PHE Unified Scheme of Work Secondary School Nigeria. BST- JSS1 Physical and Health Education Scheme of Work Lagos State.
JSS1 First Term Physical and Health Education Scheme of work.
Week: 1
Subjects: BST (PHE )
TOPIC:
Introduction to the Meaning of Physical and Health Education
Learning Objectives: 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
Embedded Core Skills: 1-Collaboration & Communication.
2- Student Leadership &Personal Development.
3-Critical thinking and problem solving.
4- Digital literacy
Learning Resources: 1.
Website Resources:
https://www.slideshare.net/nkmehra/concept-of-physical-education-1
https://study.com/academy/lesson/what-is-physical-education-definition-overview.html
Iii- Video resources
Video Link:
2- Audio visual Materials:
1-Flash Card
2-Poster
3: Cardboard
4- Chart
5. Projector/interactive board
Week: 1
Subjects:PHE – PHYSICAL AND HEALTH EDUCATION
TOPIC:
Meaning of Physical and Health Education
Learning Objectives: 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
Embedded Core Skills: 1-Collaboration & Communication.
2- Student Leadership &Personal Development.
3-Critical thinking and problem solving.
4- Digital literacy.
Learning Resources: 1
Website Resources:
https://www.slideshare.net/nkmehra/concept-of-physical-education-1
https://study.com/academy/lesson/what-is-physical-education-definition-overview.html
iii- Video resources
Video Link:
2- Audio visual Materials:
1-Flash Card
2-Poster
3: Cardboard
4- Chart
5. Projector/interactive board
Week: 2
Subjects: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: Introduction to the Meaning of Physical and Health Education
Learning Objectives: 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
Embedded Core Skills:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
Learning Resources:
i- Website Resources: –
www.google.com
ii https://en.m.wikipedia.org/ wiki/Dance
iii-https://www.slideshare. Net
Video resources
ii. Audio visual Materials:
1-Flash Card
2-Poster/
3-Projector/Interactive board
4. Cardboard
5. Chart
Week: 3
Subject: PHE – PHYSICAL AND HEALTH EDUCATION
TOPIC:
Physical Fitness and body conditioning Programmers.
Learning Objectives: 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 Performance (skill) related fitness.
Embedded Core Skills:
1: Collaboration & Communication.
2- Digital Literacy
3- Student Leadership & Personal Development
4- Critical Thinking & Problem Solving
Learning Resources:
Website Resource:
https://www.wisegeek.com/what-is-body-conditioning.htm
www.tmimages.org/physical-fitness-and-body-conditioning-programs
https://www.wisegeek.com/what-is-body-conditioning.htm
Audio Visual Materials:
1- Charts / Posters
2- Pictures / Photographs
3- Projector/ interactive board
4- Video clips
5- Whistle:
Week: 4
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Importance and Characteristics of a physically fit person.
Learning Objectives: 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 physical fitness
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
Embedded Core Skills:
1- Digital literacy
2- Collaboration and communication
3- Students leadership and personal development
4- Critical thinking and problem solving
Learning Resources: 1- Website Resource:
https://howtonight.com/characteristics-of-a-physically-healthy-person
https://en.wikipedia.org/wiki/Physical_fitness
https://www.answers.com/Q/5_characteristics_of_a_physically_fit_person
– Audio Visual Materials;
i-. charts
ii-. pictures
iii-. Interactive board/ Projector
Week: 5
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
1- Exercise to develop Strength, Endurance and Flexibility
2- Safety precautions while performing exercises.
Learning Objective:
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.
Embedded Core Skills:
1- Collaboration & Communication.
2- Student Leadership & Personal Development.
3- Digital Literacy
Learning Resources:
Website link:
https://www.teachhub.com/teaching-strategies/2014/…
https://teachingstrategies.com/wp-content/uploads/…
www.education.vic.gov.au/school/principals/spag/..
https://www.betterhealth.vic.gov.au/health/healthyliving/exercise-safety
Audio visual materials:
i- Charts / Posters
ii- Pictures / video clips
iii- gymnastic mats
iv. Interactive board/ Projector
Week: 6
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Personal Health:
Learning Objective:
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
Embedded Core Skills:
1- Digital Literacy
2- Collaboration & Communication.
3- Student Leadership & Personal Development
4- Critical Thinking & Problem Solving
Learning Resources:
1- Website Resource:
https://www.verywellfamily.com/teaching-your-child..
https://www.cdc.gov/healthyschools/sher/characteristics
2- Audio Visual Materials:
i- Flash Card
ii- Poster
iii- Charts
iv- projector/ Interactive board
Week: 7
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
CONTINUOUS ASSESSMENT/MID TERM BREAK
Week: 8
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Sewage and Refuse disposal
Learning Objective:
Students should be able to;
1- Compare the concept of sewage and Refuse
2- Distinguished between sewage and refuse
3- Define Refuse and Sewage:
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. (W.C)
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.
Embedded Core Skills:
i- Collaboration & Communication.
ii- Digital Literacy
iii- Student Leadership & Personal Development
Learning Resources:
1- Website Resource:
2Audio visual Materials:
i- Brooms and rakes.
Ii-Waste paper baskets/
Iii- Refuse bin.
Iv-Poster/charts
v Interactive board/ Projector
Week: 9
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Methods of sewage and Refuse disposal
Learning Objective:
Students should be able to:
1- Describe/ explain sewage and refuse
2- Distinguish between sewage and refuse disposal.
3- Identify methods of refuse disposal.
4- Appraise the value or usefulness of refuse
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
Embedded Core Skills:
1- Collaboration &Communication.
2- Student Leadership & Personal Development.
3-Digital Literacy
4- Creativity and innovation
Learning Resources:
1- Website Resource:
i- www.Google.com
ii- Video Link-: YouTube How Do We Solve Our Trash Problem?
iii- video Link-: How San Francisco is Becoming A Zero Waste
2- Audio visual Materials:
i- Brooms and rakes.
ii- Waste paper baskets/
iii- Refuse bin.
iv- Packer
v- Interactive board/ Projector
Week: 10
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Water supply,
Learning Objective:
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 maintenance the cleanliness of water.
5- List methods of water storage system
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
Embedded Core Skills:
1- Student Leadership & Personal Development.
2- Collaboration & Communication.
3- Digital Literacy
4- Critical Thinking & Problem Solving.
Learning Resources:
1-Website Resource:
ii- https://www.water supply sources.com
iii www.google.com
https://en.m.wikipedia.org/wiki/water-supply
https://www.collinsdictionary.com
2- Audio visual materials:
i- Water storage e.g. Plastics, kegs, bottles, buckets, storage tanks,
ii- Charts / Posters
iii- Pictures
iv- Projector/ Interactive board
WEEK: 11
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: REVISION
;
WEEK: 12
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: EXAMINATIONS
PHE Unified Scheme of Work Secondary School Nigeria. BST- JSS1 Physical and Health Education Scheme of Work Lagos State
JSS 1 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK SECOND TERM
WEEK: 1
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: Revision /welcome Test.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Analyze last term TOPIC.
2- Summarizes the last term work on refuse, sewage and water supply
3- Distinguish the last term work on sewage and refuse disposal.
LEARNING ACTIVITIES:
1. Students in pairs analyses the concept and values of Physical education, health education and physical fitness
2- Students in small group Summarizes the last term work on personal health and water supply
3- Students a whole class distinguishes between sewage and refuse disposal on last term work
EMBEDDED CORE SKILLS:
i- Collaboration & Communication.
ii- Student Leadership & Personal Development.
iii- Digital Literacy
LEARNING RESOURCES:
1 – Website Resource:
i- https://www.water supply sources.com
www.google.com
ii: – Video Resource:
iii. – Video Link: YouTube Drinking water Treatment plant
iv- Video Link:
2- Audio Visual Materials:
i- Charts / Posters
ii- Pictures / video clips
iii- Projector/ Interactive board
WEEK: 2
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Contact and Non-Contact sport:
Contact Sports.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Define Contact and non-contact sports.
2- Differentiates Contact and Non-contact sports.
3- Name Contact sport such as (Soccer, Judo, Handball, Taekwondo, Hockey game etc.)
4- Differentiates 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.
EMBEDDED CORE SKILLS:
1- Digital Literacy
2- Student Leadership & Personal Development.
3- Collaboration & Communication.
4- Creativity & Innovation
LEARNING RESOURCES:
1- Website Resource:
I-www.google.com
ii- https://www.britannica.com/art/sports
iii- https://en.m.wikipedia.org/wiki/sports
iv-. Video clips on contact and non-contact sports
v- Video Resource:
vi- Video Link- YouTube The Effects of Contact Sports on Young Athletes
vi – Video Link: – YouTube Female Full-Contact Sports in New Mexico
2- Audio visual Materials:
i- Flash Card
ii- Balls
iii- hockey sticks
iv- foot wears
v- Poster
vi – Projector/ Interactive board
WEEK: 3
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Non-contact sports.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Describe Non-contact sports
2- Mention non-contact sports (e.g. Tennis Badminton, Table tennis, Volleyball, Abula game etc.)
3- Differentiates 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 game, volleyball, Tennis game, table tennis, gymnastics etc.
EMBEDDED CORE SKILLS:
i- Digital Literacy
ii- Student Leadership & Personal Development.
iii- Collaboration & Communication.
LEARNING RESOURCES:
1- website resources
i – www.google.com
ii – Video resources;
iii -Video Link- YouTube The Effects of Contact Sports on Young Athletes
iv- Video Link: – YouTube Female Full-Contact Sports in New Mexico
2- Audio visual materials:
i- Rackets
ii- Balls
iii- Flash Card
iv- Poster
v- Projector/ Interactive board
EVALUATION:
WEEK: 4
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Benefits 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:
i- Vocabulary Development on Contact and non-contact sports e.g. Soccer/football, Cricket, and Handball and Hockey ball game.
Ii- Group Work relationship between contact and non-contact sports
Iii- Presentation on Contact and non-contact sports
Iv-Class Project on cardboard
EMBEDDED CORE SKILLS:
1- Digital Literacy
2- Student Leadership & Personal Development.
3- Collaboration & Communication.
4- Critical Thinking.
5-Creativity & Imagination.
LEARNING RESOURCES:
1- Website Resources
i:-www.google.com
ii www.orthopaedics.com
Iii-www.injuryclaimcoach.com
Iv-www.eurosport.com
v- www.sportsrec.com
Ii-Video resources
iii- Video clips of contact and non-contact sports
iv- Video Link- YouTube Contact Sports and kids Health
2- Audio visual materials:
i- Rackets
ii- Balls
iii- Flash Card
iv- Poster
v- Projector/ Interactive board
vi- Footwear
WEEK: 5
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Safety measures in Contact and Non-Contact sports
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
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Digital Literacy
3- Student Leadership & Personal Development.
4- Critical Thinking.
5-Creativity & Imagination.
LEARNING RESOURCES:
1- Website resources;
i:- www.google.com
ii- livehealthyghron.com
iii- www.hmbreview.com
ivhttps://kidshealth.org/en/kids/sports-safety.html
v – Video resources:
vi – Video Link; – YouTube Contact Sports and kids Health
2: Audio visual materials:
1. First aid materials
2. Flash Card
3. Poster
4. Interactive board/Projector
WEEK: 6
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Pathogens Diseases and their prevention:
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i- Determine the sources and causes of pathogen.
2- Investigate the effects of Pathogen on human health
iii- Classify and define the types of pathogen (communicable and Non-communicable diseases)
iv- Identify the diseases caused by pathogens.
5- Recommend and State measures to control pathogen e.g. Ebola, Lassa fever Covid-19 pandemic
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
iii- Classify and define the components of pathogen (communicable and Non-communicable diseases)
iii- Students as a whole class Identify the diseases caused by pathogens. E.g. Corona 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
EMBEDDED CORE SKILLS:
i- Critical Thinking &problem solving
2- Digital Literacy
iii- Collaboration & Communication.
4 Student Leadership & Personal Development.
iii- Creativity & Imagination.
LEARNING RESOURCES:
i- Website resources:
ii- www.Google.com
iii-www.healthline.com/health/pathogen
iv- video clips on communicable and non-communicable diseases
v- Video resources
Video Link: YouTube Covid-19 pandemic
2: – Audio visual Materials:
i- Charts
ii- pictures
iii- Projector/
iv- interactive board
WEEK: 7
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Food Nutrition and Health
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 (vitamins, minerals, protein, carbohydrates etc.)
4- Students in small group differentiate classification of food group.
EMBEDDED CORE SKILLS:
i- Collaboration & Communication.
ii- Student Leadership & Personal Development.
iii- Digital Literacy
LEARNING RESOURCES:
1- Website resources:
i- www.google.com
ii-www.medicinet.com/food nutrient
iii: – video link-; YouTube Foods and Nutrition Health
iv- video Link: – How the food you eat affect your brain-Mia Nacamuilli
v -Video Link: – YouTube science – Human Food and Nutrients
2- Audio visual Materials
i- Pictures on food group and its functions
ii- charts on classes of food
iii- Interactive board/Projector
WEEK: 9
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Importance of food Nutrients
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
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Student Leadership &Personal Development.
3- Digital Literacy
LEARNING RESOURCES:
1: – Website Resource
i- www.google.com
ii: -Video resources:
iii- video link-: YouTube science – Human Food and Nutrients
iv- video link-; YouTube Foods and Nutrition Health
2: -Audio visual materials:
i: – charts on classes of food
ii: – Pictures on food group and functions
iii: – Projector/ Interactive board
WEEK: 10
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Badminton Game
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.
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
EMBEDDED CORE SKILLS:
i- Collaboration & Communication.
ii- Student Leadership & Personal Development.
iii- Digital Literacy
iv- Critical Thinking & problem solving
LEARNING RESOURCES:
1: – Website Resource:
i: www.google.com
ii- www.dim,uchile.cl
iii- https://www.sikana
iv- https://youtu.be/0LL7t2ys
v- https://youtu.be/fzmT3cMq4s
vi- Video link- 12 Basic Badminton Techniques
3- Video link- Badminton Techniques-forehand skill
2- Audio Visual Materials:
i- Flash Card
ii- Poster
iii- badminton court
iv- charts
v- Racket and shuttle cock
vi- Projector/Interactive board
WEEK: 11
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Badminton Game
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.
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
EMBEDDED CORE SKILLS:
i- Collaboration & Communication.
ii- Student Leadership & Personal Development
iii- Digital Literacy
iv- Critical Thinking & problem solving
LEARNING RESOURCES:
1: – Website Resource:
i: www.google.com
ii- www.dim,uchile.cl
iii- https://www.sikana
iv- https://youtu.be/0LL7t2ys
v- https://youtu.be/fzmT3cMq4s
vi- Video link- 12 Basic Badminton Techniques
3- Video link- Badminton Techniques-forehand skill
2- Audio Visual Materials:
i- Flash Card
ii- Poster
iii- badminton court
iv- charts
v- Racket and shuttle cock
vi- Projector/Interactive board
EVALUATION:
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
PHE Unified Scheme of Work Secondary School Nigeria. BST- JSS1 Physical and Health Education Scheme of Work Lagos State
JSS 1 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK THIRD TERM
WEEK: 1
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: Revision /welcome 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
3- Students as a class summarizes food nutrition and health with basic skill in Badminton games
EMBEDDED CORE SKILLS:
i- Collaboration & Communication.
ii- Student Leadership & Personal Development.
iii- Digital Literacy
LEARNING RESOURCES:
1- Website resources:
i- www.google.com
ii- Video link- Basic Badminton for beginner: You Tube
iii- Video link- 12 Basic Badminton Techniques
iv- Video link- Badminton Techniques-forehand skills
2- Audio visual Materials
i- charts on classes of food
ii – Pictures on food group and functions
iii- charts on classes of food
iv- Interactive board/ Projector
WEEK: 2
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Athletics: (Track and Field)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Give concept of Athletic
2- Identify track and field events equipment. Athletic
3- Differentiates between track events and field events.
4- Describe field events.
LEARNING ACTIVITIES:
1- Students in pairs Brainstorms on the definition of Athletic
2- Students in small groups identify the equipment for
Track events, Field events.
3- Students in groups differentiates between track events and field events.
4- Students as a class list and describe field events
EMBEDDED CORE SKILLS:
i- Digital Literacy
ii- Collaboration & Communication.
iv- Creativity & Innovation.
LEARNING RESOURCES:
1- Website resources:
i- www.google.com
ii- Video Link: YouTube Getting started with shot put and Discus//LAicTV
iii- Video Link: – YouTube How to throw SHOT PUT
iv- Video Link: – Glide Shot Put Drills & Progression
2- Audio visual Materials
i: – charts on discus and shot-put dimension and sectors
ii- complete athletics field
iii- Pictures on
iv- Projector/Interactive board
EVALUATION:
WEEK: 3
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Field Events
Basic skills and techniques in the following events:
i. Shot put.
ii. Discus.
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 discus.
4- Explain and dramatize the phases in Discus and shot put.
LEARNING ACTIVITIES:
1- Students in pairs, discuss and demonstrate basic skills in shot put and discus
2- The Students as a class constructs throwing sectors for shot put and discus.
3- Students in a small group list the safety measures in shot put and discus
4- Students in small groups dramatize the phases in Shot-put, and Discus throw.
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Student Leadership & Personal Development.
3- Digital Literacy
LEARNING RESOURCES:
1- Website resources:
i- www.google.com
ii-https://www.youtub e.com/watch? v=xoi6bqVYDzg
iii-https://sout.org/ general-rules-field-events/
ivhttps://www.sportspectator.com/fancentral/track/guide03.html
V-Video Link-: YouTube Discus Throwing technique
Vi-Video link: – YouTube Discus Throw Men Slow Motion
vii- Video Link: – Glide Shot Put Drills & Progression
2- Audio visual materials
i. charts on discus and shot-put dimension
ii. Complete athletics field
iii. Shot put
iv. Pictures on
v. Discus
vi. Interactive board/Projector
EVALUATION:
WEEK: 4
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Field Events
Basic skills and techniques in the following events:
i. Shot put.
ii. Discus.
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 discus.
4- Explain and dramatize the phases in Discus and shot put.
LEARNING ACTIVITIES:
1- Students in pairs, discuss and demonstrate basic skills in shot put and discus
2- Students as a class construct throwing sectors for shot put and discus.
3- Students in a small group list the safety measures in shot put and discus
4- Students in small group dramatize the phases in Shot-put, and Discus throw.
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Student Leadership & Personal Development.
3- Digital Literacy
LEARNING RESOURCES:
1- Website resources:
i- www.google.com
ii-https://www.youtub e.com/watch?v=xoi6bqVYDzg
iii-https://sout.org/ general-rules-field-events/
ivhttps://www.sportspectator.com/fancentral/track/guide03.html
V-Video Link-: YouTube Discus Throwing technique
Vi-Video link: – YouTube Discus Throw Men Slow-motion
vii- Video Link: – Glide Shot Put Drills & Progression
2- Audio visual materials
i. charts on discus and shot-put dimension
ii. Complete athletics field
iii. Shot put
iv. Pictures on
v. Discus
vi. Interactive board/Projector
EVALUATION:
WEEK: 5
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Execution of basic skills and techniques of shot put and Discus
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Compare and contrast throwing techniques in discus and shot put.
2- Executes the techniques in discus and shot put.
3- Demonstrate the skills in Discus throw
4- Appraise the General rules ®ulations 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 & regulations of various Throws and Jumps event.
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Student Leadership &Personal Development.
3- Digital Literacy
LEARNING RESOURCES:
Website resources:
i- www.google.com
ii- Video Link:- Basic Technique for Discus Throw
Iii-Video Link- YouTube Getting started with shot put and Discus//Laic TV
iv- https://www.youtube.com/watch?v=xoi6bqVYDzg
https://www.topendsports.com/sport/athletics/events.htm
2- Audio visual materials
i- Charts on discus and shot-put dimension
ii- complete athletics field
iii- Pictures on
iv- Interactive board/Projector
EVALUATION:
WEEK: 6
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Ball games: (Soccer and volleyball)
History of Volleyball game
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.
EMBEDDED CORE SKILLS:
1- Digital Literacy
2- Collaboration & Communication.
3- Student Leadership & Personal Development.
4- Critical thinking and problem solving
5- Creativity and innovation
LEARNING RESOURCES:
1-Website Resource:
i: www.google.com
ii- how to improve your volleyball setting with Olympic Gold.
Iii-Video Link: – YouTube at Home Wall VOLLEYBALL DRILL|KOKO VOLLEY
Iv-Video Link: -YouTube At Home Volleyball Drills (Setting, Hitting, Passing, Blocking)
V-Video Link- Volleyball Training
2-Audio visual Materials:
I-Flash Card
Ii-Poster
Iii-Balls
Iv-Nets
V-Volleyball court
Vi-Charts
Vii-Canvass
Viii- Interactive board/Projector
EVALUATION:
WEEK: 7
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: CONTINUOUS ASSESSMEN/MID TERM BREAK
WEEK: 8
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Practical Performance of Volley ball game
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Demonstrate the basic skills such as (Service, Digging, Setting, spiking, blocking etc.)
2- Demonstrate digging and setting and spiking skills in volleyball.
3- Identify the Officials in volleyball.
LEARNING ACTIVITIES:
1- Students in group execute the basic skills in volleyball (Service, 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.
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Digital Literacy
3- Student Leadership & Personal Development.
LEARNING RESOURCES:
1-Website Resource:
I-www.google.com.volleyball.ng
Ii-Video Link: -YouTube At Home Volleyball Drills
Iii- Video Link: You Tube Volleyball Training
2- Audio visual materials:
i- Flash Card
ii- Poster
iii- Balls
iv- Nets
v- Volleyball court Charts
vi- Canvass
Vii-Projector/Interactive board
EVALUATION:
WEEK: 9
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Ball game
History of Soccer/Football
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Discuss briefly history of Football
2-Demostrate 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
5- Students in pairs appraise the rules and regulations in soccer game.
EMBEDDED CORE SKILLS:
1- Collaboration &Communication.
2- Student Leadership & Personal Development.
3- Digital Literacy
4- Critical thinking and problem solving
LEARNING RESOURCES:
Website resources:
i- www.IFAB.com
ii-https://www.google.com. soccer.ng
2- Audio visual materials:
i- Textbook/Laws of the game
ii- Flash Card
iii- Posters
iv- iv-Balls
v- v-Nets/goal-post
vi- vi-Football field/chart
vii- vii-Canvass/foot wear
viii- Interactive board/projector
ix- Video Link: – 100 individual soccer Training Drill
x- Video Link; – Essential Passing Drill for Soccer
WEEK: 10
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Practical Performance of Soccer game
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 Officials in.
LEARNING ACTIVITIES:
1- Students in groups demonstrate the basic skills of kicking, heading, shooting, throw- in. dribbling, etc.)
3- Students in pairs identify officials of football game and their duties
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Digital Literacy
3- Student Leadership & Personal Development.
LEARNING RESOURCES:
i- www.IFAB.com
ii-https://youtu.b/pH_G1f6Kzfi
1-Video Link: – 100 individual soccer Training Drill
2-Video Link; – Essential Passing Drill for Soccer
2- Audio visual materials:
i. Textbook/Laws of the game
ii. Flash Card
iii. Poster
iv. Balls
v. Nets/goal-post
vi. Field of play
vii. Charts
viii. Canvass/foot wear,
ix. Whistles.
x. Film show/video clips
xi. Interactive board/ projector
EVALUATION:
WEEK: 11
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
