HEALTH AND PHYSICAL

EDUCATION
Grade 6
Teacher's Book
Professor Vassen NAËCK - Head Curriculum Implementation, Textbook
Development and Evaluation

THE HEALTH AND PHYSICAL EDUCATION PANEL

MAURITIUS INSTITUTE OF EDUCATION
Dr (Mrs) B. OOGARAH-PRATAP - Coordinator (Health Education), Associate Professor
Mr J. RAMKURRUN - Coordinator (Physical Education), Senior Lecturer
Mrs M. VEERAPEN - Lecturer
Mrs B. JOGGESSER - Lecturer

MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr I. KASSIM - Mentor
Mr J. SÉVÈRE - Deputy Head Master

Acknowledgements

VETTING TEAM

MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mrs T. NATHOO - Senior School Inspector
Mrs D. RUCHAN - School Inspector
Mr K. OOCHIT - School Inspector
Mr D. MOHANGOO - School Inspector
Mr D. GOWRY - School Inspector
Mr R. BEEDASSY - School Inspector
Mr N. NEERGHEEN - School Inspector
Mrs B. FLORE - Primary School Educator
Mr H. RAMSURN - Primary School Educator
Mr P. CYPARSAD - Primary School Educator
Mr R. CHUMONDEE - Primary School Educator
Mr L K Y LAN CHUN WAH - Primary School Educator
Mr K. BHAGWANTIN - Primary School Educator
Mr S. KASSINATHDOSS - Primary School Educator
Mrs P. MOOSOOLIAH - Primary School Educator

MINISTRY OF HEALTH AND QUALITY OF LIFE

Dr R.P. RAMHITH - Acting Regional Public Health Superintendent
Mrs A. DOMUN - Chief Nutritionist

MAURITIUS POLICE FORCE

Mr D. BAHADOOR - Police Inspector, Traffic Branch
Mr M. TOORAB - Police Constable, Cybercrime Unit

Illustration and layout

GRAPHIC DESIGNER
Mr Kunal SUMBHOO

ISBN : 978-99949-44-09-5
© Mauritius Institute of Education (2017)
Foreword
We are pleased to present a new edition of the Grade 6 textbooks based on the National Curriculum
Framework Grades 1-6 (NCF, 2015). Educators should be familiar with the NCF, the syllabi for each
subject which are the basis for writing of the new textbooks.

In 2017 pupils of Grade 6 will be sitting for a new assessment, the Primary School Achievement
Certificate (PSAC), which henceforth replaces the Certificate of Primary Education (CPE). The
textbooks have been written with the help of experienced Educators. We also received feedback
and suggestions from a number of Educators in the course of the development of this textbook.
Alongside the textbook, MIE is making provision of a Teacher’s Book with suggestions for teaching
and lessons plans that the teacher can implement in the classroom.

The textbooks are also available on MIE’s website as Flipbooks which can be read on any portable
device, as well as downloaded in the PDF version. The provision of online versions will help parents
and the general public to have access to our textbooks and understand the ways in which children
are taught in the classroom. (www.mie.ac.mu)

You will also note that the textbooks have been worked out incorporating graphic contents,
exercises and more elaborate explanations of contents that were not available previously. These are
intended to make learning more pleasant taking into consideration modern pedagogical principles
for textbook designs as well as the needs of the new age of learners. We have also kept in mind that
textbooks should be more learner friendly.

The production of the textbook is a collaborative process and we would wish to thank everyone who
collaborated in this endeavour as writers, panel members and as members of consultative groups
and our graphic artists. We would at the same time wish all pupils of Grade 6 a pleasant learning
experience and plenty of success as they embark into this new era of change.

Dr O. Nath Varma
Director, MIE
September 2016

i
Health and Physical Education (HPE)
Health and Physical Education (HPE) is offered to all pupils at the primary level. It focuses on the
development of knowledge, skills and attitudes for our children to adopt a healthy and active
lifestyle and consequently grow into healthy, physically active adolescents and productive adults.
The revised HPE programme also fosters the participation of pupils in child-centered activities that
will promote their physical, social and mental health as well as creative and aesthetic skills. It is
expected that upon successful completion of the HPE Grade 6 programme, pupils will be able to:

• Demonstrate an understanding of how healthy habits and movement activities contribute to

healthy growth and development
• Use vocabulary related to health and movement in their speech and writing
• Adopt safe practices to protect themselves and others around them
• Practise healthy habits in their daily life
• Engage in activities that promote health-related fitness
• Express and manage emotions appropriately
• Experience enjoyment and achievement through movement
• Interact, respect and co-operate with others
• Demonstrate confidence, initiative and leadership skills
• Demonstrate artistic and aesthetic skills through movement.

Note to Educators
The Grade 6 HPE curriculum materials have been developed taking into consideration children’s
needs for a healthy and active lifestyle, their different learning styles and the cross curricular areas
of sexuality education and life skills. Various child-centered activities have been included in this
book to promote the development of life skills such as empathy, assertiveness, advocacy, decision-
making, critical thinking and self-management. While due consideration has been given to the local
context in the design of the activities, Educators are encouraged to adapt any of the activities to
better meet the needs and social context of their pupils.

Assessment for learning and assessment of learning have also been catered for in this book, namely
through completion of the activities and a learner progress sheet at the end of each Unit. The
progress sheet can be filled in by the pupils under the guidance of their respective Educator.

A list of Websites on health-related topics have been included to provide Educators, parents and
pupils the opportunity to further extend their knowledge on health-related topics addressed in this
book. Some of the Websites contain online videos or interactive child-centered activities. The latter
can be used by Educators to supplement activities in this book if the school has the relevant ICT
facilities.

We sincerely hope that your pupils will gain much from completion of the workbook.

ii
TABLE OF CONTENT

PART A
PART A Health Education

UNIT 1 DISEASES 1
UNIT 2 HARMFUL SUBSTANCES 21
UNIT 3 GROWING UP 31
UNIT 4 SAFETY AND INJURY PREVENTION 43

PART B
PART A Physical Education

UNIT 1 KIDS ATHLETICS 63

UNIT 2 HEALTH RELATED FITNESS 69
UNIT 3 MANIPULATIVE SKILLS 85
UNIT 4 SUPPLEMENTARY LESSONS 93

APPENDIX
List Of Useful Websites On Health-Related Lessons
In Units 1-4 107

iii
 PART A
PART A Health Education

Unit 1 DISEASES

LESSON 1.1 - Communicable Diseases

LESSON 1.2 - HIV and AIDS
LESSON 1.3 - Consequences of Unhealthy Eating
LESSON 1.4 - Preventing Obesity and Diabetes

1
UNIT 1 - DISEASES

LESSON 1.1: Communicable Diseases

At the end of the lesson, you should be able to:
• List common examples of communicable diseases
• Identify different ways by which communicable diseases can be transmitted
• Identify precautions against diseases caused by mosquitoes

ACTIVITY 1
1A. Observe the picture below and then answer the questions that follow.

Teacher’s note

Prior Knowledge:
Refer to what pupils have
learnt in Grade 4 “Germs
and Diseases”.

Procedure:
Teacher refers to the
picture and engages pupils
in a class discussion using
given questions.

Answers:
Activity 1A
Q.1. Cold/flu
Q.3. Germs/microbes
Q.4. (i) For quick recovery:
1. What is the boy suffering from?
• Get plenty of rest
_______________________________________________ • Listen to advice given by
the doctor
2. Have you ever caught such a disease? • If you do not feel like
eating, have light foods
_______________________________________________ such as soups, fruits,
toasted bread, milk and
3. What usually causes this disease? cereals
• Drink water, juice,
_______________________________________________ infusions
(ii) To prevent the spread of
4. What can you do when you catch such a disease:
the disease:
(i) for quick recovery • Cover your mouth with
a handkerchief or tissue
(ii) to prevent the spread of the disease? paper when sneezing/
coughing
_______________________________________________ • Stay away from crowds
until you feel better
_______________________________________________ • Wash hands regularly

Note:

This type of disease is called a communicable disease.

The germs that are responsible for the disease can be passed through:
• contact with an infected person, animal or insect.
• contaminated water or food.
2
 UNIT 1 - DISEASES

1B. With the help of your teacher, list a few other communicable diseases.

I. ___________________________

II. ___________________________ Teacher’s note

III. ___________________________ Answers:

Activity 1B
Any 5 of the following:
IV. ___________________________ • Flu • Measles
• Gastroenteritis • Dengue
V. ___________________________ • Chikungunya • Malaria
• Conjuctivitis • AIDS
Depending on the level of
pupils, a list of scrambled
words can be provided
and pupils are required to
unscramble the words to
ACTIVITY 2 identify the correct names of
the diseases.

Activity 2
Aedes mosquitoes are a
specific group of mosquitoes
responsible for the transfer of
the germs which can cause
diseases such as dengue
fever and chikungunya. They
are also responsible for the
spread of the Zika virus. Only
the female mosquito bites.

Procedure:
Engage pupils in a class
discussion concerning
the diseases spread by
mosquitoes

1. Answers: Activity 2
Why is the mosquito considered to be a harmful insect?
Q. 1. Any 3 of the following:
• Mosquitoes bite us to feed
I. _____________________________________________________
themselves on our blood.
• The bites can become
II. swollen and itchy.
_____________________________________________________
• Bites can become infected
when scratched.
III. _____________________________________________________
• When it bites, it transmits
germs which can cause
diseases such as dengue
fever and chikungunya.

2. List down some precautions to reduce the risks of diseases

Q. 2. Any 3 of the following:
• Use mosquito repellents
caused by mosquitoes. • Wear clothes that cover
most parts of your body in
mosquito-infested areas
I. _____________________________________________________
• Clear all stagnant water
found on your premises
II. _____________________________________________________
• Use mosquito coils or
‘citronelle’ candles
• Use mosquito nets when
III. _____________________________________________________
sleeping
• Keep the environment clean

3
UNIT 1 - DISEASES

ACTIVITY 3

3A. Match each statement in column A to one in column B to make appropriate sentences.

Teacher’s note
A B
Prior Knowledge:
After having
completed Activities
1 Chikungunya is a painful by contact with an infected person, 1 & 2 the pupils
animal or insect. should be familiar
with communicable
diseases, some of
their causes and a few
2 Shaking hand with an infected communicable disease. methods of prevention.
person
Procedure:
Brainstorming on
the different modes
3 Using mosquito repellent mosquito-borne disease. of transmission
(infected person,
animal, mosquitoes) of
common communicable
diseases.
4 AIDS is a is one way of protecting us from
Chikungunya. Answers 3A:
1 to 3
2 to 5
3 to 4
5 Communicable diseases are may cause us to fall sick. 4 to 2
easily transmitted 5 to 1

Answers 3B:
i. Malaria-Mosquitoes
ii. Rabies – Dogs
iii. Dengue/chikungunya
– Aedes Mosquito
iv. Common cold –
3B. With the help of your teacher complete the following exercise. Human

Disease Transmitted by

I. Malaria ________________

II. ________________ Dogs

III. ________________ Aedes mosquitoes

IV. Common cold ________________

4
 UNIT 1 - DISEASES

LESSON 1.2: HIV and AIDS

At the end of the lesson you must be able to:
• Identify ways by which a child can get infected by HIV
• List ways by which one cannot get infected by HIV
• Show respect for everyone, including HIV infected individuals

ACTIVITY 1
Read the story below and then complete the relevant activities.

1 Hello kids. I am Dr Popo. 2

I will share with you some
Well, AIDS is a
interesting information about
the disease AIDS. Who wants
communicable disease
to learn more about AIDS? caused by a germ called
HIV that can get into your
blood. AIDS is hard to get.

Me
Me

Me
Me

3 Dr Popo, if AIDS
4
is hard to get, why
should we take So, Dr Popo, I
precautions? cannot get HIV from
a cough.

My dear child, there is no cure

for AIDS. The germ HIV can
enter your body if your blood
comes into contact with the
blood of an infected person. Excellent my child. You
HIV is not transmitted in cannot get HIV from a cough
the same way as the germs or sneeze as HIV is not
responsible for a flu or cold. transmitted through the air.

Teacher’s note

This lesson is a follow-up on communicable diseases. It focuses on HIV and AIDS. The sexual mode of
transmission is not addressed in this lesson, but will be addressed in upper grades at secondary level.
This lesson rather focuses on more common ways that a child can get infected, and more importantly aims
at dispelling misconceptions about HIV and AIDS, including discrimination against HIV infected people.

HIV stands for Human Immunodeficiency Virus Infection.

AIDS stands for Acquired Immunodeficiency Syndrome. It is a communicable disease.

Procedure:
• Start with a recapitulation of ways by which communicable diseases can be transmitted and prevented.
• Introduce today’s topic and get pupils to read the story, under your guidance.
- For each character in the story, assign a group to read the text together.
- Reading activity can be replaced or complemented with a role play using the script in the story.
• Questions can be asked during the reading session to engage the pupils.
• Allow the pupils to complete activities 1A, B and C after the story has been read and discussed. 5
UNIT 1 - DISEASES

5 6 Dr Popo, can I get HIV by

holding the hand of an HIV
What precautions infected person or sitting next
should I take then? to an HIV infected person?

The best precaution for you Not at all my child. Rest

is not to touch the blood of assured, it is perfectly safe to
anyone. If someone is bleeding hold the hand, hug, play with
and you see fresh blood on or sit next to an HIV infected
the ground or in syringes lying person. HIV infected people
around, do NOT touch. Call an should be treated just the way
adult right away. you would want to be treated.

7 8
Dr Popo, I have heard that a
pregnant woman who is infected Can I tell if a person
with HIV can pass on the germ is HIV infected just by
to her baby. Is that true? looking at him or her?

My dear child, it is true that

at times an infected pregnant You cannot tell if person is
woman can pass on HIV to her HIV infected just by looking at
baby at birth. Luckily, medicines him or her. There are special
are available now for HIV infected blood tests that are done to tell
pregnant women to reduce the if a person is HIV infected.
risk of infection at birth.

9 Dear Dr Popo, thank you very much for

sharing these important information with
me and my pupils. My kids, have you
any special words for Dr Popo?

Dr Popo, thank you very

much. I feel relieved that I
cannot get HIV by playing or
talking to someone infected. Dr Popo, I am also thankful to
you. I will treat HIV infected
persons like anyone else.

Teacher’s note
1A . Write down 2 ways by which a child can get infected with HIV.
Answers:
1A
(i) _________________________________________________________
• HIV can enter your body if
your blood comes into contact
(ii) with the blood of an infected
_________________________________________________________
person
•From infected woman/mother
during pregnancy and birth
1B
1B. Based on the story, identify 3 activities that do not carry
Any 3 of the following:
any risk of HIV infection. • When a person coughs or
sneezes
• Holding hands
• Hugging
(i) _________________________________________________________
• Playing with others, even HIV
infected persons
(ii) • Sitting next to an HIV infected
_________________________________________________________
person
1C
(iii) _________________________________________________________
Emphasize on the need to treat
an HIV infected person just
like anyone else, and that it is
difficult to be infected with HIV
6 through usual daily activities.
 UNIT 1 - DISEASES

1C . Colour the picture and write the message: “I have AIDS. You can play with me.
I will not make you sick”.

7
UNIT 1 - DISEASES

ACTIVITY 2

2A. Study each picture below and write down what the person(s) is/are doing.

HIV CANNOT be transmitted through any of these activities.

1. 2.

3. 4.

Teacher’s note

2B. Ring the correct answer at the end of each statement. 2A

The aim of this activity is to dispel
common misconceptions about
the transmission of HIV. Through
Whether you are a man or woman you can completion of this activity
1 get AIDS. True False students will consolidate their
knowledge about ways by which
HIV cannot be transmitted.
You can tell by looking at someone whether Procedure:
2 he or she is HIV infected. True False You can discuss with pupils other
common daily activities through
which HIV is not transmitted,
e.g.,:
You can protect yourself from becoming • Kissing someone on the cheek
3 infected with HIV. True False • Shaking or holding hands
• Sharing toilets
• Sharing plates or cutlery
• Swimming in a pool
You can catch HIV from someone by holding • Using the telephone
4 hands. True False • Sharing toys
• Mosquito bites
2B
You are likely to be infected by HIV if you This activity will help the teacher
5 drink in the same glass of an infected person. True False to identify if pupils still hold
misconceptions about HIV after
having completed activities 1A,
1B, 1 C and 2 A.
It is NOT safe for a person to go to school or
6 work with someone who is HIV infected. True False Answers:2A
1. Coughing
2. Playing/Swimming in the sea
3. Hugging 4. Playing with pets
2B
1. True 4. False
8 2. False 5. False
3. True 6. False
 UNIT 1 - DISEASES

ACTIVITY 3

Read the story and answer the questions that follow.

Sonia usually buys fruits from Kevin’s fruit stan

d after school. She has heard
that Kevin is HIV infected. Sonia’s mother
has also heard this. She wants
her daughter to stop buying fruits from Kev
in because she thinks that her
daughter could get HIV from Kevin.

(i) What could Sonia tell her mother about the spread of HIV?

(ii) What risk does Sonia have of being infected with HIV if she continues to buy fruits
from Kevin?

(iii) Should Sonia stop buying fruits from Kevin? Why?

Teacher’s note

Activity 3
The aim of this activity is to consolidate pupils’ knowledge and predispositions to treat HIV infected individuals
just like any other individual.

Procedure:
• Whole class reading of the story, under teacher’s guidance.
• In pairs or in groups of 4, ask pupils to reflect on each question.
• Pair/group discussion should be followed by a class discussion.
• Conclude the activity by asking pupils what they have learned through completion of the activity.

Answers:
(i) HIV is not easy to get. Refer to modes of transmission addressed in Activity 1 A.
(ii) Almost no risk since Sonia can only catch the disease if her blood comes into contact with the blood of
Kevin while handling the fruits.
(iii) No. Highlight:
• the advantages of eating fruits and the need to maintain such a healthy habit
• misconceptions related to HIV transmission

9
UNIT 1 - DISEASES

LESSON 1.3: Consequences of Unhealthy Eating

At the end of the lesson, you should be able to:
• List short-term consequences of unhealthy eating habits
• List long-term consequences of unhealthy eating habits
• Give examples of non-communicable diseases
• State the differences between communicable and non-communicable diseases

ACTIVITY 1
1. Study the pictures below and then answer the questions that follow.

Teacher’s note

Prior Knowledge:
Grades 3 and 4 concepts of
3 Food Groups, balanced
meals and healthy foods

Procedure:
Pupils are to observe the
pictures and then answer
the questions that follow.
Questions can be answered
Picture 1 Picture 2 in writing and/or orally –
depending on pupils’ writing
skills.

After answering the

questions, you can engage
pupils in a class discussion
and refer to the notes
on next page to deepen
pupils’ understanding of
the concept of unhealthy
eating.

Answers: Activity 1
Q1.
Picture 3 Picture 4 Picture 1: A boy eating
chips, burger, sweets, ice
cream and consuming fizzy
drink.
1. What can you see in: Picture 2: A girl eating
potato crisps, drinking
Picture 1? fizzy drinks and watching
television.
Picture 3: A skinny boy
_________________________________________________________________
thinking of foods such as
carrots, chicken, ice cream
Picture 2? and apple.
Picture 4: A fat boy thinking
of burger, ice-cream and
_________________________________________________________________
cakes/pastries.

Picture 3? Q2. The foods are not

healthy in Pictures 1, 2 and
4 as they are high in sugar,
_________________________________________________________________
fats/oils and/or salt.

Picture 4? Q3. The boy in picture 3 is

very thin/bony as his ribs
are showing.
_________________________________________________________________
Q4. He is thinking of food
as he is hungry
10
 UNIT 1 - DISEASES

2. Are the foods healthy in Pictures 1, 2 and 4? Why?

_________________________________________________________________

_________________________________________________________________

3. How is the boy in Picture 3?

_________________________________________________________________

_________________________________________________________________

4. What is the boy thinking of in Picture 3? Why?

_________________________________________________________________

Activity 1 provided you with some examples of unhealthy eating habits. Read the information
below for more details on unhealthy eating.

Note:

Unhealthy eating habits refer to consuming foods:

• which contain too much of fat, including oily foods, cakes, pastries
• which are high in sugar, for example, sweets, fizzy drinks, ice creams, chocolate
• which are high in salt, for example pickles ('achards', 'confits’), fruits with ‘disel piment’,
potato crisps
• almost throughout the day
• in very large amounts from all the 3 Food Groups

Unhealthy eating habits also include inadequate consumption of water and foods from the 3
Food Groups every day.

The 3 Food Group Plate model

Food for health

Food for energy

Food for growth

11
UNIT 1 - DISEASES

ACTIVITY 2
Read the information on consequences of unhealthy eating habits and then answer the
questions that follow.

Unhealthy eating habits affect children’s health in the short term and long
term. When children eat unhealthy meals and snacks for weeks or months
they are more likely to suffer from short term health consequences. These
develop over a few months or years.

Excessive weight gain Teacher’s note

The aim of this activity

Severe weight loss is to increase pupils’
awareness of the
short term and long
Tooth decay/dental caries term consequences of
unhealthy eating habits.
Upon completion of the
Short term Constipation
activity and exercises,
consequences pupils should be able
to distinguish short
term from long-term
Anaemia consequences.

When discussing long

term consequences,
Difficulty in concentrating in studies you may wish to point
out to pupils that there
are 2 common types
Fatigue of diabetes – type 1
and type 2. The latter
develops in adults
usually as a result of
poor lifestyle habits.
Type 1 diabetes
When the unhealthy habits persist for years, children can develop develops in children
and adolescents and
is not linked to poor
long term consequences which can lead to Non communicable health habits.
diseases (NCDs) during the period of adulthood. Procedure:
With the help of the
teacher, pupils read the
text on consequences
of unhealthy eating
habits. They will then
Obesity need to complete the
matching exercise 2A.

Diabetes Activity 2 B is a
consolidation exercise
on short term and long
Long term term consequences
High blood pressure
consequences of unhealthy eating
habits. Guide pupils to
identify the unhealthy
Heart disease habits in the text that
can contribute to short
term and long term
consequences.
Cancer

12
 UNIT 1 - DISEASES

2A. Match column A with Column B to identify the pictures showing short term and long
term consequences of unhealthy eating.

Column A Column B

Problems in concentrating

Obesity

3 Short term

Dental caries

Constipation

5 Long term

Diabetes

Teacher’s note

High blood pressure Answers:

2A
1. Short term
2. Long term
3. Short term
7 4. Short term
5. Long term
6. Long term
7. Short term
Excessive weight gain
13
UNIT 1 - DISEASES

2B. Read the text below and then answer the questions that follow.

You notice that everyday your friend Sara is buying sweets, chocolate, potato
crisps and oily cakes (e.g., ‘DiPain Frire’, ‘Bhajias’) from the hawker on her way
to school and on her way back from school. She often skips her breakfast and
eats the snacks she buys on her way to school in the morning and during school
recess time. She eats fruits and vegetables only a few times weekly.

What health problems can Sara suffer from:

1. In the short term?

_________________________________________________________________

_________________________________________________________________

2. In the long term?

_________________________________________________________________

_________________________________________________________________

Teacher’s note

Note: Answers:
2B
Q1.
Unlike communicable diseases, non-communicable • Excessive weight gain
• Tooth decay/dental
diseases (NCDs) are not caused by germs which can be
caries
passed through contact with an infected person, animal • Constipation
• Difficulty in
or insect, or through contaminated food or water. NCDs concentrating in studies
develop over a long period of time, usually as a result of an
Q2.
unhealthy lifestyle which includes: • Obesity
• Diabetes
• unhealthy eating habits • High blood pressure
• Heart disease
• lack of physical activity • Cancer

• cigarette smoking

• excessive consumption of alcoholic drinks.

14
 UNIT 1 - DISEASES

ACTIVITY 3

Ring the correct answer at the end of each statement.

1 Obesity can be caused by germs. True False

High blood pressure can develop in adults who have been

2 consuming unhealthy foods for a long period of time. True False

Heart disease can be passed on through contact with a

3 person already suffering from the disease. True False

Diabetes can develop a few weeks after consuming

4 unhealthy foods. True False

Malaria can develop a few weeks after being bitten by an

5 infected mosquito. True False

Healthy habits since a young age will reduce the risk of

6 developing non-communicable diseases such as high blood True False
pressure and heart disease.

Teacher’s note

Prior Knowledge:

Communicable and non-communicable diseases

The aim of this activity is to check pupils’ understanding of NCDs and ability to make the difference between
communicable diseases and NCDs.

Procedure:

Pupils will need to read each statement and then state, with justification, if the statement about
communicable diseases/NCDs is true or false

Answers:
1. False
2. True
3. False
4. False
5. True
6. True

15
UNIT 1 - DISEASES

LESSON 1.4: Preventing Obesity and Diabetes

At the end of the lesson, you should be able to:

• State habits to adopt to maintain a healthy body weight
• List health habits that can reduce the risk of diabetes and obesity

ACTIVITY 1
Study the pictures below and answer the questions that follow. Teacher’s note

Prior Knowledge:
Grades 3 and 4 concepts of
3 Food Groups, balanced
meals and healthy foods.

This lesson emphasises a

Yummy! Today for positive approach to obesity
lunch, I am having rice,
kidney beans, greens and diabetes prevention
(brèdes), custard Yummy! I am having
cream and water. bread stuffed with by recommending
chicken pieces, grated
carrot and lettuce, apple healthy habits rather than
and water for lunch.
highlighting undesirable
habits, some of which have
already been addressed in
the previous lesson.

Procedure:
Activity 1: Oral
Discussion
• Small group/pair
discussion followed by
Picture 1 Picture 2 class discussion.
• Teacher to redirect
questions and responses to
help students identify habits
1. What are the children in Picture 1 doing? to maintain healthy body
weight, prevent obesity and
diabetes.
2. Is this a good habit? Why? • Teacher to lead discussion
for students to brainstorm
3. Are the children in Picture 2 having healthy meals? Why? on consequences of
unhealthy habits/NOT
adopting the healthy habits.

Answers: Activity 1
Q1. Playing hopscotch (‘La
Marelle’); doing a physical
activity during school
To have a healthy body weight, everyday you should: recess time.
Q2. Yes. Games such as
hopscotch is a physical
• Do a physical activity for at least 30 minutes activity that keeps us in
good health.
Q3. Yes. In both cases,
• Eat balanced meals and healthy snacks the lunch is balanced,
consisting of healthy foods
from the 3 food groups.
Water is being consumed
instead of drinks containing
sugar.

16
 UNIT 1 - DISEASES

ACTIVITY 2
2A. Trace your hand on the space provided below. On each finger, write down one thing
that you can do to have a healthy body weight.

Teacher’s note

The aim of this activity

is to help pupils take
cognizance of habits
that they can adopt
at their level, with the
support of parents at
times, to maintain a
healthy body weight.

Procedure:
Each pupil should trace
his/her left hand (right
hand for left-handed
pupils) in the space/box
provided.

On each finger, one

habit to maintain a
healthy body weight
should be written.
Some examples are:
• eat at least one fruit
• eat 3 meals a day
• eat balanced meals
• do a physical
activity for 30 minutes
everyday
• spend less time
watching TV or playing
electronic games
• go for a walk/swim
with my parents during
the weekend and
Healthy habits that you adopt since a young age school holidays.
will reduce your risk of: Coloured pencils may
• Becoming obese be used to encourage
creativity and make
• Developing diabetes when you become an adult the drawing more
appealing/attractive

17
UNIT 1 - DISEASES

2B. With the help of your teacher and friends, make a list of 10 healthy habits to reduce
the risk of obesity and diabetes.

01
02
03
04
05
06 Teacher’s note

Activity 2B is a
consolidation exercise
that builds upon pupils’

07 responses to Activity
2A.

Procedure:

08
Oral class discussion
followed by written
activity

Ask each pupil in class

to mention 2 habits

09
that s/he has written in
Activity 2A.

You or pupils in
class can take turn
to write the habits on

10 the board. If a habit

has already been
mentioned by a pupil,
it should not be written
again on the board.

From the list of habits

written on the board,
guide pupils to select
10 healthy habits that
they can adopt, taking
into consideration
their physical
environment, cultural
TER

and socio-economic
WA

backgrounds.
18
 UNIT 1 - DISEASES

MY PROGRESS: DISEASES

Put a Tick ( ) in the appropriate box:

What have I learned?

Good Satisfactory Must
Improve

Lesson 1.1: Communicable Diseases

Common examples of communicable diseases

Different ways by which communicable diseases can

be transmitted

Precautions against diseases caused by mosquitoes

Lesson 1.2: HIV and AIDS

Ways by which one cannot get infected by HIV

Ways by which a child can get infected by HIV

Showing respect for everyone, including HIV infected

individuals

Lesson 1.3: Consequences of Unhealthy Eating

Short-term consequences of unhealthy eating habits

Long-term consequences of unhealthy eating habits

Examples of non-communicable diseases

Differences between communicable and non-

communicable diseases

Lesson 1.4: Preventing Obesity and Diabetes

Habits to adopt to maintain a healthy body weight

Health habits that can reduce the risk of diabetes and

obesity

19
20
Unit 2 HARMFUL SUBSTANCES

LESSON 2.1 - Effects of Alcohol and Tobacco Smoking

LESSON 2.2 - Saying ‘NO’ to Alcohol and Smoking
LESSON 2.3 - ‘No Smoking and No Drinking’ School
Sensitisation

21
UNIT 2 - HARMFUL SUBSTANCES

LESSON 2.1: Effects of Alcohol and Tobacco Smoking

At the end of this lesson, you should be able to:
• State the harmful effects of alcohol drinking and tobacco smoking for the unborn baby
• Discuss the benefits of not taking tobacco and alcohol
• List activities to have fun free of alcohol and smoking

ACTIVITY 1
Observe the picture below and then answer the questions that follow.

Teacher’s note

Prior Knowledge:
Refer to what pupils have
learnt in Grade 5 about the
harmful effects of tobacco
smoking and alcohol
drinking.

In this lesson, the emphasis

is on the harmful effects
of alcohol drinking and
smoking for the unborn
baby (during pregnancy).

Procedure:
Teacher refers to the
picture and questions in
Activity 1 to engage pupils
in a class discussion.

Answers:
1. Is it wise to consume alcoholic drinks in small amounts during Q1. No. Alcohol can harm
the unborn baby any time
pregnancy? Why? during pregnancy, even if
the mother consumes it in
_______________________________________________ small amounts. Alcohol in
the mother’s blood passes
_______________________________________________ to the baby. The harmful
effects include problems
_______________________________________________ with behaviour and learning
as the child grows up.
2. There are people who are smoking near the pregnant woman. Q2. Yes. Passive smoking
during pregnancy puts both
Can this be harmful? Why? the mother and the unborn
baby at risk. Some of the
_______________________________________________ harmful effects associated
with being exposed to
_______________________________________________ second hand smoke are
miscarriage, low birth
_______________________________________________ weight, premature birth,
learning or behavioural
3. In light of responses to Questions 1 and 2, what advice can problems in the child.

be given to the pregnant woman? Q3. Advice that can be

given:
_______________________________________________ - Do not consume any
alcoholic drinks, including
_______________________________________________ beer and wine, during
pregnancy.
_______________________________________________ - Avoid at all cost places
where people are smoking.
22 - Do not smoke cigarette.
 UNIT 2 - HARMFUL SUBSTANCES

ACTIVITY 2

Read the story below and answer the questions that follow.

1 2
Hello kids. I am Dr Popo. Of course dear! I’ve
I will share with you some just joined the National
interesting Hi Kevin! Haven’t
information about Badminton team. I will
the diseaseseen you
AIDS. Whoforwants
so
long, youAIDS?
know. be representing Mauritius
to learn more about
You appear very for Badminton at the next
happy. Won’t you Olympics Game. What
share the good about you Sonia?
news?

Me

3 4

Congratulations Sonia.
Tell me what is the secret
I have just completed
of your success.
my studies. I benefitted
from a scholarship to
study medicine at a
very good University in
England. I’ve now been
offered a job as Doctor
in a hospital in Mauritius.

5 6 I have also always

During my studies at stayed away from alcohol
the University and also drinking and smoking.
when I was in secondary I firmly believe that this
school, I have always has helped me to stay fit
given priority to my and become an excellent
studies, my health badminton player. My
and my family. My family members and
favourite hobby has friends are proud of me.
been swimming. I
have stayed away from
alcohol and smoking.

Teacher’s note
1. Based on the story, list 2 benefits of
The aim of this activity is to get pupils to appreciate the
not taking alcohol and not smoking. benefits of not taking alcohol and tobacco.
Procedure:
_______________________________________________
Get pupils to read the story under your guidance. For
each of the two characters in the story, you may assign
_______________________________________________
a group to read the text together. Reading activity can
be replaced or complemented with a role play using the
_______________________________________________
given script. Questions can be asked during the reading
session to engage pupils. Pupils are to answer the
2. List 3 other benefits of not taking questions that follow after having read the story.
Answers:
alcohol and not smoking. Q1. Any 2 of the following:
• Keep the body and mind healthy.
• Stay physically fit to perform better in sports
_______________________________________________
• Remain mentally fit to be able to study well.
Q2. Any 3 of the following:
_______________________________________________
• Show respect to oneself and others
• Earn respect of others
_______________________________________________
• Can take sound and clear decisions
• Obey the law of the country related to drink driving and
smoking in public places
• Save money
• Keep friendship
• Less likely to have arguments with people around me
• Reduces risk of NCDs such as high blood pressure and 23
heart diseases
UNIT 2 - HARMFUL SUBSTANCES

ACTIVITY 3
3A. Using the given example, complete the following sentences to state how you can
have fun free of alcohol and smoking.
Example:
Why drink and smoke when we could play football?

(i) Why drink and smoke when we could _______________________________________

___________________________________________________________________ ?

(ii) Why drink and smoke when we could ______________________________________

___________________________________________________________________ ?

(iii) Why drink and smoke when we could ______________________________________

___________________________________________________________________ ?

Teacher’s note

3B. In the space provided below, draw OR paste a picture of an The aim of this activity
is to help students
activity that you would like to do to have fun free of alcohol and smoking. identify activities to
have fun without
alcoholic drinks and
cigarettes.

Procedure:
Brainstorm with pupils
activities that can
be done to have fun
free of alcohol and
smoking, taking into
consideration your
pupils’ environment and
social context.

Answers:
Activity 3A
Some acceptable
answers are:
• Go for a walk on the
beach
• Go for a swim
• Play badminton
• Play table tennis
• Play hide and seek
• Go sight-seeing with
relatives and friends
• Visit relatives and
friends
• Play games such as
‘domino’ and’ snake
and ladders’ with my
parents, sister/brother
and/or friends

Activity 3A
Drawing or pictures
of any of the activities
listed above or any
other relevant activity.
24
 UNIT 2 - HARMFUL SUBSTANCES

LESSON 2.2: Saying ‘NO’ to Alcohol and Smoking

At the end of this lesson, you should be able to:

• State the reasons why youngsters drink and smoke
• Demonstrate skills to resist peer pressure. Teacher’s note

Prior Knowledge:
Harmful effects of tobacco
smoking and alcohol
drinking (refer to Grade 5
ACTIVITY 1 lessons); benefits of not
smoking and drinking (refer
to previous Grade 6 lesson)
1A. Although alcohol drinking and tobacco smoking are bad habits,
This lesson focuses on the
some young people smoke and drink for several reasons. With reasons why youngsters
the help of your teacher, state 4 reasons why some young people drink and smoke and how
to develop refusal skills
drink and smoke. to resist the temptation of
starting to drink and smoke
since a young age.
I. _______________________________________________________________
Procedure:
Start the lesson with a
recapitulation of harmful
II. _______________________________________________________________
effects of alcohol and
tobacco and the benefits of
not smoking and drinking.
III. _______________________________________________________________
Through questions and
answers bring the child
to realise that many
IV. _______________________________________________________________
youngsters nowadays drink
and smoke for various
reasons. Ask pupils to work
in pairs to think about some
probable reasons. Each
pair can then share their
answers with their peers.
1B. Write TRUE or FALSE after each statement.
After the class discussion,
pupils should complete
Activities 1A and 1 B
individually or in pairs.
1 Drinking beer will make me appear grown up. Answers: Activity 1A
Any 4 of the following:
•Pressure from peers/
Cigarette smoking does NOT make a person look more classmates
• See older brothers/sisters
2 attractive. and other teens drink and
smoke
• See parents or other
adults drinking and smoking
It is alright to accept alcoholic drinks from friends and • Want to appear grown up
• See movies that portray
3 elder brothers or sisters. drinking and smoking as
activities that:
• Make individuals look
cool and happy
A person can have much fun at a party or family get- • Add fun and make
people happy
4 together without smoking and consuming alcoholic drinks. • Are a ‘normal’ thing for
youngsters and adults
• Make youngsters
popular and attractive
To be accepted by my classmates, I should accept
Activity 1B
5 cigarettes from them. 1. False; 2. True; 3. False;
4. True; 5. False.

25
UNIT 2 - HARMFUL SUBSTANCES

ACTIVITY2

Role-Play Scenario 1
Teacher’s note
Two Grade 6 pupils meet their two teen neighbours during school
holidays for a football match. Even before the match begins, the The aim of this
pupils are offered alcoholic drinks and cigarettes to smoke. The teen activity is to develop
refusal skills in the
neighbours are trying hard to convince the 2 pupils to take the harmful child through role
substances to make them look cool and grown up. plays.
Procedure:
Scenario 1
The two pupils will kindly refuse the offer saying: Choose 4 pupils
who will role play the
given scenario. The
Thank you very much, but we never consume alcoholic drinks and teens should be very
also never smoke. Moreover, at school we have learnt about the ill- adamant in convincing
the pupils to take the
effects of these substances. We want to succeed in life. If you also harmful substances to
want to succeed in life, it is best for you to stop taking these harmful make them look cool
and grown up.
substances.
The teacher may at
this point engage
After having listened to the Grade 6 pupils, the teens finally decide that the other pupils in
from now on they will neither smoke nor consume alcoholic drinks. the class to discuss
whether the pupils
should accept the
drinks and the
cigarettes and drawing
from their knowledge
of harmful effects and
healthier alternatives,
they should provide
justifications to support
Role-Play Scenario 2 their arguments.

Scenario 2
Choose 2 pupils who
Sonia is in Grade 6. Her neighbour is hosting a party and her family will role play the given
has been invited. On reaching there, Sonia notices that various types of scenario.
Once more the advice
alcoholic drinks are being served. Her dearest cousin, Sara, invites her will be sought from the
audience (other pupils
to take a can of beer stating that beer does not contain too much alcohol. in the class); their
comments, judgement
Moreover, Sara tries to convince Sonia that the beer will help her and arguments will be
encouraged.
overcome her shyness, feel more comfortable and finally have more fun.
After the enactment
of both scenarios, the
teacher should guide
According to you, what should Sonia do? the pupils to show
refusal skills, that is,
some ways to say “No”
to harmful substances.
Some ways of how
to resist the pressure
could be to say:
• No thanks (be firm
and confident)
• I would rather have
water or juice. They
are much better for my
health.
Note: • I do not want to
damage my health.
• Do not try to pressure
Some ways of saying “No” to the offer of alcoholic drinks, me. I have already
said “No”.
cigarettes and other harmful substances: • I am not taking any of
these. People under
18 should not drink
• “No thanks. I don’t drink alcoholic drinks or smoke”. or smoke, nor should
• “No thanks. I do not want to damage my health”. they be allowed to buy
alcoholic drinks and
• “Do not try to pressure me. I have already said No”. cigarettes.
26
 UNIT 2 - HARMFUL SUBSTANCES

LESSON 2.3: ‘No Smoking and No Drinking’ School Sensitisation

At the end of this lesson, you should be able to:

• Sensitise peers at school about the importance of not drinking
and smoking

Teacher’s note
ACTIVITY 1
Prior Knowledge:
Role Play during morning assembly at school Harmful effects of smoking
and drinking; refusal skills;
healthy fun activities; benefits
Background posters to have been pasted on the wall where the pupils of not smoking and drinking
will enact role.
This lesson aims at
empowering pupils to act as
advocates of healthy habits
at school level, namely to
dissuade other pupils from
Actors 1 & 2: Stumbling drunkenly and simulating smoking and taking alcohol.
cigarette smoking in front of the morning assembly. At the A request can be made for
same time they are coughing. posters developed by the
Ministry of Health and Quality
of Life by contacting the
Facilitator to audience: Is there any problem with these nearest Non-Communicable
pupils stumbling and coughing that much? Disease (NCD) Unit in your
region.
Audience: They are coughing much because they smoke Procedure:
and that is bad for health. They also stumble because they Background posters to have
have lost their balance due to the bad effect of alcohol. been pasted on the wall
where the pupils will enact
role play during the morning
Facilitator to Actors 3 & 4: What would you do if assembly.
somebody offers or forces you to have a drink or
cigarette? Facilitator can be a teacher
or another pupil. Four
additional pupils will need
Actors 3 & 4: We would say: “No to Alcohol & No To to be identified for the other
Cigarettes”. We want to be fit and healthy. We prefer to roles.
drink water and fruit juice. The audience should be
engaged in the role play. At
Facilitator to audience: What advice would you give to the end of the role play, the
audience can be requested
your friends? to enumerate:
• some of the ill-effects
Audience: They should stop smoking and drinking associated with the drinking
of alcoholic drinks and
alcoholic drinks. Smoking and drinking have many ill- the bad effect of tobacco
effects. Moreover, there are many benefits in not drinking smoking.
and smoking. We can also have fun free of alcohol and • activities to have fun free of
alcohol and cigarettes
cigarettes. • benefits of NOT smoking
and drinking

27
UNIT 2 - HARMFUL SUBSTANCES

ACTIVITY2

I, _______________ of Standard VI of ___________________

School do hereby take a pledge that I shall always keep away
from alcoholic drinks and cigarettes.

Name: Signature:

Teacher’s note

Following what the pupils have seen and heard during the morning assembly they will take a pledge by
signing on a card that they will never accept alcoholic drinks or cigarettes from anyone.
Procedure:
Brainstorming
Pupils are reminded about the negative effects of alcoholic drinks and cigarettes on their health, and the
benefits of NOT smoking and drinking.
Each pupil then takes the pledge by signing the card that can be hung in the classroom.
This activity can be adapted whereby an entire class designs and signs a pledge on an A3 sheet and post it
on the School Notice Board.
Optional Consolidation Activity:
Invite a Doctor or any other qualified person from the MOHQL, NGO or a very popular Sportsman/
Sportswoman of the country to deliver a talk on the harmful effects of alcoholic drinks and cigarette smoking
on our health.
28 Provide facilities for a video projection if necessary.
 UNIT 2 - HARMFUL SUBSTANCES

MY PROGRESS: HARMFUL SUBSTANCES

Put a Tick ( ) in the appropriate box:

What have I learned?

Good Satisfactory Must
Improve

Lesson 2.1: Effects of Alcohol & Tobacco Smoking

Harmful effects of alcohol drinking and tobacco

smoking for the unborn baby

Benefits of NOT taking tobacco and alcohol

Avtivities to have fun free of alcohol and smoking

Lesson 2.2: Saying 'NO' to alcohol and smoking

Reasons why youngsters drink and smoke

Skills to resist peer pressure

Lesson 2.3: 'No Smoking and No Drinking' School

Sensitisation

How to sensitise peers at school about the importance

of not drinking and smoking

29
UNIT 3 - GROWING UP

30
 UNIT 3 - GROWING UP

Unit 3 GROWING UP

LESSON 3.1 - Changes Associated with Puberty

LESSON 3.2 - Coping with Changes during Puberty

31
UNIT 3 - GROWING UP

LESSON 3.1: Changes Associated with Puberty

At the end of this lesson, you should be able to:

• Identify similarities and differences about changes during puberty between boys and girls
• Recognise that changes during puberty are normal

ACTIVITY 1
Observe the pictures below, noting the differences in Sonia’s appearance.

Teacher’s note

Prior Knowledge:
Refer to what pupils have
learnt in Grade 5 on
changes during puberty

This lesson introduces a

few additional changes
during puberty and requires
pupils to identify the
similarities and differences
between boys and girls. It
also deals with the mental
health dimension of puberty
whereby pupils need to
recognise that changes
during puberty constitute a
normal phase when one is
growing up.

Procedure:
Activity 1 and 2
Start with a recapitulation
of changes during puberty
Picture 1: Sonia at the age of 7 Picture 2: Sonia at the age of 11 in girls and boys addressed
in Grade 5. Then get
pupils to observe the given
pictures to identify the
changes/differences in
the appearance of Sonia/
1. List 3 differences in the appearance of Sonia in Pictures 1 and 2. Kevin. Highlight additional
changes after completion of
each activity.
I. _______________________________________________ To illustrate oily skin as one
of the additional changes
during puberty, carry out
II. _______________________________________________ a demonstration using
‘petroleum jelly’ or another
body cream/lotion. Rub a
small amount of the product
III. _______________________________________________ on the arm.

Answers: Activity 1
Q 1. Any 3 of the following:
• Sonia is taller
• Sonia is heavier
• Sonia’s hips are wider.
• Sonia’s breasts/bust have/
has grown bigger.
32
 UNIT 3 - GROWING UP

Note:

Besides the changes/differences you have noted in Activity 1, there are

additional changes that take place in girls during puberty. They are as follows:

• Skin gets oily

• Hair gets oily

• First period/ menses appears

• Mood swings

• Friendship becomes more important

Did you know?

Mood swings

The different frequent changes in how you feel

are called mood swings. For example, sometimes
your mood will swing between feeling confident
and happy to feeling angry and unhappy in a short
length of time.

33
UNIT 3 - GROWING UP

ACTIVITY 2
Observe the pictures below, noting the differences in Kevin's appearance.

Picture 1: Kevin at the age of 7 Picture 2: Kevin at the age of 11

1. List 3 differences in the appearance of Kevin in Pictures 1 and 2.

Teacher’s note

Answers:
(i) _______________________________________________
Activity 2
• Kevin is taller
(ii) _______________________________________________ • Kevin is heavier
• Kevin has broader
shoulders
(iii) _______________________________________________

34
 UNIT 3 - GROWING UP

Note:

Besides the changes/differences you have noted in Activity 2, there are

additional changes that take place in boys during puberty. They are:
• Skin gets oily
• Hair gets oily
• Hairs grow on face (chin and cheeks)
• Mood swings
• Voice gets deeper
• Larynx starts growing bigger
• Friendship becomes more important

Did you know?

The larynx, also known as the voice box, gets bigger during puberty.
The larynx is a tube -shaped piece located in the throat.

Source: http://kidshealth.org/en/kids/changing-voice.html

ACTIVITY 3
Read the text below and then match column A to column B.

During puberty, since your body undergoes many changes, it is comm

on to feel
uncomfortable about them and become sensitive about your physic
al appearance.
For example, in boys the voice becomes deeper because the larynx
grows bigger.
Many children are very happy to undergo these changes and some
do not accept
the changes so easily. As a result, they may feel worried, sad and
irritated quite
easily. They lose their temper and sometimes feel depressed. These
changes in
the mood are called mood swings.

It is important to be aware of the changes in the behaviour during puber

ty. If ever
it happens to you or to your friend, it is important to talk about it
with a trusted
adult [someone you're comfortable talking to]. Another change that
occurs during
puberty is that children pay lot of importance to friends. They build
very close
group of friends. They also start to show interest in music and sports
.

35
UNIT 3 - GROWING UP

Column A Column B

Sad

Friends are
important

Happy

Angry

5 Teacher’s note

Teacher can highlight Interest in

other things children
become more interested music
in during puberty, e.g.,
the opposite sex.

Answers:
Activity 3
1) Happy
6
2) Angry
3) Sad
4) Show concern for
appearance
Show concern
5) Friends are for appearance
important
6) Interest in music

36
 UNIT 3 - GROWING UP

ACTIVITY 4
Put a tick ( √ ) in the correct column for each puberty change for either boys OR girls.
Draw a smiley face (☺) for changes that are common to both boys and girls

Teacher’s note
PHYSICAL CHANGES DURING PUBERTY BOYS GIRLS BOTH
Prior
Knowledge:
1. Grow taller Changes
during puberty
discussed
earlier in this
2. Weight increases lesson and in
Grade 5.

3. Hairs grow on chin and cheeks The aim of this

activity is to help
pupils to identify
the similarities
4. Sweating a lot and differences
in the changes
between boys
5. Hips get wider and girls so
that they better
accept the
changes in
6. Voice changes themselves and
their peers.

7. First period appears (menstruation) Procedure:

Under your
guidance, pupils
will need to read
8. Hairs grow in underarms the statements
found in the grid/
table and then
9. Private body parts grow bigger insert a tick for
changes that
are specific to
boys and those
10. Mood swings specific to girls.
For changes that
are common to
11. Hair growth around private parts between the legs both, pupils will
need to draw a
smiley in the last
12. Breasts develop column.

Upon completion
of the activity,
13. Pimples on face through
questioning,
guide pupils
14. Showing concern on appearance to conclude
that there are
more changes
common to both.
15. Shoulders get broader
Answers:
Boys only:
16. Body odour 3, 6, 9, 15,17

Girls only:
5, 7, 12
17. Larynx starts growing bigger
Both:
1, 2, 4, 8, 10, 11,
18. Friendship becomes more important 13, 14, 16, 18

37
UNIT 3 - GROWING UP

LESSON 3.2: Coping with changes during puberty

At the end of this lesson, you should be able to:

• Identify healthy ways to cope with changes during puberty

ACTIVITY 1
The pictures in this activity show some healthy ways to cope with changes during puberty.

Study each picture and write down in the column next to it the healthy way to cope with the
changes during puberty. One has already been done for you.

Teacher’s note
Talking to a close friend
Prior Knowledge
Changes during
1 puberty in boys and
girls

The aim of this lesson

is to help pupils to
identify healthy ways
to cope with/handle
the changes they may
be facing or will face
during puberty.

Procedure:
The pictures in Activity
1 illustrate appropriate/
healthy ways to cope
with changes during
puberty. Pupils will
2 need to study each
picture and then write
down what they can
see in the space
provided next to it.
One example is given.

Answers:
1. Talking to a close
friend
2. Drawing and
painting
3. Writing your feelings
in a diary
4. Swimming
3 5. Riding bicycle
6. Doing yoga
7. Going to bed early/
Getting enough sleep
8. Eating healthy
snacks

38
 UNIT 3 - GROWING UP

39
UNIT 3 - GROWING UP

ACTIVITY 2

Draw or/and write down 2 more healthy ways that you can use to cope with the changes during
puberty.

Teacher’s note

Some additional healthy

ways to cope with the
changes:
• Listening to music
• Praying
• Talking to a trusted adult
• Reading story books
• Dancing

40
 UNIT 3 - GROWING UP

MY PROGRESS: GROWING UP

Put a Tick ( ) in the appropriate box:

What have I learned?

Good Satisfactory Must

Improve

Lesson 3.1: Changes Associated with Puberty

Similarities about changes during puberty between

boys and girls

Differences about changes during puberty between

boys and girls

Changes during puberty are normal

Lesson 3.2: Coping with Changes during Puberty

Healthy ways to cope with changes during puberty

41
UNIT 4 - SAFETY AND INJURY PREVENTION

42
 UNIT 4 - SAFETY AND INJURY PREVENTION

Unit 4 SAFETY AND INJURY PREVENTION

LESSON 4.1 - Digital Communication Devices

LESSON 4.2 - Online Safety and Electronic Games
LESSON 4.3 - Safe practices in sports
LESSON 4.4 - R.I.C.E.R Treatment

43
UNIT 4 - SAFETY AND INJURY PREVENTION

LESSON 4.1: Digital Communication Devices

At the end of this lesson, you should be able to:

• State some advantages and disadvantages of digital communication devices
• List basic precautions when using mobile phones

ACTIVITY 1
1A. Rewrite the words given below in the correct order to complete the sentence and to find
the meaning of ‘digital communication devices’.
Teacher’s note
allow one another digital that two
Prior Knowledge:
or more persons tools to communicate with Refer to lesson on Online
Safety in Grade 5.

Activity 1 focuses on
Digital communication devices are _________________________ helping pupils to develop
a better understanding
_____________________________________________________ of digital communication
and digital communication
_____________________________________________________ devices before exploring
the safe and responsible
use of these devices.

Procedure:
Start the lesson by
1B. Use the codes in the table below to discover some examples of explaining the term digital
communication:
digital communication devices (each letter of the word has been It is a message passed
replaced by a number). One example has been given. through digital devices.
The communication
can be written, verbal,
SECRET CODES visual or audible. Some
a b c d e f g h i examples of these types
of communication are:
1 2 3 4 5 6 7 8 9 • Having a text
conversation with
someone via mobile
j k l m n o p q r phone/smartphone
• Using Facebook,
10 11 12 13 14 15 16 17 18 WhatsApp, Viber, email
or Twitter to keep in touch
with family or friends
s t u v w x y z
After explaining the term,
19 20 21 22 23 24 25 26 guide pupils to complete
Activities 1A (unscrambled
sentence) and 1B (Code
CODED WORDS ACTUAL WORDS Buster).

I. 20 1 2 12 5 20 tablet Answers: Activity 1A

Digital communication
devices are digital tools
II. 3 15 13 16 21 20 5 18 __ __ __ __ __ __ __ __ that allow two or more
persons to communicate
III. 12 1 16 20 15 16 __ __ __ __ __ __ with one another.

IV. 19 13 1 18 20 16 8 15 14 5 __ __ __ __ __ __ __ __ __ __ Activity 1B
I. tablet
II. computer
III. laptop
44 IV. smartphone
 UNIT 4 - SAFETY AND INJURY PREVENTION

1C. Read each statement below and rewrite it under the appropriate column to identify
some of the advantages and disadvantages of digital communication and the devices.

I. Digital communication provides us with a fast way of communicating.

II. Unused digital devices cause pollution in the environment if not

properly
disposed of.

III. One can get addicted to the use of digital communication devices.

IV. Digital communication reduces paper wastage.

V. Digital communication devices allow us to communicate over

long
distances through the internet.

VI. People can misuse digital communication. Teacher’s note

Prior Knowledge:
Online Safety lesson
in Grade 5; digital
communication and digital
communication devices.

Procedure:
Use the statements given
ADVANTAGES DISADVANTAGES in Activity 1C to discuss
some of the advantages
and disadvantages of digital
communication and guide
pupils to make correct
1. 1. identification by completing
the table. Other advantages
and disadvantages include:

Advantages:
• Easier to store messages
for long period of time.
• It is somewhat cheaper
than other types of
communication
• It provides facilities like
2. 2. video conferencing which
save a lot of time, money
and effort.

Disadvantages:
• Digital communication
ignores the human touch.
A personal touch cannot
be established because all
the computers will have the
3. 3. same font!

Answers: Activity 1C

Advantages – I, IV, V

Disadvantages – II, III, VI

45
UNIT 4 - SAFETY AND INJURY PREVENTION

Note:

Mobile phones are a great way to keep in touch with our best friends, relatives and other
persons we are close to (e.g., teacher). They can also keep us safe and enable us to call
for help in an emergency. To use them safely and minimise exposure to the radiation they
generate, there are some basic precautions to take.

ACTIVITY 2
2A. Observe the pictures below and then answer the question that follows.
Teacher’s note
Hello. Prior Knowledge:
Online Safety lesson in Grade
5; road safety; safe and trusted
adults

The aim of Activity 2 is to foster

safe and responsible use of
digital communication devices
since a young age. Special
focus is given to the safe use
of mobile phones. The mobile
Picture 1 Picture 2 phone can be a source of
distraction when used on the
Which one of pictures 1 and 2 would you consider as a safer way to road.

use a mobile phone? Why? Although the World Health

Organisation (WHO, 2013)
_____________________________________________________ states that there is no clear
evidence of the adverse
_____________________________________________________ health effects of the radiation
generated by mobile phones,
_____________________________________________________ it recommends some basic
precautions to reduce exposure
to radiation in children as a
child’s brain and body is still
developing and lacks the
protection that adults have
2B. Observe the pictures and then complete the activity by matching (thicker skull bones and thicker
layers of body fat).
the picture number in Column A to the correct statement in Column B.
Column A Column B Procedure:
Start this activity by highlighting
1
some of the advantages of
(i) It is safe for the girl to walk along the road and mobile phones before drawing
listen to music from the mobile phone. pupils’ attention to the need of
using mobile phones safely and
responsibly. Emphasize on the
(ii) It is not safe for the girl to walk along the road need to minimise exposure to
and listen to music from the mobile phone as she the radiation emitted.
may not pay much attention while crossing the road Pupils are to carefully study the
and may not hear the hooting of coming vehicles. pictures and then share with the
class what they observe about
each picture in relation to the
2 use of the mobile phones.
(i) It is not safe for the boy to check the message
from the mobile phone while crossing the road as he Ask pupils to complete
Activities 2A and 2B. Guide
is shifting his attention to the mobile phone screen the discussion and encourage
rather than giving priority to oncoming vehicles. the pupils to explain the likely
consequences in Picture 1 in
Activity 2A and the 3 pictures in
(ii) It is safe for the boy to check the message from Activity 2B. You can highlight
the mobile phone while crossing the road. the fact that using a mobile
phone while driving is also an
offence punishable by law.
3
(i) It is safe for the lady to check a message from Answers: Activity 2A
her mobile phone while she is driving. Picture 2. The child is using the
mobile speaker phone (a ‘hand-
free’ device) instead of holding
(ii) It is not safe for the lady to check a message from the phone against the ear, thus
reducing exposure to radiation.
her mobile phone while she is driving as it can lead The volume should not be too
to an accident resulting in injuries and even death. high.

Activity 2B
1 – (ii)
46 2 – (i)
3 – (ii)
 UNIT 4 - SAFETY AND INJURY PREVENTION

2C. For each statement below, pick the odd one out by encircling it.

People who should know my mobile phone number:

a. mother
b. father
1
c. grandfather
d. school caretaker
e. elder brother or sister

To keep safe when using a mobile phone, I should NOT:

a. reply to any nasty message I receive
2 b. reply to a text message from someone I don’t know
c. tell a trusted adult that I have received a nasty message
d. answer calls from numbers I don’t recognise
Teacher’s note
e. send pictures to someone I don’t know
Prior Knowledge
Grade 5 Lessons on
safe adult, trusted
adults and online safety

Note: Procedure:
You may start the class
by a recapitulation of
You should report to a trusted adult if: the concepts of ‘safe
adults’ and trusted
adults’ addressed in
-You receive repeatedly calls from persons you don’t know. Grade 5. Discuss
with pupils why it is
important to give one’s
-You receive any nasty text message, picture or video clip. Keep the personal mobile phone
message/picture/video clip you have been sent so that you can show number only to safe and
them to a trusted adult. trusted adults. Highlight
the following dangers:
• Receiving
If you are bullied repeatedly, you can change your phone number. unnecessary calls,
nasty messages and
pictures.
• Online bullying.
• Falling into traps
where you may lose
money or even your life.
2D. Put a tick in the box opposite the correct statement and a cross Get pupils to work
in the incorrect one. in pairs to complete
Activity 2C. Encourage
pupils to justify their
1 I should limit the amount of time I talk on mobile phones. answers.
2 It is not too safe to listen to my favourite songs from a mobile phone Guide pupils to
while walking on the road pavement. consolidate Activity
2D as a consolidation
3 I need to keep mobile phones as far away from my body as possible. activity on mobile phone
safety.
4 It is safe to use a mobile phone to send pictures to someone I do not
know. Answers: Activity 2C
1. d 2. c
5 Sleeping with a mobile phone close to my head or under my pillow is
Activity 2D
very safe. 1. Tick
6 If I receive a nasty text message or picture on my mobile phone, I should 2. Tick
3. Tick
keep it as a secret. 4. Cross
7 Drivers should not use their mobile phones while driving. 5. Cross
6. Cross
8 It is safe to send a text message while crossing the road. 7. Tick
8. Cross

47
UNIT 4 - SAFETY AND INJURY PREVENTION

LESSON 4.2: Online Safety and Electronic Games

At the end of this lesson, you should be able to:

• Identify dangers associated with using the Internet and electronic games
• List basic precautions to be taken when playing electronic games Teacher’s note

Prior Knowledge:
Grade 5 lesson on online
safety precautions.
ACTIVITY 1 The aim of Activity 1
is to increase pupils’
Observe the pictures on some of the dangers you may face while using awareness of the potential
dangers associated with
the Internet. Then complete the fill-in-the-blank exercise. using the Internet.
Procedure:
You can start the lesson
with a recapitulation of
online safety precautions
addressed in Grade 5
Lack of sleep Addiction before engaging pupils
in a discussion on the
dangers associated with
using the Internet. The
pictures can be used
as prompts. After the
discussion, allow pupils
(individually or in pairs) to
complete the activity.
The dangers illustrated
are:
• Addiction: Excessive
dependence on online
social networks and online
gaming can disturb a
Reduced person's way of life.
Spending too
Dangers
physical activity • Laziness/reduced
much time
physical activity: Due to
addiction of Internet, free

of Using time is used to surf on the

Internet rather than on
physical activity.

Internet • Difficulties to
communicate face to face:
Having developed the
habit of communicating
through diverse Internet
applications & very often
without truly knowing
the real identity of the
one with whom they are
communicating some
children find it difficult
to establish face to face
communication.
• Wastage of time: If a
child becomes addicted
to the Internet, s/he will
spend less time on her/
his studies or other more
creative activities.
• Lack of sleep: Because
of the Internet, many
students devote less
Difficulties to communicate time to sleeping. They
face to face play games or chat with
friends and strangers late
at night. When such a
situation persists over a
long period of time, the
child physical and mental
development can be
48 affected.
 UNIT 4 - SAFETY AND INJURY PREVENTION

Fill in each blank space with one of the given words.

mental, lack, useful, excessively, harmful, safely, addicted, less, more

The Internet can be a _______________ tool for you to do research, play educational games,

and communicate with family and friends. However, excessive use of the Internet can be

_______________ . You can get _______________ to online social networks and games.

Consequently, you may devote _______________ time for your studies and on physical

activities. You may also find it _______________ difficult to communicate face to face. If

you spend too much time on the Internet at night, you can _______________ sleep. This can

affect your _______________ and physical development. So, if you use the Internet, use it

_______________ and not _______________ . Teacher’s note

Some other dangers include:

• Access to illegal or inappropriate
materials: Some people in recent years
have illegally downloaded music or
other copyrighted material for free.
This action has had a negative impact
on the music industry and has led to
several lawsuits.
• Bad/Harmful Websites: Some
websites might prove dangerous as
they contain viruses (Trojans horses,
malwares & cyberworms) which might
affect a computer system. Moreover
some videos and pictures might hurt
the sensibility of children
• Skipping meal: Some children
become so addicted to the use of
Internet that they prefer to stay back
on their laptops, P.C., tablets. and skip
their meal. In so doing they are causing
a great harm to their health.
• Poor blood circulation: Lack of
physical exercises results in poor blood
circulation, hence health problems.
• Stolen Identity: One of the most
important dangers of extensive Internet
use is might be the case of stolen
identity.

Answers:
1. useful 6. lack
2. harmful 7. mental
3. addicted 8. safely
4. less 9. excessively
5. more

49
UNIT 4 - SAFETY AND INJURY PREVENTION

ACTIVITY 2
Everyone likes to do something else other than work or study all the time. A very popular
activity is playing electronic games.
Teacher’s note

Prior Knowledge
Dangers of the
Internet, online safety
precautions

Electronic gaming
is one of the fastest
growing trends in
today's generation.
Keeping children in
mind, it is both useful
as well as harmful
for them. Hence, it is
not advisable to keep
them totally away from
gaming.

The aim of Activity

2 is to increase
pupils’ knowledge
of the advantages
and disadvantages
of electronic games,
2A. (i) Match each statement in Column A with one statement in Column B and how to play
to form a complete sentence. electronic games more
responsibly.

Procedure:
Column A Column B Find out from pupils
which electronic games
they may have and/
1. Playing electronic games (i) can be educational. or have played. Have
can be a fun way a class discussion
on what can be the
advantages and
2. Some electronic games (ii) thus neglecting their disadvantages of
contain cruel studies. electronic games. After
the class discussion,
guide pupils to
3. Electronic games (iii) electronic games. complete Activity 2A.

Answers:
4. Some electronic games (iv) to spend time with family (i) Matching:
1- iv
encourage and friends. 2 - vi
3-i
4-v
5. Children can spend a lot of (v) creativity and teamwork 5 - ii
time playing electronic games with friends. 6 - vii
7 - iii

6. Electronic games are not (vi) scenes or violence. (ii) Advantages:

1, 3, 4

7. One can get addicted to (vii) affordable to everyone. Disadvantages:

2, 5, 6, 7

50
 UNIT 4 - SAFETY AND INJURY PREVENTION

(ii) Rewrite each complete sentence under the appropriate column in the table to identify some
of the advantages and disadvantages of electronic games.

Advantages Disadvantages

2B. With the help of your teacher, read the notes below and then complete Teacher’s note
the True/False activity.
Prior Knowledge
Advantages and
Note: disadvantages of
electronic games

There are some basic precautions to be taken when playing electronic The aim of this activity
is to introduce some
games. basic precautions to
• Avoid excessive play. Your parents should keep an eye on you when you be taken when playing
electronic games.
are playing.
• Take a 10 to 15 minute break every hour, even if you don’t think you Procedure:
Brainstorm pupils on
need it. precautions that they
• If your hands, wrists, arms or eyes become tired or sore while playing, take or should be taken
when playing electronic
or if you feel symptoms such as tingling, numbness, burning or stiffness, games. Supplement
stop immediately and rest for several hours before playing again. their responses with
the precautions given
• If you continue to have any of the above symptoms or other discomfort in the book. Conclude
during or after play, stop playing and see a doctor. by getting pupils to
read the notes and then
• Always play games with the appropriate screen brightness setting. completing the True/
Excessive brightness or darkness can cause discomfort. False activity.

• Sit at a reasonable distance from the monitor/screen while playing. For each True/False
• Do not use the game console during a lightning storm. There may be a statement, ask pupils to
justify their answer.
risk of electric shock from lightning.
Answers:
• Do not provide any personal details to strangers when playing online 1. False
games. 2. True
3. False
• Some online games require that you make purchases over the Internet. 4. True
Never give your parents’ bank or credit card details online. 5. False
6. True
7. False
8. False

51
UNIT 4 - SAFETY AND INJURY PREVENTION

You should always sit very close to the monitor /screen while
1 playing video games.

During thunder and lightning you must not play electronic games
2 which are connected to an electric socket.

Even if your eyes start burning and watering you should NOT stop
3 playing your electronic game because you might lose the game.

Your parents should keep an eye on you when you play electronic
4 games.

If someone asks for your parents’ bank or credit card details while
5 you are playing online, you should NOT hesitate to give them the
details.
To avoid health problems you should not play electronic games at
6 one go over a long period of time.

Excessive brightness of the monitor/screen will never affect my

7 eyes when I play electronic games on television.

When I am playing online games with other people I do not know,

8 I can provide my personal details.
Write True or False in the box opposite each statement.

52
 UNIT 4 - SAFETY AND INJURY PREVENTION

LESSON 4.3: Safe practices in sports

At the end of this lesson, you should be able to:

• Identify ways to practise sports safely
• Describe how good sportsmanship relates to safety

It is fun to practise sport, getting hurt is not. If you do not want to get injured while playing, you
should:-

1. Warm up before playing

Warm up prepares your body to play. Warm up also helps you to perform a wider range
of movements like kicking aball (football), throwing a ball (handball) , etc..
If you do not warm up, you are more prone to injury.

Teacher’s note

Prior Knowlegge
Children have knowledge
about road safety and
safety at school/home.

Note:
This activity can be
conducted in the class.

Procedure:
In class discuss about safe
practices with children.
Allow children to speak
their mind by looking at the
pictures. Explain to them
2. Cool down after playing how safe practices in game
make playing safe and fun.

In the computer room, ask

children to log in http://
kidshealth.org/en/kids/
sport-safety.html and read
the article, “five ways to
avoid sports injuries.”
Having read the article, ask
children to complete activity
1, 2 and 3.

53
UNIT 4 - SAFETY AND INJURY PREVENTION

3. Wear protective gear and pads

Protective gear is anything you wear that prevents you from getting hurt.
The gear you wear depends on the sport you practise.

4. Wear proper sports outfit like track suits, T-shirt and shoes
Wearing proper sports outfit allows you to move freely

54
 UNIT 4 - SAFETY AND INJURY PREVENTION

5. Do not play when you are injured or sick Teacher’s note

Plenary
Teacher summarises on the
activities carried out during
the lesson.

Values
Respect, Co-operation,
and Sharing

Core Skills:
Communication,
Problem solving

Integration:
Languages

6. Keep hydrated
During physical activities, you should keep drinking water to rehydrate yourself.

Note: A person should drink 2 to 3 litres of water daily.

55
UNIT 4 - SAFETY AND INJURY PREVENTION

ACTIVITY 1
Under each picture list down at least one thing that might cause injury / is not a safe practice.

ACTIVITY 2
Tick the correct box.

TRUE FALSE
1 I warm up to prepare my body for different activities and prevent
injury.
2 I do not need to wear any protective gear because I know how
to practise the sport.
3 If I do not know the rules of a game, it is easier for me to get
hurt while playing.
4 Cool down prevents muscle soreness (muscle pain).

5 I should not drink water during and after exercise because I

drank tea/juice in the morning.
6 You should stop playing if you get hurt or feel pain.

Teacher’s note
ACTIVITY 3
Answers
Use pictures from newspaper or sports magazine to create a sport Activity 1
Not wearing shoes
collage that shows protective gear for different sports. Not wearing helmet

Activity 2
1. TRUE 4. TRUE
2. FALSE 5. FALSE
3. TRUE 6. TRUE

Activity 3
Creativity

56
 UNIT 4 - SAFETY AND INJURY PREVENTION

LESSON 4.4: R.I.C.E.R Treatment

At the end of this lesson, you should be able to:

• Identify some minor injuries.
• Describe how to perform R.I.C.E.R treatment

Today we will learn about minor injuries. We will also learn the method we use to treat them,
that is R.I.C.E.R treatment.

When you are playing a game with your friends, you might get hurt. Sometimes, you might
knock against him/her and injure your head, arms and legs. In case the injured part gets
swollen you should immediately use the R.I.C.E.R method of treatment to reduce swelling and
pain. This will help to accelerate healing of the injured part.

Teacher’s note

Prior Knowlegge
Children have no
knowledge about safety in
sports

Note:
This activity can be
conducted in the class.

Equipment:
Computer room, internet
access

Procedure:
In class discuss the
RICER treatment with
children.

Plenary
Teacher summarises on
the activities carried out
during the lesson.

Values
Respect, Co-operation,
and Sharing

Core Skills:
Communication,
Problem solving

Integration:
Languages
Common injuries at school

57
UNIT 4 - SAFETY AND INJURY PREVENTION

You should apply R.I.C.E.R when:

1. You feel pain in the injured joint/muscle.

2. The injured part is swollen

3. The injured area is warm and red.

4. You have difficulty moving the injured part

58
 UNIT 4 - SAFETY AND INJURY PREVENTION

Stop activity right away if you are injured. Use R.I.C.E.R method for the first 48 hours after the
injury to help in the healing process. R.I.C.E.R treatment is a four-step method to deal with an
injury, for example, a swollen leg/ arm/ ankle.

R.I.C.E.R
R: Rest
I: Ice
C: Compression
E: Elevation
R: Referral

R
REST
Stop using injured part. If you continue the activity, you could
cause more injury. Sit or lie down, and rest the injured part.

I
ICE
Wrap ice cubes in a towel or pour cold water over the injured
part immediately. This will help to reduce the swelling, bruising
and pain. Keep damp or dry cloth between skin and ice pack. Do
not leave the ice for more than ten to twenty minutes. Continue
for 48-72 hours (4-8 times a day).

C
COMPRESSION
Support the injured part with bandage or cotton wool cloth
around the area for at least 2 days. This will fasten healing time
by reducing swelling around injury. The injured part should be
bandaged (preferably with ice) firmly, but not too tight as it may
impair/reduce blood supply and cause more swelling.

E
ELEVATION
Raise the injured part above heart level to decrease swelling.
Keep legs above hips by putting the leg on a chair, pillow or
stool. Use a sling for arm injuries.

R
REFERRAL
Seek medical advice from the nearest medical centre.

Note:

In the first 48-72 hours after an injury, avoid

heat or hot rubs and any physical activity.

59
UNIT 4 - SAFETY AND INJURY PREVENTION

ACTIVITY 1
Tick the correct box.

TRUE FALSE
1 We should keep on playing when we are injured.

2 We should apply ice during the first 48 hours of an injury.

3 The injured part should be firmly and tightly bandaged.

4 You should immediately stop playing if you get hurt or feel pain.

ACTIVITY 2
1. List three ways you might get an ankle injury.

________________________________

________________________________

________________________________
Teacher’s note
2. List three ways you can prevent yourself from getting injured. Answers
Activity 1
________________________________ 1. False
2. True
________________________________ 3. False
4. True
________________________________ Activity 2 (1)
1. Falling down
2. Sudden movement
3. Changing direction

Activity 2 (2)
ACTIVITY 3 1. Wearing protective gear
2. Doing proper warm up
before playing
During recess, while playing, you knock against your friend and his/ 3. Wearing correct outfit
4. Doing proper cooling
her forehead gets swollen. Write down the steps to apply R.I.C.E.R down after activity
treatment. Activity 3
Step 1 – REST - Rest the injured
_____________________________________________________ part
Step 2 – ICE - Wrap ice or pour
cold water
_____________________________________________________ Step 3 – COMPRESSION -
bandage the injured part
_____________________________________________________ Step 4 – ELEVATION – Raise
the injured part above heart level
Step 5 – Referral – Seek medical
_____________________________________________________ advice

_____________________________________________________

60
 UNIT 4 - SAFETY AND INJURY PREVENTION

MY PROGRESS: SAFETY AND INJURY PREVENTION

Put a Tick ( ) in the appropriate box:

Whathave
What haveIIlearned?
learned?
Good Satisfactory Must
Improve

Lesson 4.1: Digital Communication Devices

Some advantages and disadvantages of digital

communication devices

Basic precautions when using mobile phones

Lesson 4.2: Online Safety and Electronic Games

Dangers associated with using the Internet and

electronic games

Basic precautions when playing electronic games

Lesson 4.3: Safe Practices in Sport

Ways to practise sports safely

How good sportsmanship relates to safety

Lesson 4.4: R.I.C.E.R Treatment

Examples of some minor injuries

How to apply R.I.C.E.R treatment

61
UNIT 4 - SAFETY AND INJURY PREVENTION

62
 UNIT 1 - KID'S ATHLETICS

PART B
PART A Physical Education

Unit 11
Unit KID'S ATHLETICS

LESSON 1.1 - Sprint - Shuttle Relay

LESSON 1.2 - Sprint - Obstacle Race
LESSON 1.3 - Jumping - High Jump
LESSON 1.4 - Endurance Race

63
UNIT 1 - KID'S ATHLETICS

LESSON 1.1: Sprint - Shuttle Relay

Today we will learn how to perform a sprint individually and in a team (Relay).

WARM UP
Teacher’s note
Let’s run /jog and perform a few sprint drills: Prior Knowledge:
(i) High knee raising Children can perform a few
sprint drills.
(ii) Butt kicks
(iii) Boundings Equipments
Hoops,Cones. Rag balls,
(iv) Acceleration runs (2 - 3 repetitions over 20 -30 cm) Plastic bottles

Procedure
Warm up: Let’s run /jog
MAIN ACTIVITY and perform a few sprint
drills (2-3) over 20-30m
Let’s be in groups of 4 -6 and sprint from x to y repetitions. (refer to Grade
as shown in the diagram below. 5 textbook)

Main Activity
The class is divided into
Y four groups. Cones are
placed at X and Y.
Children will decide their
team’s name and the
order of each runner. On
T’s Signal the first child of
X each group sprints around
Start/Finish line cone Y and hand over to
his/her teammate at X, till
the last runner crosses
the finishing line at X. The
team finishing first is the
winner.
GAME SITUATION
Game Situation
The class is divided into
Let's play shuttle relay. Each group is divided into two facing their four teams (A, B, C & D).
teammates as shown in the diagram below. Each team is divided into
two groups. Each group
stands facing each other
30/35m apart. The first
runner of each group holds
a relay baton. On T’s signal
5m the first runner sprints to
-3
30 hand over the relay baton
to his/her teammate (2nd
runner)and moves to the
back.The 2nd runner will
then sprint and hand over
to the 3rd runner etc. The
A Start/Finish line
B team crossing the finishing
line first is the winner

N.B: If a group has an odd

number of children, allow
COOL DOWN one to perform twice.

I walk/jog in groups and perform a few stretching/breathing exercises.

64
 UNIT 1 - KID'S ATHLETICS

LESSON 1.2: Sprint - Obstacle Race Teacher’s note

Today we will learn how to sprint over low obstacles. Prior Knowledge:
Children can perform a
few sprint drills.
WARM UP
Equipments
Hoops,Cones. Rag balls,
Let’s walk/jog around and perform a few sprint drills over 20 -30 m. Plastic bottles

Procedure
Warm up: Pupils will
walk/jog around in the
MAIN ACTIVITY playarea. On T’s signal,
children will perform : high
Let’s sprint over the obstacles from cone A to cone B as shown in diagrams knee raising, Heels up,
acceleration runs over
below. 20-30m. (Refer to Grade
5 textbook)

Main Activity
Pupils are in groups of 4-6
in diagram (1).The first
child of each group will
A 4-6m 4-6m 4-6m 4-6m B sprint over the obstacles
placed on the ground (4-
5m) interval as shown in
diagram (1) from cone A
to cone B and walk to the
back to his/her respective
group. This activity is
carried out till all the
A B children have completed
4-6m 4-6m 4-6m 4-6m
the activity twice.

Diagram 1 Game Situation

A relay can be organised
with half of the team
GAME SITUATION standing at B facing those
at A as shown in diagram
Let’s sprint over the obstacles and pass on the relay to my teammate 2.

standing at B, from B to A till all our last teammate crosses the finishing Safety
line.
Values:
Cooperation/ team work
A B
Core skills:
Speed, coordination
Start/Finish line
Integration:
Mathematics, Languages
A1 B1
N.B: Each team member
has to complete the
Start/Finish line activity at least once.
Diagram 2

COOL DOWN
I walk/jog in groups and perform a few stretching/breathing exercises.

65
UNIT 1 - KID'S ATHLETICS

LESSON 1.3: Jumping - High Jump

Today we will learn how to jump for height.

WARM UP Teacher’s note

Let’s walk/jog slowly and perform boundings/hoppping keeping Prior Knowledge:

Children can perform
the upper body upright. hopping, bounding and
- Hopping and boundings acceleration runs.
- Walk two strides and take off on one foot L R L Equipments
(left right left - take off / right left right - take off) Cones/Hoops/Ropes/
Broomsticks
- Walk/Jog two strides and take off on one foot
(right/left - take off) Procedure
R L R Warm up: Children will
walk/jog around in the
play area. On T’s signal,
MAIN ACTIVITY children will perform
bounding/hopping (walk
Let’s be in a line formation according to height. back in between each
repetition- recovery).

Now let’s run from cone A and jump over the rope . Main Activity
Children are in line
(i) Using a straight line approach, each child will jump over the rope
formation according to
using one foot take off (right/left) height. On T’s signal the
first child will stand at cone
(ii) Using diagonal approach to perform scissors jump (on the right
A and perform 3-5 strides
using left foot take off and on the left using right foot take off) and jump over the rope.
(Scissors jump – take off
from right/ left leg and land
on the opposite one) S/He
L
walks to the back of the
R
group, standing at X.
L R

L
The activity continues till
R
each child has performed
R
a jump. The Activity will be
L
repeated on the left hand
A
X side to enable the teacher
to identify right/left foot take
off.

GAME SITUATION Safety:

Use a grass surface
A broom stick is placed inside the cone and the rope is raised to whenever possible. Once
one has cleared the height,
40-50 cm. Each child has 2-3 trials depending on time left to perform then the other starts.
scissors jump. N.B: A high jump
competition can be
organised

Values:
Cooperation/ team work

COOL DOWN Core skills:

Strength/coordination
I will keep the line formation, walk/jog and perform breathing
Integration:
and stretching exercises.
Languages/Mathematics

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 UNIT 1 - KID'S ATHLETICS

LESSON 1.4: Endurance Race

WARM UP
Let’s walk/jog slowly around the cones and perform a few running drills.

MAIN ACTIVITY
Let’s be in groups of 4 to 6 (as shown in diagram below).

Now let's run around cone placed at A and B at steady pace. (4 x 25m = 100m)

Teacher’s note

25 m
Prior Knowledge:
Children can jog/ run
A B
Equipments
Cones, measuring tape,
Diagram 1
watch/stopwatch

25 20 Procedure
D C D C Before going to the
playground, children can
check their pulse and after
workout also.
25 25
30 30
Warm up:
Children will walk/jog
around in the play area,
A 25 B marked with cones.

A 20 Main Activity
B
Children in groups of 4-6
will stand at cone placed at
Diagram 2
A, B, C and D
On T’s Signal they will
run around the cones to
Children can run 100m and walk over 25m. perform the following work
Repeat same 4 times (work out 4 x 100m + 4 x 25 m = 500m). out as shown in diagram 2.

N.B: Teacher can time each

Children can repeat same 6 - 8 times. lap (100m) to check for
pace running
(i) 6 x 100m + 6 x 25 m = 750m
(ii) 8 x 100m + 8 x 25 m = 1000m / 1km Values:
Cooperation / teamwork/
respect

Core skills:
COOL DOWN Endurance & co-ordination
I will keep the line formation, walk/jog and perform breathing Integration:
and stretching exercises. Languages/Mathematics

67
UNIT 1 - KID'S ATHLETICS

MY PROGRESS: KIDS ATHLETICS

Put a Tick ( ) in the appropriate box:

What have I learned?

Good Satisfactory Must

Improve

Kids Athletics

I can sprint over a distance of 30 - 35 metres

I can sprint and hand over the relay baton

I can sprint over the obstacles

I can sprint over the obstacles and hand over

the relay baton

I can perform a scissors jump

68
 UNIT 1 - KID'S ATHLETICS

Unit 2 HEALTH RELATED FITNESS

LESSON 2.1 - Stretching exercises

LESSON 2.2 - Heart rate / Pulse rate
LESSON 2.3 - Strengthening exercises
LESSON 2.4 - Aerobic / Endurance exercises

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UNIT 2 - HEALTH RELATED FITNESS

LESSON 2.1: Stretching Exercises

Teacher’s note
Today we will learn how to perform stretching exercises.
Prior Knowledge:
Children can perform basic motor
WARM UP skills, balance on various body
parts.
I jog slowly and on teacher’s command, I:
Note:
Children should be in their sports
i. jog on the spot for 1 minute outfit. In case of bad weather,
this activity can be conducted in
the class.

Equipments
Open space / Play area

Procedure
Warm up: Children are arranged
randomly in the play area and
on teacher’s command, they
perform the mobility exercises as
shown in diagrams 1, 2 and 3.
Diagram 1
Main Activity
The exercises involve stretching
or lengthening of muscles at a
joint, it is developing the flexibility
ii. lift my knees 10 times each side component of health related
fitness.
i. Hamstrings stretch
ii. Quadriceps stretch
iii. Calves stretch
iv. Triceps stretch
v. Upper back stretch
vi. Side stretch
vii. Neck stretch

Game situation
Arrange the class in group of
4/6 children. Line up the teams
Diagram 2 in parallel lines. The first person
in each line has a ball in his/her
hands. On teacher’s signal, this
first person passes ball over his/
her head to the second player.
iii. perform 5 lunges on the spot alternately with my leg The second player passes it
(right/left) through his/her legs to the third
player. The third passes over,
next under.
When the last player has the
ball, all players face the opposite
direction and continue to pass
the ball in the same pattern. The
first team that passes the ball
back to the first person is the
winner.

Variation
Diagram 3 (i) The last person runs with the
ball and places himself/herself in
front of the first child and start the
passing ball process.
(ii) The children twist to pass the
ball either on their right or left.
70
 UNIT 2 - HEALTH RELATED FITNESS

MAIN ACTIVITY

I stretch each side 2 to 3 times as shown in the diagrams below:

i. hamstrings stretch (back of the thigh)

1. Sit on the floor with one leg straight in front

of you.
2. Lean forward, extend your arms toward
your foot, until you feel a slight pull.
3. Hold it and count slowly up to 10.
4. Stretch both sides equally.

ii. quadriceps stretch (Front of the thigh)

1. Hold a chair, desk or wall to balance.

2. Stand on one foot.
3. Grab your other ankle with your hand.
4. Slowly pull your foot upwards till you feel
the muscle stretch.
5. Hold it and count slowly up to 10.
6. Stretch the other leg.

iii. calves stretch

1. Put one leg in front.
2. Bend it, with your knee leaning forward.
3. Keep your back leg straight with the sole of
the foot flat on the ground.
4. Lean forward till you feel the stretch in the
calf.
5. Hold it and count slowly up to 10.
6. Stretch the other leg.

iv. triceps stretch

1. Put your hand on your back, reaching over

your shoulder.
2. With the opposite hand, grab your elbow
and pull it back until you feel a stretch.
3. Hold it and count slowly up to 10.
4. Stretch the other arm.

71
UNIT 2 - HEALTH RELATED FITNESS

v. upper back stretch

1. Put one arm across your body.

2. Grab your elbow with your opposite hand
and pull it towards your body until you feel
a stretch.
3. Hold it and count slowly up to 10.
4. Stretch the other arm.

vi. side stretch

1. Stand shoulder width apart.

2. Raise your right arm.
2. Gently lean to the other side till you feel
a stretch.
3. Hold it and count slowly up to 10.
4. Stretch the other arm.

vii. neck stretch

1. Lean your head to one side until you feel
a stretch.
2. Use your hand to help, pull it lightly.
3. Hold for a slow count of 10.
4. Stretch both sides equally.
5. You can also gently lean your head
forward and backward.

Can you hold each stretch for

20 - 30 seconds?

Flexibility or suppleness is the ability to use your joints fully through

a wide range of motion.

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 UNIT 2 - HEALTH RELATED FITNESS

Teacher’s note
GAME SITUATION
Key words:
Let’s play “Over Under Passing Relay Game” i. Stretching
ii. Hamstrings stretch
(back of the thigh)
i. I play ball passing relay with my friends. iii. Quadriceps stretch
(Front of the thigh)
ii. I arrange myself in the group as shown in the diagram below. iv. Calves stretch
v. Triceps stretch
iii. I pass the ball over my head to my friend behind me. vi. Upper back stretch
vii. Side stretch
iv. My friend passes the ball in between his/her legs to the viii. Neck stretch
next person behind him/her.
Plenary
v. The third person passes the ball over his/her head to the Teacher summarises on the
activities carried out during
next and so forth in the same over-under pattern. the lesson.
vi. When the last person gets the ball, the whole group takes a Safety
half turn and faces the opposite direction. The last person then Allow enough space in
between the children
passes the ball over the head to next friend till the first child
Values
gets the ball back. The team that finishes first is the winner. Respect, Co-operation,
Tolerance and Sharing

Core Skills:
Communication,
Problem solving, Laterality
(right/left)

Integration:
Languages/Mathematics

N.B – Teacher summarises on the activities carried out during the session.

Stretching is very important before and after exercise. Stretching makes

your body flexible and keeps you healthy.

If you exercise or play a game without stretching, you can easily injure
your muscle.

Stretching after exercise or play helps you to recover faster. Stretching

also helps you to improve your performance.

COOL DOWN
I walk back to my class in a straight line while breathing in deeply through my nose and out
through my mouth.

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UNIT 2 - HEALTH RELATED FITNESS

LESSON 2.2: Heart rate/Pulse rate

Today we will learn how to count our heart rate/pulse rate.
Teacher’s note
WARM UP
Prior Knowledge:
Children can perform basic motor skills,
Let’s feel our pulse as shown in the diagrams below. balance on various body parts.

Note:
Children should be in their sports outfit.
This session may start in the class where
children learn how to take their pulse rate.
Children can keep a record of their heart
rate.
Wrist Pulse Equipments
Open space / Play area

Procedure
Warm up: Children are arranged randomly
in the play area and the teacher shows
them how to feel their pulse on their body
as shown in the diagrams. Ask the children
to place their index/middle finger on their
wrist/neck as shown in the diagrams.
2. Tell them to count the number of beats for
30 seconds. While the students count their
pulse, time them for 30 seconds.
3. Tell them to multiply this number by 2 to
Neck Pulse get their heart rate in beats per minute. The
product represents their resting heart rate.
4. They can take their pulse rate for 15
secs and multiply this number by 4 or for 6
seconds and multiply the number by 10

Main Activity
Engage children in different kinds of
exercises for specific periods of time
(for example, 30 seconds to 1 minute
per exercise). Upon completion of each
Now let’s count our Resting Heart Rate/Pulse Rate for exercise, ask children to count their pulse
again for 30 seconds, and multiply this
i. 30 seconds number by 2 to get their heart rate for 1
minute.
ii. 1 minute Ask the children to compare their resting
heart rate to their heart rate after each
exercise.

Your resting heart rate (RHR) is the number of times your heart
beats per minute while at complete rest.

Resting heart rate will decrease as your heart becomes stronger

with exercise.

Usually a low resting heart rate indicates that you are becoming fit.
Improving your fitness will help to lower your Resting Heart Rate

74
 UNIT 2 - HEALTH RELATED FITNESS

MAIN ACTIVITY

Let’s perform each of the following activity for 30 seconds and fill in the worksheet in the next
page:
Teacher’s note
i. hop on right/left foot Explain the children the
effect of exercise on the
heart and its benefits:

Exercise (i): Strengthens

the heart if it is done for
long duration.
(ii): Strengthens the
muscles.
(iii): Makes the body
ii. walk like a bear flexible.
(iv): Burns excess calories.
(v): Keeps the body fit.

Key words:
Pulse, Pulse rate, heart
rate, resting heart rate,
normal heart rate, beats per
minute

Plenary
iii. jumping jacks Teacher summarises on the
activities carried out during
the lesson.

Safety
Allow enough space in
between the children.

Values
Respect, Co-operation,
iv. walk like a crab Tolerance and Sharing

Core Skills:
Communication,
Problem solving, Laterality
(right/left)

Integration:
Languages/Mathematics

v. squat jump

Can you take the pulse rate of your friend?

75
UNIT 2 - HEALTH RELATED FITNESS

Fill in the worksheet.

Resting Heart Rate for 1 minute =

Activity Heart Beats per Heart Beats per Heart Beats per Heart Beats per
15 seconds minute 30 seconds minute

Take your pulse Beats per 15 Beats per 30

rate for sec x 4 = Beats sec x 2 = Beats
15 seconds per min per min
after each
exercise
Hopping on
right/left foot

Walking like a
bear

Jumping jacks

Walking like a
crab

Squat jump

N.B – Teacher summarises on the activities carried out during the session.

COOL DOWN
I walk back to my class in a straight line while breathing in deeply through my nose and out
through my mouth.

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 UNIT 2 - HEALTH RELATED FITNESS

LESSON 2.3: Strengthening Exercises

Today we will learn how to perform strengthening exercises.

WARM UP
I jog slowly and on teacher’s command, I:

i. jog on the spot for 1 minute Teacher’s note

Prior Knowledge:
Children can perform basic motor
skills, balance on various body
parts.

Note:
Children should be in their sports
outfit.

Equipments
Open space / Play area
ii. lift my knees 10 times each side
Procedure
Warm up: Children are arranged
randomly in the play area and
on teacher’s command, they
perform the mobility exercises as
shown in the diagrams.

Main Activity
The exercises involve
strengthening of muscles, it
is developing the strength
component of health related
fitness.
iii. perform 5 lunges on the spot alternately with my leg
The exercises are:
(right/left) i. Wheelbarrow walk (30secs)
ii. Leg raise (30 secs)
iii. Jump squat (30 secs)

Explain the children the

importance of strengthening
exercises. Tell them how these
exercises help in keeping the
body healthy and fit. These
exercises, if done regularly,
will make their muscles strong.
iv. perform 5 star jumps
Game situation
Arrange the children in pairs
according to their weight and
size along the start line. On
teacher’s signal, they start the
wheelbarrow race. When they
reach the cone, they change role
and move towards the finish line.
The team reaching first is the
winner.

77
UNIT 2 - HEALTH RELATED FITNESS

MAIN ACTIVITY

Let’s perform some strengthening exercises as shown in the diagrams below:

i. Wheelbarrow walk (30 seconds)

Get down on your knees and hands.

Your friend stands behind you.

He / She carefully lifts up your legs while you

balance on your hands.

Walk forward / backward with your hands while your

friend keeps holding your legs and moves along with
you.

Do this for 30 seconds.

Wheelbarrow exercise strengthens
your arms and your chest muscles. Change role after 30 seconds

ii. Leg raise (30 seconds)

Lie on your back with legs straight.

Your friend stands near your head.

Raise both your legs as high as you can and lower

them down.

Do this for 30 seconds.

Leg raise exercise tones and
strengthens your back and Change role after 30 seconds.
abdominal (stomach) muscles.

iii. Jump Squat (30 seconds)

Start in half squat position facing your friend who is

also in half squat position.

Jump together and try to touch the hands of your

friend.

Squat jump exercise tones and Repeat 10 times

strengthens your legs muscles.

78
 UNIT 2 - HEALTH RELATED FITNESS

GAME SITUATION
Let’s play wheelbarrow race.

Finish line

Change Position

5 -10 m Change Position

Start line

N.B – Teacher summarises on the activities carried out during the session.

Teacher’s note
Benefits
Plenary
These exercises strengthen and tone our muscles. You use
Teacher summarises on the
strength during play / sports and in daily life activities like activities carried out during
the lesson.
climbing stairs, carrying bags, lifting objects etc.
Safety
Allow enough space in
between the children.

COOL DOWN Values

Respect, Co-operation,
I do stretching exercises as shown in the diagrams below. Tolerance and Sharing

I walk back to my class in a straight line while breathing in deeply Core Skills:
through my nose and out through my mouth. Communication,
Problem solving, Laterality
(right/left)

Integration:
Languages/Mathematics

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UNIT 2 - HEALTH RELATED FITNESS

LESSON 2.4: Aerobic / Endurance Exercises

Today we will learn how to perform aerobic / endurance exercises.

WARM UP
I jog slowly and on teacher’s command, I:

Teacher’s note
i. jog on the spot for 1 minute
Prior Knowledge:
Children can perform basic motor
skills, balance on various body
parts.

Note:
Children should be in their sports
outfit.

Equipments
Open space / Play area

ii. lift my knees 10 times each side Procedure

Warm up: Children are arranged
randomly in the play area and
on teacher’s command, they
perform the mobility exercises as
shown in the diagrams.

Main Activity
The activity involves endurance
/ aerobic exercises to strengthen
the heart and improves the
body's ability to deliver oxygen
to all its cells. It develops the
endurance component of
iii. perform 5 lunges on the spot alternately with my leg health related fitness, which is
the muscular endurance and
(right/left) cardiovascular endurance.

The entire class start running

counterclockwise in a circle
around the cones. Designate
one runner as the lead runner
and one as the back runner.
The children start running. On
command, the back runner
picks up the pace and overtakes
the runners in front. When he/
she reaches in front of the lead
iv. perform 5 star jumps runner, the back runner picks
up the pace and overtake his/
her group. This continues till
everybody in the group has had
an opportunity to overtake the
group as a back runner.

80
 UNIT 2 - HEALTH RELATED FITNESS

MAIN ACTIVITY

Let’s perform the cardiovascular endurance exercise as shown Teacher’s note

in the diagram below:
Explain the children the
importance of aerobic
/ endurance exercises.
Tell them how these
exercises help in keeping
the body healthy and fit.
These exercises if done
regularly will make their
heart and body strong.
Their heart will pump
more blood in one stroke
to the whole body, thus
strengthening the heart
muscle.

Game Situation
Arrange the class in group
of 4/6 children. Line up the
teams in parallel lines. The
first person in each line
has a skipping rope in his/
her hands. On teacher’s
signal, this first child skips
to the cone and back to
his/her group. He/She
passes the skipping rope
to the next child in the
group, who skips to the
cone and back. The winner
I walk/jog/run behind my friends around the four cones. is the team completing the
race first.

On teacher’s signal, I walk/jog/run to overtake all my friends and Plenary

assume the first position. Teacher summarises on
the activities carried out
during the lesson.
Then, the last friend in the group walks/jogs/runs to come in front of me.
Safety
Allow enough space in
This continues till all the children in the whole class/group have a between the children.

chance to walk/run/jog and assume the fisrt position. Values

Respect, Co-operation,
Tolerance and Sharing

Core Skills:
Communication,
Problem solving, Laterality
(right/left)

Integration:
Languages/Mathematics

81
UNIT 2 - HEALTH RELATED FITNESS

GAME SITUATION
Let’s play skipping race.

Finish line

30 - 50m
Start line

N.B – Teacher summarises on the activities carried out during the session.

Benefits
You will develop endurance / stamina if you do aerobic activity. regularly During
aerobic exercise, the heart beats faster and a person breathes harder. When done
regularly and for long periods of time, aerobic activity strengthens the heart and
improves your cardiovascular endurance.
Examples of aerobic activities include:
• Swimming, walking, jogging, running, skipping etc.

COOL DOWN
I do stretching exercises as shown in the diagrams below.
I walk back to my class in a straight line while breathing in deeply through my nose and out
through my mouth.

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 UNIT 2 - HEALTH RELATED FITNESS

MY PROGRESS: HEALTH RELATED FITNESS

Put a Tick ( ) in the appropriate box:

What have I learned?

Good Satisfactory Must
Improve

Lesson 2.1: Stretching Exercises

Can perform stretching exercises

Know that stretching develops flexibility

Understand that flexibility is important to be fit

Lesson 2.2: Heart Rate/Pulse Rate

Know how to take pulse rate from the wrist

Know how to take pulse rate from the neck

Can count pulse rate for one minute

Lesson 2.3: Strengthening Exercises

Can perform strengthening exercises

Know that strengthening exercises help tone and

strengthen muscles

Understand that strength is needed to perform daily

life activities and keep fit

Lesson 2.4: Aerobic/Endurance Exercises

Can perform cardiovascular endurance exercises

Can identify aerobic activities

Understand that regular aerobic activity strengthens

the heart and improves cardiovascular endurance

83
UNIT 2 - HEALTH RELATED FITNESS

84
 UNIT 3 - MANIPULATIVE SKILLS

Unit 3 MANIPULATIVE SKILLS

HANDBALL
LESSON 3.1 - Dribbling
LESSON 3.2 - Defence
LESSON 3.3 - League Tournament

FOOTBALL
LESSON 3.4 - Dribbling
LESSON 3.5 - Defence
LESSON 3.6 - League Tournament

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UNIT 3 - MANIPULATIVE SKILLS

LESSON 3.1: Handball - Dribbling

Today I will learn how to dribble and overcome an opponent.

WARM UP Teacher’s note

I pass the ball to my friend who shoots at the goal posts. Prior Knowledge:
Children have acquired handball
B skills in Grade 5.
B
Equipments
Cones, hoops, balls

P N Warm up
The class is divided into four
groups (ABCD). Two groups play
in one half of the playground e.g.,
diagram 1 shows the schema
O M
for groups A and B. The first of
groups A and B performs a series
of passes before shooting at the
goal posts. When the first of each
A group has completed his/her
Diagram 1 turn, they move to the back of the
group and the second continues
MAIN ACTIVITY same etc...

I (X1) pass the ball to my friend (X2). S/he then dribbles to Main Activity
The class is divided into two
overcome(X3) who acts as a defender before shooting at the groups (see diagram 2). X1
passes the ball to X2 who
goal (X4). passes the ball forward to X1. On
receiving the ball s/he dribbles
to overcome X3 before shooting
at goal (X4). X4 then passes
the ball to X5 and moves to the
back of the group. The following
changes occur. X5 replaces X1,
X1-X2, X2 –X3, X3-X4 and X4 to
X5 and the process continues till
everyone has played.

Values: Respect, team spirit,

cooperation

Core skills: coordination

Integration: languages,
Diagram 2 Mathematics

Note:
GAME SITUATION (i) ---------> passing

(ii) > dribbling

I play handball using the skills learnt to score a goal.
(iii) moving without ball

(iv) shooting
COOL DOWN
Walk/jog in groups and perform a few stretching/breathing exercises.

86
 UNIT 3 - MANIPULATIVE SKILLS

LESSON 3.2: Handball - Defence

Today I will learn how to: (i) prevent an opponent from moving forward
(ii) develop the notion of defending within a team

WARM UP Teacher’s note

Passers and Interceptors Prior Knowledge:
We play against two interceptors Children have acquired handball
skills in Grade 5.

Equipments
Cones, hoops, balls

Procedure
Cones are used to mark the play
Area.

Warm up
The class is divided into four
groups. Each group forms a
circle. Two players are in the
middle and act as interceptors,
while the others pass the ball
within the limited area. After
a few minutes, two others are
chosen to act as interceptors
MAIN ACTIVITY
Main Activity
Each group is subdivided 3 x 3
I will intercept the ball with my teammates, while the opponents and the children play accordingly.
are dribbling. The defenders have to prevent
the attacking team to move
forward and score. The defender
P should always be in front of an
attacker (one to one marking).
Once the ball is intercepted, they
P P change roles.
P
I Game Situation
I Two groups play handball for 5
minutes in both marking area.
I
Values: Respect, team spirit,
I cooperation

Core skills: coordination

Integration: languages,
Mathematics
GAME SITUATION
I play handball using the skills learnt to score a goal.

COOL DOWN
Walk/jog in groups and perform a few stretching/breathing exercises.

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UNIT 3 - MANIPULATIVE SKILLS

LESSON 3.3: Handball - League Tournament

Today we will participate and officiate a Handball league tournament

WARM UP
The children jog around the play area and carry out a few stretching exercises

MAIN ACTIVITY
We will put in practice the different skills learnt in the league tournament.

30 m
Teacher’s note

Equipments
Cones, hoops, balls

Penalty Warm up
15 m Spot The class is divided into four
groups (ABCD). Two groups play
in one half of the playground.
Group A and D are in possession
of the balls and start a series
of passes with group B and C
respectively before shooting at
the goal posts. When the first of
each group has completed his/
her turn, they move to the back
TEAM PLAYING OFFICIALS RETRIEVERS of the group and the second
continues same etc...
1 lemon v/s orange apple grape
Main Activity
2 apple v/s grape lemon orange A league tournament is
3 lemon v/s grape apple lemon organised. Two groups play
mini handball for 6 minutes
4 orange v/s apple lemon grape while the other two groups act
5 lemon v/s apple grape orange as officials and retrievers. After
6 minutes, they change their
6 orange v/s grape apple lemon roles. The league continues till all
teams have played 3 matches.
Allow 2 minutes rest in between
matches.
COOL DOWN Values: Respect, team spirit,
cooperation
Walk/jog in groups and perform a few stretching/breathing
exercises. Core skills: coordination

Integration: languages,
Mathematics

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 UNIT 3 - MANIPULATIVE SKILLS

LESSON 3.4: Football - Dribbling Teacher’s note

Prior Knowledge:
Today I will learn how to dribble and overcome an opponent. Children have acquired
football skills in Grade 5.

WARM UP Equipments
Cones, hoops, balls
Follow the leader
Procedure
I follow the leader who dribbles in between cones. Cones are used to mark
the play area.

Warm up
The class is divided into
four groups (ABCD). The
leader of each group
dribbles in between the
cones, while others are
following him/her. On T’s
signal (15-20) sec the
leader leaves the ball to
the one behind him/her
and goes to the back of
the group. The new leader
continues same, till each
MAIN ACTIVITY member of the group has
been a leader.
I start jogging to the cone place at (A), dodge to the left and move
to the right of the cone, up to the finishing line. Main Activity
(i) Without a ball
The class is divided into
four groups. The first of
(i) each group jogs to the
cone placed at A, dodges
to the left and moves to
the right of the cone, up to
A the other line.
(ii) With a ball
The first child of each
group dribbles up to cone
A. S/he dodges to the left,
(ii) moves to the right and
passes the ball to the next
one standing in front of
his/her respective group.
A On receiving the ball s/he
performs same.

Game Situation
Two groups play mini
football for 5mins while the
other two act as officials
GAME SITUATION and retrievers of ball. After
5 minutes they change
I play mini football using the skills I have learnt during the lessons. roles.

Values: Respect, team

spirit, cooperation

COOL DOWN Core skills: coordination

Children will keep the line formation of the different groups and perform Integration: languages,
Mathematics
breathing and stretching exercises.

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UNIT 3 - MANIPULATIVE SKILLS

LESSON 3.5: Football - Defence

Today I will learn how to: (i) tackle a ball from an opponent
(ii) develop the notion of defending within a team .

WARM UP Teacher’s note

Passers and Interceptors Equipments

Cones, hoops, balls
We play against two interceptors
Procedure
Cones are used to mark the play
Area.

Warm up
The class is divided into four
groups. Each group forms a
circle. Two players are in the
middle and act as interceptors,
while the others pass the ball
within the limited area. After
a few minutes, two others are
chosen to act as interceptors

Main Activity
The first of each group stands
facing the rest of the group at a
MAIN ACTIVITY distance of 3-5metres. On T’s
signal the first of each group (R1)
dribbles towards the other group.
I will move forward to tackle and take possession of the ball L1 moves forward to tackle and
and pass it to the next in my group takes possession of the ball.
Then s/he dribbles towards the
group and passes it to the next
R1 player (R2) and moves to the
L1
back of the group.
R1 becomes L4 and the
sequence continues.

Game Situation
Two groups play mini football
R L for 5 mins while the other two
act as officials and retrievers of
ball. After 5 minutes the children
change roles.
Values: Respect, team spirit,
cooperation
GAME SITUATION
Core skills: coordination
I play mini football using the skills learnt to score a goal.
Integration: languages,
Mathematics

COOL DOWN
Walk/jog in groups and perform a few stretching/breathing exercises.

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 UNIT 3 - MANIPULATIVE SKILLS

LESSON 3.6: Football - League Tournament

Today we will participate and officiate a Football league tournament

WARM UP
We jog around the play area and carry out a few stretching exercises.

MAIN ACTIVITY
I play football using the skills I have learnt. Teacher’s note

Equipments
Cones, hoops, balls

Procedure
Cones are used to mark the play
Area.

Warm up
The class is divided into four
groups. (Lion, leopard, tiger,
rhino)
Teacher will select the first two
teams to play the tournament for
warm up. The others will act as
officials and retrievers

Main Activity
A league tournament: A League tournament is
organised.
Two groups play mini football
TEAM PLAYING OFFICIALS RETRIEVERS for 6 mins while the other two
groups act as officials and
1 lion v/s leopard tiger rhino retrievers. After 3 minutes, the
children change roles. The
2 tiger v/s rhino lion leopard league continues till all teams
3 lion v/s tiger leopard rhino have played 3 matches.
4 leopard v/s rhino tiger lion
Values: Respect, team spirit,
5 lion v/s rhino leopard tiger cooperation
6 leopard v/s tiger rhino lion
Core skills: coordination

Integration: languages,
Mathematics
COOL DOWN
Walk/jog in groups and perform a few stretching/breathing exercises.

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UNIT 3 - MANIPULATIVE SKILLS

MY PROGRESS: MANIPULATIVE SKILLS

Put a Tick ( ) in the appropriate box:

What have I learned?

Good Satisfactory Must

Improve

Mini Handball: Within a mini handball match, I can:

act as a defender

act as an attacker

dribble and shoot to score a goal

Mini Fooball: Within a mini football match, I can:

perform a corner kick

tackle and pass the ball to my team mate

dribble and shoot to score a goal

92
 UNIT 4 - SUPPLEMENTARY LESSONS

Unit 4 SUPPLEMENTARY LESSONS

LESSON 4.1 - Standing Yoga Poses

LESSON 4.2 - Sitting and Lying Yoga Poses
LESSON 4.3 - Circuit Training

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UNIT 4 - SUPPLEMENTARY LESSONS

LESSON 4.1: Standing Yoga Poses Teacher’s note

Today we will learn how to perform standing yoga poses Prior Knowledge:
and breathing exercise. Children can perform basic
motor skills, balance on various
body parts.

WARM UP Note:
Children should be in their
I jog slowly and on teacher’s command, I: sports outfit.

Equipments
i. jog on the spot for 1 minute Open space / Play area,
calming music (ocarina1)

Procedure`
Arrange the children randomly
in the play area. Put on the
music if possible.

Warm up: Children are

arranged randomly in the
play area and on teacher’s
command, they perform the
mobility exercises as shown in
diagrams (i) and (ii).

Main Activity
Guide the children slowly into
each pose. There is no need
to hurry up. Let them do each
pose at their pace. Ask the
ii. perform jumping Jack children to hold the pose for a
minimum of 6-8 seconds.
Guide the children gently into
the cool down. They can sit
down or stand. They should
be comfortable. Pose for a few
seconds after each sentence.
The flower breath exercise is
an easy way to help children
become aware of their breath.

Plenary
Teacher summarises on the
activities carried out during the
lesson.

Safety
Allow enough space in
between the children.
iii. perform some stretching exercises In class, arrange the chairs
and tables so that the children
have enough space and do not
get hurt.

Values
Respect, Tolerance

Core Skills:
Communication,
Problem solving, Laterality
(right/left)

Integration:
Languages

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 UNIT 4 - SUPPLEMENTARY LESSONS

MAIN ACTIVITY

Let’s do the poses as shown in the diagrams below:-

1. Mountain pose

1 2 3
OR

Stand up straight. Lift your toes and gently sway back Rotate your shoulders back
and forth for about a minute. and downwards for a minute.

Benefits - Increase height, enhance concentration, improve balance, and

strengthen lower legs

Can you do this pose with eyes closed?

2. Crescent moon pose

1 2 3 4

From Mountain Pose, reach Tilt your upper body to the right /left side. Come back to center.
your arms up high over your
head. Tilt your body to the left / right side.

Benefits - Enhance concentration, improve balance, and strengthen lower legs

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UNIT 4 - SUPPLEMENTARY LESSONS

3. Rag Doll pose

1 2 3

Stand up straight, with your Exhale, bend your body forward and allow After a few minutes, slowly roll
arms extended above your your arms to fall toward the floor. Let your back up to standing position.
head. knees bend slightly and gently sway your
head and arms from side to side.

Benefits - Improve digestion, enhance concentration, improve balance and

strengthen lower legs

4. Tree pose

1 2 3 4

Stand up straight and tall, Place your right foot close Slowly raise your arms Take a few breaths, then return
then shift your weight to your to your left knee. Bring your over your head and look hands to your chest and lower your
left foot and lift your right foot hands together close to your up towards your hands. right leg.
with both hands. chest. Hold this pose for 5 to 8 Next, do the Tree Pose with the
breaths. other leg.

Benefits - Increase height, enhance concentration, improve balance and

strengthen lower legs

Can you do this pose with eyes closed?

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 UNIT 4 - SUPPLEMENTARY LESSONS

5. Chair pose

1 2 3 4

Stand in Mountain Pose Exhale and bend your Extend your hands above Inhale, straighten your legs and
with your feet slightly apart. knees as if you are sitting your head, with your palms stand up straight. Exhale and
on a chair. facing each other. Hold this lower your arms to your sides.
pose for 30 seconds.

Benefits - Enhance concentration, improve balance, and strengthen lower legs

Can you do this pose with eyes closed?

COOL DOWN

Flower breath

• Choose a standing or comfortable upright sitting position (such as sitting on a chair, sitting
cross-legged, or sitting on your heels).
• Close your eyes (if that is comfortable) and begin to feel your breath.
• Imagine you are holding a flower.
• Imagine the color and smell of that flower.
• Then take in a deep breath, pretending to smell that flower.
• Exhale naturally.
• Repeat the cycle of a strong inhale and gentle exhale 6 – 8 times.
• You could pretend to smell a different flower on each inhale. You could also imagine yourself
sitting in a garden of flowers.

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UNIT 4 - SUPPLEMENTARY LESSONS

LESSON 4.2: Sitting/Lying Yoga Poses

Teacher’s note
Today we will learn how to perform sitting and lying yoga
Prior Knowledge:
poses and breathing exercise. Children can perform basic
motor skills, balance on various
body parts.
WARM UP
Note:
Let's warm up as shown in the diagrams below. Children should be in their
sports outfit.
1 2 Equipments
Open space / Play area,
calming music (ocarina1)

Procedure`
Arrange the children randomly
in the play area. Put on the
Walk on spot for 30 secs. Turn around to the right 3 times. music if possible.

Warm up: Children are

3 4
arranged randomly in the
play area and on teacher’s
command, they perform the
mobility exercises as shown in
diagrams 1 to 12.

Main Activity
Turn around to the left 3 times. Touch your toes. Guide the children slowly into
each pose. There is no need
5 6 to hurry up. Let them do each
pose at their pace. Ask the
children to hold the pose for a
minimum of 6-8 seconds.
Guide the children gently into
the cool down. They can sit
down or stand. They should
be comfortable. Pose for a few
Raise your arms and stretch. Tap your feet for 30 secs.. seconds after each sentence.
The flower breath exercise is
7 8 an easy way to help children
become aware of their breath.

Plenary
Teacher summarises on the
activities carried out during the
lesson.
Tap your fists for 30 secs. Thumbs to the left (3 times).
Safety
Allow enough space in
9 10 between the children.
In class, arrange the chairs
and tables so that the children
have enough space and do not
get hurt.

Values
Thumbs to the right (3 times). Roll your shoulders (30 sec). Respect, Tolerance

Core Skills:
11 12 Communication,
Problem solving, Laterality
(right/left)

Integration:
Languages, Mathematics

Roll your shoulders (30 sec). Stretch whole body for 30 secs.
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 UNIT 4 - SUPPLEMENTARY LESSONS

MAIN ACTIVITY

Let’s do the poses as shown in the diagrams below:-

1. Triangle pose - Pretend to be a sailboat

1 2 3

From a standing position, step one foot back. Bend at your waist, tilt your upper Raise your other arm straight up.
Place the foot facing slightly outwards. body and reach your front hand to Pretend to be a sailboat cruising along the water.
Take your arms up parallel to the ground. gently rest on your knee/shin/ankle. Repeat the steps on the other side.

Benefits - Enhance concentration, strengthen lower legs and back muscles.

2. Child pose – Pretend to be a turtle

1 2 3

Kneel down on the floor with your big Sit back on your heels, and keep Exhale and bring your chest to rest on top of your
toes touching together. your knees hip-width apart. thighs. Stretch your arms out in front of you. Relax
and breathe deeply, holding this pose for 1 to 5
minutes.

Benefits - Enhance concentration, strengthen lower legs and back, improve

digestion and relieve stress

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UNIT 4 - SUPPLEMENTARY LESSONS

3. Downward dog pose – Pretend to be a dog

1 2 3 4

Stand up straight. Kneel down and place both Raise your hips to create an upside Straighten your legs and relax your head.
hands on the floor. down V shape with your buttocks. Hold this position for 20 – 30 seconds.
Kneel down and come into child pose.

Benefits - Enhance concentration, strengthen legs, arms, abdomen and back,

improve digestion and relieve stress

4. Boat pose – Pretend to be a boat in water

1 2 3 4

Sit with knees bent, feet on Inhale, press on your palms, Taking deep breaths, lift your Straighten your legs so that your
floor and hands behind the lengthen your spine and slowly feet off the floor, extend your body makes a 'V' shape and hold
hips. pull yourself back staying on arms to the front and hold this this position for a few seconds.
your hips. position for some time.

Benefits - Enhance concentration, strengthen legs, arms, abdomen and back,

improve digestion and relieve stress

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 UNIT 4 - SUPPLEMENTARY LESSONS

5. Flower pose

1 2 3
Sit on your buttocks with a tall spine. Lift up your legs and balance on your Weave your arms under your legs
sitting bones. Touch the soles of your feet together.

Benefits - Enhance concentration, strengthen legs, arms, abdomen and back,

improve digestion and relieve stress, boost energy

COOL DOWN

Flower breath

• Choose a standing or comfortable upright sitting position (such as sitting on a chair, sitting
cross-legged, or sitting on your heels).
• Close your eyes (if that is comfortable) and begin to feel your breath.
• Imagine you are holding a flower.
• Imagine the color and smell of that flower.
• Then take in a deep breath, pretending to smell that flower.
• Exhale naturally.
• Repeat the cycle of a strong inhale and gentle exhale 6 – 8 times.
• You could pretend to smell a different flower on each inhale. You could also imagine yourself
sitting in a garden of flowers.

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UNIT 4 - SUPPLEMENTARY LESSONS

LESSON 4.3: Circuit Training

Today we are going to learn how to exercise our various body parts during an Exercise
Session (Workout).

WARM UP
Teacher’s note
Let’s play: Prior Knowledge:
Children have already performed
these activities in previous/lower
(i) Captain Ball classes.

Equipments
Cones, Mats, Balls, Skipping
Ropes, Plastic bottles, Watch,
Music(optional)

Procedure
Warm up: Children play Captain
Ball/Jeux de Quatre Passes
followed by some stretching
exercises.

Main Activity
The whole class is divided into
six to eight groups. With the help
(ii) Jeux de quatre passes of one or two children, Educator
will demonstrate each exercise
within the circuit. Each group
is assigned a station within the
circuit. On Educator’s signal, the
children will perform the related
exercise simultaneously in the
given time (eg:20 sec). After 20
seconds, Educator will signal
them to stop. Allow one minute
rest in between each exercise.
The children will then move to
the next station in a clockwise
direction till they complete the
circuit.

(iii) Perform some stretching exercises Cool Down

Children perform some stretching
and breathing exercises

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 UNIT 4 - SUPPLEMENTARY LESSONS

MAIN ACTIVITY
CIRCUIT TRAINING (Circuit Training is an excellent way to simultaneously improve mobility,
strength and endurance. It comprises of 6 to 8 exercises that are completed one after another.
Each exercise (we often use the term station) is performed for a specified number of repetitions
or for a prescribed time period before moving to the next exercise. There is a brief period of
rest interval between exercises).

Rope Skipping

Shuttle Run Push Ups

- Support your body
on Hands and Feet/
- Run continuously
Knees (Whichever
from one end to
is applicable).
the other end
- Bend and extend
without stopping
your elbows.
during the
- Keep body
specified time. Perform Rope Skipping straight.
- At each end, you continuously during the - Perform maximum
have to touch the specified time. number of Push
line with your right/
Ups during
left hand.
specified time.

- Stand back
Trunk Twist
Circuit Hopping on Right/Left foot
- Hop continuously
on right/left foot from

Training
to back with a
cone A to cone B.
partner.
- Run back from
- Pass the
cone B to cone A.
ball on the
- Now hop
right/left side
continuously on the
continuously
other foot from cone
to your partner
A to cone B.
during the
- This is repeated
specified time.
during the specified
time.

Bounding from
cone A to B Throwing a ball

- Perform bounding
- Be in Pairs.
from cone A to cone B.
- Perform overhead
- Run back from cone
throwing and catching
B to cone A.
with partner during
- Bounding is repeated
specified time.
during specified time.

COOL DOWN
Children walk around and perform some stretching/breathing exercises.

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UNIT 4 - SUPPLEMENTARY LESSONS

ORGANISATION OF THE SCHOOL “ SPORTS DAY”

INTRODUCTION
Sports Day in our Primary schools has become an annual feature and it
is mostly being held during the second term more precisely around May-
June of each year. It is an opportunity for the budding athletes to show their
talents and much attention is being paid to the preparation of the children
in the various events. This school activity involves a lot of planning and
preparation and, thus, the assistance and cooperation of ALL members of
staff is essential for its success.

GUIDELINES
1. CHOICE OF EVENTS: Selection of events should be carefully made. Consideration must
be given to age and sex of the participants eg: distance to be run according to age group.

2. ORGANISATION: The Health and Physical Education Instructor of the school together with
other staff members work together in the organization of the Sports Day. The whole organisation
and plan must be approved by the Educators representing all the classes. The final decision
is then submitted to the Headmaster who in turn, informs the staff and the PTA for approval.

3. ORGANISING COMMITTEE: For the smooth running of this event, an organising committee
should be set up right from the end of first term. This committee looks after the following tasks:
(i) Programme of the Day
(ii) Officials/Equipments (Track marking if needed)
(iii) Sponsors
(iv) Guests to be invited
(v) Refreshment and entertainment on competition day
(vi) Reception after competition for guests

4. SAFETY/SECURITY: Safety measures should be considered in all aspects when organizing

this event. It is necessary to have a First Aid group during the day. For security purposes, it is
requested to inform the nearby police station. Consent forms for participation should be sent to
parents for both preliminaries as well as for Finals.

5. TRAINING: After the official announcement of the programme, children should be given
opportunity to train in the chosen event(s). At least two weeks before the competition day, the
best participants can be selected to represent their respective classes. It is also important to
train in a competitive situation so that the children get accustomed with the event.

6. DEBRIEF: It is recommended that the Organising committee sits down for a debrief when
the event is over. Strengths and weaknesses are noted and suggestions are made to improve
the weaknesses. The same organising committee can work on the forthcoming event (MUSIC
DAY).

NOTE: It is highly recommended that the Award Ceremony be held as soon as 3-4 events
are over and provision be made for a short break for the children. The list of proposed
events can be derived from the Health and Physical Education books from grade 1 to
grade 6.

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 UNIT 4 - SUPPLEMENTARY LESSONS

An outline for the OPENING CEREMONY

9.30 am Assembly of teams for the march past

(Captain of each class in front with a flag)

• March Past (Music)

• Lining up of the teams in columns in the center of the arena

• National Anthem

• Welcome speech by Headmaster

• Speech by Chief Guest ending with

“I declare the (1st, 2nd, 3rd……) annual sports day of the …………
school open.”

• Oath taking ceremony by two participants (1 boy and 1 girl)

“We swear that we will take part in the 1st, 2nd, 3rd ….. school sports day
in loyal competition, respecting the rules which govern it and desirous of
participating in it in the true spirit of sportsmanship for the honour of our
school and for the glory of sports”

• March out of Teams (Music)

• Cultural Items

• Start of Events

105
UNIT 4 - SUPPLEMENTARY LESSONS

MY PROGRESS: SUPPLEMENTARY LESSONS

Put a Tick ( ) in the appropriate box:

What have I learned?

Good Satisfactory Must
Improve

Lesson 4.1: Standing Yoga Poses

Can perform standing yoga poses

Can hold some of the yoga poses with close eyes for
30 seconds or more

Can perform the flower breath exercise

Lesson 4.2: Sitting and Lying Yoga Poses

Can perform sitting and lying yoga poses

Can hold the yoga poses with close eyes for 30

seconds or more

Understand the benefits of yoga poses

Lesson 4.3: Circuit Training

Can perform the exercises of the circuit training

Understand the circuit training improves mobility

strength and endurance

Can identify exercises for a circuit training

106
 APPENDIX
List of Useful Websites on Health-related Lessons in Units 1- 4
NOTE: Pupils should view/access online resources under the guidance of parents/educators.

TARGET
GROUP ONLINE EDUCATIONAL RESOURCES
http://www.acphd.org/communicable-disease.aspx
(Information on communicable diseases for Lesson 1.1)
https://www.youtube.com/watch?v=EjwV3hTzjeg
(Online video on spread and prevention of common communicable diseases for
Lesson 1.1)
http://kidshealth.org/en/parents/hiv.html#catcold-flu-review
UNIT 1

(Information on HIV and AIDS for Lesson 1.2)

http://www.psi.org/health-area/non-communicable-diseases/#about
(Information on non-communicable diseases for Lesson 1.3)
http://www.who.int/mediacentre/factsheets/fs355/en/
(Information non-communicable diseases for Lesson 1.3)
http://care.diabetesjournals.org/content/26/11/3172
(Information on prevention of diabetes and obesity for Lesson 1.4)
https://www.youtube.com/watch?v=NDOXbbz-qbY
(Online video on prevention of childhood obesity for Lesson 1.4)
http://kidshealth.org/en/parents/preg-smoking.html?ref=search#catweight
(Information on the harmful effects of cigarette smoking during pregnancy for Lesson
2.1)
http://kidshealth.org/en/parents/fas.html?ref=search#catweight
(Information on the harmful effects of alcohol drinking during pregnancy for Lesson 2.1)
UNIT 2

http://www.drugfree.org/resources/top-8-reasons-why-teens-try-alcohol-and-drugs/
(Information on reasons why youngsters drink and smoke for Lesson 2.2)
TEACHERS

https://www.lookoutzone.co.uk/
(Interactive website with information and lesson plans on alcohol and smoking
awareness for parents and teachers for Lessons 2.1, 2.2, & 2.3)
http://www.thecoolspot.gov/right_to_resist.aspx
(Information and interactive online quizzes on how to resist peer pressure for Lesson
2.2 and 2.3)
https://kidshealth.org/en/parents/understanding-puberty.html?WT.ac=p-ra
UNIT 3

(Information on puberty for Lessons 3.1 & 3.2)

http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=307&id=1774#
(Information on puberty for Lessons 3.1 & 3.2)
http://clcs.weebly.com/digital-communication-technologies-dct.html
(Information on digital communication technologies for Lesson 4.1)
http://www.connectsafely.org/a-parents-guide-to-mobile-phones/
(Parents’ guide to mobile phone safety for their kids for Lesson 4.1)
http://www.nhs.uk/conditions/mobile-phone-safety/pages/introduction.aspx
(Information on mobile phone safety for Lesson 4.1)
http://www.who.int/mediacentre/factsheets/fs193/en/
UNIT 4

(Information on mobile phone safety for Lesson 4.1)

http://www.safekids.co.uk/childreninternetrisks.html
(Information on online safety for Lessons 4.2)
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/
Children-and-Video-Games-Playing-with-Violence-091.aspx
(Information on dangers and precautions when using electronic/video games for
Lesson 4.2)
https://my.vanderbilt.edu/developmentalpsychologyblog/2014/04/effect-of-video-
games-on-child-development
(Information on dangers and benefits of video/electronic games for Lesson 4.2)

107
 APPENDIX
TARGET
GROUP ONLINE EDUCATIONAL RESOURCES
https://kidshealth.org/en/kids/colds.html?WT.ac=ctg#catsick
(Information on cold/communicable diseases for Lesson 1.1)
https://www.youtube.com/watch?v=EqlyEYOI754
(Online video on HIV and AIDS for Lesson 1.2)
https://www.youtube.com/watch?v=UKBjpQ3QU84
UNIT 1

(Online video on comparison of communicable and non-communicable diseases for

Lesson 1.3)
https://www.youtube.com/watch?v=q0scBynXQL8&list=PLHf1mEYicV7TRuSzTqcJX16T-_
JwrIz1c
(Online video on non-communicable diseases for Lesson 1.3)
https://kidshealth.org/en/kids/fit-kid.html?WT.ac=k-ra#catweight
(Information on healthy habits to reduce the risk of diabetes and obesity for Lesson 1.4)
https://kidshealth.org/en/kids/poll-alcohol.html?WT.ac=ctg#
(Information on reasons why kids try alcohol for Lesson 2.1)
http://www.thecoolspot.gov/right2.aspx
PUPILS

UNIT 2

(Information on how to resist peer pressure for Lessons 2.2 and 2.3)
https://www.lookoutzone.co.uk/alcohol/look_out.html
(Interactive online game on alcohol for Lessons 2.1, 2.2, & 2.3)
https://www.lookoutzone.co.uk/tobacco/look_out.html
(Interactive online game on smoking for Lessons 2.1, 2.2, & 2.3
https://kidshealth.org/en/kids/puberty.html?WT.ac=k-ra
(Information on puberty for Lessons 3.1 & 3.2)
UNIT 3

http://pbskids.org/itsmylife/body/puberty/
(Information on puberty for Lessons 3.1 & 3.2)
http://www.aboutkidshealth.ca/En/JustForKids/Life/Pages/Puberty.aspx
(Interactive website with information on puberty for Lessons 3.1 & 3.2)
http://www.safetynetkids.org.uk/personal-safety/mobile-phone-safety/
(Information on mobile phone safety for Lesson 4.1)
UNIT 4

http://www.safetynetkids.org.uk/personal-safety/staying-safe-online/
(Information on online safety for Lesson 4.2)
https://kids.usa.gov/play-games/online-safety/index.shtml
(Online games on online safety for Lesson 4.2)

108