Grade 2 Non-Core Instructional Content

Health and Physical Education

The second-grade health and physical education objectives reflect the Virginia Standards of Learning. Instruction reinforces the Standards of Learning in the core subject areas.

Motor Skill Development

Performs fundamental motor skills and specialized movement patterns

Anatomical Basis of Movement

Uses cognitive information to enhance motor skill acquisition and performance

Fitness Planning

Communicates the knowledge to achieve and maintain a health-enhancing level of fitness

Social Development

Expresses and uses responsible personal and social behaviors in activity settings

Energy Balance

Uses health concepts related to health promotion and improvement of personal health

Personal Health

Demonstrates the ability to access, evaluate and use health information to recognize the relationship between personal behavior and personal health

2nd Grade Health and Physical Education
Essential Questions	How do I use my body during different movement skills? What does it mean to make healthy choices? How can I play safely and cooperatively?
Unit Title and Quarter	Quarter 1	Quarter 2	Quarter 3	Quarter 4
Unit Title and Quarter	I WILL work with my peers	I WILL move my body	I WILL set goals	I WILL grow strong
Image Cue
Focus of the Story	We begin our second-grade story with a chance to do great things. When we follow class expectations to work and play safely and cooperatively with classmates, we can learn more and we have fun while becoming healthy.	Moving in more ways and for more time are major parts of our story all year. During this chapter in our story, we learn ways to move our bodies more. The more we move, the more our bodies want to move, preparing us for exciting experiences!	During the next part of the story, we learn to say, “I will”. When we set a goal it is like saying “I will” - I will eat more vegetables. I will sleep more. I will drink more water.	Our story comes to a close by knowing that growing does not end. Growing strong is not something that we do one time, but something that we keep doing our whole life.
Transfer Goals	Collaborate through activities and games, developing social and competitive skills, improving physical fitness, and increasing ability. Demonstrate socially responsible behavior to include respect for themselves, others, and the environment in thoughts, words, and actions.	Describe the major parts of the body and how to care for them to improve or maintain personal health. Apply knowledge of bone and muscle movement to articulate movement in a variety of patterns, and spaces for health, enjoyment, or challenge.	Apply knowledge of bone and muscle movement to articulate movement in a variety of patterns, and spaces for health, enjoyment, or challenge. Analyze diverse sources and perspectives to make thoughtful judgments regarding physical and mental health decisions. Analyze data and use goal-setting skills to identify appropriate choices to enhance well-being.	Collaborate through activities and games, developing social and competitive skills, improving physical fitness, and increasing ability. Identify internal and external factors that affect community, physical, emotional, and social health and generate possible solutions.
Learning Targets	I can demonstrate cooperative skills like sharing equipment and taking turns. I can explain how I am responsible for my own safety. I can describe the harmful effects of drugs, alcohol, and tobacco.	I can name the components of health-related fitness and one exercise for each. I can describe how the brain sends messages to the muscles of my body. I can demonstrate an educational gymnastics routine with 4 parts.	I can describe how getting enough sleep is essential for a healthy lifestyle. I can identify the characteristics of foods that should be consumed in limited amounts.	I can demonstrate one activity that is challenging and how to improve it. I can describe how to stop the spread of germs from person to person.

Family Life Education

The Family Life Education (FLE) program for Virginia Beach City Public Schools is a part of the FLE Virginia Standards of Learning and is taught by a second-grade teacher. The focus is on relationships and human development. An opportunity is provided for parents or guardians to opt their children out of the FLE program if they do not wish their children to participate in some or all of the program lessons. Resource materials are available to review electronically at the request of the parents or guardians. For further information, call the Coordinator of Health and Physical Education, Department of Teaching and Learning, at (757) 263-1469.

Instructional Technology

The second grade Digital Learning Integration Standards offer children a variety of instructional technology experiences based on the Profile of a Virginia Graduate. These standards are comprehensive statements that explain foundational knowledge, skills, and experiences aligned to the K-2 curriculum standards.

Empowered Learner: Students leverage technologies, including assistive technologies, to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Digital Citizenship: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act in ways that are safe, legal, and ethical.

Knowledge Constructor: Students critically curate a variety of digital resources using appropriate technologies, including assistive technologies, to construct knowledge, produce creative digital works, and make meaningful learning experiences for themselves and others.

Innovative Designer: Students use a variety of technologies, including assistive technologies, within a design process to identify and solve problems by creating new, useful or imaginative solutions or iterations.

Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods, including those that leverage assistive technologies, to develop and test solutions.

Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using appropriate technologies (including assistive technologies), styles, formats, and digital media appropriate to their goals.

Global Collaborator: Students use appropriate technologies, including assistive technologies, to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Essential Information Literacy Skills (EILS)

The second-grade Essential Information Literacy Skills (EILS) enhance student experiences for developing skills in information literacy, inquiry, collaboration, and engaging with knowledge products safely and ethically. These skills are achieved through the collaboration of the classroom teacher and the library media specialist (LMS).

Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.

Display curiosity and initiative by asking questions about topics of interest
Adapt, communicate, and exchange learning products with others
Participate in an ongoing inquiry-based process

Include: Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community.

Contribute a balanced perspective when participating in a learning community by respecting and understanding that there are other viewpoints
Interact with a diverse group of peers in a respectful manner and by sharing their perspectives

Collaborate: Work effectively with others to broaden perspectives and work toward common goals.

Actively listen in a group and work with others to solve problems
Participate with others in learning situations by actively contributing to group discussions

Curate: Make Meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.

Act on information needs by identifying possible sources of information
Understand how an information resource is organized
Gather information by recognizing and seeking a variety of print and digital resources as well as organizing information for a variety of audiences and purposes
Exchange information resources within and beyond their learning environment

Explore: Discover and innovate in a growth mindset developed through experience and reflection.

Develop and satisfy personal curiosity by reading widely and deeply in multiple formats and writing for a variety of purposes

Construct new knowledge by problem-solving through cycles of design and implementation

Engage with the learning community by developing innovative means of investigation and collaboratively identify innovative solutions
Problem solve through reflection and revision; be open to feedback

Engage: Demonstrate safe, legal and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.

Follow ethical and legal guidelines for gathering and using information by complying with the school division’s Acceptable Use Policy
Use valid information and reasoned conclusions to make ethical decisions by ethically using, citing, and reproducing others’ work to avoid plagiarism
Recognize the importance of citing sources
Create a product with a specific message for an intended audience
Engage with information to extend personal learning by selecting appropriate sources and formats and by locating materials in the library for personal growth and pleasure

Art

The elementary art program is designed as a concept-based, sequential curriculum that makes connections between art and life through the disciplines of creative process, critical thinking and communication, history/culture/citizenship, innovation in the arts, art techniques and applications, and the core curriculum.

Second-grade art develops an understanding of concepts, emphasizing developing skills in observation, problem-solving, and communication. Students use a balance between learning and creating to examine and develop an appreciation of the visual images in their environment. Elementary art focuses on developing the skills needed to create art and become informed consumers. Students participate in an art class each week taught by an art teacher.

Creative Process

Applies the creative process through inquiry, investigation, generating ideas, testing solutions, refining and reflecting on process and product

Critical Thinking and Communication

Demonstrates an understanding and appreciation that art can have diverse values, meanings and definitions; uses appropriate vocabulary and communication when responding to works of art

History, Culture and Citizenship

Demonstrates an understanding that art is a reflection of time, place and culture, and identifies the value and reasons for creating art within communities.

Innovation in the Arts

Understands and applies the artistic process, problem-solving skills, current and emerging technologies while making connections to visual arts careers

Technique and Application

Uses artistic skills and techniques when developing ideas for creative expression through a variety of media

2nd Grade Art The visual arts curriculum is taught through the lens of authentic school based themes and concepts. Units can vary within the needs of each school community.
Essential Questions	What Are the Big Issues About Art? How and Why Do We Make Art? How Does Art Relate to History and Culture? How Do We Respond to Works of Art?
Unit Title and Quarter	QUARTER 1	QUARTER 2	QUARTER 3	QUARTER 4
	What is Art?	Arts in the Communities	Culture & Tradition	Technology in Art
Image Cue	Andre Derain, Charing Cross Bridge, London, 1906. Oil on Canvas.	Malcah Zeldis, Tells Bakery, Oil Painting	William Henry Johnson, Sowing, ca. 1940	Maggie Taylor, Garden, 2005. Digital photo collage.
Focus of the Story	We begin by starting our journey by leading students through a discussion answering the big question, 'What is art and why do we create art?' We look to this as a foundation of the purpose of our journey in the art classroom.	Once we understand the beginning steps, we can move into investigating how artists are inspired by different cultures, traditions, celebrations and customs within their community and around the world. We can take a further look at our own community for ideas.	Now, we can move into exploring how art can be used to tell a story and communicate ideas. Students will continue to develop their own artistic voice by making connections between the arts. Telling their personal stories while building connections with their art community.	Finally, we can start to research and experiment with digital tools through artmaking. We can investigate the use of tools and their importance in the digital artmaking world.
Transfer Goals	The Creative Process Apply creative process through inquiry, investigation, generating ideas, testing solutions, refining, and reflecting on process and product while developing a personalized portfolio exhibiting original voice and vision as an artist. Critical Thinking & Communication Understands and develops an appreciation that art can have diverse values, meanings, and definitions while recognizing multiple responses and perspectives. Share ideas using appropriate vocabulary and communication when responding to works of art. Able to work independently and collaboratively.	History/Culture/Citizenship Explore and understand historical influences of art through the work of self and others while cultivating an awareness that art is a reflection of time, place and culture. Students identify and interact with art as a community member and citizen, developing a lifelong engagement with art as a supporter, advocate, creator, and informed viewer. Innovation in the Arts Understands and applies the artistic process, problem-solving skills, current and emerging technologies while making connections to visual arts careers.	History/Culture/Citizenship Explore and understand historical influences of art through the work of self and others while cultivating an awareness that art is a reflection of time, place and culture. Students identify and interact with art as a community member and citizen, developing a lifelong engagement with art as a supporter, advocate, creator, and informed viewer. Critical Thinking & Communication Understands and develops an appreciation that art can have diverse values, meanings, and definitions while recognizing multiple responses and perspectives. Share ideas using appropriate vocabulary and communication when responding to works of art. Able to work independently and collaboratively.	Techniques & Application Able to transfer and apply knowledge of artistic skills and techniques when developing ideas for creative expression through a variety of media. Innovation in the Arts Understands and applies the artistic process, problem-solving skills, current and emerging technologies while making connections to visual arts careers.
Learning Targets	As an artist, I can: Think creatively to make an artwork Experiment and use different combinations of ideas for a work of art. Illustrate imaginary characters, scenes, or experiences.	As an artist I can: Explore different cultures and historical influences of art. Identify symbols and motifs from different cultures. Identify public art, both historical and contemporary, and its importance to the community. Explain ways that art reflects others' cultures such as attitudes, beliefs, and experiences. Describe roles of artwork and artists in our communities.	As an artist I can: Identify connections between the arts, including music, theater, or dance in an artwork. Practice craftsmanship to create two and three dimensional art. Create works of art from different themes, and/or literary sources.	As an artist, I can: Explore digital tools for artmaking. Successfully use Elements and Principles of Design in an artwork. Choose sources for inspiration for learning about art.

Music

The Virginia Standards of Learning for Grade Two General Music enable students to continue developing musical skills and concepts in singing, playing instruments, listening, performing, responding with expression, creating/composing, and moving with a focus on fine motor skills. Students continue to explore the concept of a creative process and how it can be used to develop ideas for creating music. Emphasis is placed on ensemble playing, notating pitches and rhythms, and identifying instruments. Students investigate how people experience music in everyday life and explore how music evokes personal ideas and emotions. Students participate in a weekly music class taught by a music specialist.

Creative Process

Improvise and compose music
Apply a creative process for music

Critical Thinking and Communication

Analyze music
Describe how music evokes personal ideas and emotions
Demonstrate collaboration and communication skills for music rehearsal and performance

History, Culture, and Citizenship

Explore historical and cultural aspects of music
Describe roles of music and musicians in communities
Identify appropriate sources for listening to music

Innovation in the Arts

Identify how individuals create music
Identify how music can be created using technology tools
Identify relationships between music and other fields of knowledge

Technique and Application

Demonstrate music literacy
Develop skills for individual and ensemble singing performance
Develop skills for individual and ensemble instrumental performance
Classify, perform and count rhythmic patterns
Understand and apply the difference between melodic rhythm and steady beat using body percussion, instruments and voice
Respond to music with movement

Course Name	Grade 2 General Music
Essential Question	How do musicians know what to play or sing?
Quarter	Quarter 1	Quarter 2	Quarter 3	Quarter 4
Unit Title	The Budding Musician	The Growing Musician	The Innovative Musician	The Creating Musician
Image Cue
Focus of the Story	Our journey begins with expanding our singing voices and learning to read and write basic melodies.	We continue our learning by exploring historical and cultural aspects of music. We also begin reading and writing rhythmic patterns of increasing difficulty and use instruments to accompany us while singing.	Next, we enter the world of music technology by exploring tools for making music. Our toolbox includes using movement and instruments to experience and show changes in dynamics and tempo and explore musical form.	The year ends with us demonstrating our music literacy skills by composing melodies, reading and writing rhythmic patterns and creating movement to illustrate musical form.
Transfer Goals	Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. Use technology as a strategic mechanism for improving music literacy and improving music performance.	Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. Use technology as a strategic mechanism for improving music literacy and improving music performance.	Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Explore and connect personal interests, experiences, and aspirations through vocation, advocacy, and arts patronage. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. Use technology as a strategic mechanism for improving music literacy and improving music performance.	Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Explore and connect personal interests, experiences, and aspirations through vocation, advocacy, and arts patronage. Curate a portfolio of accomplishments, experiences, and performance materials exhibiting oneself as an artist. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. Use technology as a strategic mechanism for improving music literacy and improving music performance.
Learning Targets	I can explore plans to create music. I can work with others to create music. I can identify music from different places and cultures. I can sing and play instruments musically. I can read and perform rhythms and melodies. I can use music vocabulary to describe tempo and dynamics. I can perform a 4 beat ostinato to accompany a song. I can read and notate melodies using so, mi, and la. I can read and perform rhythmic patterns using single eighth notes. I can demonstrate the difference between steady beat and rhythm. I can identify melodies by sight and sound.	I can sing melodies that move up, down, and stay the same. I can read and notate rhythms and melodies. I can accompany a song or chant using an instrument with proper technique. I can identify technology that creates music. I can describe why music is valuable to world cultures. I can read and notate melodies using movable DO. I can use musical vocabulary to describe music. I can describe the tempo and dynamics of a piece of music. I can describe the ideas and feelings music creates in my mind. I can perform patterns that move up, down, and stay the same. I can play a steady beat or rhythmic ostinato to accompany a song. I can use half notes and half rests correctly. I can count and perform rhythms using instruments, body percussion, and voice. I can create patterns to accompany music. I can improvise music using instruments to enhance songs.	I can use technology to create a melody using so, mi, and la. I can sing melodies that move up, down, and stay the same. I can read and notate melodies. I can identify technology that creates music. I can describe steps in my plan to create music. I can use good citizenship to show appropriate audience and participant behavior in a music setting. I can actively listen to music. I can read, perform, notate and count rhythm patterns. I can identify how music can be created with technology. I can read and perform melody patterns. I can describe the tempo and dynamics of a piece of music. I can play a variety of tempos and dynamics on my instrument. I can identify music from different places and cultures. I can practice singing in tune. I can read and sing melody patterns that use do, re, mi. I can show AB sections through dance and movement. I can work with my class to make a plan to create a dance. I can use music to enhance a story, song or poem.	I can improvise rhythmic patterns. I can work with others to create music. I can compose a simple melody. I can describe the tempo and dynamics of music. I can explore the music of various world cultures. I can create a movement/dance to show AB sections. I can read and perform second-grade rhythms. I can play instruments musically. I can compose music with others. I can identify music from different places and cultures. I can read and notate pentatonic melodies (DO-RE-MI-SO-LA). I can use music vocabulary to describe music. I can identify how music can be created using technology. I can sing with increasing pitch accuracy. I can use good citizenship to show appropriate audience and participant behavior in a music setting.