Rationale for Lesson Design
Section 1: Routine information
School and Grade: Eldocrest Primary school
Grade 1
Length of lesson: 45 minutes
Subject: Life Skills
The topic of this lesson: Physical Education
Section 2: Think about the purpose
What should the learners know By the end of this lesson, learners should understand that:
by the end of the lesson? ● Learners will develop an understanding of how to move
safely and purposefully in shared spaces.
● Learners will be able to demonstrate locomotor
movements such as hopping, crawling, and running.
● Learners will recognize and imitate different animal and
community movement patterns through play.
● Learners will practice cooperation and listening during
group activities with simple rules.
What should learners do during By the end of this lesson, learners should be able to:
the lesson?
● Participate in a warm-up activity that builds spatial awareness.
● Engage in station-based movement games that promote
locomotor skills, balance, and safe movement.
● Follow verbal instructions and respond to cues while working in
small groups.
● Reflect briefly on their movements and experiences during
cool-down.
Section 3: Think about the most important concept/s for this lesson. Summarise the ideas here.
Understanding and practicing spatial awareness
Exploring different types of movement patterns
Connecting physical activity to real-world themes (animals and community roles)
Developing cooperation, listening skills, and self-control
Section 4: Think about the learners and the content knowledge of this lesson.
What aspects of learner diversities Aspects of Learner Diversities to Consider:
need to be considered?
Physical ability differences
What do the learners already know? Attention span and sensory needs
What might they misunderstand?
Language comprehension (instructions may need gestures or
What subject vocabulary/ terminology visual aids)
do learners need to learn? What Learners Already Know & Potential Misunderstandings:
What examples would be meaningful Most learners can walk, hop, crawl, and jump but may struggle with
to these learners? stopping/starting on cue or staying in their own space.
What common mistakes do you Subject Vocabulary/Terminology Learners Need to Learn:
expect learners to make?
Personal space, freeze, zig-zag, relay, rescue, station, movement
Meaningful Examples for Learners:
● Common pets (dog, cat, fish) and community helpers they
know (vet, firefighter, police)
Common Mistakes Expected:
Bumping into others
Forgetting to stop on cue
Doing the wrong movement
Losing focus between stations
Section 5: Think about organising learning.
What do you want learners to Discuss:
discuss, read and write?
Learners will discuss and demonstrate how different pets and
helpers move
Which teaching and learning No reading/writing in this lesson, only verbal instructions and
strategies are most suitable for this movement
lesson topic and the needs of the Suitable Teaching and Learning Strategies
learners?
Demonstration
Roleplay
When is it best to work with the Show, tell, and explain
whole class, when to arrange Movement imitation
learners in groups, in partners or Creative play
ask them to work individually? Group work rotation
.
What shape semantic wave do you
Whole Class: Warm-up
want to design? Draw it below. Small Groups: Rotation through activity stations
Individual Work: Some movement tasks within stations.
Some examples of teaching & learning strategies:
Discuss Quiz Demonstrate Write notes Listen for information
Show, tell & explain Experiments Roleplay Observe, measure & record Complete the sentence
Debate Calculate Read for information Interview Put your finger on the…
Annotate diagrams Tabulate Sequence sentences Storytelling Categorise
Draw Answer questions Creative writing Presentations
Fill in the missing word Draw a timeline Draw a concept map Summarise
Section 6: Think about the sequence of lesson steps that build a process for learning.
Lesson step Describe what happens in each lesson step Resources to be
and purpose used
What will the teacher explain/ask/do? What do you want the learners to discuss, answer,
read or do? By themselves, in partners or groups?
“Find a Space, Freeze in Place” game. Give learners Learners move around, freeze on cue, and make body Open space,
1. Warm-up: instructions on different shapes to make. shapes. optional music,
Introduce teacher
spatial instructions
awareness
2. Briefly show each station and model the actions. Learners are divided into small groups and rotate.
Explain the
station setup
Station 1: Learners move like animals (hop like a bunny, crawl like Visual Cards of
Animal Relay a crab, etc.) in a short relay. different animals
as markers
Station 2: Learners crawl through a “tunnel” to rescue a pet. 2 chairs + sheet,
Vet Rescue stuffed animal or
Crawl drawing
Station 3: Toss beanbags or socks into labelled bowls or boxes. Beanbags or
Feed the Pet socks, containers
Toss
Station 4: Learners weave through a simple obstacle path like a Recycled bottles
Zig-Zag police dog on duty. for cones
Police Path
Cool-down Ask: “What pet did you enjoy being? What movement Light stretching, shake out movements
and was tricky?” and model stretching movements
reflection