Grade 5 Physical Health Education Activities - Grade 5 Schemes of Work Term 3 2023

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PHYSICAL HEALTH EDUCATION ACTIVITIES.
GRADE FIVE SCHEMES OF WORK TERM3 2023 

Wk

Lsn

Strand/Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

SWIMM ING

Side stroke

By the end of the sub-strand, the learner should be able to:

  1. practice the body and head position for streamlining in water
  2. practice the leg and arm movements in water for efficiency and speed
  3. play water games for enjoyment
  4. appreciate the side stroke for leisure and water recue
  1. Which stroke is used for rescuing a drowning person?

The learner is guided individually or in groups to:

  • Interact with technology and watch a video clip on side stroke and observe the Body and head position in water
  • Interact with technology to observe the leg and arm movement in water
  • Practice leg and arm  movements in water and get feedback from the teacher
  • Tow a floater one length of the the pull
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Side stroke

By the end of the sub-strand, the learner should be able to:

  1. practice the body and head position for streamlining in water
  2. practice the leg and arm movements in water for efficiency and speed
  3. play water games for enjoyment
  4. appreciate the side stroke for leisure and water recue
  1. Which stroke is used for rescuing a drowning person?

The learner is guided individually or in groups to:

  • Interact  with technology and watch a video clip on side stroke and observe the Body and head position in water
  • Interact with technology to observe the leg and arm movement in water
  • Practice the leg and arm movements in water and get feedback from the teacher
  • Tow a floater one length of the pull to
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Side stroke

By the end of the sub-strand, the learner should be able to:

  1. practice the body and head position for streamlining in water
  2. practice the leg and arm movements in water for efficiency and speed
  3. play water games for enjoyment
  4. appreciate the side stroke for leisure and water recue
  1. Which stroke is used for rescuing a drowning person?

The learner is guided individually or in groups to:

  • Interact with technology to observe the leg and arm movement in water
  • Praactice leg and arm movements in water and get feedback from the teacher
  • Tow a floater one length of the pull to
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Side stroke

By the end of the sub-strand, the learner should be able to:

  1. practice breathing for relaxed movement
  2. tow a floater while using the side stroke for rescue
  3. play water games for enjoyment
  4. appreciate the side stroke for leisure and water recue
  1. Which stroke is used for rescuing a drowning person?

The learner is guided individually or in groups to:

  • Practice the body and head position in water and get feedback from the teacher
  • Practice leg and arm  movements in water and get feedback from the teacher
  • Tow a floater one length of the pull to
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

Frisbee

Two handed rim catch

By the end of the sub strand, the learner should be able to:

  1. Practice the Two-handed rim catch in Frisbee for skill acquisition
  2. observe safety when using the Two handed rim catch in Frisbee for safety to be safe
  3. play games for fun and enjoyment
  4. appreciate the two-handed rim catch in Frisbee as a skill
  1. How else can you catch the disc in Frisbee?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe the two-handed rim catch
  • demonstrate the two-handed rim catch and get feedback from the teacher
  • In pairs of the two- handed rim catch and give each other feedback
  • Use drills to practice the two- handed rim catch in Frisbee
  • Play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

2

1

 

Two handed rim catch

By the end of the sub strand, the learner should be able to:

  1. Practice the Two-handed rim catch in Frisbee for skill acquisition
  2. observe safety when using the Two handed rim catch in Frisbee for safety to be safe
  3. play games for fun and enjoyment
  4. appreciate the two-handed rim catch in Frisbee as a skill
  1. How else can you catch the disc in Frisbee?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe the two-handed rim catch
  • demonstrate the two-handed rim catch and get feedback from the teacher
  • Demonstrate the two- handed rim catch and give each other feedback
  • Use drills to practice the two- handed rim catch in Frisbee
  • Play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Cutting

By the end of the sub strand, the learner should be able to:

  1. practice cutting in Frisbee for skill acquisition
  2. use drills to practice cutting in Frisbee
  3. play games for fun and enjoyment
  4. appreciate cutting as an essential skill in Frisbee
  1. which other skills resemble cutting in Frisbee

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe cutting
  • practice cutting and get feedback from the teacher
  • use drills tp practice cutting
  • practice frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Cutting

By the end of the sub strand, the learner should be able to:

  1. practice cutting in Frisbee for skill acquisition
  2. use drills to practice cutting in Frisbee
  3. play games for fun and enjoyment
  4. appreciate cutting as an essential skill in Frisbee
  1. which other skills resemble cutting in Frisbee

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe cutting
  • practice cutting and get feedback from the teacher
  • use drills to practice cutting
  • play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Marking

By the end of the sub strand, the learner should be able to:

  1. practice marking in Frisbee for skill acquisition
  2. observe safety when marking in Frisbee to avoids injuries
  3. play games for fun and enjoyment
  4. appreciate marking in Frisbee
  1. Where else is the skill marking used?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe marking
  • Practice marking and get feedback from the teacher
  • Use drills to practice marking and give each other feedback
  • Play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Marking

By the end of the sub strand, the learner should be able to:

  1. practice marking in Frisbee for skill acquisition
  2. observe safety when marking in Frisbee to avoids injuries
  3. play games for fun and enjoyment
  4. appreciate marking in Frisbee
  1. Where else is the skill marking used?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe marking
  • Practice marking and get feedback from the teacher
  • Use drills to practice marking and give each other feedback
  • play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

3

1

 

Pivoting

By the end of the sub strand, the learner should be able to:

  1. practice pivoting in Frisbee for skill acquisition
  2. use drills to practice pivoting in Frisbee
  3. observe safety when pivoting in Frisbee to avoids injuries
  4. play games for fun and enjoyment
  5. appreciate the marking as a skill in Frisbee
  1. Which other game uses the pivot skill?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe pivoting
  • practice pivoting and get feedback from the teacher
  • use drills to practice pivoting and give each other feedback
  • play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Pivoting

By the end of the sub strand, the learner should be able to:

  1. practice pivoting in Frisbee for skill acquisition
  2. use drills to practice pivoting in Frisbee
  3. observe safety when pivoting in Frisbee to avoids injuries
  4. play games for fun and enjoyment
  5. appreciate the marking as a skill in Frisbee
  1. Which other game uses the pivot skill?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe pivoting
  • Practice pivoting and get feedback from the teacher
  • Use drills to practice pivoting and give each other feedback
  • play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Spirit of the game

By the end of the sub strand, the learner should be able to:

  1. discuss the term ‘spirit of the game’ in Frisbee
  2. play a Frisbee game and use the spirit of the game to officiating
  3. discuss how to measure the ‘spirit of the game’ in Frisbee
  4. apply the acronym B.E.C.A.L.M in a Frisbee game situation
  1. what is the importance of the ‘Spirit of the game’?

The learner is guided individually or in groups to:

  • interact with technology to find out the meaning of the term ‘spirit of the game’ in Frisbee
  • play a Frisbee game and use the spirit of game for officiating
  • illustrate how to measure ‘spirit of the game’ in Frisbee
  • discuss the importance
  • B.E.C.A.L.M in a Frisbee game situation
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Spirit of the game

By the end of the sub strand, the learner should be able to:

  1. discuss the term ‘spirit of the game’ in Frisbee
  2. play a Frisbee game and use the spirit of the game to officiating
  3. discuss how to measure the ‘spirit of the game’ in Frisbee
  4. apply the acronym B.E.C.A.L.M in a Frisbee game situation
  1. what is the importance of the ‘Spirit of the game’?

The learner is guided individually or in groups to:

  • interact with technology to find out the meaning of the term ‘spirit of the game’ in Frisbee
  • play  Frisbee game and use the spirit of game for officiating
  • illustrate how to measure ‘spirit of the game’ in Frisbee
  • discuss the importance of B.E.C.A.L.M in a Frisbee game situation
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

GYMNA STICS

hand balance into splits and hand

walk

By the end of the sub strand the learner should be able to:

  1. Practice the hand balance into splits and hand walk for skill acquisition
  2. observe safety when performing the hand balance into splits and hand walk in gymnastics
  3. appreciate the Hand balance into splits and hand walk for aesthetic value
  1. Which fitness components can be developed by participating in gymnastics

The learner is guided individually or in groups to:

  • interact with technology to watch video clips on different splits
  • demonstrate hand balance into splits and hand walk and get feedback from the teacher practice the Hand balance into splits and hand walk and
  • give each other feedback
  • display the class the hand
  • balance into splits and hand walk and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

4

1

 

hand balance into splits and hand

walk

By the end of the sub strand the learner should be able to:

  1. Practice the hand balance into splits and hand walk for skill acquisition
  2. observe safety when performing the hand balance into splits and hand walk in gymnastics
  3. appreciate the Hand balance into splits and hand walk for aesthetic value
  1. Which fitness components can be developed by participating in gymnastics

The learner is guided individually or in groups to:

  • Interact with technology to watch video clips on different splits
  • demonstrate hand balance into splits and hand walk and get feedback from the teacher
  • practice the Hand balance into splits and hand walk and give each other feedback
  • display the class the hand
  • balance into splits and hand walk and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

hand balance into splits and hand

walk

By the end of the sub strand the learner should be able to:

  1. Practice the hand balance into splits and hand walk for skill acquisition
  2. observe safety when performing the hand balance into splits and hand walk in gymnastics
  3. appreciate the Hand balance into splits and hand walk for aesthetic value
  1. Which fitness components can be developed by participating in gymnastics

The learner is guided individually or in groups to:

  • interact with technology to watch video clips on different splits
  • demonstrate hand balance into splits and hand walk and get feedback from the teacher practice the Hand balance into splits and hand walk and
  • give each other feedback
  • display the class the hand
  • balance into splits and hand walk and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Shoulder Roll

By the end of the sub strand the learner should be able to:

  1. practice shoulder roll for skill acquisition
  2. observe safety when performing the shoulder roll to avoid injuries
  3. appreciate the shoulder roll for self-defence
  1. When would the shoulder roll skill become useful in everyday life

The learner is guided individually or in groups to:

  • Interact with technology to watch a video on shoulder roll
  • Demonstrate the shoulder roll and get feedback from the teacher
  • practice the shoulder roll and give each other feedback
  • Observe safety when performing the shoulder roll to avoid injuries
  • Appreciate the shuolder role for self-defence
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Shoulder Roll

By the end of the sub strand the learner should be able to:

  1. practice shoulder roll for skill acquisition
  2. observe safety when performing the shoulder roll to avoid injuries
  3. appreciate the shoulder roll for self-defence
  1. When would the shoulder roll skill become useful in everyday life

The learner is guided individually or in groups to:

  • interact with technology to watch a video on shoulder roll
  • Demonstrate the shoulder roll and get feedback from the teacher
  • practice the shoulder roll and give each other feedback
  • Observe safety when performing the shoulder roll to avoid injuries
  • Appreciate the shoulder roll for self-defence
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Through Vault into forward roll

By the end of the sub strand the learner should be able to:

  1. Practice the through vault into forward roll for skill acquisition
  2. observe safety when performing the through vault into forward roll in gymnastics
  3. appreciate the through vault into forward roll as essential skills in daily life
  1. Which situations in everyday life would call for the application of Through Vault into forward roll?

The learner is guided individually and in groups to:

  • Interact with the technology to observe the through vault into forward roll
  • demonstrate the through vault into forward roll and get feedback from the teacher
  • display the through vault into forward roll to the class and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

5

1

 

Through Vault into forward roll

By the end of the sub strand the learner should be able to:

  1. Practice the through vault into forward roll for skill acquisition
  2. observe safety when performing the through vault into forward roll in gymnastics
  3. appreciate the through vault into forward roll as essential skills in daily life
  1. Which situations in everyday life would call for the application of Through Vault into forward roll?

The learner is guided individually and in groups to:

  • Interact with the technology to observe the through vault into forward roll
  • demonstrate the through vault into forward roll and get feedback from the teacher
  • display the through vault into forward roll to the class and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Side Vault

By the end of the sub strand the learner should be able to:

  1. practice the Side Vault for gymnastic display
  2. observe rules when performing the Side Vault for own and others safety
  3. appreciate Side Vault for use in everyday life
  1. Which situations in everyday life would call for the application of side vault?

The learner is guided individually or in groups to:

  • interact with technology to watch a video clip on side vault
  • demonstrate the Side Vault and get feedback from the teacher
  • practice the side vault and give each other feedback
  • observe safety when performing the side vault
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Cartwheel

By the end of the sub strand the learner should be able to:

  1. practice the Cartwheel for skill acquisition
  2. observe safety when performing the Cartwheel to avoid injuries
  3. appreciate the Cartwheel for self-defence
  1. Which situations in everyday life would call for the application of Cartwheel?

The learner is guided individually or in groups to: interact with technology to

  • watch a video clip on Cartwheel Demonstrate the Cartwheel and get feedback from the teacher
  • practice the Cartwheel and give each other feedback
  • display the cartwheel and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Cartwheel

By the end of the sub strand the learner should be able to:

  1. practice the Cartwheel for skill acquisition
  2. observe safety when performing the Cartwheel to avoid injuries
  3. appreciate the Cartwheel for self-defence
  1. Which situations in everyday life would call for the application of Cartwheel?

The learner is guided individually or in groups to:

  • Interact with technology to watch a video clip on Cartwheel
  • Demonstrate the Cartwheel and get feedback from the teacher
  • Practice the Cartwheel and give each other feedback
  • display the cart wheel and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Round -off

By the end of the sub strand the learner should be able to:

  1. Practice the Round -off for skill masterly
  2. observe safety when performing the Round -off to avoid injuries
  3. appreciate the Round -off for self-defence
  1. Which gymnastic skill is almost similar to round –off?

The learner is guided individually or in groups to:

  • interact with technology to watch a video clip on Round - off
  • practice the -off and get feedback from the teacher
  • display the -off and give each other feedback
  • practice the -off and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

6

1

 

Round -off

By the end of the sub strand the learner should be able to:

  1. Practice the Round -off for skill masterly
  2. observe safety when performing the Round -off to avoid injuries
  3. appreciate the Round -off for self-defence
  1. Which gymnastic skill is almost similar to round –off?

The learner is guided individually or in groups to:

  • interact with technology to watch a video clip on Round - off
  • demonstrate the -off and get feedback from the teacher
  • practice the  -off and give each other feedback
  • display the -off and observe safety when
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Five action sequence

By the end of the sub strand the learner should be able to:

  1. practice the Five action sequence for skill acquisition
  2. observe safety when performing the Five action sequence to avoid injuries
  3. appreciate the Five action sequence for gymnastic display
  1. Why are skills in gymnastics important in everyday life?

The learner is guided individually and in groups to:

  • interact with technology to watch a video clip on sequences in gymnastics
  • demonstrate the five action sequence and get feedback from the teacher
  • practice the Five action sequence and give each other feedback
  • display the Five action sequence and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Five action sequence

By the end of the sub strand the learner should be able to:

  1. practice the Five action sequence for skill acquisition
  2. observe safety when performing the Five action sequence to avoid injuries
  3. appreciate the Five action sequence for gymnastic display
  1. Why are skills in gymnastics important in everyday life?

The learner is guided individually and in groups to:

  • Interact with technology to watch a video clip on sequences in gymnastics
  • Demonstrate the five action sequence and get feedback from the teacher
  • practice the Five action sequence and give each other feedback
  • display the Five action sequence and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

HEALT H AND FITNES S

Skill related fitness: Balance

By the end of the sub strand, the learner should be able to:

  1. explain the term balance to enhance learning
  2. identify exercises that can develop balance for healthy living
  3. appreciate balance as necessary for functional life
  1. Which activities can you perform to develop balance?

The learner is guided individually or in groups to:

  • Use digital devices and other sources interact with technology to explain the term balance
  • Discuss exercises that can be performed to develop balance for body awareness
  • play games that enhance development of balance and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Skill related fitness: Balance

By the end of the sub strand, the learner should be able to:

  1. identify exercises that can develop balance for healthy living
  2. practice physical activities for developing coordination in daily life
  3. appreciate balance as necessary for functional life
  1. Which activities can you perform to develop balance?

The learner is guided individually or in groups to:

  • Use dital devices and other sources interact with technology to explain the term balance
  • discuss the exercises that can be
  • performed to develop balance for body awareness
  • Play games that enhance the development of balance and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

7

1

 

Agility

By the end of the sub strand, the learner should be able to:

  1. define the term agility to enhance learning
  2. identify activities that can be performed to develop agility in daily life practice activities 
  3. appreciate agility in daily life
  1. Which exercises can develop agility?

The learner is guided individually or in groups to:

  • interact with technology to explain the term agility
  • discuss exercises that can develop agility
  • play games that enhance the development of agility and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

2

 

Agility

By the end of the sub strand, the learner should be able to:

  1. define the term agility to enhance learning
  2. identify activities that can be performed to develop agility in daily life practice activities
  3. appreciate agility in daily life
  1. Which exercises can develop agility?

The learner is guided individually or in groups to: interact with technology to

  • explain the term agility
  • discuss exercises that can develop agility
  • play games that enhance the development of agility and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Reaction Time

By the end of the sub strand, the learner should be able to:

  1. define the term Reaction Time to enhance learning
  2. identify activities that can develop Reaction Time in daily life
  3. practice activities that enhance develop of Reaction Time in daily life
  4. appreciate Reaction Time in daily life
  1. Why is reaction time important in everyday life?

The learner is guided individually or in groups to:

  • interact with technology to explain the term Reaction Time
  • use digital devices to identify activities that develop Reaction
  • discuss activities develop Reaction Time in daily life
  • play games that enhance development of Reaction Time and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Reaction Time

By the end of the sub strand, the learner should be able to:

  1. define the term Reaction Time to enhance learning
  2. identify activities that can develop Reaction Time in daily life
  3. practice activities that enhance develop of Reaction Time in daily life
  4. appreciate Reaction Time in daily life
  1. Why is reaction time important in everyday life?

The learner is guided individually or in groups to:

  • Interact with technology to explain the term Reaction Time
  • Use digital devices to identify activities that develop Reaction
  • Discuss activities develop Reaction Time in daily life play game that enhance the development of Reaction Time and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Sit and Reach Test

By the end of the sub strand, the learner should be able to:

  1. define the term Sit and Reach Test to enhance learning
  2. explain the importance of Sit and Reach Test in sports
  3. appreciate the Sit and Reach Test for flexibility
  1. why is it important to take Sit and Reach Test

The learner is guided individually or in groups to:

  • Use digital devices to explain the term Sit and Reach Test
  • Discuss the importance of Sit and Reach Test
  • use the Sit and Reach Test to measure flexibility
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

8

1

 

Sit and Reach Test

By the end of the sub strand, the learner should be able to:

  1. explain the importance of Sit and Reach Test in sports
  2. practice measuring flexibility using Sit and Reach Test
  3. appreciate the Sit and Reach Test for flexibility
  1. why is it important to take Sit and Reach Test

The learner is guided individually or in groups to:

  • Use digital devices to explain the term Sit and Reach Test
  • Discuss the importance of Sit and Reach Test use the Sit and Reach Test to measure flexibility
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

FIRST AID IN SPORTS

Sports Injuries: Closed wound

By the end of the sub strand, the learner should be able to:

  1. explain the term closed wound in First Aid
  2. list the safety precautions to be applied when dressing a closed wound
  3. demonstrate how to manage a closed wound to avoid infection
  4. join the first aid school team during sports day
  1. Why is it important to manage a closed wound?

The learner is guided individually or in groups to:

  • interact with technology to explain the term closed wound
  • Interact th technology to watch a video clip on how to dress a closed wound
  • Discuss in groups ways of ensuring safety while dressing a closed wound
  • Demonstrate how to dress a closed wound and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Sports Injuries: Closed wound

By the end of the sub strand, the learner should be able to:

  1. explain the term closed wound in First Aid
  2. list the safety precautions to be applied when dressing a closed wound
  3. demonstrate how to manage a closed wound to avoid infection
  4. join the first aid school team during sports day
  1. Why is it important to manage a closed wound?

The learner is guided individually or in groups to:

  • interact with technology to explain the term closed wound
  • interact with technology to watch a video clip on how to dress a closed wound
  • discuss in groups ways of ensuring safety while dressing a closed wound
  • demonstrate how to dress a closed wound and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Sprain

By the end of the sub strand, the learner should be able to:

  1. identify the parts of the body where a sprain may occur
  2. identify the signs and symptoms of a sprain
  3. demonstrate the management of a sprain
  1. Where does a sprain occur in body?
  2. How can a sprain be effectively managed?

The learner is guided individually or in groups to:

  • Use digital devices to  identify the signs and symptoms of a sprain
  • Discuss the parts of the body where a sprain may occur 
  • watch video clip on the management of a sprain
  • demonstrate how to manage sprain and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Sprain

By the end of the sub strand, the learner should be able to:

  1. identify the parts of the body where a sprain may occur
  2. identify the signs and symptoms of a sprain
  3. demonstrate the management of a sprain
  1. Where does a sprain occur in body?
  2. How can a sprain be effectively managed?

The learner is guided individually or in groups to:

  • Use digital devices to identify the signs and symptoms of a sprain
  • Discuss the parts of the body where a sprain may occur
  • watch video clip on the management of a sprain
  • demontrate how to manage sprain and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

9

1

 

Strain

By the end of the sub strand, the learner should be able to:

  1. identify the parts of the body where a strain may occur
  2. identify the signs and symptoms of a strain
  3. demonstrate the management of a strain
  1. Where does a strain occur in body?
  2. How can a strain be effectively managed?

The learner is guided individually or in groups to:

  • Use digital devices to identify the signs and symptoms of a strain
  • Discuss the parts of the body where a strain may occur
  • Watch video clip on the management of a strain
  • Discuss how to manage a strain and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Strain

By the end of the sub strand, the learner should be able to:

  1. identify the parts of the body where a strain may occur
  2. identify the signs and symptoms of a strain
  3. demonstrate the management of a strain
  1. Where does a strain occur in body?
  2. How can a strain be effectively managed?

The learner is guided individually or in groups to:

  • Use digitaldevices to identify the signs and symptoms of a strain
  • discuss the parts of the body where a strain may occur
  • watch a video clip on the management of a strain
  • demonstrate how to manage a strain and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Two person support method

By the end of the sub strand the learner should be able to:

  1. demonstrate how to carry an injured person using the Two person- support method
  2. listens keenly to what the injured person is saying before taking action
  3. assists to carry an injured teammate to safety
  1. Why is it important to listen to an injured person before performing First Aid if they are able to talk?

The learner is guided individually or in groups to:

  • Use digital devices to watch a video clip on how to carry an injured person using the Two person- support method
  • In groups paractice carrying an injured person using the Two person- support method and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Two person support method

By the end of the sub strand the learner should be able to:

  1. demonstrate how to carry an injured person using the Two person- support method
  2. listens keenly to what the injured person is saying before taking action
  3. assists to carry an injured teammate to safety
  1. Why is it important to listen to an injured person before performing First Aid if they are able to talk?

The learner is guided individually or in groups to:

  • Interact with digital devices to watch a video clip on how to carry an injured person using the Two person- support method
  • In groups practice carrying an injured person using the Two person- support method and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

OUTDO OR AND RECREA TION ACTIVI TIES

Planning an Outdoor activity

By the end of the sub strand, the learner should be able to:

  1. plan an outdoor activity schedule for two days
  2. identify the most suitable places for an outdoor activity in the county
  3. appreciate the outdoor activities for leisure and recreation
  1. What material will you require for an activity?
  2. How will you spend the time allocated during an outdoor activity?
  3. What safety measures should be observed before and during an outdoor activity?

The learner is guided individually or in the group to

  • use digital devices and other sources of information  to design an outdoor activity schedule for two days
  • discuss the most suitable places for an outdoor activity in the county
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

10

1

 

Planning an Outdoor activity

By the end of the sub strand, the learner should be able to:

  1. explain the health and safety measures to be observed before and during an outdoor activity
  2. identify the relevant authorities to be informed prior to an outdoor activity
  3. appreciate the outdoor activities for leisure and recreation
  1. What material will you require for an activity?
  2. How will you spend the time allocated during an outdoor activity?
  3. What safety measures should be observed before and during an outdoor activity?

The learner is guided individually or in the group to use digital devices and other sources of information to:

  • discuss the health and safety measures to be observed before and during an outdoor activity
  • disccuss the relevant authorities to be informed prior to an outdoor activity
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Planning an Outdoor activity

By the end of the sub strand, the learner should be able to:

  1. explain the health and safety measures to be observed before and during an outdoor activity
  2. identify the relevant authorities to be informed prior to an outdoor activity
  3. appreciate the outdoor activities for leisure and recreation
  1. What material will you require for an activity?
  2. How will you spend the time allocated during an outdoor activity?
  3. What safety measures should be observed before and during an outdoor activity?

The learner is guided individually or in the group to use digital devices and other sources of information to:

  • discuss the health and safety measures to be observed before and during an outdoor activity
  • discuss the relecant authorities to be informed prior to an outdoor activity
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Tracking Signs for outdoor activity

By the end of the sub strand, the learner should be able to:

  1. define the term tracking signs
  2. explain the importance of tracking signs for an outdoor activity
  3. design tracking signs for use during an outdoor activity
  4. practice laying tracking
  5. signs for use during an outdoor an outdoor activity
  1. Why is tracking important in an outdoor activity
  2. What are some of the physical features you need to look out for when mapping a route

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the materials that can be used to make tracking signs in the local environment
  • Discuss the tracking signs and their uses in outdoor activities
  • track a route in the school compound for signs masterly
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Tracking Signs for outdoor activity

By the end of the sub strand, the learner should be able to:

  1. define the term tracking signs
  2. explain the importance of tracking signs for an outdoor activity
  3. design tracking signs for use during an outdoor activity
  4. practice laying tracking signs for use during an outdoor an outdoor activity
  1. Why is tracking important in an outdoor activity
  2. What are some of the physical features you need to look out for when mapping a route

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the materials that can be used to make tracking signs in the local environment
  • Discuss the tracking signs and their uses in outdoor activities
  • Track a route in the school compound for signs masterly
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Tracking Signs for outdoor activity

By the end of the sub strand, the learner should be able to:

  1. define the term tracking signs
  2. explain the importance of tracking signs for an outdoor activity
  3. design tracking signs for use during an outdoor activity
  4. practice laying tracking
  5. signs for use during an outdoor an outdoor activity
  1. Why is tracking important in an outdoor activity
  2. What are some of the physical features you need to look out for when mapping a route

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss materials that can be used to make tracking signs in the local environment
  • discuss the tracking signs and their uses in outdoor activities
  • track a route in the school compound for signs masterly
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Roles and responsibility

By the end of the sub strand, the learner should be able to:

  1. identify the different roles of members during a group’s outdoor activity
  2. explain the qualities of a good group leader
  3. appreciate the roles undertaken by the different members in a group
  1. Why should we divide roles for group members?
  2. What are the qualities of a good group leader?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the different roles assigned to members during an outdoor activity
  • Discuss the qualities of a good leader group leader
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Conflict resolution in an outdoor activity

By the end of the sub strand, the learner should be able to:

  1. identify the causes of conflicts during an outdoor activity
  2. explain the consequences of conflicts during an outdoor activity
  3. role play conflicts resolution for an outdoor activity
  1. What are the causes of conflicts in a group?
  2. What methods can be used to resolve conflicts?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the causes of conflicts during an outdoor activity
  • the consequences of conflicts during an outdoor activity
  • role play conflicts resolution for a group
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Conflict resolution in an outdoor activity

By the end of the sub strand, the learner should be able to:

  1. identify the causes of conflicts during an outdoor activity
  2. explain the consequences of conflicts during an outdoor activity
  3. role play conflicts resolution for an outdoor activity
  1. What are the causes of conflicts in a group?
  2. What methods can be used to resolve conflicts?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the causes of conflicts during an outdoor activity
  • Discuss the consequences of conflicts during an outdoor activity
  • role play conflicts resolution for a group
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Conflict resolution in an outdoor activity

By the end of the sub strand, the learner should be able to:

  1. explain the consequences of conflicts during an outdoor activity
  2. identify ways of resolving conflicts for unity
  3. role play conflicts resolution for an outdoor activity
  1. What are the causes of conflicts in a group?
  2. What methods can be used to resolve conflicts?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the consequences of conflicts during an outdoor activity
  • Discuss ways of solving conflicts
  • role play conflicts resolution for a group
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Conflict resolution in an outdoor activity

By the end of the sub strand, the learner should be able to:

  1. explain the consequences of conflicts during an outdoor activity
  2. identify ways of resolving conflicts for unity
  3. role play conflicts resolution for an outdoor activity
  1. What are the causes of conflicts in a group?
  2. What methods can be used to resolve conflicts?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the consequences of conflicts during an outdoor activity
  • Discuss ways of solving conflicts
  • role play conflicts resolution for a group
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Food preservation

By the end of the sub strand, the learner should be able to:

  1. identify the food preservation methods in the community
  2. demonstrate one method that can be used to preserve food during a two day outdoor activity
  3. appreciate the traditional method of food preservation
  1. What methods can be used to preserve food during an outdoor activity lasting two days?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • find out the food preservation methods in the community
  • discuss and demonstrate a food preservation method that can be used to preserve food during an outdoor activity
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Food preservation

By the end of the sub strand, the learner should be able to:

  1. identify the food preservation methods in the community
  2. demonstrate one method that can be used to preserve food during a two day outdoor activity
  3. appreciate the traditional method of food preservation
  1. What methods can be used to preserve food during an outdoor activity lasting two days?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • find out the food preservation methods in the community
  • discuss and demonstrate a food preservation method that can be used to preserve food during an outdoor activity
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos Resource person
  • Required resources

 

 

  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

 

 

 

 

 

Read 77 times Last modified on Wednesday, 23 November 2022 07:55

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