Lesson Plan Title: Grade 3 Life Skills: Physical Education – Locomotor and Non-locomotor Movements
Materials Needed:
– Cones or markers
– Jump ropes
– Bean bags
– Whistle
– Large open space (indoor gym or outdoor field)
– Music player (optional)
Learning Objectives:
1. Learners will differentiate between locomotor and non-locomotor movements.
2. Learners will demonstrate at least three different locomotor movements (e.g., running, jumping, skipping) with proper technique.
3. Learners will perform at least two non-locomotor movements (e.g., stretching, twisting) with proper technique.
4. Learners will understand the importance of physical activity for health and well-being.
Vocabulary:
1. Locomotor movements – Movements that transport the body from one location to another (e.g., running, jumping).
2. Non-locomotor movements – Movements performed without traveling (e.g., bending, twisting).
3. Stretching – Extending a muscle to its full length.
4. Balance – The ability to maintain stability while moving or staying still.
5. Coordination – The ability to use different parts of the body together smoothly and efficiently.
Previous Learning:
Learners have participated in basic physical activities and games. They have an informal understanding of movements but have not yet categorized them specifically into locomotor and non-locomotor.
Anticipated Challenges and Solutions:
– Challenge: Learners may confuse locomotor and non-locomotor movements.
– Solution: Use clear visuals, demonstrations, and labels at each station to highlight the differences.
– Challenge: Some learners may find certain movements challenging.
– Solution: Provide modification options and additional support during activities.
Beginning Activities (10% of time): 4 minutes
1. Introduction (2 minutes):
– Gather learners in a circle and briefly explain the lesson objectives.
– Discuss the importance of physical activity and its benefits for health and well-being.
2. Warm-Up (2 minutes):
– Lead a light warm-up with simple movements (e.g., walking on the spot, arm circles) to prepare their bodies for physical activity.
Middle Activities (80% of time): 32 minutes
1. Direct Instruction (4 minutes):
– Explain and demonstrate the differences between locomotor and non-locomotor movements.
– Provide clear examples: demonstrate running and skipping for locomotor, and stretching and twisting for non-locomotor.
- Guided Practice (16 minutes):
- Set up stations focusing on different locomotor and non-locomotor movements:
- Station 1: Running between cones (locomotor)
- Station 2: Jumping rope (locomotor)
- Station 3: Stretching exercises (non-locomotor)
- Station 4: Twisting motions with bean bags (non-locomotor)
- Divide learners into small groups and rotate through the stations every 4 minutes, ensuring smooth transitions and clear instructions for each activity.
- Set up stations focusing on different locomotor and non-locomotor movements:
- Independent Practice (12 minutes):
- Organize a game where learners perform specified locomotor or non-locomotor movements based on a signal (e.g., whistle).
- Play music and intermittently stop it, prompting learners to switch between running, jumping, stretching, and twisting in response to the cue.
End Activities (10% of time): 4 minutes
1. Cool Down and Stretch (2 minutes):
– Guide learners through a cool-down sequence with slow movements and gentle stretches to relax their muscles.
2. Review and Reflect (2 minutes):
– Gather learners in a circle to ask reflective questions about what they learned regarding locomotor and non-locomotor movements.
– Provide positive feedback, highlighting what learners did well and areas for future improvement.
Assessment and Checks for Understanding:
– Observe learner participation and technique during guided and independent practice.
– Pose questions during the reflection stage to gauge comprehension.
– Provide individual feedback during activities to consolidate learning.
Differentiation Strategies:
– For struggling learners, provide simpler versions of the movements or allow them extra time to complete activities.
– For advanced learners, introduce more complex movements or increase the intensity/difficulty of the activities.
– Pair learners strategically for peer support and assistance.
Teaching Notes:
– Ensure safety by checking for hazards in the play area prior to activities.
– Foster a positive, supportive atmosphere where learners feel encouraged to participate.
– Consider accessibility: identify learners with physical limitations and adapt activities as needed.
– Emphasize the enjoyment of movement and physical activity over competition.
– Integrate culturally relevant music during activities to enhance engagement and relatability.
This lesson plan is designed to promote comprehensive understanding of key physical movements, instilling a love for physical activity and promoting physical literacy among Grade 3 learners.
Teaching Tips:
– Use visuals or posters depicting locomotor and non-locomotor movements to support visual learners.
– Encourage students to demonstrate movements for peers to foster a collaborative learning environment.
– Create a fun challenge where learners can create their own movement sequences to share with the class, enhancing creativity and engagement.