Home Teachers' Resources GRADE FIVE SCHEMES OF WORK TERM 3 SPOTLIGHT PHYSICAL HEALTH EDUCATION ACTIVITIES.

GRADE FIVE SCHEMES OF WORK TERM 3 SPOTLIGHT PHYSICAL HEALTH EDUCATION ACTIVITIES.

SPOTLIGHT PHYSICAL HEALTH EDUCATION ACTIVITIES.

GRADE FIVE SCHEMES OF WORK TERM 3

Wk   Ls n Strand/ Theme Sub strand Specific learning outcomes Key inquiry Questions Learning experiences Learning Resources Assessment methods Ref l
1 1 OPTION AL

GAMES:

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

a.       discuss the term ‘spirit of the game’ in Frisbee

b.       play a Frisbee game and use the spirit of the game to officiating

c.       discuss how to measure the ‘spirit of the game’ in Frisbee

d.       apply the acronym B.E.C.A.L.M in a Frisbee game situation

what is the importance of the ‘Spirit of the game’? The learner is guided individually or in groups to:

interact with technology to

·         Frisbee discs

·         Whistle

·         Field of play

·         Chart

·         Video clip

·         Digital device

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 127-129

·         Spotlight P.H.E Grade 5 TG Pg.

94-96

a)    Observation checklists

b)    Portfolio

 
    Frisbee     find out the meaning of the

term ‘spirit of the game’ in Frisbee

practice Frisbee game and use

c) Progress reports
          the spirit of game for officiating

Illustrate how to measure ‘spirit of the game’ in Frisbee

 
           
          B.E.C.A.L.M in a Frisbee game situation  
  2 SWIMM ING Swimming Strokes: Breaststroke By the end of the sub strand, the learner should be able to:

a.       practice streamlining the body for skill acquisition

b.       play water games for fun and enjoyment

c.       appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to: interact with technology to watch a video clip on the breaststroke

Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback

Hold the floater with Play water games for fun

and enjoyment

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 130-134

·         Spotlight P.H.E Grade 5 TG Pg.

96-99

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
  3   Swimming Strokes: Breaststroke By the end of the sub strand, the learner should be able to:

a.       practice streamlining the body for skill acquisition

b.       play water games for fun and enjoyment

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to: interact with technology to watch a video clip on the breaststroke

Holds the floater between the legs and practice arm action

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

        c.   appreciate the breaststroke for leisure and fitness   across the width of the pool and get teachers feedback

Play water games for fun and enjoyment

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 130-134

·         Spotlight P.H.E Grade 5 TG Pg.

96-99

   
  4   Swimming Strokes: Breaststroke By the end of the sub strand, the learner should be able to:

a.       practice streamlining the body for skill acquisition

b.       play water games for fun and enjoyment

c.       appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to: interact with technology to watch a video clip on the breaststroke

Play water games for fun and enjoyment

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 130-134

·         Spotlight P.H.E Grade 5 TG Pg.

96-99

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
  5   Swimming Strokes: Breaststroke By the end of the sub strand, the learner should be able to:

a.       practice the arm and leg action in breaststroke

b.       demonstrate timing for proper execution of the stroke

c.       appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to: interact with technology to watch a video clip on the breaststroke

Holds the floater between the leg

Hold the floater with outstretched hands and practice the leg kick across the width of the pool and get teachers feedback

practice the arm and the leg action and give each other feedback

demonstrate timing when

practicing the breaststroke and get feedback from the teacher

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 130-134

·         Spotlight P.H.E Grade 5 TG Pg. 96-99

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
2 1   Swimming Strokes: Breaststroke By the end of the sub strand, the learner should be able to:

a.       practice the arm and leg action in breaststroke

b.       demonstrate timing for proper execution of the stroke

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to

streamline the body in water?

The learner is guided individually or in groups to: interact with technology to watch a video clip on the breaststroke

Holds the floater between the

Leg holds the floater with

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

        c.   appreciate the breaststroke for leisure and fitness   outstretched hands and practice the leg kick across the width of the pool and get teachers feedback

ice the arm and the leg action and give each other feedback

nstrate timing when practicing the breaststroke and

get feedback from the teacher

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 130-134

·         Spotlight P.H.E Grade 5 TG Pg. 96-99

   
  2   Swimming Strokes: Breaststroke By the end of the sub strand, the learner should be able to:

a.       practice the arm and leg action in breaststroke

b.       demonstrate timing for proper execution of the stroke

c.       appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to: interact with technology to watch a video clip on the breaststroke

holds the floater between the leg the floater with outstretched hands and practice the leg kick across the width of the pool and get teachers feedback

practice the arm and the leg action and give each other feedback

demonstrate timing when

practicing the breaststroke and get feedback from the teacher

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 130-134

·         Spotlight P.H.E Grade 5 TG Pg. 96-99

a)    Observation checklists

b)    Portfolio

c)    Progress reports

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

a.       practice the back stroke for skill acquisition

b.       play water games for enjoyment

c.       appreciate the back stroke for leisure and fitness

. Which animal uses the breaststroke to move in water?

2. Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

gital devices to watch a video clip on the back stroke and observe the body streamlining in water

e the back-stroke body and get feedback from the teacher

enjoyment

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 134-137

·         Spotlight P.H.E Grade 5 TG Pg.

99-101

a)    Observation checklists

b)    Portfolio

c)    Progress reports

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

a.   practice the back stroke for skill acquisition

. Which animal uses the breaststroke to move in water?

2. Why is it important to

The learner is guided individually or in groups to:

Use digital devices to watch a video clip on the back stroke

·         Floaters

·         Swimming attire

·         head caps

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

        b.       play water games for enjoyment

c.       appreciate the back stroke for leisure and fitness

streamline the body in water? and observe the body streamlining in water

practice the back-stroke body and get feedback from the teacher

enjoyment

·         Water balloons

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 134-137

·         Spotlight P.H.E Grade 5 TG Pg.

99-101

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

a.       demonstrate timing for proper execution of the stroke

b.       play water games for enjoyment

c.       appreciate the back stroke for leisure and fitness

. Which animal uses the breaststroke to move in water?

2. Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

gital devices to watch a video clip on the back stroke and observe the body streamlining in water

e the back-stroke body and get feedback from the teacher

enjoyment

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 134-137

·         Spotlight P.H.E Grade 5 TG Pg.

99-101

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
3 1   Backstroke By the end of the sub strand, the learner should be able to:

a.       demonstrate timing for proper execution of the stroke

b.       play water games for enjoyment

c.       appreciate the back stroke for leisure and fitness

. Which animal uses the breaststroke to move in water?

2. Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water

practice the back-stroke body and get feedback from the teacher

enjoyment

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 134-137

·         Spotlight P.H.E Grade 5 TG Pg.

99-101

a)    Observation checklists

b)    Portfolio

c)    Progress reports

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

a.       practice the body and head position for streamlining in water

b.       practice the leg and arm movements in water for efficiency and speed

Which stroke is used for rescuing a drowning person? The learner is guided individually or in groups to:

ith technology and watch a video clip on side stroke and observe the Body and head position in water

ract with technology to

observe the leg and arm movement in water

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

·         Spotlight P.H.E Grade 5

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

        c.       play water games for enjoyment

d.       appreciate the side stroke for leisure and water recue

  movements

in water and get feedback from the teacher

the pull to

Learners Bk. Pg. 138-142

·         Spotlight P.H.E Grade 5 TG Pg. 101-103

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

a.       practice the body and head position for streamlining in water

b.       practice the leg and arm movements in water for efficiency and speed

c.       play water games for enjoyment

d.       appreciate the side stroke for leisure and water recue

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

movements

in water and get feedback from the teacher

the pull to

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 138-142

·         Spotlight P.H.E Grade 5 TG Pg. 101-103

a)    Observation checklists

b)    Portfolio

c)    Progress reports

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

a.       practice the body and head position for streamlining in water

b.       practice the leg and arm movements in water for efficiency and speed

c.       play water games for enjoyment

d.       appreciate the side stroke for leisure and water recue

Which stroke is used for rescuing a drowning person? The learner is guided individually or in groups to:

ract with technology to observe the leg and arm movement in water

movements

in water and get feedback from the teacher

the pull

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 138-142

·         Spotlight P.H.E

Grade 5 TG Pg. 101-103

a)    Observation checklists

b)    Portfolio

c)    Progress reports

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

a.       practice breathing for relaxed movement

b.       tow a floater while using the side stroke for rescue

c.       play water games for enjoyment

d.       appreciate the side stroke for leisure and water recue

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

movements

in water and get feedback from the teacher

the pull to

·         Floaters

·         Swimming attire

·         head caps

·         Water balloons

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 138-142

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

              ·         Spotlight P.H.E

Grade 5 TG Pg. 101-103

   
4 1 GYMNA STICS hand balance into splits and hand

walk

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

a.       Practice the hand balance into splits and hand walk for skill acquisition

b.       observe safety when performing the hand balance into splits and hand walk in gymnastics

c.       appreciate the Hand balance into splits and hand walk for aesthetic value

Which fitness components can be developed by participating in gymnastics The learner is guided individually or in groups to:

eract 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

balance into splits and hand walk and observe safety

·         video clips

·         sketches of hand balances

·         gymnastics

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 142-144

·         Spotlight P.H.E Grade 5 TG Pg. 104-106

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
  2   hand balance into splits and hand

walk

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

a.       Practice the hand balance into splits and hand walk for skill acquisition

b.       observe safety when performing the hand balance into splits and hand walk in gymnastics

c.       appreciate the Hand balance into splits and hand walk for aesthetic value

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

balance into splits and hand walk and observe safety

·         video clips

·         sketches of hand balances

·         gymnastics

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 142-144

·         Spotlight P.H.E Grade 5 TG Pg. 104-106

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
  3   hand balance into splits and hand

walk

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

a.       Practice the hand balance into splits and hand walk for skill acquisition

b.       observe safety when performing the hand balance into splits and hand walk in gymnastics

c.       appreciate the Hand balance into splits and hand walk for aesthetic value

Which fitness components can be developed by participating in gymnastics The learner is guided individually or in groups to:

eract 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

balance into splits and hand walk and observe safety

·         video clips

·         sketches of hand balances

·         gymnastics

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 142-144

·         Spotlight P.H.E Grade 5 TG Pg. 104-106

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

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

a.       practice shoulder roll for skill acquisition

b.       observe safety when performing the shoulder roll to avoid injuries

c.       appreciate the shoulder roll for self-defence

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

for self-defence

·         pictures

·         video clips

·         open field

·         whistle

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 144-146

·         Spotlight P.H.E Grade 5 TG Pg. 106-107

a)    Observation checklists

b)    Portfolio

c)    Progress reports

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

a.       practice shoulder roll for skill acquisition

b.       observe safety when performing the shoulder roll to avoid injuries

c.       appreciate the shoulder roll for self-defence

When would the shoulder roll skill become useful in everyday life The learner is guided individually or in groups to:

eract 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

for self-defence

·         pictures

·         video clips

·         open field

·         whistle

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 144-146

·         Spotlight P.H.E Grade 5 TG Pg. 106-107

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
5 1   Through Vault into forward roll By the end of the sub strand the learner should be able to:

a.       Practice the through vault into forward roll for skill acquisition

b.       observe safety when performing the through vault into forward roll in gymnastics

c.       appreciate the through vault into forward roll as

essential skills in daily life

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:

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

·         video clips

·         landing mats

·         charts

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 146-148

·         Spotlight P.H.E Grade 5 TG Pg. 108-109

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
  2   Through Vault into forward roll By the end of the sub strand the learner should be able to:

a.   Practice the through vault into forward roll for skill acquisition

Which situations in everyday life would call for the application of The learner is guided individually and in groups to:

observe the through vault into forward roll

·         video clips

·         landing mats

·         charts

·         Spotlight P.H.E Grade 5

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

        b.       observe safety when performing the through vault into forward roll in gymnastics

c.       appreciate the through vault into forward roll as essential skills in daily life

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

Learners Bk. Pg. 146-148

·         Spotlight P.H.E Grade 5 TG Pg. 108-109

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

a.       practice the Side Vault for gymnastic display

b.       observe rules when performing the Side Vault for own and others safety

c.       appreciate Side Vault for use in everyday life

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

·         video clips

·         landing mats

·         charts

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 148-149

·         Spotlight P.H.E Grade 5 TG Pg. 109-111

a)    Observation checklists

b)    Portfolio

c)   Progress reports

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

a.       practice the Cartwheel for skill acquisition

b.       observe safety when performing the Cartwheel to avoid injuries

c.       appreciate the Cartwheel for self-defence

Which situations in everyday life would call for the application of Cartwheel? The learner is guided individually or in groups to:

eract with technology to watch a video clip on Cartwheel

Demonstrate the Cartwheel and get feedback from the teacher

ractice the Cartwheel and give each other feedback

observe safety

·         video clips

·         landing mats

·         charts

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 149-151

·         Spotlight P.H.E Grade 5 TG Pg. 111-112

a)    Observation checklists

b)    Portfolio

c)   Progress reports

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

a.       practice the Cartwheel for skill acquisition

b.       observe safety when performing the Cartwheel to avoid injuries

c.       appreciate the Cartwheel for self-defence

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

observe safety

·         video clips

·         landing mats

·         charts

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 149-151

·         Spotlight P.H.E Grade 5 TG Pg. 111-112

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
6 1   Round -off By the end of the sub strand the learner should be able to:

a.   Practice the Round -off for skill masterly

Which gymnastic skill is almost similar to round –off? The learner is guided individually or in groups to:

eract with technology to watch a video clip on Round – off

·         video clips

·         landing mats

·         charts

·         Spotlight P.H.E Grade 5

a)    Observation checklists

b)    Portfolio

c)   Progress reports

 

 

        b.       observe safety when performing the Round -off to avoid injuries

c.       appreciate the Round -off for self-defence

  -off and get feedback from the teacher

-off and give each other feedback

-off and observe safety when

Learners Bk. Pg. 151-152

·         Spotlight P.H.E Grade 5 TG Pg. 113-114

   
  2   Round -off By the end of the sub strand the learner should be able to:

a.       Practice the Round -off for skill masterly

b.       observe safety when performing the Round -off to avoid injuries

c.       appreciate the Round -off for self-defence

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 round –off  and get feedback from the teacher

display the round -off and give each other feedback

display the round -off and observe safety when

·         video clips

·         landing mats

·         charts

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 151-152

·         Spotlight P.H.E Grade 5 TG Pg. 113-114

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
  3   Five action sequence By the end of the sub strand the learner should be able to:

a.       practice the Five action sequence for skill acquisition

b.       observe safety when performing the Five action sequence to avoid injuries

c.       appreciate the Five action sequence for gymnastic display

Why are skills in gymnastics important in everyday life? The learner is guided individually and in groups to:

eract with technology to watch a video clip on sequences in gymnastics

sequence and get feedback from the teacher

ctice the Five action sequence and give each other feedback

splay the Five action

sequence and observe safety

·         video clips

·         landing mats

·         charts

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 153-155

·         Spotlight P.H.E Grade 5 TG Pg. 114-117

a)    Observation checklists

b)    Portfolio

c)   Progress reports

 
  4   Five action sequence By the end of the sub strand the learner should be able to:

a.       practice the Five action sequence for skill acquisition

b.       observe safety when performing the Five action sequence to avoid injuries

c.       appreciate the Five action sequence for gymnastic display

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

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

·         video clips

·         landing mats

·         charts

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 153-155

·         Spotlight P.H.E Grade 5 TG Pg. 114-117

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

  5 HEALT H AND FITNES S Skill related fitness: Balance By the end of the sub strand, the learner should be able to:

a.       explain the term balance to enhance learning

b.       identify exercises that can develop balance for healthy living

c.       appreciate balance as necessary for functional life

Which activities can you perform to develop balance? The learner is guided individually or in groups to:

ital devices and other sources interact with technology to explain the term balance

performed to develop balance for body awareness

development of balance and observe safety

·         field of play

·         beam balance

·         digital device

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 156-158

·         Spotlight P.H.E Grade 5 TG Pg. 118-119

a)    Observation checklists

b)    Portfolio

c)   Progress reports

 
7 1   Skill related fitness: Balance By the end of the sub strand, the learner should be able to:

a.       identify exercises that can develop balance for healthy living

b.       practice physical activities for developing coordination in daily life

c.       appreciate balance as necessary for functional life

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 the exercises that can be

performed to develop balance for body awareness

play games to enhance the

development of balance and observe safety

·         field of play

·         beam balance

·         digital device

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 156-158

·         Spotlight P.H.E Grade 5 TG Pg. 118-119

a)    Observation checklists

b)    Portfolio

c)    Progress reports

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

a.       define the term agility to enhance learning

b.       identify activities that can be performed to develop agility in daily life practice activities

c.       appreciate agility in daily life

Which exercises can develop agility? The learner is guided individually or in groups to:

act with technology to explain the term agility

uss exercises that can develop agility

development of agility and observe safety

·         field of play

·         beam balance

·         digital device

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 159-160

·         Spotlight P.H.E

Grade 5 TG Pg. 120-121

a)    Observation checklists

b)    Portfolio

c)   Progress reports

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

a.       define the term agility to enhance learning

b.       identify activities that can be performed to develop agility in daily life practice activities

c.       appreciate agility in daily life

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

development of agility and observe safety

·         field of play

·         beam balance

·         digital device

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 159-160

·         Spotlight P.H.E Grade 5 TG Pg.

120-121

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

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

a.       define the term Reaction Time to enhance learning

b.       identify activities that can develop Reaction Time in daily life

c.       practice activities that enhance develop of Reaction Time in daily life

d.       appreciate Reaction Time in

daily life

Why is reaction time important in everyday life? The learner is guided individually or in groups to:

act with technology to explain the term Reaction Time

se digital devices to identify activities that develop Reaction

ss activities develop Reaction Time in daily life

development of Reaction Time and observe safety

·         field of play

·         beam balance

·         digital device

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 161-162

·         Spotlight P.H.E Grade 5 TG Pg. 121-123

a)    Observation checklists

b)    Portfolio

c)   Progress reports

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

a.       define the term Reaction Time to enhance learning

b.       identify activities that can develop Reaction Time in daily life

c.       practice activities that enhance develop of Reaction Time in daily life

d.       appreciate Reaction Time in

daily life

Why is reaction time important in everyday life? The learner is guided individually or in groups to:

act with technology to explain the term Reaction Time

se digital devices to identify activities that develop Reaction

ss activities develop Reaction Time in daily life

play games that enhance the development of Reaction Time and observe safety

·         field of play

·         beam balance

·         digital device

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 161-162

·         Spotlight P.H.E Grade 5 TG Pg. 121-123

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
8 1   Sit and Reach Test By the end of the sub strand, the learner should be able to:

a.       define the term Sit and Reach Test to enhance learning

b.       explain the importance of Sit and Reach Test in sports

c.       appreciate the Sit and Reach Test for flexibility

why is it important to take Sit and Reach Test The learner is guided individually or in groups to:

digital devices to explain the term Sit and Reach Test

ce of Sit and Reach Test use the Sit and Reach Test to measure flexibility

·         field of play

·         beam balance

·         digital device

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 163-165

·         Spotlight P.H.E

Grade 5 TG Pg. 123-125

a)    Observation checklists

b)    Portfolio

c)   Progress reports

 
  2   Sit and Reach Test By the end of the sub strand, the learner should be able to:

a.       explain the importance of Sit and Reach Test in sports

b.       practice measuring flexibility using Sit and Reach Test

c.       appreciate the Sit and Reach Test for flexibility

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 of play

·         beam balance

·         digital device

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 163-165

·         Spotlight P.H.E Grade 5 TG Pg.

123-125

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

  3 FIRST AID IN SPORTS Sports Injuries: Closed wound By the end of the sub strand, the learner should be able to:

a.       explain the term closed wound in First Aid

b.       list the safety precautions to be applied when dressing a closed wound

c.       demonstrate how to manage a closed wound to avoid infection

d.       join the first aid school team during sports day

Why is it important to manage a closed wound? The learner is guided individually or in groups to:

technology to explain the term closed wound

th technology to watch a video clip on how to dress a closed wound

groups ways of ensuring safety while dressing a closed wound

ress a closed wound and get feedback from the teacher

·         video clip

·         posters

·         pictures

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 165-167

·         Spotlight P.H.E Grade 5 TG Pg. 126-127

a)    Observation checklists

b)    Portfolio

c)   Progress reports

 
  4   Sports Injuries: Closed wound By the end of the sub strand, the learner should be able to:

a.       explain the term closed wound in First Aid

b.       list the safety precautions to be applied when dressing a closed wound

c.       demonstrate how to manage a closed wound to avoid infection

d.       join the first aid school team during sports day

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

·         video clip

·         posters

·         pictures

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 165-167

·         Spotlight P.H.E Grade 5 TG Pg. 126-127

a)    Observation checklists

b)    Portfolio

c)    Progress reports

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

a.       identify the parts of the body where a sprain may occur

b.       identify the signs and symptoms of a sprain

c.       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:

identify the signs and symptoms of a sprain

where a sprain may occur

eo clip on the management of a sprain

e how to manage

sprain and get feedback from the teacher

·         video clip

·         posters

·         pictures

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 167-169

·         Spotlight P.H.E Grade 5 TG Pg. 128-129

a)    Observation checklists

b)    Portfolio

c)   Progress reports

 
9 1   Sprain By the end of the sub strand, the learner should be able to: 1. Where does a sprain occur in body? The learner is guided individually or in groups to: ·         video clip

·         posters

·         pictures

a)    Observation checklists

b)    Portfolio

 

 

        a.       identify the parts of the body where a sprain may occur

b.       identify the signs and symptoms of a sprain

c.       demonstrate the management of a sprain

2. How can a sprain be effectively managed? identify the signs and symptoms of a sprain

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

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 167-169

·         Spotlight P.H.E Grade 5 TG Pg. 128-129

c) Progress reports  
  2   Strain By the end of the sub strand, the learner should be able to:

a.       identify the parts of the body where a strain may occur

b.       identify the signs and symptoms of a strain

c.       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

rts of the body where a strain may occur

eo clip on the management of a strain

how to manage

a strain and get feedback from the teacher

·         video clip

·         posters

·         pictures

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 169-171

·         Spotlight P.H.E Grade 5 TG Pg. 129-131

a)    Observation checklists

b)    Portfolio

c)   Progress reports

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

a.       identify the parts of the body where a strain may occur

b.       identify the signs and symptoms of a strain

c.       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 fromthe teacher

·         video clip

·         posters

·         pictures

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 169-171

·         Spotlight P.H.E Grade 5 TG Pg. 129-131

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
  4   Two person support method By the end of the sub strand the learner should be able to:

a.       demonstrate how to carry an injured person using the Two person- support method

b.       listens keenly to what the injured person is saying before taking action

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

·         video clip

·         posters

·         pictures

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 171-173

a)    Observation checklists

b)    Portfolio

c)   Progress reports

 

 

        c.   assists to carry an injured teammate to safety   ice carrying an injured person using the Two person- support method and

get feedback from the teacher

·         Spotlight P.H.E Grade 5 TG Pg. 131-133    
  5   Two person support method By the end of the sub strand the learner should be able to:

a.       demonstrate how to carry an injured person using the Two person- support method

b.       listens keenly to what the injured person is saying before taking action

c.       assists to carry an injured teammate to safety

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 practice carrying an injured person using the Two person- support method and

get feedback from the teacher

·         video clip

·         posters

·         pictures

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 171-173

·         Spotlight P.H.E Grade 5 TG Pg. 131-133

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
10 1 OUTDO OR AND RECREA TION ACTIVI TIES Planning By the end of the sub strand, the learner should be able to:

a.       plan an outdoor activity schedule for two days

b.       identify the most suitable places for an outdoor activity in the county

c.       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: n an outdoor activity

schedule for two days

s the most suitable places for an outdoor activity in the county

·         Video clip

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 174-178

·         Spotlight P.H.E Grade 5 TG Pg. 134-135

a)    Observation checklists

b)    Portfolio

c)   Progress reports

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

a.       explain the health and safety measures to be observed before and during an outdoor activity

b.       identify the relevant authorities to be informed prior to an outdoor activity

c.       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

authorities to be informed prior to an outdoor activity

·         Video clip

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 174-178

·         Spotlight P.H.E Grade 5 TG Pg. 134-135

a)    Observation checklists

b)    Portfolio

c)    Progress reports

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

a.   explain the health and safety measures to be

1.    What material will you require for an activity?

2.    How will you spend the time

The learner is guided individually or in the group to use digital devices and

other sources of information to:

·         Video clip

·         Spotlight P.H.E Grade 5 Learners Bk.

Pg. 174-178

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

        observed before and during an outdoor activity

b.       identify the relevant authorities to be informed prior to an outdoor activity

c.       appreciate the outdoor activities for leisure and

recreation

allocated during an outdoor activity?

3. What safety measures should be observed before and during an outdoor activity?

the health and safety measures to be observed before and during an outdoor activity

authorities to be informed prior to an outdoor activity

·         Spotlight P.H.E Grade 5 TG Pg. 134-135    
  4   Tracking Signs for outdoor activity By the end of the sub strand, the learner should be able to:

a.       define the term tracking signs

b.       explain the importance of tracking signs for an outdoor activity

c.       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 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

·         stones

·         sticks

·         video clip

·         Video clip

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 178-180

·         Spotlight P.H.E Grade 5 TG Pg. 136-137

a)    Observation checklists

b)    Portfolio

c)   Progress reports

 
  5   Tracking Signs for outdoor activity By the end of the sub strand, the learner should be able to:

a.       define the term tracking signs

b.       explain the importance of tracking signs for an outdoor activity

c.       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 materials that can be used to make tracking signs in the local environment

s the tracking signs and their uses in outdoor activities

a route in the school

compound for signs masterly

·         stones

·         sticks

·         video clip

·         Video clip

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 178-180

·         Spotlight P.H.E Grade 5 TG Pg. 136-137

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
      Tracking Signs for outdoor activity By the end of the sub strand, the learner should be able to:

a.       explain the importance of tracking signs for an outdoor activity

b.       design tracking signs for use during an outdoor activity

c.       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 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

·         stones

·         sticks

·         video clip

·         Video clip

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 178-180

·         Spotlight P.H.E Grade 5 TG Pg. 136-137

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

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

a.       identify the different roles of members during a group’s outdoor activity

b.       explain the qualities of a good group leader

c.       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:

he different roles assigned to members during an outdoor activity

the qualities of a good leader group leader

·         video clip

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 180-182

·         Spotlight P.H.E Grade 5 TG Pg. 137-138

a)    Observation checklists

b)    Portfolio

c)   Progress reports

 
      Conflict resolution in an outdoor activity By the end of the sub strand, the learner should be able to:

a.       identify the causes of conflicts during an outdoor activity

b.       explain the consequences of conflicts during an outdoor activity

c.       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

·         video clip

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 183-185

·         Spotlight P.H.E Grade 5 TG Pg. 138-140

a)    Observation checklists

b)    Portfolio

c)   Progress reports

 
      Conflict resolution in an outdoor activity a.       By the end of the sub strand, the learner should be able to:

b.       identify the causes of conflicts during an outdoor activity

c.       explain the consequences of conflicts during an outdoor activity

d.       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

lay conflicts resolution for a group

·         video clip

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 183-185

·         Spotlight P.H.E Grade 5 TG Pg. 138-140

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
      Conflict resolution in an outdoor activity By the end of the sub strand, the learner should be able to:

a.       explain the consequences of conflicts during an outdoor activity

b.       identify ways of resolving conflicts for unity

c.       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

conflicts

role play conflicts resolution for a group

·         video clip

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 183-185

·         Spotlight P.H.E Grade 5 TG Pg. 138-140

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

      Conflict resolution in an outdoor activity By the end of the sub strand, the learner should be able to:

a.       explain the consequences of conflicts during an outdoor activity

b.       identify ways of resolving conflicts for unity

c.       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

conflicts

lay conflicts resolution for a group

·         video clip

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 183-185

·         Spotlight P.H.E Grade 5 TG Pg. 138-140

a)    Observation checklists

b)    Portfolio

c)    Progress reports

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

a.       identify the food preservation methods in the community

b.       demonstrate one method that can be used to preserve food during a two day outdoor activity

c.       appreciate the traditional method of food preservation

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

·         video clip

·         food to be preserved

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 183-185

·         Spotlight P.H.E Grade 5 TG Pg. 138-140

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 
      Food preservation By the end of the sub strand,

the learner should be able to:

a.       identify the food preservation methods in the community

b.       demonstrate one method that can be used to preserve food during a two day outdoor activity

c.       appreciate the traditional method of food preservation

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

·         video clip

·         food to be preserved

·         Spotlight P.H.E Grade 5 Learners Bk. Pg. 183-185

·         Spotlight P.H.E Grade 5 TG Pg.

120-140

 

a)    Observation checklists

b)    Portfolio

c)    Progress reports

 

 

 

 

 

 

 

 

 

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