Stunts, Tumbling, and Review

Grade 3 · Physical Education

Semester 2 | Period 5 | Week 29

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Subject: Physical Education

Semester: 2

Period: 5

Week: 29

School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 3
Date: Week 29
Lesson Duration: 45 minutes
Week & Period: Week 29, Period 5
Topic: Stunts, Tumbling, and Review
Sub-topic: Integration of Health and Fitness
Learning Objectives
By the end of the lesson, students should be able to:
Demonstrate stunts and tumbling with correct technique and safety
Recall causes, effects, and prevention of STIs
Apply knowledge of STIs and healthy behaviors in discussions and activities

Previous Knowledge
Students already know tumbling and stunts like crab walk and forward roll

Instructional Materials
Mats, cones, whistle

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher leads stretching and jogging. Asks: “Who remembers one STI we learned about?”

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher Input (Expanded & Detailed):

  1. Introduction & Explanation:
  • Teacher explains the importance of stunts and tumbling for building strength, coordination, and flexibility.
  • Briefly review STIs, focusing on causes, effects, and prevention methods:
    • Causes: Germs (bacteria/viruses)
    • Effects: Weakness, discomfort, sickness
    • Prevention: Abstinence, safe behaviors, hygiene
  • Emphasize integration of health knowledge with physical activity: staying active supports overall wellness.
  1. Demonstration of Stunts & Tumbling:
  • Teacher demonstrates:
    • Crab walk: Sit on floor, lift body with hands and feet, move sideways.
    • Bear crawl: Hands and feet on floor, knees off ground, move forward on all fours.
    • Forward roll: Tuck chin, roll forward on mat.
    • Log roll: Lie straight, roll sideways like a log.
  • Teacher highlights safety tips:
    • Keep movements controlled.
    • Use mats or soft surfaces.
    • Maintain awareness of peers’ space.
  1. Practical Activity – Integration:
  • Students practice each stunt and tumbling exercise under supervision.
  • During breaks, teacher asks students to share one method of STI prevention.
  • Combine physical activity with discussion:
    • “While practicing these exercises, how does moving safely help your body?”
    • “How do healthy behaviors prevent sickness like STIs?”

 

Learners’ Activities (Expanded & Detailed):

  • Perform crab walk, bear crawl, forward roll, and log roll safely.
  • Rotate in small groups, taking turns and observing peers’ technique.
  • Share and discuss one STI preventive method with peers.
  • Reflect on the link between exercise and healthy living.

 

Assessment Checks (Expanded):

  • Observation: Teacher monitors correct posture, safe execution, and cooperation.
  • Oral Questions:
    • “Which stunt helps make your arms and legs stronger?”
    • “Name one way to prevent STIs.”
    • “Why is it important to be careful during tumbling?”
  • Practical Assessment: Learners demonstrate stunts and correctly mention at least one STI prevention method.

 

Notes (Expanded & Detailed):

  • Stunts and tumbling improve strength, balance, coordination, and flexibility.
  • Integrating health education with physical activity reinforces safe behaviors and personal wellness.
  • Knowledge of STI causes, effects, and prevention helps learners make healthy decisions.
  • Encourage a classroom environment of safety, cooperation, and reflection.
  • Linking exercise to health helps learners understand that staying active and informed keeps the body strong and safe.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: We can be healthy by practicing safe exercises and knowing about STIs.
Evaluation Method (Expanded):
Exit slip/quiz: Write one stunt and one STI prevention method.
Assignment (Expanded): Draw yourself performing a stunt and write one healthy habit.
Follow-up Activity: Practice a stunt at home safely.
Differentiation / Inclusive Strategies
Teacher provides step-by-step guidance and peers support weaker learners.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low