B1 Physical Education · Term 1 Week 4: Locomotor, Manipulative and Rhythmic Skills

Lesson notes

Learning Objectives

Indicator: B1.1.4.1.4 - Balance oneself, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support.

By the end of the lesson, learners can:

Demonstrate momentary stillness while balancing on body parts other than both feet, such as one foot, knees, hands, or seat.
Identify and name at least two symmetrical shapes and two asymmetrical shapes made with their bodies.
Explain, in simple terms, the difference between a symmetrical shape and an asymmetrical shape using a folded piece of paper.
Hold a balanced position for at least 3 seconds without wobbling or touching the ground with other body parts.
Work cooperatively with a partner to create and hold group balance shapes in symmetrical and asymmetrical forms.

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Curriculum details

Strand: Motor Skill and Movement Patterns (Strand 1)
Sub-strand: Locomotor, Manipulative and Rhythmic Skills (1.4)
Content standard: B1.1.4.1 - Demonstrate competence in the motor skills and movement patterns needed to perform a variety of physical activities (games, athletics gymnastics and dance)
Indicator: B1.1.4.1.4 - Balance oneself, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support.
Suggested placement: Term 1, Week 4 (Week 4 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Physical Education Curriculum (Basic 1-6), 2019, p. 4
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Begin the lesson with general and specific warm-ups after watching and discussing a video on the lesson with learners to better understand balancing oneself in momentary stillness in symmetrical and asymmetrical shapes. learners fold pieces of paper in into two equal halves. Use the line of symmetry to symmetrical shape.
Demonstrate to learners balancing oneself in momentary stillness in symmetrical by standing shoulder width apart with arms stretched sideways.
Learners practice momentary stillness in symmetrical and asymmetrical shapes using body part. Let learners practice as individuals and in group at their own pace. Observe them practice, give positive back and motivate learners.
End the lesson with cool down.