PRIMARY 3 FIRST TERM LESSON NOTES PHYSICAL AND HEALTH EDUCATION

PRY 3 PHE IST TERM E-NOTE
WEEK1
Topic: Creative rhythm and movement
Subtitle: Rhythm and movement
Learning Objectives: At the end of this this lesson, pupils should be able to:
Demonstrate rhythm
Differentiate between animals sounds and sounds made by people
State the importance of rhythm and movement

Resources and materials:
Scheme of work
Online information
Instructional material: picture chart
Building Background/connection to prior knowledge: pupils are familiar with the topic from their previous classes.
CONTENT
Creative Rhythms
A creative rhythm is an end product of movements as children learn to move the parts of their body and to use them as instruments of expression.
Rhythm activities
Fundamental rhythm
Sing along games
Dancing
Folk dance

Types rhythm
Random rhythm
Regular rhythm
Alternating rhythm
Progress rhythm
Flowing rhythm
Creative Movement is a joyful way for children to explore movement through music, develop physical skills, channel energy, stimulate imagination and promote creativity. Creative movement uses body actions to: communicate an image (the wind), communicate an idea (a journey) or communicate a feeling (strength).
Benefits of Creative Movement
Helps children develop body control.
Children gain coordination and balance through varied movements.
Children are able to respond to music and rhythm.
Encourages children to express their creativity in physical ways
Animals and human sound
Dogs bark
Goat and sheep bleat
Frog croaks
Lions roar
Elephant trumpet
Camels grunt
Cats meow, hiss and purr
Birds whistle, twitter, tweet and sing
Cock crows
Donkey bray
Eagles scream
Doves coo
Duck quack
Jackals howl
Snake hiss
Zebra whinny
Humans talk, cry, scream, shout, whistle and whisper
Importance of rhythm and movement
Rhythm spur emotion
Influence thoughts
Aid relaxation
Encourages fun
Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
List six animals and their sounds
List three animals sound
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
1. state two benefits of creative rhythm
2. what is creative rhythm

WEEK 2
Topic: Rhythm
Subtitle: Fundamental rhythm
Learning Objectives: At the end of this this lesson, pupils should be able to:
Define fundamental rhythm
State six fundamental activities

Resources and materials:
Scheme of work
Online information
Instructional material: charts
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Fundamental rhythms is also known natural dances, it is the same as fundamental movement which is what we do with our body without any hindrance. It is done with reaction to orders or musical instruments and it could be done alone or in groups.
The general purpose of a programme of fundamental rhythm is to provide a variety of basic movement experiences.
Activities of fundamental rhythm
Skipping
Walking
Running
Marching
Clapping
Whistling
Hopping
Throwing
Playing of drums
Balancing
Galloping
Catching
Leaping
Kicking
Playing drums
Sliding and
Stamping of one’s foot against the ground
Combination of these activities brings about fun and creativity.

Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
What is fundamental rhythm?
List six activities of fundamental rhythm
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
General purpose of fundamental rhythm is …………………
List ten fundamental rhythm activities
WEEK 3
Topic: First Aids
Subtitle: First Aids
Learning Objectives: At the end of this this lesson, pupils should be able to:
Describe first aid
List qualities of a first aid giver
List content of first aid box

Resources and materials:
Scheme of work
Online information
Instructional material: charts
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
First aid is the first and immediate assistance given to any person suffering from either a minor or serious illness or injury, with care provided to preserve life, prevent the condition from worsening, or to promote recovery.
In other cases, first aid consists of the care provided to someone with a minor injury. For example, first aid is often all that’s needed to treat minor burns, cuts, and insect stings.
When you provide basic medical care to someone experiencing a sudden injury or illness, it’s known as first aid.

Qualities of a first aid giver
Effective first aid is more than just technical skills, it is also about an individual’s people skills, ability to work under pressure and common sense.
Good communication skills
Ability to work in a team
Ability to work under pressure
Leadership
Knowledge of their own risk

Essential content of the first aid box and their uses
A box of adhesive dressing (Plasters) of different sizes for covering small wounds. A roll of plaster (Cloth backed, plasticized or micro-pore tape). Blunt-ended scissors for cutting bandage of plaster.
Antiseptic lotion to use with the cotton wool and antiseptic wipes.
Cotton wool for cleaning cuts and gauzes.
Some triangular bandages to several safety pins for making a sling or emergency bandage.
Sterile dressings (field dressings) of various sizes for covering wounds. Sterile eye dressings with bandage attached for eye injuries.
Aspirin or paracetamol preferably sealed in foil to give longer life.
Anti-histamine cream for insect bites and stings.
Tweezers for removing splinters.
Tubular gauze bandages for finger injuries and applicator tongs.
Two or three crepe or conforming bandages for sprains and for wounds in awkward places such as elbows and ankles.

Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
Explain first aid
List three content of a first aid box
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment: 1. List two qualities of a first aid giver
Draw a first aid box.

 

 

Objects Found In First Aid Box

 

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WEEK 4
Topic: Table tennis
Subtitle: Table tennis
Learning Objectives: At the end of this this lesson, pupils should be able to:
Origin of table tennis
State players of table tennis
State modern rules of table tennis
List skills in table tennis
Resources and materials:
Scheme of work
Online information
Instructional material: charts
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Origin of table tennis
Table tennis is a sport in which two or four players hit a lightweight ball back and forth across a table using small rackets or bat. The name table tennis was adopted in 1921-22 when the old Ping -Pong Association formed in 1902 was revived. The Fe’de’ration Internationale de Tennis de Table (International Table Tennis Federation) was founded in 1926, the founding members being England, Sweden, Hungary, India, Denmark, Germany, Czechoslovakia Austria, and Wales.
In 1980 the first World Cup was held, and Guo Yuehua of China won the $12,500 first prize. Table tennis became Olympic sport in 1988, with singles and doubles competition for men and women.
Table tennis modern rules
There are five basic table tennis serving rules;
Throw the ball 16cm from your fee arm
Throw near vertically
Use open palm: the ball must rest on the palm, but not on your fingers
Serve behind the end line
Don’t hide the serve
Basic skills for modern Table tennis
Forehand Drive Technique.
Backhand topspin close to the table.
Forehand push and backhand push.
Forehand flick.
Backhand flick.
Backhand loop the under spin ball.
Forehand attack the semi-long ball.
Learn Forehand fast serve.
Forehand pendulum serve.
Backhand sidespin serve

Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
What is table tennis?
List four basic skills in table tennis.
Who won the first table tennis world cup?
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
Table tennis federation was founded in the year ……………………..
How many people can play table tennis?
State two table rules.
Table tennis participated in their first Olympics in year …………………..
WEEK 5
Topic: Nutrition
Subtitle: Nutrients
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. state the meaning of nutrients
2. describe the importance of nutrients to the body.
3. state 4 essential nutrients
Resources and materials:
Scheme of work
Online information
Instructional material: picture charts
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Nutrients are substances that provides nourishment essential for growth and the maintenance of life. OR
A nutrient is a substance used by an organism to survive, grow, and reproduce.

Essential nutrients and their importance
Essential nutrient is also known as types of food or classes of food and there six (6) essential classes of food.
Protein: Protein provides the building blocks of the body, and every cell, from bone to skin to hair, contains protein. Sixteen percent of the average person’s body weight is from protein and protein is used primarily for growth, health, and body maintenance.
Examples: beef, fish, beans.
Carbohydrate: are necessary for a healthy body. Carbohydrate is also called Carbs, which is energy giving food, it fuels your body, especially your central nervous system and brain, and protects you against disease. Examples: grains such as rice, wheat and millet.
Fat: supports many of your body’s functions such as vitamin and mineral absorption, blood clotting, building cells, and muscle movement. Examples of fat: nuts such as oil palm, groundnut and walnut, melon, sunflower seed and fish.
Vitamins: vitamins are vital for warding off disease and staying healthy. The body needs these micronutrients to support its functions. There are 13 essential vitamins that the body needs to function properly, including vitamins A, C, B6, and D. Examples: carrot, blackberry, tomatoes, apple, banana and cabbage.
Minerals: minerals help support the body. They’re essential for many body functions, including building strong bones and teeth, regulating your metabolism, and staying properly hydrated. Some of the most common minerals are calcium, iron, and zinc.
Iron can be gotten from plantain and Iron supports your red blood cells and hormone creation.
Water: we can go for weeks without food, but we can’t last more than a few days without water. Water is very important for every system in your body. Our body is made up of about 62 percent of water. Water improves your brain function and mood.
Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. what are nutrients
2. what are the importance of water, carbohydrate and protein?
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
List and explain five essential nutrients.

 

PLANT NUTRIENTS AND NUTRIENT CYCLES

 

 

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WEEK 6
Topic: Safety
Subtitle: Safety in physical education
Learning Objectives: At the end of this this lesson, pupils should be able to:
Identify causes of danger in physical education
List safety measures in physical education
State basic rules in physical education
State three importance of safety rules
Resources and materials:
Scheme of work
Online information
Instructional material: picture chart
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Safety in physical education can be defined as being free, or protected from physical harm while carrying out physical activities.

Causes of danger in physical education
Lack of discipline and order
Unhealthy life style
Inadequate prepared sport facility
Slippery and wet surface
Bad state of track
Bad shoes and clothes
Uncertified sport equipment
Safety measures in physical education: is ways to start safe while carrying out sport activities.
Wear comfortable clothing and well-padded shoes that can protect the heels and arches of the feet;
Put on appropriate gear for the activity, such as helmets and protective pads for cycling;
Always warm up before doing exercise and cool down afterwards to lower the risk of strains and sprains;
Take appropriate breaks during sporting activities;
Do not exercise with an empty stomach. Eat something light (such as bread or milk) to give you some stamina. Do not exercise immediately after a full meal because this will affect digestion;
Drink water or juice before, during and after physical activity;
Beware of the weather and environmental conditions. Avoid doing outdoor stressful exercises in hot or humid weather;
Listen to the body. Do not exercise when unwell(sick). If there is dizziness, shortness of breath, chest pain, nausea or vomiting, or muscle and joint pain during exercise, stop the activity and seek medical advice as soon as possible.
Basic rules in physical education
Listen and follow directions- do what you are expected to do when you are expected to do it.
Stay on task- whether you are waiting for your turn in line or performing each skill.
Respect those around you- your teacher and fellow students.
Participate to the best of your ability- 100% effort, 100% of the time.
Importance of safety rules
To avoid accidents.
Create uniformity or oneness
Builds self confidence
To create discipline
To promote harmony among sport members
To ensure everyone works for a common goal

Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
What is safety in physical education
List four causes of danger in physical education
State two basic rules in physical education
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
State four importance of safety rules
Write three safety measures in physical education

 

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WEEK 7
Topic: Football
Subtitle: Football
Learning Objectives: At the end of this this lesson, pupils should be able to:
Explain the origin of football
State players position
State three basic skills of football and perform them
Resources and materials:
Scheme of work
Online information
Instructional material: picture chart
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Football (or soccer as the game is called in some parts of the world) has a long history. Football in its current form arose in England in the middle of the 19th century. But alternative versions of the game existed much earlier and are a part of the football history.
The first known ball game which also involved kicking took place In China in the 3rd and 2nd century BC under the name Cuju. Cuju was played with a round ball on an area of a square. It later spread to Japan and was practiced under ceremonial forms.
In 1908 would football for the first time be included as an official sport in the Olympic Games. Until the first FIFA World Cup was played in 1930, the Olympic Games football tournament would rank as the most prestigious on a national level. Women’s football was not added until 1996. In Britain, Andrew Watson is known to be the first black player, and he played in the Scottish club Queen’s Park in the 1880s.

The Fédération Internationale de Football Association (FIFA) was founded in 1904 and a foundation act was signed by representatives from France, Belgium, Denmark, the Netherlands, Spain, Sweden and Switzerland.
The world regions have been divided into six football confederations: Confédération Africaine de Football (CAF), Asian Football Confederation (AFC), Union des Associations Européennes de Football (UEFA), The Confederation of North, Central America and Caribbean Association Football (CONCACAF), Oceania Football Confederation (OFC), and Confederación Sudamericana de Fútbol (CONMEBOL).
Players and their position

Goalkeeper − The main aim of a goalkeeper is to stop the opposing team from scoring a goal. The goalkeeper is restricted to the rectangular penalty area which is 18 yards away from the goal and he is the only player in the game who is allowed to use his hands to stop the ball.
Defenders − The defenders are positioned in front of the goalkeeper and their aim is to stop the opposing team from entering into their goal area.
Outside fullback − They play on the left and right flanks and see that the ball doesn’t pass over them. They rarely move from their positions.
Central Defenders − They are positioned in the center of the field and are supposed to cover the leading goal scorer of the opposition’s team.
Midfielders − They are the link between the defenders and attackers. They need to be fit and physically very strong than other players on the field as they are the players who run maximum time of the game all around the field. Their responsibility is to enter the opposing team’s area and see that they defend them when the opposing team retains the ball.
Forwards − Their main aim is to score goals or to create an easy situation for their teammates to score a goal.
Center Forward − The most tactful, dangerous and strong player of the game. They are also called strikers. Strikers are basically the leading goal scorers in the game.
Basic skills in football
Dribbling
Passing
Juggling
Receiving
Shooting
Trapping
Heading
Throwing
Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
What was football called in China?
Write in full FIFA
Write four players and their position.
Write in full CAF.
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
List six basic skill in football
What is the function of a goalkeeper?
Football was first played in Olympics in what year?

WEEK 8
Topic: Swimming
Subtitle: Safety in swimming
Learning Objectives: At the end of this this lesson, pupils should be able to:
Mention four safety rules in swimming
List three importance of swimming

Resources and materials:
Scheme of work
Online information
Instructional material: picture chart
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Safety rules in swimming are the various to stay safe around the pool and while in the pool swimming.
Safety Rules in Swimming
Take a shower before getting into the pool.
Always swim with a buddy.
Swim only in areas that have a lifeguard.
Stay out of the water when you are very tired, very cold, or overheated.
Follow all swimming rules posted at the swimming area.
Obey the lifeguard’s instruction.
If you can’t see the bottom of the pool in the deep end or the water is cloudy, don’t swim there.
Avoid swimming at night in unlighted areas.
Don’t chew gum or eat while swimming, you could choke.
No running around the swimming pool.
Get out of the water if you see lightning or hear thunder.
Avoid swimming in river currents.
No going in the swimming pool without an adult around.
Do not bring glass or sharp object to the pool.
Stay out of the water when you are very tired, very cold, or overheated.
Importance or benefits of swimming
Swimming help maintain healthy heart, lungs and weight.
Swimming is fun.
Swimming is a great way to make friends.
Swimming helps with academic skills – including reading and writing.
Strategies and activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
state two function of swimming.
Do not chew ……………………………………
List three safety rules in swimming
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
what is safety in swimming?
State five safety rules in swimming

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SWIMMING STROKE

WEEK 9
Topic: Social Health
Subtitle: Recreation
Learning Objectives: At the end of this this lesson, pupils should be able to:
Define recreation
State two importance of recreation
Describe a socially sick person
List two ways of taking care of socially sick persons
Resources and materials:
Scheme of work
Online information
Instructional material: charts
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Definition of Recreation
Recreation is defined as activity done for enjoyment or pleasure when one is not working. It is also activities carried out to refresh strength and spirit. Examples of recreational activities include; playing, cycling, meet up and talk with friends, running or jogging, walking, sightseeing, swimming, and playing games.
Importance of recreation
Taking part in recreational activities, especially outdoors, can
greatly improve physical health.
People who take part in park activities such as walking, or skiing, maintain lower body fat percentages, and have lower blood pressure and cholesterol levels.
Leisure lowers stress and tension
Improve your quality of life.
Help improve self-esteem.
Make wonderful memories
Cultivate love and relation
Fostering the gratitude sense to God.
Social Health or social sickness
Social sickness can be said to be a person inability to overcome shyness or anxiety and be confident. It also refers to a person’s ability to thrive in a social setting. A person with poor social health may limit their interactions to chatrooms and other online discussions. The term social health sometimes refers to the ways in which children and adults interact with their social environment. A socially sick person usually feels nervous, lack conversation flow, do not understand social norms, talking to strangers, eating in front of people and making eye contact.
Ways to care for a socially sick person
Give them words of encourage
Hangout with them and start conversation
Teach them communication skills
Get them to meet new people
Encourage their self-esteem and confidence

Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
What is social health?
State two ways of caring for a socially sick person
List five recreational abilities
A socially sick usually feels …………… and lack …………….
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
Define social sickness
State three importance of recreation
Define recreation

WEEK 10
Topic: Locomotor
Subtitle: locomotor movement
Learning Objectives: At the end of this this lesson, pupils should be able to:
Define locomotors
State five examples of locomotors
Resources and materials:
Scheme of work
Online information
Instructional material: chart
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Definition of Locomotion
Locomotion is defined as movement or the ability to move from one place to another, while locomotor is something that is able or capable of movement. Locomotion is usually a voluntary action. Locomotor movements are any movements that take place over some distance. Locomotor movements may also be combined to form dance steps. Motions in which a person’s feet remain in one place are considered non-locomotor motions. These include bending, twisting, stretching, pushing and pulling.
There are several locomotor movements that will successfully transfer weight from one location to another:
Walking
Crawling
Running
Leaping
Jumping
Hopping
Galloping
Sliding
Skipping

Strategies and activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation
Explain locomotor
What is non-locomotor motion
Examples of no-locomotor motion
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
State six examples of locomotor motion
What is locomotion?
Locomotion is usually ……………………….
Bending, pushing and pulling are examples of ………………………………….

 

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JSS 1 THIRD TERM LESSON NOTE PHYSICAL AND HEALTH EDUCATION PHE

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