PRIMARY 4 FIRST TERM LESSON NOTE PHYSICAL AND HEALTH EDUCATION
Lagos State Ministry of Education Schemes of work for Primary School
PHYSICAL AND HEALTH EDUCATION
PRIMARY FOUR
FIRST TERM
WEEKS SUMMARY OF CONTENTS
- Locomotive movement: (I). Walking
(II). Running (iii). Skipping (IV). Hopping
(IV). Jumping (VI). Leaping
- Non – locomotive movement e.g. (I). Stretching
(ii). Bending (iii). Twisting
- Non – locomotive movement i.e.
(I). swimming (ii). Pulling (iii). Pushing
- Athletics: track event e.g. middle
Distance race such as 800m
(I). Starting, (II). Running (III). Takeoff, (IV). Arm – action
(V). Finishing
- Track event: Middle distance, such as
1500m – (I). Starting (II). Takeoff (III). Arm
Action
(V). Finishing
- Track event: relay – race 4 × 100m
Baton grip, exchange, visual exchange
- Games & sport: football, skills
Dribbling and shooting
- Football: ball control, goal keeping
- Table tennis: skills in table tennis e.g.
The grip, services – fore hand and back hand
10 First aid – safety education: Definition and
Content of first aid box
- First aid uses of aid material
- Revision and examination
TOPIC: LOCOMOTIVE MOVEMENT
PERFORMANCE OBJECTIVES
At the end of this lesson, pupils should be able to know about:
- Meaning of locomotive movement and non-locomotive movement.
REFERENCE MATERIALS
- NERDC Basic Education Curriculum.
- Universal Basic Education Curriculum (UBE)
- Unified Schemes of Work for Lagos State Primary Schools (MIDDLE BASIC)
- Lagos State Scheme of Work for Physical and Health Education.
- Online materials.
- Physical and Health Education for Primary Schools.
ENTRY BEHAVIOUR/ PREVIOUS LESSON: The students are familiar with sport activities.
WORD FILE: Fundamental, movement.
CONTENT
FUNDAMENTAL MOVEMENT OR RHYTHM
Movement is an act of change in the position or location of something.
Fundamental movement is the natural way of shifting the body from one place to another.
EXAMPLES OF FUNDAMENTAL MOVEMENT
- Jogging
- Crawling
- Leaping
- Hopping
- Running
- Walking
TYPES OF MOVEMENT
The three types of movements are
- Locomotors/locomotive movement
- Non – Locomotors/locomotive movement
- Manipulative movement
LOCOMOTIVE MOVEMENT
It is the movement of the body from one place to another. The movement can be forward or backward movement.
EXAMPLES OF LOCOMOTIVE MOVEMENT
- hopping
- Jumping
- Skipping
- Sliding
- Crawling
- Walking
- Running
- galloping
INSTRUCTIONAL PROCEDURE
- The Teacher revises the previous lesson.
- The Teacher introduces the topic.
- She/he explains the term locomotive movement.
- Teacher leads pupils to mention the examples of locomotive movement.
LEARNERS ACTIVITIES
- Learners participate in the class discussion
EVALUATIVE ACTIVITIES
Teacher asks the learners to:
- Define locomotive movement.
- Mention three examples of locomotive movement.
CONCLUSION: the teacher summarizes the lesson.
[mediator_tech]
Third Term Examinations Primary 6 Physical and Health Education (PHE)
WEEK 2&3
TOPIC: NON LOCOMOTIVE MOVEMENT
PERFORMANCE OBJECTIVES
At the end of this lesson, pupils should be able to know about:
- Examples of non-locomotive movement.
REFERENCE MATERIALS
- NERDC Basic Education Curriculum.
- Universal Basic Education Curriculum (UBE)
- Unified Schemes of Work for Lagos State Primary Schools (MIDDLE BASIC)
- Lagos State Scheme of Work for Physical and Health Education.
- Internet.
Physical and Health Education for Primary Schools.
ENTRY BEHAVIOUR/ PREVIOUS LESSON: The students are familiar with.
WORD FILE: movement, axial.
CONTENT
NON -LOCOMOTIVE MOVEMENT
It is the movement that does not involves moving of the whole body. Some parts of the body are moved. It is also called axial movement. The movement can be forward or back ward movement.
EXAMPLES OF NON- LOCOMOTIVE MOVEMENT
- stretching
- bending
- rocking
- jerking
- swinging
- swaying
MANIPULATIVE MOVEMENT
It is the movement of the part of the body to control, turn, twist, bend, beat, bounce, throw, catch or cause an object to move. Manipulative movement occurs more during sport activities.
EXAMPLES OF MANIPULATIVE MOVEMENT
- bouncing
- striking
- kicking
- throwing
- turning
- catching
- heading
INSTRUCTIONAL PROCEDURE
- The Teacher revises the previous lesson.
- The Teacher introduces the topic.
- She/he explains the term non locomotive movement.
- Teacher leads pupils to mention the examples of non-locomotive movement.
LEARNERS ACTIVITIES
- Learners participate in the class discussion
EVALUATIVE ACTIVITIES
Teacher ask the learners to:
- What is recreation
- Define non-locomotive movement
- Mention three examples of non-locomotive movement, manipulative movement
CONCLUSION: the teacher summarize the lesson
Exercise
- List five different types of non-locomotors movements.
- Describe pushing and bending.
- Pair up, hold your partner’s hands and pull each other. Who is the stronger puller?
- Describe twisting, using your hands
or any other part of your body.
WEEK 4&5
TOPIC: ATHLETICS – FIELD EVENTS – LONG JUMP
PERFORMANCE OBJECTIVES
At the end of this lesson, pupils should be able to
- Define Athletics
- Explain Field event long jump
- State the phases in long jump
REFERENCE MATERIALS
- NERDC Basic Education Curriculum.
- Universal Basic Education Curriculum (UBE)
- Unified Schemes of Work for Lagos State Primary Schools (MIDDLE BASIC)
- Lagos State Scheme of Work for Physical and Health Education.
- Online Materials.
- Physical and Health Education for Primary Schools.
ENTRY BEHAVIOUR/ PREVIOUS LESSON: The PUPILS are familiar with.
[mediator_tech]
Safety at home and in school : Primary 4 Second Term Week 11 Physical and Health Education (PHE)
CONTENT
ATHLETICS HISTORY
Athletics started during the time of the early men when they were forced to run, jump, climb trees and mountains, throw sticks and stones, swim, dance, and wrestle in order to obtain their foods, or to protect their lives which were in dangers from enemy forces. It is a competitive sport. The first athletic meeting was held in 776 B.C. in Greece. It was known as Olympic Games held in honor of Zeus the king of the Greek gods. It came up every four years until 394 A.D. when it was banned by Emperor Theodosius who regarded is as a pagan festival but it was revived in 1896 by Monsieur Baron pierce de Coubertin a French lover of sports who was known as father of Olympic.
SCOPE OF ATHLETICS
Athletics is group into two (2).
- Track events
- Field events
BENEFITS OF ATHLETICS
- It gives fun and enjoyment.
- For entertainment
- For professionalism
- For means of livelihood
- To acquire skills
TRACK EVENTS
Track events are events that involves running between lanes (1.22m wide) on the fields.
Track events are sub grouped into
- The sprint races, including hurdles() like the straight sprint(50m, 75m, 100m and 110m hurdles), the semicircular sprints(150m, 200m), circular sprints (400m, hurdle(100 * 4, 200 * 4, 4 relay races)).
- The middle distance races like the 800m, 1500m races.
- The long distance races and marathon like 3,000m, 5,000m, 10,000m, and marathons.
The skills involved in middle distance races are mainly:
- Starting
- Take off
- Running
- Arm action
- Finish
Standing start
The method for the start in middle distance races is not the same as that for the sprints. The runner assumes the standing position at the command, ‘On your mark’. The runner bends forward a little, the right or left leg leading, the right or left arm slightly forward. The command, ‘Set’, ‘Go’ or the blast of gun or whistle can also be used for middle distance races.
‘Set’ position: When in this position, the front knee should be flexed, and the body weight moved completely over the front leg. The runner should not bend too far forward, so as not to have a false start or ‘beat the gun’. The driving leg in middle distance races is less vigorous than in the spirit the mouth and nose at the same time, in order to take in more oxygen.
Arm action
The arm action is less vigorous as compared to sprints. The hands are cupped in a relaxed manner.
Finish
The runner should put in all his or her effort towards the finish of the race. He or she should not slow down until he or she breasts the tape or crosses the finishing line at full speed. Do not jump to the tape, but run through it.
FIELD EVENTS
FIELD EVENTS are the events that involve throwing and jumping on the field except games.
Field event is grouped into two:
- The throws
- The jumps
The throws are all event which involve the throwing of some implements or missiles for distance
Examples of athletic missiles are:
- The short put
- The discuss
- The hammer
- The javelin
The Jumps
Jumps event involve jumping for height over a raised object or jumping for distance from a marked spot on a flat surface into a demarcated pit.
Types of jumps
- Vertical jumps: these are jumps for height. Like high jump, pole vault.
- Horizontal jumps: these are jumps for distance. Like long jump, triple jump or hop-step jump.
LONG JUMP
Long jump is a field event in athletic. It is a competition that involves jumping as far as possible from a running start. It involves carrying the body upward and forward through the air so as to cover horizontal distance on ground. It is a speed events which ends with a high jump.
INSTRUCTIONAL PROCEDURE
- The Teacher revises the previous lesson.
- The Teacher introduces the topic
- The Teacher explains the lessons.
LEARNERS ACTIVITIES
- Learners participate in the class discussion
- Learners practice some track and field events
EVALUATIVE ACTIVITIES
Teacher ask the learners to:
- What is athletics
- Mention the types of track event
- Mention the type of field event
CONCLUSION: the teacher summarizes the lesson.
WEEK 6
TOPIC: TRACK EVENTS – Relay Race
UNITS:
PERFORMANCE OBJECTIVES
At the end of this lesson, pupils should be able to
- Discuss Track event
- Mention the skills in relay races
REFERENCE MATERIALS
- NERDC Basic Education Curriculum.
- Universal Basic Education Curriculum (UBE)
- Unified Schemes of Work for Lagos State Primary Schools (MIDDLE BASIC)
- Lagos State Scheme of Work for Physical and Health Education.
- Online Materials.
Physical and Health Education for Primary Schools.
ENTRY BEHAVIOUR/ PREVIOUS LESSON: The pupils are familiar with Middle distance.
[mediator_tech]
CONTENT
Relay Race
A relay race is a track event in which athletes run between teams. Each athlete run part of the distance with a baton before passing it to the next runner in his/her team.
The runners in relay races are called Sprinters. Relay team is made up of four (4) sprinters.
The two standard relay are:
- The 4 * 100 metre (400) relay
- The 4 * 400 metre (1600) relay
Relay races in athletics are team events.
There are different types. They are:
Take off
At the blast of the whistle or gun of the starter, the runner should lean forward in order to assist full movement (stretching of the legs, especially the forward swing of the leg.
Running
No specific lane is allocated to a particular racer. Running should not be at full speed at the beginning of the race as in the case of the 100 m or 200 m. Full speed would make the runner tire too early and make him slow down for the rest of the distance. At the curves, the body should be tilted slightly to the left and forward, so as to give the runner a comfortable running position. The runner should breathe through
At ‘go’ or the blast of the whistle or shot of the gun of the starter:
- b) The pushing effort is from the back leg.
- c) The body is gradually raised until it is slightly erect.
- d) The head is held up, not thrown behind.
- e) Arms must alternate, with the baton firmly held in order to stop it from slipping off.
The run-up
The run-up at this event is an approach run towards the receiver or outgoing runner. Both the incoming and outgoing runners should be in motion as the changeover takes place. If the incoming runner is holding the baton with the left hand, the receiver should receive it with the right hand.
Baton exchange
Baton exchange is the way in which the baton is passed from one runner to the other. There are two methods of baton exchange:
- a) The visual method
- b) The non-visual method
- 4 100 m relay
- 4 × 400 m relay
- The medley relay
- The shuttle relay
The 4 × 100 m relay means that a runner covers a distance of 100 m. A distance of 400 m must be covered at the end of the race by the 4 runners. The skills in 4 × 100 metres relay races are:
- Baton grip
- Take-off
- Run-up
- Baton exchange
Baton grip
The correct method of baton grip is gripping one-third of the baton so that the receiver will have plenty of space to get a good grip of the baton.
Take-off
The take-off in sprints is the same as in relay races.
The visual method
The visual method is the one in which the receiver (outgoing runner) looks back to see and take the baton from the incoming runner (giver). The receiver (outgoing runner) extends the hand in front of him to take the baton.
INSTRUCTIONAL PROCEDURE
- The Teacher revises the previous lesson (Track Event – Middle distance).
- The Teacher introduces the topic (Track Event: Relay -Race).
- The Teacher explains the lessons.
LEARNERS ACTIVITIES
- Learners participate in the class discussion.
- Learners practice relay race.
EVALUATIVE ACTIVITIES
Teacher ask the learners to:
- Mention the types of relay race.
CONCLUSION: the teacher summarizes the lesson.
WEEK 7&8
TOPIC: FOOTBALL
PERFORMANCE OBJECTIVES
At the end of this lesson, pupils should be able to
- Narrate the history of football in Nigeria.
- Identify the facilities and equipment of football
- Draw and Label the football court with the right dimensions
REFERENCE MATERIALS
- NERDC Basic Education Curriculum.
- Universal Basic Education Curriculum (UBE)
- Unified Schemes of Work for Lagos State Primary Schools (MIDDLE BASIC)
- Lagos State Scheme of Work for Physical and Health Education.
- Internet.
- Physical and Health Education for Primary Schools.
ENTRY BEHAVIOUR/ PREVIOUS LESSON: pupils are familiar with football.
CONTENT
HISTORY OF FOOTBALL IN NIGERIA
Modern football started from England. The sport was introduced to Nigeria by the British administrators and missionaries during the colonial rule.
Football is played and loved by both mm and women, a team is made up of 11 players including the goal keeper. Another name for football is SOCCER.
Grouping in football game
- Senior tournament group
- Under 20 tournament group
- Under 17 tournament group
FACILITIES AND EQUIPMENT OF FOOTBALL
- the game is played on a rectangular field with a dimension of 90 by 45 metres
- there is a centre circle of 9.15m radius
- There are two goal post each at the centre of each goal line.
- The leather ball has a diameter of 68 cm and weigh of 396gram.
- football skills are those things one must know before the game of football can be effectively mastered and played. The skills are:
- 1. Dribbling
- 2. Shooting
- 3. Ball control
- 4. Passing
- 5. Heading
- 6. Kicking
- Dribbling
- It is the art of moving the ball and keeping it under one’s control. It is also a way of moving the ball and avoiding the opponents in a zigzag manner. The eyes should be on the ball and the body erect, while the arms move freely for balance. The ball is kept close to the feet.
- Shooting
- This involves kicking the ball towards the goal in an attempt to score a goal. Shooting is one of the skills commonly used in soccer. Shooting could be done with a stationary or moving ball.
[mediator_tech]
- Ball control
- It is an art of keeping control of the ball to oneself. It involves dribbling and trapping. Trapping is the process of stopping the ball in order to gain control of it. Trapping can be done by the chest, foot, head, etc. Dribbling is the process of keeping control and possession of the ball. Dribbling is done in order to make a pass or take a shot at the goal.
- Goalkeeping
- Goalkeeping is the art of preventing the ball from going into the goal by using the hands, legs or other parts of the body. The goalkeeper is the only player in the game allowed to use his hands in the penalty area during a match.
INSTRUCTIONAL PROCEDURE
- The Teacher revises the previous lesson
- The Teacher introduces the topic
- The Teacher explains the lessons.
LEARNERS ACTIVITIES
- Learners participate in the class discussion
- Learners practice how to play football
EVALUATIVE ACTIVITIES
Teacher ask the learners to:
- What is football?
- Narrate the history of football.
- Mention four skills in football.
CONCLUSION: the teacher summarizes the lesson.
WEEK 9
TOPIC: TABLE TENNIS
UNITS:
- The history of table tennis in Nigeria.
- Facilities and equipment of table tennis.
- Drawing and Labelling of table tennis board with dimensions.
PERFORMANCE OBJECTIVES
At the end of this discussion in this unit, students should be able to know about:
- Narrate the history of table tennis in Nigeria.
- Identify the facilities and equipment of table tennis
- Draw and Label the table tennis board with the right dimensions
TEACHING AND LEARNING MATERIALS
- Whiteboard/Chalkboard
- Explanatory posters/pictures
- Explanatory videos
TEACHING AND LEARNING METHODS
- Explanation
- Discussion
- Questions and answers
REFERENCE MATERIALS
- NERDC Basic Education Curriculum.
- Universal Basic Education Curriculum (UBE)
- Unified Schemes of Work for Lagos State Primary Schools (MIDDLE BASIC)
- Lagos State Scheme of Work for Physical and Health Education.
- Internet.
- Edudelight Physical and Health Education for Primary Schools.
ENTRY BEHAVIOUR/ PREVIOUS LESSON: The students are familiar with Hockey.
WORD FILE: originated, association, international, federation.
CONTENT
HISTORY OF TABLE TENNIS IN NIGERIA
Table tennis originated from the East. It has been called many names such as: indoor Tennis, Cossima, Whiff –waff and ping pong by the Chinese. The name Table tennis was introduced by the parker brothers. The English table tennis association was formed 1923. The international table tennis federation was formed in 1926 and Nigeria table tennis federation was formed in1951.
The sport was introduced to Nigeria by the British administrators and Christian missionaries during the colonial rule. It is an indoor game played with racket or bat by both male and female on a rectangular table. Players can be single that is one against one or double that is two against two. The game is played for both competitions and recreation.
FACILITIES AND EQUIPMENT OF TABLE TENNIS
- The table
- The bats
- The net supports
- The net
- The canvas shoes
- The towel
REQUIREMENT FOR TABLE TENNIS PLAYER
- Flexibility
- Co –ordination
- concentration
- Agility
- Stamina
- Knowledge of the rules of the game
- Physical strength
- dexterity
- Alertness
- Sportsmanship
- Accuracy
VALUES OF TABLE TENNIS
- It develops physical fitness
- It used for fun and enjoyment
- For recreation
- for entertainment
- for professionalism
- it develops skills
SKILLS IN TABLE TENNIS
Some of the fundamental skills in table tennis are:
- Footwork
- The grip
- Serve or service
- The court positioning an stance
- The forehand stroke
- The backhand stroke
- The lobs
- The half volley
- The drop shot
- The push shot
- The top spin
- The smash
THE RULES AND REGULATIONS IN TABLE TENNIS
- A player must not distract the attention of his opponent.
- A player must not intentionally wet the ball before serving
- The ball must be shown as service is delivered.
- Opponent must be ready before service is delivered.
- The ball must bounce once before it is returned
- No part of the body is allowed to touch the table during play.
- The ball must not hit twice consecutively to get it over the net.
- If the bat drops, the palm cannot be used to return the ball.
- The hand must not be placed on the table when making return.
- A served ball that touches the net and drops on the receiver’s side of the table is a let and shall be reserved.
- A served ball that touches the net and drops at the server’s side of the tables is a point to the receiver.
- A served ball must touch the server’s side of the table before the opponent’s side of the table.
INSTRUCTIONAL PROCEDURE
- The Teacher revises the previous lesson
- The Teacher introduces the topic
- The Teacher explains the lessons.
LEARNERS ACTIVITIES
- Learners participate in the class discussion
- Learners practice how to play table tennis
EVALUATIVE ACTIVITIES
Teacher ask the learners to:
- What is table tennis?
- Narrate the history of table tennis.
- Mention four skills in table tennis.
CONCLUSION: the teacher summarizes the lesson.
WEEK 10&11
TOPIC: THE FIRST AID BOX
PERFORMANCE OBJECTIVES
At the end of this lesson, pupils should be able to
- Define first aid
- Mention the equipment in the first aid
- State the uses of each equipment found in the first aid box
REFERENCE MATERIALS
- NERDC Basic Education Curriculum.
- Universal Basic Education Curriculum (UBE)
- Unified Schemes of Work for Lagos State Primary Schools (MIDDLE BASIC)
- Lagos State Scheme of Work for Physical and Health Education.
- Internet.
- Physical and Health Education for Primary Schools.
ENTRY BEHAVIOUR/ PREVIOUS LESSON: The students are familiar with the topic.
CONTENT
The first aid box
A first aid box is a box/bag that contains all the kits/materials that are needed for first aid cure/emergency.
The contents of a first aid box are:
- Bandages
- Scissors
- Cotton wool
- Gentian violet
- Iodine
- Gauze
- Plaster
- Antiseptics
- Splints
- Safety pins
- Razor blade
- Sling
- Mentholated spirit
- Glucose
- Smelling salts
- Antiseptic soap
- Hot water bottle
- Potassium permanganate
- Cold compress/pack
- Embrocating, e.g. Robb and,
Nerve and Bone liniment
- Forceps
- Record book and pen
Uses of the first aid box
Bandages
Types of bandages are:
- Crepe bandage
- Triangular bandage
- Roller bandage
- Special bandages, e.g. the four tailed bandage
The uses of bandages in first aid are:
- To protect wounds from infection.
- To act as compress to control swelling.
- To immobilise an injured part.
- To hold protective equipment in place.
- To control external bleeding.
- To assist in carrying a casualty.
Scissors
Scissors is used:
- For cutting bandages.
- For cutting plasters.
- For holding cotton wool.
Cotton wool
It is used:
- For covering wounds.
- For soaking up blood.
- for cleaning wounds.
- for applying drugs, e.g. iodine to wounds.
- for padding of tissues.
Gentian violet
It is used:
- For stopping an old open wound from being infected.
- For stopping wounds caused by burns or fire from being infected.
Sterile gauze
It is used:
- For covering wounds.
- For preventing wounds from becoming infected.
Iodine
It is used:
- For arresting bleeding of fresh wounds.
- For disinfecting a fresh wound.
- For hastening the clotting of blood.
- For hastening the healing of wounds.
Plaster
It is used:
- For covering a wound.
- For holding cotton wool on a wound soaked in iodine.
Antiseptic (Dettol, Purit, Savlon, etc.)
It is used:
- For killing microbes.
- For disinfecting materials used in first aid.
- For washing wounds and sores.
Splint (small piece of wood like a ruler)
It is used:
- For immobilising a fracture.
- For holding a fracture in place.
- On a wound before wrapping with a bandage.
Safety pin
It is used:
- For holding bandage ends.
- For keeping a bandage in place.
Razor blade
It is used:
- For cutting bandages.
- For cutting plaster.
- For sharpening objects.
- For shaving.
Sling
It is used:
- For supporting a fractured arm.
- For suspending a sprained elbow joint.
- For supporting a dislocated shoulder joint.
Methylated spirit
It is used:
- For cleaning a fresh wound.
- For disinfecting wound.
- For hastening the clotting of blood.
Glucose
It is used:
- For giving instant energy to a patient.
- For aiding quick recovery from exhaustion.
Smelling salt
It is used for reviving a person that has fainted.
Antiseptic soap
It is used for washing the hands after the application of first aid.
Potassium permanganate
It is used for taking care of snake bites before the arrival of the doctor to give an anti-snake bite vaccine.
Cold compress/pack
Cold compress is a bag, cloth, or sheet that is soaked with water, or filled with something cold, and applied to a brushed or bleeding area, in order to constrict or shrink the blood vessels supplying an area of the body with blood.
Embrocation
It is used:
- For massaging any swelling of the muscle.
- For massaging strained joints.
- For massaging strained and aching Muscle
Forceps
It is used:
- For protecting the fingers from stains.
- For protecting the fingers from infection.
- For holding cotton wool to clean wounds instead of using the fingers.
- For holding cotton wool when soaking in iodine/spirit
Record book and pen
These are used:
- For recording the names, class and sex of the student
- For recording the nature of the wound or sickness.
- For recording the type of attention given.
INSTRUCTIONAL PROCEDURE
- The Teacher revises the previous lesson
- The Teacher introduces the topic
- The Teacher explains the lessons.
EVALUATIVE ACTIVITIES
Teacher asks the learners to:
- Define first aid
- Mention the equipment in the first aid
- State the uses of each equipment found in the first aid box
CONCLUSION: the teacher summarizes the lesson.
Exercise
- List five contents of a first aid box.
- Explain the usefulness of each of the first aid materials listed in item (1).
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