Meaning and Practice of Leaping and Hopping as Body Exercises for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 5
Age: 5 years
Duration: 30 minutes
Subject: Physical and Health Education
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Simple body movements like walking, running, and jumping.
Topic: BODY EXERCISE: LEAPING AND HOPPING
Subject Matter: Meaning and practice of leaping and hopping as body exercises.

Specific Objectives

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

Cognitive Domain

• Define leaping and hopping in simple terms.
• Identify animals that leap (e.g., horse) and animals that hop (e.g., frog).

Affective Domain

• Show enthusiasm while participating in leaping and hopping activities.
• Listen attentively to the teacher’s instructions during exercises.

Psychomotor Domain

• Demonstrate the action of leaping correctly.
• Demonstrate the action of hopping correctly.
• Move different parts of their body during the exercises.

Social Domain

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

Reference Materials

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

Instructional Materials

• Video clips demonstrating leaping and hopping.
• Open playground or clear classroom space.
• Pictures of a horse (leaping) and a frog (hopping).
• Cones or small objects to leap over (optional, for safety).

Rationale for the Lesson

This lesson is essential for 5-year-olds as it develops their gross motor skills, coordination, and balance. Learning to leap and hop helps children control their bodies, build strength, and enjoy active play, which are crucial for their overall physical development and well-being.

Prerequisite/Previous Knowledge

Pupils can already perform basic body movements such as walking, running, and simple jumping.

Lesson Content/Board Summary

Meaning and Practice of Leaping and Hopping as Body Exercises

Leaping is when you take a big, long jump, usually over something or a long distance. You push off with one or two feet and land on one or two feet, covering more ground than a regular jump.

Hopping is when you jump on one foot and land on the same foot. It’s usually a shorter, quicker movement.

What the Teacher Should Show or Draw

• Teacher demonstrates leaping: taking a big, long jump forward, perhaps over an imaginary line.
• Teacher demonstrates hopping: jumping repeatedly on one foot, then switching to the other foot.
• Show pictures of a horse leaping and a frog hopping.

Movement Rhyme: Leap and Hop!

Tune: “Row, Row, Row Your Boat”

Lyrics:

Leap, leap, leap so high,
Over the log, reach the sky.
Big, big steps, what a flight,
Leaping with all your might!

Hop, hop, hop on one,
Left foot, right foot, what fun!
Little jumps, light and free,
Hopping for you and me!

Actions:

• For “Leap, leap, leap so high”: Pupils take big, exaggerated leaps.
• For “Over the log, reach the sky”: Pupils pretend to leap over an imaginary log and stretch arms up.
• For “Hop, hop, hop on one”: Pupils hop on one foot.
• For “Left foot, right foot, what fun!”: Pupils switch feet and hop on the other foot.

How to use the rhyme: The teacher leads the pupils in singing the rhyme while performing the corresponding actions. Repeat several times to reinforce the movements.

Watch and Practise

The teacher will show a short video to help pupils see and understand leaping and hopping clearly.

https://www.youtube.com/watch?v=F_1D6-j0y5Q

Key Words

• Leaping – a big, long jump.
• Hopping – jumping on one foot.
• Exercise – moving your body to stay strong and healthy.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Warm-up/Engagement

Teacher’s Activity: The teacher greets the pupils and leads a short warm-up exercise (e.g., stretching arms, wiggling fingers and toes, gentle marching in place). The teacher asks pupils what other ways they can move their bodies.

Pupils’ Activity: Pupils greet the teacher, participate in the warm-up, and suggest different body movements.

Learning Point: Pupils prepare their bodies for activity and recall previous knowledge of movement.

Step 2: Understanding Leaping

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what leaping means using simple words: “Leaping is like taking a very big, long jump, often over something or to cover a lot of ground.” The teacher demonstrates leaping several times in a clear space, showing how to push off and land. The teacher shows a picture of a horse leaping.

Pupils’ Activity: Pupils listen to the explanation, observe the teacher’s demonstration, and look at the picture of the horse.

Learning Point: Pupils understand the concept of leaping and see it demonstrated.

Step 3: Practising Leaping

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher guides pupils to try leaping. “Let’s all try to leap like a horse! Take a big jump forward.” The teacher ensures pupils have enough space and encourages them to take long, big steps. The teacher provides verbal cues like “Big jump!” or “Over the imaginary line!”

Pupils’ Activity: Pupils attempt to leap across the designated area, imitating the teacher and the horse.

Learning Point: Pupils develop gross motor skills by practising leaping.

Step 4: Understanding Hopping

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains hopping: “Hopping is when you jump on just one foot, and land on that same foot. It’s usually a smaller, quicker jump.” The teacher demonstrates hopping on one foot, then switches to the other foot. The teacher shows a picture of a frog hopping.

Pupils’ Activity: Pupils listen to the explanation, observe the teacher’s demonstration, and look at the picture of the frog.

Learning Point: Pupils understand the concept of hopping and see it demonstrated.

Step 5: Practising Hopping

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher guides pupils to try hopping. “Now, let’s hop like a frog! Try hopping on one foot, then switch to the other.” The teacher reminds pupils to keep their balance and encourages them with phrases like “Hop, hop, hop!” and “Good balance!”

Pupils’ Activity: Pupils attempt to hop on one foot, then switch to the other, moving around the space.

Learning Point: Pupils develop balance and coordination by practising hopping.

Step 6: Leaping and Hopping Game/Rhyme

Time: 5 minutes

Teaching Skill: Reinforcement/Activity

Teacher’s Activity: The teacher leads a simple game or sings the “Leap and Hop!” rhyme again, asking pupils to perform the actions as they sing. For a game, the teacher might call out “Leap!” and pupils leap, then “Hop!” and pupils hop. The teacher can also play the video again for visual reinforcement.

Pupils’ Activity: Pupils sing the rhyme and perform the leaping and hopping actions, or participate in the game by responding to the teacher’s cues.

Learning Point: Pupils reinforce their understanding and practice of both movements in a fun, interactive way.

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.

1. “Can you show me how to leap?”
2. “Can you show me how to hop?”
3. “Which animal leaps, a horse or a frog?”
4. “Which animal hops, a horse or a frog?”

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

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summary/Cool-down

Teacher’s Activity: The teacher praises the pupils for their active participation and effort. The teacher reminds them that leaping and hopping are fun ways to exercise and keep their bodies strong. The teacher leads a gentle cool-down (e.g., slow stretches, deep breaths).

Pupils’ Activity: Pupils listen to the teacher, participate in the cool-down, and thank the teacher.

Learning Point: Pupils conclude the lesson feeling positive about physical activity and body movement.

Lesson Keywords

• Leaping – a big, long jump using your legs.
• Hopping – jumping up and down on one foot.
• Exercise – moving your body to make it strong and healthy.
• Horse – an animal that can leap.
• Frog – an animal that can hop.

Differentiation

• Support: For pupils who find it difficult to leap or hop, the teacher can provide hand-holding for balance, demonstrate more slowly, or encourage them to take smaller, simpler jumps initially. Using visual cues like lines on the floor to “leap over” can also help.
• Extension: For pupils who quickly master the movements, the teacher can challenge them to leap further, hop faster, or combine leaping and hopping in a short sequence (e.g., “leap, leap, hop, hop”). They can also be asked to name other animals that leap or hop.

Note for teachers using this lesson plan

Before the lesson, ensure the chosen teaching area (classroom or playground) is clear of obstacles and safe for active movement. Pupils should wear comfortable clothing and appropriate footwear. Emphasize safety throughout the activities, reminding children to watch out for their friends and avoid bumping into each other. When demonstrating, exaggerate the movements to make them clear. Observe pupils closely; some may find hopping on one foot challenging initially. Encourage all attempts and celebrate effort over perfection. The rhyme and video are excellent tools for engagement and reinforcement. Judge understanding by observing if pupils can perform the movements correctly and identify the animals associated with each action.