Chapter 1: Try Your Move

Chapter Introduction

This chapter is for a grown-up and child to read together. Best read before or after a movement break — try doing some of the moves the Lion describes.

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You are a second grader.

You have moved every single day since you were a baby.

You have grown a lot through all that moving.

Hi. I am the Lion. We have met before. Two times before, actually.

You met me in Kindergarten. I told you about moving. About how every body moves in its own way. About wheelchairs and walkers and prosthetic legs and white canes — about every kind of body being a body that belongs.

You met me again in Grade 1. We noticed moving together. You noticed good-tired and hurt-tired. You noticed the head-hit-tell-grown-up rule.

I am the same Lion. Same golden mane. Same strong paws. Same warm eyes.

But you have grown. You can do more with your movement now.

This year, in Grade 2, we are going to try.

Try many different kinds of moving.

Try moving every day — even on rainy days, even on tired days.

Try warming up before harder play.

Try listening to your body — good-tired, hurt-tired, and the rare "hurt-hurt" that needs a trusted grown-up right away.

Trying is a kind of growing-up. Kindergarteners meet things. First graders notice them. Second graders begin to do them, in small careful ways, with grown-ups close.

The Lion is glad you are back. Let us begin.

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Lesson 2.1: Try Many Kinds of Move

Learning Goals (for the grown-up to know)

By the end of this lesson, the child will:

• Know that bodies are built for MANY kinds of movement, not just one
• Try different kinds of movement — running, climbing, swimming, dancing, throwing, balancing, stretching, rolling, jumping
• Know that variety helps growing bodies stay strong, balanced, and less likely to get hurt
• Try moving in a way that feels good — not because someone is making you

Key Words

• Move — to change position or go from one place to another with your body.
• Variety — many different kinds.
• Adaptive — designed for a body that works differently.
• Sport — a game that uses moving as part of how it is played.
• Balance — keeping yourself steady so you do not fall.
• Stretch — to gently make a muscle longer.

Bodies Were Built for Many Kinds of Move

The Lion has noticed something important across thousands of years.

Human bodies were built for MANY kinds of moving — not one.

For most of human history, people did all kinds of moving every day. Walking long ways. Climbing trees. Carrying things. Squatting. Jumping streams. Throwing rocks. Lifting children. Running short bursts. Walking slow for hours. Crawling under low branches. Reaching high for fruit.

A child who only does ONE kind of move — only sitting, or only running, or only one sport — grows one way. A child who tries MANY kinds of move grows many ways.

The Lion wants you to try variety.

The Big List of Things Bodies Can Do

Bodies can do many kinds of move. Here are some categories. Try one from each category this week if you can.

Going somewhere:

• Running
• Walking
• Skipping
• Jumping
• Hopping (one leg)
• Crawling
• Rolling
• Climbing
• Sliding
• Riding a bike or scooter
• Swimming
• Riding a horse
• Using a wheelchair to go fast

Using your arms:

• Throwing a ball
• Catching a ball
• Hitting a ball with a bat or racket
• Reaching up high
• Carrying something
• Pushing
• Pulling
• Hanging from a bar
• Climbing a rope

Balance and coordination:

• Standing on one foot
• Walking on a low wall or balance beam
• Hopping back and forth between two spots
• Spinning
• Doing a cartwheel (with a grown-up close)
• Yoga poses
• Riding a bike (great balance practice)
• Standing on a wobble cushion

Stretching:

• Reaching up overhead
• Touching toes (or as far as you can — no need to actually touch)
• Twisting your back side-to-side
• Big arm circles
• Lying flat on the floor and stretching long
• Sitting in a butterfly stretch (feet together, knees out)

Strength:

• Carrying groceries
• Lifting your dog if your dog likes that
• Pushing a sled
• Climbing
• Climbing on monkey bars
• Pushing yourself up off the floor (push-ups, even a few)
• Holding a plank position

Fun-just-fun:

• Dancing
• Wrestling on a soft floor with a sibling (gentle!)
• Tag
• Hide and seek
• Hopscotch
• Jump rope
• Frisbee
• Trampoline
• Swimming for fun
• Skipping stones

Why Variety Helps

Scientists have studied this. Kids who do many kinds of movement:

• Grow stronger more evenly
• Get hurt less often
• Stay interested in moving for longer
• Become better at any one sport they later pick
• Have brains that learn faster too

Kids who do only ONE kind of movement young — like soccer six days a week, or gymnastics every day from age 5 — sometimes:

• Get the same kind of injury over and over
• Burn out and stop wanting to play that sport by middle school
• Miss out on movements their bodies need

The Lion is not against sports. Sports are wonderful. The Lion just says: try MANY kinds of move. Pick ONE sport later if you love it — but only after you have given your body lots of different inputs.

This is grown-up science. It is real. Variety is protective.

Every Body Moves in Its Own Way

The Lion preserved this rule from Kindergarten and G1.

Every body moves in its own way.

• Some kids walk. Some kids use wheelchairs.
• Some kids run fast. Some kids run slow.
• Some kids dance with their whole body. Some kids dance with just their hands.
• Some kids have one leg. Some kids have two. Some kids have a prosthetic leg.
• Some kids hear movement music. Some kids feel the beat through the floor.
• Some kids see what their teammates do. Some kids hear, smell, or feel them.

ALL of these are real moving. ALL of these are good moving.

If you meet a kid who moves differently from you, the Lion wants you to remember:

• Their moving is THEIRS
• Do not move FOR them unless they ask
• Do not make fun of how anyone moves
• Be a teammate, not a fixer
• Adaptive equipment (wheelchairs, walkers, prosthetics, white canes) is part of how the kid moves — do not grab it or play with it

Kids who have wheelchairs and walkers and prosthetic limbs move every single day just like you. Some are stronger movers than kids without adaptive equipment. The wheelchair is not the opposite of movement — it IS movement.

The Lion has watched many bodies move. The Lion loves them all.

Try a Movement You Have Never Tried

The Lion has a specific G2 try for you.

Pick ONE kind of move from the lists above that you have never tried. Then try it.

If you cannot pick — ask a trusted grown-up to suggest. They will know what is possible in your life.

Some easy "first tries":

• Try a yoga pose (search "tree pose for kids" or "downward dog for kids" — most kids' moves)
• Try standing on one foot and counting how long
• Try jumping rope (alone or with two friends turning)
• Try climbing on a low wall or low climbing structure (with a grown-up close)
• Try dancing to a new song
• Try walking backwards across a room
• Try a cartwheel (with a grown-up close, on soft ground)
• Try throwing with your OTHER hand than the one you usually use

You do not have to be good at it. That is not the point. The point is the trying.

After you try, notice: how did it feel? What was hard? What was fun?

Lesson Check

1. What is one new kind of move you want to try?
2. Why does the Lion say "variety helps"?
3. What is one kind of adaptive equipment that helps a body move?
4. Why is moving FOR someone (without them asking) not kind?

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Lesson 2.2: Try Moving Every Day — and Try Warming Up

Learning Goals

By the end of this lesson, the child will:

• Know how much movement the body needs (60 minutes a day for school-age kids)
• Try moving every day in a way that fits their family and their body
• Know what warming up is and why it matters
• Try a simple warm-up before harder play

Key Words

• Every day — each day of the week, including weekends.
• Habit — something you do often, without having to think about it much.
• Warm-up — moving lightly to get your body ready for harder movement.
• Cool down — moving lightly to bring your body back to calm after harder movement.
• Stretch — to gently make a muscle longer.

Your Body Wants Movement Every Day

Bodies were built to move. Bodies are happier when they move daily.

Doctors and researchers who study kids agree: school-age kids do best with about an hour (60 minutes) of moving each day [1, 2].

That hour can be:

• All at once (a soccer practice, a long bike ride, a hike)
• Spread through the day (recess + walking + playing tag + dancing while brushing teeth)
• Sometimes more, sometimes less — averaging about an hour

It doesn't have to be all hard moving. Walking counts. Helping with chores that involve moving counts. Riding a bike counts. Playing outside counts. Recess counts. Dancing in the living room counts. Walking the dog counts.

A whole day of just sitting (in a car, in school, at home in front of a screen) is hard on the growing body. Your body is asking for more.

Try Moving Every Day

The Lion wants you to try moving every day — even on rainy days, even on tired days.

How?

Build a daily move habit. A small thing that happens almost every day.

Some ideas families use:

• A morning move. Two minutes of stretching, big arm circles, or jumping jacks right after getting dressed.
• A walk after dinner. Around the block. With a grown-up or sibling.
• A "no-sit Saturday hour." One hour each weekend with no sitting — must be moving.
• A dance break. Pick one song each day to dance to.
• A play-with-pet break. If your family has a dog, walk it. If you have a cat, run a string for them to chase.
• A 30-day move challenge. With a grown-up, mark off a calendar each day you moved at least 30 minutes.
• A movement chore. Helping fold laundry, sweep, carry groceries — they all count.

On rainy days or tired days, moving still happens. Inside moves count:

• Indoor yoga or stretching
• Dance party in the living room
• Pillow fort building (lots of moving)
• Stairs going up and down
• Lap around the house ten times
• A movement video for kids

The body remembers. Even small moves every day are better than huge moves once a week.

What Is Warming Up?

The Lion has a new G2 try for you.

Try warming up before harder play.

A warm-up is moving lightly for a few minutes before you do hard moving. It gets your body ready.

When you wake up in the morning, your body has been still for hours. Muscles are stiff. Heart is slow. Joints are tight.

If you go right from still-and-stiff to running-fast-and-jumping-high, your body is more likely to get hurt — pulled muscles, sprained ankles, sore the next day.

Warming up is the bridge. It tells your body: we are about to move bigger. Get ready.

A Simple Warm-Up

Here is the Lion's simple warm-up. It takes about 3-5 minutes.

Step 1: March in place — 30 seconds. Just march. Lift your knees a little. Let your arms swing.

Step 2: Big arm circles — 10 forward, 10 backward. Arms stretched out like wings. Big circles. Then reverse.

Step 3: Side twists — 10 each side. Stand with feet apart. Twist your upper body left-and-right, swinging your arms gently.

Step 4: Knee-up-and-down — 10 each side. Lift one knee up high. Down. Lift the other. Down. Build the speed gently.

Step 5: Side-steps — 30 seconds. Step left, step left, step left. Then right, right, right.

Step 6: Bounce-and-stretch — 30 seconds. Gently bounce on your toes. Reach your arms up and out.

After this, your body is awake. Now you can run, climb, sprint, jump.

Tip from the Lion: kids who warm up actually PLAY better, not just safer. The body that is warmed up moves faster, more cleanly, and with more fun.

You can adapt this if you have a different body — kids in wheelchairs warm up with arm circles, push-and-pull movements, twists. Ask a trusted grown-up to help you build a warm-up that fits YOUR body.

And a Simple Cool-Down

When you finish hard moving, your body wants to slow down gently — not stop suddenly.

Try a simple cool-down:

• Walk slowly for one minute (your heart is slowing)
• Stretch your arms over your head and reach
• Stretch your legs (touch toes or as far as you can)
• Roll your shoulders gently
• Take a few slow breaths (the Turtle approves)
• Sip some water (the Elephant approves)

Cool-down helps your muscles settle and helps you feel less sore tomorrow.

Lesson Check

1. How much movement do school-age kids do best with each day?
2. What is one part of YOUR daily move habit you want to try?
3. What is a warm-up? Why does it matter?
4. What are two parts of a simple cool-down?

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Lesson 2.3: Try Listening to Your Body — Good-Tired, Hurt-Tired, and Hurt-Hurt

Learning Goals

By the end of this lesson, the child will:

• Try noticing the difference between good-tired, hurt-tired, and hurt-hurt
• Know what to do for each
• Know the head-hit-tell-grown-up rule (preserved from G1, deepened at G2)
• Know when an injury is a real emergency

Key Words

• Good-tired — pleasant tiredness from doing something you enjoyed.
• Hurt-tired — sore tiredness that needs rest.
• Hurt-hurt — a real injury that needs a grown-up's help.
• Injury — a hurt your body cannot fix quickly on its own.
• Concussion — a kind of brain bump (a grown-up's word for what happens with a hard head-hit).
• First aid — small medicine and care for small hurts.

Three Kinds of Tired (and Hurt)

In Grade 1, you learned good-tired vs hurt-tired. The Lion is going to add a third one in Grade 2.

Good-tired. Pleasant tiredness. You played hard. You enjoyed it. Your body is humming with happy fatigue. After a rest or some water, you feel ready to play more.

Hurt-tired. Sore tiredness. Your muscles ache. You might feel stiff. You overdid it a little. Your body needs more rest than usual — maybe a day off, maybe a warm bath, maybe sleep. You will be fine.

Hurt-hurt. A real injury. Something is wrong that resting will not fix. You need a trusted grown-up to look. Sometimes a doctor.

Try noticing which one you have. This is one of the most important grown-up skills the Lion can teach you.

How to Tell

Good-tired feels like:

• Happy fatigue
• Wanting to sit down for a bit but not hurting
• Hungry for a snack
• Thirsty (cross-walk to the Elephant)
• Wanting to talk about what you did
• Sleepy in a good way that night

Hurt-tired feels like:

• Sore muscles (legs after a long run, arms after lots of climbing)
• A bit stiff
• Wanting to lie down
• Maybe a small headache
• Tomorrow you might be sore — that is okay

Hurt-hurt feels like:

• Sharp pain in a specific spot
• A part that does not work right (cannot bend a knee, cannot move an arm, cannot put weight on a foot)
• Swelling (a part is bigger than it should be)
• A new bruise that is big or in a worrying place
• Cannot stop crying from the pain
• Something that does not feel like normal sore
• Blood that doesn't stop with a band-aid quickly
• Anything wrong with your head (more about this in a moment)

What to Do for Each

Good-tired: Rest a little. Drink water. Eat a snack. Talk about what you did. Sleep well tonight. Tomorrow, move some more.

Hurt-tired: Rest a bit more. Drink water. A warm bath might help. Get a good sleep. Tomorrow, maybe move lighter than usual. By the day after, you should feel mostly fine.

Hurt-hurt: Tell a trusted grown-up RIGHT AWAY. Do not push through it. Do not hide it because you do not want to stop playing. Hurt-hurt does not get better by pretending it is hurt-tired.

Your trusted grown-up will:

• Look at the injury
• Decide if a doctor is needed
• Get you ice, a bandage, or rest
• Call 911 if it is serious
• Stay with you while you heal

The Head-Hit-Tell-Grown-Up Rule

This is one of the Lion's most important rules. The Lion taught it in Grade 1. The Lion preserves it at Grade 2.

If you hit your head — even a little — tell a trusted grown-up.

It does not matter if:

• You feel fine right after
• Other kids are watching and might tease
• You do not want to stop playing
• You did not really hit hard
• You hit it on a soft thing

Always tell.

Head bumps can have hidden hurt the body cannot always feel right away. Grown-ups know what to watch for. They will check on you. Most head bumps are fine. But the rule is: tell EVERY time.

There is a grown-up word for a certain kind of head injury — concussion. You do not need to use this word. You just need to know: head-hit, tell a grown-up. They will use the grown-up words.

If a head-hit is followed by any of these, it is a 911 grown-up situation:

• Throwing up
• Passing out (going to sleep when you shouldn't)
• A bad headache that keeps getting worse
• Trouble walking
• Cannot remember things
• Eyes that do not look right
• A strange feeling about your head or body

Your grown-up will know what to do.

Other Real Injuries

The head-hit rule is the biggest one. The Lion has a few others worth knowing.

Tell a grown-up RIGHT AWAY for any of these:

• A bone that you think might be broken (sharp pain, cannot move a part, weird shape, swelling fast)
• A cut that does not stop bleeding quickly with pressure and a band-aid
• A burn bigger than your hand
• A bite from a dog, cat, or unknown animal
• A bite from any wild animal
• A bee sting if you have never been stung before (or if you start having trouble breathing)
• A fall onto your belly from a height
• A "wind knocked out of you" feeling that does not go away in a couple minutes
• Anything that scares you in your body

A grown-up might call 911 for:

• Severe bleeding
• Broken bones with bone showing or weird shape
• A kid who has stopped breathing or cannot breathe well
• A kid who is unconscious
• A kid who is having a seizure
• A bad fall from a high place
• Anything where the grown-up needs more help fast

If your grown-up calls 911, your job is to stay calm and stay with the grown-up. Help by being quiet so the grown-up can hear. Tell the grown-up if you remember anything they need to know.

When Hurt Happens, Be Kind to Yourself

The Lion wants to say this clearly.

Getting hurt is part of having a body that moves.

Even careful kids get hurt sometimes. Even great athletes get hurt sometimes. Even the Lion has been hurt many times.

When you get hurt, be kind to yourself.

• Do not get angry at your body. Your body is trying its best.
• Do not get angry at yourself for "doing it wrong." Sometimes things happen.
• Take the time you need to heal. Bodies heal at their own pace.
• Eat real food (the Bear). Drink water (the Elephant). Sleep well (the Cat). Move gently as you heal.
• Tell your grown-ups if you are sad about not being able to do your usual things.

Healing is moving's quieter partner. Both are needed.

Lesson Check

1. What are the three kinds of tired (and hurt)?
2. What do you do if you are good-tired? Hurt-tired? Hurt-hurt?
3. What is the head-hit-tell-grown-up rule?
4. Name three injuries that need to be told to a grown-up right away.

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End-of-Chapter Activity: Your Move Habit

The Lion has a Grade 2 activity for you.

With a trusted grown-up, build YOUR daily move habit.

Get a piece of paper. Write or draw these things:

1. My favorite kinds of moving right now: (List 3-5 things — running, swimming, dancing, climbing, riding bike, soccer, etc.)

2. A new kind of moving I want to try: (Just one. From Lesson 2.1's lists.)

3. My everyday move plan:

• Morning: ___
• After school: ___
• Before dinner: ___
• Weekend: ___

4. My simple warm-up: (The Lion's six steps, or your own version. Write it down so you remember.)

5. My trusted grown-ups for "hurt-hurt": (Real people. Names. Where to find them.)

Hang it where you can see it. Use it.

After two weeks, look at it again. Update what is working and what is not.

The Lion is proud of you.

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Vocabulary Review

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Chapter Review (for grown-up and child to talk about)

1. What is the Lion teaching this year?
2. What is one new kind of move you want to try?
3. Why is variety in movement helpful?
4. About how much movement do school-age kids do best with each day?
5. What is a warm-up? Why does it matter?
6. What are the three kinds of tired (and hurt)?
7. What is the head-hit-tell-grown-up rule?
8. Name three injuries that need to be told to a grown-up right away.
9. What does the Lion say about all bodies and adaptive equipment?

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Instructor's Guide

Important: this Instructor's Guide carries load-bearing parent-education work — pediatric physical activity guidance (AAP 60 minutes/day school-age), pediatric injury prevention guidance, concussion awareness at G2 (parent-only — chapter uses 'head-hit-tell-grown-up' rule without naming concussion in body but vocabulary table includes the word), warm-up guidance (LOAD-BEARING because G2 introduces TRY WARMING UP as a new architectural deepening), variety-in-movement guidance (counter to early sport specialization), ability-inclusion guidance (LOAD-BEARING throughout this chapter), parent-only crisis resources, NEDA non-functionality flag.

Pacing recommendations

This G2 Move chapter is the FIFTH chapter of the G2 cycle and the third chapter in the Lion's K-12 spiral. Three lessons. Spans six to eight read-together sessions of ~15-20 minutes each. The chapter is best paired with actual movement — read Lesson 2.2's warm-up section and try the warm-up together.

• Lesson 2.1 (Try Many Kinds of Move): two sessions. Variety as protective. Big list of move categories. Ability-inclusion (LOAD-BEARING) preserved. End-of-lesson "try a new move."
• Lesson 2.2 (Try Moving Every Day — and Try Warming Up): two to three sessions. AAP 60 minutes/day. Daily move habit construction. NEW G2 ARCHITECTURAL DEEPENING — first agency in movement preparation. Simple six-step warm-up. Simple cool-down.
• Lesson 2.3 (Try Listening to Your Body): two sessions. Good-tired / hurt-tired / hurt-hurt three-way distinction (G2 deepening from G1's two-way). Head-hit-tell-grown-up rule preserved with 911 framing for severe symptoms. Other injuries needing grown-up. Healing as moving's quieter partner.

Approach to reading

Movement reading lands deepest when paired with actual movement. After Lesson 2.1, try one new move together. After Lesson 2.2, do the warm-up together. After Lesson 2.3, role-play the "tell-a-grown-up" routing — practice the words "I hit my head" or "Something is wrong with my [body part]."

Lesson check answers (for grown-up reference)

Lesson 2.1

1. Open-ended.
2. Kids who do many kinds of movement grow stronger more evenly, get hurt less often, stay interested in moving longer, become better at any one sport they later pick, and have brains that learn faster. Single-specialization in young kids brings risk of repetitive injury and burnout.
3. Sample: wheelchair, walker, prosthetic leg, white cane, hearing aid, AAC device, glasses, low-vision tools.
4. The kid did not ask. Their movement is theirs. Moving for them takes away their agency and can be done wrong. Adaptive equipment is part of how they move — don't grab it.

Lesson 2.2

1. About 60 minutes (an hour) a day.
2. Open-ended.
3. A warm-up is light movement before harder play. It bridges still-and-stiff to running-and-jumping. Helps your body not get hurt and play better.
4. Sample two: walk slowly, stretch arms overhead, stretch legs, roll shoulders, slow breaths, sip water.

Lesson 2.3

1. Good-tired (pleasant), hurt-tired (sore needing rest), hurt-hurt (real injury needing grown-up).
2. Good-tired: rest, water, snack, sleep well. Hurt-tired: more rest, water, warm bath, lighter moving tomorrow. Hurt-hurt: TELL A TRUSTED GROWN-UP RIGHT AWAY.
3. If you hit your head — even a little — tell a trusted grown-up. Every time. Even if you feel fine. Even if other kids tease.
4. Sample three: bone you think might be broken, cut that doesn't stop bleeding, big burn, animal bite, bee sting if first time or trouble breathing, fall onto belly from height, persistent wind-knocked-out, anything that scares you.

Pre-Chapter Conversation for Parents

Before reading the chapter together:

• The Lion returns. "The Lion is back — for the third time. The Lion teaches about moving. This year we're going to TRY many kinds of moving — and try moving every day."
• Variety. "We're going to learn why doing MANY kinds of moving is better than just one when you're young."
• Warm-up. "We're going to learn a simple warm-up you can do before harder play. Three to five minutes."
• The head-hit rule. "We're going to keep the head-hit-tell-grown-up rule strong. We'll talk about other hurts that need a grown-up too."

Pediatric Physical Activity Guidance (Parent Reference)

For G2 kids (ages 7-8):

• AAP and WHO recommend at least 60 minutes per day of moderate-to-vigorous physical activity for school-age children [1, 2]
• This can be cumulative across the day — recess, gym class, walking to/from school, after-school play, family activities
• Activity should include three types over the week:
  • Aerobic (running, biking, swimming, dancing) — most days
  • Muscle-strengthening (climbing, push-ups, monkey bars) — 3+ days/week
  • Bone-strengthening (jumping, hopping, running) — 3+ days/week
• Screen-time and sedentary behavior limits matter as much as activity targets — frequent breaks from sitting are protective

For G2 specifically:

• Multiple shorter activity bouts work as well as one long session
• Outdoor unstructured play is some of the most valuable activity time
• Family activity (walks, hikes, bike rides) builds lifelong habits
• Don't over-schedule — kids need time for unstructured movement too

Variety in Childhood Movement (Parent Reference)

Early sport specialization (focused intense training in one sport before age 12) is associated with:

• Higher rates of overuse injuries [3]
• Higher rates of burnout and dropout from sports by adolescence
• Less broad athletic development
• Worse long-term athletic outcomes (counterintuitively, multi-sport kids often outperform single-sport kids in their primary sport by adolescence)

Recommendation:

• Encourage participation in MULTIPLE sports/activities in elementary school
• Limit hours/week of any single organized sport in young kids (AAP suggests <1 hour per day per year of age, e.g., 8 hours/week max for an 8-year-old)
• Take rest days
• Take seasons off
• Cross-train with different movement types

Warm-Up Guidance (Parent Reference — LOAD-BEARING in this chapter)

This chapter introduces TRY WARMING UP as the G2 architectural deepening for Move. It is the first time the Library asks the child to do a warm-up routine before harder play.

A good G2 warm-up has:

• 3-5 minutes of light movement
• Gradual buildup (slow → moderate intensity)
• Full-body involvement (arms, legs, core)
• Some dynamic stretching (movement-based, not static)
• Adapts to the kid's body (wheelchair, prosthetic, etc.)

The chapter's six-step warm-up (march in place, arm circles, side twists, knee-ups, side-steps, bounce-and-stretch) covers the basics. Feel free to adapt for your child's body or specific activity.

Cool-downs are also taught but more lightly — at G2, the kid is mostly told to "walk slowly, stretch, sip water, take slow breaths."

Pediatric Injury Prevention (Parent Reference)

Most childhood injuries in active play are minor (bruises, scrapes, mild sprains). The most serious are head injuries, fractures, severe lacerations, and burns. Prevention strategies:

• Helmets for biking, scooting, skateboarding, sledding, snowboarding, horse riding, skiing
• Adult supervision at heights, in water, around equipment
• Age-appropriate equipment (don't push G2 kids into G5 activities)
• Warm-ups before harder play
• Hydration and rest breaks
• Listening to your kid — if they say something is wrong, take it seriously
• Sun protection in outdoor activity (cross-walk to Coach Light Rooster)

Concussion in Youth Sports (Parent Reference — LOAD-BEARING)

The chapter uses "head-hit-tell-grown-up" framing without naming concussion in body content. The word "concussion" appears in the vocabulary table as a grown-up's word — kids do not need to use it. But parents should know:

Pediatric concussion (mild traumatic brain injury) signs:

• Right away: dazed, confused, slow to answer, headache, dizziness, nausea, balance problems, vomiting, brief loss of consciousness
• Hours-to-days later: persistent headache, sensitivity to light/noise, sleep changes, mood changes, slowed thinking, fatigue, neck pain

Concussion protocol:

• Any suspected concussion = STOP play immediately and SEE a doctor
• Same-day pediatrician evaluation for any concussion
• 911 for: loss of consciousness >30 seconds, repeated vomiting, seizures, weakness/numbness on one side, slurred speech, worsening confusion, severe headache
• Return-to-learn progression precedes return-to-play
• Second concussion before full recovery from first can cause Second Impact Syndrome — rare but catastrophic

Risk activities for school-age kids:

• Bike crashes (helmet mandatory)
• Sports — soccer, football, hockey (helmets where applicable)
• Playground falls
• Skiing, snowboarding (helmets mandatory)
• Sledding (helmets recommended)
• Horseback riding (helmets mandatory)

[The American Academy of Pediatrics' "Concussion in Youth Sports" guidance is the foundational reference [5].]

Ability-Inclusion at G2 (Parent Reference — LOAD-BEARING)

The Lion chapter has been the Library's LOAD-BEARING ability-inclusion chapter from K forward. At G2, the Library deepens with:

• Body content names: wheelchair, walker, prosthetic leg, white cane, hearing aid, AAC device, glasses, low-vision tools
• Body content includes diverse movements: kid in sports wheelchair racing, kid with prosthetic climbing, deaf kid in jump rope game, kid with Down syndrome doing happy dance
• Explicit teaching: "Their moving is THEIRS. Do not move for them unless asked. Do not grab their adaptive equipment. Be a teammate, not a fixer."
• Body-positive frame: "The wheelchair is not the opposite of movement — it IS movement."

If your G2 child has classmates, family members, or community members with adaptive equipment, this chapter is an excellent doorway for conversation. Use whatever language fits.

Crisis Resources

At G2, the chapter continues the G1 pattern: 911 framing appears in body content with strong trusted-grown-up routing. In this chapter, 911 framing appears in several injury contexts: head-hit followed by serious symptoms; severe bleeding; broken bones with bone showing; child unconscious; child not breathing; seizure; bad fall from height.

Other crisis resources remain parent-only at K-G2:

• 911 for severe injury, suspected serious concussion, anaphylaxis, breathing emergency
• 988 Suicide & Crisis Lifeline — call or text 988 (operational and verified May 2026)
• Crisis Text Line — text HOME to 741741
• SAMHSA National Helpline — 1-800-662-4357
• National Alliance for Eating Disorders — (866) 662-1235
• Poison Control — 1-800-222-1222 (relevant if injury involves chemical exposure)

The older NEDA helpline number 1-800-931-2237 is NO LONGER WORKING. Use the National Alliance for Eating Disorders number above instead.

Four K-12 Protocol Firewalls (Parent Reference — Preserved at Parent-Only at K-G2)

The Library maintains four K-12 protocol-firewall declarations at parent-only level through K-G2. None are most directly relevant to this Movement chapter, though they remain in effect:

G2 Move-specific firewall: The Library's editorial position is that adult-marketed fitness protocols (HIIT-as-prescribed-protocol, specific strength training programs for kids, sport-specific specialization curricula, performance-enhancing supplements for kids, body-composition tracking for kids) are NOT appropriate for K-G2 kids. The chapter teaches general movement principles — variety, daily habit, warm-up, listen to body, ability-inclusion — without prescribing any specific protocol.

What This Chapter Does Not Teach (Full List for Parent Reference)

• Specific exercise programs / sets / reps / heart rate zones (G4+ functional; G6+ technical)
• Concussion clinical naming in body content (parent-only at G2; vocabulary table introduces the word for grown-up use only)
• Body composition / BMI / weight framing (G5+ where appropriate; never as a goal)
• Sports-specialization framing
• Endurance / strength / agility / flexibility / coordination as technical fitness vocabulary (G4+ functional)
• Specific training protocols
• Performance-enhancing supplements / sports drinks / pre-workout content
• Adult-marketed fitness frameworks
• Pandemic-era topics
• Influencer-driven fitness frameworks (cold/breath/movement popularizers absent at K-G2)

Discussion Prompts

1. What is your favorite way to move?
2. What is one new move you want to try this week?
3. What does it feel like when you are GOOD-tired vs HURT-tired?
4. Have you ever hit your head? What did you do?
5. Who are your trusted grown-ups for hurt-hurt? (Real people.)
6. Have you ever met someone who moves differently from you? What did you learn?
7. What is one moving thing you and your family love doing together?

Common Kid Questions

1. "What if I am bad at the new move I try?" — That is normal. EVERY new move feels awkward at first. The Lion has watched many kids — the kids who try lots of new moves are usually the most adventurous movers later. Being bad at something at first is part of being good at something later.

2. "What if my friend wants to do ONLY soccer all the time?" — Soccer is great. But your friend's body needs variety too. You can play other things together — bike rides, swimming, climbing, tag. The Lion does not say "stop soccer." The Lion says "and what else?"

3. "What about screens — is screen time a problem for moving?" — Long sit-times of any kind are not great for growing bodies. Screens can be part of life, but they should not replace moving time. Many families set rules like "no screens until you've moved for X minutes." Check with your trusted grown-ups about your family rules.

4. "What if I can't do the warm-up moves because of my body?" — The warm-up adapts to your body. A trusted grown-up or physical therapist (a kind of grown-up who knows about bodies) can help you build a warm-up that fits you. The point is the warming-up, not the specific moves.

5. "What if I'm always last in races and games?" — Some bodies are faster, some are slower. Some bodies run, some bodies use wheelchairs at racing speed, some bodies do other moves brilliantly. The Lion loves every kind of body. Your move is yours. Pick activities you enjoy. Speed is one thing bodies do — not the only thing.

6. "What about kids who get hurt all the time at sports?" — Sometimes a kid is doing too much of one kind of move. Sometimes the warm-up is being skipped. Sometimes the equipment isn't right. Sometimes the kid needs a doctor to look at why. Tell a trusted grown-up if you or a friend is getting hurt a lot. Repeated hurts are a sign something needs adjusting.

7. "What about kids who don't like moving?" — Some kids find moving harder than others. Some kids have sensory differences, some have low energy, some have medical things going on. The Lion gently says: every body needs SOME moving, even if a little. Talk to a trusted grown-up if moving feels really hard for you. Sometimes a doctor can help.

Family Activity Suggestions

• The Move Habit Plan. Do the chapter's end-activity together.
• A family warm-up ritual. Before a family bike ride or hike, do the chapter's warm-up together. Makes it normal.
• A "try one new move this week" challenge. Pick a new move each week as a family. Try it together.
• A movement variety check-in. Each week, talk about what kinds of moves your child did. Notice patterns. Encourage variety.
• A helmet conversation. Make sure your child wears helmets where needed. The chapter's "head-hit" rule pairs with helmet practice.
• A trusted-grown-up list. Update the list of grown-ups your child can tell about hurts. Update phone numbers if needed.
• An ability-inclusion conversation. If your child has classmates with adaptive equipment, use the chapter to talk respectfully about it.

Founder Review Notes — Safety-Critical Content Protocol

This chapter is flagged founder_review_required: true because it covers safety-critical content categories:

• Age-appropriate health messaging. Late picture-book pacing with FK 2-3. G2 register calibrated.
• Acute injury vigilance (light-touch in body, load-bearing in Instructor's Guide). Three-way good-tired / hurt-tired / hurt-hurt distinction deepens G1. Head-hit-tell-grown-up rule preserved with 911 framing. Other-injury-tell-grown-up list.
• Ability inclusion (LOAD-BEARING). Wheelchair, walker, prosthetic, white cane, hearing aid, AAC device, glasses explicitly named in body. Diverse movements depicted.
• Body image vigilance. "Every body moves in its own way" preserved.
• Crisis resources — 911 in body content in injury contexts with strong trusted-grown-up routing. Other crisis resources parent-only. NEDA non-functional flag preserved.
• Parent education (load-bearing). This Guide handles pediatric physical activity, injury prevention, concussion awareness, warm-up guidance, variety in movement / sport specialization, ability inclusion, and the four K-12 protocol-firewall preservation.

Cycle Position Notes

FIFTH chapter of the G2 cycle. Third in the Lion's K-12 spiral. The Lion is the chapter that most directly carries ability-inclusion LOAD-BEARING work across all tiers. The G2 cycle continues with G2 Hot (Camel), G2 Breath (Dolphin), G2 Light (Rooster), and closes with G2 Water (Elephant) — which will close the entire K-2 tier.

Parent Communication Template (send home before reading)

Dear families,

This week our classroom is reading the G2 Move (Lion) chapter — Try Your Move. This is the fifth chapter of the Grade 2 Library.

The Lion deepens what your child learned in K and G1:

• Try many kinds of movement — variety in childhood movement is protective against injury, burnout, and over-specialization. The chapter has a big list of move categories.
• Try moving every day — AAP recommends 60 minutes/day of moderate-to-vigorous activity for school-age kids. The chapter helps your child build a daily move habit.
• Try warming up — NEW G2 architectural deepening. A simple six-step warm-up (3-5 minutes) before harder play. Reduces injury risk and improves play.
• Try listening to your body — three-way distinction (good-tired, hurt-tired, hurt-hurt). What to do for each. The head-hit-tell-grown-up rule preserved and reinforced.

Pediatric physical activity at G2:

• 60 minutes/day of moderate-to-vigorous activity (cumulative across the day)
• Variety of activity types: aerobic + muscle-strengthening + bone-strengthening
• Multiple shorter bouts are as effective as one long session
• Outdoor unstructured play is some of the most valuable

The chapter does NOT teach:

• Specific exercise programs / sets / reps / heart-rate zones (G4+)
• Concussion clinical naming in body (parent-only at G2 — vocabulary table includes the word as a grown-up's word)
• Body composition / BMI / weight framing
• Sports-specialization framing
• Performance-enhancing content

The chapter DOES teach:

• "Every body moves in its own way" preserved across K, G1, G2 — LOAD-BEARING ability inclusion
• Adaptive equipment is part of how kids move (wheelchairs, walkers, prosthetics, white canes, hearing aids)
• Variety is protective for growing bodies
• A simple kid-led warm-up
• The head-hit-tell-grown-up rule
• The three-way good-tired / hurt-tired / hurt-hurt distinction

At home, you can:

• Build the daily move habit plan together (chapter activity)
• Do the warm-up together before family bike rides, hikes, or sport practice
• Talk through "what would you do if..." injury scenarios
• Reinforce helmet practice (biking, scooting, skateboarding, sledding, horse riding, skiing)
• Update your child's trusted-grown-ups list for hurt-hurt reporting
• Watch for early sport specialization — encourage multi-sport, multi-movement participation

Detailed pediatric physical activity guidance, injury prevention, concussion awareness, warm-up guidance, variety-in-movement guidance, ability-inclusion guidance, and crisis resources are in the full Instructor's Guide.

Thank you for reading the Library with your child.

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Illustration Briefs

Chapter Introduction

• The Lion returns (G2 opening). Bright sunny outdoor scene — school playground or park. Child slightly older than G1 running mid-stride, smiling. Around them, diverse kids moving in different ways — one in a sports wheelchair playing, one with a walker laughing, one jumping rope, one climbing, one signing ASL with a friend, one with a prosthetic leg sprinting. The Lion at the edge watching with proud eyes. Mood: joyful, capable, full-of-trying.

Lesson 2.1

• Many kinds of move. Multi-panel illustration with the Lion in center. Around: small panels showing variety — running, climbing, balancing, stretching, throwing, dancing — with diverse kids in each panel including wheelchairs, walkers, prosthetic limbs, white canes, hearing aids. Each labeled. Caption: "Bodies can do many kinds of move."
• Every body moves in its own way. Wide warm scene of kids playing together in a park. Sports wheelchair racing alongside a running kid; kid with walker laughing; kid with prosthetic climbing low wall; kid with white cane and friend running together (friend's hand on the kid's elbow guiding); deaf kid mid-jump in jump rope with hearing friend turning; kid with hearing aids and one without playing tag; Down syndrome kid in happy dance. All joyful. The Lion in foreground watching proudly. Caption: "Every body moves in its own way."

Lesson 2.2

• Move every day. Multi-panel "every-day moving" illustration. Same kid in different moments — morning stretching, walking dog with grown-up, dancing in living room, climbing play structure, carrying groceries, doing yoga on rainy day. The Lion in center looking warm. Caption: "Move every day. Even a little. Even on hard days."
• The simple warm-up. Six-panel illustration showing each warm-up step — marching in place, arm circles, side twists, knee-ups, side-stepping, bouncing on toes reaching. Side panel: kid in wheelchair doing adapted arm circles, push-pull warm-ups, sitting twists. The Lion in center. Caption: "A simple warm-up. Three to five minutes."

Lesson 2.3

• Three kinds of tired. Three-panel illustration. Panel 1 "Good-tired": kid lying on grass after play, smiling, sipping water with friend. Panel 2 "Hurt-tired": same kid on couch with heating pad on legs, looking sore but content. Panel 3 "Hurt-hurt": kid on bench holding ankle with worried expression, trusted grown-up beside them looking concerned and reaching out. The Lion at the side, gentle. Caption: "Notice which one you have. Tell a grown-up for hurt-hurt."
• Head-hit rule. School or playground scene. Kid has just hit head on low climbing wall. They are not crying badly — looking surprised. Walking toward a trusted grown-up bending down with concern. Other kids in background continuing to play. The Lion beside the kid going to grown-up, looking firm. Caption: "If you hit your head — even a little — tell a grown-up. Every time."

Activity / Closing

• Your move habit plan. A child and trusted grown-up at a table writing/drawing the Move Habit Plan together. Sports equipment, a helmet, a water bottle visible nearby. The Lion watching from a sunny window. Caption: "Build YOUR move habit. Use it every day."

Aspect ratios: 16:9 digital, 4:3 print. Diverse skin tones, body sizes, hair textures, gender expressions, abilities (sports wheelchairs, walkers, prosthetic limbs, white canes, hearing aids, glasses, AAC devices, sensory tools), family compositions, and movement styles throughout. The Lion's character design is consistent with K and G1 Move, with slightly more "wise elder Lion" presence at G2.

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Citations

1. American Academy of Pediatrics, Council on Sports Medicine and Fitness. (2020). Physical Activity Assessment and Counseling in Pediatric Clinical Settings. Pediatrics, 145(3), e20193992. https://doi.org/10.1542/peds.2019-3992 (AAP foundational reference for pediatric physical activity guidance.)
2. World Health Organization. (2020). WHO Guidelines on Physical Activity and Sedentary Behaviour. Geneva: WHO. https://www.who.int/publications/i/item/9789240015128 (WHO guidelines applied at G2 register for "about 60 minutes a day.")
3. Brenner JS, AAP Council on Sports Medicine and Fitness. (2016). Sports Specialization and Intensive Training in Young Athletes. Pediatrics, 138(3), e20162148. https://doi.org/10.1542/peds.2016-2148 (AAP policy statement on early sport specialization risk — applied at G2 register through "variety is protective" framing.)
4. American Academy of Pediatrics, Committee on Injury, Violence, and Poison Prevention. (2010). Prevention of Pediatric Overuse Injuries. Pediatrics, 124(6), 1716-1722. (Parent reference on pediatric overuse injury prevention.)
5. American Academy of Pediatrics, Council on Sports Medicine and Fitness. (2018). Sport-Related Concussion in Children and Adolescents. Pediatrics, 142(6), e20183074. https://doi.org/10.1542/peds.2018-3074 (Parent reference for concussion awareness at G2 register through "head-hit-tell-grown-up" framing without naming concussion in kid body.)
6. Centers for Disease Control and Prevention. (2024). Physical Activity Basics: How Much Physical Activity Do Children Need? Division of Nutrition, Physical Activity, and Obesity. https://www.cdc.gov/physicalactivity/basics/children/ (CDC pediatric physical activity reference.)
7. American Academy of Pediatrics, Council on Children with Disabilities. (2017). Promotion of Healthy Weight-Control Practices in Young Athletes. (Reference for ability-inclusion in pediatric physical activity.)