Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

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Performance objectives

• Hop on one foot
• Throw a beanbag to a friend
• Follow rules in a game
• Move safely in our space
• Have fun while being active

Lesson summary

Physical education in Grade R is more than just running around! It's about learning to control our bodies, understand space, and cooperate with others. This week, we're focusing on developing our gross motor skills through various movements, games, and play activities. These skills are crucial for everyday activities, from walking and running safely to participating in games with friends and even improving our concentration in the classroom. In South Africa, access to safe play areas isn't always a given, so learning how to be physically active and creative with limited resources is especially important for our learners' development and overall well-being.

Lesson notes

Gross Motor Skills: These involve the large muscles of the body and allow us to perform movements like running, jumping, hopping, and throwing. Developing these skills is fundamental for physical coordination, balance, and overall body control. Imagine a child trying to climb onto a jungle gym. They need to use their gross motor skills to coordinate their arms and legs, maintain their balance, and pull themselves up. Worked

Example:* Think about playing "Diketo." Hopping, jumping, and hand-eye coordination are all utilized. These skills transfer to navigating the playground safely, participating in other games, and even sitting properly in class.

Hand-Eye Coordination: This refers to the ability to coordinate the movements of the hands with what the eyes see. This is essential for catching, throwing, writing, and many other activities. Visual information needs to be quickly processed and translated into precise motor actions. Worked

Example:* When learners throw a beanbag to a partner, their eyes need to track the beanbag's trajectory, and their hands need to adjust their throwing motion to ensure the beanbag reaches the partner. This skill also helps when learners are learning to write or draw.

Spatial Awareness: This is the understanding of where our body is in relation to objects and other people in space. It allows us to move safely and efficiently without bumping into things or getting lost. It also includes understanding directions like "up," "down," "left," and "right." Worked

Example:* Playing a game like "Simon Says" helps develop spatial awareness because children have to listen carefully to the instructions and move their bodies accordingly. For example, "Simon says, put your hands up!" Children need to understand what "up" means in relation to their own bodies. Also, navigating the classroom without bumping into desks or other students requires spatial awareness.

Cooperation: This involves working together with others towards a common goal. In games and play, cooperation means sharing, taking turns, and following rules. It is a key social skill that helps children learn to interact positively with others and build healthy relationships. Worked

Example:* Playing a game of "Duck, Duck, Goose" requires children to cooperate by taking turns being the "goose" and running around the circle. If they don't cooperate, the game won't work.

Balance: The ability to maintain equilibrium while stationary (static balance) or in motion (dynamic balance). It requires the coordination of the visual, vestibular (inner ear), and proprioceptive (body position sense) systems. Worked

Example:* When hopping on one foot, children need to use their balance to stay upright. They can use their arms to help maintain their balance. Learning to balance helps children with other activities, such as riding a bicycle or playing sports. Guided Practice (With Solutions)

Question 1: Can you hop on your left foot five times in a row? Now, hop on your right foot five times in a row.

Solution: The learner attempts to hop on each foot five times. Observe the learner's balance and coordination. Offer assistance if needed.

Commentary:* This practice directly addresses the learning objective of hopping on one foot and improves balance and gross motor skills. If a learner struggles, provide a wall or chair for support.

Question 2: Stand facing your partner. Throw the beanbag to them, and then have them throw it back to you. Try this five times each.

Solution: Learners take turns throwing the beanbag, focusing on aiming at their partner. Observe accuracy and coordination.

Commentary:* This activity reinforces hand-eye coordination and encourages turn-taking. Ensure the beanbag is soft and safe to throw. If they struggle with distance, have them stand closer.

Question 3: Let's play "Follow the Leader." I will make a movement, and you have to copy it.

Solution: The teacher demonstrates various movements (e.g., clapping, jumping, waving arms), and the learners imitate them.

Commentary:* This game promotes listening skills, spatial awareness, and body control. Begin with simple movements and gradually introduce more complex ones.

Question 4: Let's pretend we are animals. Can you move like a lion crawling, a snake slithering and a bird flapping its wings?

Solution: Learners copy animal movements.

Commentary:* Encourages creativity and imaginative play, while developing gross motor skills. Provides various ways for children to engage in movement. Independent Practice (Questions Only) Can you walk forwards, backwards, and sideways? Can you jump over a small object on the ground? Can you touch your toes without bending your knees? Can you make your body as small as possible, and as big as possible? Let's play Simon Says together, taking turns being Simon. Can you catch a ball when I throw it to you? Can you create your own dance move? How high can you jump?