Traditional Rhythmic… · JHS1 Physical Education And Health

Lesson notes

Learning Objectives

Indicator: B7.2.1.1.1 - Identify and demonstrate the various conceptual and cooperative traditional games (e.g., otoosa or ampe, kokrokoo, mitu mituo, ozimzim, etc.) for critical thinking, decision-making, inclusivity, and cultural identity

By the end of the lesson, learners can:

Identify at least four traditional cooperative and conceptual games from their locality (including ampe, kokrokoo, mitu mituo, and ozimzim) and state the purpose of each.
Demonstrate the correct movements, rules, and procedures for playing at least two traditional cooperative games with their peers.
Explain how cooperation and teamwork are essential for success in these games, giving at least one example from a game played in class.
Record the estimated duration and their own performance measure for one game in their self-journal.
Show respect and appreciation for the cultural origins of the games shared by classmates from different backgrounds.

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Curriculum details

Strand: Physical Activity Education (Strand 2)
Sub-strand: Traditional Rhythmic Gymnastics, Games and Dance (2.1)
Content standard: B7.2.1.1 - Demonstrate understanding of the varieties of traditional games and adaptations for inclusivity and cultural identity (e.g., conceptual and cooperative games, etc.)
Indicator: B7.2.1.1.1 - Identify and demonstrate the various conceptual and cooperative traditional games (e.g., otoosa or ampe, kokrokoo, mitu mituo, ozimzim, etc.) for critical thinking, decision-making, inclusivity, and cultural identity
Suggested placement: Term 1, Week 8 (Week 8 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.7: the published PDF reprints this whole table row on printed p.7 - same content standard, same indicator code and text, the same two photographs and caption 'Ampe' and the same competency cell - with the two exemplars renumbered 3 and 4 and one comma dropped from the content standard ('e.g.,' becomes 'e.g.'); the exemplar text itself is identical, so printed p.7 is not transcribed as a second row
Curriculum reference: Physical Education and Health, Common Core Programme (JHS1-JHS3), 2023, p. 6
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

1. Research, list and perform a variety of conceptual and cooperative traditional games in the locality.
2. Record estimate of duration/measure of performance in your self-journal as your effort to increase involvement in physical activity.

Two photographs of the game depict Ampe. The wide colour table is arranged with horizontal divisions, vertical... — Two photographs of the game depict Ampe. The wide colour table is arranged with horizontal divisions, vertical divisions, coloured regions.

Ampe