PRIMARY 6 THIRD TERM LESSON NOTES PHYSICAL AND HEALTH EDUCATION
PRY 6 PHE THIRD TERM E-NOTE
Week: ONE
Date:
Class: Basic Six
Subject: PHE
Duration: 40 minutes
Topic: Physical fitness
SUB TOPIC(s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
- Define physical fitness
- Explain the physical fitness components
Instructional material/Reference material: Physical and Health Bk; 6 by A. Ayegbusi, B. Musa
Charts and pictures
Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).
CONTENT
Physical fitness: measuring physical fitness components e.g.
(I). Agility (II). Power (III). Flexibility (IV). Balance
Measuring physical fitness components
Meaning of physical fitness means good physical condition or being in good shape or condition. Physical fitness has two related parts: general fitness (a state of health and well-being), and specific fitness (the ability to perform specific aspects of sports, or occupations).
Types of physical fitness exercise
These include:
1 Jogging
2 Running
3 Dancing
4 Push up, press up
5 Carrying weights
6 Running on the treadmill
7 Skipping
8 Squatting
9 Swimming
Physical fitness components
These include:
1 Agility
2 Power
3 Flexibility
4 Balance
Agility: This means being quick in whatever you do. It also means being smart. Agility is also speed and quickness in various kinds of sports.
Power: This means strength. It is the muscle’s ability to exert force for a brief period of time.
Flexibility: This is the ability to move the joints and use the muscles through their full range of motion.
Balance: This is a person’s ability to be firm and comported in the process of performing a task or exercise without falling.
Activities for measuring physical fitness
1 10 metres shuttle run
2 Carrying of weights
3 Sergeant jump
4 Broad jump
5 Straight knee toe touch
6 Beam walk
7 Standing on one foot
Specific physical fitness aspect’s measurement
1 Flexibility: By performing a simple motion and observing how far you can go, you can assess the flexibility of each part of your body. The sit and reach test is a good measure of flexibility of the lower back and backs of the upper legs.
- Power: You can measure power by lifting weights. The heavier the weight a person can carry, the stronger the person is said to be.
- Agility: The 10 m shuttle run can be used to measure agility. The speed and time at which a person finishes a 10 m dash tells a lot about his or her agility. You are said to be agile if you beat the time.
- Balance: This can be measured in various ways. Stand on one foot and hold the other leg with both hands for 15 seconds without falling. If you do not wobble or fall, it means you have balance.
Strategies & Activities
Step: Teacher revises the previous topic
Step 2: Teacher introduces the new topic.
Step3: Teacher endeavors to explain all the points to the pupils thoroughly.
Step 4: Teacher welcomes pupils’ questions.
Step 5: Teacher evaluates the pupils.
Assessment& Evaluation
- Define physical fitness.
- List four physical fitness components.
- List one activity for measuring the following:
- a) Agility b) Power c) Flexibility d) Balance
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
1. Physical fitness refers to good _______ condition or being in good shape or condition.
a) mental
b) physical
c) emotional
2. _______ is the ability to move the joints and use the muscles through their full range of motion.
a) Agility
b) Power
c) Flexibility
3. The ability to be firm and comported during a task or exercise without falling is called _______.
a) Balance
b) Strength
c) Endurance
4. Jogging, dancing, and swimming are examples of _______ exercises.
a) power
b) flexibility
c) cardiovascular
5. The _______ test is a good measure of flexibility of the lower back and backs of the upper legs.
a) sit and reach
b) push-up
c) broad jump
6. Power can be measured by lifting _______.
a) weights
b) dumbbells
c) resistance bands
7. Agility can be measured using the _______ run.
a) 100-meter
b) 10-meter shuttle
c) marathon
8. The 10-meter shuttle run measures a person’s _______.
a) endurance
b) speed
c) flexibility
9. _______ can be assessed by standing on one foot and holding the other leg with both hands for 15 seconds without falling.
a) Power
b) Balance
c) Agility
10. _______ is the muscle’s ability to exert force for a brief period of time.
a) Strength
b) Power
c) Endurance
11. Skipping is an exercise that improves _______.
a) agility
b) balance
c) flexibility
12. The _______ jump is an activity used to measure how far a person can jump from a standing position.
a) broad
b) high
c) long
13. The _______ exercise involves running in place on a stationary machine.
a) jogging
b) running
c) treadmill
14. The _______ test involves touching the toes with straight knees to measure flexibility.
a) sit and reach
b) sergeant jump
c) beam walk
15. Carrying _______ can be used as an activity to measure physical fitness.
a) books
b) weights
c) balls
16. The ability to be quick in whatever you do is known as _______.
a) agility
b) balance
c) power
17. The _______ component of physical fitness is related to a person’s ability to be quick and nimble in sports.
a) agility
b) flexibility
c) power
18. Squatting is an exercise that improves _______.
a) balance
b) flexibility
c) power
19. The _______ test involves jumping as far as possible from a standing position.
a) broad jump
b) sergeant jump
c) beam walk
20. The _______ exercise involves walking on a narrow beam to test balance.
a) jogging
b) beam walk
c) skipping
Week: TWO
Date:
Class: Basic Six
Subject: PHE
Duration: 40 minutes
Topic:
Gymnastic: stunts
SUB TOPIC(s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
- explain gymnastic
- list examples of stunts
Instructional material/Reference material: Physical and Health Bk; 6 by A. Ayegbusi, B. Musa
Charts and pictures
Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).
CONTENT
Gymnastic: stunts (I). Sit up (II). Crab walks (III). Cart wheel (IV). Head stand
Stunts and tumbling activities Gymnastics comprises a series of motor skills. It includes activities performed on the floor and on apparatus. Floor activities could also be called stunts and tumbling. They are performed on the floor or ground without the use of apparatus.
Stunts Examples of stunts are:
1 Single stunts
wheel barrow
Sit up
Tumbling activities
These include:
- Backward roll
- Cartwheel
- Handstand
- Headstand
- Forward roll
Strategies & Activities
Step: Teacher revises the previous topic
Step 2: Teacher introduces the new topic.
Step3: Teacher endeavors to explain all the points to the pupils thoroughly.
Step 4: Teacher welcomes pupils’ questions.
Step 5: Teacher evaluates the pupils.
Assessment& Evaluation
1 What is gymnastics?
2 List five examples of stunts.
3 List five examples of tumbling activities.
4 In twos, one partner in front for support, the other partner should pick up both feet of the other child in front and the latter should walk forward on his hands. (This is a wheelbarrow activity).
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
1. Gymnastics includes activities performed on the _______ and on apparatus.
a) floor
b) beam
c) vault
2. Stunts and tumbling activities in gymnastics are performed without the use of _______.
a) equipment
b) apparatus
c) mats
3. _______ is an example of a gymnastic stunt.
a) Backward roll
b) Cartwheel
c) Headstand
4. Tumbling activities in gymnastics include the _______ roll.
a) forward
b) backward
c) somersault
5. _______ is a stunting activity where one person supports another person’s legs while walking on their hands.
a) Sit up
b) Crab walks
c) Wheelbarrow
6. The _______ is a tumbling activity that involves rotating the body sideways while supporting weight on the hands.
a) handstand
b) headstand
c) cartwheel
7. _______ is a stunting activity that involves lifting the upper body from a lying position to a sitting position.
a) Sit up
b) Backward roll
c) Handstand
8. _______ is a tumbling activity that involves rolling backward in a tucked position.
a) Handstand
b) Forward roll
c) Headstand
9. _______ is a stunting activity where the body is balanced upside down with the support of the head.
a) Crab walks
b) Cartwheel
c) Headstand
10. The _______ activity in gymnastics involves walking on hands and feet with the stomach facing upwards.
a) Crab walks
b) Sit up
c) Forward roll
11. _______ is a tumbling activity that involves rotating the body sideways with one hand and one foot on the floor.
a) Cartwheel
b) Handstand
c) Backward roll
12. The _______ activity in gymnastics involves standing on hands while the head touches the ground.
a) Headstand
b) Sit up
c) Wheelbarrow
13. _______ is a stunting activity where the body is balanced on hands with the legs extended in the air.
a) Handstand
b) Headstand
c) Backward roll
14. _______ is a tumbling activity that involves rolling forward in a tucked position.
a) Cartwheel
b) Forward roll
c) Sit up
15. The _______ activity in gymnastics involves supporting the body weight on the hands while the legs move in a walking motion.
a) Crab walks
b) Backward roll
c) Wheelbarrow
16. _______ is a stunting activity that involves flipping the body over while keeping the legs together and straight.
a) Handstand
b) Cartwheel
c) Sit up
17. The _______ is a tumbling activity where the body is balanced on the head and hands with the legs extended upwards.
a) Headstand
b) Backward roll
c) Forward roll
18. _______ is a stunting activity where the body is lifted from a lying position to a sitting position repeatedly.
a) Sit up
b) Handstand
c) Crab walks
19. _______ is a tumbling activity that involves rolling backward with the body fully extended.
a) Forward roll
b) Cartwheel
c) Handstand
Week: THREE
Date:
Class: Basic Six
Subject: PHE
Duration: 40 minutes
Topic:
Recreation
SUB TOPIC(s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
- Define recreation
- Explain reasons why people dance
Instructional material/Reference material: Physical and Health Bk; 6 by A. Ayegbusi, B. Musa
Charts and pictures
Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).
CONTENT
Recreation: Leisure and dancing activities
Dance: local dances and examples, reason why People dance
Costume
What is dance? Dance is expressive movement of turning, twisting and rolling of the body (parts) to conform to the rhythm of a sound, beat or music. It is a way of expressing our inner feeling of joy and happiness.
Traditional music or dance Traditional music or dance is of ethnic origin. Ethnic dance is a dance belonging to a particular race or tribe. In Nigeria, such dance is referred to as forming part of our cultural heritage.
List of costumes for various traditional dances
1 Aso oke – Native wear
2 Akwu ete – Native wear
3 Akun – Necklace
4 Ileke – Beads
5 Jigida – Beads
6 Fila – Cap
7 Gele – Head gear
8 Irukere – Horse tail
9 Achi – Native wear
10 Otogbo – Native wear
Kinds of dance (including tradi- tional Nigerian dance)
1 Koroso dance
2 Swange dance
3 Zarawa dance
4 Tera dance
5 Tangale dance
6 Apala dance
7 Dundun dance
8 Bata dance (Yoruba)
9 Atilogwu (Igbo)
10 Fuji dance and juju dance (Yoruba)
11 Sharo dance (Fulani)
Demonstration of traditional/cultural dances Nigeria has so many cultural dances which differ from one ethnic group to the other. Examples are:
1 Atilogwu (Igbo)
Bata Dancers Atilogwu Dancers
REASONS PEOPLE DANCE
1) Great way to exercise and stay fit
Dance is a great way to stay in shape. If you don’t like the gym, dancing can bring fun back into the exercise.
2) Burn calories
Dancing is all about moving your body and moving your body is a great way to burn calories. How many will you burn depends on how vigorously you dance. In an one-hour session you can burn from 250 to 400 calories.
3) Improved health
Dance can effectively promote good health by improving cardiovascular fitness, strengthening the muscles, increasing circulation, decreasing blood pressure, lowering the risk of coronary heart disease, reducing stress, and many other positive benefits
4) Good for bones and joints
Dance is a weight-bearing activity, meaning it’s great for your bones. Weight-bearing exercises has been proven to increase bone density and help reduce the risk of osteoporosis.
5) Build confidence
Dance builds confidence by giving you a sense of success and achievement when you master it.
7) Lifts your mood
Any exercise can raise your spirits by raising the endorphins or so called feel good chemicals. This can lighten your mood and reduce the risk of depression.
8) Improved overall well-being
Dance has an outstanding positive effect on both physical and psychological well-being.
Strategies & Activities
Step: Teacher revises the previous topic
Step 2: Teacher introduces the new topic.
Step3: Teacher endeavors to explain all the points to the pupils thoroughly.
Step 4: Teacher welcomes pupils’ questions.
Step 5: Teacher evaluates the pupils.
Assessment& Evaluation
1 Name three types of local dance.
2 List the costumes for each of the dances.
3 Describe the dance steps for three local dances.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
1. Dance is an expressive movement of the body that conforms to the rhythm of _______.
a) speech
b) sound
c) silence
2. Traditional music or dance is of _______ origin.
a) cultural
b) modern
c) international
3. Ethnic dance belongs to a particular _______ or tribe.
a) language
b) race
c) religion
4. _______ is a type of traditional Nigerian dance.
a) Koroso dance
b) Swange dance
c) Zarawa dance
5. _______ is a costume commonly used in traditional dances.
a) Aso oke
b) Jeans and t-shirt
c) Suit and tie
6. _______ is a type of Nigerian dance associated with the Yoruba people.
a) Apala dance
b) Bata dance
c) Tera dance
7. _______ is a headgear often worn during traditional dances.
a) Fila
b) Irukere
c) Gele
8. _______ dance is popular among the Igbo people of Nigeria.
a) Atilogwu
b) Fuji
c) Sharo
9. Dancing is a great way to _______ and stay fit.
a) relax
b) exercise
c) socialize
10. Dance is a weight-bearing activity that is beneficial for _______.
a) muscles
b) bones and joints
c) coordination
11. _______ is an example of a traditional Nigerian dance.
a) Bata dance
b) Apala dance
c) Dundun dance
12. Dancing can help reduce the risk of _______.
a) depression
b) allergies
c) diabetes
13. _______ can be a form of self-expression and joy.
a) Dance
b) Singing
c) Painting
14. _______ dance is associated with the Fulani people of Nigeria.
a) Swange dance
b) Sharo dance
c) Koroso dance
15. Dance can improve _______ and strengthen the muscles.
a) cardiovascular fitness
b) memory
c) flexibility
16. Dancing can help lower _______ and improve circulation.
a) blood pressure
b) blood sugar levels
c) body temperature
17. Traditional dances in Nigeria showcase the country’s _______.
a) cultural heritage
b) economic growth
c) political system
18. _______ is a traditional Nigerian dance known for its energetic movements.
a) Tera dance
b) Atilogwu dance
c) Zarawa dance
19. Dancing can boost _______ and create a sense of achievement.
a) confidence
b) intelligence
c) creativity
20. Dance has positive effects on both _______ and psychological well-being.
a) physical
b) financial
c) educational
Week: FOUR
Date:
Class: Basic Six
Subject: PHE
Duration: 40 minutes
Topic:
Computer games
SUB TOPIC(s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
- Define computer game.
- Give examples of computer game.
Instructional material/Reference material: Physical and Health Bk; 6 by A. Ayegbusi, B. Musa
Charts and pictures.
Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).
CONTENT
Computer games
Meaning and types of Computer games
Component of computer game e.g. mouse, keyboard, monitor, ups, control pad Etc.
Computer
The computer is an electronic device which can receive information (input), store information for a period of time, and can process and give out data as output.
A game is an activity or sport usually involving skill, knowledge, or chance, in which you follow fixed rules and try to win against an opponent or to solve a puzzle.
Computer game
A computer or video game is any interactive game operated by computer circuitry. The machines on which electronic games are played include:
1 Personal computer
2 Arcade consoles
3 Video consoles connected to home television, etc
4 Handheld game machines
Computer games usually combine sound and graphics (pictures and drawings), and range from traditional games, such as chess to fast moving (action) games.
Types of computer games
1 Nature park
2 Beach rally
3 Vehicle rally
4 Play station
5 Tennis
6 Scrabble
7 Cricket
8 Soccer
9 Volleyball
10 Handball
11 Basketball
12 Golf
13 Table tennis
14 Badminton
Component of a computer Game
1. Game pads
- Keyboard
3. Laser mouse - Monitor
- Ups
- CPU
- Memory.
Reasons for playing computer games
Computer games are played for the following reasons:
1 Entertainment
2 Challenge
3 Education
4 Recreation
5 To reduce tension
6 Relaxation
Strategies & Activities
Step: Teacher revises the previous topic
Step 2: Teacher introduces the new topic.
Step 3: Teacher endeavors to explain all the points to the pupils thoroughly.
Step 4: Teacher welcomes pupils’ questions.
Step 5: Teacher evaluates the pupils.
Assessment& Evaluation
- List the various types of computer game machines.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
1. A computer is an electronic device that can receive _______ and process data.
a) sound
b) information (input)
c) electricity
2. A game is an activity or sport that involves skill, knowledge, or _______.
a) technology
b) chance
c) creativity
3. Computer games are interactive games operated by _______ circuitry.
a) computer
b) television
c) radio
4. Personal computers and arcade consoles are examples of machines on which _______ games are played.
a) electronic
b) traditional
c) outdoor
5. Computer games combine sound, graphics, and range from traditional games to fast-moving _______ games.
a) action
b) puzzle
c) strategy
6. Nature park, beach rally, and vehicle rally are examples of _______ games.
a) racing
b) strategy
c) educational
7. A _______ is a component of a computer game that allows players to control the game.
a) game pads
b) monitor
c) CPU
8. The _______ is a component of a computer game that displays the visuals.
a) game pads
b) keyboard
c) monitor
9. _______ is a reason for playing computer games.
a) Education
b) Cooking
c) Gardening
10. Playing computer games can provide _______ and enjoyment.
a) challenge
b) relaxation
c) stress
11. _______ is a component of a computer game that allows players to input commands.
a) Keyboard
b) Laser mouse
c) UPS
12. _______ games are played for recreation and to have fun.
a) Education
b) Soccer
c) Entertainment
13. Computer games can be played to reduce _______ and unwind.
a) tension
b) weight
c) boredom
14. _______ games are designed to provide a mental and strategic challenge.
a) Soccer
b) Scrabble
c) Tennis
15. The _______ is a component of a computer game that provides power backup.
a) game pads
b) UPS
c) memory
16. Computer games can be played for _______ purposes, such as learning and acquiring knowledge.
a) entertainment
b) education
c) competition
17. _______ is a popular computer game that simulates a real-life sport.
a) Scrabble
b) Cricket
c) Golf
18. _______ is a reason for playing computer games that allows for mental stimulation and problem-solving.
a) Challenge
b) Recreation
c) Relaxation
19. The _______ is a component of a computer game that stores and processes data.
a) game pads
b) CPU
c) laser mouse
20. Playing computer games can provide a sense of _______ and accomplishment.
a) tension
b) education
c) challenge
Week: FIVE
Date:
Class: Basic Six
Subject: PHE
Duration: 40 minutes
Topic:
Martial art
SUB TOPIC(s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
- Define Karate and enumerate the skill involve.
- Define Taekwondo and list the rules and regulation.
Instructional material/Reference material: Physical and Health Bk; 6 by A. Ayegbusi, B. Musa
Charts and pictures
Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).
CONTENT:
Martial art: Karate
History, importance
Rules and regulations of karate
Taekwondo history, importance
Rules and regulation
Official and their duties,
Skills of taekwondo.
HISTORY OF KARATE
Historical background Karate was invented in Okinwate in China. It was later developed to meet global acceptance. It was introduced to Nigeria through the armed forces. It was later introduced to institutions of higher learning as an extracurricular activity. It is now popular and is developing rapidly in Nigeria. This has led to the formation of the Nigeria Karate Federation.
Importance or benefits of karate
- It helps in building stamina.
- It teaches endurance.
- It develops one’s flexibility and agility.
- It helps physical and mental development.
- It promotes discipline.
- It is useful for self-defence.
- It promotes physical fitness.
- It provides a means of livelihood for the trainers, players, sponsors and officials.
- It builds self-confidence.
- It promotes self-reliance.
Rules of karate
- No weapon is allowed in karate.
- Nails should be trimmed before contests.
- Knockouts can be awarded.
- Points are awarded according to hits and fall down or take down.
- Hitting below the belt is not permitted.
- There should be no dipping of fingers into the opponent’s eyes.
- Head butting is not allowed in karate.
- The referee’s instructions must be obeyed.
Basic skills of karate
- Striking
- Throwing/Take down
- Manipulation
- Choking
- Ground fighting
Taekwondo
Historical background
Taekwondo, in Korean language, means the art of using both the legs and the fists to kick and punch an opponent for attack and self-defence. It was originated in Korea by a Korean army officer, General Choi Hong Hi in 1966. Taekwondo was introduced to Nigeria in 1975. The Federal Government employed two Koreans, Jhoo Rae Pak and Moo Cheun Kim as instructors.
The Nigeria Taekwondo Federation was formed in 1986. To further enhance the development of taekwondo in Nigeria, it was introduced into the school curriculum.
Importance or benefits of taekwondo
- It builds strength and stamina.
- It develops self-defense skills.
- It promotes physical fitness.
- It promotes social interaction.
- It builds self-confidence and self-reliance.
- It keeps the youth busy and curbs youth restiveness.
- It promotes character and moral training.
- It creates a means of livelihood for coaches and trainers.
Rules and regulations
- Every taekwondoist should put on the recommended outfit with its right type of belt.
- The decision of the referee is final.
- The playing arena should be 10 metres square (10 m by 10 m).
- Protective equipment should be put on during competitions.
- A contest shall last for three rounds.
- There should be one minute rest in-between the rounds (after each round).
Basic skills and techniques of taekwondo
The stance
This is the correct way of positioning the body in readiness to kick, punch or attack.
Types of stance
- Cat stance
- Frog stance
- Ready stance
- Horse-riding stance
The kicks
These are the effective use of the legs to kick the opponent’s trunk, head and sides.
Types of kick
- Jump spin kicks
- Jump kick
- Multi-rotational kick
- Side kick
- Spin kick
The punches
These are the use of the knuckles, palms and sword-hand to hit an opponent.
Types of punch
- Sword-hand technique
- Open hand technique
- Arrow head technique
- Door knock technique
- Knuckle hit technique
Dodging
This is quick body reaction to escape an attacking punch or kick.
Blocking
This involves the use of the hands and legs to create a blockage against offensive action.
Strategies & Activities
Step: Teacher revises the previous topic
Step 2: Teacher introduces the new topic.
Step 3: Teacher endeavors to explain all the points to the pupils thoroughly.
Step 4: Teacher welcomes pupils’ questions.
Step 5: Teacher evaluates the pupils.
Assessment& Evaluation
- Narrate briefly the history of karate in Nigeria.
- Mention four benefits of karate.
- List five basic rules of karate.
- Mention two skills of karate.
- Give the brief history of taekwondo in Nigeria.
- List four benefits of taekwondo.
- Write five rules of taekwondo.
- List two skills of taekwondo
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
1. Karate was invented in _______ and later developed for global acceptance.
a) Nigeria
b) Okinawa
c) Korea
2. Karate helps in building _______ and teaches endurance.
a) strength
b) stamina
c) flexibility
3. Taekwondo originated in _______ by a Korean army officer.
a) Nigeria
b) Okinawa
c) Korea
4. The Nigeria Karate Federation was formed to promote and develop _______ in Nigeria.
a) karate
b) taekwondo
c) martial arts
5. Karate promotes physical fitness and is useful for _______.
a) dance
b) self-defense
c) weightlifting
6. In karate, hitting below the belt is _______.
a) allowed
b) not permitted
c) encouraged
7. Taekwondo was introduced to Nigeria in _______.
a) 1966
b) 1975
c) 1986
8. Taekwondo builds strength, develops self-defense skills, and promotes _______.
a) social interaction
b) music appreciation
c) cooking skills
9. The recommended outfit with the right type of belt should be worn in _______.
a) karate
b) taekwondo
c) both karate and taekwondo
10. The playing arena in taekwondo should be _______.
a) 5 meters square
b) 10 meters square
c) 15 meters square
11. The correct way of positioning the body in readiness to kick, punch, or attack is called _______.
a) blocking
b) dodging
c) stance
12. _______ are effective uses of the legs to kick the opponent’s trunk, head, and sides.
a) Blocks
b) Punches
c) Kicks
13. The use of the knuckles, palms, and sword-hand to hit an opponent is called _______.
a) dodging
b) blocking
c) punching
14. _______ involves quick body reactions to escape an attacking punch or kick.
a) Dodging
b) Kicking
c) Punching
15. _______ is the use of the hands and legs to create a blockage against offensive actions.
a) Kicking
b) Dodging
c) Blocking
16. Karate and taekwondo both promote self-confidence, self-reliance, and _______.
a) laziness
b) teamwork
c) physical fitness
17. In karate, the _______ instructions must be obeyed.
a) referee’s
b) coach’s
c) player’s
18. Taekwondo keeps the youth busy and helps to _______.
a) promote laziness
b) curb youth restiveness
c) increase violence
19. The basic skills and techniques of taekwondo include stances, kicks, punches, dodging, and _______.
a) dancing
b) blocking
c) singing
20. Karate and taekwondo provide a means of livelihood for coaches, trainers, players, and _______.
a) dancers
b) sponsors
c) artists
Week: SIX
Date:
Class: Basic Six
Subject: PHE
Duration: 40 minutes
Topic:
Swimming
SUB TOPIC(s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
- Explain the various swimming method.
Instructional material/Reference material: Physical and Health Bk; 6 by A. Ayegbusi, B. Musa
Charts and pictures
Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).
CONTENT
Swimming: Basic swimming skills, basic swimming
Strokes
Swimming stroke is the method of moving the arms and legs to push against the water, and propel the swimmer forward. We shall further learn the basic skills in swimming. These are:
1 Butterfly stroke
2 Breaststroke
3 Freestyle
4 Crawl
5 Backstroke
Basic skills in swimming Butterfly
1 This is the most difficult and exhausting stroke.
2 The body is in a prone position
3 It involves the dolphin kick with a windmill-like movement of both arms in unison.
Breaststroke
1 The body is in a prone position.
2 It involves frog kicking alternated with movement of the arms at the same time from a point in front of the head to shoulder level.
3 In a swimming competition, the swimmer’s head must be kept above the surface of the water at all times.
Freestyle
1 This is the style in swimming where any kind of stroke is used.
2 During a swimming competition, only 15 metres may be spent underwater from the start or from each turn.
Crawl
1 The body is in a prone position.
2 It involves alternating overarm strokes and the flutter kick.
3 The head remains in water, the face alternating from side to side.
Backstroke
1 It involves alternate over-the-head arm strokes and a flutter kick in a supine position.
2 During a swimming competition, only 15 metres may be spent underwater from the start or from each turn.
Strategies & Activities
Step: Teacher revises the previous topic
Step 2: Teacher introduces the new topic.
Step 3: Teacher endeavors to explain all the points to the pupils thoroughly.
Step 4: Teacher welcomes pupils’ questions.
Step 5: Teacher evaluates the pupils.
Assessment& Evaluation
1 List five basic swimming strokes.
2 Describe the ways to perform the freestyle.
3 Demonstrate the following swimming strokes:
- a) The freestyle
- b) The crawl
- c) The breaststroke
- d) The backstroke
- e) The butterfly stroke
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
Here are twenty fill-in-the-blank questions on the topic of swimming and basic swimming strokes:
1. A swimming stroke is the method of moving the arms and legs to push against the _______.
a) air
b) water
c) ground
2. The _______ stroke is considered the most difficult and exhausting stroke.
a) butterfly
b) breaststroke
c) freestyle
3. In the butterfly stroke, the body is in a _______ position.
a) prone
b) supine
c) standing
4. The butterfly stroke involves a dolphin kick and a _______ movement of both arms in unison.
a) circular
b) windmill-like
c) straight
5. In the breaststroke, the body is in a _______ position.
a) prone
b) supine
c) standing
6. The breaststroke involves frog kicking alternated with movement of the arms from a point in front of the head to _______ level.
a) hip
b) shoulder
c) knee
7. During a swimming competition, the swimmer’s head must be kept _______ the surface of the water at all times in the breaststroke.
a) above
b) below
c) at
8. The _______ is the style in swimming where any kind of stroke can be used.
a) freestyle
b) butterfly
c) backstroke
9. During a swimming competition, only _______ meters may be spent underwater from the start or from each turn in the freestyle.
a) 5
b) 10
c) 15
10. In the crawl stroke, the body is in a _______ position.
a) prone
b) supine
c) standing
11. The crawl stroke involves alternating overarm strokes and the _______ kick.
a) breast
b) butterfly
c) flutter
12. In the crawl stroke, the head remains in water, with the face alternating from _______ to side.
a) front
b) back
c) side
13. The backstroke involves alternate over-the-head arm strokes and a _______ kick in a supine position.
a) butterfly
b) breast
c) flutter
14. During a swimming competition, only _______ meters may be spent underwater from the start or from each turn in the backstroke.
a) 5
b) 10
c) 15
15. The _______ stroke is the most basic and common swimming stroke.
a) butterfly
b) breaststroke
c) freestyle
16. The basic skills in swimming include the butterfly, breaststroke, freestyle, crawl, and _______.
a) sidestroke
b) backstroke
c) doggy paddle
17. The butterfly stroke requires a _______ kick and simultaneous arm movements.
a) dolphin
b) frog
c) scissor
18. The breaststroke combines a _______ kick with arm movements.
a) dolphin
b) frog
c) scissor
19. The freestyle allows swimmers to choose _______ stroke they prefer.
a) any
b) butterfly
c) breaststroke
20. The backstroke involves swimming on the _______ while performing alternating arm movements and a flutter kick.
a) back
b) stomach
c) side
Week: SEVEN
Date:
Class: Basic Six
Subject: PHE
Duration: 40 minutes
Topic:
Pathogens
SUB TOPIC(s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
- Define pathogens
- Explain communicable diseases
- Give examples of communicable diseases
- Explain how it can be prevented.
Instructional material/Reference material: Physical and Health Bk; 6 by A. Ayegbusi, B. Musa
Charts and pictures
Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).
CONTENT
Pathogens, diseases and prevention
Communicable diseases e.g. HIV/AIDS measles,
Small pox, cholera, syphilis, gonorrhea, etc.
Prevention of communicable diseases.
Communicable diseases
Communicable diseases are infectious illnesses that can be contracted from a person, animal or any other host by another person. They can also be described as diseases that can be easily transferred from person to person. Communicable diseases can be transferred or contracted through direct contact with the host, and through the air, insects, food, drink and dust. Some of such diseases are as follows:
HIV/AIDS patient
1 Malaria
2 Measles
3 Mumps
4 Pneumonia
5 Poliomyelitis
6 Rabies
7 HIV/AIDS
8 Tetanus
9 Typhoid
10 Cold
11 Whooping cough
12 Gonorrhoea
13 Tuberculosis
14 Cholera
15 Vaginitis
16 Syphilis
17 Herpes
18 COVID-19
Malaria
Malaria is caused by a protozoan called plasmodium. It is injected into the body of human beings through the bite of the female anopheles mosquito. Malaria is transferred from one person to another when the mosquito bites an infected person and goes on to bite another person.
Prevention
1 Eradication of mosquitoes
2 Use of mosquito nets
3 Environmental cleanliness
4 Use of preventive drugs
Measles
Measles is a contagious disease caused by a virus which is caught from a polluted environment by humans, especially children. The virus is present in the saliva and nasal discharge of the infected child. When the victim sneezes, the viruses are showered into the atmosphere, where it gets suspended for a short time, from where it could be acquired by anyone.
Signs and symptoms of measles
1 High body temperature
2 Fever
3 Loss of weight
4 Skin rashes
5 Loss of appetite
Prevention of measles
1 Avoid contact with an infected person.
2 Maintain personal hygiene.
3 Isolate the patient.
4 Obtain adequate health education.
5 Ensure a clean environment.
Mumps
Mumps is caused by a virus. It is a droplet infectious disease, which makes the neck and cheek swell due to the inflammation of the parotid glands at the junction of the neck and lower jaw.
Signs and symptoms of mumps
1 Fever
2 Swelling behind the angle of the lower jaw
3 Pain around the cheek and throat
4 Difficulty in opening the mouth
5 Inability to swallow, even water
Strategies & Activities
Step: Teacher revises the previous topic
Step 2: Teacher introduces the new topic.
Step 3: Teacher endeavors to explain all the points to the pupils thoroughly.
Step 4: Teacher welcomes pupils’ questions.
Step 5: Teacher evaluates the pupils.
Assessment& Evaluation
- Explain the meaning of communicable diseases.
- List six communicable diseases.
- Mention two signs and symptoms of each of the six communicable diseases listed in Item 2 above.
- Write two ways of preventing each of the following diseases: a) Tuberculosis b) Malaria c) Whooping cough d) HIV/AIDS e) Measles
- Write five general preventive measures for communicable diseases.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
[mediator_tech]
1. Communicable diseases can be easily transferred from _______ to person.
a) animal
b) person
c) object
2. _______ is an example of a communicable disease.
a) Diabetes
b) Asthma
c) Malaria
3. Communicable diseases can be transferred through direct contact, air, insects, food, drink, and _______.
a) fire
b) dust
c) water
4. Malaria is caused by a _______ called plasmodium.
a) virus
b) bacteria
c) protozoan
5. Malaria is transferred to humans through the bite of the _______ mosquito.
a) male Anopheles
b) female Anopheles
c) male Aedes
6. Prevention of malaria includes the eradication of mosquitoes, use of mosquito nets, environmental cleanliness, and use of _______ drugs.
a) preventive
b) curative
c) experimental
7. Measles is a contagious disease caused by a _______.
a) virus
b) bacteria
c) fungus
8. Measles is caught from a polluted environment through the saliva and _______ discharge of an infected person.
a) nasal
b) ear
c) eye
9. The signs and symptoms of measles include high body temperature, fever, loss of weight, skin rashes, and loss of _______.
a) appetite
b) hair
c) vision
10. Prevention of measles includes avoiding contact with an infected person, maintaining personal hygiene, isolating the patient, obtaining adequate health education, and ensuring a _______ environment.
a) polluted
b) clean
c) crowded
11. Mumps is caused by a _______.
a) bacteria
b) virus
c) fungus
12. Mumps is a droplet infectious disease that causes swelling behind the angle of the lower jaw due to the inflammation of the _______ glands.
a) parotid
b) salivary
c) lymph
13. The signs and symptoms of mumps include fever, swelling behind the angle of the lower jaw, pain around the cheek and throat, difficulty in opening the mouth, and inability to _______.
a) see
b) swallow
c) speak
14. _______ is a sexually transmitted disease.
a) Tuberculosis
b) Cholera
c) Gonorrhea
15. The prevention of gonorrhea includes practicing safe _______.
a) driving
b) swimming
c) sex
16. Cholera is a communicable disease that is often spread through contaminated _______ and water.
a) air
b) food
c) clothing
17. COVID-19 is caused by the _______ virus.
a) influenza
b) coronavirus
c) HIV
18. To prevent the spread of COVID-19, it is important to practice good _______ hygiene, wear masks, and maintain social distancing.
a) hand
b) oral
c) foot
19. Typhoid is a communicable disease that is transmitted through _______ food and water.
a) contaminated
b) fresh
c) organic
20. The prevention of typhoid includes proper sanitation, safe drinking water, and good _______ practices.
a) cooking
b) sleeping
c) hygiene
Week: EIGHT
Date:
Class: Basic Six
Subject: PHE
Duration: 40 minutes
Topic:
Issues and challenges in physical and health
SUB TOPIC(s):
Behavioural objectives: At the end of the lesson, pupils should be able to;
- Define drug education
- Explain the effects of drug abuse
- Enumerate how it can be prevented.
Instructional material/Reference material: Physical and Health Bk; 6 by A. Ayegbusi, B. Musa
Charts and pictures
Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).
CONTENT
Issues and challenges in physical and health
Education: Drug education (I). Drug abuse (II)
Danger of self-medication (III). Qualities needed
For protection against drug addiction
Drug Education
‘Drug’ is any chemical substance other than food which is intended to affect the functions of the body. A drug can be harmful if taken in a dosage not prescribed by the doctor, or taken too frequently for unjustified reasons. Drug use refers to the taking of drugs for an intended purpose in an appropriate amount, frequency and proper manner. It is necessary for drugs to be prescribed by a physician before usage.
Drug misuse
Drug misuse is the practice of using drugs for pleasure rather than for medical reasons. It is the use of drugs without medically valid prescription. Even when drugs are prescribed, they may be misused if not taken in the right quantity, dosage and length of time.
Drug abuse Drug abuse is the indiscriminate and excessive taking of drugs for other purposes apart from medical reasons. This has a lot of negative effects on the physical, social, emotional and mental health of the person.
Factors that can lead to drug abuse
1 To relieve pain and ache.
2 To calm down tension and stress.
3 To build up boldness and bravado.
4 To boost power and strength.
5 To enhance performance mentally and physically.
Dangers of self-medication on the individual
1 It may damage body organs, especially the lungs, heart and kidney.
2 It may cause mental retardation or mental illness.
3 It may make such an individual useless and worthless.
4 It may lead to kidney failure.
5 It may reduce one’s lifespan.
Dangers of self-medication on the family
1 It may create social problems in the family.
2 It may cripple the finances of the family.
3 It may generate unnecessary tension and unrest in the family.
4 It may damage the image and reputation of the family.
5 It may create sadness and unhappiness in the family.
Dangers of self-medication on society
1 It may create youth restiveness and unrest in society.
2 It can lead to civil strife and tension in society.
3 It may destroy societal values.
4 It may slow down the growth and development of society.
5 It may create sadness and unhappiness in society.
Qualities needed for protection against drug addiction
1 Self-discipline: This is the ability to do the right thing at the right time. It means taking the right drug as prescribed by the physician. There should be no self-medication.
2 Personal hygiene: Personal and environmental hygiene reduces illness and disease, which would make an individual healthy and free from medication.
3 Self value: This means having self-confidence and believing in one’s ability to perform well without drug aid or drug enhancement.
4 Respect: Total respect for the law, particularly laws against drug addiction.
5 Assertiveness: Self-assertiveness makes an individual able to say no to drug abuse and maintain it despite peer pressure.
6 Self-control: This is the ability to control your emotion, so that you will not involve yourself in drug addiction due to undue imitation or copying of friend’s habits.
Strategies & Activities
Step: Teacher revises the previous topic
Step 2: Teacher introduces the new topic.
Step 3: Teacher endeavors to explain all the points to the pupils thoroughly.
Step 4: Teacher welcomes pupils’ questions.
Step 5: Teacher evaluates the pupils.
Assessment& Evaluation
1 Explain the meaning of drug abuse.
2 State four factors that can lead to drug abuse.
3 Write four dangers of self-medication on the individual.
4 Explain why self-medication should not be encouraged in society.
5 List and discuss three qualities needed for protection against drug addiction.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
Third Term Examinations Primary 6 Physical and Health Education (PHE)
[mediator_tech]
Here are twenty fill-in-the-blank questions on the topic of drug education and the dangers of self-medication:
1. A _______ is any chemical substance other than food which is intended to affect the functions of the body.
a) drug
b) food
c) medicine
2. Drug misuse refers to the practice of using drugs for _______ rather than for medical reasons.
a) pleasure
b) pain relief
c) treatment
3. Drug abuse is the indiscriminate and excessive taking of drugs for _______ purposes.
a) medical
b) social
c) non-medical
4. Factors that can lead to drug abuse include relieving pain and ache, calming down tension and stress, building up boldness and bravado, boosting power and strength, and enhancing _______.
a) sleep
b) performance
c) memory
5. _______ is the practice of using drugs without a medically valid prescription.
a) Drug abuse
b) Drug misuse
c) Drug addiction
6. Dangers of self-medication on the individual may include damage to body organs, mental retardation or mental illness, being useless and worthless, kidney failure, and reduction in _______.
a) lifespan
b) weight
c) height
7. Dangers of self-medication on the family may include creating social problems, crippling the _______ of the family, generating tension and unrest, damaging the image and reputation, and creating sadness and unhappiness.
a) finances
b) education
c) health
8. Dangers of self-medication on society may include creating youth restiveness and unrest, civil strife and tension, destroying societal values, slowing down growth and development, and creating _______.
a) happiness
b) sadness
c) peace
9. _______ is the ability to do the right thing at the right time and taking the right drug as prescribed by the physician.
a) Self-discipline
b) Self-control
c) Self-esteem
10. Personal hygiene and environmental hygiene reduce _______ and disease.
a) health
b) illness
c) medication
11. _______ means having self-confidence and believing in one’s ability to perform well without drug aid or enhancement.
a) Self-value
b) Self-control
c) Self-confidence
12. Total respect for the law, particularly laws against drug addiction, is an important quality needed for protection against _______.
a) drug abuse
b) self-medication
c) peer pressure
13. _______ makes an individual able to say no to drug abuse and maintain it despite peer pressure.
a) Assertiveness
b) Self-discipline
c) Personal hygiene
14. _______ is the ability to control emotions and avoid involvement in drug addiction due to undue imitation or copying of friends’ habits.
a) Self-control
b) Self-value
c) Respect
15. Self-discipline involves taking the right drug as prescribed by the physician and avoiding _______.
a) self-medication
b) doctor’s appointments
c) healthy lifestyle
16. Personal and environmental hygiene reduce illness and disease, making an individual _______ and free from medication.
a) unhealthy
b) sick
c) healthy
17. Having self-confidence and believing in one’s ability to perform well without drug aid or enhancement builds _______.
a) self-esteem
b) addiction
c) dependence
18. Assertiveness makes an individual able to say no to drug abuse and maintain it despite _______.
a) peer pressure
b) medical advice
c) curiosity
19. _______ is the ability to control emotions and resist the temptation of drug addiction.
a) Self-control
b) Self-value
c) Self-discipline
20. Respecting the law, particularly laws against drug addiction, promotes a _______ society.
a) healthy
b) wealthy
c) lawless
[mediator_tech]
