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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 7 | 2 |
Health and Fitness
|
Sports and Society - Role of sports in society
Sports and Society - Role of sports in community development |
By the end of the
lesson, the learner
should be able to:
- Define the concept of sports and society - Explain the role of sports in promoting community welfare - Appreciate the significance of sports in society |
- Use digital devices to research and discuss the role of sports in society
- Brainstorm on how sports contribute to community development - Share experiences on sports activities in the local community |
How does sports contribute to the development of society?
|
- ICT devices
- Whistles - Appropriate apparatus - Digital resources - Reference materials - Digital resources - Case study materials |
- Observation
- Oral questions
- Group discussions
|
|
| 7 | 3-4 |
Health and Fitness
|
Sports and Society - Cultural significance of sports
Sports and Society - Sports and cultural preservation Sports and Society - Sports programmes for community development Sports and Society - Impact of sports on social cohesion |
By the end of the
lesson, the learner
should be able to:
- Explain the cultural significance of sports in different communities - Compare traditional and modern sports practices - Embrace cultural diversity through sports - Examine various sports programmes in the community - Design a simple community sports programme - Show commitment to community sports initiatives |
- Research on traditional sports in various Kenyan communities
- Discuss how sports preserve cultural heritage - Watch videos showcasing cultural sports activities - Visit or research local sports programmes - Develop a proposal for a school-community sports event - Discuss challenges facing community sports |
How do sports promote cultural identity and heritage?
How can sports programmes enhance community cohesion? |
- ICT devices
- Videos on traditional sports - Reference books - Cultural artefacts - Open space - Traditional sports equipment - Stationery - Digital devices - ICT devices - Stationery - Reference materials - Sample programme templates - Open space - Sports equipment - Whistles - Markers |
- Observation
- Oral questions
- Group presentations
- Written assignments - Project-based assessment - Oral questions |
|
| 7 | 5 |
Health and Fitness
|
Body Composition - Meaning and types of body composition
Body Composition - Lean body weight |
By the end of the
lesson, the learner
should be able to:
- Define the concept of body composition - Distinguish between lean body weight and fat body weight - Show interest in understanding body composition |
- Research and discuss the meaning of body composition using digital devices
- Illustrate the components of body composition - Discuss the importance of understanding one's body composition |
What is body composition and why is it important for athletes?
|
- ICT devices
- Charts on body composition - Reference books - Digital resources - Weighing scale - Recording sheets - Calculator - Reference materials |
- Observation
- Oral questions
- Written assignments
|
|
| 8 |
Midterm |
||||||||
| 9 | 1 |
Health and Fitness
|
Body Composition - Fat body weight
|
By the end of the
lesson, the learner
should be able to:
- Describe the concept of fat body weight - Differentiate between essential and storage fat - Value maintaining healthy fat levels |
- Discuss the role of fat in the body
- Research ideal body fat percentages for different sports - Analyse case studies on body fat and performance |
Why is understanding fat body weight essential for health?
|
- ICT devices
- Charts showing body fat levels - Reference books - BMI calculation chart |
- Observation
- Oral questions
- Group discussions
|
|
| 9 | 2 |
Health and Fitness
|
Body Composition - Genetic and biological factors
Body Composition - Nutrition and physical activity factors |
By the end of the
lesson, the learner
should be able to:
- Analyse genetic factors that determine body composition - Explain how sex and age influence body composition - Accept individual differences in body composition |
- Research on how genetics affect body composition
- Discuss the influence of sex and age on body composition - Compare body composition across different age groups |
How do genetics and biological factors influence body composition?
|
- ICT devices
- Reference materials - Charts - Digital resources - Nutrition charts - Reference books - Sample meal plans |
- Observation
- Written assignments
- Oral questions
|
|
| 9 | 3-4 |
Health and Fitness
|
Body Composition - Metabolism and body composition
Body Composition - Body Mass Index (BMI) Body Composition - Waist to hip ratio and girth measurement Posture for Efficient Performance - Correct posture in sports |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of metabolism - Relate metabolism to body composition changes - Appreciate the role of metabolism in fitness - Explain waist to hip ratio and girth measurement methods - Measure body composition using waist to hip ratio and girth measurements - Adopt healthy habits for ideal body composition |
- Research on basal metabolic rate and its effects
- Discuss factors that affect metabolism - Explore ways to maintain healthy metabolism - Practise measuring waist and hip circumferences - Calculate and interpret waist to hip ratio - Take girth measurements of various body parts - Discuss healthy living habits with peers |
What is the relationship between metabolism and body composition?
What do waist to hip ratio measurements reveal about health risks? |
- ICT devices
- Reference materials - Digital resources - Charts - Weighing scale - Tape measure - BMI calculation chart - Recording sheets - Tape measure - Recording sheets - Rulers - Strings - Reference charts - ICT devices - Open space - Stationery - Chairs |
- Oral questions
- Written tests
- Observation
- Practical assessment - Fitness tests - Observation |
|
| 9 | 5 |
Health and Fitness
|
Posture for Efficient Performance - Kyphosis
Posture for Efficient Performance - Lordosis and Scoliosis |
By the end of the
lesson, the learner
should be able to:
- Describe kyphosis as a postural defect - Identify signs and causes of kyphosis - Show concern for maintaining correct spinal posture |
- Research on kyphosis using digital resources
- Observe and identify kyphotic posture - Discuss causes and effects of kyphosis on performance |
How does kyphosis affect an athlete's performance?
|
- ICT devices
- Charts showing postural defects - Reference books - Open space - Charts - Stationery - Reference materials |
- Observation
- Oral questions
- Written assignments
|
|
| 10 | 1 |
Health and Fitness
|
Posture for Efficient Performance - Posture in sitting and walking
|
By the end of the
lesson, the learner
should be able to:
- Analyse correct posture in sitting and walking - Demonstrate correct posture while sitting and walking - Adopt correct posture in daily activities |
- Brainstorm on the impact of posture in sitting and walking
- Practise correct sitting posture using chairs - Demonstrate correct walking posture |
Why is correct posture important when sitting and walking?
|
- Chairs
- Open space - Markers - ICT devices |
- Practical assessment
- Observation
- Peer evaluation
|
|
| 10 | 2 |
Health and Fitness
|
Posture for Efficient Performance - Posture in running and jumping
Posture for Efficient Performance - Posture in throwing and kicking |
By the end of the
lesson, the learner
should be able to:
- Explain correct posture during running and jumping - Perform running and jumping with correct posture - Embrace correct posture for improved performance |
- Observe videos demonstrating running and jumping techniques
- Practise running with correct body alignment - Demonstrate various jumping techniques with proper posture |
How does posture affect efficiency in running and jumping?
|
- Open space
- Stop watch - Markers - ICT devices - Balls - Whistles |
- Practical assessment
- Observation
- Video analysis
|
|
| 10 | 3-4 |
Health and Fitness
|
Posture for Efficient Performance - Analysing posture and performance
Posture for Efficient Performance - Mini games with correct posture Aerobics - Concept and benefits of aerobics Aerobics - Floor aerobics |
By the end of the
lesson, the learner
should be able to:
- Analyse the impact of posture on athletic performance - Evaluate posture during various sports activities - Recognise the connection between posture and success in sports - Define the concept of aerobics - Explain the benefits of aerobics for fitness - Show enthusiasm for aerobic activities |
- Observe and analyse athletes' posture during performance
- Discuss how poor posture affects sports outcomes - Research on posture-related injuries in sports - Watch videos on aerobics sessions - Discuss the meaning and importance of aerobics - Research health benefits of regular aerobic exercise |
How does incorrect posture limit athletic performance?
What are the benefits of aerobics to overall health and fitness? |
- ICT devices
- Videos of athletes - Reference materials - Open space - Open space - Balls - Markers - Whistles - Appropriate apparatus - ICT devices - Open space - Music system - Reference materials - Mats - Whistle |
- Observation
- Written assignments
- Group discussions
- Observation - Oral questions - Written assignments |
|
| 10 | 5 |
Health and Fitness
|
Aerobics - Facilities for aerobics
Aerobics - Equipment for aerobics |
By the end of the
lesson, the learner
should be able to:
- Identify facilities required for aerobics - Assess the suitability of spaces for aerobic activities - Value proper facilities for safe aerobic practice |
- Observe and discuss facilities used in aerobics
- Evaluate available spaces for aerobic sessions - Research on ideal aerobic facility requirements |
What facilities are needed for effective aerobics sessions?
|
- Open space
- ICT devices - Reference materials - Checklist - Music system - Improvised step boards - Whistle - Open space |
- Observation
- Oral questions
- Written assignments
|
|
| 11 | 1 |
Health and Fitness
|
Aerobics - Warm up phase
Aerobics - Body conditioning phase |
By the end of the
lesson, the learner
should be able to:
- Explain the purpose of warm up in aerobics - Perform appropriate warm up activities - Acknowledge the importance of warming up before exercise |
- Discuss the importance and components of warm up
- Demonstrate various warm up exercises - Lead peers in warm up activities |
Why is the warm up phase essential before aerobic exercise?
|
- Open space
- Music system - Whistle - Stop watch - Improvised step boards - Whistle |
- Practical assessment
- Observation
- Peer evaluation
|
|
| 11 | 2 |
Health and Fitness
|
Aerobics - Cool down phase
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of cool down after aerobics - Perform appropriate cool down activities - Value the recovery process after exercise |
- Discuss why cool down is necessary
- Demonstrate stretching and relaxation exercises - Practise cool down routines after workout |
Why is the cool down phase important after aerobic exercise?
|
- Open space
- Music system - Mats - Whistle |
- Practical assessment
- Observation
- Oral questions
|
|
| 11 | 3-4 |
Health and Fitness
|
Aerobics - Planning an aerobics session
Aerobics - Leading an aerobics session Aerobics - Evaluating aerobics sessions |
By the end of the
lesson, the learner
should be able to:
- Design a complete aerobics session plan - Organise activities for each phase of aerobics - Show confidence in planning fitness sessions - Evaluate aerobics sessions conducted by peers - Provide constructive feedback on aerobics performance - Commit to regular aerobic exercise for fitness |
- Research and create an aerobics session plan
- Include warm up, conditioning and cool down activities - Select appropriate music for different phases - Observe and assess peer-led aerobics sessions - Complete evaluation checklists - Share experiences and improvements made |
How do you plan an effective aerobics session?
How can aerobics sessions be improved for better outcomes? |
- Stationery
- ICT devices - Reference materials - Music playlist - Open space - Music system - Improvised step boards - Whistle - Open space - Music system - Evaluation forms - Whistle |
- Written assignments
- Project-based assessment
- Observation
- Peer evaluation - Observation - Reflection journals |
|
| 11 | 5 |
Health and Fitness
|
Recreation and Wellness - Physical dimension of wellness
Recreation and Wellness - Emotional and mental dimensions |
By the end of the
lesson, the learner
should be able to:
- Define recreation and wellness - Explain the physical dimension of wellness - Value physical wellness for quality life |
- Use digital devices to research dimensions of wellness
- Discuss how recreational activities enhance physical health - Identify activities that promote physical wellness |
How do recreational activities enhance physical wellness?
|
- ICT devices
- Open space - Reference materials - Stationery |
- Observation
- Oral questions
- Written assignments
|
|
| 12 | 1 |
Health and Fitness
|
Recreation and Wellness - Social dimension of wellness
Recreation and Wellness - Criteria for recreational activities |
By the end of the
lesson, the learner
should be able to:
- Explain the social dimension of wellness - Participate in recreational activities that promote social interaction - Embrace teamwork through recreational activities |
- Discuss how recreation enhances social connections
- Engage in group recreational activities - Reflect on social benefits of sports participation |
How do recreational activities promote social wellness?
|
- Open space
- Appropriate apparatus - Whistle - Markers - Markers - Checklist |
- Observation
- Practical assessment
- Group activities
|
|
| 12 | 2 |
Health and Fitness
|
Recreation and Wellness - Road safety awareness
|
By the end of the
lesson, the learner
should be able to:
- Identify risks encountered on roads during recreational activities - Observe road safety measures during sports practice - Acknowledge the importance of road safety |
- Brainstorm on potential road risks during sports
- Discuss safety measures when practicing near roads - Role play safe behaviours during road-side activities |
What risks do athletes face when practicing near roads?
|
- ICT devices
- Stationery - Road safety charts - Reference materials |
- Observation
- Oral questions
- Group discussions
|
|
| 12 | 3-4 |
Health and Fitness
|
Recreation and Wellness - Designing road safety posters
Recreation and Wellness - Benefits of recreation over time Injuries in Sports - Introduction to sports injuries Injuries in Sports - Types of acute injuries |
By the end of the
lesson, the learner
should be able to:
- Design posters on road safety for awareness creation - Communicate safety messages effectively through visual media - Commit to promoting road safety in the community - Define sports injuries - Classify sports injuries into acute and chronic categories - Show concern for injury prevention in sports |
- Create posters to raise road safety awareness
- Display posters during sports day - Discuss effective road safety messaging - Use digital media to search classification of injuries - Discuss common sports injuries in various activities - Create notes on types of sports injuries |
How can posters effectively communicate road safety messages?
What are the main categories of sports injuries? |
- Stationery
- Markers - Chart papers - Reference materials - ICT devices - Reflection journals - ICT devices - Books/manuals on sports injuries - First aid kit - Reference materials - Charts on injuries - Reference books |
- Project-based assessment
- Observation
- Peer evaluation
- Observation - Oral questions - Written assignments |
|
| 12 | 5 |
Health and Fitness
|
Injuries in Sports - Types of chronic injuries
Injuries in Sports - Road-related sports injuries |
By the end of the
lesson, the learner
should be able to:
- Explain chronic injuries in sports - Differentiate between acute and chronic injuries - Value long-term health through injury awareness |
- Discuss chronic injuries like tendinitis and stress fractures
- Compare characteristics of acute and chronic injuries - Research causes of overuse injuries |
What distinguishes chronic injuries from acute injuries?
|
- ICT devices
- Reference materials - Charts - Books on sports medicine - Stationery - Safety charts |
- Observation
- Written assignments
- Oral questions
|
|
| 13 | 1 |
Health and Fitness
|
Injuries in Sports - Causes of sports injuries
Injuries in Sports - Prevention strategies |
By the end of the
lesson, the learner
should be able to:
- Analyse causes of sports injuries - Create a table relating injury types with their causes - Acknowledge the importance of understanding injury causes |
- Research and discuss causes of various sports injuries
- Draw a table relating sports injuries to their causes - Present findings to class |
What factors contribute to sports injuries?
|
- ICT devices
- Stationery - Reference books - Charts - Open space - Sports equipment - First aid kit - Whistle |
- Written assignments
- Observation
- Project-based assessment
|
|
| 13 | 2 |
Health and Fitness
|
Injuries in Sports - Safe practice on roads
|
By the end of the
lesson, the learner
should be able to:
- Apply safety measures when practicing sports along roads - Evaluate personal safety habits during sports - Commit to lifelong injury prevention practices |
- Observe safety while running or practicing near roads
- Demonstrate safe behaviours during outdoor sports - Reflect on personal commitment to injury prevention |
How can athletes ensure safety when training near roads?
|
- Open space
- Appropriate apparatus - Safety vests - Markers |
- Practical assessment
- Observation
- Reflection journals
|
|
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