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Subject: Physical Education
Semester: 2
Period: 5
Week: 28
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 6
Date: Week 28
Lesson Duration: 45 minutes
Week & Period: Week 28, Period 5
Topic: Games for Skill Development
Sub-topic: Classroom and Locomotor Games
Learning Objectives
By the end of the lesson, students should be able to:
Identify classroom and locomotor games
Play Fox and Rabbit, Beanbag Basket Relay, and Squirrel in the Forest
Explain how games improve speed, movement, and coordination
Previous Knowledge
Students already know simple group games like tag and chase
Instructional Materials
Beanbags, baskets, whistle, cones
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Students form a circle and do a quick “clap and jump” game. Teacher asks: How do games help us move faster?
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Explanations (Expanded & Detailed):
Games are fun physical activities that help learners develop speed, coordination, teamwork, and quick thinking. The teacher introduces three games:
- Classroom Games
- Fox and Rabbit: One learner is the fox, and another is the rabbit. The rabbit runs around the circle of classmates while the fox chases. Learners must avoid bumping into others. When caught, they swap roles.
- Beanbag Basket Relay: Teams line up with beanbags. The first learner runs with the beanbag, drops it in the basket, runs back, and tags the next player. The fastest team wins.
- Locomotor Game
- Squirrel in the Forest: Learners form pairs holding hands to make “trees.” One learner is the “squirrel” and another the “hunter.” The squirrel runs and hides inside any tree. The hunter tries to catch the squirrel before it enters the tree.
- Skills Developed
- Movement – running, dodging, changing direction quickly.
- Speed – moving faster to avoid being tagged or to win relays.
- Coordination – timing handoffs, staying in position, and reacting to signals.
- Teamwork & Fun – working with others while enjoying the game.
Practical Drills:
- Learners play Fox and Rabbit in small groups inside a safe space.
- Learners run Beanbag Basket Relay in teams of 4–5, with cones marking start and basket zone.
- Learners play Squirrel in the Forest, rotating roles between squirrel, hunter, and trees.
Learners’ Activities (Expanded):
- Students take turns being fox or rabbit, improving dodging and chasing skills.
- Students compete in relay teams, cheering for each other and practicing coordination in handoffs.
- Students play Squirrel in the Forest, practicing quick running, decision-making, and teamwork.
- After each game, learners discuss: “How did you improve movement or speed in this game?”
Assessment Checks:
- Teacher questions:
- Which game helped your coordination the most?
- Which game required the fastest running?
- How did teamwork help you in the relay game?
- Teacher observation:
- Learners’ speed in chasing or escaping.
- Safe participation (no pushing, proper tagging).
- Coordination in relay handoffs.
Notes (Expanded & Detailed):
Games are more than just play. They help learners practice running, chasing, dodging, teamwork, and coordination in a fun way. They also build speed, endurance, and reaction skills. Playing games reduces stress, keeps the body active, and makes learners happy while still developing physical fitness.
Assignment (to extend learning):
- Draw and name one classroom game and one locomotor game you played today.
- Write down the main skill (movement, speed, or coordination) you think each game helped you practice.
- At home, play a simple chasing game with a sibling or friend and describe what skill it improved.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students highlight the names of the games and the skills they developed.
Evaluation Method (Expanded):
Exit slip/quiz: Students write the name of one classroom game and one locomotor game with one skill each develops.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded): Students write a short story of how they played one game and what skill they gained.
Follow-up Activity: Learners organize one of the games with friends after school.
Differentiation / Inclusive Strategies
Learners with difficulty in running are given lighter roles such as beanbag collectors.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low