Lesson Notes By Weeks and Term v5 - Grade R

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

• Stand on one leg like a flamingo.
• Walk carefully on a straight line.
• Hop on one foot and gallop.
• Throw a beanbag to a target.
• Follow movement instructions.

Lesson summary

This lesson focuses on the foundational physical skills of balance, coordination, and locomotion, which are critical components of a child's overall development as outlined in the CAPS curriculum. In the South African context, mastering these skills is essential for learners to safely navigate their diverse environments—from uneven pavements in bustling cities to dirt paths in rural villages. These skills empower children to participate fully in play, which is their primary mode of learning. Engaging in traditional games like kgati (skipping rope) or playing soccer in the park requires good coordination and balance.

Lesson notes

This section explains the core ideas in a way that is easy for young learners to understand. The teacher should use demonstrations for each concept.

A. Balance: Your Body's Superpower to Stay Still! Balance is the ability to keep your body steady without falling over. It’s like having a superpower that helps you stand, walk, and play. There are two types of balance we will practice: Static Balance: This is when you keep your body still in one position. Think of a statue in a park!

Why it matters: It helps you stand still in a line, sit properly on the mat, and get ready for other movements.

Example (South African Context): Pretend you are a meerkat standing very still on its back legs, looking out over the Karoo desert. You are using static balance to stay upright and watch for danger.

Dynamic Balance: This is when you keep your body steady while you are moving.

Why it matters: It helps you walk on a narrow pavement, climb a jungle gym, or cross a small stream on stepping stones without falling.

Example (South African Context): Imagine you are carefully walking along the edge of a taxi rank to stay out of the way. You have to move and keep your balance at the same time. That's dynamic balance!

B. Coordination: Making Your Body Parts Work Together Coordination is teaching your body parts to work together as a team. Your brain sends a message to your arms, legs, and eyes, and they all do the right thing at the right time.

Hand-Eye Coordination: This is when your eyes and hands work together. You see something, and your hands react to it.

Why it matters: It helps you catch a ball, draw a picture, build with blocks, and eat with a spoon.

Example (South African Context): When you play amagende (jacks with stones), you are using hand-eye coordination to throw the main stone up and scoop the others before catching it again.

Foot-Eye Coordination: This is when your eyes and feet work together.

Why it matters: It helps you kick a soccer ball, step over a puddle, and ride a scooter.

Example (South African Context): When you see a soccer ball rolling towards you in the school field, your eyes tell your feet exactly where and when to kick it.

C. Locomotion: Moving From Here to There! Locomotion means moving your whole body from one place to another. It's how we get around!

How it works: We use our legs and feet to perform different movements like walking, running, jumping, hopping, and galloping.

Why it matters: It's how we explore the world, play games, and get from the classroom to the playground. Each type of movement helps make our bodies stronger.

Example (South African Context): During a cultural dance performance, like the Zulu Indlamu dance, dancers use powerful locomotion skills like stomping and high kicks to move across the stage. Guided Practice (With Solutions)

Activity 1: The Flamingo Freeze Question/Task: "Let's all pretend to be beautiful flamingos standing in the water at iSimangaliso Wetland Park. Can you stand on one leg, lift the other one up, and hold it for a count of three? Let's try the other leg too!" Worked Solution and

Commentary: The teacher first demonstrates the pose, standing tall and finding a spot on the wall to look at for focus. The teacher instructs learners to spread their arms out like wings to help with balance.

The teacher counts aloud slowly: "One... two... three!" Learners are encouraged to try again if they wobble. The teacher provides physical support (holding a hand) for those who struggle.

Commentary: This activity directly targets static balance. The visual cue of a flamingo makes it relatable and fun. Focusing on a fixed point is a key technique for maintaining balance, which the teacher models.

Activity 2: The Sidewalk Journey Question/Task: "This rope on the floor is a narrow sidewalk next to a busy road in Johannesburg. We need to walk very carefully on it so we don't step into the road. Can you walk from this end to the other by putting one foot right in front of the other, heel to toe?" Worked Solution and

Commentary: The teacher demonstrates the heel-to-toe walking motion slowly and deliberately on the rope. The teacher encourages learners to look ahead at the end of the rope, not down at their feet. Learners take turns walking the line. The teacher offers encouraging words like, "Well done! Slow and steady!"

Commentary: This activity teaches dynamic balance. The real-world scenario adds context and importance. The instruction to look ahead rather than down is a crucial tip for improving balance while in motion.

Activity 3: The Beanbag Feed Question/Task: "This hula hoop is a hungry hippo's mouth! We need to feed it some food (our beanbags). Stand behind this line, look at the hoop, and throw the beanbag underhand to try and get it inside." Worked Solution and

Commentary: The teacher demonstrates a proper underhand throw: hold the beanbag low, swing the arm back, and then forward, releasing the bag towards the target.