MOVEMENT AND BASIC MOTOR SKILLS

**SUBJECT: PHYSICAL AND HEALTH EDUCATION**  
**CLASS: BASIC 1**  
**TERM: FIRST TERM (9 WEEKS)**  

The following lesson note for Physical and Health Education for Primary 2 is designed based on the Nigerian Educational Research and Development Council (NERDC) curriculum, integrated with STEM/STEAM (Science, Technology, Engineering, Arts, and Mathematics) approaches. The lessons are tailored to be engaging, hands-on, and age-appropriate for 6- to 7-year-olds, fostering physical development, health awareness, and critical thinking through creative and practical activities. Each week includes two lessons, ensuring a progressive and comprehensive learning experience over the 9-week term.

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### WEEK 1: MOVEMENT AND BASIC MOTOR SKILLS  

**MONDAY: INTRODUCTION TO MOVEMENT PATTERNS**  

**TOPIC**: UNDERSTANDING BASIC MOVEMENT PATTERNS  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Explain what movement is in simple terms.  
2. Demonstrate basic movements like walking, running, and jumping.  
3. Identify how movement helps keep their bodies healthy.  

**INSTRUCTIONAL MATERIALS**:  
- Open space (playground or classroom cleared for movement)  
- Cones or markers  
- Pictures or videos of animals moving (e.g., hopping kangaroo, running cheetah)  
- Cardboard cutouts of arrows to show directions  
- A simple obstacle course setup (e.g., hoops, ropes)  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Greet the pupils warmly and ask, “Who likes to run, jump, or dance?”  
- Show pictures or a short video of animals moving (e.g., a kangaroo hopping, a cheetah running).  
- Explain that today, they will learn about moving their bodies in fun ways, just like animals, and how it keeps them strong and healthy.  

**Teacher’s Activities (15 minutes)**:  
- Explain the meaning of movement: “Movement is when your body changes position, like walking, running, or jumping.”  
- Demonstrate basic movements: walk in a straight line, run in a zigzag pattern, and jump over a small object.  
- Set up a simple obstacle course with cones and hoops to show different movement patterns.  
- Link to STEM: Explain that moving the body is like a machine working—muscles are like engines that need energy to work (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Practice walking in a straight line, following arrows on the ground.  
- Run in a zigzag pattern around cones.  
- Jump over a low rope or hoop.  
- Participate in a “Move Like an Animal” game (e.g., hop like a frog, gallop like a horse).  

**DEFINITIONS AND KEY POINTS**:  
- **Movement**: The act of changing position or place using your body, like walking, running, or jumping.  
- **Key Points**:  
 - Moving helps your muscles grow strong.  
 - Different movements use different parts of the body.  
 - Moving safely prevents injuries.  

**PRACTICAL EXAMPLES**:  
1. Walking to school in a straight line.  
2. Running to catch a ball during playtime.  
3. Jumping over a puddle to avoid getting wet.  
4. Hopping like a bunny during a game.  
5. Galloping like a horse in a race.  

**LIFE APPLICATIONS**:  
- Moving your body every day helps you stay healthy and full of energy.  
- Walking or running to school can make you stronger and happier.  
- Playing movement games with friends improves teamwork and keeps you fit.  

**ILLUSTRATIONS**:  
- Draw a picture of a child walking, running, and jumping on the board.  
- Use a toy car to show how moving parts (wheels) are like muscles in the body.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is movement?  
2. Name two ways you can move your body.  
3. How does moving help your body?  
4. Which animal hops like a frog?  
5. Draw a picture of yourself jumping.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one movement you did at home today.  
2. Try hopping like a bunny 5 times and tell your parent how it felt.  
3. Draw a picture of an animal moving and name the movement.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ participation in movement activities.  
- Check their ability to follow instructions during the obstacle course.  
- Review their answers to classwork questions for understanding.  

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**WEDNESDAY: EXPLORING MOVEMENT WITH PATTERNS**  

**TOPIC**: MOVING IN DIFFERENT PATTERNS  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Identify different movement patterns (straight, zigzag, circular).  
2. Perform movements in specific patterns.  
3. Explain how patterns make movement fun and useful.  

**INSTRUCTIONAL MATERIALS**:  
- Chalk or tape to create patterns on the ground (straight lines, zigzags, circles)  
- Hula hoops  
- A small ball  
- Cardboard cutouts of shapes (e.g., circle, square)  
- Whistle or clap for signals  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “Have you ever walked in a circle or zigzagged like a snake?”  
- Show a chalk-drawn zigzag and circular path on the ground.  
- Explain that today, they will move in fun patterns and learn why patterns are important.  

**Teacher’s Activities (15 minutes)**:  
- Demonstrate moving in a straight line, zigzag, and circle.  
- Explain that patterns help us move safely and avoid obstacles (e.g., zigzagging around chairs).  
- Use a ball to show rolling in a straight line vs. bouncing (engineering connection: how objects move).  
- Set up a pattern course: straight line to walk, zigzag to run, circle to hop.  

**Pupils’ Activities (15 minutes)**:  
- Walk along a straight-line path marked with chalk.  
- Run in a zigzag pattern around cones.  
- Hop in a circular path inside hula hoops.  
- Play a “Follow the Pattern” game where they mimic the teacher’s movements.  

**DEFINITIONS AND KEY POINTS**:  
- **Pattern**: A repeated way of moving, like straight, zigzag, or circular.  
- **Key Points**:  
 - Patterns make movements organized and safe.  
 - Different patterns use different muscles.  
 - Patterns are used in games and sports.  

**PRACTICAL EXAMPLES**:  
1. Walking in a straight line to the classroom.  
2. Zigzagging to avoid obstacles during a game.  
3. Hopping in a circle during a dance.  
4. Running in a zigzag to dodge a ball.  
5. Moving in a circular pattern during a group game.  

**LIFE APPLICATIONS**:  
- Moving in patterns helps you avoid bumping into things.  
- Patterns are used in sports like football to dodge opponents.  
- Moving in fun ways makes exercise enjoyable.  

**ILLUSTRATIONS**:  
- Draw straight, zigzag, and circular paths on the board.  
- Use a toy to show how it moves in different patterns.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is a movement pattern?  
2. Name one pattern you learned today.  
3. How do patterns help you move safely?  
4. Which pattern did you like best and why?  
5. Draw a zigzag pattern.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one pattern you saw at home or school.  
2. Try walking in a circle 3 times and tell your parent how it felt.  
3. Draw a picture of a straight-line path.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ ability to follow patterns during activities.  
- Check their understanding through classwork answers.  
- Assess their participation in the “Follow the Pattern” game.  

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### WEEK 2: BODY AWARENESS AND SAFETY  

**MONDAY: UNDERSTANDING BODY PARTS IN MOVEMENT**  

**TOPIC**: BODY PARTS AND THEIR MOVEMENT  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Name major body parts used in movement (e.g., legs, arms).  
2. Show how different body parts move.  
3. Explain why knowing body parts is important for safe movement.  

**INSTRUCTIONAL MATERIALS**:  
- A chart or picture of the human body  
- Soft ball or beanbag  
- Music player for a movement song  
- Markers or cones  
- Colored paper cutouts (e.g., hand, foot shapes)  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Sing a short song like “Head, Shoulders, Knees, and Toes” to engage pupils.  
- Ask, “Which parts of your body do you use to run or jump?”  
- Explain that today, they will learn how different body parts help them move.  

**Teacher’s Activities (15 minutes)**:  
- Show a chart of the human body and point out parts like legs, arms, and head.  
- Demonstrate movements: kick with legs, wave with arms, nod with head.  
- Explain that knowing body parts helps us move safely without falling.  
- Link to STEM: Discuss how bones and muscles work together like a machine to move (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Point to body parts on a chart when called out by the teacher.  
- Kick a soft ball with their legs.  
- Wave arms in a pattern (e.g., up and down).  
- Play a “Body Part Movement” game (e.g., “Touch your nose, then jump”).  

**DEFINITIONS AND KEY POINTS**:  
- **Body Parts**: Parts of the body like legs, arms, head, used for movement.  
- **Key Points**:  
 - Legs help us walk, run, and jump.  
 - Arms help us wave, throw, and balance.  
 - Knowing body parts helps us move safely.  

**PRACTICAL EXAMPLES**:  
1. Using legs to kick a ball during play.  
2. Waving arms to say hello to a friend.  
3. Nodding the head to agree with someone.  
4. Using arms to balance while walking on a line.  
5. Jumping with both legs to reach a high place.  

**LIFE APPLICATIONS**:  
- Knowing body parts helps you play games safely.  
- Using your legs and arms correctly makes you stronger.  
- Moving body parts helps you stay active and healthy.  

**ILLUSTRATIONS**:  
- Draw a simple human figure on the board and label legs, arms, and head.  
- Use a puppet to show how body parts move.  

**CLASSWORK (5 QUESTIONS)**:  
1. Name two body parts used for movement.  
2. What do you use your legs for?  
3. How do arms help you move?  
4. Why is it important to know your body parts?  
5. Draw a picture of a person kicking a ball.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one body part you used at home today.  
2. Try waving your arms 5 times and tell your parent how it felt.  
3. Draw a picture of yourself running.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ ability to identify body parts during activities.  
- Check their participation in the movement game.  
- Review classwork answers for accuracy.  

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**WEDNESDAY: MOVING SAFELY**  

**TOPIC**: SAFETY IN MOVEMENT  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Explain what safety means when moving.  
2. Demonstrate safe ways to move (e.g., walking carefully).  
3. Identify unsafe movements to avoid.  

**INSTRUCTIONAL MATERIALS**:  
- Pictures of safe and unsafe movements (e.g., running near a pool)  
- Cones or markers  
- A soft mat or cushion  
- Whistle or clap for signals  
- A small obstacle course  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “What happens if you run too fast near a table?”  
- Show pictures of safe (walking slowly) and unsafe (running near obstacles) movements.  
- Explain that today, they will learn how to move safely to avoid getting hurt.  

**Teacher’s Activities (15 minutes)**:  
- Explain safety: “Moving safely means being careful so you don’t fall or get hurt.”  
- Demonstrate safe walking (looking ahead, slow steps) and unsafe running (too fast near objects).  
- Set up an obstacle course with safe paths (e.g., walk around cones, not over them).  
- Link to STEM: Discuss how engineers design safe playgrounds with soft surfaces (engineering connection).  

**Pupils’ Activities (15 minutes)**:  
- Walk carefully through the obstacle course.  
- Practice stopping when they hear a whistle.  
- Identify unsafe actions in pictures (e.g., running near a pool).  
- Play a “Safe or Unsafe” game where they act out safe movements.  

**DEFINITIONS AND KEY POINTS**:  
- **Safety**: Being careful to avoid accidents or injuries.  
- **Key Points**:  
 - Look where you are going when moving.  
 - Avoid running in crowded places.  
 - Use soft surfaces for jumping to stay safe.  

**PRACTICAL EXAMPLES**:  
1. Walking slowly in a crowded hallway.  
2. Looking ahead while running on the playground.  
3. Stopping when a teacher blows a whistle.  
4. Avoiding jumping on a hard floor.  
5. Holding a friend’s hand when crossing a road.  

**LIFE APPLICATIONS**:  
- Moving safely prevents injuries during play.  
- Following safety rules makes games fun for everyone.  
- Being careful helps you enjoy activities without accidents.  

**ILLUSTRATIONS**:  
- Draw a picture of a child walking safely vs. running unsafely.  
- Show a picture of a playground with soft surfaces.  

**CLASSWORK (5 QUESTIONS)**:  
1. What does safety mean when moving?  
2. Name one way to move safely.  
3. Why should you look where you are going?  
4. What is an unsafe movement you should avoid?  
5. Draw a picture of a safe movement.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one safe movement you did at home.  
2. Try walking slowly 10 steps and tell your parent how it felt.  
3. Draw a picture of a safe playground.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ ability to follow safety rules in the obstacle course.  
- Check their understanding through classwork answers.  
- Assess their participation in the “Safe or Unsafe” game.  

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### WEEK 3: BASIC PHYSICAL EXERCISES  

**MONDAY: INTRODUCTION TO PHYSICAL EXERCISES**  

**TOPIC**: WHAT ARE PHYSICAL EXERCISES?  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Explain what physical exercises are.  
2. Perform simple exercises like stretching and jumping jacks.  
3. State why exercises are good for the body.  

**INSTRUCTIONAL MATERIALS**:  
- Open space or playground  
- Pictures of children exercising (e.g., stretching, jumping jacks)  
- Music player for exercise music  
- A chart of simple exercises  
- Colored ribbons for movement  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “Do you like to stretch or jump?”  
- Show pictures of children doing exercises like stretching and jumping jacks.  
- Explain that today, they will learn about exercises that make their bodies strong and happy.  

**Teacher’s Activities (15 minutes)**:  
- Explain: “Physical exercises are activities like stretching or jumping that keep your body healthy.”  
- Demonstrate stretching (reach for the sky) and jumping jacks.  
- Play music and lead pupils in a short exercise routine.  
- Link to STEM: Explain that exercises give energy to muscles, like fuel for a car (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Practice stretching by reaching up and touching their toes.  
- Do 5 jumping jacks with the teacher.  
- Wave colored ribbons while moving to music.  
- Play an “Exercise Follow-Me” game, copying the teacher’s movements.  

**DEFINITIONS AND KEY POINTS**:  
- **Physical Exercise**: Activities that move your body to make it strong and healthy.  
- **Key Points**:  
 - Exercises make your heart and muscles strong.  
 - Exercises are fun and can be done with friends.  
 - Always warm up before exercising to avoid injuries.  

**PRACTICAL EXAMPLES**:  
1. Stretching arms before playing a game.  
2. Doing jumping jacks in the morning.  
3. Running in place during a class activity.  
4. Bending to touch toes before a race.  
5. Swinging arms while walking.  

**LIFE APPLICATIONS**:  
- Exercising daily keeps you strong and active.  
- Doing exercises with friends makes it fun.  
- Exercises help you play longer without getting tired.  

**ILLUSTRATIONS**:  
- Draw a child doing a jumping jack on the board.  
- Show a picture of a heart to explain how exercise helps it.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is a physical exercise?  
2. Name one exercise you learned today.  
3. How do exercises help your body?  
4. Why should you warm up before exercising?  
5. Draw a picture of yourself stretching.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one exercise you did at home.  
2. Try doing 3 jumping jacks and tell your parent how it felt.  
3. Draw a picture of a child exercising.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ participation in the exercise routine.  
- Check their ability to perform stretching and jumping jacks.  
- Review classwork answers for understanding.  

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**WEDNESDAY: TYPES OF PHYSICAL EXERCISES**  

**TOPIC**: DIFFERENT TYPES OF EXERCISES  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Identify different types of exercises (e.g., stretching, running).  
2. Perform at least two types of exercises.  
3. Explain how different exercises help the body.  

**INSTRUCTIONAL MATERIALS**:  
- Pictures of different exercises (e.g., running, hopping)  
- A soft ball  
- Hula hoops  
- Music player for movement  
- A chart of exercise types  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “What exercises do you do at home or school?”  
- Show pictures of different exercises like running, hopping,P and stretching.  
- Explain that today, they will learn about different types of exercises and try them.  

**Teacher’s Activities (15 minutes)**:  
- Explain types of exercises: stretching (for flexibility), running (for heart health), hopping (for balance).  
- Demonstrate each type: stretch arms, run in place, hop on one foot.  
- Set up stations: one for stretching, one for running, one for hopping.  
- Link to STEM: Discuss how exercises improve balance, like designing a stable bridge (engineering connection).  

**Pupils’ Activities (15 minutes)**:  
- Rotate through stations: stretch at one, run in place at another, hop in hula hoops.  
- Kick a soft ball to practice leg exercises.  
- Move to music while doing different exercises.  
- Play a “Mix-Up Exercise” game, combining movements.  

**DEFINITIONS AND KEY POINTS**:  
- **Types of Exercises**: Activities like stretching, running, and hopping that help different parts of the body.  
- **Key Points**:  
 - Stretching makes muscles flexible.  
 - Running makes the heart strong.  
 - Hopping improves balance.  

**PRACTICAL EXAMPLES**:  
1. Stretching before a football game.  
2. Running during a school race.  
3. Hopping in a sack race.  
4. Swinging arms while marching.  
5. Bending knees to squat during play.  

**LIFE APPLICATIONS**:  
- Different exercises make you strong in different ways.  
- Doing a variety of exercises keeps you healthy.  
- Exercises help you do better in sports and games.  

**ILLUSTRATIONS**:  
- Draw a chart with stretching, running, and hopping on the board.  
- Use a toy to show how balance works in hopping.  

**CLASSWORK (5 QUESTIONS)**:  
1. Name two types of exercises.  
2. What does stretching do for your body?  
3. How does running help your heart?  
4. Which exercise helps you balance?  
5. Draw a picture of a child hopping.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one type of exercise you did today.  
2. Try hopping on one foot 5 times and tell your parent how it felt.  
3. Draw a picture of a child running.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ participation at each exercise station.  
- Check their ability to perform different exercises correctly.  
- Review classwork answers for understanding.  

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### WEEK 4: HEALTH AND HYGIENE  

**MONDAY: PERSONAL HYGIENE**  

**TOPIC**: KEEPING YOUR BODY CLEAN  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Explain what personal hygiene means.  
2. List ways to keep their body clean.  
3. Demonstrate simple hygiene practices like handwashing.  

**INSTRUCTIONAL MATERIALS**:  
- Soap, water, and a small basin  
- Pictures of hygiene practices (e.g., brushing teeth, bathing)  
- A chart of hygiene tips  
- A clean towel  
- Colored paper for a hygiene craft  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “Why do we wash our hands before eating?”  
- Show pictures of children brushing teeth and bathing.  
- Explain that today, they will learn how to keep their bodies clean and healthy.  

**Teacher’s Activities (15 minutes)**:  
- Explain personal hygiene: “Keeping your body clean to stay healthy and feel good.”  
- Demonstrate handwashing with soap and water, explaining each step.  
- Show a chart of hygiene practices: bathing, brushing teeth, washing hands.  
- Link to STEM: Discuss how soap breaks down dirt, like a chemical reaction (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Practice handwashing with soap and water.  
- Draw a picture of themselves brushing teeth.  
- Play a “Hygiene Hero” game, acting out hygiene practices.  
- Create a hygiene chart using colored paper.  

**DEFINITIONS AND KEY POINTS**:  
- **Personal Hygiene**: Keeping your body clean to stay healthy.  
- **Key Points**:  
 - Wash hands before eating and after using the toilet.  
 - Brush teeth twice a day.  
 - Bathing keeps your skin clean and fresh.  

**PRACTICAL EXAMPLES**:  
1. Washing hands before lunch.  
2. Brushing teeth after breakfast.  
3. Bathing after playing outside.  
4. Washing face in the morning.  
5. Cleaning nails to remove dirt.  

**LIFE APPLICATIONS**:  
- Keeping clean prevents sickness.  
- Good hygiene makes you feel confident.  
- Clean hands help keep your friends healthy too.  

**ILLUSTRATIONS**:  
- Draw a picture of a child washing hands on the board.  
- Show a soap bubble to explain how soap works.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is personal hygiene?  
2. Name two ways to keep your body clean.  
3. Why should you wash your hands before eating?  
4. When should you brush your teeth?  
5. Draw a picture of yourself washing your hands.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one hygiene practice you did at home.  
2. Try washing your hands with soap and tell your parent how it felt.  
3. Draw a picture of a clean toothbrush.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ handwashing technique.  
- Check their participation in the hygiene game and craft.  
- Review classwork answers for understanding.  

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**WEDNESDAY: IMPORTANCE OF HYGIENE**  

**TOPIC**: WHY HYGIENE IS IMPORTANT  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Explain why hygiene is important.  
2. Identify what happens if we don’t keep clean.  
3. Demonstrate hygiene practices like washing hands and face.  

**INSTRUCTIONAL MATERIALS**:  
- Pictures of clean vs. dirty hands  
- Soap and water  
- A mirror to check clean faces  
- A chart of hygiene benefits  
- Colored markers for drawing  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “What happens if you don’t wash your hands after playing?”  
- Show pictures of clean and dirty hands.  
- Explain that today, they will learn why keeping clean is important for their health.  

**Teacher’s Activities (15 minutes)**:  
- Explain why hygiene is important: “Keeping clean stops germs from making you sick.”  
- Show pictures of germs (magnified) and explain how they spread.  
- Demonstrate washing hands and face with soap.  
- Link to STEM: Discuss how germs are tiny living things (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Wash hands and face with soap and water.  
- Look in a mirror to check if their face is clean.  
- Draw a picture of clean hands vs. dirty hands.  
- Play a “Germ Chase” game, pretending to wash away germs.  

**DEFINITIONS AND KEY POINTS**:  
- **Hygiene**: Actions like washing hands to stay clean and healthy.  
- **Key Points**:  
 - Germs can make you sick if you don’t keep clean.  
 - Clean hands stop germs from spreading.  
 - Hygiene makes you feel good and look nice.  

**PRACTICAL EXAMPLES**:  
1. Washing hands after touching a pet.  
2. Brushing teeth to avoid bad breath.  
3. Bathing after a sweaty game.  
4. Cleaning face to remove dirt.  
5. Washing hands before helping in the kitchen.  

**LIFE APPLICATIONS**:  
- Hygiene keeps you and your friends healthy.  
- Clean hands help you avoid stomach aches.  
- Good hygiene makes you proud of yourself.  

**ILLUSTRATIONS**:  
- Draw clean vs. dirty hands on the board.  
- Show a picture of germs under a microscope.  

**CLASSWORK (5 QUESTIONS)**:  
1. Why is hygiene important?  
2. What can happen if you don’t wash your hands?  
3. Name one way to stop germs.  
4. How does hygiene make you feel?  
5. Draw a picture of clean hands.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one reason hygiene is important.  
2. Try washing your face and tell your parent how it felt.  
3. Draw a picture of a clean face.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ handwashing and face-washing techniques.  
- Check their participation in the “Germ Chase” game.  
- Review classwork answers for understanding.  

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### WEEK 5: BASIC GAMES AND SPORTS  

**MONDAY: INTRODUCTION TO BASIC GAMES**  

**TOPIC**: WHAT ARE GAMES AND SPORTS?  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Explain what games and sports are.  
2. Participate in a simple game like “Tag.”  
3. State why games are fun and healthy.  

**INSTRUCTIONAL MATERIALS**:  
- Open space or playground  
- Soft ball or beanbag  
- Cones or markers  
- Pictures of children playing games (e.g., tag, hopscotch)  
- Whistle for signals  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “Do you like playing games with your friends?”  
- Show pictures of children playing tag or hopscotch.  
- Explain that today, they will learn about games and why they are good for them.  

**Teacher’s Activities (15 minutes)**:  
- Explain: “Games and sports are fun activities that keep your body moving and healthy.”  
- Demonstrate how to play “Tag” (one person chases others to touch them).  
- Set up a safe area for playing tag with cones.  
- Link to STEM: Discuss how running in games improves heart health, like a pump working (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Play a game of “Tag” in the marked area.  
- Take turns being the “tagger.”  
- Practice running safely without bumping into others.  
- Share how they feel after playing.  

**DEFINITIONS AND KEY POINTS**:  
- **Games and Sports**: Fun activities that involve moving your body, like running or jumping.  
- **Key Points**:  
 - Games keep your body active and strong.  
 - Playing with friends builds teamwork.  
 - Follow rules to play safely.  

**PRACTICAL EXAMPLES**:  
1. Playing tag with friends at break time.  
2. Running in a school race.  
3. Hopping in a hopscotch game.  
4. Kicking a ball in a simple football game.  
5. Jumping in a sack race.  

**LIFE APPLICATIONS**:  
- Games make you strong and happy.  
- Playing with friends teaches you to share and work together.  
- Sports help you stay active every day.  

**ILLUSTRATIONS**:  
- Draw a picture of children playing tag on the board.  
- Show a picture of a heart to explain how games help it.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is a game?  
2. Name one game you played today.  
3. How do games help your body?  
4. Why should you follow rules in games?  
5. Draw a picture of children playing tag.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one game you like to play.  
2. Try running in place for 10 seconds and tell your parent how it felt.  
3. Draw a picture of a game you enjoy.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ participation in the tag game.  
- Check their ability to follow game rules.  
- Review classwork answers for understanding.  

---

**WEDNESDAY: BASIC SKILLS IN GAMES**  

**TOPIC**: SKILLS FOR PLAYING GAMES  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Identify basic skills like running and dodging.  
2. Practice running and dodging in a game.  
3. Explain why skills are important in games.  

**INSTRUCTIONAL MATERIALS**:  
- Cones or markers  
- Soft ball  
- Hula hoops  
- Pictures of children running and dodging  
- Whistle for signals  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “Have you ever run away from someone in a game?”  
- Show pictures of children running and dodging.  
- Explain that today, they will learn skills to play games better.  

**Teacher’s Activities (15 minutes)**:  
- Explain skills: “Running and dodging help you move fast and avoid being caught in games.”  
- Demonstrate running in a straight line and dodging around cones.  
- Set up a dodging course with cones and a ball to kick.  
- Link to STEM: Discuss how dodging is like planning a path, like a robot moving around obstacles (engineering connection).  

**Pupils’ Activities (15 minutes)**:  
- Run in a straight line through a marked path.  
- Dodge around cones without touching them.  
- Kick a soft ball while dodging.  
- Play a “Dodge and Run” game with friends.  

**DEFINITIONS AND KEY POINTS**:  
- **Skills**: Abilities like running and dodging used in games.  
- **Key Points**:  
 - Running helps you move fast.  
 - Dodging helps you avoid obstacles or players.  
 - Practicing skills makes you better at games.  

**PRACTICAL EXAMPLES**:  
1. Running fast to win a race.  
2. Dodging a ball in a game of dodgeball.  
3. Kicking a ball while running.  
4. Moving around friends in a tag game.  
5. Jumping over a rope in a game.  

**LIFE APPLICATIONS**:  
- Skills like running and dodging help you play sports better.  
- Practicing skills makes you confident in games.  
- Dodging helps you stay safe in crowded places.  

**ILLUSTRATIONS**:  
- Draw a child dodging cones on the board.  
- Show a picture of a football player dodging opponents.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is a skill in a game?  
2. Name one skill you learned today.  
3. How does dodging help in games?  
4. Why is practicing skills important?  
5. Draw a picture of a child running.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one skill you used in a game today.  
2. Try dodging around a chair at home and tell your parent how it felt.  
3. Draw a picture of a child dodging.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ ability to run and dodge in the game.  
- Check their participation in the dodging course.  
- Review classwork answers for understanding.  

---

### WEEK 6: HEALTHY EATING HABITS  

**MONDAY: WHAT IS HEALTHY EATING?**  

**TOPIC**: UNDERSTANDING HEALTHY EATING  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Explain what healthy eating means.  
2. Identify healthy foods like fruits and vegetables.  
3. State why healthy eating is important.  

**INSTRUCTIONAL MATERIALS**:  
- Pictures of healthy foods (e.g., apples, carrots) and unhealthy foods (e.g., sweets)  
- Plastic food models or real fruits/vegetables  
- A chart of healthy foods  
- Colored paper for a food craft  
- A small basket  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “What foods do you like to eat?”  
- Show pictures of healthy (apple) and unhealthy (sweets) foods.  
- Explain that today, they will learn about foods that make their bodies strong.  

**Teacher’s Activities (15 minutes)**:  
- Explain healthy eating: “Eating foods like fruits, vegetables, and grains to stay strong and healthy.”  
- Show examples of healthy foods (apple, yam) and unhealthy foods (soda, chips).  
- Discuss why healthy foods give energy for play.  
- Link to STEM: Explain how food is like fuel for a machine (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Sort plastic foods into “healthy” and “unhealthy” baskets.  
- Draw a picture of a healthy meal.  
- Play a “Healthy Food Hunt” game, identifying healthy foods in pictures.  
- Create a healthy food chart with colored paper.  

**DEFINITIONS AND KEY POINTS**:  
- **Healthy Eating**: Choosing foods that help your body grow and stay strong.  
- **Key Points**:  
 - Fruits and vegetables give vitamins for health.  
 - Too many sweets can harm your teeth.  
 - Healthy eating gives energy for play.  

**PRACTICAL EXAMPLES**:  
1. Eating an apple for a snack.  
2. Having yam and vegetables for lunch.  
3. Drinking water instead of soda.  
4. Eating rice and beans for dinner.  
5. Choosing a banana over sweets.  

**LIFE APPLICATIONS**:  
- Healthy eating helps you run and play better.  
- Eating fruits keeps you from getting sick.  
- Good food choices make you strong for school.  

**ILLUSTRATIONS**:  
- Draw a plate with healthy foods (yam, vegetables, fruit) on the board.  
- Show a picture of a strong child eating healthy food.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is healthy eating?  
2. Name two healthy foods.  
3. Why should you eat fruits and vegetables?  
4. What happens if you eat too many sweets?  
5. Draw a picture of a healthy meal.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one healthy food you ate today.  
2. Try eating a fruit and tell your parent how it tasted.  
3. Draw a picture of a healthy fruit.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ ability to sort foods correctly.  
- Check their participation in the food hunt game and craft.  
- Review classwork answers for understanding.  

---

**WEDNESDAY: CHOOSING HEALTHY FOODS**  

**TOPIC**: MAKING HEALTHY FOOD CHOICES  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Identify healthy and unhealthy foods.  
2. Choose healthy foods for meals.  
3. Explain why choosing healthy foods is important.  

**INSTRUCTIONAL MATERIALS**:  
- Pictures of foods (healthy and unhealthy)  
- A plate model for a balanced meal  
- Colored paper for a food collage  
- A small basket  
- A chart of food groups  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “Which food would you choose: an apple or a sweet?”  
- Show a plate model with a balanced meal (e.g., rice, vegetables, fish).  
- Explain that today, they will learn how to choose foods that are good for them.  

**Teacher’s Activities (15 minutes)**:  
- Explain food groups: carbohydrates (rice), proteins (beans), vitamins (fruits).  
- Show how to make a balanced meal with different food groups.  
- Discuss why healthy choices give energy and strength.  
- Link to STEM: Discuss how farmers grow healthy foods using science (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Sort pictures of foods into healthy and unhealthy piles.  
- Create a balanced meal collage using colored paper.  
- Play a “Healthy Plate” game, choosing foods for a pretend meal.  
- Share their favorite healthy food with the class.  

**DEFINITIONS AND KEY POINTS**:  
- **Healthy Food Choices**: Picking foods like fruits, vegetables, and grains for meals.  
- **Key Points**:  
 - A balanced meal has different food groups.  
 - Healthy foods give energy for play and learning.  
 - Unhealthy foods can make you feel tired.  

**PRACTICAL EXAMPLES**:  
1. Choosing a banana over a sweet for a snack.  
2. Eating rice and vegetables for lunch.  
3. Drinking water instead of soda.  
4. Having beans with yam for dinner.  
5. Eating an orange for vitamins.  

**LIFE APPLICATIONS**:  
- Choosing healthy foods helps you grow tall and strong.  
- A balanced meal gives you energy for school.  
- Healthy eating keeps you happy and active.  

**ILLUSTRATIONS**:  
- Draw a balanced plate with rice, vegetables, and fish on the board.  
- Show a picture of a farm growing healthy foods.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is a healthy food choice?  
2. Name one food from the carbohydrate group.  
3. Why should you choose healthy foods?  
4. What is a balanced meal?  
5. Draw a picture of a balanced plate.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one healthy food you ate today.  
2. Try choosing a vegetable for dinner and tell your parent how it tasted.  
3. Draw a picture of a balanced meal.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ ability to sort foods and create a collage.  
- Check their participation in the “Healthy Plate” game.  
- Review classwork answers for understanding.  

---

### WEEK 7: BASIC FIRST AID  

**MONDAY: WHAT IS FIRST AID?**  

**TOPIC**: INTRODUCTION TO FIRST AID  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Explain what first aid is.  
2. Identify simple first aid tools (e.g., plaster, cotton wool).  
3. Demonstrate how to clean a small cut.  

**INSTRUCTIONAL MATERIALS**:  
- A first aid kit (plaster, cotton wool, clean water)  
- Pictures of first aid tools  
- A doll or teddy bear for demonstration  
- A chart of first aid steps  
- Colored paper for a first aid craft  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “What do you do if you fall and get a small cut?”  
- Show a first aid kit and explain that it helps fix small injuries.  
- Explain that today, they will learn about first aid to help themselves or others.  

**Teacher’s Activities (15 minutes)**:  
- Explain first aid: “Helping someone with a small injury, like a cut, before a doctor comes.”  
- Show first aid tools: plaster, cotton wool, clean water.  
- Demonstrate cleaning a pretend cut on a doll with water and cotton wool, then applying a plaster.  
- Link to STEM: Discuss how clean water kills germs, like a chemical reaction (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Look at first aid tools and name them.  
- Practice cleaning a pretend cut on a doll.  
- Draw a picture of a first aid kit.  
- Play a “First Aid Helper” game, acting out helping a friend.  

**DEFINITIONS AND KEY POINTS**:  
- **First Aid**: Giving simple help to someone with a small injury.  
- **Key Points**:  
 - Clean a cut with water to remove germs.  
 - Use a plaster to cover a cut.  
 - Tell an adult if someone is hurt.  

**PRACTICAL EXAMPLES**:  
1. Cleaning a small cut with water.  
2. Putting a plaster on a scratch.  
3. Telling a teacher about a friend’s injury.  
4. Using cotton wool to clean a scrape.  
5. Washing hands before touching a cut.  

**LIFE APPLICATIONS**:  
- First aid helps you care for yourself and others.  
- Knowing first aid makes you a helpful friend.  
- Simple first aid stops small injuries from getting worse.  

**ILLUSTRATIONS**:  
- Draw a first aid kit with plaster and cotton wool on the board.  
- Show a picture of a clean cut with a plaster.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is first aid?  
2. Name one tool in a first aid kit.  
3. How do you clean a small cut?  
4. Why should you tell an adult if someone is hurt?  
5. Draw a picture of a plaster.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one first aid tool you saw today.  
2. Ask your parent to show you a plaster at home.  
3. Draw a picture of a first aid kit.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ ability to name first aid tools and demonstrate cleaning a cut.  
- Check their participation in the first aid game and craft.  
- Review classwork answers for understanding.  

---

**WEDNESDAY: SIMPLE FIRST AID FOR CUTS**  

**TOPIC**: TREATING SMALL CUTS  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Explain how to treat a small cut.  
2. Demonstrate cleaning and covering a cut.  
3. State why cleaning a cut is important.  

**INSTRUCTIONAL MATERIALS**:  
- A first aid kit (plaster, cotton wool, clean water)  
- A doll or teddy bear  
- Pictures of a clean cut with a plaster  
- A chart of first aid steps  
- Colored paper for drawing  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “What should you do if you get a small scratch?”  
- Show a picture of a clean cut with a plaster.  
- Explain that today, they will learn how to treat small cuts safely.  

**Teacher’s Activities (15 minutes)**:  
- Explain steps for treating a cut: wash hands, clean cut with water, cover with plaster.  
- Demonstrate on a doll: wash hands, clean a pretend cut, apply a plaster.  
- Discuss why cleaning removes germs to prevent infection.  
- Link to STEM: Explain how plasters protect cuts, like a shield (engineering connection).  

**Pupils’ Activities (15 minutes)**:  
- Practice washing hands with soap.  
- Clean a pretend cut on a doll with water and cotton wool.  
- Apply a pretend plaster to the doll.  
- Draw a picture of a first aid step.  

**DEFINITIONS AND KEY POINTS**:  
- **Treating a Cut**: Cleaning and covering a small injury to keep it safe.  
- **Key Points**:  
 - Wash hands before touching a cut.  
 - Clean cuts with water to remove germs.  
 - A plaster keeps the cut clean and safe.  

**PRACTICAL EXAMPLES**:  
1. Washing a scratch with water.  
2. Putting a plaster on a small cut.  
3. Telling a parent about a cut.  
4. Using cotton wool to clean a scrape.  
5. Keeping a cut covered to avoid dirt.  

**LIFE APPLICATIONS**:  
- Treating cuts helps them heal faster.  
- First aid makes you a caring friend.  
- Clean cuts stay healthy and don’t hurt.  

**ILLUSTRATIONS**:  
- Draw steps for treating a cut on the board.  
- Show a picture of a plaster covering a cut.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is the first step to treat a cut?  
2. Why should you clean a cut with water?  
3. What does a plaster do for a cut?  
4. Who should you tell if you get a cut?  
5. Draw a picture of a child with a plaster.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one step to treat a cut.  
2. Try washing your hands with soap and tell your parent how it felt.  
3. Draw a picture of a clean cut with a plaster.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ ability to demonstrate first aid steps.  
- Check their participation in the doll activity.  
- Review classwork answers for understanding.  

---

### WEEK 8: ENVIRONMENTAL HEALTH  

**MONDAY: KEEPING OUR ENVIRONMENT CLEAN**  

**TOPIC**: CLEAN ENVIRONMENT FOR HEALTH  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Explain what a clean environment is.  
2. List ways to keep the environment clean.  
3. Demonstrate picking up litter safely.  

**INSTRUCTIONAL MATERIALS**:  
- Pictures of clean vs. dirty environments  
- A small trash bin  
- Gloves and a broom for demonstration  
- Colored paper for an environment craft  
- A chart of cleaning tips  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “Do you like playing in a clean or dirty place?”  
- Show pictures of a clean playground vs. a dirty one.  
- Explain that today, they will learn how to keep their environment clean and healthy.  

**Teacher’s Activities (15 minutes)**:  
- Explain: “A clean environment is a place free of dirt and litter, good for health.”  
- Show how to pick up litter safely using gloves or a broom.  
- Discuss why a clean environment prevents sickness.  
- Link to STEM: Explain how cleaning is like a science experiment to remove germs (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Practice picking up paper litter (safely, with teacher supervision).  
- Draw a picture of a clean playground.  
- Play a “Clean-Up Hero” game, pretending to clean a dirty area.  
- Create a clean environment chart with colored paper.  

**DEFINITIONS AND KEY POINTS**:  
- **Clean Environment**: A place free of dirt, litter, or germs.  
- **Key Points**:  
 - A clean environment keeps you healthy.  
 - Pick up litter to make places safe for play.  
 - Throw trash in bins, not on the ground.  

**PRACTICAL EXAMPLES**:  
1. Picking up paper on the playground.  
2. Throwing trash in a bin.  
3. Sweeping a dirty classroom floor.  
4. Keeping desks clean at school.  
5. Helping parents clean the yard.  

**LIFE APPLICATIONS**:  
- A clean environment makes playing safe and fun.  
- Cleaning helps you and your friends stay healthy.  
- A clean school looks nice and feels good.  

**ILLUSTRATIONS**:  
- Draw a clean vs. dirty playground on the board.  
- Show a picture of a clean park.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is a clean environment?  
2. Name one way to keep the environment clean.  
3. Why is a clean environment important?  
4. Where should you throw trash?  
5. Draw a picture of a clean playground.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one way you helped keep your home clean.  
2. Try picking up one piece of litter and tell your parent how it felt.  
3. Draw a picture of a clean classroom.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ participation in the clean-up activity.  
- Check their participation in the clean-up game and craft.  
- Review classwork answers for understanding.  

---

**WEDNESDAY: EFFECTS OF A DIRTY ENVIRONMENT**  

**TOPIC**: WHY A DIRTY ENVIRONMENT IS HARMFUL  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Explain what a dirty environment is.  
2. Identify problems caused by a dirty environment.  
3. Demonstrate how to avoid a dirty environment.  

**INSTRUCTIONAL MATERIALS**:  
- Pictures of dirty environments (e.g., littered playground)  
- A small trash bin  
- Gloves for demonstration  
- A chart of environmental problems  
- Colored paper for drawing  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “What happens if we leave trash on the ground?”  
- Show pictures of a littered playground and a clean one.  
- Explain that today, they will learn why a dirty environment is bad and how to fix it.  

**Teacher’s Activities (15 minutes)**:  
- Explain: “A dirty environment has trash or germs that can make us sick.”  
- Discuss problems: germs, bad smells, unsafe play areas.  
- Show how to clean up safely with gloves or a broom.  
- Link to STEM: Explain how germs spread in dirty places, like a science experiment (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Identify problems in pictures of dirty environments.  
- Practice throwing paper into a trash bin.  
- Draw a picture of a dirty vs. clean environment.  
- Play a “Clean-Up Mission” game, pretending to fix a dirty area.  

**DEFINITIONS AND KEY POINTS**:  
- **Dirty Environment**: A place with trash, dirt, or germs that can harm health.  
- **Key Points**:  
 - Dirty places can make you sick.  
 - Trash attracts germs and insects.  
 - Cleaning helps make places safe and nice.  

**PRACTICAL EXAMPLES**:  
1. Trash on the ground attracting flies.  
2. A littered playground being unsafe for play.  
3. Dirty water causing stomach aches.  
4. A messy classroom spreading germs.  
5. Rubbish piles making a bad smell.  

**LIFE APPLICATIONS**:  
- A dirty environment can make you and your friends sick.  
- Cleaning up keeps your school safe for play.  
- Avoiding litter helps the environment stay beautiful.  

**ILLUSTRATIONS**:  
- Draw a littered playground vs. a clean one on the board.  
- Show a picture of germs in a dirty place.  

**CLASSWORK (5 QUESTIONS)**:  
1. What is a dirty environment?  
2. Name one problem caused by a dirty environment.  
3. How can you help keep your environment clean?  
4. Why is a clean environment better for play?  
5. Draw a picture of a dirty environment.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one problem you saw in a dirty place.  
2. Try throwing trash in a bin at home and tell your parent how it felt.  
3. Draw a picture of a clean park.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ ability to identify problems in pictures.  
- Check their participation in the clean-up game and drawing.  
- Review classwork answers for understanding.  

---

### WEEK 9: REVIEW AND PRACTICAL APPLICATION  

**MONDAY: REVIEW OF MOVEMENT AND EXERCISE**  

**TOPIC**: MOVING AND EXERCISING FOR FUN  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Recall basic movements and exercises learned.  
2. Combine movements and exercises in a fun activity.  
3. Explain why moving and exercising are important.  

**INSTRUCTIONAL MATERIALS**:  
- Open space or playground  
- Cones, hula hoops, and soft balls  
- Music player for movement  
- A chart of movements and exercises  
- Colored ribbons for fun  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “What movements and exercises do you remember?”  
- Show a chart of movements (walking, running) and exercises (stretching, jumping jacks).  
- Explain that today, they will combine movements and exercises in a fun game.  

**Teacher’s Activities (15 minutes)**:  
- Review movements (walking, running, jumping) and exercises (stretching, hopping).  
- Demonstrate combining movements: walk, then stretch, then jump.  
- Set up a fun circuit: walk in a line, stretch, jump in hoops, run in place.  
- Link to STEM: Explain how the body uses energy like a battery during exercise (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Move through the circuit: walk, stretch, jump, run.  
- Wave ribbons while moving to music.  
- Play a “Movement Mix-Up” game, combining movements.  
- Share how they feel after moving.  

**DEFINITIONS AND KEY POINTS**:  
- **Movement and Exercise**: Moving your body to stay active and strong.  
- **Key Points**:  
 - Combining movements makes exercise fun.  
 - Exercise gives energy for play and learning.  
 - Moving safely prevents injuries.  

**PRACTICAL EXAMPLES**:  
1. Walking and stretching before a game.  
2. Running and jumping in a school race.  
3. Hopping and dodging in a game of tag.  
4. Stretching and running in a circuit.  
5. Jumping and waving ribbons to music.  

**LIFE APPLICATIONS**:  
- Moving and exercising keep you healthy and happy.  
- Combining movements makes games more fun.  
- Exercise helps you do better in school and sports.  

**ILLUSTRATIONS**:  
- Draw a circuit with walking, stretching, and jumping on the board.  
- Show a picture of a child exercising happily.  

**CLASSWORK (5 QUESTIONS)**:  
1. Name one movement you learned.  
2. Name one exercise you enjoyed.  
3. Why is exercise important for your body?  
4. What happens if you combine movements?  
5. Draw a picture of yourself exercising.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one movement or exercise you did today.  
2. Try stretching and jumping at home and tell your parent how it felt.  
3. Draw a picture of a fun exercise.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ participation in the movement circuit.  
- Check their ability to combine movements.  
- Review classwork answers for understanding.  

---

**WEDNESDAY: REVIEW OF HEALTH AND HYGIENE**  

**TOPIC**: STAYING CLEAN AND HEALTHY  

**LEARNING OBJECTIVES**:  
By the end of the lesson, pupils should be able to:  
1. Recall hygiene practices and healthy eating.  
2. Demonstrate hygiene practices like handwashing.  
3. Explain why staying clean and eating healthy are important.  

**INSTRUCTIONAL MATERIALS**:  
- Soap, water, and a basin  
- Pictures of healthy foods and hygiene practices  
- A chart of hygiene and food tips  
- Colored paper for a health collage  
- A small trash bin  

**STEP-BY-STEP LESSON NOTE**:  

**Introduction (5 minutes)**:  
- Ask pupils, “What do you do to stay clean and healthy?”  
- Show pictures of handwashing and healthy foods.  
- Explain that today, they will review how to stay clean and eat healthy.  

**Teacher’s Activities (15 minutes)**:  
- Review hygiene: washing hands, brushing teeth, bathing.  
- Review healthy eating: choosing fruits, vegetables, and water.  
- Demonstrate handwashing and discuss a balanced meal.  
- Link to STEM: Explain how healthy food fuels the body like a machine (science connection).  

**Pupils’ Activities (15 minutes)**:  
- Practice handwashing with soap.  
- Sort pictures of healthy and unhealthy foods.  
- Create a health collage with hygiene and food pictures.  
- Play a “Healthy Hero” game, acting out hygiene and eating habits.  

**DEFINITIONS AND KEY POINTS**:  
- **Hygiene and Healthy Eating**: Keeping clean and choosing good foods to stay healthy.  
- **Key Points**:  
 - Wash hands to stop germs.  
 - Eat fruits and vegetables for energy.  
 - Staying clean and eating well keeps you strong.  

**PRACTICAL EXAMPLES**:  
1. Washing hands before eating lunch.  
2. Eating an apple for a snack.  
3. Brushing teeth after dinner.  
4. Choosing water over soda.  
5. Bathing after playing outside.  

**LIFE APPLICATIONS**:  
- Staying clean and eating healthy help you feel good.  
- Good habits make you strong for school and play.  
- Healthy choices keep you and your friends safe.  

**ILLUSTRATIONS**:  
- Draw a child washing hands and eating a fruit on the board.  
- Show a picture of a balanced meal.  

**CLASSWORK (5 QUESTIONS)**:  
1. Name one hygiene practice you learned.  
2. Name one healthy food you like.  
3. Why is washing hands important?  
4. How does healthy eating help you?  
5. Draw a picture of a healthy habit.  

**HOMEWORK (3 QUESTIONS)**:  
1. Name one healthy habit you did today.  
2. Try eating a vegetable and tell your parent how it tasted.  
3. Draw a picture of a healthy meal or hygiene practice.  

**ASSESSMENT STRATEGY**:  
- Observe pupils’ handwashing technique and food sorting.  
- Check their participation in the health collage and game.  
- Review classwork answers for understanding.  

---