Common Planner
K–12 Standards

Grade 2

Other Minnesota Physical Education sets

Demonstrates competency in a variety of motor skills and movement patterns.

  • 1.

    Skip and run using a maturing pattern.2.1.1.1

  • 2.

    Jump and land in the horizontal plane demonstrating four of the five critical elements, while taking off and landing with two feet.2.1.1.2

  • 3.

    Jump and land in the vertical plane demonstrating four of the five critical elements while taking off and landing on two feet.2.1.1.3

  • 4.

    Combine locomotor and non-locomotor skills in educational dance with correct response to simple rhythms.2.1.1.4

  • 1.

    Maintain balance on different bases of support, combining levels and shapes.2.1.2.1

  • 2.

    Transfer weight from feet to different body parts or bases of support for balance or travel.2.1.2.2

  • 3.

    Roll in different directions with either a narrow or curled body shape.2.1.2.3

  • 4.

    Perform non-locomotor skills with the body in a variety of stationary positions, while maintaining balance.2.1.2.4

  • 5.

    Combine balances, non-locomotor skills and locomotor skills to perform a three-part educational dance and an educational gymnastics sequence.2.1.2.5

  • 1.

    Roll and throw underhand using a maturing pattern.2.1.3.1

  • 2.

    Throw overhand with side facing target and opposite foot forward.2.1.3.2

  • 3.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.2.1.3.3

  • 4.

    Catch a self-tossed hand-sized ball demonstrating two of the four critical elements of a maturing pattern.2.1.3.4

  • 5.

    Dribble with preferred hand while remaining in personal space (self-space), demonstrating a maturing pattern.2.1.3.5

  • 6.

    Dribble with the feet while traveling through general space.2.1.3.6

  • 7.

    Receive a partner-pass with the feet, while maintaining control of the object and the body.2.1.3.7

  • 8.

    Developmentally appropriate and emerging benchmarks first appear in Grade 4.2.1.3.8

  • 9.

    Kick a stationary ball demonstrating three of the five critical elements of a maturing pattern.2.1.3.9

  • 10.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.2.1.3.10

  • 11.

    Volley with a partner using hands only while maintaining balance.2.1.3.11

  • 12.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.2.1.3.12

  • 13.

    Strike using a short-handled implement, while controlling direction.2.1.3.13

  • 14.

    Strike using a long-handled implement while controlling direction.2.1.3.14

  • 15.

    Developmentally appropriate and emerging benchmarks first appear in Grade 4.2.1.3.15

  • 16.

    Consecutively jump forward and backward, demonstrating a maturing pattern, using a self-turned rope.2.1.3.16

  • 17.

    Enter a long rope with teacher-assisted turning.2.1.3.17

Apply knowledge of concepts, principles, strategies and tactics to movement and performance.

  • 1.

    Travel in different directions differentiating between movement in personal space (self-space) and general space. For example: up, down, forward, backward, right, left.2.2.1.1

  • 2.

    Manipulate and control equipment in different relationships to others and objects. For example: over, under, through, around, behind.2.2.1.2

  • 3.

    Travel using varying speeds and forces with gradual increases and decreases in both speed and force.2.2.1.3

  • 4.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.2.2.1.4

  • 5.

    Developmentally appropriate and emerging benchmarks first appear in Grade 32.2.1.5

  • 6.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.2.2.1.6

Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

  • 1.

    Identify physical activity recommendations and recognize indoor and outdoor physical activities that could be used to meet these recommendations outside of physical education class.2.3.1.1

  • 1.

    Actively participates in physical activities without teacher prompting.2.3.2.1

  • 1.

    Describe what it feels like to work one's heart.2.3.3.1

  • 2.

    Describe what it feels like to work one's muscles.2.3.3.2

  • 1.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.2.3.4.1

  • 1.

    Recognize the relationship between nutrition and physical activity.2.3.5.1

Exhibit responsible personal and social behavior that respects self and others.

  • 1.

    Follow class rules and protocols related to self, space and equipment.2.4.1.1

  • 1.

    Accept corrective feedback from the teacher.2.4.2.1

  • 1.

    Work respectfully in small or large group activities while sharing equipment and space.2.4.3.1

  • 1.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.2.4.4.1

  • 1.

    Move safely using equipment in personal space with minimal reminders.2.4.5.1

Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

  • 1.

    Identify the overall benefits of participation in physical activity. For example: mental-emotional health, physical health, social health, cognitive health.2.5.1.1

  • 1.

    List physical activities that bring confidence and challenge.2.5.2.1

  • 1.

    Describe positive feelings associated with participation in physical activities that are done alone and with others.2.5.3.1

Frequently asked questions

What grade levels do these standards cover?
Grade 2
When were these standards adopted?
2018
Where can I read the official document?
Minnesota K-12 Academic Standards Physical Education

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