Meaning and Importance of Exercises and Games for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Physical and Health Education
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Simple Body Movements
Topic: EXERCISES AND GAMES: MEANING AND IMPORTANCE
Subject Matter: EXERCISES AND GAMES – Importance of exercises and games. Weekly focus: Exercises and Games: Meaning and Importance.

Specific Objectives

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

Cognitive Domain

• Identify pictures of people exercising and playing games.
• State the simple meaning of exercise.
• State the simple meaning of a game.
• Mention at least two benefits of exercises and games.

Affective Domain

• Show enthusiasm for participating in exercises and games.
• Appreciate the importance of staying active.

Psychomotor Domain

• Demonstrate a simple exercise movement.
• Participate in a short, guided game.

Social Domain

• Take turns and cooperate during a game.
• Share their favourite exercise or game with classmates.

Reference Materials

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

Instructional Materials

• Charts showing children performing various exercises (e.g., running, jumping, stretching)
• Charts showing children playing different games (e.g., football, hide-and-seek, skipping)
• Video clips demonstrating simple exercises and games
• Open space for movement activities
• A soft ball (optional, for demonstration)

Rationale for the Lesson

This lesson introduces Pre-School Level 4 pupils to the fundamental concepts of exercises and games and their importance. Understanding these concepts at an early age encourages children to develop healthy habits, improve physical coordination, and learn social skills through play, all of which are crucial for their holistic development and well-being.

Prerequisite/Previous Knowledge

Pupils can identify different parts of their body and perform simple movements like walking, running, and jumping.

Lesson Content/Board Summary

EXERCISES AND GAMES: MEANING AND IMPORTANCE

What is Exercise?

• Exercise means moving our body to make it strong and healthy.
• It is good for our muscles and bones.
• Examples: Running, jumping, stretching, dancing.

What is a Game?

• A game is a fun activity we play, sometimes with friends.
• Games usually have rules and are for enjoyment.
• Examples: Playing with a ball, hide-and-seek, tag, skipping.

Importance of Exercises and Games

• Makes our body strong: Helps us run faster and jump higher.
• Keeps us healthy: Helps us not get sick often.
• Makes us happy: Playing games and exercising makes us smile.
• Helps us grow: Helps our bones and muscles grow big and strong.
• Helps us think better: Our brain works better when our body is active.
• Helps us sleep well: After playing, we sleep soundly.
• Helps us make friends: When we play games, we learn to share and work with others.

Key Words

• Exercise – Moving our body to be strong.
• Game – A fun activity we play.
• Strong – Having power in our body.
• Healthy – Not sick, feeling good.
• Happy – Feeling joy and smiling.

What the Teacher Should Show or Draw

The teacher should display charts with clear pictures of children engaged in various exercises (e.g., jogging, arm circles, leg stretches) and games (e.g., kicking a ball, playing ring-a-rosy, catching a frisbee). The teacher should also demonstrate simple exercise movements and game actions.

Movement and Play Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Move our bodies, jump and play,
Strong and healthy every day.
Run around and stretch so high,
Like a bird up in the sky.
Games are fun for me and you,
Happy, healthy, strong and true!

Actions:

• “Move our bodies, jump and play” – Jump lightly, move arms.
• “Strong and healthy every day” – Flex arm muscles, nod head.
• “Run around and stretch so high” – Pretend to run in place, stretch arms up.
• “Like a bird up in the sky” – Flap arms like wings.
• “Games are fun for me and you” – Point to self and then to classmates.
• “Happy, healthy, strong and true!” – Smile, give a thumbs up.

How to use the rhyme: The teacher leads pupils in singing the rhyme with actions to reinforce the benefits of exercise and games, encouraging active participation.

Watch and Move Along

The teacher will show a short, age-appropriate video clip that demonstrates simple exercises and games, encouraging pupils to follow along with the movements.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short “Good Morning” song with simple actions. The teacher then asks, “What do you like to do to have fun and make your body strong?”

Pupils’ Activity: Pupils respond to the greeting, sing along, and share simple answers like “play ball” or “run.”

Learning Point: Pupils are engaged and begin to think about physical activities.

Step 2: Explanation of Exercise

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher shows charts of children exercising and explains that “exercise” means moving our body to make it strong and healthy. The teacher demonstrates simple exercises like stretching arms up, touching toes (if possible), and jumping gently in place, encouraging pupils to imitate.

Pupils’ Activity: Pupils observe the charts, listen to the explanation, and imitate the teacher’s exercise movements.

Learning Point: Pupils understand the meaning of exercise and can perform simple movements.

Step 3: Explanation of Games

Time: 5 minutes

Teaching Skill: Explanation/Visuals

Teacher’s Activity: The teacher shows charts of children playing different games and explains that “games” are fun activities we play, sometimes with friends, and they often have rules. The teacher might demonstrate pretending to kick a ball or play “catch” with an imaginary ball.

Pupils’ Activity: Pupils observe the charts, listen, and pretend to play along with the teacher’s game demonstrations.

Learning Point: Pupils understand the meaning of games and can identify different types of play.

Step 4: Differentiating Exercises and Games

Time: 4 minutes

Teaching Skill: Comparison/Discussion

Teacher’s Activity: The teacher guides a short discussion, asking pupils to identify which pictures show “exercise” and which show “games.” The teacher highlights that both make us move and are good for us, but games often involve more interaction and rules.

Pupils’ Activity: Pupils point to pictures and verbally identify “exercise” or “game” when prompted. They participate in the discussion.

Learning Point: Pupils can differentiate between exercises and games.

Step 5: Importance of Exercises and Games

Time: 5 minutes

Teaching Skill: Elaboration/Reinforcement

Teacher’s Activity: The teacher uses the “Importance of Exercises and Games” chart to explain the benefits one by one (strong body, healthy, happy, grow, think better, sleep well, make friends). The teacher then leads the pupils in singing the “Movement and Play Rhyme” with actions to reinforce these benefits.

Pupils’ Activity: Pupils listen to the benefits, repeat key phrases, and actively participate in singing the rhyme with actions.

Learning Point: Pupils understand why exercises and games are important for their body and mind.

Step 6: Practical Application

Time: 3 minutes

Teaching Skill: Application/Participation

Teacher’s Activity: The teacher asks pupils to mention their favourite exercise or game. The teacher then leads the class in a very short, simple, guided game or exercise activity, like “Follow the Leader” with simple movements or a few rounds of “Simon Says.”

Pupils’ Activity: Pupils share their favourite activities and actively participate in the guided game/exercise, following instructions.

Learning Point: Pupils apply their understanding by identifying preferences and participating in physical activity.

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 an exercise movement.”
2. “What makes our body strong and healthy?”
3. “What is a fun activity you play with friends?”
4. “Tell me one good thing about exercising and playing games.”

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: Summary/Encouragement

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that exercising and playing games every day helps them grow big, strong, and happy. The teacher encourages them to play safely at home and at school.

Pupils’ Activity: Pupils listen and acknowledge the teacher’s summary and encouragement.

Learning Point: Pupils are motivated to continue being active.

Lesson Keywords

• Exercise – Moving our body to be strong and healthy.
• Game – A fun activity we play, often with friends and rules.
• Strong – Having power and not easily broken.
• Healthy – Free from illness, feeling good.
• Happy – Feeling or showing pleasure or contentment.
• Play – Engage in activity for enjoyment and recreation.

Differentiation

• Support: For pupils who struggle, the teacher will provide more one-on-one demonstration and hand-over-hand guidance for movements. They can be asked to identify just one benefit or point to pictures rather than verbalizing. Peer support can be encouraged.
• Extension: For pupils who grasp the concepts quickly, the teacher can ask them to name more examples of exercises or games, or explain *why* a particular activity makes them feel happy or strong. They can also lead a simple movement for the class.

Note for teachers using this lesson plan

Ensure there is adequate clear space for movement activities to prevent accidents. Emphasize safety rules before any physical activity. Encourage all pupils to participate, regardless of their skill level, focusing on effort and enjoyment rather than perfect execution. Use positive reinforcement to build confidence. The key takeaway for pupils should be that moving their bodies through exercises and games is fun and makes them strong, healthy, and happy. Observe pupils’ engagement and physical participation as primary indicators of understanding. Repeat the rhyme and simple movements throughout the week to reinforce learning.