Moving Our Body Parts, Non, Locomotor Movements, Pushing and Pulling for Primary 4

Class: Primary Four
Term: First Term
Subject: Basic Science and Technology
Curriculum Theme: physical & Health Education
Previous Lesson: Moving Our Body Parts V
Topic: Moving our Body Parts
Content/Learning Area: What are Non-Locomotor Movements?, Pushing, Pulling
Time Allocation: 40 minutes

Performance Objectives

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

• Cognitive Domain:

1. Explain the concept of non-locomotor movements such as pulling and pushing.
2. Psychomotor Domain:
3. Demonstrate non-locomotor movements such as pulling and pushing.
4. Affective domain:
5. Show interest in learning about body movements.
6. Social Domain:
7. participate actively in class discussions and activities.

Reference Materials

• 9 – Years Basic education Curriculum
• Abuja Educational Resource Center scheme of work
• NAPPS National Unified Scheme of Work
• Online Information
• Relevant Textbooks

Instructional materials

To deliver this lesson, the teacher will use the following materials:

• Whiteboard or chart paper
• Markers or crayons
• pictures or videos showing examples of pulling and pushing
• Optional: Toys or objects for presentation

Rationale for the Lesson

Understanding non-locomotor movements like pulling and pushing is crucial for everyday tasks and lays the foundation for understanding more complex movements in future science lessons.

Prerequisite/Previous Knowledge

The teacher will start by asking pupils what they do with their bodies throughout the day. The teacher will then introduce the concept of movement, leading into the discussion of locomotor and non-locomotor movements.

Lesson Content

What are Non-locomotor Movements?

Non-locomotor movements are actions we do without changing our location. We use our body parts in various ways to create these actions. Examples are:

1. Pulling
2. Pushing
3. Bending
4. Stretching
5. Twisting

Pushing

Pushing involves using your hands, arms, or body to move something away from you. Examples are:

1. Pushing a box across the floor
2. Pushing a door closed
3. Pushing a swing
4. Pushing a wheelbarrow
5. Pushing a stalled car

Pulling

Pulling is the opposite of pushing; it’s using your hands, arms, or strength to bring something closer. Examples are:

1. Pulling a wagon with a rope
2. Pulling a drawer open
3. Pulling a sled
4. Pulling weeds from a garden
5. Pulling a stubborn goat

Pushing and Pulling Without Travelling

A non-locomotor movement is performed mainly on one spot. Pushing moves an object or body part away; pulling brings it closer. Wall pushes, partner palm presses and controlled rope pulls are examples when properly supervised.

Keep feet stable, bend the knees slightly and use only agreed force. Do not push a person unexpectedly or pull near stairs, traffic or sharp objects.

Teaching Methods

To deliver this lesson,‌ ⁤the teacher will⁤ adopt⁤ the following methods: Discussion, Demonstration, Practical activities

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: Introduce the topic, review previous lesson on locomotor movements, and introduce the concept of non-locomotor movements.
Pupils’ Activity: Listen attentively and participate in the discussion.

Step 2: Explanation of Key Concepts

Time: 10 minutes
Teaching Skill: Explaining, Illustrating
Teacher’s Activity: Explain the concepts of pulling and pushing with clear examples. Use pictures or videos to illustrate.
Pupils’ Activity: Listen attentively, ask questions, and participate in the discussion.

Step 3: Demonstration/Guided Practice

Time: 10 minutes
Teaching Skill: Demonstrating, Guiding
Teacher’s Activity: Demonstrate pulling and pushing movements. Guide pupils in performing the movements.
Pupils’ Activity: Observe the demonstration and practice the movements under guidance.

Step 4: Independent Practice

Time: 5 minutes
Teaching Skill: Monitoring, Providing Feedback
Teacher’s Activity: Allow pupils to practice pulling and pushing independently. Monitor their progress and provide feedback.
Pupils’ Activity: Practice pulling and pushing movements independently.

Step 5: Note-Taking

Time: 5 minutes
Teaching Skill: Guiding Note-Taking
Teacher’s Activity: Guide pupils in taking notes on key concepts and examples.
pupils’ Activity: Take notes on key concepts and examples.

step 6: Evaluation/Review

Time: 5 minutes
Teaching Skill: questioning, Summarizing
Teacher’s Activity: Review the lesson by asking questions and summarizing key concepts.
Pupils’ Activity: Answer questions and participate in the review.

Objective-aligned checks:

1. Explain the concept of non-locomotor movements such as pulling and pushing.
2. Demonstrate non-locomotor movements such as pulling and pushing.

Step 7: Conclusion

Time: 5 minutes
Teaching Skill: Summarizing, Assigning Homework
Teacher’s Activity: Summarize the key concepts of pulling and pushing, emphasizing their importance in daily life. Assign a short homework activity where pupils identify and draw examples of pulling and pushing movements they see at home.Pupils’ Activity: Listen to the summary and note the homework assignment.

Lesson Keywords

• Non-locomotor Movements – Actions without changing location.
• Pushing – Moving something away from you.
• Pulling – Bringing something closer to you.

Lesson Evaluation

To evaluate the learning,the teacher asks pupils to:

1. What is the difference between pulling and pushing?
2. Give an example of a pulling movement.
3. Give an example of a pushing movement.
4. Why is it critically important to know how to pull and push?
5. Can you name other non-locomotor movements?

Assignment/Homework

1. Identify and draw examples of pulling movements you see at home.
2. Identify and draw examples of pushing movements you see at home.

Differentiation

• For slower learners: Provide one-on-one assistance and use simpler examples.
• For advanced learners: Encourage them to identify other non-locomotor movements and explain them to the class.
• For visual/auditory/kinesthetic learners: Use pictures, videos, and hands-on activities to cater to different learning styles.

Note for Teachers

Ensure to use real-life examples and demonstrations to make the lesson engaging and relatable for the pupils. Encourage active participation and provide constructive feedback.