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Subject: Physical Education
Semester: 2
Period: 4
Week: 22
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 2
Date: Week 22
Lesson Duration: 45 minutes
Week & Period: Week 22, Period 4
Topic: Stunts and Tumbling
Sub-topic: Bear Dance and Tumbling Basics
Learning Objectives
By the end of the lesson, students should be able to:
Perform simple stunts such as Bear Dance. Demonstrate basic tumbling skills including log roll and safe forward roll. Maintain correct posture and safety during stunts. Build confidence through safe practice in pairs or small groups.
Previous Knowledge
Students already know locomotor movements, balancing, and basic body control from previous lessons.
Instructional Materials
Mats, open play space, picture charts of stunts, cones for boundaries.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher leads light jogging, arm swings, and stretching exercises. Learners discuss previous balance activities and how they felt performing them.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Explanation:
- Bear Dance: A fun movement activity combining rhythm, body posture, and coordination.
- Tumbling Basics: Includes log rolls and safe forward rolls.
- Safety Rules:
- Bend knees to absorb impact
- Tuck chin to protect the neck during rolls
- Use mats for cushioning
- Perform movements carefully and slowly
- Importance:
- Improves balance, coordination, body control, and confidence
- Encourages teamwork and observation skills
- Develops rhythm, spatial awareness, and flexibility
Demonstration:
- Teacher demonstrates Bear Dance step by step with correct posture and rhythm
- Teacher shows log roll and forward roll on mats, emphasizing safety steps
- Positive reinforcement is given to learners who follow instructions correctly
Practical Activity:
- Learners perform Bear Dance movements alongside the teacher
- Practice tumbling in pairs or small groups on mats
- Observe peers and provide feedback on posture and safety
- Reflect on personal improvement in balance, confidence, and coordination
Learners’ Activities (Expanded):
- Follow teacher’s demonstration of Bear Dance and tumbling
- Perform log rolls and forward rolls safely
- Support and observe peers in pairs, checking posture and technique
- Share orally: “Which activity helped you feel more confident?”
- Discuss how these movements help in daily life and sports
Assessment Checks:
- Teacher observes:
- Correct posture during Bear Dance
- Proper execution of log rolls and forward rolls
- Safe participation and teamwork
- Oral questions:
- “Why do we tuck our chin during a forward roll?”
- “How does Bear Dance help with coordination?”
- Check learners’ ability to follow instructions and encourage peers
Notes (Expanded & Detailed):
- Stunts and tumbling improve balance, coordination, body control, and confidence
- Bear Dance combines rhythm, movement, and fun
- Log roll and forward roll teach safe rolling techniques and awareness of body position
- Practicing in pairs fosters teamwork, observation skills, and safety awareness
- Regular practice enhances physical fitness, confidence, and enjoyment of movement
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Learners demonstrate one stunt or tumble safely. Teacher reviews importance of correct posture, safety, and confidence.
Evaluation Method (Expanded):
Exit slip/quiz: 1. Name one stunt you practiced. 2. How do you roll safely? 3. Why is confidence important when doing stunts?
Assignment (Expanded):
Practice a simple forward roll or stretching movement at home with supervision and share the experience in class.
Follow-up Activity:
Next lesson will integrate all activities from Weeks 19–22 in preparation for assessment.
Differentiation / Inclusive Strategies
Learners with physical limitations may perform smaller rolls or seated stretching. Peer demonstration and teacher guidance ensure inclusivity.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low