Intermediate Phase Grade 4 Study Guide Life Skills

Intermediate Phase Grade 4 • Study Guide

Life Skills CAPS Life Skills

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Study Guide

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4

Life Skills Study guide

2104-E-LFS-SG01

Í5$È-E-LFS-SG01:Î

Grade 4

CAPS aligned

LM van der Walt

Study Guide G04 ~ Life Skills

CONTENTS LESSON ELEMENTS.......................................................................................................... 5 PREFACE .......................................................................................................................... 6 YEAR PLAN ........................................................................................................................ 8 UNIT 1: Personal and social well-being ......................................................................... 10 Lesson 1: Personal strengths .................................................................................... 11 ACTIVITY 1 ....................................................................................................... 13 ACTIVITY 2 ....................................................................................................... 14 Lesson 2: Respect for your own and others’ bodies .................................................. 17 ACTIVITY 3 ....................................................................................................... 20 ACTIVITY 4 ....................................................................................................... 22 Lesson 3: Conflict resolution ..................................................................................... 23 ACTIVITY 5 ....................................................................................................... 24 ACTIVITY 6 ....................................................................................................... 25 ACTIVITY 7 ....................................................................................................... 25 UNIT 2: Performing arts .................................................................................................. 26 Lesson 4: Warm-up and play..................................................................................... 27 ACTIVITY 8 ....................................................................................................... 30 ACTIVITY 9 ....................................................................................................... 30 ACTIVITY 10 ..................................................................................................... 30 ACTIVITY 11 ..................................................................................................... 30 ACTIVITY 12 ..................................................................................................... 30 Lesson 5: Improvise and create ................................................................................ 31 ACTIVITY 13 ..................................................................................................... 31 ACTIVITY 14 ..................................................................................................... 31 Lesson 6: Read, interpret and perform ...................................................................... 31 ACTIVITY 15 ..................................................................................................... 33 ACTIVITY 16 ..................................................................................................... 33 Lesson 7: Appreciate and reflect ............................................................................... 33 ACTIVITY 17 ..................................................................................................... 35 UNIT 3: Creative arts........................................................................................................ 36 Lesson 8: Visual literacy ........................................................................................... 37 ACTIVITY 18 ..................................................................................................... 38 Lesson 9: Create in 2D .............................................................................................. 39 ACTIVITY 19 ..................................................................................................... 42 Lesson 10: Create in 3D ............................................................................................ 42 UNIT 4: Physical education ............................................................................................. 44 Lesson 11: Safety measures during activities ........................................................... 45 ACTIVITY 20 ..................................................................................................... 46

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Study Guide G04 ~ Life Skills

Lesson 12: Movement performance – locomotive, elevation, rotation and balance .. 47 ACTIVITY 21 ..................................................................................................... 47 ACTIVITY 22 ..................................................................................................... 47 Lesson 13: Participation in locomotive, elevation, rotation and balancing activities .. 47 UNIT 5: Personal and social well-being ......................................................................... 48 Lesson 14: Emotions ................................................................................................. 49 ACTIVITY 23 ..................................................................................................... 52 ACTIVITY 24 ..................................................................................................... 52 Lesson 15: Personal experience of group work......................................................... 54 ACTIVITY 25 ..................................................................................................... 55 Lesson 16: Bullying ................................................................................................... 56 ACTIVITY 26 ..................................................................................................... 57 ACTIVITY 27 ..................................................................................................... 58 Lesson 17: Children’s rights and responsibilities ....................................................... 60 ACTIVITY 28 ..................................................................................................... 61 ACTIVITY 29 ..................................................................................................... 62 UNIT 6: Performing arts................................................................................................... 65 Lesson 18: Warm-up and play................................................................................... 66 Lesson 19: Improvise and create .............................................................................. 67 ACTIVITY 30 ..................................................................................................... 68 ACTIVITY 31 ..................................................................................................... 68 Lesson 20: Read, interpret and perform .................................................................... 69 ACTIVITY 32 ..................................................................................................... 70 ACTIVITY 33 ..................................................................................................... 70 Lesson 21: Appreciate and reflect ............................................................................. 70 ACTIVITY 34 ..................................................................................................... 71 ACTIVITY 35 ..................................................................................................... 73 UNIT 7: Creative arts........................................................................................................ 74 Lesson 22: Visual literacy .......................................................................................... 76 ACTIVITY 36 ..................................................................................................... 76 Lesson 23: Create in 2D ............................................................................................ 77 ACTIVITY 37 ..................................................................................................... 78 Lesson 24: Create in 3D ............................................................................................ 78 UNIT 8: Physical education ............................................................................................. 82 Lesson 25: Safety issues in sport .............................................................................. 82 ACTIVITY 38 ..................................................................................................... 85 Lesson 26: Adapted invasion games ......................................................................... 85 ACTIVITY 39 ..................................................................................................... 86 UNIT 9: Personal and social well-being ......................................................................... 87 Lesson 27: Cultural diversity and moral lessons ....................................................... 88 ACTIVITY 40 ..................................................................................................... 91 2

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Study Guide G04 ~ Life Skills

Lesson 28: Majority religions in South Africa ............................................................. 93 ACTIVITY 41 ..................................................................................................... 98 Lesson 29: Water safety ............................................................................................ 99 ACTIVITY 42 ................................................................................................... 100 UNIT 10: Performing arts............................................................................................... 102 Lesson 30: Warm-up and play................................................................................. 103 Lesson 31: Improvise and create ............................................................................ 105 Lesson 32: Read, interpret and perform .................................................................. 106 ACTIVITY 43 ................................................................................................... 106 ACTIVITY 44 ................................................................................................... 106 ACTIVITY 45 ................................................................................................... 107 Lesson 33: Appreciate and reflect ........................................................................... 107 ACTIVITY 46 ................................................................................................... 108 UNIT 11: Creative arts.................................................................................................... 109 Lesson 34: Visual literacy ........................................................................................ 109 ACTIVITY 47 ................................................................................................... 110 ACTIVITY 48 ................................................................................................... 111 Lesson 35: Create in 2D .......................................................................................... 112 ACTIVITY 49 ................................................................................................... 112 ACTIVITY 50 ................................................................................................... 113 Lesson 36: Create in 3D .......................................................................................... 113 ACTIVITY 51 ................................................................................................... 114 ACTIVITY 52 ................................................................................................... 115 UNIT 12: Physical education ......................................................................................... 116 Lesson 37: Safety measures ................................................................................... 116 ACTIVITY 53 ................................................................................................... 118 Lesson 38: Doing rhythmic movements with the focus on improving posture ......... 118 ACTIVITY 54 ................................................................................................... 119 ACTIVITY 55 ................................................................................................... 119 Lesson 39: Participation in rhythmic movements .................................................... 119 ACTIVITY 56 ................................................................................................... 120 ACTIVITY 57 ................................................................................................... 120 UNIT 13: Personal and social well-being ..................................................................... 121 Lesson 40: Traffic rules for road users .................................................................... 122 ACTIVITY 58 ................................................................................................... 125 Lesson 41: Personal and domestic hygiene ............................................................ 125 ACTIVITY 59 ................................................................................................... 128 Lesson 42: Environmental conservation and personal health ................................. 129 ACTIVITY 60 ................................................................................................... 131 Lesson 43: HIV and Aids education ........................................................................ 133 ACTIVITY 61 ................................................................................................... 134

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UNIT 14: Performing arts............................................................................................... 135 Lesson 44: Warm-up and play................................................................................. 136 ACTIVITY 62 ................................................................................................... 136 ACTIVITY 63 ................................................................................................... 136 ACTIVITY 64 ................................................................................................... 136 ACTIVITY 65 ................................................................................................... 137 Lesson 45: Improvise and create ............................................................................ 137 ACTIVITY 66 ................................................................................................... 137 ACTIVITY 67 ................................................................................................... 138 Lesson 46: Read, interpret and perform .................................................................. 138 ACTIVITY 68 ................................................................................................... 139 Lesson 47: Appreciate and reflect ........................................................................... 139 UNIT 15: Creative arts.................................................................................................... 140 Lesson 48: Visual literacy ........................................................................................ 140 ACTIVITY 69 ................................................................................................... 141 Lesson 49: Create in 2D .......................................................................................... 142 ACTIVITY 70 ................................................................................................... 142 Lesson 50: Create in 3D .......................................................................................... 143 UNIT 16: Physical education ......................................................................................... 144 Lesson 51: Safety measures during swimming and athletic activities ..................... 144 ACTIVITY 71 ................................................................................................... 145 Lesson 52: Participating in swimming activities ....................................................... 146 ACTIVITY 72 ................................................................................................... 146 ACTIVITY 73 ................................................................................................... 147 ACTIVITY 74 ................................................................................................... 147 ACTIVITY 75 ................................................................................................... 149 Lesson 53: Participating in athletic activities ........................................................... 149 ACTIVITY 76 ................................................................................................... 152 REFERENCES ................................................................................................................ 153 COLOUR ADDENDUM .................................................................................................. 157 Lesson 8: Visual literacy .......................................................................................... 159 Lesson 9: Create in 2D ............................................................................................ 161 Lesson 23: Create in 2D .......................................................................................... 161 ACTIVITY 47 ................................................................................................... 163 Lesson 35: Create in 2D .......................................................................................... 165 ACTIVITY 49 ................................................................................................... 165 Lesson 48: Visual literacy ........................................................................................ 167

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LESSON ELEMENTS LEARNING OBJECTIVES What the learner should know at the end of the lesson. Taken from CAPS.

IMPORTANT TERMINOLOGY New terminology to extend understanding of the subject as part of the lesson.

ACTIVITY Questions that must be done in order to test the knowledge of the completed lesson.

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PREFACE Welcome in Grade 4!

You should read widely about the topics we are going to discuss to broaden your general knowledge.

Life Skills as subject contributes to your overall development as a learner. That means it teaches you about a variety of things so that you can reach your potential on a physical, intellectual, personal, emotional and social level. You will be equipped with knowledge and skills to help you function as fully-fledged member of society. The subject encourages you to develop life skills that will help you deal effectively with society’s challenges. Then you will also be able to play an active and responsible role in the community, and will be able to help and support many people.

Life Skills as subject comprises three sections: • Personal and Social Well-Being (PSW) • Physical Education (PE) • Creative Arts (CA) – Dramatic Arts and Visual Arts In this study guide, the three sections flow together. The PE activities are not found at the back of the study guide, but are included in each term’s work. You can adjust the lesson content at your own discretion, but you have to ensure that ALL the work is completed during the term. You and your facilitator can adapt the lesson content as you see fit, but you have to ensure that ALL the work is covered during the term. If you, for example, want to do PE more than once a week, you can.

Personal and Social Well-Being teaches you about your role in the relationship between yourself and your environment and community. It gives you the life skills to make informed decisions regarding everyday life. This includes decisions about your personal lifestyle, health and social well-being.

It will help you deal with difficult situations. It mainly focuses on three topics: • Self-development • Health and environmental responsibility • Social responsibility Physical Education, on the other hand, focuses on physical development. You will learn about healthy eating and exercise habits to boost your health and fitness.

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The last part is Creative Arts. This exposes you to dance, drama, music and visual arts. It helps you develop and expand your creativity. Visual Arts focuses on the following three aspects: 1.

Visual literacy 2.

Designs in 2D 3.

Designs in 3D Dramatic Arts focuses on the following four aspects: 1.

Warm-up and games 2.

Improvise and create 3.

Read, interpret and perform 4.

Appreciate and reflect All the formal assessments are in the portfolio book.

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YEAR PLAN UNIT

1

2

3

4

5

6

7

8

LESSON TERM 1 Lesson 1: Personal strengths Lesson 2: Respect for your own and others’ bodies Lesson 3: Conflict resolution Formal assessment Lesson 4: Warm-up and play Lesson 5: Improvise and create Lesson 6: Read, interpret and perform Lesson 7: Appreciate and reflect Lesson 8: Visual literacy Lesson 9: Create in 2D Lesson 10: Create in 3D Formal assessment Lesson 11: Safety measures during activities Lesson 12: Movement performance – locomotive, elevation, rotation and balance Lesson 13: Participation in locomotive, elevation, rotation and balancing activities TERM 2 Lesson 14: Emotions Lesson 15: Personal experience of group work Lesson 16: Bullying Lesson 17: Children’s rights and responsibilities Lesson 18: Warm-up and play Lesson 19: Improvise and create Lesson 20: Read, interpret and perform Lesson 21: Appreciate and reflect Formal assessment Lesson 22: Visual literacy Lesson 23: Create in 2D Lesson 24: Create in 3D Formal assessment Lesson 25: Safety issues in sport Lesson 26: Adapted invasion games Formal assessment

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DATE STARTED

DATE COMPLETED

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10

11

12

13

14

15

16

TERM 3 Lesson 27: Cultural diversity and moral lessons Lesson 28: Major religions in South Africa Lesson 29: Water safety Formal assessment Lesson 30: Warm-up and play Lesson 31: Improvise and create Lesson 32: Read, interpret and perform Lesson 33: Appreciate and reflect Lesson 34: Visual literacy Lesson 35: Create in 2D Lesson 36: Create in 3D Formal assessment Lesson 37: Safety measures Lesson 38: Doing rhythmic movements with the focus on improving posture Lesson 39: Participation in rhythmic movements Formal assessment TERM 4 Lesson 40: Traffic rules for road users Lesson 41: Personal and domestic hygiene Lesson 42: Environmental conservation and personal health Lesson 43: HIV and Aids education Formal assessment Lesson 44: Warm-up and play Lesson 45: Improvise and create Lesson 46: Read, interpret and perform Lesson 47: Appreciate and reflect Lesson 48: Visual literacy Lesson 49: Create in 2D Lesson 50: Create in 3D Formal assessment Lesson 51: Safety measures during swimming and athletic activities Lesson 52: Participating in swimming activities Lesson 53: Participating in athletic activities Formal assessment

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Unit

UNIT 1: Personal and social well-being LEARNING AIMS After completing this unit, you should be able to do the following: • Identify, investigate and appreciate your own personal strong points.

• Identify successful and less successful experiences.

• Turn less successful experiences into positive learning experiences.

• Show respect for your own, as well as other people’s bodies.

• Apply appropriate strategies to avoid and handle conflict situations.

INTRODUCTION Personal and social well-being is about learning how to lead a healthy, happy, successful life. In this unit, you will learn how to identify your strengths as well as those of others. It is important to know what your strengths are, so that you can use them to reach your goals. It is also good to know about your weaknesses, so that you can work on and improve them. It can even become one of your strengths!

We must respect our bodies. We must nourish our bodies with healthy food and strengthen it with physical activities. It is also important to respect other people’s bodies. You may never do anything that makes someone else uncomfortable. Lastly, we will look at conflict, and how you can avoid or handle it. Everything is set out below to make it easier to understand: Personal strengths • Identify own and others’ strengths.

• Use strengths positively.

• Read about role models and successful people.

Respect for own and others’ bodies • How to groom and respect your own body.

• How to respect other people’s bodies.

• Read about grooming and respect for the body.

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Unit

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Conflict resolution • Conflict at home and at school.

• Reasons for conflict.

• Conflict resolution.

• Read about safe environments and how to avoid conflict.

IMPORTANT TERMINOLOGY • • • • •

Strengths: A person’s positive characteristics that he/she can use to achieve success, e.g. conscientiousness, loyalty.

Weaknesses: Characteristics a person wants to change, e.g. a short temper or impatience.

Role model: A person who is a positive inspiration to you.

Respect: When someone or something is important to you and you handle them/it with consideration and care.

Conflict: When two parties disagree about something.

Lesson 1: Personal strengths Recommended resources: study guide, pictures from magazines, books about role models and successful people, and newspaper articles 1.1

Identify, examine and appreciate your own strengths

Who are you?

Paste a photograph of yourself in the block below.

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Unit

1

Look at the photograph of yourself in the block. Now answer the following questions in your workbook. Be honest with yourself!

1.

What is the first thing you notice when you look at the photograph?

2.

Are you satisfied with what you see?

3.

Give a good reason for your answer to question 2.

4.

Make a list of your strengths, in other words all your strong points.

5.

Make a list of your weaker points – those are the things you would like to change about yourself.

You will now have a clearer picture of yourself as a person. We all have strengths and weaknesses. That is why we have successful as well as less successful experiences. It is important that you know which points you need to work on, in order for you to reach your full potential. You must appreciate and use your strengths to reach your goals. You must realise that you will have less successful experiences, but that you can learn something positive from each of these experiences.

You might think of Superman when I use the word “strengths”. But that is not the kind of strength I am talking about here. Your strengths are the things you can do well. The following is a list of strengths: • Creativity • Healthy curiosity for knowledge • To be open-minded • Thirst for knowledge • Willingness to take risks • Perseverance • Vivaciousness • Good heartedness • Leadership qualities • Can apply self-control • Good sense of humour It is equally important to know your weaknesses. It often happens that someone who is unsuccessful cannot understand why they fail repeatedly. If, however, you can identify your weaknesses, you can improve on them and then you can be successful in everything you do.

The following is a list of weaknesses that can get in the way of success: • Aggression • Arrogance • Insensitivity to others’ feelings • Prejudice • Hard-headedness • Bossiness • Anxiety 12

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• • • • • •

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Impatience Negative attitude Impulsiveness Laziness Selfishness Rudeness

It is also important to notice and appreciate other people’s strengths. Study the picture below: My name is Thabo.

Thabo has done an analysis of his strengths and weaknesses. This will help him determine which characteristics he needs to improve on.

Things Thabo likes doing • Playing rugby with his friends.

• Listening to music.

• Playing with his dog in the garden.

Things Thabo Things Thabo does not like doing does well • Doing the dishes. • He is a loyal Taking out the friend. trash.

• He can sing well.

• Doing homework. • He always tells • Getting up early the truth. for school.

Things Thabo wants to improve • He wants to help his mom in the house.

• He wants to keep his room tidy.

• He wants to be more diligent with his homework.

ACTIVITY 1 1.

Use the same method Thabo used. Draw a diagram in your workbook and write down your own, personal characteristics.

Things you like doing

2.

3.

Things you do Things you do not like doing well

Things you want to improve on

Now draw a diagram for your friend/brother/sister and identify his/her characteristics.

Compare the two diagrams.

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1.2

Unit

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Ways of converting less successful experiences into positive learning experiences

Things do not always work out the way we would like them to. You might have wanted to win first place in the Eisteddfod, but you came third. You are sad, because you know you are a good artist; it is one of your strong points. But maybe you are prone to being hasty.

Maybe you tried to complete your picture as fast as possible and did not pay enough attention to neatness and the finer details. On the positive side, you can use your strengths to improve your weaknesses.

In future, you can focus on your talent and the finer details of your artwork, and promise yourself never to rattle off your artwork again! It is important for your development into a well-rounded young adult not to focus on the negative, but to learn a lesson from it. Then you can improve on the things you are not that good at.

ACTIVITY 2 Read the story below and complete it so that it has a positive outcome.

Erica really wants to participate in the revue. Even though she knows she cannot sing very well, she auditions anyway. Unfortunately, she does not get cast in the revue. She is very sad. Erica then hears that the teacher is looking for someone to pain the decor, and she is a very good artist ...

1.3

Read about role models or successful people with self-confidence

There are many people who use their strengths to overcome their weaknesses. We see these people as role models. Countless books have been written by people who had to overcome obstacles on their road to success.

Examples of books you could read:

All these books tell the stories of people who successfully overcame obstacles in their lives.

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Unit

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Also read the story about Siya Kolisi, captain of the Springbok rugby team that won the World Cup in 2019.

Siya Kolisi is a role model today for people throughout the world

Image 1.1

Siyamthanda (Siya) Kolisi is probably the one South African sportsman that most South Africans know and admire.

Kolisi is captain of the Springboks, our South African rugby team, and has led his team to a World Cup victory in 2019. Kolisi is the first black man to hold the position of Springbok captain.

Even as a child, Kolisi was a formidable talent. He was raised in the Zwide informal settlement in Port Elizabeth and excelled in rugby at the Emsengeni Primary School.

He was chosen for the Eastern Province u12 B team and was subsequently spotted by the prestigious school Grey High School. Grey is known for excellence on the sports field and has produced a number of famous sportsmen. Grey awarded Kolisi a scholarship and he was a natural leader at the school.

There was a big contrast between his life at Grey and at home and when he returned home, he often received scathing comments from community members. He however soon gained their respect.

Kolisi suffered several hardships as a child since his mother and grandmother passed away while he was still at school. He went through very difficult times, but he worked hard and set a brilliant example both on and off the field. His work rate and commitment were exemplary.

Kolisi was a favourite amongst the Grey pupils and proved to be a role model for younger pupils.

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According to the information website Wikipedia a role model is a person whose behaviour, example or success is or can be emulated by others.

Kolisi is a role model today for thousands of people throughout the world – he is a shining example of someone who rose above his circumstances to achieve great successes. He is proud of all the accolades, but he is still a humble guy who is thankful to all the people who have made a difference in his life.

He believes that one should give back to the community and is involved with several projects to make a difference in the lives of children.

Search for a couple of articles about people we regard as role models. Paste the articles into your workbook.

1.4

Reach your full potential by practising good self-management

What does a young person striving for success look like? It is someone who believes in him/herself and knows what he/she wants to accomplish, who works hard and never gives up. Successful people set clear goals and surround themselves with positive people from whom they can learn to be successful.

Each person has certain skills, talents and interests and you have to determine what yours are. You can improve your talents and skills and it can become your strengths. Weaknesses make you feel negatively about yourself and it can prevent you from reaching your full potential. You should work on improving your weaknesses every day.

Self-management is a skill that helps you plan and enables you to adapt to change. It helps you move towards your goals.

How do I practise good self-management?

Step 1: Set clear goals • What do you want to achieve in the short term? (The end of the term) • What do you want to achieve in the medium term? (The end of the year) • What do you want to achieve in the long term? (When you grow up) Step 2: Use your time wisely • Time is precious – plan how you use your time.

• Use a diary and lists.

• Set deadlines and stick to them.

Step 3: Keep the balance • Eat healthy.

• Exercise regularly.

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• •

1

Unit

Get enough sleep.

Make time to do fun things.

Step 4: Act like a winner • Always work hard at school.

• Always greet others in a friendly manner.

• Treat everybody with respect.

Lesson 2: Respect for your own and others’ bodies Recommended resources: study guide, books and newspaper articles about grooming and respect for body 2.1

How to take care of and respect my own body

If you respect and take care of your own body, you will feel good about yourself. You do not want to feel embarrassed when you are with other people. It is therefore important to follow the following basic steps every day:

•

Brush your teeth in the morning and at night.

•

Eat healthily and get regular exercise.

•

Take a bath or shower at least once a day.

•

Wash your hair at least three times a week.

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•

•

Unit

Sleep eight to 10 hours per night.

•

1

Do not consume alcohol.

Do not smoke.

Follow these rules to ensure that you groom yourself properly. You may not always understand why you have to take a bath if you do not even feel dirty, or why you must brush your teeth during the holidays – sometimes it feels so unnecessary! Let me explain why it is important to do these things.

1.

Brushing your teeth The first step in good hygiene is brushing your teeth. You must brush your teeth for at least two minutes. The best method is to gently move back and forth with the toothbrush. Always brush away from you gums, otherwise you could damage them.

Colgate S.A. gives the following guidelines for brushing your teeth correctly:

Brush the outer surface of the top and bottom teeth

Brush the inner parts of the top and bottom teeth.

Brush the tongue to ensure fresh breath.

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Your toothbrush should ideally be soft with a small head. You should replace your toothbrush every three months. Choose the toothpaste that works best for you. It is important to take good care of your teeth. Neglected teeth and gums can lead to: • Plaque • Tooth decay • Gum disease • Tartar • Tooth loss • Bad breath 2.

Bath and shower We lose hundreds of dead skin cells every day. If we do no wash the skin, it can cause infection and skin irritation. The skin could be itchy and very dry. We must also shower and bath so we do not smell of sweat and other body odours.

3.

Washing your hair It is important to wash your hair regularly. It prevents oily hair, as well as scalp infections like eczema and dandruff. Choose a shampoo that suits your hair type.

Never use other people’s towels or brushes. You can get head lice if you do.

4.

Eat healthy and exercise often You need a variety of nutrients to be healthy. You need to consume a specific amount of each food group every day to be healthy.

There are five basic food groups: • Carbohydrates give us energy. It is divided into two groups: 1) Starches such as bread, pap, corn, rice and potatoes. 2) Sugars, such as honey, jam, fruit, sweets and other sweet foods that contain sugar.

• Fats provide the body with heat and is therefore important. It is also divided into two groups: 1) Animal fats, such as butter, cream and fat in meat. 2) Plant fats, such as oil, margarine, nuts and olives.

• Proteins are also divided into two groups: 1) Animal proteins, such as meat, fish, eggs, milk and poultry. 2) Plant proteins, such as legumes (peas and beans) and soya beans.

• Vitamins and minerals are essential for good health, growth, healthy bones and teeth, and normal eye function. We get it from different fruit and vegetables.

• Water and fibre are called cleaners. It keeps the body clean on the inside.

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You are probably wondering how much of each food group you should eat every day. Here is an easy way to remember it.

Fats, oils and sweets Milk, yoghurt, cheese, meat, fish, eggs and nuts

Vegetables, fruit

Bread, grains, rice and pasta

The pyramid goes from big to small, in other words the nutrients you need to consume most of are at the bottom and those you should consume the least of are at the top. It works as follows: • Fats, oils and sweets = 1 portion per day • Meat, fish, eggs and nuts = 2 portions • Milk, yoghurt, cheese = 2 portions • Vegetables and fruit = 5 to 7 portions • Bread, grains, rice and pasta = 4 to 6 portions ACTIVITY 3 Work out a healthy eating plan for yourself.

Eating healthy is not enough. Exercise is also very important. A fit person is a healthy person. It is important to exercise for 30 – 45 minutes three times per week.

It could be any type of exercise: running, walking, swimming or cycling.

Regular exercise has many health benefits: • Keeps your body fit and healthy.

• Prevents obesity.

• Prevents heart disease.

• Keeps your mind fit and healthy.

• Helps you sleep better.

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5.

Sleep enough It is important for a child of your age to sleep at least eight to ten hours per night.

People need to sleep every day; we cannot function properly without it. Sleep is so important that you develop serious health problems when you do not sleep enough.

You cannot do your schoolwork well if you do not sleep because your brain and body recharge while you sleep.

6.

Do not drink alcohol Alcohol is very bad for you. It limits your ability to think clearly and makes you do stupid things. It can also cause cirrhosis of the liver, which could lead to death. When someone becomes addicted to alcohol and cannot function without it, it becomes very serious. The use of alcohol is detrimental to your general health.

7.

Do not smoke Smoking is one of the most serious problems among young people today. Many youngsters start smoking because their friends do it. Worldwide, smoking kills more people every year than HIV/Aids, malaria and tuberculosis (TB) combined. That is an upsetting fact! Cigarettes contain more than 4 000 chemicals. Some are addictive and some are even poisonous. Smoking can cause the following health issues: • Worsens sinus problems • The tar in cigarettes impairs your sense of taste and smell.

• Lungs are damaged and breathing is affected.

• Your risk of heart attack and stroke doubles.

• Your risk for lung cancer is 20 times higher.

• Your blood circulation slows down.

• It can also cause cancer of the mouth.

It is therefore best to never start smoking in the first place!

2.2

How to respect others’ bodies

We must always respect other people’s bodies. That means we must never touch another person in a way that makes him/her uncomfortable. We must also respect others’ personal space and listen when they express discomfort or uncertainty.

2.3

Reasons why your own and others’ bodies should be respected

You feel good about yourself if you respect and take care of your body. You want other people to feel good about themselves, too. After all, it is not nice to hurt someone! Therefore, you should not allow anybody else to touch you in a way that makes you uncomfortable.

You must know that you can say NO, and you must always tell a grown up you can trust.

Never stay silent about it!

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ACTIVITY 4 Look at the following pictures. Briefly discuss with your facilitator how each picture makes you feel. Make a list of ways people can touch you that makes you feel uncomfortable.

Image 1.3

2.4

Image 1.2

Image 1.3

Read about grooming and respect for the body

Choose a couple of articles and read about different aspects of health. You can read about the right eating habits, smoking, alcohol or any other appropriate subjects. Also read the following article.

Personal grooming gives your self-esteem a boost Personal hygiene is really important as it keeps you healthy and helps you to feel good about yourself. If you look good and feel good it gives your self-esteem a boost. If you respect your body, you will know how important it is to look after yourself.

There are a few things that you can do: •

Be aware of odour Everyone sweats, but kids usually don’t start having body odour until they reach puberty.

This happens when the sweat glands under the arms and around the genitals goes into full production.

Clothes can also be smelly when they get stained so you need to change it often.

Underwear should be changed daily. Bacteria invades stains on clothes and that is why they start to smell. If you wear a school uniform and it is still clean in the afternoon, you can hang it up before you wear it again.

We all know that shoes can get really smelly. Sweat and bacteria accumulate in shoes so you need to keep it clean. Remove your shoes when you get home so that they can air and dry out. Never wear wet shoes.

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Get enough sleep We need sufficient sleep to concentrate and be healthy. Go to bed early and you will feel more awake and refreshed in the morning.

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Brush your teeth Brush your teeth every morning and night to keep it clean and to keep the nasty germs away. Visit your dentist regularly.

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Keep nails neat Trim nails weekly and keep nails short and clean.

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Keep hair clean Wash your hair regularly and keep it neat by brushing it every day.

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Exercise regularly We all need exercise to keep our bodies healthy. Play outside as much as possible.

Don’t spend too much time in front of the computer or TV.

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Hygiene Take a bath or shower daily and wash your hands after visiting the toilet and before and after eating.

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Eat healthy Follow a healthy and balanced diet. If you like to snack, eat fruit or other healthy bites.

Fizzy drinks are not healthy but milk, fresh fruit juice and water are healthier options.

Lesson 3: Conflict resolution Recommended resources: study guide, books and articles about conflict 3.1

Conflict at home and at school

We will all be involved in conflict at some point. Conflict develops when two or more people disagree about something. It is totally okay to disagree with someone. It is the way in which people handle conflict that makes it a positive or negative situation.

Sometimes we get very angry during conflict and then hurt others’ feelings. Conflict can, however, lead to change or new opportunities if handled correctly.

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Let’s look at a few examples of conflict: Situation 1 Clara and Mina have been friends since Grade 1. They do everything together. This past holiday Clara and her parents visited friends of her parents’. Their daughter, Erica, is the same age as Clara. Clara and Erica became good friends and now they visit each other all the time. It makes Mina sad. She feels like she has lost her best friend. Clara does not really want to talk to Mina about it. She is avoiding the situation.

Situation 2 John and Nick are best friends. John asks Nick to come play Xbox at his house. Nick says no, because he wants to go to his brother’s rugby match. John tells Nick he wants to come along to the match. Nick says: “No! I want to do something alone for a change.” It hurts John’s feelings. When John arrives at school on Monday morning, he sees Nick hanging out and talking with a new group of friends. John goes to Nick and becomes very angry. He says things he should not have said. Now they do not speak to one another anymore.

ACTIVITY 5 Compare the two situations above. Discuss it with your facilitator and give your opinion on how each person handled the situation. Who do you think handled the conflict appropriately? Why do you say so?

3.2

Strategies to avoid conflict

There are different ways to handle, or even avoid, conflict. Even if you and someone else has a difference of opinion, you can sort it out before it becomes a serious conflict. If you yell and fight, it makes the conflict much worse. It is important to calmly tell people how you feel. There are various ways in which you can react to avoid conflict: • Explain to the other person how you feel in a calm and respectful manner.

• Keep your emotions in check. Try not to scream and hit.

• Calm down before you talk to the person. Count to 20 or take a five minute break.

• Keep in mind that the other person does not have to agree with you. It is okay for people to have different opinions.

• Respect the other person’s opinion.

• Look for a solution that would suit both people.

3.3

Appropriate reactions to conflict

There are positive and negative ways to resolve conflict. The way conflict is handled influences the result and what happens afterwards. You do not really want to say things to someone that you will regret later.

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Study Guide G04 ~ Life Skills

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Let us look at two ways of handling conflict: Positive conflict resolution • Talk about it when you have calmed down.

• Respect the other person’s opinion.

• Listen to the other person.

• Talk about the problem calmly.

• Admit if you are wrong, and say sorry.

• Look for the real reason for the conflict.

• Say how you feel.

• Look for a solution to the problem.

• Set up a plan of action.

• Both should agree to keep to the plan.

Negative conflict resolution • Throw things around.

• Disagree with anything the other person says.

• Stomp your feet and puff you cheeks.

• Refuse to talk about it.

• Fight with the other person – physically or verbally.

• Yell at the other person.

• Hit or kick the other person.

• Blame the other person for the conflict.

• Hide somewhere to avoid the conflict.

ACTIVITY 6 Study the two methods of conflict resolution and determine which one you use most often. How do you handle conflict? Discuss it with your facilitator.

3.4

Read about safe environments and how to avoid conflict

Read the story below and identify the method of conflict resolution.

Mary and Nell like skipping during break at school every day. The two of them like playing together. Nicole wants to play with them today, but she does not get along with Nell. Nell feels that Nicole always wants to take over the game and that no-one else gets a turn to skip. When Nicole approached them, Nell got angry and yelled: “Go away, we don’t want to play with you! I don’t like you!” It made Nicole sad and Mary was surprised that her best friend behaved this way!

ACTIVITY 7 Ask your facilitator to help you look for articles, reports or books about conflict and conflict resolution. Read and discuss them with your facilitator.

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Study Guide G04 ~ Life Skills

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UNIT 2: Performing arts LEARNING AIMS After completing this unit, you should be able to do the following: • Warm up by doing movements to music.

• Develop and play creative games.

• Read and interpret the basic notes.

• Combine rhythmic patterns with movement activities.

• Identify the different percussion instruments.

INTRODUCTION In the Dramatic Arts we use our bodies, musical instruments and voices in different ways to tell stories and to play! In this unit, we are going to have fun singing, dancing and playing.

IMPORTANT TERMINOLOGY • • • • • • • • • •

Rhythm: A repetitive pattern of rhythm or movement.

Rhythmic patterns: Successive repetitive notes.

Polyrhythm: Two or more rhythms in the same piece of music.

Notation: The way in which we write music.

Props: Objects used in a performance.

Rehearsal: Practising for a performance.

Performance: The presentation of a show .

String instruments: The sound of these instruments originate from vibrating strings, such as the violin.

Wind instruments: The sound of these instruments are produced by blowing on them, such as the flute.

Percussion instruments: The sound of these instruments are produce by beating them, for example drums.

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Lesson 4: Warm-up and play Recommended resources: open space, any musical instruments or music, posters with musical instruments, study guide and any props, like tins with pebbles inside, chairs, balls, etc.

4.1

Warm-up: Stretching

It is important to start your routine by stretching. You must prepare your body for the activities to come. You have to stretch your entire body: • Neck • Shoulders • Face • Hands and fingers • Spine • Hips • Arms and legs • Ankles and feet The best way to start is in an upright position, with your shoulders back, facing forward. You can start stretching from head to toe. Hold every stretch for 20 seconds. Let us do a few nice stretches. You can play relaxing music in the background.

1.

Neck Stand upright. Place your hands behind your back. Keep your head up with eyes facing forward. Move your neck slowly to the left and then to the right. Repeat the exercise 10 times per side.

Image 2.1

2.

Shoulders Stand upright. Take your right arm and place it behind your head to touch your back. Take your left arm and hold your right elbow.

Pull the elbow slightly backwards. Hold for 20 seconds. Repeat with the other arm.

Image 2.2

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Study Guide G04 ~ Life Skills

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Face Having to warm up your face might sound really funny. In drama and singing, we use the facial muscles and it is therefore important to prepare them.

Image 2.3

Frown with your whole face and then open your mouth wide, as if you want to scream. Repeat 10 times.

4.

Hands and fingers Make a tight fist and open it quickly. Repeat with both hands. Repeat 10 times with each hand.

Image 2.4

Image 2.5

Hold your hands limply in front of you and then pull it back in an upward motion.

Repeat 10 times. Make fists then stretch your fingers out. Repeat 10 times.

5.

Spine Stand in the first position – on your hands and knees with your back straight. Arch the spine.

Hold the stretch for 20 seconds and repeat four times.

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Study Guide G04 ~ Life Skills

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Hips Lay on your back on the floor. Take your right leg and put it over you left leg. You must feel the stretch in your bottom and hip. Hold for 20 seconds. Repeat with the other hip.

Image 2.7

7.

Arms and legs Sit down on the floor with your legs stretched out in front of you. Try to stretch as far forward as possible. Try to touch your toes. Hold the stretch for 20 seconds.

Image 2.8

Image 2.9

Stand upright. Stretch your arms above your head and intertwine your fingers.

Stretch your arm as far upwards as possible and hold for 20 seconds.

8.

Ankles and feet This exercise warms up your feet and ankles at the same time! Sit on the floor with your legs straight out in front of you. Take a towel or a scarf and place it around the ball of your foot. Now pull your foot towards your body. Hold the stretch for 20 seconds and repeat with the other foot. Repeat the exercise five times with every foot.

Image 2.10

Now we are properly warmed up and ready to play some games!

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Study Guide G04 ~ Life Skills

4.2

Unit

2

Movement games ACTIVITY 8 Music has rhythm It is what we move to. Movement and words can also have rhythm. Choose any one of the following activities: • Walking • Running • Skipping • Jumping Now do this activity again, but clap your hands each time your feet touch the ground.

Can you identify the rhythm?

ACTIVITY 9 Naming game You can play this game with a friend or your facilitator. Call out your names one by one and clap the rhythm of your name. Do this with a few other names as well. Can you hear the rhythm of each name?

ACTIVITY 10 Concentration and listening game Let your facilitator play some music. Skip to the beat of the music. When the facilitator claps his/her hands, you have to stop. This game teaches you to concentrate on what you hear.

ACTIVITY 11 Creative game Use any aids (props) to portray something, e.g. you want to pretend to be sweeping the floor. Borrow Mom’s broom and sweep the floor to the beat of the music.

ACTIVITY 12 Vocal warm-up Hum a tune you know. Keep your mouth closed and do not sing any words. You should only use your vocal chords to hum the tune.

Image 2.11

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