PRIMARY 1 FIRST TERM LESSON NOTES PHYSICAL AND HEALTH EDUCATION

PRIMARY 1 FIRST TERM LESSON NOTES PHYSICAL AND HEALTH EDUCATION

 

WEEK 1
TOPIC: Moving the body
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
1. Demonstrate correct movement pattern
INSTRUCTIONAL MATERIALS: Role play, pictures, and charts etc. RESOURCES AND MATERIALS: PHE book 1,
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiars with the topic in their previous topic CONTENT:
MOVEMENT OF THE BODY
Leaping Walking Stepping Hopping Running

Walking
This is a series of steps that involve the use of the legs and feet.
How to walk
You walk by putting one foot in front of, or sometimes behind, the other. You support the body by one leg first, and then the other, swinging your arms gently as you move forward.

 

 

 

 

 

 

 

 

Leaping
This is to spring or jump on one foot and land on the other foot or on both feet.

 

Running
This is a walk with longer strides or steps, and is faster than walking.

 

 

 

 

 

Exercise
Walk from one end of your class to the other.
Run from your school gate to your class.
Leap three times.

Evaluation

1. __________ involves using the legs and feet to move the body.
a) Jumping
b) Running
c) Crawling

2. __________ is a way of moving the body that involves putting one foot in front of the other.
a) Hopping
b) Walking
c) Skipping

3. When you walk, you support your body on one __________ at a time.
a) Arm
b) Leg
c) Finger

4. While walking, you can gently swing your __________ to help you move forward.
a) Head
b) Arms
c) Legs

5. Leaping, walking, stepping, hopping, and running are all examples of __________.
a) Foods
b) Sports
c) Movements

6. __________ is a movement that involves jumping from one foot to another.
a) Running
b) Hopping
c) Crawling

7. Walking involves putting one foot in front of the other and using the __________ and feet.
a) Hands
b) Legs
c) Shoulders

8. When you walk, you use your __________ to support your body.
a) Eyes
b) Ears
c) Legs

9. __________ is a way of moving quickly on two feet.
a) Swimming
b) Running
c) Climbing

10. Moving the body by putting one foot in front of the other is known as __________.
a) Skipping
b) Jumping
c) Walking

11. During walking, you move your __________ gently to help with balance.
a) Hips
b) Shoulders
c) Arms

12. Running involves moving at a __________ pace.
a) Slow
b) Fast
c) Steady

13. When you walk, you support your body on one __________ at a time.
a) Foot
b) Hand
c) Knee

14. __________ is a movement that involves quickly moving both feet off the ground.
a) Walking
b) Running
c) Leaping

15. To walk, you put one foot in front of the other and use your __________ to move forward.
a) Arms
b) Legs
c) Head

[mediator_tech]

WEEK 2
TOPIC: Basic manipulative movement
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
1. Perform basic manipulative movement. INSTRUCTIONAL MATERIALS: Real objects, pictures etc. RESOURCES AND MATERIALS: PHE book 1
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topics in their previous topic.

 

 

CONTENT:
Throwing Catching Kicking Striking

Throwing
This is when you grip an object such as a ball firmly, take a step back, step forward, and as the ball is released, you extend your arm sharply as the ball is pushed outwards.

 

Catching
This is when you quickly hold an object that is thrown at you.

 

 

 

 

 

Assessment and Evaluation:
1: Perform basic manipulative movement

 

1. __________ involves gripping an object firmly, stepping back, stepping forward, and extending the arm to release the object.
a) Bouncing
b) Throwing
c) Rolling

2. When throwing, you take a step __________ before releasing the object.
a) Sideways
b) Backward
c) Forward

3. Catching is the action of __________ an object that is thrown at you.
a) Dodging
b) Holding
c) Kicking

4. To catch an object, you need to react __________ and grab it quickly.
a) Slowly
b) Swiftly
c) Loudly

5. In throwing, as the object is released, you extend your __________ sharply.
a) Leg
b) Arm
c) Head

6. When catching, you need to use your hands to __________ the object.
a) Kick
b) Strike
c) Hold

7. Kicking involves using your __________ to hit an object.
a) Head
b) Foot
c) Hand

8. Striking is when you __________ an object with force.
a) Push
b) Hit
c) Bounce

9. When throwing, you step back to create __________ for the throw.
a) Balance
b) Momentum
c) Noise

10. Catching requires good __________ and coordination.
a) Vision
b) Taste
c) Smell

11. To catch an object, you need to __________ the object’s path.
a) Predict
b) Ignore
c) Forget

12. Kicking involves using your __________ to make contact with the object.
a) Hand
b) Knee
c) Foot

13. Striking is a way of __________ an object with force.
a) Pushing
b) Bouncing
c) Hitting

14. When throwing, you extend your arm __________ as the ball is released.
a) Slowly
b) Sharply
c) Gently

15. Catching involves __________ an object that has been thrown.
a) Hitting
b) Holding
c) Kicking

 

 

 

 

WEEK 3
TOPIC: Safety rules in basic movement
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
1. Identify safety rules in running, walking, pushing, and kicking. INSTRUCTIONAL MATERIALS: pictures, charts, etc. RESOURCES AND MATERIALS: PHE book 1, online resources
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topics in their previous topic.

 

CONTENT.
Safety rules

 

 

 

 

Safety means to be free from danger.
Safety rules on the playground
Ways to make the playground safe are:
Removing dangerous objects
Remove every dangerous object on the playground.
Drop such objects in the waste bin.
Look at the ground to see that it is free from any other object.
Use of partners as support
Get a partner.
Make your partner ready to support you.
Let your partner support you as you do the exercise.

 

 

Some safety rules
Do only the exercise that the teacher asks you to do.
Do exercise only when the teacher is present.
Do exercise gently and do not rush.
Stop doing exercise when you are weak.
Do not do exercise that will be too difficult for you.

 

 

 

 

 

 

 

5. Avoid some things
Do not push anybody on the playground.

Avoid some things
Do not run until you are told to do so.
Do not talk when doing exercise.
Assessment and Evaluation
1: State basic rules in movement Assignment:
1: State safety rules in the playground

 

 

 

 

 

1. Safety means being __________ from danger.
a) Surrounded
b) Protected
c) Free

2. To make the playground safe, you should __________ dangerous objects.
a) Collect
b) Remove
c) Paint

3. Dangerous objects on the playground should be __________ in the waste bin.
a) Hidden
b) Placed
c) Dropped

4. Before using exercise equipment, make sure the __________ is free from any objects.
a) Ceiling
b) Ground
c) Wall

5. Using a __________ can help provide support during exercises.
a) Chair
b) Partner
c) Ball

6. When doing exercises, your partner should be ready to __________ you.
a) Watch
b) Support
c) Compete

7. Following the teacher’s instructions is important for __________ on the playground.
a) Fun
b) Safety
c) Competition

8. You should do exercises only when the __________ is present.
a) Principal
b) Teacher
c) Parent

9. When exercising, it’s important to be __________ and not rush.
a) Slow
b) Giggly
c) Quick

10. If you feel weak while doing an exercise, you should __________.
a) Push harder
b) Take a break
c) Ignore it

11. Avoid doing exercises that are too __________ for your abilities.
a) Easy
b) Fun
c) Difficult

12. Safety rules are important for __________ on the playground.
a) Organization
b) Happiness
c) Protection

13. __________ means taking dangerous things away.
a) Adding
b) Removing
c) Hiding

14. Your partner can __________ you during exercises.
a) Play with
b) Support
c) Race

15. __________ means to stop doing exercise if it’s too hard for you.
a) Keep trying
b) Give up
c) Stop

 

 

WEEK 4/5
TOPIC: Dangers in basic movement
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
State the dangers in basic movement INSTRUCTIONAL MATERIALS: Pictures, charts etc.
RESOURCES AND MATERIALS: online materials, pupils textbook
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous topic

CONTENT:
Dangers in basic movement
Bleeding
Fainting
Wound (Bruises)
Heat exhaustion
Fracture
Dislocation
Vomiting

A girl with a wound on her leg

 

 

 

 

A girl whose fractured leg has A boy with a dislocated shoulder been tied with a cloth and rule

[mediator_tech]

Assessment and Evaluation

 

1. __________ is a danger that involves the loss of blood from an injury.

a) Laughing

b) Bleeding

c) Running

 

2. __________ is a danger that causes a temporary loss of consciousness.

a) Jumping

b) Fainting

c) Dancing

 

3. A wound, also known as __________, can result in bruises on the body.

a) Healing

b) Stitches

c) Bruises

 

4. __________ can occur due to exposure to high temperatures and lack of hydration.

a) Cold shivers

b) Heat exhaustion

c) Sneezing

 

5. A __________ is a broken bone that can occur during movement.

a) Twist

b) Fracture

c) Sprain

 

6. __________ is a danger when a bone comes out of its joint during movement.

a) Tenderness

b) Dislocation

c) Cramp

 

7. __________ is a danger where the stomach contents are forcefully expelled.

a) Crying

b) Vomiting

c) Laughing

 

8. A girl with a wound on her leg might need __________ to heal properly.

a) A plaster

b) A bandana

c) Sunglasses

 

9. A girl with a fractured leg has likely experienced a __________.

a) Sprain

b) Fracture

c) Dislocation

 

10. When someone has a dislocated shoulder, their bone has moved out of its __________.

a) Muscle

b) Joint

c) Organ

 

11. To help a girl with a fractured leg, it’s important to provide proper __________.

a) Support

b) Entertainment

c) Snacks

 

12. A boy with a dislocated shoulder might need to have the shoulder __________.

a) Tied with a cloth

b) Massaged vigorously

c) Ignored

 

13. In case of bleeding, applying pressure and using a clean cloth can help __________.

a) Stop the bleeding

b) Make the bleeding worse

c) Spread the blood

 

14. To prevent heat exhaustion, it’s important to stay __________ and drink fluids.

a) Indoors

b) Warm

c) Hydrated

 

15. When a bone is fractured, it’s best to keep the injured area __________ and seek medical help.

a) Moving

b) Elevated

c) Covered

 

1. State dangers in basic movement. Assignment:
Mention 5 dangers in basic movement

 

WEEK6/7
TOPIC: Athletic
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
Perform simple athletic activities
Perform simple jumps

 

 

 

 

INSTRUCTIONAL MATERIALS: Role play, pictures, field etc. RESOURCESAND MATERIALS: PHE book 1,
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils have learnt safety measures.

 

CONTENT
Short distance race (Track event)
Track events are races we run on the field or track on our sports field. Examples of short distance races are the:
25-metre dash
50-metre dash
75-metre dash
Important skills to know in the short distance race are the start, set, the race and
the finish.
The start: ‘On your marks’
At the command of the starter:
Crouch or bend behind the starting line.
Place one foot behind the line.
Place the two hands behind the line.
Put one knee down.
Look ahead of you.
‘Set’ (Command of the starter)
When the starter commands, ‘Set’, i.e. be ready:
Raise up your hip and your knee.
Look straight or ahead.

 

 

 

 

 

 

High jump (Field event)
The high jump is an event that involves jumping over a raised bar.

The skills involved in the high jump are:
The run-up
The take-off
The flight – bar clearance
The landing

 

 

[mediator_tech]

[mediator_tech]

Athletics Short distance race (Track event)

**Short Distance Race (Track Event):**

1. Track events are races that take place on a __________ or field.
a) Court
b) Track
c) Playground

2. Which of the following is NOT an example of a short distance race?
a) 25-metre dash
b) 100-metre dash
c) 75-metre dash

3. What important skills do you need to know in a short distance race?
a) Start, Finish, and Rest
b) Start, Set, and Race
c) Jump, Run, and Rest

4. During the start of a race, participants should crouch or bend behind the __________.
a) Finish line
b) Starting line
c) Sideline

5. When the starter commands “Set,” participants raise up their hip and __________.
a) Elbow
b) Knee
c) Foot

**High Jump (Field Event):**

6. The high jump involves jumping over a __________ bar.
a) Hurdle
b) Raised
c) Low

7. What is the first skill involved in the high jump?
a) The flight – bar clearance
b) The run-up
c) The take-off

8. Which part of the high jump involves actually leaping over the bar?
a) The flight – bar clearance
b) The run-up
c) The landing

9. During the run-up in the high jump, the athlete builds __________.
a) Strength
b) Endurance
c) Speed

10. What should an athlete do during the “flight – bar clearance” part of the high jump?
a) Run faster
b) Jump higher
c) Lay down

11. In the high jump, the landing involves safely __________ after clearing the bar.
a) Resting
b) Running
c) Falling

12. Which event involves starting with the commands “On your marks” and “Set”?
a) High jump
b) Long jump
c) Short distance race

13. The “take-off” in the high jump is the moment when an athlete __________.
a) Lands on the mat
b) Jumps over the bar
c) Begins the run-up

14. What should an athlete do when the starter commands “Set” in a race?
a) Stand still
b) Raise their hip and knee
c) Sit down

15. The high jump is a field event that requires __________.
a) Running a long distance
b) Jumping over a raised bar
c) Throwing an object

 

 

 

Assessment and Evaluation:
1: Perform simple athletics such as running and jumping. ASSIGNMENT:
We also run in the high jump. True/False
High jump is jumping over a raised object. True/False
The skills involved in the high jump are:

The run-up is running towards the raised bar. True/False
Take-off means jumping high. True/False

 

 

We should look back when running towards the bar. True/ False.

 

Athletics Short distance race (Track event)

WEEK 8
TOPIC: Health benefits of simple jump
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
State the health benefits of simple jumps INSTRUCTIONAL MATERIALS: Pictures, and role play etc. RESOURCES AND MATERIALS: online materials, PHE book 1
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous topic

 

CONTENT:
Benefit of simple jump
Stabilize your nervous system and release serotonin which combat depression and lower stress level like yoga and deep breathing.
Reduce body fats which is highly beneficial to diabetes.
Provides aerobic effect for your heart.
You can achieve oxygen therapy by giving your body increase in capacity of breathing and circulating more oxygen.
Prevent cardiovascular diseases by normalizing blood pressure.
Increase activity of the red bone marrow in the production of red blood cells.
Lowers cholesterol level and triglyceride level.

 

 

 

Stimulate metabolism.
Reduce the Chances of obesity. 10.Tones up glandular system.
Great relief from neck and back pains, headache and other pains.
Enhance digestion and elimination process.
Aids in relaxation, digestion and improves sleep quality
Results in a better mental performance with sharper learning process 15.Relieves fatigue and menstrual discomfort for women.
Minimizes the number of colds, allergies, digestive disturbances, and abdominal problems.
Increase bone density. 18.It prevents arthritis.
Assessment and Evaluation:
1: State the health benefit of simple jumps ASSIGNMENT:
1: Mention 3 health benefit of simple jumps

 

 

1. Simple jumping can help stabilize the __________ system and release serotonin, combating depression and lowering stress levels.

a) Muscular

b) Nervous

c) Skeletal

 

2. Engaging in simple jumps can reduce body fats, which is highly beneficial for individuals with __________.

a) Asthma

b) Diabetes

c) Hypertension

 

3. Simple jumping provides an aerobic effect that benefits the __________.

a) Digestive system

b) Immune system

c) Heart

 

4. Through simple jumping, you can achieve oxygen therapy by increasing your capacity for __________ and circulating more oxygen.

a) Eating

b) Breathing

c) Sleeping

 

5. Regular simple jumping can help prevent cardiovascular diseases by normalizing __________.

a) Blood pressure

b) Blood sugar levels

c) Cholesterol levels

 

6. Simple jumping increases the activity of the red bone marrow, aiding in the production of __________.

a) White blood cells

b) Platelets

c) Red blood cells

 

7. Engaging in simple jumping can help lower __________ and triglyceride levels.

a) Blood pressure

b) Cholesterol

c) Blood sugar

 

8. Jumping stimulates __________, leading to an increase in metabolic rate.

a) Digestion

b) Muscle growth

c) Metabolism

 

9. One of the benefits of simple jumping is reducing the chances of __________.

a) Insomnia

b) Obesity

c) Migraine

 

10. Simple jumping can help tone up the __________ system.

a) Digestive

b) Glandular

c) Immune

 

11. Individuals who engage in simple jumping can experience relief from neck and back pains, headaches, and other types of __________.

a) Allergies

b) Infections

c) Pains

 

12. By enhancing digestion and elimination processes, simple jumping aids in better __________.

a) Vision

b) Hearing

c) Digestion

 

13. Engaging in simple jumping can aid in relaxation, digestion, and improved __________.

a) Balance

b) Sleep quality

c) Muscle strength

 

14. The practice of simple jumping results in better __________ performance and a sharper learning process.

a) Physical

b) Mental

c) Social

 

15. Simple jumping can provide relief from fatigue and menstrual discomfort for __________.

a) Men

b) Women

c) Children

 

 

WEEK 9
TOPIC: Safety rules of simple jump
LEARNING OBJECTIVES: At the end of the lesson, Pupils should be able to:
1. State safety rules in running, jumping, throwing. INSTRUCTIONAL MATERIALS: Picture, charts, field etc. RESOURCES AND MATERIALS: PHE book 1, online materials.
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous topic

 

 

CONTENT:
Safety rules in athletics

To help avoid overuse injury, athletes should take breaks during practices and games.
Encourage athletes to tell coaches, parents or another adult about any pain, injury, or illness they may have during or after any practices or games.
Athletes should take at least one or two days off each week from any particular sport.
Use appropriate and properly-fitted sports gear to prevent or reduce the severity of injuries.
Make sure athletes use the correct equipment in order to participate in both practices and games. This may include helmets, shin guards, mouth guards, ankle braces, shoes with rubber cleats and sunscreen.
Send athletes to practice and games with a water bottle and encourage them to stay well-hydrated by drinking plenty of water before, during and after play.
Encourage athletes to drink fluids 30 minutes before activity begins and every 15-20 minutes during activity.

 

 

 

If you’re a coach, establish mandatory water breaks throughout practice and games don’t wait for your athletes to tell you they’re thirsty.

Assessment and Evaluation:
1: State safety rules on simple jumps and short distance race. ASSIGNMENT:
1: Mention 3 safety rules in simple jumps

Evaluation

 

1. Athletes should take __________ during practices and games to prevent overuse injuries.

a) Breaks

b) Risks

c) Medals

 

2. Athletes are encouraged to inform coaches, parents, or adults about any pain, injury, or __________ during practices or games.

a) Excitement

b) Achievement

c) Illness

 

3. How many days off per week should athletes take from a particular sport to avoid overuse?

a) None

b) One or two

c) Three or four

 

4. Using appropriate and properly-fitted sports gear can help __________ or reduce the severity of injuries.

a) Prevent overexertion

b) Enhance performance

c) Prevent or reduce the severity of injuries

 

5. Athletes should use the correct __________ to participate in practices and games.

a) Language

b) Equipment

c) Outfit

 

6. Helmets, shin guards, and mouth guards are examples of __________ equipment.

a) Casual

b) Optional

c) Protective

 

7. Athletes should use shoes with rubber cleats and __________ to protect their skin from the sun.

a) Gloves

b) Hats

c) Sunscreen

 

8. Athletes should bring a water bottle to practice and games and stay __________ by drinking water before, during, and after play.

a) Tired

b) Hydrated

c) Hungry

 

9. Encourage athletes to drink fluids __________ minutes before activity begins.

a) 5

b) 15

c) 30

 

10. How often should athletes drink fluids during activity?

a) Every 5 minutes

b) Every 10 minutes

c) Every 15-20 minutes

 

11. Athletes are advised to take breaks during practices and games to prevent __________ injuries.

a) Muscle

b) Overuse

c) Acute

 

12. Reporting pain, injury, or illness to coaches helps ensure athletes’ __________ and well-being.

a) Success

b) Safety

c) Popularity

 

13. Properly-fitted sports gear reduces the risk of __________.

a) Victory

b) Injuries

c) Records

 

14. Sunscreen helps protect athletes from the harmful effects of __________.

a) Water

b) Sun exposure

c) Wind

 

15. Staying well-hydrated during activity is important for maintaining __________.

a) Energy levels

b) Weight loss

c) Sore muscles

 

[mediator_tech]

 

Safety Rules In Schools And At Homes

 

 

WEEK10
TOPIC: Practical exercise
INSTRUCTIONAL MATERIALS: role play, pictures, and videos etc. RESOURCES AND MATERIALS: Online materials, PHE book 1 OTHER RELEVANT MATERIALS
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
Pupils are familiar with the topic in their previous topic

CONTENT:
Short distance race
At the blast of the whistle or gun to signify ‘Go’:
Push your body forward on the foot behind the starting line.
Swing your arms as fast as you can.
Make sure you keep to your lane.
Do not look back.

 

 

 

 

1. During a short distance race, participants push their body forward on the __________ behind the starting line.

a) Right foot

b) Left foot

c) Both feet

 

2. What should participants do with their arms to increase speed in a short distance race?

a) Hold them still

b) Swing them slowly

c) Swing them as fast as they can

 

3. What action helps participants stay in their designated path during a race?

a) Changing lanes

b) Keeping to their lane

c) Crossing lanes

 

4. What is advised for participants to avoid doing during a short distance race?

a) Looking ahead

b) Looking back

c) Looking at their feet

 

5. In a short distance race, what sound signals the start of the race?

a) A whistle

b) A gun

c) A bell

 

6. To initiate the race, participants push their body forward on the __________ line.

a) Finish

b) Starting

c) Midway

 

7. During the race, participants are encouraged to maintain their focus on __________.

a) The finish line

b) Other racers

c) The starting line

 

8. What is the purpose of swinging arms during a short distance race?

a) To stay cool

b) To improve balance

c) To increase speed

 

9. Participants are advised to avoid __________ their pace by looking behind them.

a) Slowing down

b) Maintaining

c) Speeding up

 

10. What should participants do to ensure fair competition and avoid crossing into other lanes?

a) Stay in the middle

b) Keep to their lane

c) Switch lanes

 

11. The instruction to “keep to your lane” means participants should stay within the __________.

a) Starting area

b) Designated path

c) Center of the track

 

12. What action is discouraged to prevent loss of momentum during the race?

a) Swinging arms

b) Pushing the body forward

c) Looking back

 

13. What helps participants maintain their forward momentum in a short distance race?

a) Swinging arms slowly

b) Pushing the body backward

c) Pushing the body forward

 

14. The main focus of participants during a short distance race should be on __________.

a) The crowd

b) Other runners

c) Running efficiently

 

15. What is the objective of swinging arms as fast as possible in a short distance race?

a) To look impressive

b) To help maintain balance

c) To enhance running speed

 

 

 

 

2: Simple jump
The skills involved in the high jump are:
The run-up
The take-off
The flight – bar clearance
The landing

 

 

 

 

 

Assessment and Evaluation:
1: practice the events of simple jumps short distances race e.g50 meter. ASSIGNMENT:
1: Practice the event of simple race.