Lesson Notes By Weeks and Term v3 - Primary 1
Moving our body parts
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Moving our body parts
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Subject: Physical & Health Education
Class: Primary 1
Term: 1st Term
Week: 6
Theme: Basic Movements
This page supports the lesson note with a companion video and a short classroom-ready summary.
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Watch on YouTubeDemonstrate correct movement patterns of leaping, walking, stepping, hopping and running, etc Perform basic manipulative movements Identify safety rules in walking, running, pushing and kicking etc
This section outlines the core knowledge teachers need to impart regarding body movements and associated safety.
A. Body Parts and Their Role in Movement: Begin by reminding students of the major body parts involved in movement: Legs and Feet: Primarily used for moving from one place to another (locomotor movements).
Arms and Hands: Primarily used for interacting with objects (manipulative movements) and also for balance.
Torso (body trunk) and Head: Support and balance, providing power and direction to movements.
B. Types of Locomotor Movements (Moving from Place to Place): These movements involve moving the body through space.
1. Walking: Explanation: A fundamental movement where one foot is always in contact with the ground. It involves an alternating action of the legs, with the heel of the front foot touching the ground first, then rolling onto the sole, as the back foot pushes off.
Key features: Controlled, rhythmic, good for covering short to moderate distances at a slow to moderate pace.
Nigerian Context: Walking to school, to the market with parents, walking through the compound.
2. Running: Explanation: A faster version of walking where, for a brief moment, both feet are off the ground. It involves a strong push-off from the feet and active arm swing for momentum and balance.
Key features: Faster, more energetic, requires more effort and balance than walking.
Nigerian Context: Running during play (e.g., tinko or tag), running errands quickly, running during school sports.
3. Stepping: Explanation: A controlled, usually smaller, movement of one foot from one position to another. It can be a part of walking, or a specific, deliberate placement of a foot (e.g., stepping over an object, stepping forward).
Key features: Precise, can be slow or fast, often used for repositioning or avoiding obstacles.
Nigerian Context: Stepping over a small gutter, stepping around people in a crowd, stepping up onto a veranda.
4. Hopping: Explanation: Propelling the body up and down on one foot. The leg bends slightly to absorb landing, and then extends to push off again.
Key features: Requires balance on one leg, rhythmic, can be done forwards, backwards, or sideways.
Nigerian Context: Playing suwe (hopscotch), warming up for games, jumping over small puddles with one foot.
5. Leaping: Explanation: A large, elongated step or jump, typically taking off from one foot and landing on the other foot, or taking off from both feet and landing on one or both feet to cover a distance or clear an obstacle. For Primary 1, simplify as "a big jump over something." Key features: Covers distance, involves height, requires power and coordination.
Nigerian Context: Leaping over a small ditch, leaping over a rope during a game, making a big jump to reach something slightly higher.
C. Basic Manipulative Movements (Controlling Objects): These movements involve using body parts to interact with and control objects.
1. Throwing: Explanation: Propelling an object away from the body using the hands and arms. It involves a backward swing, a forward release, and follow-through.
Key features: Requires hand-eye coordination, arm strength, and directional control.
Nigerian Context: Throwing a soft ball during play, throwing a small stone during traditional games.
2. Catching: Explanation: Receiving and gaining control of an object with the hands and arms. It involves tracking the object, positioning the hands to absorb its impact, and securing it.
Key features: Requires hand-eye coordination, anticipation, and soft hands.
Nigerian Context: Catching a ball during ten-ten, catching items passed during a family gathering.
3. Kicking: Explanation: Propelling an object away from the body using the foot and leg. It involves a swing of the leg, contact with the object, and follow-through.
Key features: Requires foot-eye coordination, leg strength, and directional control.
Nigerian Context: Kicking a football in a street game, kicking a stone or small object while walking.
4. Pushing: Explanation: Applying force to an object to move it away from the body. It can be done with hands, feet, or other body parts.
Key features: Involves applying direct force, requires body strength. *Nigerian an object away from the body using the foot and leg. It involves a swing of the leg, contact with the object, and follow-through.
Key features: Requires foot-eye coordination, leg strength, and directional control.
Nigerian Context: Kicking a football in a street game, kicking a stone or small object while walking.
4. Pushing: Explanation: Applying force to an object to move it away from the body. It can be done with hands, feet, or other body parts.
Key features: Involves applying direct force, requires body strength. * Nigerian Context: Pushing a light toy car, helping to push a small, light stool, pushing a door open.
D. Safety Rules in Movement: It is crucial to emphasize safety to prevent injuries during physical activities.
1. Look where you are going: Be aware of your path to avoid bumping into others or objects.
2. Do not push or trip others: This can cause serious falls and injuries.
3. Do not run into people or objects: Maintain a safe distance, especially when moving fast.
4. Keep surroundings clear of obstacles: Ensure the play area is free of stones, bags, or other hazards.
5. Use appropriate space for activities: Do not perform large movements in confined spaces.
6. Do not kick people or animals: Kicking is for objects, not living beings.
7. Take turns and share: Avoid rushing or fighting over equipment or space.
8. Listen to instructions: Always pay attention to the teacher's or leader's guidance.
9. Report injuries: Inform an adult immediately if you get hurt or see someone else get hurt. --- This section provides a step-by-step guide for delivering the lesson practically.
A. Introduction (5-10 minutes): Teacher Activity: Begin by reviewing body parts. Ask students to point to their legs, hands, feet, and arms.
Student Activity: Students point to their body parts as called out by the teacher.
Teacher Activity: Ask students to briefly demonstrate how they use these parts to move in simple ways (e.g., "Show me how you walk to your seat"). Explain that today's lesson is about different ways our bodies can move and how to do it safely.
B. Activity 1: Demonstrating Locomotor Movements (20 minutes)
Teacher Activity: Clear a safe, open space (e.g., classroom centre, school veranda, open field). Explain and demonstrate each locomotor movement clearly.
Walking: "Watch me walk. One foot always touches the ground." (Teacher walks slowly, exaggeratedly).
Running: "Now watch me run. It's like fast walking, sometimes both feet are off the ground." (Teacher runs a short distance).
Stepping: "See how I step carefully over this imaginary line." (Teacher demonstrates controlled stepping).
Hopping: "Now I will hop on one foot. See how I use only one leg." (Teacher hops).
Leaping: "This is a big jump! I will leap over this small rope/line on the ground." (Teacher demonstrates a leap).
Student Activity: Students imitate the teacher's demonstration for each movement. The teacher should guide them, providing verbal cues and gentle corrections (e.g., "Use your arms for balance when you run," "Try to land softly when you hop"). Allow ample space and rotation if necessary.
Teacher Activity: Observe students' movements, offering encouragement and correcting incorrect patterns gently. Repeat movements several times.
C. Activity 2: Practicing Manipulative Movements (15 minutes) (Requires simple equipment like soft balls, beanbags, or even rolled-up pieces of cloth/paper.)
Teacher Activity: Introduce manipulative movements.
Throwing: "Now let's use our hands to throw a ball." (Teacher demonstrates throwing a soft ball towards a designated target, e.g., a bucket, a drawn circle on the ground). Explain the idea of aiming.
Catching: "After throwing, we need to catch! See how I get my hands ready." (Teacher gently throws a ball to a student or demonstrates catching a rolled ball). Emphasize soft hands and watching the ball.
Kicking: "We also use our feet to move things, especially a ball. This is kicking." (Teacher demonstrates kicking a soft ball towards a simple goal, e.g., two stones). Explain using the inside of the foot for control.
Student Activity: Students practice throwing soft balls/beanbags to a target. Students practice catching a soft ball rolled or gently thrown by a partner or the teacher. Students practice kicking a soft ball towards a simple goal.
Teacher Activity: Supervise, provide feedback, and ensure safety during these activities. Encourage teamwork for catching/throwing.
D. Activity 3: Identifying and Applying Safety Rules (10 minutes)
Teacher Activity: Gather students. Discuss the importance of safety during movement activities. Present scenarios. "What might happen if two children run very fast towards each other without looking?" (Teacher pauses for answers). "Why is it wrong to push your friend when playing?" "What should you do before you start running around?" Student Activity: Students respond to questions, identifying potential dangers and suggesting safety rules.
Teacher Activity: Explicitly state and explain the key safety rules (refer to Section 2D). Display simple pictorial safety rules if available. Reinforce these rules during and after all movement activities. Have students verbally repeat one or two rules.
Student Activity: Students practice following the safety rules during a final movement game, e.g., a slow-motion "follow the leader" game incorporating different movements while emphasizing space and awareness. --- The teacher should facilitate these questions orally or through simple practical demonstrations, ensuring students understand the concepts.
Question 1 (PEO 1 - Locomotor Movement): The teacher instructs, "Everyone, let's pretend we are moving very slowly, taking small, careful steps. Which movement are we doing?" Solution: Stepping.
Commentary: This question checks if students can identify the movement pattern based on its characteristics (slow, careful, small steps). The teacher should follow up by asking students to demonstrate this to confirm understanding.
Question 2 (PEO 1 - Locomotor Movement): The teacher says, "Now, everyone, show me how you would move if you were playing suwe (hopscotch) – moving forward on just one foot." What movement pattern are students performing?
Solution: Hopping.
Commentary: This connects a specific movement to a familiar Nigerian game, making it relatable. The practical demonstration confirms mastery of the skill. Question 3 (PEO 2 - Manipulative Movement): The teacher rolls a soft plastic bottle towards a student and says, "Use your feet to gently push the bottle forward to your friend." What basic manipulative movement is the student performing?
Solution: Kicking (or pushing with the foot).
Commentary: This assesses the student's ability to identify a foot-based manipulative skill from a practical instruction. Emphasize it's not a hard kick, but a controlled push with the foot.
Question 4 (PEO 3 - Safety Rule): Two students are both trying to grab the same toy ball at the same time and one tries to push the other. What is an important safety rule they should remember to avoid hurting each other?
Solution: Do not push others; take turns; share. (Any of these or similar appropriate answers).
Commentary: This question assesses the student's understanding of a crucial safety rule regarding physical contact during play. Question 5 (PEO 1 & 2 - Combined Movement): The teacher asks, "If you want to move very fast across the field to get a ball, what movement would you use? And once you get the ball, what would you do with your hands to stop it?" Solution: Running to move fast. Catching to stop the ball with hands.
Commentary: This combines understanding of a locomotor movement for speed and a manipulative movement for controlling an object, demonstrating a practical scenario. ---
Community and Local Games: The movements learned are directly applicable to common Nigerian children's games.
Walking and Running: Essential for navigating local streets, attending mosque/church, or fetching water from a communal tap. Running is fundamental in games like tinko (tag) or during local football matches.
Hopping: Directly used in suwe (hopscotch), a popular playground game, enhancing balance and coordination.
Throwing and Kicking: Core skills for playing street football with friends, or simple throwing and catching games like ten-ten (with a ball or stone).
Integration: Teachers can organize simple versions of these games during P.H.E. time, emphasizing the specific movements learned and safety rules.
Home and Daily Chores: Children can apply these movement skills to assist with simple household tasks.
Walking and Stepping: Moving carefully around the house, stepping over obstacles (e.g., sleeping mat, broom), helping to set the table, or fetching light items.
Pushing: Gently pushing a light stool, a toy, or helping to move a small broom.
Integration: Encourage parents to involve children in age-appropriate chores that require these movements, reinforcing their importance and practical use.
Personal Safety and Awareness: Understanding safe movement patterns directly translates to personal safety in various Nigerian contexts.
Looking where you are going: Crucial in crowded markets, on busy streets, or in school compounds to avoid collisions.
Not pushing others: Important for queueing for food, sharing toys, or moving within crowded spaces like a lorry park or motor park.
Awareness of surroundings: Vital for children walking to and from school, knowing to look out for vehicles or uneven ground.
Integration: Discuss real-life scenarios related to safety (e.g., "What if you are running in the market and there are many people?") and have students suggest how to apply the safety rules learned. ---