Lesson Notes By Weeks and Term v3 - Primary 1
Games
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Games
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Physical & Health Education
Class: Primary 1
Term: 2nd Term
Week: 3
Theme: Sports and Games
This page supports the lesson note with a companion video and a short classroom-ready summary.
For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.
Watch on YouTubeDemonstrate the skills of some local games Perform some local games Perform the basic skills in ball games Mention safety rules in games
play experience for everyone. Following these rules is paramount, especially when children are engaged in active play. * Important Safety Rules for P1:
1. Play in a safe space: Ensure the playing area is clear of sharp objects, holes, or obstacles.
2. No pushing, hitting, or fighting: Encourage friendly play and respect for others.
3. Share equipment: Teach students the importance of taking turns and sharing balls or other play items.
4. Follow the rules of the game: This prevents disputes and ensures fair play.
5. Listen to the teacher/adult in charge: Adults supervise to ensure safety and fairness.
6. Look where you are going: Be aware of surroundings to avoid bumping into others or obstacles.
7. Give a warning before throwing/kicking: Shout "Ball!" or "Coming!" to alert others.
8. Wear appropriate footwear: Sneakers or comfortable shoes are safer than sandals or bare feet for active games. This section provides the foundational knowledge and detailed explanations necessary for the teacher to effectively deliver the lesson. 2.
1. What are Games? Games are structured forms of play, usually undertaken for enjoyment and sometimes used as an educational tool. They are distinct from work, which is usually carried out for recompense, and from art, which is more concerned with the expression of ideas. Games often involve rules, competition, and interaction, either individually or in teams. For Primary 1 students, games are primarily about active play, fun, and learning to interact with others. 2.
2. Local Games Local games, also known as traditional or indigenous games, are games that have been passed down through generations within a particular culture or community. They often require minimal equipment, using natural materials or simple objects readily available. These games are culturally significant as they reflect the values, customs, and history of the people. Examples of Local Games suitable for Primary 1 in Nigeria: _Suwe_ (Hopscotch): A game played by drawing a series of numbered squares on the ground. Players throw a stone (or _tapa_) into a square and hop through the squares, skipping the one with the stone.
Skills involved: Hopping, balancing, throwing, aiming, counting, following sequences. _Tinko-Tinko_ (Clapping Game): A rhythmic hand-clapping game often accompanied by songs or rhymes. Multiple variations exist, but the core involves partners clapping hands in a synchronized pattern.
Skills involved: Hand-eye coordination, rhythm, timing, memory, social interaction. _Bo-Jubo_ (Hide-and-Seek): A game where one player (the "seeker") closes their eyes and counts to a pre-determined number while others hide. The seeker then searches for the hidden players.
Skills involved: Running, hiding, seeking, counting, patience, observation. 2.
3. Ball Games Ball games are games that involve the use of a ball. They are popular globally and in Nigeria, with football being the most prominent. For Primary 1, the focus is on developing basic manipulative skills with a ball.
Basic Skills in Ball Games: Kicking: The act of propelling a ball with the foot.
Technique: Place the non-kicking foot beside the ball. Swing the kicking leg back and then forward, making contact with the instep (top part) of the foot or the inside of the foot for accuracy. Follow through in the direction of the kick.
Example: Kicking a stationary ball to a partner.
Stopping/Trapping: The act of bringing a moving ball under control with the foot, body, or other parts.
Technique (Foot Trap): Position the foot over the rolling ball, gently pushing down to stop its momentum. The sole of the foot or the inside of the foot can be used. The knee should be slightly bent to absorb impact.
Example: Stopping a gently rolled ball with the sole of the foot.
Throwing: The act of propelling a ball with the hand or arm.
Technique (Underhand Throw for P1): Hold the ball in one hand. Step forward with the opposite foot. Swing the throwing arm back and then forward, releasing the ball towards the target. This is simpler and safer for young children.
Example: Throwing a soft ball underhand to a partner.
Catching: The act of receiving a thrown or kicked ball.
Technique: Watch the ball as it approaches. Position hands to form a "basket" (fingers spread but slightly cupped). Absorb the impact by bringing hands slightly backwards as the ball makes contact.
Example: Catching a soft ball thrown gently by a partner. 2.
4. Safety Rules in Games Safety rules are guidelines put in place to prevent injuries and ensure a positive play experience for everyone. Following these rules is paramount, especially when children are engaged in active play. * Important Safety Rules for P1:
1. Play in a safe space: Ensure the playing area is clear of sharp objects, holes, or obstacles.
2. No pushing, hitting, or fighting: Encourage friendly play and respect for others.
3. Share equipment: Teach students the importance of taking turns and sharing balls or other play items.
4. Follow the rules of the game: This prevents disputes and ensures fair play.
5. Listen to the teacher/adult in charge: This section outlines the step-by-step activities for the teacher and students during the lesson. 3.
1. Introduction (5 minutes)
Teacher Activity: Begins by asking students about their favourite games they play at home or with friends. Facilitates a brief discussion on why games are fun and important (e.g., makes them strong, helps them play with friends).
Introduces the lesson topic: "Games – Local Games and Ball Games." Student Activity: Students share names of games they enjoy playing. Students listen attentively to the teacher's introduction. 3.
2. Exploring Local Games (15 minutes)
Teacher Activity: Explains what local games are, giving examples relevant to Nigerian culture (e.g., _Suwe_, _Tinko-Tinko_, _Bo-jubo_). Demonstrates the basic skills of _Suwe_: Draws a simple hopscotch grid (1x2x1x2x1) on the ground (using chalk or sticks). Shows how to throw a marker (e.g., a small stone) into a square. Demonstrates hopping on one foot and jumping on two feet correctly through the grid, skipping the marked square. Demonstrates basic skills of _Tinko-Tinko_ (Clapping Game): Pairs students up. Teaches a simple clapping pattern (e.g., own hands, clap partner's hands, own hands, clap partner's hands again). Leads the class in reciting a simple rhyme or song to accompany the clapping. Monitors student practice, providing feedback and encouragement.
Student Activity: Students watch the teacher's demonstration of _Suwe_ and _Tinko-Tinko_. Students get into pairs or small groups as instructed. Students practice throwing the marker, hopping, and jumping in _Suwe_. Students practice the clapping patterns and rhymes for _Tinko-Tinko_ with their partners. 3.
3. Exploring Ball Games Skills (15 minutes)
Teacher Activity: Introduces ball games and explains their importance.
Demonstrates the skill of Kicking: Places a stationary ball on the ground.
Shows the correct stance: non-kicking foot beside the ball, swing leg, contact with instep/inside of foot, follow-through. Kicks the ball gently over a short distance. Demonstrates the skill of Stopping/Trapping: Asks a student to gently roll a ball towards them. Shows how to stop the ball using the sole of the foot (placing it gently on top of the rolling ball). Organizes students into small groups or pairs with a ball (if available) or encourages miming the actions. Supervises practice, correcting techniques, and reinforcing proper form.
Student Activity: Students observe the teacher's demonstration of kicking and stopping a ball. Students pair up. If balls are available, they practice kicking a stationary ball to a partner and stopping a gently rolled ball. If no balls, they mime the actions. 3.
4. Discussing Safety Rules in Games (10 minutes)
Teacher Activity: Initiates a discussion by asking students, "Why do we need rules when we play games?" Guides students to identify possible dangers or problems if rules are not followed. Mentions and explains key safety rules, relating them to the games practiced (e.g., "Don't push when playing _Suwe_," "Look before you kick the ball"). Writes down simple safety rules on the board as students mention them.
Student Activity: Students respond to the teacher's questions about game rules and safety. Students contribute ideas for safety rules based on their experiences. Students listen and repeat the safety rules mentioned by the teacher. 3.
5. Conclusion (5 minutes)
Teacher Activity: Recaps the types of games discussed (local and ball games) and the skills learned. Emphasizes the importance of playing safely and following rules. Assigns a simple take-home activity or encourages continued practice.
Student Activity: Students participate in the recap. Students ask any clarifying questions. This section provides scaffolded practice questions for the teacher to use, with detailed solutions.
Question 1: The teacher will demonstrate the steps of playing _Suwe_ (Hopscotch). Students, in pairs, will then be asked to demonstrate how to throw the marker into a square and hop correctly to the first numbered square. Solution and
Commentary: Teacher's expectation: Students should hold the marker (stone/stick) in their hand, aim for the desired square, and release it with a gentle throw. They should then hop on one foot into the first open square, avoiding the square with the marker.
Guidance: The teacher should observe each pair, ensuring they understand the throwing motion and the concept of hopping (not jumping) and skipping the marked square. Correct any student who throws too hard, throws incorrectly, or jumps instead of hops. Reinforce balance.
Question 2: The teacher will lead the class in performing a simple _Tinko-Tinko_ (clapping game) pattern with a partner. Students will be asked to perform the clapping sequence correctly for at least 30 seconds. Solution and
Commentary: Teacher's expectation: Students should be able to synchronize their hand claps with their partner and maintain the simple rhythm.
Guidance: The teacher should walk around, ensuring partners are facing each other and attempting the clapping pattern. For students struggling, the teacher can demonstrate slowly again or break the sequence down into smaller, simpler steps (e.g., "clap your own hands," "now clap your partner's hands"). Encourage communication between partners.
Question 3: The teacher will demonstrate how to kick a stationary ball gently. Students will then be given a ball (or an imaginary ball) and asked to demonstrate the basic kicking motion towards a designated spot. Solution and
Commentary: Teacher's expectation: Students should place their non-kicking foot beside the 'ball', swing their kicking leg, make contact with the 'instep/inside' of the foot, and follow through.
Guidance: The teacher should look for the correct foot placement and the swinging motion. For students without a ball, emphasis should be on mimicking the leg and foot movement correctly. Correct students who kick with their toe or who do not follow through. Emphasize a gentle kick, not a forceful one.
Question 4: The teacher will ask students to identify one safety rule they remember from the discussion. Solution and
Commentary: Teacher's expectation: Students should be able to state a simple safety rule, e.g., "No pushing," "Share the ball," "Play in a safe space," "Listen to the teacher." Guidance: The teacher should accept any reasonable safety rule mentioned. If a student struggles, prompt them with scenarios (e.g., "What if someone pushes you while playing _Suwe_? Is that safe?"). Reinforce why each rule is important.
Community Engagement and Cultural Preservation: Local games like _Suwe_ and _Tinko-Tinko_ are deeply embedded in Nigerian culture. Learning and playing these games in school encourages students to participate in and appreciate their cultural heritage. This knowledge can be applied by teaching younger siblings or peers in their communities, thus ensuring these traditional games continue to be passed down through generations. It also fosters a sense of identity and belonging.
Physical Fitness and Healthy Lifestyle: Engaging in games, both local and ball games, is a direct application of physical activity for health. The running, hopping, kicking, and jumping involved in these games contribute significantly to cardiovascular health, muscular development, and coordination. Students can apply this by choosing to play active games during break times at school or after school hours, rather than being sedentary, contributing to a healthier lifestyle and combating childhood obesity common in some urban areas.
Social Skills and Conflict Resolution: Games inherently involve interaction with others, rules, and sometimes competition. Playing games helps students develop crucial social skills such as teamwork, sharing, taking turns, and communication. Applying safety rules and understanding fair play directly translates to peaceful coexistence and conflict resolution in their daily interactions, both on the playground and beyond, reducing instances of bullying or disagreements.