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4Physica l Fitn essActivity :Jumpin g JackBACKGROUND :Activities to enhance a child's motor skill development could include thefollowing: animal imitation -- have the children imitate various animalsby jumping like a frog or hopping like a rabbit; kicking and running --turn the children lose in an open area to play; follow the leader -- havethe children dance like a ballerina, waddle like a duck, or walk a straightline like a tightrope walker; riding a broomstick horse -- a broom with abag over the top can be the transportation for a cowboy or cowgirl;shadow tag -- on a sunny day in the playground have the children try tostep on the shadows of other children; buttoning and zipping -- attachthe following items to a sturdy board: a sneaker with laces, a zipperfrom a pair of pants, a belt with a buckle, and a row of buttons andbuttonholes from a shirt; dressing up -- in the dramatic play centre, orat home, provide thechildren with plenty ofa d u l t w a r d r o b eclothing so they canpractice learning howto dress; and cutting --with safety scissors,allow a child ampleo p p o r t u n i t i e s f o rcutting (World Book,1987; Ebert, 1991;Hammett, 1992).INFORMAL ASSESSMENT:(i)(ii)The child prepares a self-assessment diary on the timesand types of activities conducted by him/her in a day.[The teacher should review the diary fortnightly.]Conduct simple activities in the class to promote skill ofspeed counting and matching objects one-to-one.CONCEPT :Activities like jumping,hopping etc can enhancechild's motor skillOBJECTIVES :To develop motor skillsMATERIALSREQUIRED:As per activitiesMODE :Group/IndividualTIME REQUIRED :One period31
Physical FitnessKEY MESSAGE:(i)(ii)(iii)(iv)Examples of activities to promote math readiness include: counting from one to10 -- in the bottom of each pocket of an empty egg carton, place differentquantities of items such as buttons or beans and ask the child to count how manyare there in each pocket;«What Time Is It Mr./Mrs. Lion» -- have the children ask Mr./Mrs. Lion what time it is.If the lion says it's three o'clock, the children take three steps forward, but if the lionsays it's dinner time then he/she chases the children back to a predetermined line;One-to-one matching -- have the children set the lunch table by placing a fork, cup,plate and napkin at each seat; help children develop skills in number awareness,counting and measuring;«Five Little Ducks» song -- use colourful pieces of felt to make five little ducks,including a mother and father, and act out the song on a flannel board; and matchedcards -- make a set of numbered cards and a set of object cards and then match eachnumbered card with an object card (World Books, 1987; Stravos, 1987; Inderbaum,1985).Learning by playingSelf reviewSUGGESTED ACTIVITIES:Importance of staying fitCorrelation of a healthy mind and a healthy body.(i) Empty outline method:I believe I am physically fit today because _______.I think I have to improve on ________.Two years down the line, I see myself____________ physically. I can achieve it by________.I should not have bad habits like _______ as it may affect my health. My health is veryprecious to me because _________.(ii) Answer the following questions:(a)List two ways which help a personto stay fit.(b) A healthy mind rests in a healthybody. Do you agree? Justify youranswer in ten lines.(c)(d)What is the role of muscles in ourbody?What is meant by reflex action?(iii) Maintain a diary to keep a record ofyour fitness routine.32
- Page 1: Teacher's Activity Manual for Class
- Page 8 and 9: PrefaceChildhood and the age of ado
- Page 10 and 11: AcknowledgementsAdvisors:Sh. Vineet
- Page 12 and 13: PREAMBLETHE CONSTITUTION OF INDIA1W
- Page 14 and 15: About The Comprehen sive School Hea
- Page 16 and 17: Physical Fitn ess Activitieswill he
- Page 20 and 21: 1 Knowin g Your Bod yActivity : Awa
- Page 22 and 23: Knowing Your BodyActivity : Small W
- Page 24 and 25: Knowing Your BodyActivity : Ha vin
- Page 28 and 29: 2 Foodan d Nutrition11Activity : My
- Page 30 and 31: Food and Nutrition(iii) Self analys
- Page 32 and 33: Food and Nutrition(vi)Write the tit
- Page 34 and 35: Food and Nutrition(i)(ii)(iii)(iv)N
- Page 36: Personal,EnvironmentalHygiene andSa
- Page 39 and 40: Personal, Environment Hygiene and S
- Page 41 and 42: Personal, Environment Hygiene and S
- Page 43 and 44: Personal, Environment Hygiene and S
- Page 45: Personal, Environment Hygiene and S
- Page 51 and 52: Physical FitnessAt no point of time
- Page 53: Physical FitnessOBSERVATIONS:Studen
- Page 57 and 58: Being Responsible & Safe(ii)(iii)KE
- Page 59 and 60: Being Responsible & Safe(iii)KEY ME
- Page 61: Being Responsible & SafeINFORMAL AS
- Page 65 and 66: Behaviour And Life SkillsActivity :
- Page 67 and 68: Behaviour And Life SkillsActivity :
- Page 69 and 70: Behaviour And Life SkillsActivity :
- Page 71 and 72: Behaviour And Life SkillsActivity :
- Page 73 and 74: Q11Q12Q13Q14This is not true. Overu
- Page 75 and 76: Q25Q26Q27Does sugar cause diabetes?
- Page 77 and 78: Q40Q41Q42Q43Q44Q45Q46Q47up. So IQ's
- Page 79 and 80: APPENDIX -IIAdvisory To SchoolsIt i
- Page 81 and 82: CENTRAL BOARD OF SECONDARY EDUCATIO
- Page 83 and 84: COMPREHENSIVE SCHOOL HEALTH PROGRAM
- Page 85 and 86: I - IV V-VIII IX-XIIModule 3Behavio
- Page 87 and 88: 3. During the educational programs,
- Page 89 and 90: The objectives of the website are :
- Page 91 and 92: CENTRAL BOARD OF SECONDARY EDUCATIO
- Page 93 and 94: It is hoped that the Health Manuals
- Page 95 and 96: Copy with a request to respective H
4Physica l Fitn essActivity :Jumpin g JackBACKGROUND :Activities <strong>to</strong> enhance a child's mo<strong>to</strong>r skill development could include thefollowing: animal imitation -- have the children imitate various animalsby jumping like a frog <strong>or</strong> hopping like a rabbit; kicking and running --turn the children lose in an open area <strong>to</strong> play; follow the leader -- havethe children dance like a ballerina, waddle like a duck, <strong>or</strong> walk a straightline like a tightrope walker; riding a broomstick h<strong>or</strong>se -- a broom with abag over the <strong>to</strong>p can be the transp<strong>or</strong>tation f<strong>or</strong> a cowboy <strong>or</strong> cowgirl;shadow tag -- on a sunny day in the playground have the children try <strong>to</strong>step on the shadows of other children; but<strong>to</strong>ning and zipping -- attachthe following items <strong>to</strong> a sturdy board: a sneaker with laces, a zipperfrom a pair of pants, a belt with a buckle, and a row of but<strong>to</strong>ns andbut<strong>to</strong>nholes from a shirt; dressing up -- in the dramatic play centre, <strong>or</strong>at home, provide thechildren with plenty ofa d u l t w a r d r o b eclothing so they canpractice learning how<strong>to</strong> dress; and cutting --with safety sciss<strong>or</strong>s,allow a child ampleo p p o r t u n i t i e s f o rcutting (W<strong>or</strong>ld Book,1987; Ebert, 1991;Hammett, 1992).INFORMAL ASSESSMENT:(i)(ii)The child prepares a self-assessment diary on the timesand types of activities conducted by him/her in a day.[The teacher should re<strong>view</strong> the diary f<strong>or</strong>tnightly.]Conduct simple activities in the class <strong>to</strong> promote skill ofspeed counting and matching objects one-<strong>to</strong>-one.CONCEPT :Activities like jumping,hopping etc can enhancechild's mo<strong>to</strong>r skillOBJECTIVES :To develop mo<strong>to</strong>r skillsMATERIALSREQUIRED:As per activitiesMODE :Group/IndividualTIME REQUIRED :One period31
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