SCHEME OF WORK FOR JSS 2 P.H.

E THIRD TERM

WEEK TOPIC (S)

1. Non – Communicable diseases

2. Human Trafficking

3. Sports Laws

4. Sports and Society

5. Swimming

6. Boxing

7. Taekwondo

8. Communicable diseases

9. Handball game

10.
Karate (Martial arts)
PROPOSED LESSON NOTE FOR THE FIRST WEEK ENDING
SCHOOL:
TERM: Third Term,
SUBJECT: P.H.E
TOPIC: Non – Communicable diseases
CLASS: JSS 2
NUMBER IN CLASS:
AVERAGE AGE: 10 – 11 years
PREVIOUS KNOWLEDGE: The students have already been exposed to this topic
in their primary level.
MAIN AIM: To help the students understand the nature of these diseases.
SUBSIDIARY AIMS: By the end of the lesson, the students should be able to;
i. define non – communicable diseases;
ii. state the nature of non – communicable diseases; and
iii. identify the preventive measures for some of the diseases.
PERSONAL AIM: To assist the students describe the preventive measures for
some of these diseases.
ASSUMPTION: The students can define non – communicable diseases.
ANTICIPATED PROBLEMS: Some of the students may not be familiar with this
word ‘’ Dental Caries’’.
POSSIBLE SOLUTION: Dental caries are a disease condition in the mouth
caused by the interaction of germs with food remnants that produce acids,
which destroy the calcium in the enamel of the teeth.
TEACHING AIDS: Charts, Photographs and Textbooks.
INTERACTION PATTERN: Illustration, demonstration and discussion.
STEP 1: The teacher introduces the lesson by explaining the meaning of non –
communicable diseases.
Non – communicable diseases are diseases that cannot be transferred from
one person to another.
Examples include:
i. Sickle cell
ii. Obesity
iii. Asthma
iv. Acne
v. Boils
vi. Cancer
vii. Hypertension
viii. Diabetes mellitus
ix. Anaemia
x. Marasmus
xi. Dental caries
xii. Otitis media
xiii. Kwashiorkor
xiv. Rickets
xv. Stroke
STEP 11: The teacher explains the nature of some of these diseases as follows;
Cancer: Cancer is a result of abnormal growth of a group of cells in the body. It
causes pain and discomfort.
Sickle Cell: Sickle cell is a condition in which a child has inherited from both
parents two abnormal haemoglobins called haemoglobin S.
A child with sickle cell (SS) easily experiences severe attacks called crises. The
child’s blood vessels are blocked by the sickle – shaped haemoglobin, and the
liver and spleen become large.
Dental Caries: The destruction in the enamel gives rise to a cavity (hole) in the
surface of the tooth. It causes decay and severe discomfort to the patient.
Obesity: Obesity is the abnormal increase in body fat as a result of excessive
consumption of food and drinks. The effect of this is usually serious pain at the
waist and an abnormal rise in blood pressure.
Otitis media: Otitis media is an inflammation of the middle ear, caused by
congestion/obstruction of the air passage and the auditory tube. The
inflammation of the auditory tube causes severe pain when it is raptured.
Asthma: Asthma is an allergic reaction to the inhalation of un-conducive
pollens, substances, odour, dust and polluted air. The inhaled substance or
polluted air interferes with normal breathing.
Diabetes mellitus: Diabetes mellitus is a disease caused by obvious
deterioration of insulin production in the pancreas. In diabetes mellitus, there
is a deficit in the storage and release of glucose (blood sugar) by the liver, and
an interference with the process by which the body’s cells are able to use
glucose as their source of energy.
Stroke: Stroke is an abnormal condition or inability of a particular part of the
body to function normally as a result of severe damage to some parts of the
brain. In this case, the brain can no longer control the affected areas or parts of
the body.
Marasmus: Marasmus is a disease condition caused by starvation and
underfeeding. It is a deficiency of overall food intake, including calories and
proteins. It is a disease of the poor, and is common in war affected areas.
Kwashiorkor: Kwashiorkor is a disease condition in children caused by
inadequate protein in their diet. It mostly affects children in war-torn areas.
STEP III: The teacher outline some of the preventive measures of these
diseases as follows;
(a) CANCER
i. Routine medical examination.
ii. Avoidance of smoking of cigarettes.
iii. Protection of the body against the hot sun.
iv. Avoiding over- exposure of the body to ultraviolet rays.
(b) SICKLE CELL
i. There should be blood tests for a couple before marriage.
ii. Someone with haemoglobin AA may marry a partner with
haemoglobin SS.
(c) OBESITY
i. Good habit of eating and drinking.
ii. Regular exercise.
iii. Eating of fruits and vegetables
iv. Routine medical examination
 (d) OTITIS MEDIA
i. Regular and gentle cleaning of the ear with soft cotton swabs.
ii. Avoid dipping hard objects into the ear.
iii. Routine medical examination.
iv. Avoiding excessive noise.
(e) ASTHMA
i. Avoid inhalation of dust or pollen grains.
ii. Live in a well – ventilated environment.
iii. Avoid smoking.
iv. Carry out routine medical check-up.
(f) DIABETES MELLITUS
i. Good eating habit.
ii. Regular exercise of the body.
iii. Routine medical examination.
iv. Eating a balanced diet.
(g) STROKE
i. Perform exercises regularly.
ii. Go for routine medical check-up.
iii. Eat a balanced diet.
iv. Avoid undue stress.
(h) MARASMUS
i. Eat adequate, balanced diets regularly.
ii. Every infant should be immunised.
iii. Post-natal care should not be neglected.
iv. Perform exercises regularly.
(i) Kwashiorkor
a. Eat a balanced diet regularly.
b. Perform regular exercise.
c. Rest and sleep as necessary.
d. Drink adequate potable water.
e. Have a routine medical check-up.
STUDENTS EVALUATION: The students are asked the following questions;
i. Explain the meaning of non – communicable diseases.
 ii. List any four non – communicable diseases.
SUMMARY: In this lesson, we have learnt that:
i. Non – communicable diseases are diseases that cannot be passed
from one person to another.
ii. Non – communicable diseases can be controlled and prevented.
ASSIGNMENT:
Explain briefly the nature and the preventive measures of the
Following diseases.
a. Obesity
b. Cancer
c. Diabetes mellitus
d. Sickle cell
e. Marasmus
TEACHER EVALUATION:

CONCLUSION:

PROPOSED LESSON NOTE FOR THE SECOND WEEK ENDING

SCHOOL:
TERM: Third Term
SUBJECT: P.H.E
TOPIC: Human Trafficking
CLASS: JSS 2
NUMBER IN CLASS:
AVERAGE AGE: 10 – 11 years
ENTRY BEHAVIOUR: The teacher begins the lesson by asking the students i.e. a
situation where children are traded for commercial purposes is called what?
MAIN AIM: To help the students understand the dangers of human trafficking.
SUBSIDIARY AIMS: By the end of the lesson, the students should be able to;
i. explain the meaning of human trafficking;
ii. identify the groups of human trafficking victims;
iii. explain the health implications of human trafficking, and
iv. state the solutions to human trafficking.
PERSONAL AIM: To assist the students to identify the solutions to the problem
of human trafficking.
ASSUMPTION: The students can explain what human trafficking is.
ANTICIPATED PROBLEM: Some of the students may not be able to identify the
groups of human trafficking.
POSSIBLE SOLUTION: The teacher outline some of the groups of human
trafficking which include nannies, housemaids, baby sitters etc.
TEACHING AIDS: Pictures, charts, textbooks etc.
INTERACTION PATTERN: Group discussion and illustration.
STEP I: The teacher introduces the lesson by explaining the meaning of human
trafficking.
Human trafficking is the act of using various means to take children away
from their parents for commercial purposes. It involves all methods used in
order to take children away from their homes to other places, so that the
criminals who take them away can make money from them.
Types of Human Trafficking
i. Forcing the children into prostitution.
ii. Killing and selling victims’ organs for rituals.
iii. Slavery and forced labour.
iv. Early marriage.
v. Begging for alms.
STEP II: The teacher identifies the groups of human trafficking as follows;
 i. Housemaids
ii. Nannies
iii. Cleaners and gardeners
iv. Juvenile housewives
v. Juvenile labourers
vi. Juvenile prostitutes
STEP III: The teacher lists the health implications of human trafficking
They include;
i. It causes emotional depression.
ii. It causes malnourishment.
iii. It causes physical damage.
iv. It leads to untimely death of the victim.
v. It aids communicable diseases and infections.
vi. It leads to various forms of abuse.
STEP IV: The teacher outlines the solutions to human trafficking
Which include;
(a) There should be enforcement of government legislation against human
trafficking.
(b) There should be stringent penalties for human traffickers.
(c) There should be mass awareness programmes on human trafficking.
(d) Immigration policies should be strengthened.
(e) Non-governmental organisations should be encouraged in the fight
against human trafficking.
(f) Security agencies should be more responsive and vigilant.
(g) Religious bodies should teach against it.
STUDENTS’ EVALUATION: The students are asked the following questions;
i. Explain briefly the meaning of human trafficking.
ii. List the types of human trafficking.
SUMMARY: Human trafficking has health implications for the victims, such
problems include depression, emotional instability, sudden death and disease
infections.
ASSIGNMENT
(a) Mention two groups of human trafficking victims.
 (b) State three health implications of human trafficking.
TEACHER EVALUATION:

CONCLUSION:

PROPOSED LESSON NOTE FOR THE THIRD WEEK ENDING

SCHOOL:
TERM: Third Term
SUBJECT: P.H.E
TOPIC: SPORTS LAWS
CLASS: JSS 2
NUMBER IN CLASS:
AVERAGE AGE: 10-11 years
ENTRY BEHAVIOUR: He begins the lesson by asking questions i.e. what are
laws?
MAIN AIM: To help the students understand the essence of law in any sporting
events.
SUBSIDIARY AIMS: By the end of the lesson, the students should be able to;
i. explain the meaning of sports laws,
ii. explain the difference between negligence and legal liability
iii. explain the meaning of assault in sports.

PERSONAL AIM: To assist the students explain the importance of sports laws.
ASSUMPTION: The students can explain the meaning of law.
ANTICIPATED PROBLEMS: Some of the students may not be conversant with
these terms i.e. tort, legal liability.
POSSIBLE SOLUTION: The teacher explains the meaning of tort i.e. it is a
misdemeanour committed through flagrant violation of the right of others.
TEACHING AIDS: Photographs, textbooks and charts.
INTERACTION PATTERN: illustration, group discussion,
STEP I: The teacher begins the lesson by explaining what sports laws are;
Sports laws are the legal avenues for seeking redress in the court of law
when any sports participant feels that his or her right has been violated.
STEP II: The teacher explains the difference between negligence and legal
liability.
. The following are a few sports laws:
i. Tort
ii. Negligence
iii. Legal liability
iv. Assault in sports
(A) Tort: Tort is a misdemeanour committed through flagrant violation of
the right of others. Tort law provides opportunity for anyone whose
right is violated to seek redress in court in a civil suit.
(B) Negligence: Negligence is failure of a person to take enough care over
somebody or something that he/she is responsible for. It is also the
failure of a person to carry out his or her assigned duty. It is a punishable
offence if somebody is found guilty of negligence.
(C) Legal Liability: Legal liability is paying for an action you have taken or
ought to have taken. It is the legal responsibility for something,
especially with regard to payment of damages for injury to someone else
or for damage to their property.
STEP III: The teacher explains the meaning of assault in sports;
ASSAULT IN SPORTS
Assault is a violent action or attack on another person. It is a physical act that
inflicts harm or injury on the body of a person.
STUDENTS’ EVALUATION: The students are asked the following questions;
i. Explain what sports laws mean.
ii. Explain the meaning of tort.
SUMMARY
Sports laws are legal provisions for seeking redress when a person feels that
his or her right has been violated.
ASSIGNMENT
i. Briefly explain the meaning of negligence.
ii. Explain the meaning of sports assault.
TEACHER EVALUATION/CONCLUSION:

PROPOSED LESSON NOTE FOR THE FOURTH WEEK ENDING

SCHOOL:
TERM: Third Term
SUBJECT: P.H.E
TOPIC: SPORTS AND SOCIETY
CLASS: JSS 2
NUMBER IN CLASS:
AVERAGE AGE: 10 – 11 years
MAIN AIM: To help the students understand the impact of sports in the
society.
SUBSIDIARY AIMS: By the end of the lesson, the students should be able to;
i. define society correctly;
ii. state the values of sports in the society; and
iii. explain ways sports can be used to control youth restiveness.
PERSONAL AIM: To assist the students understand the relevance of sports in
the management of undesirable habits.
ASSUMPTION: The students can explain the difference between sports and
society.
ANTICIPATED PROBLEMS: Some of the students may find it difficult to
understand the real value of sports when it comes to real life situations.
POSSIBLE SOLUTION: The teacher explain how sports can be use as a cohesive
force for national unity. Sports tend to promote peace and unity.
TEACHING AIDS: Posters, charts and textbooks.
INTERACTION PATTERN: use of examples, discussion and illustration.
LEADING: The teacher guides the students on some questions relating to the
present lesson.
i. What is society?
ii. What are the values of sports in the society?
STEP I: The teacher begins the lesson by explaining the meaning of sports and
society.
Sports are a major component of physical education that concern all
activities requiring competition. Sports play significant roles in society. It has
become a cohesive force for national unity.
Society is a group of people living together in an organised community.
Sports promote social institutions by helping to teach societal values, norms,
beliefs, culture and social cooperation. Sports provide a means of livelihood for
athletes, officials, sports marketers and administrators. It is also a very reliable
tool for controlling undesirable habits through obedience to rules and the
profitable use of leisure hours.
Meaning of Sports
Sports involve all the physical activities requiring organised competition.
Meaning of Society
Society is a group of people with the same cultural identity living in a
community.
STEP II: The teacher identifies the values of sports in the society as follows;
i. It serves as an avenue for improving health and physical fitness.
 ii. Sports help to improve good social habits and the spirit of
sportsmanship.
iii. It serves as a forum for providing formal education through
scholarships and sponsorships.
iv. It provides fun, enjoyment and entertainment for everybody in
society.
v. It promotes unity, love and peace through interaction.
vi. It serves as a means of livelihood and offers career opportunities to
people.
vii. It boosts the economy of the society through hosting of sports
competition.
viii. It promotes the development of basic infrastructure and social
amenities.
STEP III: The teacher identify ways sports can be used to control youth
restiveness.
Tension reduction: Everybody in society takes part in sports competitions,
either as a competitor, official, manager, marketer, reporter, first aid worker,
steward or spectator.
Unity: Sports competitions bring people from diverse ethnic groups and culture
together, irrespective of their differences and social backgrounds. Sports,
therefore, serve as a unifying factor in society.
Cooperation: In sports, various teams compete for honours. This can only be
achieved through team work and cooperation. In society, everybody wants to
have victory or success in whatever they do.
Crowd control: Crowd control serves as a veritable means of controlling
undesirable habits through obedience to rules and regulations.
LEADERSHIP: Teams that take part in sports competitions have leaders who are
well respected and obeyed. In the field of play, all players, stewards, coaches,
fan clubs, spectators and reporters recognise the referees and other officials as
leaders.
The role of Sports in the management of undesirable habits
(a) Youth restiveness/Drug Abuse: Sports keep the youths of various walks
of life busy. The time some of them could have used for unwholesome
behaviours is often spent in sporting activities. A lot of time youths now
 have due to unemployment in the country, tends to be used in sports
programmes, thereby reducing restiveness among youths.
(b) Crime: When the youths who are the most active, vibrant and energetic
group in the society are not usefully occupied, they tend to resort to
crime. Sports constitute a reliable weapon that prevent this.
STUDENTS’ EVALUATION: The students are asked the following questions;
i. What is society?
ii. State four benefits of sports in the society.
iii. Explain briefly how sports help in leadership training
SUMMARY: Sporting activities are important in every society, because sports
promote social interaction and cooperation.
ASSIGNMENT
i. Explain how sports help in the management of youth restiveness.
ii. Mention three ways through which sports promote societal values.
TEACHER EVALUATION:

CONCLUSION:

PROPOSED LESSON NOTE FOR THE FIFTH WEEK ENDING

SCHOOL:
TERM: Third Term
SUBJECT: P.H.E
TOPIC: SWIMMING
CLASS: JSS 2
NUMBER IN CLASS:
AVERAGE AGE: 10 – 11 years
MAIN AIM: To help the students identify some of the safety precautions in
swimming.
SUBSIDIARY AIMS: By the end of the lesson, the students should be able to;
i. identify the basic strokes in swimming;
ii. outline life saving devices and their uses;
iii. state the safety precautions in swimming.
PERSONAL AIM: To help the students identify the basic skills in swimming.
ASSUMPTION: The students can explain what swimming is.
ANTICIPATED PROBLEMS: Some of the students may find it difficult to identify
the other name for side stroke.
POSSIBLE SOLUTION: Side stroke can also be called rescue stroke.
TEACHING AIDS: Textbooks, Charts and Posters.
INTERACTION PATTERN: illustration and group discussion.
STEP I: The teacher begins the lesson by explaining the basic strokes in
swimming.
Swimming is an aquatic sport i.e. a sporting activity that takes place in
water. Other aquatic sports include diving, water polo, surfing, rowing,
canoeing, boat sailing, water skiing, fishing and regatta. Swimming is regarded
as one of the oldest human sports. The early men engaged in swimming for
survival purposes. They swam either in search of food or to get away from wild
animals. Swimming was very popular in Greece, Egypt and Rome. These
nations included swimming in their religious ceremonies and recreation
programmes.
In Nigeria, swimming is a natural activity of people living in the riverine
areas. Organised competitive swimming started in the early 19 th century.
Swimming was introduced into Nigeria by the colonial masters through the
missionaries. Today, people swim for sporting and recreational purposes.
Basic Swimming Strokes
(a) The crawl or freestyle stroke: It is the fastest and most efficient stroke.
The swimmer swims in a prone position with the arms alternately
propelling the body forward.
(b) The back stroke: The swimmer swims lying on the back looking up. Arm
movement is also alternate backwards. The leg action uses flutter kicks
as in the crawl. Breathing is easy as the swimmer faces upwards.
 (c) Breaststroke: The breaststroke is an easy and relaxing stroke for
beginners because of the out of water breathing opportunity. The
swimmer sweeps the arms out with the arms facing outwards and bent
slightly upward at the wrist.
(d) The butterfly/dolphin stroke: The swimmer begins the butterfly with the
body in the basic streamlined position and the head facing downwards.
(e) The sidestroke: This stroke was developed from the breaststroke. It is
the slowest stroke; hence it is not used for competition. It is useful as a
life saving stroke as the life saver’s head remains above water all the
time with one arm free for life saving actions.
STEP II: The teacher outlines the life saving devices and their uses;
i. Lifebuoy: This is a ring-shaped float worn on the body under the arms
to keep the head and shoulders above water.
ii. Life jacket: This is a sleeveless jacket made of buoyant materials,
which is worn like a normal jacket to keep afloat.
iii. Rubber tubes: This is a motor vehicle tube, inflated and worn under
the arms to keep afloat in water.
iv. Swim goggles: This is a device worn to protect the eyes while
swimming.
v. Whistle: This is an object that is blown to attract attention and help.
vi. Distress flares: This is an emergency signal for help, when there is a
shipwreck. It involves firing flares into the sky to attract attention for
help.
STEP III: The teacher identifies the safety precautions in swimming as follows;
i. Obey all safety instructions.
ii. Never swim without taking a shower first.
iii. Never swim alone.
iv. Ensure adequate warm up before swimming.
v. Avoid swimming immediately after a meal.
vi. Do not continue swimming when tired.
vii. Avoid diving headlong into the pool.
viii. Never swim in dark pools or water.
ix. Never swim without a life guard.
x. Do not play rough or run around the swimming pool.
STUDENTS’ EVALUATION: The students are asked the following questions;
 i. Define swimming.
ii. What are the basic strokes in swimming?
SUMMARY: Swimming is an aquatic sport which people get involved in for
recreation or competition.
ASSIGNMENT
i. Describe four life saving devices in swimming.
ii. List one safety precaution in swimming.
TEACHER EVALUATION:

CONCLUSION: