Lesson Notes By Weeks and Term v3 - Primary 4
Moving our Body Parts
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Moving our Body Parts
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Subject: Physical & Health Education
Class: Primary 4
Term: 1st Term
Week: 5
Theme: Basic Movement
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Watch on YouTubeSee Facebook postlist the basic locomotor movements explain how to perform each of the movements demonstrate movement patterns practice the skills of locomotor movement
step forward with one foot. Push off powerfully from that foot, swinging the opposite arm forward for momentum. Extend the body through the air, reaching forward or upward. Land softly on the opposite foot, bending the knee to absorb impact. Maintain balance.
Importance: Used in long jump, hurdling, or when crossing a ditch or a wide puddle.
6. Galloping: Definition: A combination of a walk and a run, where one foot leads and the other foot chases or slides to meet it. It is an uneven rhythmic movement.
How to Perform: Stand with feet together. Step forward with one foot (the lead foot). Bring the other foot up quickly to meet or pass the lead foot, then repeat. Maintain the same lead foot throughout the movement. Arms can be bent and used for balance. Movement is typically forward but can be sideways.
Importance: Often seen in play, imitating animals, or in some cultural dances.
7. Skipping: Definition: A combination of a step and a hop, alternating feet. It involves a step-hop, step-hop rhythm.
How to Perform: Step forward with one foot. Immediately hop on that same foot. Then step forward with the other foot. Immediately hop on that second foot. Repeat the step-hop pattern, alternating feet. Use arms for balance and momentum, swinging them naturally.
Importance: A joyful and rhythmic movement, often used in play, skipping rope, and some dance forms.
Apparatus Used in Locomotor Activities: For effective practice and demonstration, the following apparatus can be beneficial: Cones or Markers: To designate pathways, boundaries, or starting/finishing lines.
Ropes: For skipping, creating lines, or defining areas.
Hoops: For jumping in and out, or as targets.
Benches/Low Obstacles: For stepping or leaping over safely.
Open Space: A clear, safe area (classroom, school field, playground) is the most essential "apparatus." Teacher Activities: Introduction (10 minutes): Begin by asking students to identify various ways they move their bodies daily (e.g., "How do you move from your chair to the door? How do you move when playing football?"). Introduce the concept of "locomotor movements" as movements that take us from one place to another. List the basic locomotor movements (walking, running, jumping, hopping, leaping, galloping, skipping) on the board or chart. Presentation and Demonstration (20 minutes): Explain each locomotor movement systematically, using clear language and demonstrating the correct technique. For each movement, break it down into key steps (e.g., for jumping: "bend knees, swing arms, push off with both feet, land on both feet"). Emphasise safety cues (e.g., "land softly," "look where you are going"). Show visuals (if available) or draw simple stick figures to illustrate the movements. Guided Practice - Whole Class (25 minutes): Lead students through a series of practical exercises for each movement. Give clear verbal commands (e.g., "Now, everyone, let's walk across the field," "Run to the cone and back," "Jump over the imaginary puddle"). Observe students carefully, providing immediate feedback and corrections on posture, arm swing, and footwork. Organise students into small groups to practice, ensuring adequate space and supervision.
Use simple games or drills: e.g., "Follow the Leader" using different locomotor movements, or "Traffic Light" where green means run, yellow means walk, red means stop.
Consolidation and Recap (5 minutes): Ask students to name the locomotor movements they practised. Briefly review the key features of each movement. Address any misconceptions or common errors observed during practice.
Student Activities: Participation in Discussion: Students will contribute ideas on how they move their bodies daily.
Observation: Students will observe the teacher's demonstrations of each locomotor movement.
Active Practice: Students will engage in practical exercises, attempting each locomotor movement as demonstrated by the teacher. They will walk, run, jump, hop, leap, gallop, and skip in designated areas. They will participate in simple movement games that incorporate locomotor skills.
Peer Observation (Optional): Students may observe their peers and provide simple feedback under teacher guidance.
Q&A: Students will ask questions for clarification and answer questions posed by the teacher.
Resources: Large open space (playground, field, classroom with rearranged desks) Cones or markers (can be improvised with stones, plastic bottles) Skipping ropes (optional) Charts or pictures illustrating locomotor movements (optional) The teacher should guide students through these questions/tasks, ensuring understanding and correct execution.
Question 1: Name three basic ways our bodies can move from one place to another.
Solution: Students should be able to name any three from the following: Walking, Running, Jumping, Hopping, Leaping, Galloping, Skipping.
Commentary: This assesses their recall of the basic locomotor movements introduced. The teacher should prompt them to remember what they practised.
Question 2: Describe how you would perform a "hop." What makes it different from a "jump"?
Solution: Performing a Hop: A hop involves taking off from the ground using one foot and landing on the same foot. The other foot is usually lifted off the ground for balance. (e.g., "To hop, you lift one foot off the ground, bend the knee of your standing leg, push off the ground with that same foot, and then land back on that same foot.")
Difference from a Jump: A jump involves taking off from two feet and landing on two feet, while a hop involves taking off and landing on one foot.
Commentary: This tests comprehension of the distinct characteristics of specific movements and the ability to articulate them. The teacher can ask students to demonstrate to confirm understanding.
Question 3: Imagine you are playing Tinko (hopscotch). Which locomotor movements would you most likely use when moving through the squares?
Solution: Students would primarily use hopping (for single squares) and jumping (for double squares or specific patterns). Sometimes walking to start or finish.
Commentary: This connects the learned movements to a familiar Nigerian game, demonstrating real-life application.
Question 4: You are asked to collect firewood from a short distance away. Which locomotor movement would be most appropriate for quickly getting there and back without carrying too much weight?
Solution: Running would be the most appropriate movement for quickly getting to and from a short distance, especially without carrying a heavy load. If the path is rough or requires navigating small obstacles, a combination of running and perhaps leaping over small stones might occur.
Commentary: This encourages students to think about the efficiency and purpose of different movements in a practical, culturally relevant context.
Differentiation: For Struggling Learners (Remediation): Break Down Movements: Deconstruct complex movements (e.g., skipping) into simpler components (step, then hop).
One-on-One/Small Group Coaching: Provide individual attention to correct specific errors.
Visual and Verbal Cues: Use clear demonstrations and simple, repetitive verbal instructions.
Physical Assistance: Gently guide a student's limb movement if safe and appropriate.
Modified Tasks: Allow them to perform movements at a slower pace or over shorter distances. For jumping, start with stepping over a line before jumping.
Positive Reinforcement: Offer frequent encouragement for effort and small improvements.
Partner Practice: Pair them with a patient peer who can model and provide gentle feedback.
For High-Achieving Learners (Extension): Combine Movements: Challenge them to create sequences of locomotor movements (e.g., "run, jump, then hop twice").
Introduce Obstacles: Safely incorporate low obstacles (e.g., small benches, ropes on the ground) for jumping or leaping over.
Movement Patterns: Ask them to create specific movement patterns or a short "dance" routine using different locomotor movements.
Lead Warm-ups/Cool-downs: Empower them to lead parts of the warm-up or cool-down, demonstrating good form for their peers.
Explain Benefits: Encourage them to articulate the health benefits or specific muscle groups used in each movement. "Teacher's Assistant" Role: Have them assist struggling peers under teacher supervision.
Remediation Activities: Targeted Drills: If a student struggles with hopping, dedicate specific time to just hopping on one foot for short distances, focusing purely on balance and the take-off/landing.
Mirroring: Have the student face the teacher and imitate movements directly.
Use of Markings: Draw foot placements on the ground with chalk to guide foot movement for walking or galloping patterns.
Game-based Remediation: Incorporate fun, low-pressure games that naturally encourage the problematic movement, e.g., a simple "hop-scotch" variant for hopping.
Extension Activities: "Locomotor Storytelling": Students create a short story or scenario that involves using a variety of locomotor movements (e.g., "A child saw a goat, ran after it, then had to jump over a log, and then skipped all the way back home."). They then demonstrate their story.
Investigate Variations: Research and demonstrate variations of basic movements, such as backward walking or zig-zag running.
Cultural Movement Exploration: Identify and demonstrate locomotor movements found in various Nigerian traditional dances or games from different ethnic groups.
Daily Chores and Errands: Application: Children in Nigeria often walk long distances to fetch water, collect firewood, go to the farm, or run errands at the market. Mastering walking, running, and even leaping over small obstacles (like gutters or small streams) ensures they can perform these tasks efficiently and safely, reducing fatigue and potential accidents.
Example: A child who needs to quickly fetch a forgotten item from the house while their mother is cooking might run, but walk carefully while carrying a pot of water to avoid spilling.
Traditional Games and Sports: Application: Many Nigerian traditional games and modern sports heavily rely on locomotor movements. Games like Tinko (hopscotch) require hopping and jumping. Football, track and field, and even informal street play involve extensive running, leaping, and sometimes galloping during chase games.
Example: During a game of local football, players need to run to chase the ball, leap to head it, and jump to block an opponent's shot. Playing kokowa (traditional wrestling) involves a lot of quick steps and shifts, which are variations of locomotor movements. Cultural Performances and Community Gatherings: Application: Many Nigerian cultural dances feature specific movement patterns that are variations of locomotor skills. Learning these basic movements helps children participate more fully in cultural celebrations, festivals, and community events, fostering a connection to their heritage.
Example: Certain celebratory dances might involve rhythmic skipping steps or energetic jumps in unison, requiring good coordination and body control.