Lesson Notes By Weeks and Term v5 - Grade 1

Lesson Video

This page supports the lesson note with a companion video and a short classroom-ready summary.

For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.

Performance objectives

• Run, hop, and jump with better coordination.
• Throw a beanbag using an underarm throw.
• Catch a beanbag with two hands.
• Balance while walking on a line.
• Follow instructions in a game.

Lesson summary

Introduction: This week, we dive into the exciting world of movement and games, a fundamental part of Physical Education. For a Grade 1 learner in South Africa, movement is not just about playing; it's about learning how their body works, how to interact with friends, and how to stay healthy and strong. In our diverse communities, from the sandy fields of the Northern Cape to the bustling streets of Gauteng, children play games like kgati (skipping), amagende (hopscotch), and informal soccer. These games are fun, but they also build crucial gross motor skills, coordination, and social skills like sharing, taking turns, and teamwork.

Lesson notes

This section covers the core movements and concepts we will focus on. It is essential to demonstrate each movement clearly and allow learners to copy you.

A. Locomotor Movements: Moving Your Body Locomotor movements are actions that move your body from one place to another. They are the building blocks of most games and sports.

Running: What it is: Moving fast, where both feet leave the ground for a moment. It's different from walking, where one foot is always on the ground.

How to do it: We tell learners to "lift your knees up high" and "swing your arms like you are running from a bee!" The arms help with balance and speed. We practice running on the spot and then running from one cone to another.

Why it's important: Running builds a strong heart and strong leg muscles. It's used in games like tag (tikkie), soccer, and races.

Hopping and Jumping: What they are: Hopping is pushing off from one foot and landing on the same foot. Jumping is pushing off from two feet and landing on two feet.

How to do it: For jumping, we say, "Bend your knees like a frog, and then spring up! Land with soft, bent knees to protect your body." For hopping, we practice balancing on one foot first, then doing small hops.

Why they are important: These actions improve balance and leg strength. Think about playing amagende (hopscotch) – you need to hop and jump carefully to stay in the blocks!

B. Manipulative Skills: Controlling an Object These skills involve using our hands or feet to move an object like a ball or a beanbag.

Throwing (Underarm): What it is: A simple and safe way to throw an object to a partner or at a target.

How to do it: We use the Cues: Step: Step forward with the foot opposite your throwing hand (if you throw with your right hand, step with your left foot).

Swing: Swing your arm back like a pendulum on a clock.

Release: Let go of the beanbag when your hand is pointing at the target.

Example: We place a hula hoop on the ground about 2-3 big steps away. Learners practice throwing a beanbag to land inside it. We focus on the swinging motion, not on power.

Catching: What it is: Using your hands to stop and control a moving object.

How to do it: We tell learners to "make a big basket with your hands" and "watch the ball all the way into your hands." It's important to use a soft object like a beanbag or a large, soft ball to build confidence.

Why it's important: Catching develops hand-eye coordination, which is crucial for reading, writing, and many sports.

C. Stability Skills and Awareness Balancing: What it is: The ability to hold your body steady without falling over.

How to do it: We start simply. Can you stand on one leg like a flamingo? Now try the other! Then, we walk along a line on the floor, heel-to-toe, like a tightrope walker. Putting arms out to the side like aeroplane wings helps a lot.

Why it's important: Good balance prevents falls and is needed for almost every physical activity, from walking to dancing.

Spatial Awareness: What it is: Knowing where your body is in relation to other people and objects. We talk about a "personal space bubble" around each child.

How to do it: Before a game, we ask learners to stretch their arms out wide and turn around. "If you can't touch anyone, you are in a good space!" During games, we remind them to "look where you are going." Why it's important: It keeps everyone safe by preventing collisions and makes games more organised and fun. Guided Practice (With Solutions)

Activity 1: Traffic Lights Question/Task: The teacher acts as the 'traffic light'. Learners are spread out in an open space.

The teacher calls out commands: "Green light!" (run), "Yellow light!" (walk), "Red light!" (stop/freeze). Add commands like "Bumpy Road!" (hop) or "Big Puddle!" (jump). Worked Solution and

Commentary: The teacher first demonstrates each action clearly. For "Green light!", the teacher runs safely for a few steps. For "Bumpy Road!", the teacher hops on one foot. The teacher calls out the commands, observing the learners.

Commentary: The goal is participation and understanding the instructions, not perfect form. Praise learners for listening and trying. If a learner is confused, the teacher can go near them and model the correct action again. This game is excellent for practicing locomotor skills and listening skills simultaneously.

Activity 2: Feed the Bucket Question/Task: Place several buckets or hoops (the 'mouths') on the ground. Learners line up 2-3 steps away with beanbags ('food'). On the teacher's signal, they try to throw their beanbag into the bucket using an underarm throw. Worked Solution and

Commentary: The teacher demonstrates the underarm throw: "Step, swing, and release!" Emphasise that it's a gentle swing. Learners take their turn. After throwing, they run to collect their beanbag and go to the back of the line.

Commentary: The focus is on the throwing action, not on whether the beanbag goes in.