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

• Show different ways to move your body.
• Balance on one foot for 5 seconds.
• Move safely without bumping into others.
• Follow instructions in a group game.
• Play happily with your friends.

Lesson summary

Introduction: This lesson focuses on developing and refining fundamental movement skills through fun, engaging games. For Grade 1 learners in South Africa, physical activity is a vital part of daily life. Whether playing uMgusha (hopscotch) on the pavement, chasing friends during break time, or dancing to music at home, movement is how children explore their world, build friendships, and develop healthy bodies. This week, we will focus on specific locomotor skills (like skipping and galloping), balance, and spatial awareness.

Lesson notes

This section explains the core movement concepts we will be practicing. It's important to demonstrate these movements clearly and give learners lots of encouragement.

Locomotor Movements: Moving Our Bodies from Place to Place Locomotor movements are how we travel from one point to another. Think of it as your body's way of going on a journey!

Hopping: This is jumping and landing on the same foot. It's like being a flamingo or playing uMgusha.

How to Hop: Stand on one leg, bend your knee, and push off the ground. Land softly on the ball of the same foot. Try to do three hops in a row without putting your other foot down.

Example: "Let's pretend we are bunnies hopping in a garden to find a carrot! Pick one foot and hop, hop, hop towards the other side of the room." Skipping: This is a combination of a step and a hop. It's a bouncy, happy way to move.

How to Skip: Take a step forward with one foot, then do a small hop on that same foot. Then, step forward with the other foot and do a small hop on it. It’s a ‘step-hop, step-hop’ rhythm.

Example: "Imagine you are walking through a beautiful field of flowers in Namaqualand. You are so happy you start to skip! Step-hop, step-hop, all the way to your friend." Galloping: This movement is like a horse trotting. One foot is always in the lead.

How to Gallop: Step forward with one foot. Then, quickly slide your back foot up to meet your front foot. Keep the same foot in front. It makes a sound like ‘clip-clop, clip-clop’.

Example: "Let's be horses on a farm in the Karoo. Put one foot forward and let the other foot chase it. Gallop across the field! Now try leading with your other foot." Balance: Staying Steady and Strong Balance is our ability to control our body and not fall over. We use it all the time, even when just standing still.

Static Balance (Balancing in one spot): This is like being a statue or a tree with strong roots.

How to do it: Stand on both feet. Now, slowly lift one foot off the ground. Try to keep your body very still. You can put your arms out to the side like airplane wings to help you balance.

Example: "Pretend you are a tall protea flower standing strong on the mountain. Lift one leg and see if you can stay still for the count of five without wobbling." Spatial Awareness: Knowing Your Space Spatial awareness means understanding the space around you and where your body is. It helps us avoid bumping into people or things.

Personal Space: This is the bubble around your body. You should try not to pop anyone else's bubble!

How to practice it: Stand up and stretch your arms out wide, turning in a circle. That is your personal space. When we move, we must be careful not to enter someone else’s space without permission.

Example: "When we play our game, imagine you are driving a taxi in Johannesburg. You have to stay in your own lane and not bump into the other taxis! Look where you are going." Guided Practice (With Solutions)

Activity 1: The Animal Parade Question/Task: The teacher calls out an animal and a direction. Learners must move across the space like that animal.

For example: "Hop like a rabbit to the blue cone!" or "Gallop like a horse back to the starting line!" Solution/Method: Teacher Demonstration: The teacher first demonstrates how to hop like a rabbit (small, quick hops on two feet) and gallop like a horse (one foot leading).

Guided Practice: The teacher calls out, "Gallop like a horse to the wall!" Learners respond by galloping.

The teacher provides verbal cues: "Good! Keep one foot in front! That's it!"

Commentary: This activity allows the teacher to assess learners' understanding of different locomotor movements in a fun, imaginative context. It reinforces listening skills and following instructions. The teacher can correct form individually, e.g., "Thabo, try to make your hops smaller and quicker like a little rabbit." Activity 2: Musical Statues Question/Task: Play some South African music (e.g., a song by Mango Groove or Johnny Clegg). Learners move around the space using any of the movements we learned (skipping, hopping, galloping). When the music stops, they must freeze in a balanced position on one leg.

Solution/Method: Setup: Ensure there is enough space for all learners to move freely. Choose upbeat, familiar music.

Execution: When the music plays, encourage learners to use the whole space. When the music stops, the teacher shouts "Freeze!" and learners must immediately stop and balance on one leg.

Commentary: The goal is to hold the balance until the music starts again. This teaches dynamic movement control and static balance. The teacher can praise those who hold their balance well ("Look how still Lerato is, like a statue!") and offer tips for those who wobble ("Try putting your arms out to help you balance.").

Activity 3: Follow the Leader Question/Task: The teacher is the first leader. The teacher leads a line of learners around the space, performing different movements.