PHE Scheme of Work for Basic 4. Scheme of Work on Physical and Health Education for Pry 4 – Schemeofwork.com
PHYSICAL HEALTH EDUCATION SCHEME OF WORK PRY 4 FIRST TERM
WEEK 1
TOPIC: Revision of Basic 3 work
WEEK 2
TOPIC:
BST (PHYSICAL HEALTH EDUCATION)
MOVING OUR BODY PARTS:
•Walking
•Running
•Sliding
•Skipping
Hopping
•Jumping
•Leaping
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- List the basic loco motor movements.
- Explain how to perform each of the loco motor movements,
- Demonstrate movement patterns
LEARNING ACTIVITIES
- Pupil in small group list the basic loco motor movement
- Pupils as a class Discuss the listed loco motor movements
- (Pupils in groups demonstrate loco motor patterns
- Pupils as a class brainstorm the meaning of storage devices and outline the various types of storage devices
EMBEDDED CORE SKILLS
- Collaboration and communication.
- Leadership and personal development
- Critical thinking and problem solving
- Critical thinking
- Collaboration and communication
- Personnel development
- Digital literacy
LEARNING RESOURCES
(I) Classbasic.com
•Athlelicscoachingweebly.com
• https://study.com>academy>lesson
Audio Visual
– Mats
– Whistle
– Stop Watch
– Music
https://youtube.com/watch?v:FLQBAcQqkRA
WEEK 3
TOPIC
BST (PHYSICAL HEALTH EDUCATION)
MOVING OUR BODY PARTS (II)
1. Non-loco motor movement:
-Stretching
-Bending
•Twisting
I -Swinging
i –Piling
LEARNING ACTIVITIES
- Pupils as a class describe any five non-loco motor movements.
- Pupils in pairs state how to perform loco motor movements.
- Pupils in small groups demonstrate non- loco motor movements.
EMBEDDED CORE SKILLS
Critical thinking and problem solving communication and collaboration leadership and personal development
LEARNING RESOURCES
Web resources:
https://youtube.com/xDSFIRunlrU
Athleticscoachingweebly.com
ATHLETIC:
Track events: Relay race 4*10fcn. (i) Baton exchange, non-visual exchange Types of baton exchange Non-visual exchange Exchange zone/BOX By the end of the lesson, pupils should be able to: (i) Exchange baton with teammate correctly. (ii) Exchange baton without looking back. (iii) Handle baton without it falling (I) Pupils in pairs exchange baton with team mate (ii) Communication and collaboration. (iii) Digital literacy Audio Visual – Baton – Whistle – Stop Watch – Music Audio visuals: Charts Computer set Projector Sound system Web resource WEEK 5 TOPIC: BST (PHYSICAL HEALTH EDUCATION) Track event (sprints race): -Meaning of sprint race -Type of sprint races -Stages of sprint By the end of the lesson, pupils should be able to: List example of sprint race Demonstrate a race (iii)Demonstrate the “running techniques”-check out, body leaned forward. The arm action- swinging the hand to propel the body forward (c)Finishing: “chesting out to” breast tape (d)Explain the meaning of Sprint race (i) Pupils in small group list example of sprint races (ii) Pupils in pairs demonstrate how to start a race Creativity and imagination critical thinking communication and collaboration (i) Collaboration and communication (ii) Leadership and personal development (iii) Critical thinking and problem solving Critical thinking Collaboration and communication Personnel development Digital literacy Audio Visual – Charts – Spike – Whistle – Stop watches WEEK 6 TOPIC BST (PHYSICAL HEALTH EDUCATION) By the end of the lesson, pupils should be able to: (i) List examples of sprints race (ii) Demonstrate 100m races (iii) Talk briefly on 200m and 400m race. (i) Pupils in pairs list examples of sprints races. (ii) Pupils individually demonstrates 100m race (iii) Pupils as a small group talk briefly on 200m and 400m races i) Collaboration & Communication (ii) Citizenship (iii) Leadership & personal development (iv) Critical thinking & problem solving Audio- visual resources: A chart showing the weather conditions Web resources: (ii) www.topendsperts.com Audio Visual (i) Charts (ii) Track (iii) Spike (iv) Whistle (v) Stop watches WEEK 7 TOPIC: MID-TERM BREAK WEEK 8 TOPIC BST (PHYSICAL HEALTH EDUCATION) Football: Skills in Football. Dribbling Shooting Ball control Goalkeeping By the end of the lesson, pupils should be able to: Pupils in small groups list the skills in football Pupils in pairs perform the skills football. Pupils as small groups demonstrate position of the player on Ihe field. Pupils as a class controls the ball during play. Pupils as individual demonstrate goal keeping skills i) Collaboration & Communication (ii) Citizenship (iii) Leadership & personal development (iv) Critical thinking & problem solving Audio-visual Pictures Thermometer WEEK 9 TOPIC Skills in Table Tennis e.g. – The grip – Services – Scoring – Fore handing backhand By the end of the lesson, pupils should be able to: ‘Mention the skills in table tennis The grip Services Demonstrate the services Have a firm of the bat (racket) By the end of the lesson, pupils Locate and launch Microsoft Power Paint Pupils In small groups mention the skills in table tennis Pupils in pairs demonstrates the services Pupils in small group walk down to the pupils demonstrating the degree to identify the appropriate grippers of the bat _ (racket) Critical thinking and problem solving Creativity and imagination Communication and collaboration Leadership and personal development Audio-visual Pictures Thermometer WEEK 10 TOPIC BST (PHYSICAL HEALTH EDUCATION) Contents of Fist Aid box: Grouping the contents of First Aid box. Components of a First Aid box Food Water Medication By the end of the lesson, pupils should be able to: Group the contents of the First Aid box State the uses of each of the contents in a First Aid box Pupils in small group itemize the First Aid contents into groups. Pupils as a class analysis the uses of the contents of the First Aid box. Pupils in pairs demonstrate the use of bandages, cotton wool etc. Pupils as individual state the uses of at least five of the contents mentioned Critical thinking and problem solving Communication and collaboration Leadership and personal development Creativity and imagination Auto visual Hot food, water Web resources WEEK 11 TOPIC: Revision WEEK 12 TOPIC: Examination WEEK 1 TOPIC: Readiness lest and Revision of first term’s work WEEK 2 TOPIC: BST (PHYSICAL HEALTH EDUCATION) Middle Distant races, Types of Middle Distant Races (800M, 1500M) (ii) Skills In Middle Distant Races. Standing, Take off running, Arm action, Finish By the end of the lesson, pupils should be able to: – List types of Middle Distance Races – Mention skills in middle distant races – Perform the takeoff action – Perform prosper arm action, running and finish. Pupils in pairs list the types of middle distant races I) Pupils as a class mention the skills in middle distant races (ii) Pupils in small group demonstrate middle distant races and compare Critical thinking and problem solving Communication and collaboration Leadership and personal development Creativity and imagination Audio- visual Tracks Boards Charts WEEK 3 TOPIC BST (PHYSICAL HEALTH EDUCATION) Long distant races, (i) Types of Long distant races (300m, 500m) (ii) Steeple chase in long distance races -Standing -Take off -Running -Arm action -Finish By the end of the lesson, pupils should be able to: Pupil as a class list the types of long distant races Pupil in small groups mention skills in long distant races Pupils in Pairs demonstrates skills in long distant races l) Collaboration and Communication (ii) Leadership and Personal Development Audio visual: Shoes Tracks Whistle Board WEEK 4 TOPIC: BST (PHYSICAL HEALTH EDUCATION) By the end of the lesson, pupils should be able to: i) Pupils in pairs mention types of waste disposal pills as down to the displayed waste disposal methods chats to compare and analyze the difference and say the types – Students in small groups participate in the school environmental sanitation – Students as a class explain the meaning of waste disposal. (i) Citizenship (ii)Critical thinking and problem solving (iii) Communication and Collaboration Audio- visual “resources: Web resources: https://study.com/academy/lesson/soil-lesson-plan.html (I) http://www.google.com/sea (ii) YouTube chartered institute Audio Visual: Charts Computer set Projectors Sound System WEEK 5 BST (PHYSICAL HEALTH EDUCATION) Meaning of physical fitness Physical fitness Exercises e.g. Push, squat, bend, sit up etc. By the end of the lesson, pupils should be able to: -Pupils create new things by mixing different substances. Pupils as a class define physical fitness Pupils in small groups mention types of exercises in physical fitness Pupils as a group as individual explains physical fitness i) Collaboration and communication (ii) Critical thinking and problem solving (iii) Citizenship Audio – visual Charts, picture, mats, whistle. WEEK 6 TOPIC BST (PHYSICAL HEALTH EDUCATION) -Dribbling, Bouncing, -Throwing, Catching, Passing By the end of the lesson, pupils should be able to: Audiovisual – Charts – Baskets z – Basketball- Whistle – Stopwatch – Beam – Marker WEEK 7 TOPIC: MID – TERM BREAK WEEK 8 TOPIC: BST (PHYSICAL HEALTH EDUCATION) Rules Regulations Officials By the end of the lesson, pupils should be able to: (i) Pupils as individual explains at least a rule each Communication and Collaboration Citizenship Critical thinking and Problem Solving Critical thinking Audio visual Chart and pictures WEEK 9 TOPIC BST (PHYSICAL HEALTH EDUCATION) Basic Movement in gymnastics -Walking. -Running. -Hopping, •Jumping, -Twisting Apparatus activities, -Swinging, bars, Floor and Box activities Walking: beam balance -parallel bar -pommel horse By the end of the lesson, pupils should be able to: Mention floor activities Mention apparatus activities Demonstrate floor and apparatus activities Pupils as a class mention floor activities Pupils in small groups mention apparatus activities Pupils role play floor (demonstrate) apparatus and floor activities Creativity and Imagination – Citizenship – Collaboration and Communication – Critical thinking and Problem Solving Critical thinking Audio Visual – Chart – Picture – Mats – Open Space – Whistle – Stop Watches WEEK 10 TOPIC BST (PHYSICAL HEALTH EDUCATION) ; -Meaning of Nutrition -Importance of Nutrition -Nutritional deficiency (i) Kwashiorkor (ii)Rick etc. (iii) Pellagra By the end of the lesson pupils should be able to: Pupils in small groups discuss and write down the Importance of measuring accurately. One person from each group should snare with the class. (i) Pupils as Individual define nutrition (ii) Pupils in small groups state the importance of Nutrition (iii) Pupils as whole class mention diseases associated with insufficient nutrition – Citizenship, – Leadership and Personal development – Communication and Collaboration Audio Visual – Sample of Food Items – Charts – More graph WEEK 11 TOPIC BST (PHYSICAL HEALTH EDUCATION) By the end of the lesson, pupils should be able to: (I) Define Safety (ii) Stole different types of safely measures at home, school. Pupil as a class define safety Pupil in pairs states different safety measures at home and school Pupils in small group role play safety measures taken at home – Critical thinking and problem solving – Collaboration and Communication – Citizenship Audio- visual resources: Empty cartoons, Chisel, Snips, scissors, scissors, pliers, hammer, paper, cardboard, gum/ glue Web resources: Audio Visual – Charts – Picture – Flash Cards WEEK 12 TOPIC: REVISION WEEK 13 TOPIC: EXAMINATION WEEK 1 TOPIC: READINESS TEST AND REVISION OF SECOND TERM’S WORK WEEK 2 TOPIC: BST (PHYSICAL HEALTH EDUCATION) Types of relay races -medley relay By the end of the lesson, pupils should be able to: -Pupils in small groups construct objects using any of the methods Pupil in small groups discusses skill involved in track events. Pupils as a class mention skill involved in relay race. Pupils in small groups walk to some pupils demonstrating skills involved in relay race to analyze and compare their positions. Collaboration and communication Critical thinking and problem solving Leadership and personal development Audio Visual – Baton – Tracks – Stopwatch Web Resources Video Site. WEEK 3 TOPIC: BST (PHYSICAL HEALTH EDUCATION) -Baton grip -Take off -Non visual take over Exchange By the end of the lesson, pupils should be able to: – perform the skills involve in track events such as relay A member of each group present to the class at large Pupils in pairs demonstrate the take-off position in a relay race. Pupils in small groups practice non-visual baton exchange. Pupils in small group walk to the demonstrations of baton exchange to analyze and differentiate between their grips Critical thinking and problem solving Communication and collaboration Leadership and personal development Collaboration and communication Audio- visual resources Charts/pictures of buildings of different kinds, Sand, rocks Web Resources Audio visual WEEK 4 TOPIC: BST (PHYSICAL HEALTH EDUCATION) Volleyball skills Digging Volley Setting Smashing/Spiking By the end of the lesson, pupils should be able to: Pupils as a class list the skill in volleyball game. Pupils in a small group Perform skill in volleyball game. Creativity and imagination Collaboration and Communication Leadership and Personal development Audio Visual – Picture -Charts – Whistle – Stop watches – Volley ball -Nets- Cones – Marker WEEK 5 TOPIC BST (PHYSICAL HEALTH EDUCATION) By the end of the lesson, pupils should be able to: Pupils as individual lists the types of swimming strokes. Pupils in small groups perform some of the strokes in swimming. Pupils as a class list safety rules in swimming. Citizenship Leadership and Personal development Collaboration and Communication Critical thinking Collaboration and communication Audio Visual – Chart- Pictures -Swimming Belts – Swimming glass – Swimming pool – Posters WEEK 6 TOPIC BST (PHYSICAL HEALTH EDUCATION) Meaning of pathogen Types of pathogens Bacteria viruses fungi worms protozoa ii. Meaning of diseases and types of diseases – Communicable and non-communicable diseases By the end of the lesson, pupils should be able to: Explain the meaning of pathogens. List types of pathogens. List types of diseases. Differentiate between pathogens and diseases. Differentiate between communicable and non-communicable diseases. Pupils in small groups explain the meaning of pathogens. Pupils as individual list the types of pathogens. Pupils in small groups list types of pathogens. Pupils in small groups displayed charts to differentiate between pathogens and diseases. Pupils in pairs describe communicable and non-communicable disease and point out their differences Critical thinking and problem solving. Leadership and personal development Audio- visual resources: Charts/ pictures of the classes of food and the examples of food under each class. Raw food items like beans, gam, Rice, oil etc fruits, water. Web resources: https:/foww.legit.ng/1163909-classes -food-examples-functions.html Audio Visual WEEK 7 TOPIC: MID TERM BREAK WEEK 8 TOPIC: BST (PHYSICAL HEALTH EDUCATION) Ways by which diseases are spread Air Food Insect Body contact Examples of diseases spread by the following agents: Air Tuberculosis Food Diarrhea Insect Malaria Body contact Scabies By the end of the lesson, pupils should be able to: Pupils as a class describe the ways diseases are spread. Pupils in a small group list and describe examples of diseases spread by Air, Food and insect Pupils are pair varied to display charts which identify diseases by each agent Critical thinking and problem solving. .Collaboration and Communication. . Audio Visual – Charts – Picture -Pesters WEEK 9 TOPIC BST (PHYSICAL HEALTH EDUCATION) By the end of the lesson, Pupils should be able to: 1* discus concept of diseases 2- Identify between signs and symptoms of diseases 3- Investigate preventive measure of diseases 1* Pupils In n small group discus concept of disease 2- Pupils ns a group identify between sign and symptoms of diseases 3- Pupils in pairs Investigate preventive measure of diseases Pupils, in pairs, discuss their preferred programming languages and why? Leadership and personal development Collaboration and Communication Critical thinking Problem solving Citizenship Audiovisual – Picture, Chart – Poster WEEK 10 TOPIC BST (PHYSICAL HEALTH EDUCATION) Through mouth Rubbing on skin Injection Inhaling Alcohol and Tobacco •Description of alcohol Types of alcoholic drinks By the end of the lesson, pupils should be able to: Pupils as class list ways drugs can be taken into the body. Pupils in small groups walk to the displayed chart to differentiate between alcohol and tobacco. Pupils to small groups state and describe reason why people drink and smoke, Pupils in pairs critically differentiate between the effect of alcohol and tobacco on human Leadership and personal development. Communication and Collaboration. Critical thinking and problem solving. Audio Visual – Pictures – Charts – Posters WEEK 11 TOPIC BST (PHYSICAL HEALTH EDUCATION) EFECT drug abuse on Herbal medicine By the end of the lesson, pupils should be able to: Critical thinking and problem solving. Creativity and imagination Communication and collaboration Leadership and personal development Audio – visual resources: Charts/ pictures of the mouth, the teeth and the lips. Mirror Web resources: www.classroom.kidsheaith.com -classroom, arts, teeth. PDF (i) www.education.com bizcommunitv.com academicoup.com Audio Visual – Pictures – Charts – Flash cards – Posters WEEK 12 TOPIC: REVISION WEEK 13 TOPIC: EXAMINATIONLEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
ATHLETICS:
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
TRACK EVENTS:
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
GAMES AND SPORT:
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (PHYSICAL HEALTH EDUCATION)TABLE TENNIS:
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
FIRST AIDS AND ISSUES:
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK PRIMARY FOUR SECOND TERM
Track Event
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
Track Event:
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
Environmental Health
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
Physical fitness
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
Games: Basketball Skills:
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
Game (Basketball Court)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
GYMNASTICS:
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
FOOD/NUTRITION
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
SAFETY AT HOME AND SCHOOL
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
PHYSICAL HEALTH EDUCATION SCHEME OF WORK PRIMARY FOUR THIRD TERM
ATHLETICS:
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
RELAY SKILLS:
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
VOLLEYBALL
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
SWIMMING
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
PATHOGEN AND DISEASES
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
SPREAD OF DISEASES
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
DISEASES PREVENTIVE MEASURES
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
DRUG EDUCATION
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
DRUG EDUCATION
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
