Class: Pre-School Level 4
Term: Second Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Physical and Health Education
Curriculum Theme: Physical and Health Education
Previous Lesson: Identification of different types of movements like running, jumping, and hopping.
Topic: MANIPULATIVE MOVEMENT: SOMERSAULTING
Subject Matter: Meaning and identification of somersaulting as manipulative movement.

Specific Objectives

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

Cognitive Domain

Define manipulative movement in simple terms.
Identify a somersault from pictures or video clips.
Describe what a somersault looks like.

Affective Domain

Listen attentively to safety warnings about somersaulting.
Appreciate the importance of body control and safe movement.

Psychomotor Domain

Safely demonstrate a simple forward roll (not a somersault) on a soft surface with teacher supervision.
Mimic the tucked body shape of a somersault.

Participate actively in group discussions and movement activities.
Follow the teacher’s instructions carefully.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4.
Relevant Early Childhood Care and Education resources.
Physical and Health Education for Early Years textbooks.

Instructional Materials

Video clips showing somersaulting (e.g., gymnasts, children performing safely).
Pictures or charts illustrating somersaults.
Soft mats or a clean, grassy area for safe movement activities.

Rationale for the Lesson

This lesson introduces Pre-School Level 4 pupils to the concept of manipulative movement through somersaulting. It helps them develop body awareness and understand how their bodies can move in different ways, while strongly emphasizing safety and the need for proper supervision for complex movements.

Prerequisite/Previous Knowledge

Pupils have previously engaged in various simple body movements like walking, running, jumping, and bending. They can follow simple instructions and identify different parts of their bodies.

Lesson Content/Board Summary

MANIPULATIVE MOVEMENT: SOMERSAULTING

Manipulative Movement: This is when we use our body to control something or control our body itself to do a special action. Like throwing a ball, or rolling our body.

Somersaulting: A somersault is a special kind of roll where a person turns their whole body over, head first, in a complete circle on the ground. It can be a forward roll or a backward roll.

It looks like a person tucks their head and rolls their body over.
It requires balance and body control.
Important Safety Note: Somersaulting is a difficult movement that needs practice and a soft place to do it. Children at this age should only *identify* somersaults and *never* try to do them without a grown-up who knows how to teach it safely and with proper mats. We will only watch and learn to identify it today.

What the Teacher Should Show or Draw

Show pictures of children or gymnasts performing a somersault on a mat.
Demonstrate a simple, safe forward roll (if appropriate and safe space is available), emphasizing tucking the head and rolling the back.

Movement Rhyme

Tune: “Row, Row, Row Your Boat”

Roll, roll, roll, my body can go,
Round and round, watch the show!
Like a ball, I can be,
Moving safely, just for me!

Actions: Pupils sit on the floor, hug their knees, and gently rock side to side, pretending to be a ball. They can also do a simple log roll on a mat.

How to use the rhyme: Sing the rhyme together while performing simple, safe rolling actions (e.g., log roll, gentle rocking) to reinforce the idea of body movement and control, without attempting a full somersault.

Watch and Identify

The teacher will show a video clip of somersaulting. Pupils will watch carefully to identify the action.

https://www.youtube.com/watch?v=F014L230-0I

(Teacher to explain that this video shows how a forward roll is done, but pupils are only to watch and identify the movement, not try it without a trained adult and safety mats.)

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Video Presentation, Question and Answer, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Review

Teacher’s Activity: The teacher greets the pupils and asks them to recall some movements they did in the previous lesson (e.g., running, jumping). The teacher introduces the new topic: “Today, we will learn about a special movement called somersaulting, which is a manipulative movement!”

Pupils’ Activity: Pupils respond to greetings and name different movements. They listen to the introduction of the new topic.

Learning Point: Pupils recall previous knowledge and are introduced to the new topic.

Step 2: Explanation of Manipulative Movement

Time: 4 minutes

Teaching Skill: Explanation/Concept Building

Teacher’s Activity: The teacher explains “manipulative movement” simply, using examples like throwing a ball (manipulating an object) or rolling their own body (manipulating their body). “It means using our body to control something or control our own body to do a special action.”

Pupils’ Activity: Pupils listen and try to give simple examples of controlling their bodies or objects.

Learning Point: Pupils understand the basic idea of manipulative movement.

Step 3: Introduction to Somersaulting (Visuals)

Time: 5 minutes

Teaching Skill: Visual Aid/Explanation

Teacher’s Activity: The teacher shows pictures or charts of people somersaulting. “Look at these pictures. What do you see the people doing? They are rolling their bodies over their heads! This is called a somersault.” The teacher emphasizes that it’s a special roll.

Pupils’ Activity: Pupils observe the pictures and describe what they see. They repeat the word “somersault.”

Learning Point: Pupils visually recognise a somersault and learn its name.

Step 4: Identifying Somersaulting (Video) and Safety Warnings

Time: 6 minutes

Teaching Skill: Video Presentation/Safety Instruction

Teacher’s Activity: The teacher plays the video clip showing somersaulting. While playing, the teacher points out the key actions: “See how they tuck their head? And roll their body over? That’s a somersault!” The teacher then gives clear safety warnings: “Somersaulting is for older children or special gymnasts. It needs a very soft mat and a grown-up to teach you. We are only watching today to learn what it is. Do NOT try this at home without a grown-up!”

Pupils’ Activity: Pupils watch the video, point to the somersault action, and listen carefully to the safety warnings.

Learning Point: Pupils identify somersaulting from a video and understand the safety precautions.

Step 5: Movement Reinforcement (Safe Rolling)

Time: 4 minutes

Teaching Skill: Guided Practice/Physical Activity

Teacher’s Activity: On soft mats or a clean grassy area, the teacher guides pupils to perform a simple, safe log roll (rolling their body from side to side like a log) or a gentle rocking motion while sitting with knees tucked. “Let’s try a safe roll, like a log! Or make yourself into a little ball and rock gently.”

Pupils’ Activity: Pupils safely perform simple rolling or rocking movements as guided by the teacher.

Learning Point: Pupils experience safe body manipulation and control.

Step 6: Rhyme and Repetition

Time: 3 minutes

Teaching Skill: Song/Repetition

Teacher’s Activity: The teacher leads the pupils in singing the “Roll, Roll, Roll, My Body Can Go” rhyme, encouraging them to do the simple rolling actions again. The teacher repeats the key safety message about somersaulting.

Pupils’ Activity: Pupils sing the rhyme and perform the safe rolling actions, reinforcing the concept of body movement.

Learning Point: Pupils reinforce learning through song and movement.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

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

What is the special movement we learned about today? (Show a picture of a somersault).
Can you point to the person doing a somersault in this picture?
What should you remember about trying a somersault? (Safety).
Show me how you can make your body like a little ball for a roll.

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: Summarizing

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that learning about movements is fun, but safety comes first. “Great job today, everyone! Remember, we identify somersaults and always stay safe!”

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

Learning Point: Lesson is concluded with a positive and safe reinforcement.

Lesson Keywords

Somersault – A roll where a person turns their whole body over, head first, in a complete circle.
Roll – To turn over and over.
Movement – The act of changing position or place.
Manipulative – Controlling something or one’s own body.

Differentiation

Support: For pupils who struggle, the teacher can provide more one-on-one guidance, repeat the video clip or show larger, clearer pictures. They can also focus only on identifying the somersault from a choice of two pictures (one somersault, one not).
Extension: For pupils who grasp the concept quickly, the teacher can ask them to describe the steps they saw in the video (e.g., “What did the person do first?”), or identify other simple manipulative movements they know.

Note for teachers using this lesson plan

For this lesson, the primary goal is *identification* and *understanding* of somersaulting as a manipulative movement, NOT the actual performance of a somersault by 5-year-olds. Somersaulting requires significant motor skill, body awareness, and safety precautions (e.g., proper mats, trained supervision) that are beyond the scope of a typical preschool classroom without specialist equipment and instruction. Prepare the video clips and pictures in advance. Ensure the viewing area is suitable. When showing the video, explicitly state that pupils are only watching to *identify* the movement and *must not* try it without a trained adult and safety mats. Repeat this safety warning multiple times throughout the lesson. The “safe rolling” activity in Step 5 should be very basic, such as a log roll or gentle rocking, to give pupils a sense of body manipulation without any risk. Observe pupils closely during any physical activity to ensure safety. Pupil understanding should be judged by their ability to point to a somersault in a picture or video, describe it simply, and articulate the safety rule.