Grades 2 to 3: Movement
(Alternative-Environment Activities)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

move safely in a variety of alternative environments
demonstrate activity-specific motor skills in a variety of alternative environments

To view the prescribed learning outcomes for Movement (Alternative-Environment Activities)
in other grades click on an icon below.

Suggested Instructional Strategies

Children participate in a variety of activities in alternative environments, which may be land- or water-based. The selection of activities will depend on the climate, resources, and facilities available in the school or community.

Strategies:

Have students design a route for a walk or hike.
Have students brainstorm equipment needs for a day trip (e.g., footwear, clothing, food, first-aid kit) and review safety rules.
Have students follow an orienteering course on the school grounds or in a local park.
Have students, with a partner or in small groups, locate checkpoints on a course, and participate in physical activities listed at each checkpoint.
Discuss, demonstrate, and practise the safe use and care of equipment used in a variety of activities (e.g., skates, ski boots, roller blades).
Have students plan a short bike trip using local bike trails. Review safety equipment and procedures (e.g., bike rodeo).
Use local facilities and resource people for activities requiring special facilities and expert instruction (e.g., instructors at the local swimming pool or at the ski hill).
Have students list the activities they enjoy participating in.
Discuss water safety, and make a poster displaying safety rules.
Create a collage of alternative-environment activities using magazine pictures.
Have students play snow golf or snow ball using a brightly coloured playground ball.

Suggested Assessment Strategies

As students demonstrate ways of moving safely in alternative environments (e.g., skating rink, swimming pool, nature trails), look for evidence that they show a willingness to share ideas and equipment with others, and to safely follow rules and routines.
Make anecdotal notes to record the extent to which students' motor skills are developing.
Have students reflect on the activity and respond to the following statements in their journals:
- Three things I did that demonstrated how I moved safely on our field trip were . . . .
- The hardest thing I had to do was . . . .
- The changes I would make next time are . . . .
- The part I enjoyed the most was . . . .
Have students design a pennant or collage to represent one of their favorite alternative-environment activities. Show how motor skills in alternative-environment activities relate to activities from other movement categories. Invite other students to guess the name of the activity and the connection.
Have students explain their pennant and describe the connections. Notice the extent to which students are able to explain their reasoning.