Physical and Health Education (PHE) New Scheme of Work for Lagos Junior Secondary Schools (JSS 1) 2021 Edition

[mediator_tech]

 

 

PHYSICAL AND HEALTH EDUCATION (BST)

LAGOS STATE SCHEME UNIFIED SCHEMES OF WORK

JUNIOR SECONDARY SCHOOL (JSS 1)

FIRST TERM, SECOND TERM AND THIRD TERM 

 

 

FIRST TERM SCHEME OF WORK

WEEK 1

TOPIC – PHYSICAL AND HEALTH EDUCATION 

LEARNING AREA 

1. Definition of Physical and Health Education

2. Relationship between Physical Education and Health Education

3. Purposes of Physical and Health Education

 

LEARNING OBJECTIVES – At the end of the lesson, students should be able to:

1. explain the concept of Physical and Health Education.

2. state the relationship between physical and health education.

3. state the purpose of Physical and health Education.

 

LEARNING ACTIVITIES

1. Students as a class define Physical and health education.

2. Students in groups discuss the relationship between physical and health education leaders of each group come up with the outcome of their discussion and present to the class.

3. Students as a class highlight the Purpose of Physical and Health Education

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Charts and Pictures, Projector/Interactive board.

2. Website Resources – slideshare.net/nkmehra/concept-of-Physical-Education, study.com/academy/lesson/what-is-physical-education-definition-overview.html and https://youtu.be/tZsNTxqHKCs

 

 

WEEK 2

TOPIC – PHYSICAL AND HEALTH EDUCATION 

LEARNING AREA 

1. Scope of Physical and Health Education

2. Different between Physical Education and Health Education

 

LEARNING OBJECTIVES – At the end of the lesson, students should be able to:

1. mention the scope of Physical Education.

2. differentiate between Physical Education and Health Education.

 

LEARNING ACTIVITIES 

1. Students in pairs classifying the branches of physical and health education.

2. Students in a small group differentiate between Physical Education and Health Education.

3. Students write the outcome on cardboards while the group leaders make a presentation to the class.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Charts and Pictures, Projector/Interactive board and other relevant materials.

2. Website Resources – www.google.com, https://en.m.wikipedia.org/wiki/dance, www.slideshare.net, youtu.be/tZsNTxqHKCs

[mediator_tech]

 

 

WEEK 3

TOPIC – PHYSICAL FITNESS AND CONDITIONING PROGRAMMES 

LEARNING AREA 

1. Meaning of Physical Fitness

2. Components of Physical Fitness

3. Different between Health and Performance Related Physical Components

 

LEARNING OBJECTIVES – At the end of the lesson, students should be able to:

1. explain the concept of physical Fitness

2. highlight the components of Physical fitness.

3. differentiate between health and performance related physical components.

 

LEARNING ACTIVITIES 

1. Students as a class discuss the definition of Physical fitness together.

2. Students in small groups discuss the components of physical fitness.

3. Leader of each group come up with the outcome of their discussion.

4. Students in small group differentiate between health related fitness components and physical related fitness.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Charts and Pictures, Projector/Interactive board and other relevant materials.

2. Website Resources – wisegeek.com/what-is-body-conditioning.htm, mimages.org/physical-fitness-and-body-conditioning-programs and wisegeek.com/what-is-body-conditioning.htm

 

 

WEEK 4

TOPIC – IMPORTANCE AND CHARACTERISTICS OF A FIT PERSON

LEARNING AREA 

1. Basic Principles of Physical Fitness

2. Importance of Physical Fitness

3. Characteristics of A Physically Fit Person

 

LEARNING OBJECTIVES – At the end of the lesson, students should be able to:

1. state the importance of physical fitness

2. explain the basic principles of physical fitness

3. list the characteristics of a physically fit person.

 

LEARNING ACTIVITIES

1. Students in group analyze the values/importance of physical fitness

2. Students as a class determine the principles of physical fitness

3. Students as a group highlight the characteristics of a physically fit person.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Charts and Pictures, Projector/Interactive board and other relevant materials.

2. Website Resources – en.wikipedia.org/wiki/Physical-Fitness, answers.com/Q/5 characteristics of a physically_fit_person

[mediator_tech]

 

 

WEEK 5

TOPIC – PHYSICAL EXERCISE/ACTIVITIES (FIELDWORK) 

LEARNING AREA 

1. Meaning of Physical Exercise

2. Exercise to Develop Strength, Endurance, etc.

3. Safety Precautions for Performing Exercises

 

LEARNING OBJECTIVES – At the end of the lesson, students should be able to:

1. highlight appropriate exercises to develop the different components of physical fitness, e.g. muscular endurance, flexibility, Speed, power, etc.

2. demonstrate exercises to develop: Strength, Endurance, Flexibility, Speed, and Power. etc.

3. state safety precautions during physical fitness activity:

 

LEARNING ACTIVITIES 

1. students in small group list the appropriate exercises to develop the components of physical fitness skills.

2. students in pairs demonstrates the activity to develop physical fitness components – speed, flexibility, balance, muscular strength, etc.

3. students as a class recommend/ Outline safety precaution during physical fitness exercise/activities.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Sport centre or hall with different physical fitness tools and Equipments such as gymnastics mats, skipping ropes, etc. Chart of Physical Rules and Regulations and Safety Precautions

2. Website Resources – teachhub.com/teaching-strategies/2014, teachingstrategies.com/wp-content/uploads, ducation.vic.gov.au/school/principals/spag and  betterhealth.vic.gov.au/health/healthyliving/exercise-safety.

 

 

WEEK 6

TOPIC – PERSONAL HEALTH 

LEARNING AREA 

1. Meaning of Physical Health

2. Components of Physical Health

3. Objectives of Personal Health

4. Importance of Physical Health

 

LEARNING OBJECTIVES – At the end of the lesson, students should be able to:

1. explain the concept of personal health.

2. name components of personal health.

3. explain the objectives of personal health.

4. state the importance of personal health.

 

LEARNING ACTIVITIES 

1. Students as a class discuss the concept of personal health.

2. Students in small group exhibit the act in the components of personal health.

3. Students in pairs classify the objectives of personal health.

4. Students as a class state the importance of personal health.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Charts and Pictures, Projector/Interactive board and other relevant materials.

2. Website Resources – verywellfamily.com/teaching-your-child and cdc.gov/healthyschools/sher/characteristics

[mediator_tech]

 

 

WEEK 7 – MID TERM CONTINUOUS ASSESSMENT AND MID TERM BREAK 

 

 

WEEK 8

TOPIC – SEWAGE AND REFUSE DISPOSAL 

LEARNING AREA

1. Meaning of Sewage and Refuse with Examples

2. Different between Sewage and Refuse

 

LEARNING OBJECTIVES – At the end of the lesson, students should be able to differentiate between sewage and refuse.

 

LEARNING ACTIVITIES 

1- Students as a class compare the concept of sewage and refuse, e.g. garbage, refuse, bin, incinerator, open dump, pit latrine, water system.

2- Students in small group distinguished between the concept of sewage disposal and Refuse disposal.

3- Students in pairs brainstorm on the concept/meaning of refuse and sewage.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Brooms, rakes, waste paper baskets, refuse bin, poster/Charts, interactive board/projector.

2. Website Resources – Online related materials

 

 

WEEK 9

TOPIC – METHODS OF DISPOSING SEWAGE AND REFUSE 

LEARNING AREA 

1. Meaning of Sewage and Refuse Disposal

2. Methods of Disposing Sewage and Refuse

3. Importance of Proper Sewage and Refuse Disposal

 

LEARNING OBJECTIVES – At the end of the lesson, students should be able to:

1. explain sewage and refuse disposals.

2. distinguish between sewage and refuse disposal.

3. state and dicuss different methods of sewage and refuse disposal.

4. discuss the importance of proper sewage and refuse disposal in the society.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING ACTIVITIES 

1. Students as a whole class with teacher’s supervision walk round the refuse area within the school premises for refuse identification, e.g. garbage, Refuse, bin, school toilet, kitchen, school laundry. etc.

2. Students in pairs distinguish between sewage and refuse.

3. In small group students identify methods of refuse and Sewage disposal.

4. Appraise the Functions and Values of refuse and sewage to industries.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Brooms and rakes, Waste paper baskets, Refuse bin, Packer, Interactive board/ Projector

2. Website Resources – Online Related Charts and Videos

[mediator_tech]

 

 

WEEK 10

TOPIC – WATER SUPPLY 

LEARNING AREA

1. Meaning and Types of Water Supply

2. Characteristics of Good Water Supply

3. Meaning and Methods of Storage Water

4. Ways of Maintaining Cleanliness of Water

 

LEARNING OBJECTIVES – At the end of the lesson, students should be able to:

1. Classify / enumerate type’s water supply

2. Give concept of water supply.

3. Highlight the qualities of a good water

4. Recommend ways for maintaining the cleanliness of water.

5. List methods of water storage system

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING ACTIVITIES 

1. Students in pairs classify the type of water.

2. Students in small group define and differentiate between surface water and ground water supply.

3. Students in pairs highlight the qualities of good water.

4. Students as a class recommend ways to maintain the cleanliness of water.

5. Students in small groups name/discuss water storage system.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Plastics, kegs, bottles, buckets, storage tanks, Charts/Posters, Pictures and Projector/Interactive board

2. Website Resources – water supply sources.com, en.m.wikipedia.org/wiki/water-supply

 

WEEK 11 – Revision 

WEEK 12 – First Term Examination 

[mediator_tech]

 

 

SECOND TERM SCHEME OF WORK

WEEK 1

TOPIC – REVISION OF FIRST TERM’S WORK AND WELCOME BACK TEST 

 

 

WEEK 2

TOPIC – CONTACT AND NON CONTACT SPORTS 

LEARNING AREA 

1. Contact Sports

2. Non Contact Sports

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. define contact and non contact sports.

2. differentiate contact and non contact sports

3- name contact sport such as soccer, judo, handball, taekwondo, hockey game, etc.

4. differentiate the basic skills in contact Sports Such as; dribbling, kicking, hitting, punching, lower cut, trapping, heading, chess pass, scooping, etc.

 

LEARNING ACTIVITIES

1. Students as a class describe concepts of Contact and Non-contact sports.

2. Students in a small group differentiate between contact and non-contact sports.

3. Students in a pair name Contact sports e.g. soccer. Handball, hockey Basketball, Judo etc.

4. Students in small group differentiate basic skills in contact sports, e.g. dribbling, kicking, hitting, punching, lower cut, trapping, heading, chess pass, scooping, etc.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Materials Needed for both Contact and Non contact sports or Charts and Videos of Contact and Non contact sports.

2. Website Resources – britannica.com/art/sports and en.m.wikipedia.org/wiki/sports

[mediator_tech]

 

 

WEEK 3

TOPIC – NON CONTACT SPORTS

LEARNING AREA 

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. describe non contact sports.

2. give examples of non contact sports, e.g. lawn tennis badminton, table tennis, volleyball, etc.

3. differentiate the basic skills in non contact sports such as gymnastics, swimming, athletics, cricket game, squash game, diving, baseball, etc.

 

LEARNING ACTIVITIES 

1. Students as a class describe the concept of Non-contact sport

2. Students in groups mention non-contact sports e.g. cricket game, volleyball, tennis, etc.

3- Students in small group differentiate basic skills in non-contact sports, e.g. badminton, volleyball, tennis game, table tennis, gymnastics etc.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Rackets, Balls, Flash Card, Poster, Chart and Projector/Interactive board.

2. Website Resources – Relevant and Related websites and YouTube

 

 

WEEK 4

TOPIC – BENEFITS OF CONTACT AND NON CONTACT SPORTS 

LEARNING AREA

1. Benefits of Contact and Non Contact Sports

2. Common Injuries of Contact and Non Contact Sports

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. state the benefits of taking parts in contact and non-contact sports.

2. identify the common injuries in Contact and non-Contact sports.

 

LEARNING ACTIVITIES

1. Students learn and state common vocabulary development on Contact and non-contact sports, e.g. Soccer/football, Cricket, and Handball and Hockey ball game.

2. Students as groups or pair work relationship and differentiate between contact and noncontact sports.

3. Students as groups or pairs present their work on relationship and different between contact and non contact sports.

4. Class Project on cardboard.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Rackets, Balls, Flash Card, Poster, Chart and Projector/Interactive board.

2. Website Resources – www.orthopaedics.com, www.injuryclaimcoach.com, ww.eurosport.com, and www.sportsrec.com

[mediator_tech]

 

 

WEEK 5

TOPIC – SAFETY MEASURES IN CONTACT AND NON CONTACT SPORTS 

LEARNING AREA 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. differentiate the Classification of common injury in contact and non-contact sports.

2. investigate the safety measures in contact and non-contact sports.

3. identify common sports injury during contact and non-contact sports.

 

LEARNING ACTIVITIES

1. Students in a small group differentiate the classifications of common injury in contact and non contact sports.

2. Students in pairs investigate the safety measures in contact and non-contact sports.

3. Students as a whole class identify common injuries in contact and non-contact sports.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Rackets, Balls, Flash Card, Poster, Chart and Projector/Interactive board.

2. Website Resources – livehealthyghron.com, www.hmbreview.com and kidshealth.org/en/kids/sports-safety.html

 

 

WEEK 6

TOPIC – PATHOGEN DISEASES AND PREVENTION MEASURES 

LEARNING AREA 

1. Meaning and Causes of Pathogen Diseases

2. The Effects of Pathogen Diseases on Human Heath

3. Types of Pathagen Diseases – Communicable and Non Communicable Diseases

4. Preventive Measures of Common Diseases Such as Ebola, Lassa fever, COVID-19 diseases, etc.

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. investigate the effects of Pathogen on human health.

2. determine the sources and causes of pathogen diseases.

3. classify and define the types of pathogen (communicable and non-communicable diseases.

4. identify the diseases caused by pathogen diseases.

5. state prevention measures to control pathogen diseases such as Ebola, Lassa fever, COVID-19 diseases, etc.

 

LEARNING ACTIVITIES

1. Students in a pair determine the sources and causes of pathogen.

2- Students in a small group investigate the effects of Pathogen on human health.

3. Classify and define the components of pathogen (communicable and non-communicable Diseases.

4. Students as a whole class Identify the diseases caused by pathogens, e.g. COVID-19 virus, Lassa fever, measles, water bone, air bone and food bone, etc.

5. Students as a class recommend the measures to be taken to control pathogen.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Chart, Pictures and Relevant Video

2. Website Resources – healthline.com/health/pathogen

[mediator_tech]

 

 

WEEK 7 – MID TERM CONTINUOUS ASSESSMENT AND MID TERM BREAK

 

 

WEEK 8

TOPIC – FOOD NUTRITION AND HEALTH

LEARNING AREA

1. The Concept of Food, Nutrition, Health and Food Nutrition

2. Types of Food

3. Classes of Food

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. give concept of food and nutrition.

2. list the different types of food.

3. State the classes of food.

4. classify food into various groups.

 

LEARNING ACTIVITIES

1. Students as a class brainstorm on the definition of food.

2. Students in a small group List different kind of food.

3. Students in pairs, state the classes of food as vitamins, minerals, protein, carbohydrates, etc.

4. Students in small group differentiate classification of food group.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Chart, Pictures and Relevant Video of types and classes of food

2. Website Resources – medicinet.com/food-nutrient

[mediator_tech]

 

 

WEEK 9

TOPIC – IMPORTANCE OF FOOD NUTRITION 

LEARNING AREA 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1- Identify types of food.

2- Compare the Nutrient and Nutrition of food

3- Recommend the ways of improving on good nutrition of food.

 

LEARNING ACTIVITIES

1. Students as a class identify different kinds of food nutrition and health such as: vitamins, minerals, supplements, ingestion, digestion, absorption, transport, assimilation, excretion.

2. Students in pairs compare nutrition and nutrient of food.

3. Students in small group recommends ways of improving on good nutrition of food.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Chart, Pictures and Relevant Video of types and classes of food

2. Website Resources – medicinet.com/food-nutrient

 

 

WEEK 10

TOPIC – BADMINTON GAME

LEARNING AREA 

1. Definition of Badminton Game

2. Brieft History of Badminton

3. Basic Skills and Techniques of Badminton

4. Rules and Regulations of Badminton Game

5. Badminton Officials and Their Duties and Responsibilities

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. write brief history on Badminton game.

2. categorize the facilities and equipment used in badminton game.

2. categorize the facilities and equipment used in badminton game.

3. demonstrate the basic skills and techniques in badminton game.

4. appraise the rules and regulations badminton game

5. identify the officials and their duties in badminton game.

 

LEARNING ACTIVITIES

1. Students as a class discuss brief history on badminton game.

2. Students in pair’s categories the facilities and equipment used in badminton game.

3. Students in group demonstrate the skills and techniques in badminton game.

4. Students in small group examine the rules and regulations in badminton game.

5- Students as a class identify the official and their duties in badminton.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Chart, Pictures and Relevant Video showing badminton game

2. Website Resources –

 

WEEK 11 – Revision

WEEK 12 – Second Term Examination 

[mediator_tech]

 

 

THIRD TERM SCHEME OF WORK

WEEK 1

TOPIC – REVISION OF SECOND TERM’S WORKS AND WELCOME BACK TEST

LEARNING AREA 

1. Second Term’s Works

2. Welcome Back Test

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. Revises the last term work on contact and non-contact sports.

2. Explains the Pathogens and the two components of Diseases.

3. Summarizes the Food nutrition and health and basic skills in badminton game.

 

LEARNING ACTIVITIES

1. Students in small group revises last term work on contact and Non-Contact sports.

2. Students in pairs summarizes Communicable and Non-communicable Diseases, e.g. corona virus, Ebola, etc

3. Students as a class summarizes food nutrition and health with basic skill in Badminton game.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Charts, Pictures and Videos showing second term’s works.

2. Website Resources –

 

 

WEEK 2

TOPIC – ATHLETICS (FIELD AND TRACK) 

LEARNING AREA 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. give concept of athletics.

2. identify track and field events equipment.

3. differentiate between track and field events.

 

LEARNING ACTIVITIES

1. Students in pairs Brainstorms on the definition of Athletic

2. Students in small groups identify the equipment for track and field events.

3. Students in groups differentiates between track events and field events.

4. Students as a class list and describe track and field events.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Chart, Pictures and Videos of showing different types of track and field sports.

2. Website Resources – Online and YouTube Resources

[mediator_tech]

 

 

WEEK 3

TOPIC – FIELD EVENTS (SHOT PUT) 

LEARNING AREA 

1. Definition of Shot Put

2. Basic Skills and Techniques of Shot Put Game

3. Shot Put Safety Measures

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. demonstrate discus and shot-put techniques.

2. construct the sectors of throw events.

3. list and discuss the safety measures in shot put.

4. explain and demonstrate the phases in 3.

 

LEARNING ACTIVITIES

1. Students in pairs, discuss and demonstrate basic skills and techniques in shot put.

2. The Students as a class construct throwing sector for shot put.

3. Students in a small group list and discuss the safety measures in shot put.

4. Students in small groups demonstrate the phases in shot put.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Chart, Pictures and Videos showing shot put court and game.

2. Website Resources – youtube.com/watch?v=xoi6bqVYDzg, sout.org/ general-rules-field-events and portspectator.com/fancentral/track/guide03.html

 

 

WEEK 4

TOPIC – SHOT PUT BASIC SKILLS AND TECHNIQUES 

LEARNING AREA 

1. Practical Demonstration of Shot Put Game

2. Practical Application of Each Shot Put Basic Skill and Techniques

3. Construction of Shot Put Court

4. Discuss How to Avoid Common Injures in Shot Put Game

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. demonstrate discus and shot-put techniques.

2. construct the sectors of throw events.

3. list the safety measures in shot put and discuss.

 

LEARNING ACTIVITIES

1. Students in pairs, discuss and demonstrate basic skills in shot put.

2. Students as a class construct throwing sectors for shot put.

3. Students in a small group list and dicuss the safety measures in shot put.

4. Students in small group dramatize the phases in Shot-put.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Chart, Pictures and Videos showing shot put court and game.

2. Website Resources – youtube.com/watch?v=xoi6bqVYDzg, sout.org/ general-rules-field-events and portspectator.com/fancentral/track/guide03.html

[mediator_tech]

 

 

WEEK 5

TOPIC – EXECUTIVE OF SHOT PUT BASIC SKILLS AND TECHNIQUES 

LEARNING AREA 

1. Shot Put Game

2. Inter Class, Groups or Pairs

3. Shot Put Rules and Regulations

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. compare and contrast throwing Techniques.

2. executes the shot put techniques.

3. demonstrate the skills in throw.

4. appraise the General rules and regulations of various throws and jumps event.

 

LEARNING ACTIVITIES

1- Students as a class compare the basic skill in shot put and discus.

2- Students in a small group execute skills and techniques in Shot put.

3- Students in a small group demonstrate the phases in Discus throw

4- Students as a class appraise the general rules and regulations of various throws and Jumps event.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Chart, Pictures and Videos showing shot put court and game.

2. Website Resources – youtube.com/watch?v=xoi6bqVYDzg and topendsports.com/sport/athletics/events.htm

 

 

WEEK 6

TOPIC – BALL GAMES (VOLLEYBALL) 

LEARNING AREA 

1. Meaning of Ball Games (Volleyball)

2. Brief History of Volleyball

3. Volleyball Basic Skills and Techniques

4. Volleyball Facilities and Equipments

5. Volleyball Court

6. Volleyball Rules and Regulations

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. discuss briefly history of volleyball

2. analyze the basic skills in volleyball.

3. categorize the type of facility and equipment used in volleyball game

4. construct volley ball court

5. appraise the rules and regulations in volleyball.

 

LEARNING ACTIVITIES

1. Student as a class discuss the brief history of volleyball.

2. Students in pairs analyze the skills used in volleyball game.

3. Students as a class categorize the type of equipment used in volleyball game.

4. Students as a whole class constructs volleyball court.

5. Students in pairs appraise the rules and regulations on volleyball game.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Charts, Pictures and Videos showing volleyball court, basic skills and techniques.

2. Website Resources – Web and YouTube Resources

[mediator_tech]

 

 

WEEK 7 – MID TERM CONTINOUS ASSESSMENT TEST AND BREAK

 

 

WEEK 8

TOPIC – PRACTICAL DEMONSTRATION OF VOLLEYBALL SKILLS AND TECHNIQUES 

LEARNING AREA 

1. Practical Demonstration of Volleyball Basic Skills and Techniques

2. Volleyball Officials and their Duties

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1- demonstrate the basic skills such as Serving ball, Digging, Setting, spiking, blocking, etc.

2. demonstrate volleyball digging, setting and spiking skills.

3. identify the volleyball officials and their duties.

 

LEARNING ACTIVITIES

1. Students in group execute the basic skills in volleyball such as serving ball, digging and setting.

2. Students as a group demonstrate basic skill of setting, spiking and blocking.

3. Students in pairs list the volleyball officials and their duties.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Charts, Pictures and Videos showing volleyball court, basic skills and techniques.

2. Website Resources – Web and YouTube Resources

[mediator_tech]

 

 

WEEK 9

TOPIC – BALL GAMES (SOCCER/FOOTBALL) 

1. Meaning and Brief History of Football Game

2. Football Basic Skills and Techniques

3. Football Facilities and Equipments

4. Different Types of Football Field

5. Football Rules and Regulations

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. discuss briefly history of Football.

2. demonstrate the basic skills in football game.

3. categorize the type of facility and equipment used in football game

4. construct football field.

5. appraise the rules and regulations in football.

 

LEARNING ACTIVITIES

1. Student as a class discuss the brief history of football.

2. Students in small groups demonstrate the skills used in football game.

3. Students as a class categorize the type of equipment used in football game.

4. Students as a whole class constructs football field.

4. Students as a whole class constructs football field.

5. Students in pairs appraise the rules and regulations in soccer game.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Charts, Pictures and Videos showing football field, facilities and equipments, rules and regulations.

2. Website Resources – IFAB.com and google.com.soccer.ng

 

 

WEEK 10

TOPIC – PRACTICAL DEMONSTRATION OF FOOTBALL GAMES 

LEARNING AREA 

1. Practical Demonstration of Football Basic Skills and Techniques

2. Football Competition (Group or Pair Games)

3. Football Officials and their Duties

 

LEARNING OBJECTIVES – By the end of the lesson, students should be able to:

1. demonstrate the basic skills such as kicking, heading. dribbling, etc.

2. demonstrate shooting, throw-in, trapping skills in football

3. identify the football officials and their duties.

 

LEARNING ACTIVITIES

1. Students in groups demonstrate the basic skills of kicking, heading, shooting, throw-in, dribbling, etc.

2. Students in pairs identify officials of football game and their duties.

3. Students participate in football game or competition.

 

EMBEDED CORE SKILLS –  Critical thinking and Problem Solving, Creativity and Imagination, Communication and Collaboration and Leadership, Digital Literacy and Personal Development.

 

LEARNING RESOURCES

1. Audio Visual Materials – Charts, Pictures and Videos showing football field, facilities and equipments, rules and regulations.

2. Website Resources – IFAB.com, google.com.soccer.ng and youtu.be/LiOUCEJF8Wg

 

WEEK 11 – Revision

WEEK 12 – Third Term Examination

[mediator_tech]