personal space, general space, locomotor, walk, jog, skip, gallop, hop, leap, slide, safe

IV. Lesson Procedure

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

Session 1 — Core Session: PE Signals, Follow-the-Leader & Locomotor Adventure

• Launch (5–7 min)
  • Students enter and go to assigned home spots.
  • Teacher introduces the most important PE routines: where to stand, how to freeze, how to move when told, and how to keep hands and bodies safe.
  • Briefly explain personal space (“my bubble”) and general space (“the whole room/gym/field we share”).
• Warm-up (12–15 min) — Follow-the-Leader
  • Equipment: Cones marking a movement pathway or open perimeter, optional music, optional leader pinnie.
  • Set-Up:
    • Create one large pathway around the gym or playing area using cones, or use the natural perimeter of the space.
    • Students line up behind the teacher or selected student leader with arm’s-length spacing between each person.
    • If class is large, split into 2 lines with 2 leaders.
  • Procedure:
    • The leader guides the line around the pathway using locomotor skills such as walk, jog, skip, and gallop.
    • Teacher pauses between movements to name and model the next one.
    • As students become comfortable, a student leader may take over and choose from the approved list of movements.
    • Add occasional signals such as:
      • “Freeze.”
      • “Turn and go the other way.”
      • “Show your best slow walk.”
      • “Show a careful jog with eyes up.”
  • Rules:
    • Everyone must stay in a line and keep safe spacing—no passing the leader or bumping the person in front.
    • Students must copy only the approved locomotor movement the leader is showing.
    • When the signal is given, the warm-up is played by freezing right away and waiting quietly for the next movement.
    • Students move with control, not as fast as possible.
• Game/Activity (20–25 min) — Locomotor Adventure
  • Equipment: Cones, hoops, spots, rope lines or floor lines, optional visuals for forest, river, and mountain.
  • Set-Up:
    • Create 3–4 stations around the gym or field. Example:
      • Forest Station: cones placed like “trees” with weaving pathways.
      • River Station: hoops or spots placed across a line to represent stepping stones.
      • Mountain Station: cone line or short zigzag pathway going “up and down the mountain.”
      • Optional Trail Station: straight path for jog/skip transitions.
    • Students begin in small groups at different stations to reduce waiting.
  • Procedure:
    • At the Forest, students slide or skip around the trees without touching cones.
    • At the River, students jump or leap from hoop to hoop/spot to spot without stepping into the “water.”
    • At the Mountain, students jog uphill, then walk carefully down, or use a zigzag pattern with control.
    • At the Trail, students move using the locomotor skill called by the teacher.
    • Rotate every 1–2 minutes so students practice many skills.
    • Teacher reinforces safety and gives movement feedback during each round.
  • Rules:
    • Students must use the locomotor skill assigned to each station; they are playing the adventure by matching the movement to the setting.
    • They may not skip ahead, cut through another station, or crowd others.
    • If they touch a cone/tree, fall off a hoop/stone, or lose control, they simply reset and try again safely.
    • Students stop and freeze immediately on the signal before rotating.
• Reflect (5 min)
  • Prompt: “Which locomotor movement did you feel best at today?” or “Which station was your favorite and why?”

Optional Session 2 — Safe Space, Direction Changes & Adventure Challenges

• Launch (5–7 min)
  • Review the difference between personal space and general space.
  • Ask students to show their personal space bubble with arms out, then bring arms back in.
  • Explain that today they will practice moving in shared space while changing direction safely.
• Warm-up (12–15 min) — Follow-the-Leader with Direction Changes
  • Equipment: Cones for a pathway, optional leader pinnie, optional music.
  • Set-Up:
    • Use the same perimeter or large movement path from Session 1.
    • Students line up with safe spacing.
    • Teacher or student leader stands at the front.
  • Procedure:
    • Leader moves students through walk, jog, skip, and gallop.
    • Add simple changes such as:
      • Slow down.
      • Speed up a little.
      • Turn and go the other direction.
      • Freeze and restart.
    • Students practice keeping their own space while following changes quickly but safely.
  • Rules:
    • Students must stay aware of the person in front and behind them.
    • The warm-up is played by following the leader’s movement and stopping immediately when the signal is given.
    • No reaching, tagging, or passing during the line movement.
• Game/Activity (20–25 min) — Locomotor Adventure with Extra Challenges
  • Equipment: Same as Session 1 plus optional extra cones for direction-change points.
  • Set-Up:
    • Use the same forest, river, mountain, and optional trail stations.
    • Add one or two more challenge points:
      • A turn cone where students must change direction.
      • A balance spot where students stop on one foot for 2 seconds before moving on.
  • Procedure:
    • Students rotate through stations again, but this time each station includes an extra challenge:
      • Forest: weave, then freeze, then change direction and continue.
      • River: leap across, then hold balance on the landing spot.
      • Mountain: jog uphill, stop, turn, and go down with control.
      • Trail: switch locomotor skill halfway through the path.
    • Teacher reminds students to look ahead and avoid collisions as they move to the next part of each course.
  • Rules:
    • Students must complete the whole station pattern in order; this game is played by following the “adventure path” correctly from start to finish.
    • Students may not start until the person ahead has enough space.
    • If they lose balance or forget the movement, they calmly go back to the start of that station and try again.
    • Students should move continuously and stay engaged while waiting turns by practicing the station movement in place or watching safely.
• Reflect (5 min)
  • Prompt: “How did you stay safe when lots of people were moving around you?”

Optional Session 3 — Student Choice Movement Adventure & Enjoyment Reflection

• Launch (5–7 min)
  • Review the locomotor skills from the unit.
  • Explain that today students will show what they remember and also talk about what makes PE fun for them.
• Warm-up (12–15 min) — Follow-the-Leader Student Choice
  • Equipment: Cones for pathway, optional leader badge or pinnie, locomotor picture cards.
  • Set-Up:
    • Students line up as before, or make 2 smaller lines if class is large.
    • Choose several student leaders ahead of time.
    • Show locomotor picture cards so leaders can choose safely.
  • Procedure:
    • Student leaders take turns picking a locomotor movement card and leading the group around the pathway.
    • Teacher supports leaders in naming the skill clearly and keeping the movement controlled.
    • Add one round where students vote on their favorite locomotor movement to repeat.
  • Rules:
    • Leaders may choose only from the approved movement cards.
    • Everyone follows the chosen movement the way the leader demonstrates it.
    • Students respond right away to stop/go signals and continue showing safe spacing.
• Game/Activity (20–25 min) — Choice-Based Locomotor Adventure
  • Equipment: Same adventure stations as prior sessions, plus optional choice cards at each station.
  • Set-Up:
    • Keep the forest, river, mountain, and trail stations.
    • At each station, place 2 movement choice cards. Example:
      • Forest = slide or skip.
      • River = jump or leap.
      • Mountain = jog or gallop up/down the path.
      • Trail = walk fast or skip.
  • Procedure:
    • Students rotate through the stations and may choose one of the two approved movements at each location.
    • Teacher encourages students to think about which movements they enjoy most and which feel easiest or most challenging.
    • At the end of the final round, ask students to revisit their favorite station one more time for a last successful repetition.
  • Rules:
    • Students must choose one of the two approved movements and complete the station safely from start to finish.
    • They may not invent unsafe movements or change stations without the signal.
    • The activity is played by moving continuously through the stations, making safe choices, and showing enjoyment and effort.
    • Students must respect everyone’s movement choices and keep space between themselves and others.
• Reflect (5–7 min)
  • Prompt: “Which movement or station did you enjoy the most, and why?”
  • Optional second prompt: “How do you know when PE feels fun and successful for you?”

V. Differentiation and Accommodations

Advanced Learners

• Allow students to model locomotor skills for classmates and help demonstrate safe stopping or balance.
• Add slightly more complex direction-change patterns for students who are ready.
• Invite them to explain why one locomotor movement might fit a station better than another.

Targeted Support

• Shorten pathway distances or reduce the number of skills used in one pattern.
• Use clear visuals and repeated demonstrations before expecting independent movement.
• Let students practice one locomotor skill at a time before combining transitions.
• Provide extra verbal cues such as “slow down,” “eyes up,” “freeze,” and “big space.”

Multilingual Learners

• Use picture cards and demonstrations for each locomotor skill.
• Pair students with supportive classmates who can model movements.
• Use short, repeated language for routines and signals.
• Allow students to point to their favorite activity or movement before sharing words aloud.

IEP/504 & Accessibility

• Adjust movement distances, speed expectations, or station complexity as needed.
• Provide alternative pathway choices if jumping, hopping, or balancing needs modification.
• Keep boundaries highly visible and routines predictable.
• Offer extra time, partner support, or a smaller station group when helpful.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Students can follow PE signals, move safely in line and stations, and perform basic locomotor skills with control.
• Optional Session 2 — Students improve their ability to change direction safely and maintain awareness of others in shared space.
• Optional Session 3 — Students show confidence with locomotor skills, follow routines independently, and identify activities they enjoy.

Summative — PE Routines & Locomotor Refresher Checklist (0–2 per criterion, total 8)

1. Locomotor Skill Control (PE:S1.2a)

• 2: Consistently performs locomotor skills with control, coordination, and appropriate speed.
• 1: Usually performs locomotor skills correctly but may lose control or need reminders at times.
• 0: Frequently struggles to perform skills with control or coordination.

2. Space Awareness (PE:S2.2a)

• 2: Moves safely in personal and general space and avoids collisions during activities.
• 1: Usually shows space awareness but may occasionally move too close to others.
• 0: Frequently struggles to manage space safely.

3. Rules, Routines & Safety (PE:S4.2a)

• 2: Consistently follows rules, signals, routines, and safety expectations.
• 1: Usually follows routines and safety expectations but needs occasional reminders.
• 0: Frequently needs reminders to follow routines or safety procedures.

4. Enjoyment & Positive Participation (PE:S5.2a)

• 2: Participates with a positive attitude and can clearly say what activity they enjoyed.
• 1: Participates but may be inconsistent in effort or explanation of enjoyment.
• 0: Rarely participates positively or cannot identify an activity they enjoyed.

Feedback Protocol (TAG)

• Tell one strength (e.g., “You did a great job stopping safely and keeping your own space.”).
• Ask one question (e.g., “Which movement felt easiest for you today?”).
• Give one suggestion (e.g., “Next time, try keeping your eyes up more when you move through the stations.”).

VII. Reflection and Extension

Reflection Prompts

• Which locomotor skill do you feel most confident doing?
• What PE routine helped our class stay the safest?
• Which station or activity felt the most fun for you?
• How did you know when you were using your personal space well?

Extensions

• Class Favorites Graph: Create a simple graph of favorite locomotor skills or stations.
• Adventure Builder: Let students help design one new locomotor adventure station for a future class.
• Routine Practice: Reuse the same signals and home spots in future units so students build stronger independence and confidence.

Standards Trace — When Each Standard Is Addressed

• PE:S1.2a — Core Session and Optional Sessions 2–3 (Follow-the-Leader, locomotor station tasks, and station choice movement).
• PE:S2.2a — Core Session and Optional Sessions 2–3 (moving safely in lines, pathways, shared station areas, and direction-change activities).
• PE:S4.2a — Core Session and Optional Sessions 2–3 (responding to signals, using boundaries correctly, following station and transition routines).
• PE:S5.2a — Core Session and Optional Sessions 2–3 (student reflections on favorite movements and visible enjoyment during participation).