General
UNIT 6 HEALTH AND WELL BEING
6.1 Key unit competence:
Play games/exercises that facilitate learners to know the importance ofcleanliness/hygiene to human life.
Lesson 1: Games/exercises that teach hygiene
a. Learning objectives: To be able to play games/exercises that teaches
the importance of hygiene.
b. Teaching resources: Field/playground, whistle, balls, videos and
hygiene teaching resources (basin, soap, clean water jerry can …).
c. Introduction (Opening discussion, warm up and stretchingexercises)
- Teacher checks whether learners are ready for a PES lesson. The teacher
takes learners to the playground. The teacher explains to the learners
the instructions of doing warm up, stretching exercises and request
learners to put in practice those instructions (use warm up and stretching
exercises which are in the lesson 1 unit1, but you may also use other
similar exercises).
- Teacher invites learners to practice warm up and stretching exercises.
d. Lesson development:
- Teacher demonstrates video/photo with hygiene activities and makesdiscussion on it.
- By using basins, soap and clean water, teacher requests learners to
perform the exercise of cleaning their clothes by washing them. They do
this exercise by preparing clean water, soap, light clothes, basin and ropes
for drying clothes. Learners wash the clothes with the help of teacher
once they are clean they dry them
- Teacher reminds learners to wash their hands, feet and the whole body to
avoid getting diseases from poor hygiene.
Teacher observes and evaluates how learners are playing the game and assist
them where necessary.
e. Assessment
Closing discussion:
Reflect- Teacher asks learners to explain how they can wash their cloths.
Connect
- Teacher asks learners how they feel after doing the exercise/game teaching
hygiene.
Apply
- Teacher asks learners to tell the importance of hygiene in their daily life.
Lesson 2: Exercises/games that teach prevention of diseases
caused by poor/bad hygiene
a. Learning objectives: To be able to play games/exercises the teach
prevention of diseases caused by poor hygiene.
b. Teaching resources: videos/pictures (demonstrating diseases from
poor hygiene and their spreading), field/playground.
c. Introduction (Opening discussion, warm up and stretching
exercises)
- Teacher checks whether learners are ready for a PES lesson. The teacher
takes learners to the playground. The teacher explains to the learners
the instructions of doing warm up, stretching exercises and request
learners to put in practice those instructions (use warm up and stretching
exercises which are in the lesson 1 unit1, but you may also use other
similar exercises).
- Teacher invites learners to practice warm up and stretching exercises.
d. Lesson development:
A. Diseases caused by poor hygiene and how they spread
- Teacher asks learners to observe the videos/pictures demonstrating
people who are suffering from diseases caused by poor hygiene E.g.:
diarrhea, Black Death, Vomiting, Round warm and threadworm, influenza
etc.).
- Learners in pairs/groups discuss about what they are observing.
- Teacher asks learners how to prevent those diseases caused by poor
hygiene.
- Learners provides possible answers including how to use clean water
when bathing, cleaning food, cleaning kitchen materials, washing clothesand cleaning house.
- Teacher explains to the learners some diseases from poor hygiene like
vomiting, Black Death, and diarrhea.
Learners play the game in pairs/group where one learner acts as a patient
another acts as a doctor. A patient is supposed to answer questions related
to diseases caused by poor hygiene (their causes and how to prevent them)
asked. A doctor chooses questions to ask a patient.
Teacher observes and evaluates how learners are playing the game and assist
them where necessary.
B. Prevention of diseases from poor hygiene
- With the example of Malaria disease, teacher explains how to prevent it
by cutting down bushes around home, avoid stagnant water near houses,
sleep under treated mosquito net, and go to the hospital whenever you
have Malaria signs.
- Teacher indicates the signs of malaria like headache, fever, sweating, and
vomiting.
- In pairs learners play the game related to Malaria. One learner acts as
a patient by telling the signs he has like headache, fever, sweating,
vomiting. Another learner acts as a doctor while he/she plays as if she/he
is examining that patient after she tells him/her that he has malaria.
- Teacher observes and evaluates how learners performing exercises of
preventing Malaria.
e. Assessment
Closing discussion
Reflect
- Teacher asks learners to list any five diseases caused by poor hygiene.- Teacher asks learners to identify signs of Malaria and how to prevent it.
Connect
- Teacher asks learners how they feel after performing games/exercises
teach them to prevent diseases caused by poor hygiene.
- Teacher asks learners how they feel after performing game of preventing
Malaria.
Apply
- Teacher asks learners how they will prevent diseases caused by poor
hygiene like vomiting, Black Death, and diarrhea.
- Teacher asks learners how they will prevent Malaria in their daily life.
6.3 End unit assessment
Teacher evaluates the ability of learners in performing exercises/games that
teach them the importance of hygiene, different diseases caused by poorhygiene and how to prevent those diseases in their daily life.
REFERENCES
1. RIGHT TO PLAY, health game ,Kigali ,2008
2. RWANDA EDUCATION BOARD (REB),physical education and sports
curriculum ,lower primary (1-3),Kigali ,2015
3. F. Elias, A. Higers, MINEPRISEC: Education physique et sportive
pour les écoles primaires et les CERAI (sans année).
4. MIJESCAFOP – UNICEF- MINEDUC KIGALI : Guide pour animateurs
pédagogiques en éducation physique et sportive à l’école primaire, Avril
1999.
5. REB: Imbonezamasomo y’Igororangingo na Siporo P1-P3, Kanama
2012
6. REB, July 2015, Teacher Training Manual, Roll out of the CompetenceBased Curriculum.
7. REB: Integanyanyigisho y’igororangingo na siporo ikiciro cya mbere
cy’amashuri Abanza (1-3), Kigali 2015
8. RIGHT TO PLAY : Jeux de la petite enfance, Guide du formateur, 2007
9. Sport-Specific: Football for Development Coaching Manual, Right ToPlay9/11/2007