for Primary Schools

Pupils' Book 6


ii
for Primary Schools

Pupils' Book 6

A. Ayegbusi
B. Musa
C. Okaome
S. Adewumi

iii
© Learn Africa Plc 2011

First published 2011

Reprinted 2014

ISBN 978 978 026 621 9

Text illustrations by Peter Olawoyin

iv
Contents

Theme 1 Fundamental movements and rhythmic activities 1

Creative rhythmic activities 1

Theme 2 Athletics (Track and field events) 5

Unit 1 Track events (Long distance races) 5
2 Track events (Relay races) 6
3 Track events (Hurdles) 7
4 Field events (High jump) 9
5 Field events (Long jump) 10

Theme 3 Games and sports 13

Unit 1 Football 13
2 Table tennis 14
3 Volleyball 16
4 Basketball 17
5 Hockey 19
6 Handball 21

Theme 4 First aid and safety education 24

First aid 24

Theme 5 Personal, school and community health 27

Unit 1 Mental and social health 27
2 Meaning and importance of environmental health 33
3 Personal health 34
4 Environmental health 36

Theme 6 Physical fitness and body conditioning programmes 40

Measuring physical fitness components 40


Theme 7 Gymnastics 43
Stunts and tumbling activities 43

Theme 8 Recreation, leisure and dance activities 47

Unit 1 Dance 47
2 Computer games 49

Theme 9 Swimming 51
Basic swimming strokes 51

Theme 10 Martial arts 54

Unit 1 Karate 54
Unit 2 Taekwondo 55

Theme 11 Pathogens, diseases, and their prevention 58

Communicable diseases 58

Theme 12 Issues and challenges in physical and health education 68

Drug education 68

vi
 Theme 1

Fundamental movements and

rhythmic activities

Creative rhythmic activi- Second song

Old Macdonald’s farm
ties
Old Macdonald has a farm, E.I.E.I.O
And in his farm he has a pig, E.I.E.I.O
Meaning of creative rhythms
And an oink oink here and an oink oink
Creative rhythmic activities are such
there
activities as dancing and singing, that
Here oink there oink everywhere oink
we engage in to make us happy. For
oink
example, let us sing some songs, using
Old Macdonald has a farm, E.I.E.I.O
the sounds made by animals.

Old Macdonald’s farm

First song
Old Macdonald has a farm, E.I.E.I.O
The sheep
And in his farm he has a duck, E.I.E.I.O
Ba baa black sheep, have you any
And a quack quack here and a quack
wool?
quack there
Yes sir, yes sir, three bags full
Here quack there quack everywhere
One for the master, one for the girls
quack quack
And one for the little boy who lives down
Old Macdonald has a farm, E.I.E.I.O
there
Sounds of animals

Item Animal Name of animal Sound of animal

a) Cock Kukurooookuuu


 b) Cat Meow

c) Goat Mheee

d) Duck Quack quack

e) Frog Reeebit

f) Pig Oink oink


 g) Sheep Baaa

h) Horse Eeeheehh

i) Cow Moooo

Fig. 1.1 (a-i) Various animals

Exercise
1 Explain what creative rhythmic activities are.
2 Complete the table below.

Item Name of Sound of

animal animal
1 Kukurooookuuu

2 Cat

3 Goat


 4 Quack quack

5 Frog

6 Oink oink

7 Sheep

8 Eeeheehh

9 Cow


 Theme 2

Athletics (Track and field events)

There are two commands:

Unit 1 Track events (Long
a) ‘On your marks’
distance races)
b) ‘Go’

Long distance races

Long distance races are the races that
are usually run over a long distance at
slow but calculated speed. They are
endurance races.
No specific lane is allocated to a
particular runner. Runners are allowed
to change their lanes, but must overtake
other runners from the right side of the
Fig. 2.1 The start
lane. Examples of long distance races
are:
1 800 m 2 Running (Arm and leg action)
2 1 500 m During the running phase, runners must
3 Marathon observe and ensure the following:
a) Lean the body slightly forward.
The skills b) Tilt the head sideways.
1 The start c) Swing the arms alongside the body
The standing start is usually adopted and not sideways.
when starting any of the long distance d) The running should not be at full
races. The standing start involves a speed at the beginning of the race,
slight bending forward of the body, with so that the runner would not be tired
the arm in a ready position for take-off. too early in the running.


e) Arm action should be less vigorous
than it is in sprints.
Fig. 2.2 Marathon runners
3 The finish
During the finish of the race, runners
must observe the following:
a) Run through without slowing down.
b) Avoid jumping at finish.
c) Avoid stretching the hands at finish.
The runner should breathe through
the mouth and nose at the same time
in order to take in more oxygen.
Fig. 2.3 Runners breasting the tape

Unit 2 Track events (Relay
races)
4 x 400 m race
Relay races are track events which
involve a team of four runners using
a baton. The four runners run equal
distances of the relay. The distance to be
run by each athlete is called a ‘leg’.
The first leg runner starts the race
with a baton, which he hands over to the
next runner, until the last runner finishes
the race. The last leg runner is called the
‘anchor man’.
The baton should not be thrown to
another runner; rather it must be handed
over. The race starts and ends with the
baton in the hand of a runner.
Skills and techniques
The skills are:
1 Baton grip
2 Take-off
3 Non-visual exchange
4 Finish
Fig. 2.4 Relay runners
The grip of the baton
About one-third of the length of the baton
is firmly gripped by the last three fingers
after the index finger. During the start of
the race, the thumb and the index fingers
are placed behind the starting line,
allowing about two-thirds of the length to
be raised and projected over the starting
line.
Fig. 2.6 Non-visual baton exchange

Finishing action
The runner must finish with speed. The
first runner to cross the finishing line with
the torso wins the race.

Unit 3 Track events

(Hurdles)
Hurdle is a sprint event. It is done by both
Fig. 2.5 Baton grip
male and female athletes. It involves
sprinting over barriers that are arranged
Take-off
at equal intervals along the track.
The take-off in sprint races is the same
way in relay races. At ‘Go’, the body is
Basic skills in hurdles
pushed off the ground. The pushing effort
1 Starting position
is from the back leg.
2 Approach to the first hurdle
3 Clearing the hurdle
Non-visual exchange
4 Landing
In this method, the outgoing runner
5 Strides between hurdles
(receiver) does not look back at the
6 Finishing
incoming runner. He stretches his hand
The starting of the hurdle is the same
backwards to receive the baton.
with the starting of all sprint races.


Fig. 2.7 Hurdlers

Approach to the first hurdle

1 The athlete must approach with
speed.
2 Eyes should focus on the top of the
barrier.
3 The take-off should be a single take-
off at about 1 metre to the barrier.

Clearing the hurdle

1 The athlete must go over ten Fig. 2.8 Athletes clearing the hurdles
hurdles.
2 An athlete is not allowed to trail his Strides between hurdles
foot or leg around the side of any Sprinting strides must be uniform and
barrier while clearing it. calculated.
3 There should be no jumping over the
hurdle.


Landing Western roll
The landing leg which is almost straight The approach could be from the left side,
is brought down first, quickly followed by at about an angle of 45o. The take-off foot
the trailing leg. strikes the ground with a pronounced
bend at the knee. The body leans back
Finishing and springs forward for a flight.
The athlete finishes like in any other Landing is on the hands and take-off
sprint race, with the torso over the foot (three-point landing).
finishing line.
Scissors style
Unit 4 Field events (High In this style, the jumper’s take-off foot
jump) swings up the right leg, and lifts over the
The high jump is an athletic field event, bar in a scissor’s like form. The left leg
which involves jumping up high over a follows over the bar after the right foot,
crossbar. and the body leans vertically over the
bar.
Basic styles in high jump The jumper lands facing the direction
1 Western roll of the jump and on both feet.
2 The flusbury flop
3 Straddle The flusbury flop style
4 Eastern cut-off The run is in a straight and curved line
5 Scissors style with speed. The jumper takes off from
the right or left angle.
The take-off foot is planted flat with
the body leaned backwards. The knee
is flexed with a high-body backward
swing.
The back of the jumper faces the
crossbar as he lifts over it. In landing, the
shoulder touches the ground first before
the back and legs.

Fig. 2.9 The high jump


 Unit 5 Field events (Long
jump)
Long jump is a field event in athletics
which involves jumping a distance from
a spot into a specified flat area (landing
pit).
Long jump skills have been treated in
Book 5. The focus here shall be on the
basic styles.

Basic styles in long jump

1 The sail
Fig. 2.10 The landing 2 The hang
3 The hitch kick
Straddle 4 Landing
The hand and trunk pass the bar at the 5 Recovery
same time. This is unlike the scissors
style where the jumper faces forward
when jumping, or the flop where he faces
upwards.

Eastern cut-off
The approach run can be the same as
that of the scissors style. At take-off, the
leg nearer the bar is driven or swung into
the air. As the hips rise, the jumper lays
back so that his body faces upwards.

Fig. 2.11 A long jumper in the air

10
The sail style
This is when the knees are lifted close to
the chest level, or the jumper stretches
his legs and arms in front, as if he is
sitting down in the air.
The hang style
This is like a banana jump in the air. The
whole body is fully stretched with the two
arms extended upwards. At landing, both
hands are brought down together.
The hitch kick style
This is running in the air style. The
legs are thrust forward, and the jumper
attempts to make some strides while he
is suspended in the air.
Fig. 2.12 A long jumper landing
Landing and recovery
The landing is double landing. This is
also a recovery stage. It involves learning
to land properly inside the pit without
committing any landing fault.
It is advisable for jumpers to keep
the legs wide apart while landing, for
effective balance, and to fall forward
while landing.
Techniques/Stages in long jump
1 Starting position run-up
2 Approach/Run-up
3 Costing/Amortisation
4 Take-off
5 Flight/action in the air
6 Landing
Rules and regulations
A jump shall be ‘No jump’ if:
1 The jumper oversteps the take-off
board.
2 The jumper walks backwards from
the take-off board after landing.
3 The jumper lands outside the landing
pit.
4 The jumper uses a double take-off.
11
 Landing pit Take-off board Runway

Fig. 2.13 Long jump pitch

Exercise
1 List three examples of track events.
2 Hurdling is a _________ event.
3 How many people make up a relay
team?
4 In what event is the ‘anchor man’?
5 List two examples of field event.
6 The western roll is in high jump,
while the hang is in ____________.
7 ‘No jump’ is a term in ________
jump.

12
 Theme 3
Games and sports
Unit 1 Football
Fig. 3.1 The football field/Positions of players
Positions of players
1 Goalkeeper 2 Right fullback
3 Left fullback 4 Left halfback
5 Centre halfback 6 Right halfback
7 Outside right 8 Inside right
9 Centre forward 10 Inside left
11 Outside left
Rules and regulations
The nine penal offences in football are
based on FIFA rules. The offences are:
1 Charging an opponent dangerously.
2 Holding an opponent by the hand or
arm.
3 Kicking or attempting to strike an
opponent.
13
4 Handling the ball (except the
goalkeeper within his penalty area).
5 Charging an opponent from behind.
6 Pushing an opponent by the hand or
arm.
7 Jumping at an opponent.
8 Tripping an opponent.
9 Using offensive or insulting or
abusive language and/or gesture.
Other officiating rules
1 Offside position: A player is in an
offside position if he is nearer to the
opponent’s goalline than the ball and
the second last opponent.
2 Direct free kick.
3 Indirect free kick.
Fig. 3.2 A penalty kick in a football match
4 Penalty kick: A penalty is awarded
if any of the nine penalty offences
is committed by a player inside his
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own penalty area, irrespective of the
position of the ball.
5 Sending off offences: A player is
sent off and shown the red card
if he commits any of the following
offences:
a) Is guilty of serious foul play.
b) Is guilty of violent conduct.
c) Receives a second caution in the
same match.
d) Uses offensive, insulting or abu-
sive language.
Unit 2 Table tennis
Nature of table tennis game
Table tennis is played on a table by two
players in a ‘singles’ game, or by two
pairs of players in a ‘doubles’ game. It is
a recreational game. It is also an indoor
game. It is played by boys, girls, men
and women.
The game is started with a service,
and play continues until the ball is
grounded on the table or it goes out of
the table.
In table tennis, either player may score
a point, whether serving or receiving. A
player may win a point whether serving
or receiving.
A game is won by the player who first
scores eleven points with a minimum
lead of two points.
Fig. 3.3 A table tennis game
Officials and their duties
The officials in a table tennis game
include the:
1 Referee
2 Umpire
3 Assistant umpire
4 Scorer
Duties of officials
Referee
The referee is responsible for:
1 The conduct of the draw.
2 Taking the final decision.
3 Checking the eligibility of players.
4 The appointment of match officials.
5 Taking disciplinary actions for
misbehaviour of players.
6 Interpreting the law.
7 Signing the final score sheet.
8 Announcing the winner.
Umpire
The umpire is responsible for:
1 Checking to see that the equipment
and playing conditions are
acceptable.
2 Taking the ball at random, and
changing the ball if necessary.
3 Conducting the draw for the choice
of serving or receiving, and end of
play.
4 Conducting a toss to start off the
game.
5 Deciding each rally as a point or let.
15
Scorer
1 He counts the strokes of the receiving
player or pair of players when the
expedite system is in operation.
2 He registers the players.
3 He keeps record of the game.

Officiating rules
1 Service: The ball shall be stationary,
resting freely on the flat, open palm
of the server.
2 The ball must be tossed before
service.
3 It is a let if the ball breaks while in
play.
4 No part of the body is allowed to
touch the table during play.
Unit 3 Volleyball
Nature of playing volleyball
Volleyball is played by twelve players,
with six players in each side. It is played
on a flat field (grass) or hard surface.
It is played by boys, girls, as well as
old and young men and women.
It is a recreational and competitive
game and a scoring game. It is a team
game.
Fig. 3.4 A volleyball game
Officiating rules
1 All services should be airborne.
2 A server should serve from the
baseline.
3 It is a fault if a player touches the net
through spiking when the game is
on.
4 A team is allowed three consecutive
touches of the ball before it is returned
into the opponent’s side.
5 No player is allowed to carry, catch,
lift or throw the ball.
Officials
1 Two referees
2 The scorer
3 Two line judges

16
Duties of officials play ‘forward’ or positions 3 and 4, while
the shortest players play ‘guards’ or
Referee
positions 1 and 2.
1 He interprets the rules and regula-
tions.
2 He penalises the bad behaviour of
any player.
3 He has absolute control over all
officials and players.
4 He announces the winner.

Side line
Scorer
1 He takes note of the scores.
Centre line
2 He records all time outs and substitu-
tions.
3 He ensures that the rotation order is
maintained.
4 He records any sanctions.

Line judges
1 They signal to the referee when the
ball crosses the net outside.
2 They signal to the referee when the
ball is ‘in’ or ‘out’.
Unit 4 Basketball
Back line
Fig. 3.5 The basketball court
No. 1 Point guard
No. 2 Shooting guard
No. 3 Small forward
No. 4 Power forward
No. 5 Big man/Centre man

Positioning of players on the

court
Each player is assigned a position
when playing. This position is usually
determined by the height of the player.
The tallest person usually plays ‘centre’
or position 5, the medium sized players Fig. 3.6 A basketball game

17
Officials and their duties Scorer
The officials in a basketball game are 1 He records the names and numbers
the: of the players of playing teams.
1 Referee 2 He records time outs.
2 Umpire 3 He runs the summary of scores,
3 Scorer whether they are field goals or free
4 Assistant scorer throws.
5 Timekeeper 4 He records all fouls and notifies
officials when players commit five
Referee fouls.
1 He inspects and approves all equip-
ment to be used. Timekeeper
2 He selects a game ball from two 1 He keeps the time of play from
balls presented. the moment the referee starts the
3 He administers the toss and jump game.
ball. 2 He measures playing time and sig-
4 He examines and signs the score nals the end of the playing period.
sheet. 3 He keeps the time of intervals and
5 He makes the final decision when signals when an interval ends.
officials disagree. 4 He keeps time outs and signals the
6 He decides when a basket is made. end of time out periods.

Umpire Officiating rules

1 He acts as the referee’s assistant.
2 He, jointly with the referee, imposes
penalties.
3 He helps to put the ball in play by
handing it over to players.
4 He administers substitutions.
5 He stops the game for injuries or
substitutions.
1 Travelling: This occurs when a
player holds the ball and takes more
than two steps before releasing the
ball.
2 Leg ball: Kicking with the leg below
the knee.
3 3-second infringement: When a
player stays up to three seconds in
the opponents’ restricted area.

18
4 Ball returned to back court: When
Unit 5 Hockey
a player whose team is in control of
a ball causes the ball to be returned Positions of players
to the back court. Eleven players play the game of hockey.
5 5-second infringement: This occurs They are as follows:
when a closely guarded player does No. 1 Goalkeeper
not dribble, shoot or pass the ball No. 2 Right full back Defenders
within five seconds. No. 3 Left full back
Other fouls include: No. 4 Right half back
1 Charging No. 5 Centre half back Midfielders
2 Blocking No. 6 Left half back
3 Double dribbling No. 7 Outside right
4 Holding No. 8 Inside right Strikers/
5 Pushing No. 9 Centre forward Attackers
6 Technical foul – A non-contact foul of No. 10 Inside left
behavioural nature No. 11 Outside left

Fig. 3.7 The hockey court

19
Fig. 3.8 A hockey game
Officials and their duties
1 Two umpires
2 One recorder
3 One timekeeper
Umpires
1 The two umpires control the match,
apply the rules, and are the judges
of fair play.
2 Each umpire controls one half of the
field for the direction of the match.
3 They inspect all the equipment and
playing field.
4 They are responsible for keeping
a written record of goals scored,
20
warnings, and suspension cards
used.
Recorder
1 He records the names and numbers
of the two teams.
2 He records the summary of scores,
scorers’ names and time of the
goal.
3 He records and notifies umpires of
all requests for substitution.
Timekeeper
1 He times the event or game, using a
stopwatch.
 2 He suggests to the umpire the added 6 Delaying the game to gain benefit by
time when necessary. time wasting.
3 He assists the umpire in keeping 7 Impeding another player.
the record of time of every event or
8 Playing the ball in a dangerous
activity on the field or court.
manner.
4 He ensures that the event or game
is stopped at the actual regulation
time. Unit 6 Handball

Officiating rules Basic skills in handball

1 Playing the ball with the back stick. 1 Throwing
2 Charging at or striking an opponent. 2 Catching
3 Playing a ball above shoulder level. 3 Dribbling
4 Tackling and making body contact. 4 Shooting
5 Intentionally entering the opponents’ 5 Goalkeeping
goal.
Back line

Penalty mark

Free throw line

Centre line

Goal area

6 metre line

9 metre line

Fig. 3.9 The handball court

21
Throwing
It is the act of sending the ball from one
player to another with one hand.
Dribbling
This is the act of bouncing and moving
with the ball. It should be done with one
hand, and after dribbling, the ball must
be passed within three seconds.

Fig. 3.12 Dribbling in handball

Shooting
Fig. 3.10 Throwing in handball This is the act of throwing the ball at the
Catching goal with the aim of scoring. Types of
It is the act of receiving a thrown ball. shooting are:
1 Jump shot
2 Dive shot
3 Fall shot
4 Pivot shot

Fig. 3.11 Catching in handball

22
Goalkeeping
It is the act of preventing the ball from
going into the goal. This is done by the
goalkeeper.

Rules and regulations

1 A player is allowed to hold the ball
for a maximum of three seconds.
2 He can make only two steps when
holding the ball.
3 After bouncing and catching, he is
not allowed to dribble again.

Exercise
1 List three ball games you know.
2 How many players make a team in
football?
3 Another name for table tennis is ___
_____.
4 The game of volleyball is started with
a ________.
5 How many players are in each side
in volleyball?
6 As ‘basket’ is to ________ as ‘let’ is
to table tennis.
7 List four skills in handball.

23
 Theme 4

First aid and safety education

gum of the teeth may bleed as a result of

First aid
a hard blow. It may also bleed as a result
First aid is the skilled, immediate and
of an infection.
temporary treatment, help, or care given
to an injured person, or to someone who
First aid for bleeding
suddenly falls ill, before the arrival of a
It depends on the part of the body that is
doctor, or before taking him or her to
bleeding. For a bleeding leg or hand as
hospital.
a result of a cut:
1 Use clean water with salt to wash it.
Common emergency conditions
2 Apply iodine solution on the affected
that require first aid
area or part.
1 Bleeding or haemorrhage
2 Shock 3 Wounds
4 Sprain 5 Dislocation
6 Fractures 7 Fainting
8 Muscle cramp 9 Drowning
10 Wounds/Bruises 11 Vomiting
12 Heat exhaustion

Handling of emergency condi-

tions
Bleeding
It happens when blood is coming out of
the body as a result of a cut in the skin. Fig. 4.1 First aid for bleeding
Blood may also come out from the nose
as a result of an injury or an illness. The

24
Heat exhaustion
It is a serious weakness of the body as a
result of hotness of the body.
First aid for heat exhaustion
1 Make the patient receive plenty of
cool air outside the house.
2 Pour much water on his/her face and
head, or wet him/her with cold water
all over the body.
Drowning/fainting
This is a sudden loss of consciousness.
The person does not know what is going
on or happening around him or her
anymore. It is a total loss of control of
oneself and it can lead to death.
Fig. 4.2 Mouth to mouth artificial respiration
First aid for drowning/fainting
1 Remove the top clothing and shoes.
2 Let the person receive enough fresh
air.
3 Use the mouth-to-mouth method of
giving artificial respiration (Fig.4.2).
4 Take the patient to hospital.
Bruises/Wounds
When a person has a cut, you first
clean the surface with white cotton wool
soaked in spirit or a disinfectant. Then
apply iodine and, if need be, cover the
wound with plaster. If it is serious, you
rush the person to hospital.
Fracture
First of all, you check the kind of fracture.
If it is mild, you can make use of balms
like embrocation. If not, take the person
to hospital for proper treatment.
Fig. 4.3 A fracture patient
25
Sprain
Sprain is an injury at the joint. It occurs
when ligaments which hold bones
together in the joint are overstretched.

Signs and symptoms

1 Pain at the joint
2 Swelling
3 Immobility

Treatment
1 Rest and support the joint.
2 Apply cold compress.
3 Apply pressure by bandage.
4 Seek medical attention if severe.

Dislocation
This is when the bone is displaced from
its position in the joint as a result of a
twist.
Signs and symptoms
1 Severe pain
2 Deformity at the site
3 Swelling around the joint
4 Immobility at the joint
5 Discoloration
Treatment
1 Support the affected part (Fig. 4.4).
2 Immobilise (restrict movement).
3 Reassure the patient.
Fig. 4.4 A dislocation patient
4 Do not attempt to replace the bo-
nes.
5 Transport the victim to hospital.
Exercise/Activity
1 List five emergency conditions that
require first aid.
2 Mention the first aid treatment for
each of the conditions.
3 Demonstrate how to apply first aid
treatment for fainting.

26
 Theme 5

Personal, school and community health

T stands for time.

Unit 1 Mental and social An individual should be able to know the
health depth of his/her strength, so that he/she
can use it meaningfully and wisely.
Meaning of oneself
Someone who is able to identify his/
Oneself is who you are in the real
her weakness will be able to avoid the
sense of life. It is the real personality of
weakness, or do something to make up
the person. It is your real self, without
for the weakness.
pretence.
The ability of a person to see every
Everyone has the natural ability to
opportunity available to him/her and
do well in life, if only one can discover
make use of it, is a great factor for all-
and develop such a talent in time.
round success. On the other hand,
Nobody is completely useless. Everyone
missing opportunities repeatedly makes
can do something, but nobody can do
a person poor.
everything.
Time is a great asset of life which
must not be wasted. A good manager of
Understanding of oneself
time will end up a successful person in
This is the ability of a person to discover
life.
his/her purpose in life. It is the ability of a
person to discover his/her potential early
Identification of qualities and
in life.
abilities of oneself
The understanding of oneself can be
1 Every person has the ability to live a
considered under the acronym, ‘SWOT’.
normal life.
S stands for strength.
2 Everyone possesses the potential to
W stands for weakness.
be successful in life.
O stands for opportunity.

27
3 Every person is capable of knowing
the good and the bad.
4 Nobody is completely useless. So,
everybody has the potential to do
well in one area of life or the other.
5 Everybody has qualities which, if
developed early enough, will make a
serious impact in this world.
6 Everyone has the capacity to lead in
one way or the other.
7 It is the right of everyone to develop
his/her knowledge through getting a
good education.
Fig. 5.1 A happy family
28
Getting along with others at
home
1 Tolerance is a major way of getting
along well with others at home.
2 Patience is necessary for living in
peace with others.
3 People should understand individual
differences in behaviour and tempe-
rament.
4 We should desire peace always.
5 We should love other people as we
love ourselves.
6 Cooperate with other people at
 home.
7 Make yourself available to assist and
help others physically and socially.
8 Engage in positive discussion and
sharing of ideas with other people.
9 Interact with others in play, jokes and
story telling.
10 Exchange gifts and presents with
others at home.
Getting along with others in
school
1 One of the ways to get along well with
others in school is to be obedient to
Fig. 5.2 Pupils at work
the school authority.
2 Love other students as you love
yourself.
3 Do for others what you want them to
do for you.
4 Cooperate with teachers and others
in order to achieve the school’s
aims.
5 Do the right thing at the right time,
without waiting for anyone to force
you to do so.
6 Join others to keep the school’s
surroundings clean and tidy always.
7 Make good use of the school’s library,
29
Fig. 5.3 Pupils tidying the school compound
laboratories, dormitories, dining hall
and clinic.
8 Avoid gossip and grumbling, but
make your views known to the school
management.
9 Obey all the school’s rules and
regulations.
10 Avoid cultism and wrong company.
30
Getting along with others in
other places
1 One of the ways to get along well
with people in other places like the
church or mosque, market, pubic
institutions and offices is to tolerate
others.
2 Avoid selfishness and thinking about
yourself only.
3 Behave only in ways acceptable at
any place you find yourself.
4 Show love to others at any place.
5 Be joyful and happy with people you
meet.
6 Be a useful member of the society
you find yourself in.
7 Be orderly and take your turn in
public places like banks and filling
stations.
8 Understand the weaknesses of
others and assist them.
9 Find solutions to problems and do
not create problems in society.
10 Be peaceful and always be free
to discuss with others over any
problems.
Fig. 5.4 Children in a kerosene purchase queue
Identification of people’s pro-
blems
1 Impatience: This is one of the
problems of many people. So many
people are not ready to take things
easy, but like to rush to do things.
2 Intolerance: Inability of people
to tolerate others is so common
nowadays. This is causing a lot of
problems in our community.
3 Poverty: Some people are so poor
financially, and this affects their
behaviour, as poverty makes people
hungry, and hunger causes anger.
4 Drunkenness: It is common to see
people drinking all sorts of alcoholic
drinks at parties, bars and other
places.
5 Selfishness: Some people are very
selfish, and always think of what they
can grab, and not what they can do
for the benefit of others.
6 Restiveness and tension: The
nation lacks adequate supply of
basic amenities, and this has created
tension and restiveness.
7 Insecurity: This is one of the people’s
problems in our society. Everybody
tends to be afraid of danger much of
the time.
8 Dishonesty: A great number of
people in our society are not honest.
There are a lot of swindlers.
9 Corruption: People are so corrupt
nowadays that you find it difficult to
get anything done without giving a
bribe. Bribery is now the order of the
day.
31
Fig. 5.5 A family of beggars due to poverty

10 Immorality: All sorts of immoral 5 Avoid keeping bad friends.

acts like adultery, fornication and 6 Be very prayerful.
prostitution are common in our 7 Show patience and calmness
society nowadays. always.
8 Be kind and helpful to people.
Ways of coping with people’s 9 Cooperate with other people to
problems develop the community.
1 Love people as you love yourself. 10 Be friendly with people.
2 Show understanding of people’s
problems. Benefits of making good friends
3 Tolerance is required in coping with 1 Joy and happiness
people’s problems. 2 Peace of mind
4 Show a good example always. 3 Progress

32
4 Enjoyment
5 Contentment
6 Prosperity
7 Being mentally healthy
8 Emotional stability
Social interaction
This is the coming together of people
to play, joke and do things together.
It is important for people to exchange
ideas, relate well with each other,
understand each other, and share joy,
fun and enjoyment. Social interaction
creates peace, love, cooperation and
happiness.
Interdependence
When people in society cooperate
to do things together, then good
interdependence would be achieved.
Nobody is absolutely dependent on his
or her own ability or ideas alone, but
everybody can contribute ideas and
suggestions, thereby making everybody
participate in developing the community.
Exercise
1 Describe self understanding.
2 List four qualities of oneself.
3 List three things to do to have peace
with others.
4 List three ways of coping with
others.
5 List three ways by which you can
interact with people.
Unit 2 Meaning and
importance of
environmental
health
Meaning of environmental
health
This is the keeping of the home, school
and community in a healthy condition. In
addition to personal cleanliness, one’s
surroundings should be very clean.
Environmental health also includes
the proper disposal of excreta, and
all household refuse. It includes the
provision of good drainage in the
community. All this is in order to protect
us from diseases.
Importance of environmental
health
1 It helps to prevent illness in the
environment.
2 It helps to make people aware of the
benefits of proper sanitation.
3 It results in good waste and refuse
disposal.
33
Fig. 5.6 A refuse disposal truck
Importance of vision
The eye is the organ of sight. Without our
Exercise
eyes, we cannot see anything. They are
1 Explain environmental health.
very delicate, and we should take good
2 State three benefits of environmental
care of them.
health.

Importance of eyes
Unit 3 Personal health
1 We use our eyes to read.
Personal health involves an individual
2 We use our eyes to see.
living a healthy, good and responsible
3 We use our eyes to guard our things
life, eating a balanced diet, taking regular
from being stolen.
exercise, drinking good and clean water,
4 We use our eyes to learn and to
wearing clean clothes, being free from
watch things, for example, the
disease, providing a good waste disposal
television and games.
system, and maintaining personal
cleanliness of the body.

34
 iris retina

cornea

lens vitreous
pupil humour
aqueous
humour

suspensory
ligament

ciliary
muscles optic
nerve

Fig. 5.7 The eye

Structure of the tooth

enamel

dentine
pulp cavity

gum tissue

bone

root

Fig. 5.8 The tooth

35
Dental problems and prevention
1 Tooth decay Unit 4 Environmental
2 Toothache health
3 Dirty teeth This is the act of taking care of our
houses and surroundings for good health.
Prevention Examples are taking proper care of our
The mouth/teeth should always be kept water, and proper refuse disposal.
clean, because the food we eat can
remain in the spaces in-between the Methods of waste disposal
teeth. Germs may breed on these food 1 Water system
particles to bring about tooth decay, and 2 Open dump
then cause toothache. Therefore, the 3 Latrine
following should be done: 4 Bucket latrine
1 Visit the dentist at least once a year. 5 Trench latrine
2 Avoid eating sweets and chewing 6 Pit latrine
gum too much. 7 Ventilated improved pit latrine
3 Clean the teeth with a brush and 8 Water closet (WC)
toothpaste.
4 Rinse the mouth/teeth with warm Importance of proper waste
and salt water. disposal
5 Wash the mouth/teeth after each 1 To avoid spread of diseases.
meal. 2 To avoid pollution.
6 Avoid too hot or too cold food. 3 To eliminate safety hazards.
7 Brush the teeth in an up-and-down 4 To avoid making the surroundings
motion, not sideways. look untidy.
8. Clean the teeth at least twice a day. 5 For recycling purposes.

Exercise Water pollution

1 State two benefits of vision. Generally, water can be polluted directly,
2 Draw and label the tooth. or indirectly when pollutants sink into the
3 List any two dental problems and ground to pollute underground water.
their prevention. Among water pollutants are:

36
 community final
effluent
preliminary primary
screening settling tank

sludge
drying bed secondary
settling tank
trickling
filter tank

activated
sludge tank
sludge
digestion
tank
Fig. 5.9 A waste treatment plant

1 Sewage atmosphere, resulting in damage to the

2 Fertilizer
3 Pathogenic organisms
4 Industrial waste
5 Decayed plants and animals
6 Pesticides and insecticide
Effects of water pollution on the
individual and family
All the above mentioned pollutants
generally reduce the oxygen content
of water or make it poisonous for living
organisms.
Air pollution
Air pollution can be defined as the
addition of harmful substances to the
environment, human health, and quality
of life. Air pollution occurs inside homes,
schools, and offices, in cities, across
continents, and even globally.
Effects of air pollution on the individual
and family
Air pollution is dangerous to health. It
destroys crops, corrodes metals, rots
wood and damages clothing.
Even rural families may be affected,
as wind carries pollutants with it. It
contributes to diseases, such as lung
cancer. It also increases the severity of
some existing conditions, such as hay

37
Fig. 5.10 Air pollution

fever, asthma and bronchitis.

The threat is not acute at present in
developing countries. But it may become
dangerous if not properly tackled.
Pollutants should not be liberated into
the air.

Noise pollution
Noise pollution is caused by noise that Fig. 5.11 A source of noise pollution
is too loud for the ears. This is the kind
of noise that can damage the eardrum. Effects of noise pollution
It can cause permanent hearing loss. It
Some effects of noise are: feeling of
contributes to high blood pressure.
irritation, fatigue and tension. Noise can
The following can cause noise
bring about change in behaviour, short
pollution:
temper, and general irritability.
1 Sound from vehicles.
2 Sound from industries/factories.
3 Sound from loud music. Exercise
4 Sound from aircraft. 1 Describe two methods of waste
5 Shouting/fighting. disposal.
6 Sound from machines and genera- 2 State three benefits of waste dispo-
tors. sal.

38
3 Name one effect of water pollution
on the individual and the family.
4 Discuss the effects of air pollution on
the individual and the family.
5 Write on one effect of noise pollution
on human beings.

39
 Theme 6

Physical fitness and body conditioning

programmes

1 Agility
Measuring physical fitness 2 Power
components 3 Flexibility
3 Balance
Meaning of physical fitness
Fitness means good physical condition
Agility
or being in good shape or condition.
This means being quick in whatever you
Physical fitness has two related
do. It also means being smart. Agility
parts: general fitness (a state of health
is also speed and quickness in various
and well-being), and specific fitness (the
kinds of sports.
ability to perform specific aspects of
sports, or occupations).
Power
This means strength. It is the muscle’s
Types of physical fitness exer-
ability to exert force for a brief period of
cise
time.
These include:
1 Jogging
Flexibility
2 Running
This is the ability to move the joints and
3 Dancing
use the muscles through their full range
4 Push up, press up
of motion.
5 Carrying weights
6 Running on the treadmill
Balance
7 Skipping
This is a person’s ability to be firm and
8 Squatting
comported in the process of performing
9 Swimming
a task or exercise without falling.

Physical fitness components

These include:

40
Activities for measuring physi-
cal fitness
1 10 metres shuttle run
2 Carrying of weights
3 Sergeant jump
4 Broad jump
5 Straight knee toe touch
6 Beam walk
7 Standing on one foot
Specific physical fitness as-
pect’s measurement
1 Flexibility: By performing a simple
motion and observing how far you
can go, you can assess the flexibility
of each part of your body. The sit-
and-reach test is a good measure of
flexibility of the lower back and backs
of the upper legs.
Fig. 6.1 The sit-and-reach test
Sit up and reach to touch your
toes, and then slide back to starting
position. Repeat the action five
times. If the action is carried out
successfully, it means that the
lower back and back of the legs are
flexible.
2 Power: You can measure power by
lifting weights. The heavier the weight
a person can carry, the stronger the
person is said to be.
Fig. 6.2 Weightlifting
3 Agility: The 10 m shuttle run can be
used to measure agility. The speed
and time at which a person finishes a
10 m dash tells a lot about his or her
agility. You are said to be agile if you
beat the time.
41
4 Balance: This can be measured in
various ways. Stand on one foot and
hold the other leg with both hands for
15 seconds without falling. If you do
not wobble or fall, it means you have
balance.

Exercise
1 Define physical fitness.
2 List four physical fitness compo-
nents.
3 List one activity for measuring the
following:
a) Agility
b) Power
c) Flexibility
d) Balance

42
 Theme 7

Gymnastics

2 Backward jump
Stunts and tumbling acti-
vities
Gymnastics comprises a series of motor
skills. It includes activities performed on
the floor and on apparatus.
Floor activities could also be called
stunts and tumbling. They are performed
on the floor or ground without the use of
apparatus.

Stunts
Examples of stunts are:
Fig. 7.2 The backward jump
1 Single stunts

Fig. 7.1 The stunt Fig. 7.3 The assisted backward jump

43
3 Balance stand 5 Wheelbarrow
4 Rock the boat

Fig. 7.5 The wheelbarrow

6 One hand wrestle

Tumbling activities
These include:
1 Backward roll
Fig. 7.4 The balance stand

Fig. 7.6 The backward roll

44
2 Cartwheel 4 Handstand

Fig. 7.7 The cartwheel

3 Headstand

Fig. 7.9 The handstand

5 Forward roll

Fig. 7.8 The headstand Fig. 7.10 The forward roll

45
Exercise/Activity
1 What is gymnastics?
2 List five examples of stunts.
3 List five examples of tumbling
activities.
4 In twos, one partner in front for
support, the other partner should
pick up both feet of the other child
in front and the latter should walk
forward on his hands. (This is a
wheelbarrow activity).

46
 Theme 8

Recreation, leisure and dance activities

8 Irukere - Horse tail

Unit 1 Dance 9 Achi - Native wear
10 Otogbo - Native wear
What is dance?
Dance is expressive movement of turning,
Kinds of dance (including tradi-
twisting and rolling of the body (parts) to
tional Nigerian dance)
conform to the rhythm of a sound, beat
1 Koroso dance
or music. It is a way of expressing our
2 Swange dance
inner feeling of joy and happiness.
3 Zarawa dance
4 Tera dance
Traditional music or dance
5 Tangale dance
Traditional music or dance is of ethnic
6 Apala dance
origin. Ethnic dance is a dance belonging
7 Dundun dance
to a particular race or tribe. In Nigeria,
8 Bata dance (Yoruba)
such dance is referred to as forming part
9 Atilogwu (Igbo)
of our cultural heritage.
10 Fuji dance and juju dance (Yoruba)
11 Sharo dance (Fulani)
List of costumes for various
traditional dances
Demonstration of traditional/cul-
1 Aso oke - Native wear
tural dances
2 Akwu ete - Native wear
Nigeria has so many cultural dances
3 Akun - Necklace
which differ from one ethnic group to the
4 Ileke - Beads
other. Examples are:
5 Jigida - Beads
1 Atilogwu (Igbo)
6 Fila - Cap
7 Gele - Head gear

47
 3 Bata dance (Yoruba)

Fig. 8.1 Atilogwu dancers

Fig. 8.3 Bata dancers

2 Fuji dance and Juju dance (Yoruba)

4 Sharo dance (Fulani)

Fig. 8.2 Fuji dancers

Fig. 8.4 Sharo dancers

48
5 Hausa dance store information for a period of time,
and can process and give out data as
output.

Computer game or video game

A computer or video game is any
interactive game operated by computer
circuitry. The machines on which
electronic games are played include:
1 Personal computer
2 Arcade consoles
3 Video consoles connected to home
television, etc
4 Handheld game machines
Fig. 8.5 Hausa dancers

An experienced teacher or resource

person can be invited to teach the
students the dance steps in the above
illustrations.

Exercise
1 Name three types of local dance.
2 List the costumes for each of the
dances.
3 Describe the dance steps for three
local dances.
Fig. 8.6 A computer

Unit 2 Computer games The term, video game, can be used

The computer
The computer is an electronic device
which can receive information (input),
to refer to all these formats, or it can
refer more specifically only to games
played on devices with video displays,

49
television, and arcade consoles. 2 Name six games that can be played
Computer games usually combine on the computer.
sound and graphics (pictures and
drawings), and range from traditional
games, such as chess to fast moving
(action) games.

Types of computer games

1 Nature park 2 Beach rally
3 Vehicle rally 4 Play station
5 Tennis 6 Scrabble
7 Cricket 8 Soccer
9 Volleyball 10 Handball
11 Basketball 12 Golf
13 Table tennis 14 Badminton

Reasons for playing computer

games

Computer games are played for the

following reasons:
1 Entertainment
2 Challenge
3 Education
4 Recreation
5 To reduce tension
6 Relaxation

Exercise
1 List the various types of computer
game machines.

50
 Theme 9

Swimming

3 It involves the dolphin kick with a

Basic swimming strokes
windmill-like movement of both arms
In Book 5 of this course, you were taught
that ‘swimming stroke’ is the method of in unison.
moving the arms and legs to push against
the water, and propel the swimmer Breaststroke
forward. We shall further learn the basic 1 The body is in a prone position.
skills in swimming. These are: 2 It involves frog kicking alternated
1 Butterfly stroke
2 Breaststroke
3 Freestyle
4 Crawl
5 Backstroke

Basic skills in swimming

Butterfly
1 This is the most difficult and exhaus-
ting stroke.
2 The body is in a prone position. Fig. 9.2 The breaststroke

Fig. 9.1 The butterfly stroke

51
 with movement of the arms at the
same time from a point in front of the
head to shoulder level.
In a swimming competition, the
swimmer’s head must be kept above the
surface of the water at all times.
Freestyle
1 This is the style in swimming where
any kind of stroke is used.
Fig. 9.3 The freestyle
Fig. 9.4 The crawl
52
2 During a swimming competition, only
15 metres may be spent underwater
from the start or from each turn.
Crawl
1 The body is in a prone position.
2 It involves alternating overarm stro-
kes and the flutter kick.
3 The head remains in water, the face
alternating from side to side.
Fig. 9.5 The backstroke

Backstroke
1 It involves alternate over-the-head
arm strokes and a flutter kick in a
supine position.
2 During a swimming competition, only
15 metres may be spent underwater
from the start or from each turn.

Exercise/Activity
1 List five basic swimming strokes.
2 Describe the ways to perform the
freestyle.
3 Demonstrate the following swimming
strokes:
a) The freestyle
b) The crawl
c) The breaststroke
d) The backstroke
e) The butterfly stroke

53
 Theme 10
Martial arts
Unit 1 Karate
Historical background
Karate was invented in Okinwate in
China. It was later developed to meet
global acceptance. It was introduced to
Nigeria through the armed forces. It was
later introduced to institutions of higher
learning as an extracurricular activity. It
is now popular and is developing rapidly
in Nigeria. This has led to the formation
of the Nigeria Karate Federation.
Importance or benefits of karate
1 It helps in building stamina.
2 It teaches endurance.
3 It develops one’s flexibility and agi-
lity.
4 It helps physical and mental develop-
ment.
5 It promotes discipline.
6 It is useful for self-defence.
7 It promotes physical fitness.
8 It provides a means of livelihood for
the trainers, players, sponsors and
54
officials.
9 It builds self-confidence.
10 It promotes self-reliance.
Rules of karate
1 No weapon is allowed in karate.
2 Nails should be trimmed before con-
tests.
3 Knockouts can be awarded.
4 Points are awarded according to hits
and fall down or take down.
5 Hitting below the belt is not permit-
ted.
6 There should be no dipping of fingers
into the opponent’s eyes.
7 Head butting is not allowed in kara-
te.
8 The referee’s instructions must be
obeyed.
Basic skills of karate
1 Striking
2 Throwing/Take down
3 Manipulation
4 Choking
5 Ground fighting

Fig. 10.1 A karate game
Striking
1 Be in an astride position.
2 Keep the eyes on the opponent.
3 Flex the arms in a sword-like
position.
4 Gather enough force.
5 Hit the opponent severely.
6 Maintain balance.
Throwing
1 Grip the opponent’s body.
2 Build up enough force.
3 Throw the opponent forcefully off-
balance.
4 Maintain balance.
Manipulation
1 Grip the opponent’s arm.
2 Use your arms to lock the opponent’s
arm.
3 Build up strength and power.
4 Apply body weight and strength.
5 Maintain balance.
Choking
1 Hold the opponent.
2 Maintain the grip.
3 Press the opponent’s body with
force.
4 Apply more force and choke the
opponent.
Ground fighting
1 Maintain a firm grip on the opponent’s
body.
2 Turn the opponent’s body with force.
3 Press down with full force.
4 Maintain the position until the oppo-
nent surrenders.
Unit 2 Taekwondo
Historical background
Taekwondo, in Korean language, means
the art of using both the legs and the fists
to kick and punch an opponent for attack
and self-defence. It was originated in
Korea by a Korean army officer, General
Choi Hong Hi in 1966.
Taekwondo was introduced to
Nigeria in 1975. The Federal Government
employed two Koreans, Jhoo Rae Pak
and Moo Cheun Kim as instructors.
55
 The Nigeria Taekwondo Federation in-between the rounds (after each
was formed in 1986. To further enhance round).
the development of taekwondo in 7 There are six types of belt that are
Nigeria, it was introduced into the school recognised according to their status.
curriculum. They are white, yellow, green, blue,
red and black.
Importance or benefits of 8 There should be no hitting of an
taekwondo opponent below the belt except the
1 It builds strength and stamina. legs.
2 It develops self-defence skills.
3 It promotes physical fitness.
4 It promotes social interaction.
5 It builds self-confidence and self-
reliance.
6 It keeps the youth busy and curbs
youth restiveness.
7 It promotes character and moral
training.
8 It creates a means of livelihood for
Fig. 10.2 A taekwondo game
coaches and trainers.
Basic skills and techniques of
Rules and regulations taekwondo
1 Every taekwondoist should put on The stance
the recommended outfit with its right This is the correct way of positioning
type of belt. the body in readiness to kick, punch or
2 The decision of the referee is final. attack.
3 The playing arena should be 10
metres square (10 m by 10 m). Types of stance
4 Protective equipment should be put 1 Cat stance
on during competitions. 2 Frog stance
5 A contest shall last for three rounds. 3 Ready stance
6 There should be one minute rest 4 Horse-riding stance

56
The kicks Exercise
These are the effective use of the legs 1 Narrate briefly the history of karate
to kick the opponent’s trunk, head and in Nigeria.
sides. 2 Mention four benefits of karate.
3 List five basic rules of karate.
Types of kick 4 Mention two skills of karate.
1 Jump spin kicks 5 Give the brief history of taekwondo
2 Jump kick in Nigeria.
3 Multi-rotational kick 6 List four benefits of taekwondo.
4 Side kick 7 Write five rules of taekwondo.
5 Spin kick 8 List two skills of taekwondo.

The punches
These are the use of the knuckles, palms
and sword-hand to hit an opponent.

Types of punch
1 Sword-hand technique
2 Open hand technique
3 Arrow head technique
4 Door knock technique
5 Knuckle hit technique

Dodging
This is quick body reaction to escape an
attacking punch or kick.

Blocking
This involves the use of the hands
and legs to create a blockage against
offensive action.

57
 Theme 11

Pathogens, diseases, and their prevention

of human beings through the bite of the

Communicable diseases
female anopheles mosquito. Malaria is
Communicable diseases are infectious
transferred from one person to another
illnesses that can be contracted from
when the mosquito bites an infected
a person, animal or any other host
person and goes on to bite another
by another person. They can also be
person.
described as diseases that can be easily
transferred from person to person.
Communicable diseases can be
transferred or contracted through direct
contact with the host, and through the
air, insects, food, drink and dust. Some
of such diseases are as follows:
1 Malaria 2 Measles
3 Mumps 4 Pneumonia
5 Poliomyelitis 6 Rabies
Fig. 11.1 A mosquito biting a child
7 HIV/AIDS 8 Tetanus
9 Typhoid 10 Cold
Prevention
11 Whooping cough 12 Gonorrhoea
13 Tuberculosis 14 Cholera 1 Eradication of mosquitoes
15 Vaginitis 16 Syphilis 2 Use of mosquito nets
17 Herpes 3 Environmental cleanliness
4 Use of preventive drugs
Malaria
Malaria is caused by a protozoan called Measles
plasmodium. It is injected into the body Measles is a contagious disease caused
by a virus which is caught from a polluted

58
environment by humans, especially child-
ren. The virus is present in the saliva and
nasal discharge of the infected child.
When the victim sneezes, the viruses are
showered into the atmosphere, where it
gets suspended for a short time, from
where it could be acquired by anyone.
Fig. 11.2 A measles patient
Signs and symptoms of measles
1 High body temperature
2 Fever
3 Loss of weight
4 Skin rashes
5 Loss of appetite
Prevention of measles
1 Avoid contact with an infected per-
son.
2 Maintain personal hygiene.
3 Isolate the patient.
4 Obtain adequate health education.
5 Ensure a clean environment.
Mumps
Mumps is caused by a virus. It is a droplet
infectious disease, which makes the neck
and cheek swell due to the inflammation
of the parotid glands at the junction of
the neck and lower jaw.
Signs and symptoms of mumps
1 Fever
2 Swelling behind the angle of the
lower jaw
3 Pain around the cheek and throat
4 Difficulty in opening the mouth
5 Inability to swallow, even water
Fig. 11.3 A mumps patient
59
Prevention and control of mumps
1 Isolate the patient.
2 Avoid contact with the patient.
3 There should be no sharing of
personal effects with mumps pati-
ents.
4 Immunisation should be done
correctly and timely.
5 There should be mass health educa-
tion.

Pneumonia
Pneumonia is an infectious disease that
affects the lungs, and creates pain in the
chest. It is caused by a bacteria called Fig. 11.4 A pneumonia patient
Klebsiella pneumoniae.

Signs and symptoms Poliomyelitis

1 Severe pain in the chest
2 Enlargement of the lower side of the
chest region
3 Serious shivering
4 Loss of weight
5 Loss of appetite
Prevention of pneumonia
1 Maintain personal hygiene.
2 Avoid unnecessary exposure of the
body to excessive cold.
3 Isolate the patient.
4 Avoid sharing personal objects like
towels, spoons, combs, brushes,
and handkerchiefs.
Poliomyelitis is caused by the Picorna
virus. It affects and paralyses children
during infancy. The virus is spread
through direct contact. The housefly is
the vector of the virus.
Signs and symptoms
1 Severe headache
2 Serious neck, back and limb pains
3 Serious sore throat
4 Destabilised central nervous system
5 Paralysis of the limbs.

60
 Rabies
Rabies is caused by a virus that is
commonly found in the saliva of the dog,
wolf or cat. When a rabid dog, wolf or cat
bites a person, the virus is transferred
into the person’s blood, thus affecting
the nerve centre of the brain and spinal
cord.

Signs and symptoms

1 Abnormal pain at the region of the
bite
2 Acute depression
3 Painful contraction of the muscles of
the throat
4 Convulsion

Fig. 11.5 A polio patient

Prevention and control

1 Avoid contamination of food by
houseflies.
2 Ensure a clean, tidy environment. Fig. 11.6 A dog bite

3 Maintain personal hygiene.

4 Have routine medical check-up. Prevention and control
5 Ensure that every child is immunised 1 Dogs and other pets should be vac-
against polio. cinated.
2 The patient should be given anti-

61
 rabies injection.
3 Maintain personal hygiene.
4 Isolate the patient.
HIV/AIDS
AIDS means acquired immune deficiency
syndrome. This is a viral infection caused
by the human immune-deficiency virus
that can be contracted through direct
contact with infected blood through
unprotected sexual intercourse, blood
transfusion, and infected objects that are
used for incision, injection or shaving.
Signs and symptoms
1 Loss of appetite
2 Serious cough
3 Rapid loss of weight
4 Rashes all over the body
5 Acute depression
6 Rapid ageing
Fig. 11.7 An AIDS patient
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Prevention and control
1 Unmarried persons should stay
away completely from sex.
2 Avoid the use of unsterilised needles
for injection.
3 All shaving instruments like blades,
clippers and scissors should be
thoroughly sterilised before use.
4 Blood for transfusion should be well
screened before use.
5 Maintain healthy social habits.
Tetanus
Tetanus is a dangerous disease caused
by Bacillus tetani. It is also called ‘lock
jaw’. It affects the nervous system, and
makes muscles contract permanently,
resulting in the locking of the muscles.
Signs and symptoms
1 Stiffness of muscles
2 Locking of the jaws and neck
3 Serious pain
4 Severe headache
5 Unconsciousness
Prevention and control
1 Clean all cuts and dress them well.
2 Avoid cutting your body with sharp
objects.
3 Sores should be properly treated by
the physician.
 6 Lower than normal pulse
7 Loss of weight

Fig. 11.8 A tetanus patient

Fig. 11.9 A typhoid patient

4 Anti-tetanus injection called tetanus

Prevention and control
toxides (TTD) should be given to
1 Isolatie the patient.
expectant mothers and injured peo-
2 Eat warm food.
ple.
3 Maintain personal hygiene.
4 Drink safe and clean water.
Typhoid
5 Avoid contaminated fruits.
Typhoid fever is caused by a bacterium
6 There should be proper disposal of
called Salmonella typhi, which can be
faeces and urine.
contracted through contaminated food,
fruits and water. The housefly is a vector,
Cold
because it helps to contaminate food
Cold is a disease condition caused by
with the bacteria causing typhoid.
a virus. This pathogen multiplies in the
lining of the nose and throat. The cold
Signs and symptoms
weakens one’s resistance to other more
1 Abnormal symptoms
dangerous diseases.
2 Fever
3 Loss of appetite
Signs and symptoms
4 Constipation
1 Redness of eyes
5 Ulcers and sores in the intestine
2 Severe shivering

63
3 Chest pain
4 Headache
5 Sore throat
6 Severe feverish condition

Prevention and control

1 Avoid exposure to excessive cold.
2 Avoid overcrowding.
3 Maintain personal hygiene.
4 Ensure proper environmental sanita-
tion.

Whooping cough
Whooping cough is an infectious disease Fig. 11.10 A whooping cough patient
caused by a bacterium called Bordetella
pertusis. It is spread through physical Prevention and control
contact. 1 Isolate the patient.
2 Ensure the immunisation of every
Signs and symptoms child.
1 Sudden sharp cough after about 3 Maintain personal hygiene.
eight days of infection 4 Avoid sharing spoons, forks, and
2 Subsequent sporadic cough ending other such objects.
with a whoop 5 Have routine medical check-up.
3 Vomiting
4 Bronchial pain Gonorrhoea
5 Dry throat Gonorrhoea is an infectious disease
6 Loss of appetite which is transmitted through sexual
intercourse. It is caused by a bacterium
called Gonococcus, which invades the
reproductive tract and genital organs,
leading to inflammation and discharge of
pus, whitish fluid, or blood.

64
Signs and symptoms
1 Low abdominal pain
2 Painful urination
3 Vaginal discharge
4 Inflammation of the genital organs
5 Pus discharge from the male genital
organ, or bleeding
Prevention and control
1 Ensure personal hygiene.
2 Avoid sharing personal objects like
towels, pants and handkerchiefs.
3 Do not use dirty toilet seats.
4 Wash the hands with soap before
and after touching the private part.
5 Abstain from premarital sexual inter-
course.
6 Married couples should stick to their
partners.
Tuberculosis
Tuberculosis is a dangerous infectious
disease caused by Tubercule bacilli,
which is also called Mycobacterium
tuberculosi. It can be contracted from the
dust by droplets or through direct contact
with the patient or host. The pathogens
multiply in millions and begin to attack
the lungs, the heart and the chest.
Signs and symptoms
1 Dry cough
2 Difficult breathing
3 Painful chest
4 Coughing out of blood
5 Loss of appetite
6 Drastic loss of weight
Prevention and control
1 Isolate the patient.
2 Avoid sharing personal objects
like cups, spoons, forks and water
bottles.
3 Ensure proper immunisation.
4 Avoid overcrowding.
5 Maintain personal hygiene.
6 Have routine medical check-up.
Cholera
Cholera is a highly infectious disease
caused by Vibro cholera. This organism
can contaminate water, food, fruits, and
vegetables. The housefly is the vector of
this bacterium which, when it gets into
the human body, multiplies into millions
and disorganises the abdomen. This re-
sults in frequent stooling and vomiting at
the same time.
Signs and symptoms
1 Severe feverish condition
2 Serious headache
3 Loss of weight
4 Stooling and vomiting
5 Dehydration
6 Loss of appetite
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Prevention and control
1 Drink clean water.
2 Ensure environmental sanitation.
3 Cover food to avoid contamination.
4 Isolate the patient.
5 Maintain personal hygiene.
6 Use oral rehydration therapy for the
patient.
Vaginitis
Vaginitis is the inflammation of the
vagina as a result of an infection with the
bacterium Trichomonas. This infectious
disease creates a serious burning sen-
sation and itching in the vagina. There is
discharge from the vagina, and it has an
offensive odour.
Signs and symptoms
1 Serious itching and burning sensation
in the vagina
2 Discharge from the vagina
3 Offensive odour
4 Low abdominal pain
5 Painful urination
6 Loss of appetite
Prevention and control
1 Abstain from premarital sexual inter-
course.
2 Married couples should stick to their
partners.
66
3 Avoid sharing personal objects, for
example, towels and underwear.
4 Ensure personal hygiene.
5 Avoid using the pit latrine.
6 Avoid touching the genital organ with
bare hands except when washed
with soap.
7 Have routine medical check-up.
Syphilis
Syphilis is a sexually transmitted disease
caused by Treponema pallidum. It can be
transmitted through mucus, fluid, blood
or congenital means (the birth process).
Signs and symptoms
1 High feverish condition
2 Itching of the private part
3 Noodles in some parts of the body
4 Sores in the private part and other
sensitive places
Prevention and control
1 Avoid using dirty toilets.
2 Avoid physical contact with the
patient.
3 Have routine medical check-up.
4 Do not use pit toilets.
5 Do not share personal objects, espe-
cially pants, towels, cups, cutlery
and clothes.
6 Avoid premarital sexual intercourse.
7 Married couples should stick to their
partners.
Herpes
Herpes is a viral infectious disease
caused by the herpes virus. It causes a
painful outbreak of blisters on the genitals
or on the cervix. It is transmitted through
direct physical contact.
Signs and symptoms
1 Blisters on the genital organ
2 Pain and burning sensation at the
private part
3 Rashes at the private part
4 Itching of the genitalia
5 Loss of appetite
Prevention and control
1 Ensure personal hygiene.
2 Avoid sharing of clothing.
3 Use clean toilets.
4 Abstain from premarital sexual inter-
course.
General preventive measures
for communicable diseases
1 Ensure environmental sanitation.
2 Maintain personal hygiene, espe-
cially sexual hygiene.
3 Avoid sharing personal effects, for
example, cups, spoons, forks and
underwear.
4 Isolate the patient.
5 Avoid direct contact with the host.
7 Have routine medical examination.
8 Eradicate mosquitoes and other
vectors.
9 Eat good food and drink clean
water.
10 Ensure adequate immunisation.
Exercise
1 Explain the meaning of communi-
cable diseases.
2 List six communicable diseases.
3 Mention two signs and symptoms
of each of the six communicable
diseases listed in Item 2 above.
4 Write two ways of preventing each of
the following diseases:
a) Tuberculosis
b) Malaria
c) Whooping cough
d) HIV/AIDS
e) Measles
5 Write five general preventive mea-
sures for communicable diseases.
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 Theme 12

Issues and challenges in physical and

health education

Drug misuse
Drug education
Drug misuse is the practice of using
‘Drug’ is any chemical substance other
drugs for pleasure rather than for medical
than food which is intended to affect
reasons. It is the use of drugs without
the functions of the body. A drug can
medically valid prescription. Even when
be harmful if taken in a dosage not
drugs are prescribed, they may be
prescribed by the doctor, or taken too
misused if not taken in the right quantity,
frequently for unjustified reasons.
dosage and length of time.
Drug use refers to the taking of drugs
for an intended purpose in an appropriate
Drug abuse
amount, frequency and proper manner.
Drug abuse is the indiscriminate and
It is necessary for drugs to be prescribed
excessive taking of drugs for other
by a physician before usage.
purposes apart from medical reasons.
This has a lot of negative effects on the
physical, social, emotional and mental
health of the person.

Factors that can lead to drug

abuse
1 To relieve pain and ache.
2 To calm down tension and stress.
3 To build up boldness and bravado.
4 To boost power and strength.
Fig. 12.1 Some drugs 5 To enhance performance mentally
and physically.

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6 To feel ‘high’ and be ‘on top of the
world’.
7 To create psychological escape from
a challenge or problem.
8 To stimulate the organs or body
functions.
Dangers of self medication on
the individual
1 It may damage body organs, espe-
cially the lungs, heart and kidney.
2 It may cause mental retardation or
mental illness.
3 It may make such an individual
Fig. 12.2 A mentally ill person
useless and worthless.
4 It may lead to kidney failure.
5 It may reduce one’s lifespan.
6 It may cause an individual to become
a drug addict.
7 It may lead to frustration.
8 It may turn such a person into a
criminal.
Dangers of self medication on
the family
1 It may create social problems in the
family.
2 It may cripple the finances of the
family.
3 It may generate unnecessary tension
and unrest in the family.
4 It may damage the image and reputa-
tion of the family.
5 It may create sadness and unhappi-
ness in the family.
Dangers of self medication on
society
1 It may create youth restiveness and
unrest in society.
2 It can lead to civil strife and tension
in society.
3 It may destroy societal values.
4 It may slow down the growth and
development of society.
5 It may create sadness and unhappi-
ness in society.
6 It may create a lot of social and
mental problems in society.
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Qualities needed for protection drug abuse.
against drug addiction 3 Write four dangers of self medication
1 Self discipline: This is the ability to on the individual.
do the right thing at the right time. 4 Explain why self medication should
it means taking the right drug as not be encouraged in society.
prescribed by the physician. There 5 List and discuss three qualities
should be no self medication. needed for protection against drug
2 Personal hygiene: Personal and addiction.
environmental hygiene reduces
illness and disease, which would
make an individual healthy and free
from medication.
3 Self value: This means having self
confidence and believing in one’s
ability to perform well without drug
aid or drug enhancement.
4 Respect: Total respect for the
law, particularly laws against drug
addiction.
5 Assertiveness: Self assertiveness
makes an individual able to say no
to drug abuse and maintain it despite
peer pressure.
6 Self control: This is the ability to
control your emotion, so that you will
not involve yourself in drug addiction
due to undue imitation or copying of
friend’s habits.

Exercise
1 Explain the meaning of drug abuse.
2 State four factors that can lead to

70