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Subject: Physical Education
Semester: 2
Period: 4
Week: 21
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 4
Date: Week 21
Lesson Duration: 45 minutes
Week & Period: Week 21, Period 4
Topic: Body Screening – 6-Mile Bicycle Test
Sub-topic: Measuring Endurance and Leg Strength
Learning Objectives
By the end of the lesson, students should be able to perform a cycling test safely, record effort and time, and understand the benefits for leg strength and endurance
Previous Knowledge
Students already know: Basic cycling skills, endurance concept
Instructional Materials
Bicycles, helmets, cones, stopwatches, recording sheets
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Warm-up: Light stretching, pedal practice. Discussion: How cycling can improve endurance and leg strength
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Definition & Explanation: Teacher explains that cycling is a form of physical activity that improves cardiovascular endurance, leg strength, balance, and coordination. Physical fitness screening through the 6-Mile Bicycle Test helps learners evaluate their stamina and ability to maintain consistent effort over a longer distance. Emphasize that proper technique and safety are essential to prevent injuries.
Demonstration of Procedures:
- Cycling Posture: Teacher demonstrates sitting upright, hands on handlebars, feet properly on pedals, knees slightly bent, and eyes forward.
- Pedaling Technique: Show smooth, circular pedaling motion; emphasize pushing down and pulling up for efficiency.
- Safe Riding Practices: Explain wearing helmets, checking brakes, avoiding obstacles, signaling turns, and riding in designated areas.
- Pacing & Breathing: Teacher demonstrates maintaining a steady speed and breathing rhythmically throughout the ride.
Learners’ Activities (Expanded):
- Warm-Up: 5 minutes of stretching legs, ankles, and shoulders.
- Cycling Practice: Students ride in pairs or small groups along a safe, marked course. Teacher observes posture, pedaling technique, and safe riding practices.
- Time Recording: Students track the time it takes to complete the 6-mile course and note perceived effort (easy, moderate, hard).
- Peer Observation: Students observe each other and give constructive feedback on technique and safety.
- Reflection Discussion: After cycling, students compare times and effort levels with peers. Discuss challenges (e.g., fatigue, maintaining speed) and strategies to improve endurance and technique.
- Goal Setting: Students set personal goals for improving cycling stamina and coordination over the next weeks.
Assessment Checks:
- Teacher observes correct posture, smooth pedaling, and adherence to safety rules.
- Check students’ ability to pace themselves consistently over the course.
- Ask reflective questions:
- “What part of cycling was most challenging?”
- “How did your posture or pedaling technique affect your performance?”
- “What strategies can help you cycle longer or faster safely?”
- Review students’ recorded times and notes on perceived effort for completeness and accuracy.
Notes (Expanded & Detailed):
- Cycling develops cardiovascular endurance, leg strength, coordination, balance, and focus.
- Safety awareness is critical: helmets, proper gear, and course supervision prevent accidents.
- Recording and comparing results helps learners monitor personal progress and encourages goal-setting.
- Peer observation builds cooperation, constructive feedback skills, and motivation.
- Encourage students to practice short cycling sessions outside school to reinforce endurance and technique.
- Integrate with other cardiovascular activities like walking, jogging, or running for overall fitness improvement.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Recap cycling techniques, endurance benefits, and safe practice
Evaluation Method (Expanded)
Exit slip/quiz: Students write one benefit of cycling for fitness
Teacher will collect slips and provide oral feedback
Assignment (Expanded): Practice cycling safely for 10–15 minutes at home or nearby area
Follow-up Activity: Track improvement in cycling performance over the next week
Differentiation / Inclusive Strategies: Provide smaller distance or adjusted effort for students needing support
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low