PRIMARY 3 THIRD TERM LESSON NOTE PHYSICAL AND HEALTH EDUCATION

WEEK 1
Topic: System of the body and it’s functions
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. say the meaning of the system of the body.
2. list the system of the body.
3. draw and label the respiratory and circulatory systems.
4. explains the functions of the respiratory and circulatory system
Resources and materials:
Scheme of work
Online information
Instructional material:
1. Diagrams
2. Posters
3. Charts
4. Pictures
5. Chalkboard.
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Body Systems Definition
Body systems are groups of organs and tissues that work together to perform important jobs for the body. Some organs may be part of more than one body system if they serve more than one function. Other organs and tissues serve a purpose in only one body system.
1. Respiratory System
Allows gas exchange between cells and the environment. Includes trachea and lungs.The respiratory system brings air into the body and removes carbon dioxide. It includes the nose, trachea, and lungs. When you breathe in, air enters your nose or mouth and goes down a long tube called the trachea. The trachea branches into two bronchial tubes, or primary bronchi, which go to the lungs
2. Digestive System/Excretory System
Ingests food and breaks it down into usable nutrients. Excretes solid waste products. Includes the mouth, esophagus, stomach, and intestines
– 3. Cardiovascular/Circulatory System
Moves materials between body systems, including oxygen, nutrients, hormones, and waste products. Includes the heart, arteries, and veins.
4. Muscular system
The muscular system is made up of tissues that work with the skeletal system to control movement of the body. Some muscles—like the ones in your arms and legs—are voluntary, meaning that you decide when to move them. Other muscles, like the ones in your stomach, heart, intestines and other organs, are involuntary.
5. Skeletal system
Allows the body to move on command. The skeletal system is made up of bones, ligaments and tendons. It shapes the body and protects organs. The skeletal system works with the muscular system to help the body move. Marrow, which is soft, fatty tissue that produces red blood cells, many white blood cells, and other immune system cells, is found inside bones
FUNCTIONS OF CIRCULATORY SYSTEM
Circulatory system:
1.Circulates blood around the body via the heart, arteries and veins, delivering oxygen and nutrients to organs and cells and carrying their waste products away.
2. Keeps the body’s temperature in a safe range.
FUNCTIONS OF THE RESPIRATORY SYSTEM
Brings air into and out of the lungs to absorb oxygen and remove carbon dioxide.

[mediator_tech]

1. The system of the body refers to groups of organs and tissues that work together to perform important jobs for the body. Some organs may be part of more than one body system if they serve more than one function. Other organs and tissues serve a purpose in only one body system.
a) True
b) False
c) Not mentioned

2. The ___________ system allows gas exchange between cells and the environment. It includes the trachea and lungs.
a) Digestive
b) Muscular
c) Respiratory

3. The respiratory system brings air into the body and removes ___________.
a) Oxygen
b) Carbon dioxide
c) Nutrients

4. The respiratory system includes the nose, trachea, and ___________.
a) Kidneys
b) Stomach
c) Lungs

5. The digestive system/ excretory system ingests food and breaks it down into usable nutrients. It also excretes ___________ waste products.
a) Liquid
b) Solid
c) Gaseous

6. The cardiovascular/circulatory system moves materials between body systems, including oxygen, nutrients, hormones, and waste products. It includes the ___________, arteries, and veins.
a) Stomach
b) Heart
c) Lungs

7. The muscular system is made up of tissues that work with the skeletal system to control movement of the body. Some muscles are voluntary, while others are ___________.
a) Invisible
b) Involuntary
c) Immovable

8. The skeletal system allows the body to move on command. It is made up of bones, ligaments, and ___________.
a) Muscles
b) Tendons
c) Skin

9. The skeletal system works with the muscular system to help the body ___________.
a) Think
b) Digest
c) Move

10. Marrow, which is soft, fatty tissue that produces red blood cells, many white blood cells, and other immune system cells, is found inside ___________.
a) Lungs
b) Bones
c) Stomach

11. The circulatory system circulates ___________ around the body via the heart, arteries, and veins, delivering oxygen and nutrients to organs and cells and carrying their waste products away.
a) Water
b) Blood
c) Air

12. One of the functions of the circulatory system is to keep the body’s ___________ in a safe range.
a) Temperature
b) Blood pressure
c) Heart rate

13. The respiratory system brings air into and out of the ___________ to absorb oxygen and remove carbon dioxide.
a) Lungs
b) Stomach
c) Brain

14. The digestive system includes the mouth, esophagus, stomach, and ___________.
a) Kidneys
b) Intestines
c) Heart

15. The muscular system controls the movement of the body and works with the skeletal system. Some muscles are voluntary, while others are ___________.
a) Invisible
b) Involuntary
c) Independent

Strategies& Activities:
Step: Teacher revises the previous topic.
Step 2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. say the meaning of the system of the body.
2. list the system of the body.
3. draw and label the respiratory and circulatory systems.
4. explains the functions of the respiratory and circulatory system
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
1. explains the meaning of the system of the body.
2. name five systems of the body. 3. explains the respiratory of the body.

4. draw the circulatory system and label

5. list three functions of each of the respiratory and circulatory system of the body.

WEEK 2
Topic: System of the body and it’s functions
SUBTOPIC: Digestive system
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. say the meaning of digestive system
2. list the parts of the digestive system
3. draw and label the digestive system
4. explains the functions of the digestive system
Resources and materials:
Scheme of work
Online information
Instructional material:
1. Diagrams
2. Posters
3. Charts
4. Pictures
5. Chalkboard.
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
DIGESTIVE SYSTEM
The human digestive system is a series of organs that converts food into essential nutrients that are absorbed into the body. The digestive organs also move waste material out of the body.
The enzymes in saliva help break down foods, and the lubrication function of saliva makes it easier for food to be swallowed.
PARTS OF THE DIGESTIVE SYSTEM
Stomach
Small intestine
Pancreas
Liver
Gallbladder
Colon (large intestine)
Rectum
Anus
FUNCTIONS OF THE DIGESTIVE SYSTEM
The function of the digestive system is to break down the foods you eat, release their nutrients, and absorb those nutrients into the body
Diagram of the digestive system

1. The human digestive system is a series of organs that converts food into essential __________ that are absorbed into the body. a) Nutrients b) Water c) Vitamins
2. The enzymes in saliva help break down __________, and the lubrication function of saliva makes it easier for food to be swallowed. a) Water b) Saliva c) Foods
3. The __________ is a part of the digestive system that stores food and churns it with acid and enzymes to break it down further. a) Liver b) Stomach c) Small intestine
4. The __________ is the longest part of the digestive system where most of the digestion and absorption of nutrients occur. a) Stomach b) Pancreas c) Small intestine
5. The __________ is a digestive organ that produces enzymes to break down carbohydrates, proteins, and fats. a) Liver b) Pancreas c) Gallbladder
6. The __________ stores bile produced by the liver and releases it into the small intestine to aid in the digestion of fats. a) Gallbladder b) Colon c) Rectum
7. The __________ is the last part of the digestive system, where water is absorbed from the remaining indigestible food matter, and waste products are formed. a) Anus b) Small intestine c) Rectum
8. The main function of the digestive system is to break down the foods you eat, release their nutrients, and __________ those nutrients into the body. a) Excrete b) Absorb c) Convert
9. The digestive system plays a crucial role in the absorption of __________ from the digested food into the bloodstream. a) Nutrients b) Toxins c) Oxygen
10. The diagram of the digestive system shows the sequence and arrangement of the digestive organs from the __________ to the anus. a) Esophagus b) Stomach c) Mouth
11. The __________ is responsible for producing and secreting digestive enzymes that help break down proteins, carbohydrates, and fats. a) Stomach b) Liver c) Pancreas
12. The function of the stomach in the digestive system is to mechanically and chemically __________ the food. a) Absorb b) Digest c) Store
13. The colon, also known as the __________ intestine, is responsible for absorbing water and electrolytes from undigested food. a) Large b) Small c) Long
14. The __________ is the part of the digestive system that eliminates waste material from the body in the form of feces. a) Stomach b) Anus c) Rectum
15. The digestive system works in coordination with other body systems, such as the __________ system, to maintain overall health and well-being. a) Respiratory b) Circulatory c) Muscular

[mediator_tech]

Strategies& Activities:
Step: Teacher revises the previous topic.
Step 2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
.1. say the meaning of digestive system
2. list the parts of the digestive system
3. draw and label the digestive system
4. explains the functions of the digestive system
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
1. Define digestive system
2. list 5 parts of the digestive system
3. draw and label the digestive system
4. explains the functions of the digestive system
.
WEEK3
Topic: System of the body and it’s functions
SUBTOPIC: Muscular system
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. say the meaning of muscular system
2. list the parts of the muscular system
3. draw and label the muscular system
4. explains the functions of the muscular system
Resources and materials:
Scheme of work
Online information
Instructional material:
1. Diagrams
2. Posters
3. Charts
4. Pictures
5. Chalkboard.
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
MUSCULAR SYSTEM
The muscular system is made up of tissues that work with the skeletal system to control movement of the body. Some muscles—like the ones in your arms and legs—are voluntary, meaning that you decide when to move them. Other muscles, like the ones in your stomach, heart, intestines and other organs, are involuntary.
Functions of skeletal muscle
Skeletal muscle has four major functions, these are:
• Mobility
• Posture
• Stability
• Respiration
• Circulation
• Digestion
• Urination
• Vision
• Child birth
• Organ protection
• Temperature regulator

DIAGRAM OF MUSCULAR SYSTEM

1. The muscular system is made up of tissues that work with the skeletal system to control __________ of the body. a) Growth b) Movement c) Digestion
2. Voluntary muscles, such as the ones in your arms and legs, are controlled by __________. a) Nerves b) Hormones c) Gravity
3. Involuntary muscles, like the ones in your stomach, heart, and intestines, work automatically and are not under __________ control. a) Conscious b) Involuntary c) Voluntary
4. One of the major functions of skeletal muscle is to provide __________, allowing the body to move. a) Stability b) Posture c) Mobility
5. Skeletal muscles help maintain __________ by supporting the body’s framework and preventing collapse. a) Vision b) Respiration c) Urination
6. Skeletal muscles also contribute to __________ by assisting in the circulation of blood throughout the body. a) Circulation b) Digestion c) Childbirth
7. The muscles involved in breathing play a role in __________, as they contract and relax to facilitate the movement of air. a) Respiration b) Temperature regulation c) Organ protection
8. Skeletal muscles help in the process of __________ by contracting to move food through the digestive system. a) Digestion b) Vision c) Urination
9. The muscular system indirectly supports __________ by providing a stable base for the organs. a) Childbirth b) Circulation c) Posture
10. Skeletal muscles also aid in protecting vital organs such as the heart, lungs, and liver, providing __________. a) Organ protection b) Mobility c) Growth
11. Skeletal muscles generate __________, which helps regulate body temperature. a) Respiration b) Stability c) Heat

Please note that the correct answers are in bold:

1. b) Movement
2. a) Nerves
3. a) Conscious
4. c) Mobility
5. b) Posture
6. a) Circulation
7. a) Respiration
8. a) Digestion
9. c) Posture

[mediator_tech]

Strategies& Activities:
Step: Teacher revises the previous topic.
Step 2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. say the meaning of muscular system
2. list the parts of the muscular system
3. draw and label the muscular system
4. explains the functions of the muscular system

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
1. Define muscular system
2. list the parts of the muscular system
3. draw and label the muscular system
4. explains the functions of the muscular system

WEEK 4
Topic: System of the body and it’s functions
SUBTOPIC: Skeletal system
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. say the meaning of skeletal system
2. draw and label the skeletal system
3. explains the functions of the skeletal system
Resources and materials:

Scheme of work
Online information
Instructional material:
1. Diagrams
2. Posters
3. Charts
4. Pictures
5. Chalkboard.
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
THE SKELETAL SYSTEM

The skeleton is the body part that forms the supporting structure of an organism. It can also be seen as the bony frame work of the body which provides support, shape and protection to the soft tissues and delicate organs in animals
FUNCTIONS OF THE SKELETAL SYSTEM
skeletal system has several additional functions, including:
1.Protecting internal organs from injury. For example, the skull protects the brain, while the thoracic cage protects the heart and lungs.
2.Allowing for movement. Muscles attach to bones through tendons. This connection allows the body to move in many different ways.
3. Producing blood cells. The soft bone marrow inside of many bones produces red blood cells, white blood cells, and platelets.
4. Storing minerals and nutrients. Bones can store and release minerals, including calcium and phosphorus, which are important for many bodily functions. Additionally, adipose (fat) tissue that can be used as energy can be found in part of the bone marrow..

DIAGRAM OF THE SKELETAL SYSTEM

1. The skeletal system forms the supporting structure of an organism and provides support, shape, and protection to the soft tissues and organs. It is also known as the __________ framework of the body. a) Muscular b) Bony c) Respiratory
2. One of the functions of the skeletal system is to protect internal organs from __________. a) Movement b) Injury c) Infection
3. The skull, a part of the skeletal system, protects the __________. a) Lungs b) Heart c) Brain
4. Muscles attach to bones through __________, allowing for movement. a) Ligaments b) Tendons c) Cartilage
5. The skeletal system allows the body to move in many different ways, providing __________. a) Support b) Flexibility c) Stability
6. The soft bone marrow inside many bones is responsible for producing __________ cells, including red blood cells, white blood cells, and platelets. a) Muscle b) Blood c) Nerve
7. Bones also function as a storage site for minerals and nutrients. They can store and release minerals such as __________ and phosphorus. a) Iron b) Calcium c) Sodium
8. Adipose tissue, which can be used as energy, can be found in part of the __________ marrow. a) Muscle b) Bone c) Nerve

Please note that the correct answers are in bold:

1. b) Bony
2. b) Injury
3. c) Brain
4. b) Tendons
5. a) Support
6. b) Blood
7. b) Calcium
8. b) Bone

Strategies& Activities:
Step: Teacher revises the previous topic.
Step 2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. say the meaning of skeletal system
2. draw and label the skeletal system
3. explains the functions of the skeletal system
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

WEEK 5
Topic: NUTRITION
SUBTOPIC: Classes of food
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. Explain the meaning of food
2. List the classes of food
3. State the uses of food
Resources and materials:
Scheme of work
Online information
Instructional material:
1. Diagrams
2. Posters
3. Charts
4. Pictures
5. Chalkboard.
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
NUTRITION
Nutrition is how food affects the health of the body. Food is essential—it provides vital nutrients for survival, and helps the body function and stay healthy.The process of taking in food and using it for growth, metabolism, and repair.
CLASSES OF FOOD
There are seven major classes of nutrients:
Carbohydrates.
Fats.
Minerals.
Proteins.
Vitamins.
Water.

USES OF FOOD
Various uses of food:
1.Food gives us energy and maintains the metabolism in our body.
2. Our body requires metabolic activities to maintain the day to day work. It required amino acids for protein synthesis.
3. These ‘amino acids’ are divided into essential and non-essential amino acids. The ‘essential amino acids’ are supplied by our food to the body.
4. Food also contains vitamins and minerals that act as a co-factor for various enzymes of the body to maintain its activity.

1. Nutrition is the process of taking in food and using it for __________, metabolism, and repair. a) Growth b) Digestion c) Excretion
2. There are __________ major classes of nutrients. a) Five b) Seven c) Ten
3. Carbohydrates, fats, minerals, proteins, vitamins, and __________ are the major classes of nutrients. a) Fiber b) Water c) Sugars
4. Carbohydrates provide __________ to the body. a) Energy b) Vitamins c) Minerals
5. Fats play a role in __________ absorption and insulation. a) Protein b) Vitamin c) Nutrient
6. Minerals are essential for the proper functioning of __________ in the body. a) Bones and teeth b) Muscles c) Blood vessels
7. Proteins are necessary for __________ synthesis in the body. a) Energy b) Enzyme c) Protein
8. Vitamins act as co-factors for various __________ in the body. a) Hormones b) Enzymes c) Antibodies
9. Water is crucial for __________ in the body. a) Energy production b) Waste elimination c) Bone formation
10. Food gives us __________ and maintains the metabolism in our body. a) Nutrients b) Energy c) Vitamins
11. Our body requires __________ activities to maintain day-to-day work. a) Digestive b) Metabolic c) Respiratory
12. Amino acids, required for protein synthesis, are supplied to the body through __________. a) Exercise b) Food c) Sleep
13. Essential amino acids are supplied by our food to the body because the body cannot produce them __________. a) Naturally b) Efficiently c) On its own
14. Food contains vitamins and minerals that act as co-factors for various __________ of the body. a) Organs b) Enzymes c) Bones
15. The activity of enzymes in the body is maintained with the help of vitamins and __________ found in food. a) Proteins b) Carbohydrates c) Minerals

Please note that the correct answers a) Growth

1. b) Seven
2. b) Water
3. a) Energy
4. b) Insulation
5. a) Bones and teeth
6. c) Protein
7. b) Enzymes
8. b) Waste elimination
9. b) Energy
10. b) Metabolic
11. b) Food
12. c) On its own
13. b) Enzymes
14. b) Carbohydrates

Strategies& Activities:
Step: Teacher revises the previous topic.
Step 2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. Explain the meaning of food
2. List the classes of food
3. State the uses of food
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

WEEK 6
Topic: NUTRITION
SUBTOPIC: Classes of food
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. Explain the meaning of carbohydrates
2. State the sources of carbohydrates
3. State the functions of carbohydrates
Resources and materials:
Scheme of work
Online information
Instructional material:
1. Diagrams
2. Posters
3. Charts
4. Pictures
5. Chalkboard.
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
A carb is a macronutrient—a sugar, starch or fiber found in grains, fruits, vegetables, and dairy products. They’re hard to avoid and they’re one of the most basic food groups humans need to stay alive.
Sources Of Carbohydrates
Carbohydrates are found in a wide array of both healthy and unhealthy foods—bread, beans, milk, popcorn, potatoes, cookies, spaghetti, soft drinks, corn, and cherry pie. They also come in a variety of forms.
There are three main sources of carbohydrate which include
(i) Starches: Starches are present in plenty of cereals, roots, tubes and also in plant stems. Cereals (wheat, rice) account for most of the dietary carbohydrate.
(ii) Sugar: Sugar can be found in fruits, honey and things that produce sugar. Glucose is an essential element of sugar. This is very much needed for small children, especially during the period of teething and their growth stage. Lactose and jams, other fruits and honey also provide sugar. The consumption of sugar increases as the economic status of the people rises.
(iii) Cellulose: Cellulose is the fibrous substance of fruits and vegetables. It is hard to digest and has no nutritive value. Its main function is to serve as roughage and facilitate bowel movements.

Evaluation

1. Carbohydrates are a macronutrient found in grains, fruits, vegetables, and dairy products. They are classified as a __________, starch, or fiber. a) Vitamin b) Sugar c) Macronutrient
2. Carbohydrates are one of the most basic food groups humans need to stay __________. a) Active b) Alive c) Healthy
3. Carbohydrates are found in a wide array of both healthy and unhealthy foods, such as bread, beans, milk, __________, and cherry pie. a) Carrots b) Popcorn c) Chicken
4. Starches, one of the main sources of carbohydrates, are present in plenty of cereals, roots, tubes, and plant __________. a) Fruits b) Leaves c) Stems
5. Cereals, such as wheat and rice, account for most of the dietary __________. a) Fiber b) Carbohydrate c) Protein
6. Sugar, another source of carbohydrates, can be found in fruits, honey, and other __________. a) Vegetables b) Grains c) Things that produce sugar
7. Glucose is an essential element of sugar and is needed for small children, especially during the period of teething and their __________ stage. a) Learning b) Growth c) Development
8. Lactose and jams, as well as other fruits and honey, also provide __________. a) Fiber b) Sugar c) Starch
9. The consumption of sugar increases as the economic status of the people __________. a) Rises b) Declines c) Stays the same
10. Cellulose, a source of carbohydrates, is the fibrous substance found in __________ and vegetables. a) Meat b) Fruits c) Grains
11. Cellulose is hard to digest and has no __________ value. Its main function is to serve as roughage and facilitate bowel movements. a) Nutritive b) Sweet c) Flavorful
12. Carbohydrates provide __________ to the body and are essential for energy production. a) Vitamins b) Fiber c) Energy
13. Starches, sugars, and cellulose are the three main sources of __________. a) Protein b) Carbohydrates c) Fat
14. Glucose, a type of sugar, is used by the body as a primary source of __________. a) Fiber b) Energy c) Protein
15. Cellulose, in the form of __________, helps promote a healthy digestive system and regular bowel movements. a) Roughage b) Protein c) Sugar

Please note that the correct answers are in bold:

1. b) Sugar
2. b) Alive
3. b) Popcorn
4. c) Stems
5. b) Carbohydrate
6. c) Things that produce sugar
7. b) Growth
8. b) Sugar
9. a) Rises
10. b) Fruits
11. a) Nutritive
12. c) Energy
13. b) Carbohydrates
14. b) Energy
15. a) Roughage

FUNCTION OF CARBOHYDRATES IN THE BODY
1.Providing energy and regulation of blood glucose
2. Sparing the use of proteins for energy
3. Breakdown of fatty acids and preventing ketosis
4. They influence heart hearth and diabetes
5. They promote digestive Heath
6. Carbohydrates help preserve muscle

Strategies& Activities:
Step: Teacher revises the previous topic.
Step 2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.

Assessment & Evaluation:
1. Explain the meaning of carbohydrates
2. State the sources of carbohydrates
3. State the functions of carbohydrates

WRAP UP(CONCLUSION)

The teacher goes over the topic once again for better understanding.

WEEK 7
Topic: Field event
SUBTOPIC: High and long jump
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. Mention the meaning of field event
2. List the examples of field event
3. Perform the run up, take off, clean the bar and land in high jump.
4. Mention the rules in high jump.
Resources and materials:
Scheme of work
Online information
Instructional material:
1. Diagrams
2. Posters
3. Charts
4. Pictures
5. Chalkboard.
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Long jump (Field events) Long jump is a field event which involves running and then jumping for a distance from a spot into a fat surface called landing pit. The event requires speed, spring and a great deal of body control. The jump has the following fve stages (skills): 1 The approach run or run-up 2 The take-off 3 The fight 4 The landing 5 The recovery 1 The approach run or run-up The run-up is the running to approach the take-off board. The runway for the run-up has a minimum of fifteen strides for a beginner, and a minimum length of 40 meters for adults. The run-up is to prepare the jumper to cover some long distance when he jumps/leaps forward. 2 The take-off the take-off is stepping on and off the take-off board to put the jumper in the air. It is done with one leg (single take-off), and it is an upward and forward movement. The stronger leg is the take-off leg in order to give the jumper a good spring. The take-off board is usually made of wood. 3 The fight the fight is the action of the jumper in the air after take-off. 4 The landing The landing is the arrival at the landing pit. It involves learning to land properly inside the pit without committing any landing fault or sustaining an injury. It is advisable for jumpers to keep the legs wide apart while landing for effective balance, and to fall forward while landing. 5 The recovery This is the stage where the jumper regains his position after landing. He maintains his balance and moves forward. He should not walk backward in the pit. If he does, his jump shall be regarded as ‘no jump’.
High jump High jump is a field event that involves jumping for height over a raised object into a specifed area (landing foam). It is done with a single take-off (one leg only). High jump equipment the equipment needed for high jump are: 1 The upright/Poles 2 The supports for the crossbar 3 The crossbar 4 The landing foam/pit
Basic skills in high jump There are five skills, which are the following:

1. The approach run or run-up
2. Take-off

3. The fight (clearance of the crossbar)

4. The landing

5. The recovery the approach run This is the running toward the approach take-off. The run must be long enough (between 10 and 15 strides). The jumper could approach from a straight line or from either the left or right angle. The angle of approach is determined by the style the jumper intends to use. The approach run is slower than that of long jump because speed is of less
importance. Take-off 1. Take-off has one goal: jumping high. This is the point where the jumper leaps from the ground in preparation for clearing the bar. The take-off foot strikes the ground with a bend at the knee, and the body leans back and springs forward for a fight. The jumper takes off on one leg.

2.The fight (Clearance of the crossbar) At this stage, the jumper must achieve a high lift before changing into any clearance technique that could be adopted in clearing the bar. A jumper should use the style that requires the least effort in attempting to clear the bar.

3. Landing on the high jump does not require any special tactics. A jumper can land on the back, legs or on the side with the shoulder, whichever is comfortable. Jumpers should not land on their head or neck. Where there is no landing foam, there must be enough sawdust for the absorption of landing shock.

4.The recovery the recovery stage in the high jump is a stage of resting after landing. After landing, the jumper walks out of the landing area. If he stays and the High jump equipment crossbar landing foam poles support

Evaluation

1. Long jump is a field event that involves running and then jumping for a distance into a fat surface called the __________. a) Take-off board b) Landing pit c) Recovery area
2. The long jump event requires speed, spring, and a great deal of __________. a) Strength b) Body control c) Flexibility
3. The approach run or run-up in long jump is the running to approach the __________. a) Take-off leg b) Landing area c) Starting line
4. The run-up in long jump is to prepare the jumper to cover a long distance when he __________ forward. a) Jumps b) Runs c) Leaps
5. The take-off in long jump is the movement of stepping on and off the __________ to put the jumper in the air. a) Landing pit b) Recovery area c) Take-off board
6. The take-off leg in long jump is usually the __________ leg to give the jumper a good spring. a) Weaker b) Non-dominant c) Stronger
7. The fight in long jump is the action of the jumper in the air after __________. a) Landing b) Take-off c) Approach run
8. The landing in long jump involves learning to land properly inside the __________ without committing any landing fault or sustaining an injury. a) Recovery area b) Take-off board c) Landing pit
9. It is advisable for jumpers in long jump to keep their legs wide apart while landing for effective __________. a) Speed b) Balance c) Height
10. The recovery in long jump is the stage where the jumper regains his position after __________. a) Landing b) Take-off c) Approach run
11. High jump is a field event that involves jumping for height over a raised object into a specified area called the __________. a) Recovery area b) Landing foam c) Take-off board
12. The approach run in high jump is the running toward the approach __________. a) Landing area b) Recovery zone c) Take-off
13. In high jump, the jumper takes off on __________ leg. a) Both legs b) One leg c) Two legs
14. The fight in high jump is the clearance of the __________. a) Recovery area b) Take-off board c) Crossbar
15. The recovery stage in high jump is a stage of resting after __________. a) Landing b) Take-off c) Approach run

Please note that the correct answers are in bold:

1. b) Landing pit
2. b) Body control
3. a) Take-off leg
4. a) Jumps
5. c) Take-off board
6. c) Stronger
7. b) Take-off
8. c) Landing pit
9. b) Balance
10. a) Landing
11. b) Landing foam
12. c) Take-off
13. b) One leg
14. c) Crossbar
15. a) Landing

Strategies& Activities:
Step: Teacher revises the previous topic.
Step 2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. Mention the meaning of field event
2. List the examples of field event
3. Perform the run up, take off, clean the bar and landing in high jump.
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Exercise
1 Long jump is a ________ event.
2 Long jump involves jumping from_________ to ___________.
3 Mention four stages in long jump.
4 The take-off board is made of __________________.
5 ____________ is the last phase in long jump.

WEEK 8
Topic: Environmental Health
SUBTOPIC: Meaning of environmental health
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. Say the meaning of environmental health
2. List the examples of environmental health hazard
3. Identify the problems facing environmental health hazard
4. List the effects of environmental health
Resources and materials:
Scheme of work
Online information
Instructional material:
1. Diagrams
2. Posters
3. Charts
4. Pictures
5. Chalkboard.
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
ENVIRONMENTAL HEALTH
Environmental Health is the branch of public health that focuses on the interrelationships between people and their environment, promotes human health and well-being, and fosters healthy and safe communities.
EXAMPLES OF ENVIRONMENTAL HEALTH HAZARD
Tobacco smoke. …
Radon. …
Asbestos. …
Lead. …
Combustion gases. …
Tap water. …
Household chemicals. …
Pesticides.
Environmental Health problems
1.Ozone Depletion, Greenhouse Effect and Global Warming:
2. Desertification:
3. Deforestation:
4. Loss of Biodiversity:
5. Disposal of Wastes:
6.bAcid Rain.
7. Overfishing. …
8. Water Pollution. …
9. Population Growth. …
10.Waste Production. …
EFFECT OF ENVIRONMENTAL HEALTH
They include:
1. Exposure to hazardous substances in the air, water, soil, and food.
2. Natural and technological disasters.
3. Climate change.
4.Occupational hazards.
5.The built environment.

1. Environmental Health focuses on the interrelationships between people and their __________. a) Animals b) Environment c) Education
2. Environmental Health promotes human health and __________. a) Happiness b) Well-being c) Wealth
3. __________ is an example of an environmental health hazard. a) Fresh air b) Tobacco smoke c) Sunlight
4. __________ is a naturally occurring radioactive gas that can be a health hazard when accumulated in buildings. a) Radon b) Carbon dioxide c) Oxygen
5. __________ is a fibrous mineral that was commonly used in building materials but can cause serious health problems when disturbed. a) Radon b) Asbestos c) Lead
6. __________ is a toxic metal that can be found in paint, soil, and water, and can lead to various health issues. a) Asbestos b) Lead c) Combustion gases
7. __________ are gases released during the burning of fuels, which can contribute to air pollution and respiratory problems. a) Combustion gases b) Tap water c) Household chemicals
8. __________ is an essential resource, but if contaminated, can pose health risks to humans. a) Combustion gases b) Tap water c) Pesticides
9. __________ are chemicals used to kill pests, but can also have harmful effects on human health and the environment. a) Asbestos b) Tap water c) Pesticides
10. Ozone depletion, greenhouse effect, and global warming are examples of environmental health __________. a) Solutions b) Hazards c) Benefits
11. Desertification refers to the process of __________. a) Forest growth b) Land degradation c) Water pollution
12. Deforestation involves the clearing of __________. a) Oceans b) Forests c) Deserts
13. Loss of biodiversity refers to the __________. a) Increase in animal species b) Decrease in plant species c) Decrease in species variety
14. Disposal of waste in an improper manner can lead to __________. a) Air pollution b) Water pollution c) Noise pollution
15. Exposure to hazardous substances in the air, water, soil, and food is an effect of __________. a) Environmental health b) Climate change c) Occupational hazards

Please note that the correct answers are in bold:

1. b) Environment
2. b) Well-being
3. b) Tobacco smoke
4. a) Radon
5. b) Asbestos
6. b) Lead
7. a) Combustion gases
8. b) Tap water
9. c) Pesticides
10. b) Hazards
11. b) Land degradation
12. b) Forests
13. c) Decrease in species variety
14. b) Water pollution
15. a) Environmental health

Strategies& Activities:
Step: Teacher revises the previous topic.
Step 2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.

Assessment & Evaluation:
1. Say the meaning of environmental health
2. List the examples of environmental health hazard
3. Identify the problems facing environmental health hazard
4. List the effects of environmental health
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

WEEK 9
Topic: Environmental Health
SUBTOPIC: Air and noise pollution
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. Say the meaning of noise and air pollution
2. List the causes of noise and air pollution
3. Identify the ways of preventing noise and air pollution
Resources and materials:
Scheme of work
Online information
Instructional material:
1. Diagrams
2. Posters
3. Charts
4. Pictures
5. Chalkboard.
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
AIR POLLUTION
Air pollution is when unwanted chemicals, gasses, and particles enter the air and the atmosphere causing harm to animals and damaging the natural cycles of the Earth.
Various Causes of Air pollution
1. The burning of fossil fuels
Sulfur dioxide emitted from the combustion of fossil fuels like coal, petroleum and other factory combustibles are one the major cause of air pollution. Pollution emitting from vehicles including trucks, jeeps, cars, trains, airplanes cause an immense amount of pollution. We rely on them to fulfill our daily basic needs of transportation.
2. Agricultural activities
3. Exhaust from factories and industries
4. Mining operations
5. Indoor air pollution
Ways of preventing Air Pollution
1. Use public mode of transportation
Encourage people to use more and more public modes of transportation to reduce pollution. Also, try to make use of carpooling. If you and your colleagues come from the same locality and have same timings you can explore this option to save energy and money.
2. Conserve energy
Switch off fans and lights when you are going out. A large number of fossil fuels are burnt to produce electricity. You can save the environment from degradation by reducing the number of fossil fuels to be burned.
3. Understand the concept of Reduce, Reuse and Recycle
Do not throw away items that are of no use to you. In-fact reuse them for some other purpose. For e.g. you can use old jars to store cereals or pulses.
4. Emphasis on clean energy resources
Clean energy technologies like solar, wind and geothermal are on high these days. Governments of various countries have been providing grants to consumers who are interested in installing solar panels for their home. This will go a long way to curb air pollution.
5. Use energy efficient devices
CFL lights consume less electricity as against their counterparts. They live longer, consume less electricity, lower electricity bills and also help you to reduce pollution by consuming less energy.

NOISE POLLUTION
Noise is defined as unwanted sound. Noise Pollution is an excess of annoying degree of sound coming from a particular area. Examples – Traffic or Aeroplane engines.
Various Causes of Noise Pollution
1. Industrialization
2. Poor Urban Planning
3. Social Events
4. Transportation
5. Construction Activities
6. Household Chores
Effects of Noise Pollution
1. Hearing Problems
2. Health Issues
3. Sleeping Disorders
4. Cardiovascular Issues
5. Trouble Communicating
6. Effect on Wildlife
How to Reduce Noise Pollution?
1.Turn off Appliances at Home and offices. …
2. Shut the Door when using noisy Machines. …
3.Use Earplugs. …
4. Lower the volume. …
5.Stay away from Noisy area. …
6.Follow the Limits of Noise level. …
7.Control Noise level near sensitive areas. …
8. Go Green by planning trees.

Evluation

Strategies & Activities:
Step: Teacher revises the previous topic.
Step 2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. Say the meaning of noise and air pollution
2. List the causes of noise and air pollution
3. Identify the ways of preventing noise and air pollution

WRAP UP(CONCLUSION)

The teacher goes over the topic once again for better understanding.

WEEK 10
Topic: Environmental Health
SUBTOPIC: Water and chemical pollution
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. Say the meaning of water and chemical pollution
2. List the causes of water and chemical pollution
3. Identify the ways of preventing water and chemical pollution
Resources and materials:
Scheme of work
Online information
Instructional material:
1. Diagrams
2. Posters
3. Charts
4. Pictures
5. Chalkboard.
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
WATER POLLUTION
Water pollution is when waste, chemicals, or other particles cause a body of water (i.e. rivers, oceans, lakes) to become harmful to the fish and animals that need the water to survive. Water pollution can disrupt and negatively impact nature’s water cycle as well.
Causes of Water Pollution
Water pollution has various causes, The major sources of water pollution are caused by humans. We pollute water bodies through various activities like agricultural activities, chemicals from industries, etc. This essay on water pollution will cover major causes that are as-
1. Water pollution through industrial waste
2. Water pollution through the disposal of waste
3.Water pollution through Agricultural activities
4. Water pollution through acid rain
5. Water pollution through Oil spills
Ways of preventing water pollution
1. Save water – Fresh and clean water is a precious resource. Don’t waste it! Take shorter showers, ask your parents not to water the lawn, make sure the toilet isn’t running, and don’t leave the faucet running.
2. Don’t use weed killer – Ask your parents if you can pull the weeds in the yard so they don’t need to use weed killer (an herbicide).
3. Scrape your plates clean into the trash and don’t put grease into the kitchen drain.
4. Trash – Always pick up your trash, especially when at the beach, lake, or river.
5.Sewage treatment
6. Minimize the use of pesticides and fertilizer
CHEMICAL POLLUTION
Chemical pollution is defined as the presence or increase in our environment of chemical pollutants that are not naturally present there or are found in amounts higher than their natural background values
WAYS OF PREVENTING CHEMICAL POLLUTION
1. VOC’s are harmful chemicals found in several home products, so try to reduce the use of VOC’s.
2. Use chemical-free cleaning products.
3. use pesticides and fertilizers that contain fewer chemicals.
4. Always Recycle Batteries.
5. Recycle, reuse or donate liquids from automobiles.
6. Limit the use of your cars and motor vehicles.

Evaluation

Water Pollution:

1. Water pollution occurs when waste, chemicals, or other particles cause a body of water to become harmful to the fish and animals that need the water to __________. a) Breathe b) Survive c) Reproduce
2. Humans are major contributors to water pollution through various activities such as __________. a) Tree planting b) Agricultural activities c) Wildlife conservation
3. Industrial waste is a major cause of __________ pollution. a) Air b) Water c) Noise
4. The disposal of waste can lead to __________ pollution. a) Air b) Water c) Soil
5. Agricultural activities can contribute to __________ pollution. a) Air b) Water c) Noise
6. Acid rain can result in __________ pollution. a) Air b) Water c) Soil
7. Oil spills can cause __________ pollution. a) Air b) Water c) Noise
8. Saving water and not wasting it is a way to prevent __________ pollution. a) Air b) Water c) Noise
9. Not using weed killers and pulling weeds instead helps prevent __________ pollution. a) Air b) Water c) Noise
10. Properly disposing of trash and not leaving it in water bodies can prevent __________ pollution. a) Air b) Water c) Noise

Chemical Pollution:

11. Chemical pollution refers to the presence or increase in our environment of __________ pollutants that are not naturally present there or are found in higher amounts than their natural background values. a) Water b) Chemical c) Noise
12. VOCs are harmful chemicals found in several home products, so reducing their use helps prevent __________ pollution. a) Water b) Chemical c) Noise
13. Using chemical-free cleaning products can reduce __________ pollution. a) Water b) Chemical c) Air
14. Minimizing the use of pesticides and fertilizers helps prevent __________ pollution. a) Water b) Chemical c) Soil
15. Recycling batteries and limiting the use of cars and motor vehicles can help prevent __________ pollution. a) Water b) Chemical c) Noise

Please note that the correct answers are in bold:

1. b) Survive
2. b) Agricultural activities
3. b) Water
4. b) Water
5. b) Water
6. b) Water
7. b) Water
8. b) Water
9. b) Water
10. b) Water
11. b) Chemical
12. b) Chemical
13. b) Chemical
14. b) Chemical
15. b) Chemical

Strategies & Activities:
Step: Teacher revises the previous topic.
Step 2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.

Assessment & Evaluation:
1. Say the meaning of water and chemical pollution
2. List the causes of water and chemical pollution
3. Identify the ways of preventing water and chemical pollution
WRAP UP(CONCLUSION)

The teacher goes over the topic once again for better understanding.