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Subject: Physical Education
Semester: 1
Period: 2
Week: 9
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 5
Date: Week 9
Lesson Duration: 45 minutes
Week & Period: Week 9, Period 2
Topic: Exercises for Fitness
Sub-topic: Flexibility and Endurance
Learning Objectives
By the end of the lesson, students should be able to:
- Demonstrate exercises for flexibility and endurance
- Explain which exercises improve which fitness components
Previous Knowledge
Students already know basic exercises like running, stretching, and skipping.
Instructional Materials
Charts showing exercises, whistle, stopwatch, mat for stretching.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks students to bend down and touch their toes. Students share how easy or difficult it was. Teacher explains that this relates to flexibility.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Content:
Teacher explains flexibility as the ability of the body to bend, stretch, and move freely without stiffness.
- Flexibility Exercises:
- Toe Touches: Bend forward and try to touch your toes while keeping knees slightly bent.
- Side Bends: Stand straight, bend sideways at the waist, alternating left and right.
- Yoga Poses: Simple poses like cat-cow, cobra, or tree pose to stretch different muscles.
Teacher explains endurance as the ability of the body to keep exercising without getting tired quickly.
- Endurance Exercises:
- Running: Short-distance or continuous jogging.
- Skipping: Using a rope or imaginary line for timed skipping.
- Jumping Jacks: Repetitive jumping with arms and legs extended.
- Circuit Routines: Combining running, jumping, squats, and push-ups in a sequence.
Teacher organizes students into groups to practice flexibility and endurance routines with rotation at different stations.
Learners’ Activities (Expanded):
- Flexibility Practice: Students perform toe touches, side bends, and yoga poses in pairs, checking each other’s posture.
- Endurance Challenges: Students take part in activities such as skipping for one minute, doing sets of jumping jacks, or jogging short distances.
- Group Discussion: Students reflect on which exercises help them become more flexible and which improve stamina.
- Observation and Feedback: Students observe peers’ form and give positive feedback on posture and technique.
- Reflection: Students describe how they felt before, during, and after endurance activities.
Assessment Checks (Formative):
- Ask: “What is flexibility?”
- Ask: “Give one example of an endurance exercise.”
- Observe students’ participation and correct technique in both flexibility and endurance exercises.
Notes (Expanded & Detailed):
- Flexibility: Ability to bend and move joints freely without stiffness. Helps prevent injuries and improve range of motion.
- Flexibility Exercises: Toe touches, side bends, yoga poses.
- Endurance: Ability to continue physical activity without fatigue. Improves heart and lung health.
- Endurance Exercises: Running, skipping, jumping jacks, circuit routines.
- Practical Tip: Warm-up before exercises, maintain correct form, and breathe steadily.
Assignments:
- Perform 5–10 minutes of flexibility exercises at home and record how your body feels.
- Do a one-minute endurance activity (jumping jacks, skipping, or jogging) and note how tired you feel.
- Write 3 sentences explaining the difference between flexibility and endurance exercises.
- Draw yourself performing one flexibility exercise and one endurance exercise, labeling the muscles used.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews flexibility, endurance, and the exercises that improve them.
Evaluation Method (Expanded):
Exit slip/quiz: Students write one flexibility exercise and one endurance exercise. Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Students write down a one-day exercise plan with two flexibility and two endurance exercises.
Follow-up Activity:
Students practice at home and report which exercise was easiest or hardest.
Differentiation / Inclusive Strategies
Slower learners perform fewer repetitions, advanced learners lead exercises.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low