Khel Yoga Class 4 Lesson Plans | NCERT Physical Education Chapter-wise Guide || All Chapter Lesson Plans of Khel Yoga Grade 4 NCERT Book (2025 Edition) || NCERT Khel Yoga Grade 4: Complete Chapter-wise Teaching Plan for Teachers

Introduction

Are you a primary teacher looking for structured, creative, and outcome-based lesson plans for Khel Yoga – Grade 4? You’re in the right place!
This blog provides complete chapter-wise lesson plans based on the latest 2025 NCERT textbook “Khel Yoga – Physical Education and Well-being” designed for Grade 4.
Each plan aligns with NEP 2020 and NCF-SE 2023 guidelines and includes concept, learning outcomes, pedagogical strategies, cross-curricular links, assessment, ICT resources, 21st-century skills, and real-life applications—ideal for joyful, value-based physical learning.

HINDI LESSON PLAN

TWAU LESSON PLAN

ENGLISH LESSON PLAN

MATHS LESSON PLAN

Lesson Plan

Chapter 1: Throwing and Catching

1. Concept

1. Throwing and catching are essential gross motor skills.

2. These skills help develop balance, coordination, and body awareness.

3. Using balls of different shapes, sizes, and textures enhances technique and control.

4. Through games, students learn accuracy, teamwork, and response timing.

5. The learning process is made joyful through activity-based methods.

2. Learning Outcomes

1. Students demonstrate correct techniques for throwing and catching.

2. Students maintain body balance and focus while performing motor actions.

3. Students apply appropriate force based on object size and distance.

4. Students participate actively and follow rules during games.

5. Students reflect on their performance and express their experiences.

3. Pedagogical Strategies

A. Demonstration and Practice

Show the correct grip, stance, throw, and catch technique using softballs.

B. Game-Based Learning

Engage students in games like “Overhead Reverse Toss” and “Throw it Back.”

C. Peer Observation and Feedback

Let students observe their peers and provide constructive feedback.

D. Circle Time Reflections

Encourage students to discuss their “star” (what they liked) and “wish” (what they want to improve).

E. Differentiated Activities

Modify ball size and distance for varying skill levels.

F. Use of Local Materials

Promote innovation by using homemade balls (paper/waste cloth balls).

G. Inclusive Group Work

Ensure all students participate and feel safe emotionally and physically.

4. Integration with Other Subjects

1. Mathematics – Estimating distance and measuring angles while throwing.

2. Science – Understanding force, motion, and gravity.

3. Environmental Studies – Using eco-friendly materials for ball-making.

4. Art – Decorating self-made softballs.

5. Language – Describing game steps, reflecting in journals or orally.

5. Assessment

Oral Assessment

Ask questions like “What helped you catch the ball better?”

Written Assessment

Worksheets with images where students identify correct postures or circle errors.

Behavioral Assessment

Observe cooperation, rule-following, and fair play during group activities.

For All Levels

Beginners assessed on participation and effort.
Intermediate on technique and control.
Advanced on accuracy, leadership, and reflection.

6. Resources

1. Softballs of different sizes and textures.

2. Buckets, cones, ropes for game setup.

3. Blackboard or chart paper for rules display.

4. Projector/TV for showing throwing-catching video demonstrations.

5. Self-assessment rubrics and activity cards (as per the textbook).

7. 21st Century Skills / Values / Education / Vocational Skills

1. Critical Thinking – Estimating force and timing in throws.

2. Collaboration – Working in pairs/groups during games.

3. Empathy & Respect – Encouraging teammates and being inclusive.

4. Communication – Expressing ideas during circle time.

5. Responsibility – Caring for sports equipment and following safety rules.

8. Extension / Real-life Application

1. Playing catch with family and friends at home or in parks.

2. Making balls from recyclable materials.

3. Practising hand-eye coordination while playing cricket, football, etc.

4. Observing professional players’ throw and catch skills in sports.

5. Applying learned balance and control in everyday physical tasks.

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Lesson Plan

Chapter 2: Kicking and Receiving

1. Concept

1. Kicking and receiving are foundational gross motor skills used in many sports.

2. These skills improve leg strength, control, and timing.

3. The focus is on accuracy, coordination, and balance.

4. Activities are structured to ensure safety, fun, and teamwork.

5. Students explore different types of passes and kicks using a variety of materials.

2. Learning Outcomes

1. Students kick the ball using proper technique and direction.

2. Students receive passes with control and stability.

3. Students demonstrate balance and focus while performing movements.

4. Students cooperate in pairs and groups during practice activities.

5. Students reflect on their performance and suggest ways to improve.

3. Pedagogical Strategies

A. Guided Demonstration

Show correct stance, leg movement, and follow-through for kicking and receiving.

B. Skill Practice Drills

Activities like “Dribble and Pass” and “Drop It to Kick It” to build leg-eye coordination.

C. Pair and Group Practice

Students practice in pairs, gradually increasing difficulty by varying distance.

D. Gamified Challenges

Use games like “Between the Door” or “Foot Baseball” for fun application.

E. Circle Time Reflection

Encourage sharing of feelings, challenges, and learning moments.

F. Differentiated Support

Modify activities for students needing more guidance or challenge.

G. Use of Local Materials

Encourage use of soft cloth balls or eco-friendly materials where necessary.

4. Integration with Other Subjects

1. Science – Understanding force, friction, and balance.

2. Mathematics – Measuring distances, angles of kicks, and score tallying.

3. Language – Describing steps of an activity or sharing game reflections.

4. Art – Designing paper or cloth footballs.

5. Environmental Studies – Reusing materials for ball-making.

5. Assessment

Oral Assessment

Ask: “What helped you keep control while receiving the ball?”

Written Assessment

Label diagrams showing correct kicking or receiving postures.

Behavioral Assessment

Observe cooperation, encouragement to peers, and safe practices.

Assessment for All Levels

Beginner: Basic participation, understanding of safety and stance.
Intermediate: Can kick and receive in pairs with fair accuracy.
Advanced: Applies advanced skills like directional control and quick reactions.

6. Resources

1. Medium-sized cloth or rubber balls.

2. Cones, hoops for marking areas and goals.

3. Projector or smartboard for showing kicking and receiving videos.

4. Activity cards or worksheets for assessment.

5. Open field or safe space for practice and games.

7. 21st Century Skills / Values / Education / Vocational Skills

1. Physical Literacy – Understanding body movement and strength.

2. Teamwork – Playing in pairs and teams, supporting one another.

3. Discipline – Following rules and respecting turn-taking.

4. Self-Awareness – Reflecting on personal skill level and setting goals.

5. Creativity – Finding ways to improve kick force, speed, or control.

8. Extension / Real-life Application

1. Students play football or similar kicking games at home or in the community.

2. Learning how to control movements for everyday tasks (e.g., coordination in walking, biking).

3. Applying learned teamwork and cooperation in group activities.

4. Making homemade footballs using old clothes or paper.

5. Participating in local sports events and school football matches.

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Lesson Plan

Chapter 3: Strike the Shuttlecock

1. Concept

1. Striking is a key motor skill used in racket sports like badminton and tennis.

2. It develops hand-eye coordination, precision, and control.

3. Students learn to use striking tools (rackets or alternatives) effectively.

4. The focus is on proper grip, stance, striking, and follow-through.

5. Through play, students develop rhythm, focus, and confidence.

2. Learning Outcomes

1. Students strike the shuttlecock using correct grip and posture.

2. Students maintain balance while hitting and receiving the shuttlecock.

3. Students develop coordination between eyes, hands, and body.

4. Students collaborate with partners during striking activities.

5. Students reflect on their performance and express improvement areas.

3. Pedagogical Strategies

A. Visual Demonstration

Show correct way to hold the racquet, drop the shuttle, and strike.

B. Hands-on Practice

Use activities like “Sky Shuttlecock” and “Tap the Ball” for practice.

C. Partner Activities

Let students practise forehand and backhand with a peer (“Play It Together”).

D. Station-Based Circuits

Rotate through different skill stations like “Place the Shuttlecock,” “Balloon Race.”

E. Creative Substitution

Use handmade rackets or flat objects if sports rackets aren't available.

F. Circle Time Sharing

Students share what helped them strike better or what challenged them.

G. Progressive Challenge

Start with balloons, then move to shuttlecocks or softballs for advanced practice.

4. Integration with Other Subjects

1. Science – Concepts of motion, direction, and energy.

2. Maths – Counting hits, measuring distance, scoring.

3. Language – Writing short reflections on game experience.

4. Art – Making and decorating homemade rackets or targets.

5. ICT – Watching videos to learn striking techniques and correct posture.

5. Assessment

Oral Assessment

Ask: “How did you balance while striking?” or “What helped your accuracy?”

Written Assessment

Match pictures of racket positions to their names or draw the correct grip.

Behavioral Assessment

Note patience, fair play, turn-taking, and helpfulness to peers.

Assessment for All Levels

Beginner: Tries to strike with or without assistance.
Intermediate: Can hit shuttlecock/bouncy ball with control.
Advanced: Uses both forehand and backhand with consistency and partners well.

6. Resources

1. Shuttlecocks, balloons, plastic balls.

2. Badminton racquets or handmade alternatives (flat board, cardboard).

3. Hoops, cones for target practice.

4. ICT resources: YouTube clips or animations for striking techniques.

5. Worksheets or activity cards for post-game reflection.

7. 21st Century Skills / Values / Education / Vocational Skills

1. Coordination & Focus – Timing movements with vision and control.

2. Teamwork – Playing in pairs and encouraging each other.

3. Confidence Building – Achieving hits boosts self-esteem.

4. Creativity – Using different materials and techniques for striking.

5. Social Values – Respecting peers’ turns and encouraging fair play.

8. Extension / Real-life Application

1. Students play striking games at home using paper balls or handmade bats.

2. Learning techniques to participate in beginner-level racket games.

3. Encouraging exercise through fun and movement indoors or outdoors.

4. Understanding how focus and coordination help in other areas (writing, drawing).

5. Involving family in fun balloon or shuttle games to strengthen bonds.

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Lesson Plan

Chapter 4: Little Steps

1. Concept

1. This chapter focuses on building balance, coordination, and body strength.

2. Students learn to set personal physical goals and work towards achieving them.

3. Movements include jumping, rolling, walking on lines, squats, lunges, and balance poses.

4. It develops body awareness, confidence, and self-discipline.

5. Activities are joyful, engaging, and suited for all ability levels.

2. Learning Outcomes

1. Students perform balance and strength-based movements with control.

2. Students complete movement circuits confidently.

3. Students demonstrate goal-setting and track progress in activities.

4. Students work collaboratively in group activities like “Cross Together.”

5. Students reflect on their feelings and efforts during physical tasks.

3. Pedagogical Strategies

A. Demonstration and Modeling

Show poses and circuits like frog jumps, toe walk, balancing lines, etc.

B. Goal-Setting Practice

Let students choose and try personal fitness goals (e.g., 20-sec balance).

C. Circuit Stations

Use circuits like “Push Circuit,” “Leg Circuit,” “Movement Circuit” for active participation.

D. Partner and Team Activities

Use group tasks like “Cross Together” to promote collaboration.

E. Circle Time Reflections

Discuss challenges, “stars” (what they did well), and “wishes” (what they want to improve).

F. Encouraging Effort over Perfection

Reward effort, persistence, and progress, not just success.

G. Use of Local Equipment

Use mats, cones, hula hoops, boxes, chalk lines for organizing movement areas.

4. Integration with Other Subjects

1. Science – Understanding muscles, balance, and body parts.

2. Mathematics – Counting reps, tracking time, and measuring distance.

3. Language – Reflective writing or oral sharing during circle time.

4. Art – Drawing personal fitness goals or their favorite movement pose.

5. EVS – Talking about health, hygiene, and body care.

5. Assessment

Oral Assessment

Ask: “What was difficult for you in balancing?” or “Which step made you feel strong?”

Written Assessment

Fill-in charts to track personal goals (e.g., number of squats done).

Behavioral Assessment

Observe resilience, team support, focus, and persistence.

Assessment for All Levels

Beginner: Participates with guidance and shows effort.
Intermediate: Completes circuits with focus and proper posture.
Advanced: Encourages others, leads warm-up, and shows consistent improvement.

6. Resources

1. Mats, hula hoops, ropes, boxes, cones, marking powder.

2. Stopwatch or phone timer for goal-setting tasks.

3. Charts for tracking student progress (star-wish cards).

4. ICT tools: Fitness/balance videos for children.

5. Music for movement activities and audio cues for “Run into Hoops” game.

7. 21st Century Skills / Values / Education / Vocational Skills

1. Self-Management – Setting personal goals and tracking progress.

2. Perseverance – Completing physical tasks despite fatigue.

3. Teamwork – Collaborating during circuits and group tasks.

4. Health & Wellness Literacy – Understanding exercise benefits.

5. Empathy & Support – Helping peers during tasks and celebrating their progress.

8. Extension / Real-life Application

1. Students try movement routines at home using simple materials.

2. Use balance and strength skills while climbing stairs or walking in narrow spaces.

3. Practise daily movement goals like “10 squats a day” with parents.

4. Design personal fitness challenges (e.g., balance for 30 seconds).

5. Use reflection skills to identify progress in non-sports areas (like handwriting or sitting posture).

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Lesson Plan

Chapter 5: Local and Traditional Games

1. Concept

1. Traditional games are part of India’s cultural and regional heritage.

2. These games promote physical fitness, fun, and team bonding.

3. They are inclusive, require simple/no equipment, and are easy to play.

4. Students learn rules, strategy, teamwork, and fair play through them.

5. The chapter nurtures appreciation for diversity and local traditions.

2. Learning Outcomes

1. Students follow the rules of different traditional games.

2. Students demonstrate movement and coordination while playing.

3. Students show teamwork and include all players in the activity.

4. Students recognize and respect the cultural value of local games.

5. Students reflect on their role and behaviour during play.

3. Pedagogical Strategies

A. Demonstration and Trial Rounds

Teacher explains and shows game rules (e.g., Anti Pil, Indur Beral) and allows students to try.

B. Storytelling Approach

Share the origin or regional version of a game to build interest.

C. Role Rotation

Students take turns being leaders, referees, or rule explainers.

D. Modification for Inclusion

Games adapted for space, group size, and ability level.

E. Circle Time Discussions

After play, students share experiences like teamwork, bias, and fun moments.

F. Peer Learning

Students who know the game from their region teach it to others.

G. Cultural Connection Tasks

Encourage students to ask parents/grandparents about games they played in childhood.

4. Integration with Other Subjects

1. Social Science – Understanding cultural and regional diversity through games.

2. Language – Sharing game rules, stories, and experiences.

3. Art – Drawing or designing game boards and local play items.

4. Math – Counting scores, rounds, players, or tracking wins.

5. EVS – Use of natural/local materials in traditional games.

5. Assessment

Oral Assessment

Ask: “What rule did you teach your team?” or “What did you like most in this game?”

Written Assessment

Worksheet: Match the traditional game name with its region or activity.

Behavioral Assessment

Note inclusion of others, fairness, and respect during the game.

Assessment for All Levels

Beginner: Participates and learns basic rules.
Intermediate: Plays confidently and explains rules to peers.
Advanced: Leads group, modifies game for others, and encourages fair play.

6. Resources

1. Marbles, chalk, wooden sticks, natural pebbles.

2. Open ground or school courtyard.

3. Game instruction cards.

4. Projector or video clips of regional traditional games.

5. Audio system or clap signals for game starts/stops.

7. 21st Century Skills / Values / Education / Vocational Skills

1. Teamwork & Inclusion – Involving every member and adjusting for all.

2. Cultural Awareness – Respecting and learning about different regions.

3. Leadership – Taking initiative to lead or explain games.

4. Communication – Explaining game rules clearly.

5. Decision-Making – Making quick decisions and solving disputes in play.

8. Extension / Real-life Application

1. Students play these games with family or neighbors.

2. Ask grandparents about games from their childhood and try them.

3. Organize a “Traditional Games Day” at school.

4. Reduce screen time and engage in physical, joyful play.

5. Learn to make simple play tools using recycled or natural materials.

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Lesson Plan

Chapter 6: Yoga for Daily Life

1. Concept

1. Yoga is a way to maintain harmony between body and mind.

2. It includes breathing, stretching, and relaxation practices suitable for daily use.

3. Regular practice builds strength, flexibility, and emotional calmness.

4. Students learn age-appropriate yogic techniques through play and repetition.

5. Focus is also on self-awareness, posture, discipline, and mindfulness.

2. Learning Outcomes

1. Students perform simple asanas with correct posture and breathing.

2. Students maintain focus and balance while doing yoga poses.

3. Students experience a sense of calm and relaxation after practice.

4. Students develop body awareness and respect for their physical limits.

5. Students reflect on how yoga helps them feel emotionally and physically better.

3. Pedagogical Strategies

A. Guided Demonstration

Teacher performs each asana (e.g., Tadasana, Vrikshasana, Naukasana) step by step with slow breathing.

B. Playful Learning

Turn yoga into stories or fun challenges (e.g., “Can you balance like a tree?”).

C. Mirror-and-Follow Activity

Students mirror the teacher’s moves, improving observation and posture.

D. Focus Time

1–2 minutes of quiet sitting/meditation or breathing after every yoga round.

E. Circle Time Reflection

Students share “How did you feel after yoga today?”

F. Use of Rhythmic Cues

Use soft music or slow beats for transition between poses.

G. Personal Goal-Setting

Students set small goals like “I will hold the pose for 10 seconds.”

4. Integration with Other Subjects

1. Science – Understanding body systems, muscles, and breathing.

2. Language – Vocabulary building (names of asanas) and reflection writing.

3. Art – Drawing and labeling yoga poses.

4. EVS – Connection with healthy living and personal hygiene.

5. Maths – Counting pose duration (seconds) or repetitions.

5. Assessment

Oral Assessment

Ask: “Which pose helped you feel relaxed today?” or “Which part of the body stretched more in this pose?”

Written Assessment

Match yoga pose names with their pictures or list the benefits of 2 yoga poses.

Behavioral Assessment

Observe calmness, seriousness during practice, and peer support.

Assessment for All Levels

Beginner: Tries postures and listens attentively.
Intermediate: Holds poses for the required time and follows breathing.
Advanced: Performs with correct posture and guides others respectfully.

6. Resources

1. Yoga mats or clean rugs.

2. Flashcards/posters showing yoga poses.

3. Projector or video clips for demonstration.

4. Soft background music for relaxation.

5. Reflective journal or self-check chart for weekly practice tracking.

7. 21st Century Skills / Values / Education / Vocational Skills

1. Self-awareness & Mindfulness – Connecting with inner feelings.

2. Emotional Regulation – Managing stress or restlessness.

3. Concentration – Improved focus in class and other activities.

4. Self-discipline – Regular practice builds routine and health habits.

5. Empathy & Positivity – Developing kindness and calm behaviour.

8. Extension / Real-life Application

1. Students do simple yoga stretches at home in the morning.

2. Parents join children in short yoga routines for bonding and health.

3. Use breathing techniques (deep inhale-exhale) to manage anger or anxiety.

4. Practise before exams or competitions to stay focused and calm.

5. Spread yoga awareness through posters, presentations, or a mini-yoga show at school.

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Lesson Plan

Chapter 7: Yoga Sadhana

1. Concept

1. Yoga Sadhana means dedicated and mindful practice of yoga.

2. It builds on earlier yoga experiences to deepen focus, flexibility, and control.

3. The chapter introduces a sequence of yoga practices for overall well-being.

4. Emphasis is on Ashtanga Yoga – 8 limbs of yoga, especially yama, niyama, asana, and pranayama.

5. Students learn discipline, regularity, and respect for inner peace through guided practice.

2. Learning Outcomes

1. Students perform a sequence of yoga asanas in the correct order.

2. Students understand the importance of discipline and regularity in yoga.

3. Students practise simple breathing (pranayama) techniques calmly.

4. Students stay focused during meditation or silence time.

5. Students express how Yoga Sadhana helps improve health and calmness.

3. Pedagogical Strategies

A. Structured Routine Practice

Follow a fixed sequence: Warm-up → Asanas → Breathing → Dhyana (Meditation).

B. Ashtanga Yoga Introduction

Use charts or simple stories to explain Yama, Niyama, Asana, Pranayama, etc.

C. Reflection and Stillness Time

Students sit quietly and observe their breath or feelings for 2–3 minutes.

D. Self-Progress Tracker

Students track their yoga sadhana on a weekly chart (✔️ for each day).

E. Demonstration and Peer Modeling

Students show postures and peers follow them – builds confidence.

F. Visual and Audio Support

Show videos or use audio instructions to guide breathing and relaxation.

G. Circle Time Conversations

Discuss: “What did you enjoy the most?” or “When do you feel peaceful?”

4. Integration with Other Subjects

1. Science – Learn about lungs, oxygen, muscles used in yoga.

2. EVS – Importance of clean air, water, and food for yogic living.

3. Art – Mandala drawing, yoga pose sketching.

4. Language – Writing reflections or making a “Yoga Diary.”

5. Moral Education – Discussing values like truth, self-control, and kindness.

5. Assessment

Oral Assessment

Ask: “What does Pranayama help you with?” or “Can you name any yama/niyama?”

Written Assessment

Match yoga limbs to meanings or label posture pictures.

Behavioral Assessment

Observe regularity, patience, posture control, and silent sitting behavior.

Assessment for All Levels

Beginner: Participates in breathing and tries postures.
Intermediate: Follows sequences and maintains posture.
Advanced: Demonstrates calmness, leads group or explains terms like pranayama/yama.

6. Resources

1. Mats, posters on Ashtanga Yoga.

2. Audio for breathing/meditation guidance.

3. Video clips showing yoga flow.

4. Yoga sadhana tracker sheet.

5. Peaceful classroom space or open area for group practice.

7. 21st Century Skills / Values / Education / Vocational Skills

1. Self-Discipline – Maintaining regular practice.

2. Emotional Balance – Learning to control reactions and thoughts.

3. Concentration – Improved focus in academic and life tasks.

4. Cultural Awareness – Learning Indian yogic wisdom.

5. Mental Wellness – Stress relief through breathing and meditation.

8. Extension / Real-life Application

1. Students make yoga part of their daily routine at home.

2. Use breathing exercises before stressful tasks (tests, public speaking).

3. Share yoga learning with family members.

4. Practise silence time or gratitude time before sleeping.

5. Participate in International Yoga Day with school or community.

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Conclusion

Physical education is no longer just a break from academics—it’s a vital part of holistic development. Khel Yoga empowers students to connect with fitness, values, and culture.
These lesson plans are crafted to support teachers in planning engaging, inclusive, and competency-based classes.
Bookmark this post, use the plans, and bring movement and mindfulness into your classroom. Let’s help our students grow healthy—physically, mentally, and emotionally!

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