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Subject: Physical Education
Semester: 1
Period: 2
Week: 8
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 1
Date: Week 8
Lesson Duration: 45 minutes
Week & Period: Week 8, Period 2
Topic: Motor Skills
Sub-topic: Walking, Running, Jumping, Balancing, Throwing, Catching
Learning Objectives
By the end of the lesson, students should be able to:
Demonstrate basic motor skills including walking, running, jumping, balancing, throwing, and catching
Participate in simple movement activities that develop coordination and control
Previous Knowledge
Students already know:
Basic walking, running, and simple games involving movement
Instructional Materials
Cones, small balls, bean bags, balance beams, mats
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Lead learners in stretching exercises and light jogging
Ask learners to demonstrate one movement skill they know
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Learners listen and watch as the teacher explains and demonstrates each motor skill step by step:
- Walking in a straight line (heel to toe, eyes forward).
- Running safely (arms moving, eyes ahead, not pushing others).
- Jumping over small markers (bend knees, land softly with both feet).
- Balancing on one foot (arms out for balance, switch feet after a count of 5–10).
- Throwing and catching balls (eyes on the ball, use both hands to catch).
- Learners rotate through movement practice stations:
- Walking a straight line drawn on the ground.
- Hopping or jumping over small markers.
- Balancing on a beam or line.
- Throwing balls at a target and catching with a partner.
- Learners practice throwing and catching in pairs, taking turns.
- Learners perform balancing activities individually or in small groups, trying different positions (arms up, arms out).
Assessment Checks:
- Teacher observes learners at each station to ensure safety and proper technique.
- Ask learners: “How does balancing help us in games like football?” or “Why is catching important?”
- Provide immediate feedback—praise correct actions and guide learners gently where improvement is needed.
Notes (Expanded & Detailed):
- Safety: Ensure learners do not run into each other, jump in their space, and use safe equipment (soft balls, stable markers).
- Proper technique: Demonstrate clearly and slowly before learners attempt. Remind them to keep eyes forward while walking/running, land softly when jumping, and use both hands to catch.
- Encouragement: Cheer learners as they try. Even if they fail, encourage them to try again. Praise effort, not just success.
- Link to real life: Walking straight helps us move safely, running improves speed for games, balancing helps in sports like football or skipping rope, throwing and catching are used in games like catch, handball, and football.
- Practical reinforcement: After practice, learners share which skill they enjoyed most and why. Teacher may also introduce a short game that combines the skills, e.g., a mini relay race with balancing and jumping.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Recap motor skills learned and highlight their importance in games and daily activities
Evaluation Method (Expanded)
Exit slip/quiz: Learners perform one skill and name it
Teacher will collect slips and provide oral feedback
Assignment (Expanded):
Practice one motor skill at home or during playtime
Follow-up Activity:
Observe family members performing a movement skill and report back
Differentiation / Inclusive Strategies
Provide modified equipment or shorter distances for learners needing support
Use peer demonstration for visual learners
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low