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Subject: Physical Education
Semester: 2
Period: 5
Week: 28
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 2
Date: Week 28
Lesson Duration: 45 minutes
Week & Period: Week 28, Period 5
Topic: Games – Classroom and Locomotor
Sub-topic: Mirror Mirror and Geometrical Shapes
Learning Objectives
By the end of the lesson, students should be able to:
Demonstrate coordination and motor skills through Mirror Mirror and Geometrical Shapes games. Work cooperatively in groups and follow instructions. Reflect on spatial awareness, teamwork, and safe participation during play.
Previous Knowledge
Students already know basic locomotor movements, balance, and teamwork skills from previous games and fitness activities.
Instructional Materials
Cones, ropes, markers, picture charts showing game rules, open play space.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher begins with light jogging and stretching exercises. Learners are asked: “Who can copy my movements exactly?” This introduces the concept of mirroring movements and prepares learners for the Mirror Mirror game.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Explanation:
- Mirror Mirror: Learners copy a partner’s movements exactly, improving observation, coordination, focus, and body control.
- Geometrical Shapes: Learners move along patterns marked on the ground (circle, square, triangle), practicing locomotor skills, balance, and spatial awareness.
- Importance: These games develop teamwork, listening skills, and the ability to follow instructions carefully.
Demonstration:
- Teacher demonstrates Mirror Mirror, showing how to mirror movements slowly and accurately.
- Teacher demonstrates moving along geometrical shapes: hopping along a circle, skipping on a square, and balancing on triangle lines.
- Safety and correct movement technique are emphasized.
Practical Activity:
- Learners pair up for Mirror Mirror, taking turns leading and following movements.
- Small groups rotate through stations for Geometrical Shapes, performing hopping, skipping, running, and balancing.
- Reflection is encouraged: learners discuss which skills were easiest or most challenging at each station.
Learners’ Activities (Expanded):
- Pair work: one learner leads, the other mirrors exactly.
- Rotate through Geometrical Shapes stations, practicing locomotor skills.
- Discuss orally: “Which movement was hardest to copy?” “How does working with a partner help you improve?”
Assessment Checks:
- Teacher observes correct execution of movements, safety, attention, and cooperation.
- Oral questions:
- “How do you copy movements accurately?”
- “Why is teamwork important in these games?”
- “Which geometrical shape was easiest or hardest to move along?”
Notes (Expanded & Detailed):
- Mirror Mirror enhances focus, coordination, and motor control.
- Geometrical Shapes improves locomotor skills, spatial awareness, and teamwork.
- Rotating through stations allows learners to practice multiple skills and reflect on performance.
- Safety, correct technique, and taking turns are emphasized to prevent injury.
- Reflection discussions help learners understand body movement, cooperation, and self-improvement.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Learners demonstrate one movement from Mirror Mirror and one from Geometrical Shapes. Teacher reviews the importance of coordination, teamwork, and following instructions.
Evaluation Method (Expanded):
Exit slip/quiz: Learners answer: 1. Name one skill practiced in Mirror Mirror. 2. Mention one locomotor skill used in Geometrical Shapes. 3. Why is teamwork important during games? Teacher collects slips and provides oral feedback.
Assignment (Expanded):
Learners practice one locomotor skill and one mirroring activity at home with a partner and report observations next class.
Follow-up Activity:
Next lesson will focus on manipulative games, emphasizing hand-eye coordination, throwing, catching, and teamwork.
Differentiation / Inclusive Strategies
Learners with mobility difficulties can perform simplified movements or act as observers guiding partners. Peer support ensures inclusive participation.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low