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Subject: Physical Education
Semester: 1
Period: 1
Week: 5
School Name:
Teacher’s Name:
Subject: Physical education
Grade Level: Grade 2
Date: Week 5
Lesson Duration: 45 minutes
Week & Period: Week 5, Period 1
Topic: Minor Games – Locomotor and Manipulative Games
Sub-topic: Hopping, skipping, jumping, catching, throwing, rolling, and kicking activities
Learning Objectives
By the end of the lesson, students should be able to:
- Explain what locomotor and manipulative games are.
- Identify examples of locomotor and manipulative activities.
- Demonstrate safe participation in locomotor and manipulative games.
Previous Knowledge
Students have seen children skipping ropes, throwing balls, and kicking during play.
Instructional Materials
Skipping ropes, small balls, open space, whistle.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher shows a skipping rope and a small ball and asks: “What can we do with these?” Learners give answers. Teacher demonstrates a short skip and simple ball throw.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Locomotor Games:
- These are movements where the body travels from one place to another.
- Examples: Hopping, skipping, jumping, galloping, running.
- Importance: Improves speed, balance, coordination, and leg strength.
Manipulative Games:
- Activities that involve handling objects using hands or feet.
- Examples: Catching a ball, throwing, rolling a ball, kicking.
- Importance: Develops hand-eye coordination, control, focus, and strength.
Demonstration:
- Teacher demonstrates:
- Locomotor activities: hop, skip, jump, run across a short distance.
- Manipulative activities: catch a soft ball, throw to a partner, roll a ball along the floor, kick a soft ball.
- Emphasize safe participation: no pushing, throwing too hard, or misusing equipment.
Practical Activities:
- Set up stations for learners to rotate:
- Hopping and skipping
- Jumping
- Catching and throwing
- Rolling and kicking
- Learners rotate in small groups every few minutes.
- Encourage cheering and helping each other maintain correct form.
- Remind learners to focus on teamwork and safe participation.
Learners’ Activities (Expanded):
- Take turns at each station practicing locomotor and manipulative skills.
- Encourage and guide peers on correct technique.
- Discuss briefly: “Which activity did you enjoy most and why?”
- Practice a mini-routine combining hopping, jumping, throwing, and catching for fun.
Assessment Checks:
- Ask learners to mention one locomotor activity (e.g., hopping) and one manipulative activity (e.g., throwing).
- Observe safe participation, correct technique, and teamwork.
- Ask learners to explain why practicing these activities is important for their body.
Notes (Expanded & Detailed):
- Locomotor games develop speed, strength, balance, and agility.
- Manipulative games improve coordination, control of objects, focus, and teamwork.
- Both types of games encourage fun, cooperation, social skills, and healthy competition.
- Practicing these games regularly helps learners stay active, strong, and confident in physical abilities.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher revises meaning of locomotor and manipulative games and their examples.
Evaluation Method (Expanded): Exit slip/quiz: Learners show one locomotor and one manipulative action. Teacher provides oral feedback.
Assignment (Expanded): Draw yourself skipping or playing with a ball.
Follow-up Activity: Practice hopping, skipping, or throwing a ball at home.
Differentiation / Inclusive Strategies
Learners with weaker motor skills are guided to do simple versions (e.g., slow skipping, rolling instead of throwing). Advanced learners demonstrate for peers.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low