physical education flipbook

Body Awareness Classes : 1-3 Personal space identification Periods : 3 periods Create a personal space: Ask each child to stretch out their arms and spin around slowly, Learning Objective creating an invisible circle around themselves. Understand the Find a spot: Instruct the children to find a concept of general place on the ground where they can stand space and personal comfortably without touching anyone else. space. Stay in your space: Encourage them to move Demonstrate basic their bodies in creative ways while staying body movements within their personal space and avoiding Follow basic safety physical contact with others. rules related to Follow the prompts: Play some music and road safety, bicycle give the children prompts for movements safety, and they can do within their personal space. personal safety. Reflect Specific learning objective: Respect for personal space and boundaries Developing Empathy Creating bonding Building Self- Awareness Safety- Physical | Emotional | Personal Props Flat Rings, warm up songs, flash cards Required Infrastructure Playground

Boundaries and FamilyStrangerFriends general space identification Introduce general space: Encourage them to be mindful of others' space, and behave appropriately. Use markers to show boundaries. Bonding formation Ask them to form pairs, then triplets, and finally groups of four. Safety Use cards to demonstrate personal space boundaries and appropriate responses to strangers who invade personal space.

SENSING EMOTIONS Classes : 1-3 Emotion Discovery Periods : 3 periods Emotion Charades: Children take turns acting out different emotions through simple Learning Objective gestures, facial expressions, and body movements. Their friends can guess the Understanding emotion being portrayed. emotions and how it Emotion Matching: Children are presented is unique to every with a set of cards or pictures depicting individual various emotions. They match the emotion cards by connecting them to corresponding Specific learning facial expressions or drawings. objective Sad Happy Identify the emotion Express the emotion Emotion Storytime: Children listen to or Respect others' participate in stories that depict different emotions emotions. They are encouraged to identify and discuss the emotions experienced by Props the story characters, promoting empathy and emotional understanding. Dance Dance Feedback: Review with the students how Revolution game they felt while dancing to the music. Practice pads Worksheets and pencils Emotion work sheet Required Infrastructure Playground, indoors

Emotion- Creative dance worksheet Name_________________
 Date_______________
 Class_______________
 Emotion
 Body Movements Used Song

Body Composition Classes : 5 Activity 1 Periods : 3 periods Set up the Circuit: Place cones around the perimeter with a minimum of 15 paces Learning Objective between each station. The larger the distance, the more aerobic the activity To understand the becomes. concept of body Fitness Skill Cards: Attach 2 Fitness Skill composition and its Cards on each cone. importance in assessing overall One card should focus on Body health and fitness. Composition, while the other card should focus on Muscular Strength and Endurance. Learning Targets Students will answer the Body Composition question and perform the task specified on Correlation btw the other card. Food and Performance Active Participation Importance of Healthy Body Weight Props Cones (1 per station) Choose 16-20 Fitness Circuit Skill Cards Half Body Composition, the other half Muscular Strength and Endurance

Body composition questions What is body Name two parts Why is it composition? that make up body important to have a balanced body composition. composition? How can we What are some Why is it measure body healthy foods that important to composition? exercise regularly can help us for our body maintain a good composition? body composition? How can we keep What is the How does having our bodies strong difference too much body fat between fat and affect our health? and healthy? muscle in our bodies?

Dribble around the clock Classes : 5 Activity 1 Periods : 3 periods Set up clock worksheets on the wall with pre-written times and spot markers for first Learning Objective and second graders. Students start by holding a ball and Understanding skipping (or using alternative movements) stationary dribbling, until they find another spot marker. using finger pads, Students read the clock in front of their dribbling at waist, and spot marker and dribble the ball the looking up, and having corresponding number of times. control of the ball. To practice telling time. Learning Targets Correlation btw Food and Performance Active Participation Importance of Healthy Body Weight Props Playground ball Music Tape clock Worksheet Cones They then move to a new spot marker and repeat the process, emphasizing proper dribbling techniques. Variations can be introduced, such as different skill levels, alternative locomotor movements, partner work, and foot dribbling with foot taps on the ball.

Activity 2 Position the cones at specific intervals from one another, creating ample space for children to run and dribble between them. Assessment Ideas Create a checklist with specific skills to assess, including using finger pads, dribbling at waist level, and ball control. Engage with students individually, asking them to read and identify the time on the clocks. Encourage students to demonstrate their understanding of time verbally.

Radioactive River Classes : 5 Activity 1 Periods : 3 periods Set up cones or place a mat in a straight line to represent the river. Learning Objective Adjust the width of the \"river\" based on the student's abilities and needs. To work together as a Divide the class into two or three teams. team, show positive Provide each team with two or three carpet sports-manship and squares. figure out solutions to Explain that the objective is for the entire the problems team to cross the \"river\" without anyone presented. touching the \"radioactive\" river. Then they have to do tasks such as jumping, sit-ups, Learning Targets and other exercises, then return back to where they have started. Cooperation Please make sure that if any team member Active touches the river, the whole team must start Participation over. Importance of Procedure for Restarting: Healthy Body If any member of the team is unable to Weight perform their assigned tasks and is unable to cross the river, it may result in the Props elimination of the entire team. Encourage them to work as a team and help 6-8 cones, 2-3 each other. scooters Ensure everyone gets a chance to participate (depending on the and cross the river. number of teams you have), 3-8 carpet squares

WHAT I LEARNED ABOUT COOPERATION... 1. The most important thing I learned about working with a group was... 2. My favourite challenge activity was... 3. This was my favourite activity because... 4. My definition of \"teamwork\" is... 5. Five activities or jobs where I can use \"teamwork\" are...

Badminton Partner Singles Classes : 5 Activity 1 Periods : 3 periods Divide the students into groups of 4 per court. Learning Objective Each group has two partners who play together, but only one player from each To allow time for team is active at a time. badminton singles Play singles matches for a designated time play when space is while the inactive partner observes, coaches, limited and to keep referees, or assesses from the sidelines. everyone actively After the playtime, the observing partner engaged in the game provides feedback to their teammate. The second partner then enters the game during play. and resumes play from where it left off, with the score carrying over. The second partner Learning Targets adds to the score during their playing time. Basic knowledge Variations: of serving and Organize a Round Robin tournament with the clears, Can keep 4 players in your group, keeping track of a rally going, scores on pre-designed score sheets. Beginner's Increase the group size to 8 students per strategy, Basic court and have 4 students play doubles for rules the allotted time. Then, they switch places with the observing team, who take over the Props assessment, scoring, etc., from the sidelines. Badminton courts with nets, Badminton rackets, shuttlecocks.

Assessment: Observe the following aspects during the activity: Is coaching noticeable? Do students provide guidance and support to their partners? Do they announce the score at the start of each exchange? Are they using pre-designed score sheets to record assessments during gameplay? Do students offer constructive feedback to their partners after the allocated time? If the partner plays again, do they demonstrate improvement based on the feedback received?

Trust me Classes : 1-3 Opening Periods : 3 periods Begin by explaining to students that trust is a two-way street. Learning Objective You need to trust your partner in this obstacle course because they are going to The learners will work help complete the obstacle course. on building trust while Have students choose a partner or assign pairs. working together to complete a simple Variations: obstacle course. Have students walk the obstacle course without blindfolds first and demonstrate Learning Targets how to complete each obstacle. (Around cones, step over a jump rope, walk on a Cooperation straight line made of tape, etc). Active Now have students work in pairs to complete Participation the obstacle. Once one partner has Sportsmanship completed the course, have the partners switch places. Props Mats (for safety) Simple obstacles that can easily be completed, blindfolded Cones, mats, jump rope, board (something to step over) Have enough stuff to set up 2 or 3 obstacles if possible