Body Movements, Walking, Jogging, Running, Bending and Tambourine Movement for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 7
Age: 5 years
Duration: 30 minutes
Subject: Physical and Health Education
Curriculum Theme: Physical and Health Education
Previous Lesson: Identifying parts of the body and their simple functions.
Topic: BODY MOVEMENTS: WALKING, JOGGING, RUNNING, BENDING AND TAMBOURINE MOVEMENT
Subject Matter: Simple Movement of Parts of the Body – Tambourine movement. – Basic movements e.g. walking, jogging, running, bending, etc.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify and name different body movements like walking, jogging, running, and bending.
• Understand that different sounds or rhythms can guide body movements.

Affective Domain

• Show enthusiasm and enjoyment while performing various body movements.
• Listen attentively to the teacher’s instructions and the tambourine rhythm.

Psychomotor Domain

• Demonstrate walking, jogging, and running with appropriate speed and coordination.
• Perform bending movements correctly.
• Move their bodies according to the rhythm and sound of a tambourine.

Social Domain

• Participate cooperatively in group movement activities.
• Take turns and share space safely with peers during movement exercises.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education curriculum resources

Instructional Materials

• Tambourine
• Video clips of children performing basic body movements
• An open, safe playground or classroom space

Rationale for the Lesson

This lesson is crucial for 5-year-olds as it develops their gross motor skills, coordination, and balance, which are fundamental for overall physical development. Practising these basic movements helps children gain control over their bodies, understand spatial awareness, and learn to follow instructions, all while promoting a healthy and active lifestyle.

Prerequisite/Previous Knowledge

Pupils can identify basic body parts and have engaged in simple free play involving movement like walking and running.

Lesson Content/Board Summary

Body Movements: Walking, Jogging, Running, Bending and Tambourine Movement

Our bodies can do many wonderful things! Today, we will learn and practise different ways to move our bodies.

Walking

Walking is moving slowly and steadily by putting one foot in front of the other. It’s how we move from place to place every day.

• Action: Take slow, steady steps.

Jogging

Jogging is moving faster than walking but slower than running. It’s like a light, bouncy run.

• Action: Light, bouncy steps, faster than walking.

Running

Running is moving very fast! When we run, both feet leave the ground for a short time.

• Action: Move quickly, pushing off the ground.

Bending

Bending means to move a part of your body so it is not straight, like bending your knees or bending down to pick something up.

• Action: Bend knees, bend waist, touch toes.

Tambourine Movement

We can move our bodies to the sound of music or an instrument like a tambourine! When the tambourine shakes fast, we move fast. When it shakes slowly, we move slowly.

• Action: Move body parts (hands, feet, whole body) in response to the tambourine’s rhythm.

Key Words

• Walking – moving slowly, one foot after the other.
• Jogging – moving a little faster than walking, a light run.
• Running – moving very fast.
• Bending – curving or lowering a part of your body.
• Tambourine – a musical instrument that makes a shaking sound.

What the Teacher Should Show or Draw

The teacher should physically demonstrate each movement (walking, jogging, running, bending) clearly and safely. The teacher will also demonstrate how to use the tambourine to signal different speeds of movement.

Movement Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:
Walk, walk, walk so slow,
Jog, jog, jog, let’s go!
Run, run, run, so fast,
Bend down low, make it last!
Tambourine shakes, what do we do?
Move our bodies, me and you!

Actions: Perform the actions for each movement as the words are sung. For “Tambourine shakes,” pupils can shake their hands or whole body gently.

How to use the rhyme: Sing the rhyme together while performing the movements. Repeat several times to reinforce the actions and vocabulary.

Watch and Move Along

The teacher will show a short video clip to reinforce the different body movements.

https://www.youtube.com/watch?v=A8n0x0b-mJ8

Pupils will watch the video and try to imitate the movements shown.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Imitation, Practical Activity, Question and Answer.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them what their bodies can do. “Can you clap your hands? Can you wiggle your toes?” The teacher then introduces the topic: “Today, we will learn about different ways our bodies can move, like walking, jogging, running, and bending!”

Pupils’ Activity: Pupils respond to questions, clap hands, wiggle toes, and listen to the teacher.

Learning Point: Pupils are engaged and introduced to the lesson topic.

Step 2: Presentation – Walking & Jogging

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher explains what walking is and demonstrates walking slowly in a designated space. The teacher then explains jogging and demonstrates jogging, encouraging pupils to try. “Let’s walk slowly like a tortoise. Now, let’s jog a little faster like a rabbit!”

Pupils’ Activity: Pupils observe the teacher’s demonstration and then practice walking and jogging around the space, imitating the teacher.

Learning Point: Pupils learn and practise walking and jogging movements.

Step 3: Presentation – Running & Bending

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher explains running and demonstrates running safely in the space. “Now, let’s run very fast like a cheetah!” The teacher then explains bending and demonstrates bending down to touch toes or bending knees. “Can you bend your knees? Can you bend down to touch your toes?”

Pupils’ Activity: Pupils observe the teacher’s demonstration and then practice running and bending movements, following instructions.

Learning Point: Pupils learn and practise running and bending movements.

Step 4: Tambourine Movement

Time: 5 minutes

Teaching Skill: Rhythmic Instruction

Teacher’s Activity: The teacher introduces the tambourine. “This is a tambourine! When I shake it slowly, you walk slowly. When I shake it faster, you jog or run faster. When I stop, you stop and bend!” The teacher guides pupils through movements using the tambourine’s rhythm.

Pupils’ Activity: Pupils listen to the tambourine and move their bodies (walk, jog, run, bend) according to the rhythm and teacher’s instructions.

Learning Point: Pupils learn to coordinate movements with sound and rhythm.

Step 5: Group Practice and Rhyme Reinforcement

Time: 5 minutes

Teaching Skill: Activity/Song

Teacher’s Activity: The teacher leads the pupils in singing the “Movement Rhyme” while performing the actions. The teacher encourages everyone to participate and move freely within the safe space. “Let’s sing our movement song and do all the actions together!”

Pupils’ Activity: Pupils sing the rhyme and perform the corresponding movements (walking, jogging, running, bending).

Learning Point: Pupils reinforce their understanding of movements through song and repeated practice.

Step 6: Video Reinforcement

Time: 2 minutes

Teaching Skill: Visual Aid

Teacher’s Activity: The teacher plays the pre-selected video clip of children performing basic body movements. “Let’s watch these children move and try to move like them!”

Pupils’ Activity: Pupils watch the video and try to imitate the movements they see on the screen.

Learning Point: Pupils reinforce movements through visual examples and imitation.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Show me how you walk!”
2. “Show me how you jog!”
3. “Show me how you run!”
4. “Show me how you bend down!”
5. “When I shake the tambourine fast, what should you do?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarising/Praise

Teacher’s Activity: The teacher praises the pupils for their active participation and good movements. “You all moved so well today! Keep practising these movements to make your bodies strong and healthy.” The teacher dismisses the class for the next activity.

Pupils’ Activity: Pupils listen to the teacher and prepare for the next activity.

Learning Point: Pupils feel encouraged and understand the importance of physical activity.

Lesson Keywords

• Walk – to move slowly by stepping.
• Jog – to run slowly.
• Run – to move very fast on your feet.
• Bend – to curve or move part of your body downwards.
• Tambourine – a small drum with metal jingles.

Differentiation

• Support: For pupils who find it difficult, the teacher can provide individual guidance, demonstrate movements more slowly, or use hand-over-hand guidance for bending. Encourage larger, simpler movements.
• Extension: For pupils who quickly grasp the concepts, encourage them to combine two movements (e.g., “jog and then bend”), or create their own short movement sequence to the tambourine beat.

Note for teachers using this lesson plan

Before the lesson, ensure you have a safe, open space (either a cleared classroom or an outdoor playground) free from obstacles. Have your tambourine ready. Emphasize safety during all movements, especially running, by reminding pupils to watch their space and not bump into others. Provide clear, concise instructions and demonstrate each movement several times. Encourage all pupils to participate, regardless of their skill level. Observe pupils’ coordination and balance during the activities. Their ability to demonstrate the movements and respond to the tambourine rhythm shows their understanding.