PRIMARY 2 FIRST TERM LESSON NOTE PHYSICAL AND HEALTH EDUCATION

 

Week: First

Topic: Movement pattern – Shooting and heading

Class: primary 2

Behavioural objectives: At the end of the lesson pupils:

1. Define movement patterns
2. Practice shooting and heading

Instructional material/Reference material: Textbook, charts and pictures

Building Background /connection to prior knowledge: pupils are familiar with the topic.

Content:

Movement patterns

These are movements you do, using your legs, arms, chest and head with good control and speed. Examples are shooting and heading.

1. Shooting: When you kick the ball with a heavy force, using the in-step, you are shooting.
2. Heading: This occurs when you use your head to hit a football1head with good control and speed. Examples are shooting and heading.

[mediator_tech]

Evaluation

1. Movement patterns involve using your legs, arms, chest, and head with ______ control and speed.
a) poor
b) good
c) no

2. Shooting involves kicking the ball with a heavy force using the ______.
a) in-step
b) hands
c) chest

3. Heading in sports involves using your ______ to hit a ball with control and speed.
a) legs
b) head
c) arms

4. Shooting and heading are examples of ______.
a) swimming techniques
b) movement patterns
c) running strategies

5. In shooting, you kick the ball with a heavy force using the ______.
a) toes
b) in-step
c) head

6. What is a movement pattern?
a) Something you draw
b) Movements using legs, arms, chest, and head with control and speed
c) A type of dance

7. When you use your head to hit a football with control and speed, it is called ______.
a) shooting
b) heading
c) passing

8. Movement patterns involve using various body parts with ______ control and speed.
a) poor
b) good
c) slow

9. Which part of your body is involved in heading a football?
a) Legs
b) Arms
c) Head

10. Shooting in sports requires using the ______ of your foot.
a) toes
b) in-step
c) chest

11. Movement patterns involve controlling your body parts with ______ and speed.
a) poor
b) good
c) random

12. What is heading in sports?
a) Using hands to hit the ball
b) Using feet to kick the ball
c) Using head to hit the ball

13. Which body part is used in shooting to kick the ball with force?
a) Head
b) Chest
c) In-step

14. When you hit a football with your head with control and speed, it’s called ______.
a) shooting
b) running
c) heading

15. Movement patterns involve using various body parts with good ______ and speed.
a) confusion
b) control
c) slowness

Games: (Basketball Court) Rules, Regulations and Officials Primary 4 Second Term Week 8 Physical and Health Education (PHE)

 

Evaluation:

1. Define movement patterns
2. Allow pupils one after the other to demonstrate shooting and heading

 

Week: Two Class: primary 2

Topic: Movement pattern. – Bending and stretching.

Behavioural objectives: At the end of the lesson pupils should be able to:

1. Demonstrate bending and stretching

Instructional material/Reference material: Textbook, charts and pictures

Building Background /connection to prior knowledge: pupils are familiar with the topic.

Content:

Movement pattern. –

More examples on movement patterns include: Bending and stretching.

1. Bending: This is the process of bringing the body low to a knee level thereby touching the toes with your fingers.
2. Stretching: This is a process of raising up your hands to aid the pulling out the body

Evaluation: pupils should be allowed to demonstrate bending and stretching the body.

 

Week: 3

Class: primary 2

Topic: Safety rules in basic movement

Behavioural objectives: At the end of the lesson pupils should be able to list the:

1. Basic rules in kicking
2. Basic rules in heading
3. Basic rules in bending
4. Basic rules in stretching

 

Instructional material/Reference material: Textbook, charts and pictures of the. Background /connection to prior knowledge: pupils are familiar with the topic. Content:

Safety rules in the basic movement.

Basic rules in heading includes:

1. Do not head the ball from the middle of your head.
2. jump, in other to head the ball.

Basic rules in kicking:

1. I) Use your toes to kick the ball.
2. ii) kick the ball from a little distance

Basic rules in bending:

1. I) Do not bend, after eating.
2. ii) Bend in a convenient environment.

Basic rules in stretching:

1. I) Lift up your body alittle before stretching.
2. Stretch your body in a free environment.
3. Do not put on tight clothes on while stretching out the body.

Evaluation:

List the safety rules in movement patterns.

1. When heading the ball, avoid using the ______ of your head.
a) middle
b) back
c) front

2. To head the ball, it’s important to ______.
a) crawl
b) jump
c) dance

3. When kicking the ball, use your ______.
a) head
b) toes
c) knees

4. Kicking the ball from a little distance helps maintain ______.
a) balance
b) confusion
c) speed

5. Before bending, it’s advisable not to ______.
a) run
b) eat
c) talk

6. Bending should be done in a ______ environment.
a) crowded
b) convenient
c) noisy

7. To stretch, lift your body slightly to avoid ______.
a) falling
b) sweating
c) injury

8. When stretching, make sure you are in a ______ environment.
a) noisy
b) free
c) closed

9. Tight clothes are not suitable for stretching as they can restrict ______.
a) movement
b) breathing
c) eating

10. When heading the ball, avoid using the ______.
a) back of your head
b) top of your head
c) sides of your head

11. To head the ball, it’s important to ______.
a) sit down
b) jump
c) crawl

12. What should you use to kick the ball?
a) Elbows
b) Toes
c) Head

13. Kicking the ball from a little distance helps with maintaining ______.
a) balance
b) confusion
c) slowness

14. When bending, it’s recommended not to bend right after ______.
a) waking up
b) eating
c) running

15. When stretching, where should you do it?
a) In a tight space
b) In a free environment
c) In a crowded place

 

Week: 4

Class: primary 2

Topic: Manipulative movement pattern. –

-Throwing

• Catching in pairs
• Creative rhythm and movement.

Behavioural objectives: At the end of the lesson pupils should be able to:

1. Explain the manipulate movement patterns.

Instructional material/Reference material: Textbook, Charts and pictures.

Building Background /connection to prior knowledge: pupils are familiar with the topic.

Manipulative movement pattern. – Throwing

Catching in pairs

Creative rhythm and movement.

Throwing

A ball could be thrown from one player to another. This is called passing. It could also be thrown into the basket, to make a score.

Catching in pairs.

This type of movement is usually carried out in team games such as basketball, it involves people playing the game and come together to catch the ball when it’s about entering their own net.

 

Creative Rhythm and movement

Examples are soldiers marching, movement of animals and movement of machines Evaluation:

Pupils should be allowed to practice creative rhythm.

 

Week: five Class: primary 2

Topic: Dangers in basic movement

Behavioural objectives: At the end of the lesson pupils should be able to: List the dangers in basic movements

Instructional material/Reference material: Textbook, charts and pictures.

Building Background /connection to prior knowledge: pupils are familiar with the topic.

Content:

Dangers in basic movement.

There are three types of Dangers in basic movement. They include:

1. Slipping off
2. Lack of mobility
3. General stiffness

 

Week: six Class: primary 2

Topic: Athletics I (short distance race)

Behavioural objectives: At the end of the lesson pupils should be able to:

1. List the steps in short distance race.

Instructional material/Reference material: Textbook, charts and pictures.

Building Background /connection to prior knowledge: pupils are familiar with the topic.

Content:

Athletics I (Sprint race) Track events

These are events that take place on tracks on a sports field. There are three types of track events or races: the sprint or dash, the middle distance races and the long distance races.

The sprint event

These events involve running 50 m or 75 m on the track. The skills involved in sprint races are:

1. The crouch start
2. The form
3. The finish

 

The crouch start: It is used to start races. ‘On your marks’ (command of the starter). At ‘on your marks’, the runner takes the position in the.

Go’ position (command of the starter)

At the blast of the whistle or shot of the gun of the starter, the runner does the following:

1. The body is pushed forward with both feet from the ground or starting line.
2. He keeps the body low with a forward lean from the hip.
3. The body is gradually raised until slightly erect. The ‘Go’ position

If a runner starts running out before the ‘go’ command or shot of the gun of the starter, it is called beating the gun. As punishment, the runner is removed (disqualified) from the race.

The form

The form refers to the actions of the runner, which include:

(a) The runner must run straight on the lane.

1. While running, the landing must be on the balls of the feet.
2. The body must be on forward leaning position.

Athletes finishing a race with chests forward and arms sideways Runners running straight in their lanes landing on the ball of their feet.

The finish

When approaching the finish line:

1. Do not slow down, finish with speed.
2. Finish with your chest forward.
3. Your arms must be sideways as in the picture below

 Evaluation:

1. Sprint events take place on tracks on a ______ field.
a) basketball
b) football
c) sports

2. Sprint races involve running ______ m on the track.
a) 25
b) 50
c) 100

3. The starting command “On your marks” is given by the ______.
a) coach
b) starter
c) referee

4. The crouch start involves the runner taking the ______ position.
a) sitting
b) crouching
c) standing

5. During the crouch start, the runner pushes the body forward with both ______.
a) arms
b) feet
c) hands

6. The runner must keep the body low with a forward lean from the ______.
a) wrist
b) elbow
c) hip

7. If a runner starts running before the “go” command, it’s called ______ the gun.
a) missing
b) beating
c) ignoring

8. The form refers to the actions of the ______.
a) referee
b) coach
c) runner

9. During the sprint, the runner’s landing must be on the ______ of the feet.
a) heels
b) toes
c) sides

10. When finishing a race, the runner should finish with ______.
a) slow speed
b) maximum speed
c) jogging

11. The sprint event involves running ______ m on the track.
a) 75
b) 100
c) 200

12. The “On your marks” command is given by the ______.
a) referee
b) coach
c) starter

13. What is the starting position for sprint races?
a) Standing tall
b) Crouching down
c) Sitting on the track

14. During the crouch start, the runner’s body is pushed forward with both ______.
a) hands
b) feet
c) elbows

15. In sprint races, the runner must run straight on the ______.
a) grass
b) lane
c) sidewalk

Pupils should explain the steps in Sprint race.

 

Week: seven Class: primary 2

Topic: Athletics ii (Long jump)

Behavioural objectives: At the end of the lesson pupils should be able to: List the steps in long jump

Instructional material/Reference material: Textbook, charts and pictures

Building Background /connection to prior knowledge: pupils are familiar with the topic.

Content:

Athletics II (Long jump)

Field events are events that take place on an open area and not on a track. The long jump is a good example. Long jump is a field event. The purpose is jumping to cover a great distance.

Stages in long jump

1. The approach run or run-up
2. The take-off
3. The flight
4. The landing

 

The approach run or run-up

It is the running to approach the take-off board. The run-up is between twelve and fifteen strides for beginners.

A long jumper approaching the take-off board during a long jump event The take-off

The take-off is the stepping on and off the take-off board to put the jumper in the air. During the take-off:

1. Do not reduce your speed when approaching the take-off board.
2. Take off with one leg.

A long jumper stepping on and off the take-off board

The flight

The flight is the action of the jumper in the air. Stages or steps involved in the flight and landing actions of a jumper

The landing

This is the arrival at the landing area or pit. During landing:

1. The jumper should aim at touching the ground with the legs.
2. The jumper should not fall backwards. Evaluation:

Pupils should explain the steps in the long jump.

[mediator_tech]

Primary 2 Third Term Examination PHE 

1. Field events occur on an open area and not on a ______.
a) playground
b) track
c) hill

2. The long jump is an example of a ______.
a) track event
b) field event
c) swimming event

3. The purpose of long jump is to cover a ______ distance.
a) short
b) great
c) moderate

4. What is the first stage in long jump?
a) The landing
b) The take-off
c) The approach run

5. The long jump event takes place on an ______ area.
a) enclosed
b) open
c) elevated

6. The stage where the jumper takes off is known as ______.
a) the landing
b) the approach run
c) the take-off

7. Which event involves jumping to cover a great distance?
a) High jump
b) Long jump
c) Shot put

8. The stage where the jumper is in the air is called ______.
a) the flight
b) the landing
c) the approach run

9. Field events like long jump take place on an ______ area.
a) indoor
b) closed
c) open

10. What is the purpose of the long jump?
a) To cover a short distance
b) To cover a great distance
c) To stay in one place

11. What is the last stage in long jump?
a) The take-off
b) The flight
c) The landing

12. The run-up is also known as ______.
a) the take-off
b) the approach run
c) the flight

13. Long jump takes place on an open area, not on a ______.
a) track
b) playground
c) hill

14. The second stage in long jump involves the ______.
a) approach run
b) take-off
c) landing

15. In the long jump, the jumper covers a ______ distance.
a) short
b) great
c) random

 

Week: Eight Class: primary 2

Topic: safety rules in Long jump

Behavioural objectives: At the end of the lesson pupils should be able to:

1. List the safety rules in long jump

Instructional material/Reference material: Textbook, charts and pictures

Building Background /connection to prior knowledge: pupils are familiar with the topic.

Content:

Safety rules in Long jump

Long jumps are measured from the forward edge of the take-off board to the impression in the landing pit closest to the take-off board made by any part of the body of the jumper. Each jump must be completed within one minute from the time the jumper steps onto the runway.

 

Evaluation:

 

1. Long jumps are measured from the forward edge of the ______.
a) finish line
b) take-off board
c) starting line

2. The impression in the landing pit is made by any part of the jumper’s ______.
a) head
b) body
c) shoe

3. The landing pit is located closest to the ______.
a) starting line
b) finish line
c) take-off board

4. Each jump in long jump must be completed within ______.
a) 10 seconds
b) one minute
c) 30 minutes

5. The time limit for completing a jump is counted from the moment the jumper ______.
a) finishes the jump
b) leaves the landing pit
c) steps onto the runway

6. The take-off board is found at the ______ of the runway.
a) end
b) middle
c) starting point

7. Safety rules in long jump help ensure fair competition and the ______ of all participants.
a) confusion
b) safety
c) fun

8. The impression in the landing pit is created by any part of the jumper’s ______.
a) hand
b) body
c) fan

9. Each long jump attempt must be completed within ______ of stepping onto the runway.
a) 30 seconds
b) one minute
c) two minutes

10. The take-off board is used as the starting point for the jump and is located at the ______.
a) end of the runway
b) middle of the runway
c) forward edge of the runway

11. The landing pit helps to measure the impression made by any part of the jumper’s ______.
a) head
b) body
c) leg

12. Safety rules in long jump are in place to ensure a fair competition and the ______ of all participants.
a) sadness
b) safety
c) boredom

13. Long jumps are measured from the forward edge of the take-off board to the impression in the ______.
a) sand
b) landing pit
c) spectator stand

14. Jumpers are given a time limit of ______ to complete each jump.
a) 5 minutes
b) one minute
c) 30 seconds

15. The take-off board serves as the starting point for the long jump and is positioned at the ______.
a) end of the runway
b) middle of the runway
c) beginning of the runway

 

State the rules of long jump

 

Week: nine Class: primary 2

Topic: Health benefits of simple jumps

Behavioural objectives: At the end of the lesson pupils should be able to: List the health benefits of simple jumps

Instructional material/Reference material: Textbook, charts and pictures

Building Background /connection to prior knowledge: pupils are familiar with the topic.

Content:

Health benefits of simple jump

1. It helps the body to function well.
2. It helps to regulate the body system.
3. It helps to remove waste from the body system through sweat.
4. It helps in stretching the body.

Evaluation:

1. Simple jumping helps the body to ______ well.
a) function
b) sleep
c) play

2. Jumping helps to ______ the body system.
a) confuse
b) regulate
c) break

3. Sweating during jumping helps to remove ______ from the body system.
a) happiness
b) waste
c) colors

4. Jumping exercises contribute to ______ the body.
a) shrinking
b) stretching
c) hiding

5. Simple jumping helps in maintaining the body’s ______.
a) confusion
b) waste
c) health

6. When we jump, it aids in regulating the body’s ______.
a) rhythms
b) temperature
c) taste

7. Sweating during jumping helps the body to eliminate ______.
a) friends
b) waste
c) toys

8. Jumping exercises assist in ______ the body.
a) shortening
b) stretching
c) freezing

9. Simple jumping contributes to the overall ______ of the body.
a) confusion
b) function
c) happiness

10. Jumping can help the body to maintain a healthy ______.
a) heart rate
b) sleeping pattern
c) hair color

List the health benefits of long jump

 

Week: Ten Class: primary 2 Topic: practical

Behavioural objectives: At the end of the lesson Pupils should be able to:

Practice all the different types of athletics

Instructional material/Reference material: The field used for exercise

Building Background /connection to prior knowledge: pupils are familiar with the processes of athletics

Content: Field exercise

Evaluation

[mediator_tech]

Grade 2 Second Term Revision