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LIFE ORIENTATION STUDY GUIDE Grade 7

Life Orientation Study guide

1807-E-LIO-SG01

Í2’È-E-LIO-SG011Î

Grade 7

CAPS aligned

LM van der Walt

Study Guide G07 ~ Life Orientation

CONTENTS LESSON ELEMENTS.......................................................................................................... 3 PREFACE............................................................................................................................ 5 YEAR PLAN ........................................................................................................................ 5 UNIT 1 Self-development in the society and the world of work ..................................... 7 Lesson 1: Concept: Self-image (2 hours) .................................................................. 8 ACTIVITY 1 ............................................................................................................. 13 Lesson 2: Changes in boys and girls: puberty and gender awareness (gender conception) (3 hours) ................................................................................. 14 ACTIVITY 2 ............................................................................................................. 17 Lesson 3: Peer pressure: the influence of peer pressure (3 hours) ......................... 18 ACTIVITY 3 ............................................................................................................. 22 Lesson 4: The importance of reading and studying: Reading for enjoyment and reading with comprehension (1 hour) ..................................................................... 22 ACTIVITY 4 ............................................................................................................. 24 Lesson 5: Study methods and skills to improve memory (1 hour) ........................... 25 ACTIVITY 5 ............................................................................................................. 29 UNIT 2 Constitutional rights and responsibilities and the world of work ................... 31 Lesson 6: Human rights (1 hour) ............................................................................. 32 ACTIVITY 6 ............................................................................................................. 37 Lesson 7: Fair play in sporting activities (1 hour) .................................................... 37 ACTIVITY 7 ............................................................................................................. 38 Lesson 8: Handling of abuse in different contexts (3 hours).................................... 39 ACTIVITY 8 ............................................................................................................. 46 Lesson 9: Career fields (3 hours) ............................................................................ 43 ACTIVITY 9 ............................................................................................................. 46 UNIT 3 Health, social and environmental responsibility and the world of work ....................................................................................................... 48 Lesson 10: Drug abuse (4 hours) ............................................................................ 49 ACTIVITY 10 ........................................................................................................... 55 Lesson 11: Concept: Environmental health (3 hours).............................................. 56 ACTIVITY 11 ........................................................................................................... 63 Lesson 12: The world of work: The simulation of work related activities (3 hours) .. 64 ACTIVITY 12 ........................................................................................................... 68 UNIT 4 Self-development in society and constitutional rights and obligations ......... 70 ACTIVITY 13 ........................................................................................................... 77 ACTIVITY 14 ........................................................................................................... 86 Lesson 15: The different religions in South Africa (2 hours) .................................... 87 ACTIVITY 15: .......................................................................................................... 95

Study Guide G07 ~ Life Orientation

UNIT 5 Physical Education: Practical............................................................................. 97 TERM 1 ................................................................................................................... 97 ACTIVITY 1 ........................................................................................................... 107 TERM 2 ................................................................................................................. 107 ACTIVITY 2 ........................................................................................................... 118 TERM 3 ................................................................................................................. 119 ACTIVITY 3 ........................................................................................................... 124 TERM 4 ................................................................................................................. 124 BIBLIOGRAPHY AND REFERENCES ........................................................................... 129

Study Guide G07 ~ Life Orientation

LESSON ELEMENTS LEARNING AIMS 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 this lesson.

DEFINE Definitions of concepts to understand the content.

IMPORTANT Explain misunderstandings; possible confusion regarding existing knowledge.

TIPS Any information other than the content, to guide the learner through the learning process.

FOR THE CURIOUS Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that the learner is encouraged to explore. For the gifted learner: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.

Study Guide G07 ~ Life Orientation

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

EXERCISE In conclusion of the specific unit. Formative assessment.

CORE CONTENT Emphasise the core of content; in-depth explanation of a specific section of the lesson; needs to be understood.

STUDY/REVISION Time spent to study the content in conclusion of the unit and in preparation for the test or examination.

Study Guide G07 ~ Life Orientation

PREFACE This study guide is compiled to meet the CAPS requirements. Each lesson has a time allocation for you to plan your work. The time allocation for Life Orientation is two hours per week according to departmental prescriptions. The Physical Education section is at the back of the study guide. You must spend at least two hours per week on physical education. Each lesson is divided in clear sub-sections. There are activities and exercises that you must complete, which prepares you for examinations and tests and will give you an indication whether you have mastered the work. The formal assessment can be found in the portfolio book. Below is a short summary of the assessment. TERM 1 Task 1 Written tasks PET

TERM 2 Task 2 June examination PET

TERM 3 Task 3 Project PET

TERM 4 Task 4 November examination PET

Study Guide G07 ~ Life Orientation

YEAR PLAN TERM

DATE STARTED

LESSON 1

Concept: Self-image

Changes in boys and girls: Puberty

Peer pressure

Importance of reading and studying

Skills to develop memory

Human rights

Fair play

Handling of abuse

Career fields

Drug abuse

Environmental health

Simulation of career related activities

Personal diet

Common illnesses

Different religions

1 2 1 3

PHYSICAL EDUCATION (UNIT 5) Participation in a fitness programme: Safety issues Participation in fitness programme: Participation and execution of movements Participation in fitness programme

4 2 3

Participation in and execution of movements 5, 6, 7 Play a community or indigenous fallin game and safety issues 8, 9 Execute movements with rotation, balance, elevation and rhythm 10 Participation in and execution of movements 11, 12 Outdoors relaxation and safety issues

DATE COMPLETED

Study Guide G07 ~ Life Orientation

Unit

UNIT 1 Self-development in the society and the world of work LEARNING AIMS

        

After you have completed this unit you must be able to do the following: Identify and reflect on positive personal traits: relationship with self, family and friends. Identify personal interests, skills and potential. Can develop and apply strategies to improve your self-image by positive actions and self-respect. Can develop and apply strategies to improve others’ self-image by positive actions and to show respect for others and have respect for diversity. Be able to understand physical and emotional changes during puberty and understand how it influences relationships. Understand and respect others’ bodily changes and emotions. Appreciate and accept the self and others. Understand peer pressure and how it can influence the individual. Understand the importance of reading and studying.

It is important that you apply the life skills you learn to develop and use your personal potential. It enables you to react to the challenges of the world. Adolescence is marked by emotional and physical changes. It is important that you build a positive self-image. The unit enables you to develop further life skills. It also helps you to develop an emotional intelligence which will empower you to cope with challenges. This unit supplements the work done in the previous grade with new knowledge. IMPORTANT TERMINOLOGY In each unit you will maybe encounter new terms. At each lesson there is a DEFINE block. All new terms regarding the lesson will be described there. Each lesson is compiled in such a way that you can work through it at leisure and then there are questions and the end of the lesson. The questions test your comprehension of the learning material. There are also questions at some lessons which test your insight, and application questions to help you master the desired outcomes. Each lesson has a time allocation. This is the recommended time that you have to work through the lesson and complete your questions.

Study Guide G07 ~ Life Orientation

Unit

1.1

Lesson 1: Concept: Self-image (2 hours)

1.1.1

What are my personal positive traits and how do they influence my relationship with myself, my family and friends?

According to the dictionary personality is “everything that give someone a unique character”. The dictionary described character as “all the traits which make a person different from other people”. Your personal traits are the traits that make you unique and different from other people. They are the traits that makes you YOU; the person you are. Your positive personal traits are traits which attract other people to you. It is, for example, your friendliness, patience and your willingness to help others. Your personal traits firstly influence the relationship you have with yourself. It will influence and form your self-image. If you have a positive personality and feel good about yourself it will also have a positive effect on your self-image and the relationship you have with yourself. You will be able to accept your faults and shortcomings and be able to handle and process them in a positive way. Your relationships with your family and friends are also influenced by your positive personal traits. If your family and friends experience you as positive they will also have a positive attitude towards you. Your positivity can also contribute towards a positive influence on them and improve their self-image. How you see yourself reflects towards other people and they react upon it. DEFINE

Self-image: It is the picture which you see of yourself. Personal traits: They are your traits that define you from other people. It is how you are. Potential: It is what you can achieve. Your potential lies in what you believe about yourself. Self-respect: It is when you see yourself as important enough so that you won’t be placed in a situation which will belittle yourself or affect your dignity, honour or integrity. Diversity: It means differences, like differences between cultures. 1.1.2

Personal interests, skills and potential

Personal interests are things you take an interest in, like your hobby. It can be anything that you take an interest in. It is something you like doing and which makes you happy when you do it.

Study Guide G07 ~ Life Orientation

Unit

We discussed skills during Grade 6. It is everything you are good at. It is important for you to know how to combine your interests and skills to one day achieve your full potential. It can also help you to make the right career choice in future. If we look at a person’s skills and potential, there are at least six types of people. 1.

We call a person who likes to read and write a persuasive person. The persuasive person has the following traits:  They always want to be in charge.  They like it more to speak than to listen.  They can run their own business and have a special interest in sales.  They can convey their ideas well to other people and is very convincing.

The intellectual type of person is good at problem solving. They have the following traits:  They have an interest in Mathematics and Science.  They like to find solutions to problems and can solve complex problems.  They are good data analysts and are eager to learn.

The practical person likes doing practical work and likes objects rather than ideas. They have the following traits:  They usually work outdoors and can mend things.  They have very good co-ordination and can use tools productively.  They are usually very adventurous.

The artistic person falls under the creative type. They are usually persons that:  Can create new things.  Think originally and develop new ideas.  They express themselves in any creative way – through music, writing, painting or other art forms.  They like working independently.

Spontaneous people are very social and like working with people. They have the following traits:  They are not shy to express themselves verbally.  They have good relationships with other people and quickly make new friends.  They are usually good orators and reasoners.

People who like to work with figures are adaptable people. Their traits include:  They have set routines.  They like to know exactly what is expected from them in situations.  They are perfectionists.  They like aspects that have to do with finances. 9

Study Guide G07 ~ Life Orientation

Unit

If you study the different kinds of people you will recognise yourself at one group or even more. Therefore your potential is achieved if you combine your interests and skills in a positive way. CORE CONTENT You will remember from previous grades that the words self-image mean it is the picture of how you see yourself. There are lots of things that can influence your self-image:  Your appearance – how you look.  Your academic achievements.  The love and support from your friends and family.  Your sport achievements.  The clothes you wear and the music you listen to. It is healthy and to your advantage to have a positive self-image. However, it is normal to not always feel good about yourself. There are many strategies you can follow to improve your own self-image and those of others. However, it is important to firstly find out more about yourself so that you can develop the right strategies. 1.1.3

Strategies to improve your self-image by positive actions: self-respect

We all have a problem with our self-image at one stage or another. It seldom happens that someone is always satisfied with him- or herself. Therefore we often rely on family and friends to improve and build your self-image. It is important to know how you really feel about yourself and how you see yourself before you can make improvements. Answer the questions underneath for yourself and identify areas where your self-image is bad. 1. How do you feel about your appearance? How do you look at yourself? 2. How do you feel about the friends you have? Do they have a positive or negative impact on your self-image? 3. Do you feel better about yourself if you participate in activities that you enjoy, for example cycling? 4. Do you like school and do you like the academic work you are doing? 5. Do the clothes you wear make you feel better about yourself? As soon as you have identified specific areas you can have a look at strategies to improve them. It is important that you respect yourself at all times. Self-respect is one of the key aspects of a healthy self-image. You must never belittle yourself. You must learn to accept your shortcomings and work at them in a positive way to improve or change them. As soon as you improve your self-image you will also have more self-respect. © Optimi

Study Guide G07 ~ Life Orientation

Unit

Examples of strategies to improve your self-image: Body Eat healthy food Exercise regularly Avoid bad habits like smoking Relax regularly Friends Choose friends with the same values and norms Surround yourself with friends with positive attitudes Avoid people that manipulate you to make the wrong choices Choose friends with the same interests Activities Do activities that are uplifting Do activities you enjoy and which make you feel good about yourself Do activities which improve your general health Avoid any activity which may have a negative impact on yourself School/academics Always give your best Use your talents to the best of your ability Set yourself realistic aims so that you don’t get disheartened Clothing/music Choose your clothes so that you always keep your self-respect Keep your uniqueness by the choice of your clothes Wear that which make you feel comfortable Choose your music so that it influences you positively 1.1.4

Strategies to improve others’ self-image by positive actions: respect for others and respect for diversity

Respect for another person contributes to a positive influence towards self-image. What is respect? It is when you handle another person, no matter his of her culture, race, religion or gender, in such a way that the person doesn’t feel inferior. You therefore consider the person’s personality and interests. Which positive actions can influence a person’s self-image in a positive way? 1. Always support the person even if you don’t always agree. 2. Respect and accept the person for who he or she is. 3. Respect the person’s opinion and disagree with the person in a respectful manner. 4. Healthy handling of conflict in conflict situations. 5. Attentively listen to the other person’s opinion. Which negative actions influence a person’s self-image? 1. You criticise the person’s opinion and personality. 2. You bully a person and break him/her down. 3. You think you are also right and don’t give the person the opportunity to give their side of the story. 4. You discriminate against the person on the grounds of culture, language, religion or race. 11

Study Guide G07 ~ Life Orientation

Unit

One of the aspects that is very important in our daily lives is conflict. We all come into contact with it. The way we handle conflict can influence yourself and the other person positively or negatively. When does conflict develop? It is when people think differently about something and have different ideas and opinions. There are mainly three ways in which we handle conflict.

1. 2. 3.

Mediation (Positive) Each person gives his/her point of view. Persons don’t shout at each other. Each person listens attentively to the other person and recognises their opinion. Persons respect each other’s feelings, culture and traditions. The conflict is solved in a healthy way.

1. 2.

Denial (Negative) The person gets angry but doesn’t talk about it. The other person is sometimes not even aware of the conflict. The other person doesn’t understand the reason for the conflict. The conflict is not solved.

1. 2. 3.

Confrontation (Negative) Don’t respect each other’s opinions. Attack each other verbally or physically. Don’t have respect for other cultures, traditions and personalities. There is no agreement and the conflict is not solved.

Do you see your own conflict handling above? FOR THE CURIOUS When does a lack of respect become bullying? Do further research about the topic. Use media like magazines, newspapers, the Internet and TV. Then answer the following questions in your book. This doesn’t count for marks but is just to broaden your knowledge about the topic. 1. What is bullying? 2. Why does someone become a bully? 3. How do you handle a bully?

Study Guide G07 ~ Life Orientation

Unit

ACTIVITY 1

1. Comprehension questions Answer the following questions in your workbook. The questions test your comprehension regarding the lesson content and serve as preparation for your test at the end of the term. What would you describe as a person’s self-image? (2) What would you say is a person’s potential? (2) Name three things that can influence your self-image positively. (3) Name five strategies on how you can improve your self-image? (5) How can you help a friend that battles with a bad self-image and maybe doesn’t like him/herself? Name three strategies you can apply? (3) [15] 2. Insight questions: The following question tests your insight regarding the lesson material. Read the following imaginary scenario and answer the questions that follow: 1.1 1.2 1.3 1.4 1.5

You really want to go and swim with your friends. However, your mother asks you to mow the lawn. You are very angry and unhappy. You feel it is unfair and that you mother doesn’t take your opinion into account. 2.1 2.2

Shortly describe how all three conflict styles can be applied to the situation. (6) How would you have handled the situation? Why do you think you will handle it in this way? (4) [10] [25]

Study Guide G07 ~ Life Orientation

Unit

1.2

Lesson 2: Changes in boys and girls: puberty and gender awareness (gender conception) (3 hours)

1.2.1

Physical and emotional changes

Adolescence is marked by emotional and physical changes. These changes play an important role in the forming of your self-image and self-knowledge. Sexuality is the way you see yourselves as boys and girls. It is not the same as sex. Sexuality is about the following aspects: 1. How we see ourselves and how we feel and think about our bodies. It follows on with Lesson 1 where we told you how important self-respect is. You can only respect your own body if you see it in a positive light. You may have freckles or big ears and don’t like them. It is important to look past these things and recognise all your positive aspects, for example your beautiful eyes. You will then respect others easier if you have self-respect and self-love. 2. Puberty causes us to think otherwise about the opposite sex. We get sexual feelings and thoughts and fall in love easily. 3. The awareness of our sexuality influences how we will act and even has an influence on your clothing and choice of music! 4. Sexuality is also about our values and norms regarding love and the friendships we have. 5. It also directs us to whom we are attracted to. Puberty therefore brings all these changes and makes us intensely aware of the different sexes. There are various factors that can influence your sexuality. 1.

Your parents/family This forms the basis of your sexuality. It is here where you learn what roles the different sexes play in the family and society. Your parents form your values and norms regarding sexuality.

Your friends and peers Your friends don’t always have the same view about sex as your parents and this can sometimes lead to a conflict in your value system. This can make you feel confused.

Your culture and race group Certain cultures and races have certain prescriptions regarding sexuality and the different genders’ acts. The prescriptions can influence your sexuality in a huge way. In certain cultures boys and girls may not be left alone at all. They are even divided during social functions.

Study Guide G07 ~ Life Orientation

Unit

Your religion Your religion has some prescriptions and can also have prescriptions regarding your sexuality. For example, Christianity is against any sexual relations before marriage. DEFINE 5. 1.

Sexuality: The way we see ourselves as boys and girls. Puberty: The phase from about 13 years when the pituatary gland is excited in the body and that causes physical and emotional changes. Homosexual: They are people attracted to people of the same sex. Heterosexual: They are people who are attracted to the opposite sex. 1.2.2

Understanding of the changes and how they influence relationships

The physical and emotional changes in your body is not only limited to yourself. They also happen to your friends and therefore you should have understanding for them as well. It is not only you who sometimes feel good and suddenly feel sad or upset. Your friends also go through that. You should have an understanding and compassion for that. You can therefore now see how all the changes can influence or change your relationships with friends. Any two people handle puberty differently. It can happen that you lose some of your friends or gain others. The changes in your body and emotions also change the relationship you have with yourself. You may not always understand why you react or act in certain ways. You must have lots of patience with yourself and understand that these changes occur to bring you to adulthood. If you understand your own sexuality and are aware of the changing emotions inside yourself, you will also understand your parents’ actions. It can contribute to a positive and healthy relationship where your parents will also respect you. CORE CONTENT The core content of the lesson is about the process of puberty and how it contributes towards a gender identity. Why is it important to learn about puberty and sexuality? It is important to learn about sexuality so that you can understand yourself and the friends around you. It gives you self-confidence if you know what is happening to your body and it helps you to better understand your feelings. You then know that you are not going 15

Study Guide G07 ~ Life Orientation

Unit

through it alone. It helps you to build loving and positive relationships with the people closest to you. If you understand your own sexuality it is easier to set values and norms for yourself and to respect yourself. You don’t always have to agree with your friends’ opinion regarding sex. You must also feel comfortable to say “no” to anything that doesn’t agree with your value system. It makes you aware of the problem of sexual abuse and you can recognise situations which you don’t feel comfortable with. We learn that there are people that have other sexual values and inclinations than ourselves. Therefore, the way in which you show understanding towards others, whether they be friends, will influence your relationships directly. If you support your friends positively you will build a strong relationship with them. Be aware not to use a bad mood to hurt other people! 1.2.3

Respect for own and others’ bodily changes and emotions and appreciation and acceptance of self and others

During puberty each one of us develop sexual feelings. It is a normal process. Sexuality should however be handled responsibly and we must learn how. It is also normal that not everyone will have the same type of sexuality. People’s sexuality is influenced by a variety of factors, as discussed in 1.2.1. A lot of young people who don’t have good role models in their life sometimes get information in the wrong places. They can be advertisements, TV or friends. These sources don’t always convey the right message regarding sexuality. The norm of sexuality is that a person will be attracted to the opposite sex, in other words heterosexual or ‘straight’. However, there are people who are attracted to people of the same sex and we call them homosexual. It occurs much more in today’s society. Even if we don’t agree in all cases it is important to respect other people’s differences. We must firstly appreciate and accept ourselves. After that we must accept that people will sometimes be different from ourselves and therefore also appreciate them for the persons they are.

Study Guide G07 ~ Life Orientation

Unit

FOR THE CURIOUS Collect articles from magazines or newspapers. Study them and see in how many cases sexuality is being used to market or sell something. Make a list in your workbook about the methods being used, for example the type of clothing or the wording. Then answer the following questions about them: 1. Do you agree with the message being conveyed? 2. Is it conveyed in a positive or negative way? 3. If you were the graphic designer how would you have gone about to advertise the product? 4. Do you think it is constructive for advertisers to abuse young people’s sexuality in the media? ACTIVITY 2 We discussed in lesson 2 about how there are certain factors which influence your sexuality. Look at the points below and briefly discuss with each one your own opinion on how it influences your sexuality. 1. 2. 3. 4. 5.

Your friends and family The media Your culture and the community in which you live The people involved in your academic education Your religion

The total assignment counts 15 marks. Therefore give three valid reasons at each topic why you say it influences you. [15]

Study Guide G07 ~ Life Orientation

Unit

1.3

Lesson 3: Peer pressure: the influence of peer pressure (3 hours)

1.3.1

How peer pressure can influence a person: drug use, crime, unhealthy sexual behaviour, bullying and rebellious behaviour

Wikipedia defines peer pressure as “when one social group applies pressure on a certain person to change their behaviour so that it corresponds with the bigger group. It can be positive or negative”. We will however look at the negative aspect of peer pressure. Your group of friends is the most important persons apart from your parents during your teenage years. You spend the most time with them and they influence your behaviour. Friends can put a lot of pressure on you to do things that you don’t always agree with. However, you don’t want to feel ostracised and maybe do these things to satisfy them. If you don’t have a good relationship with your parents or if you don’t have an adult role model in your life you can much easier give in to peer pressure. Peer pressure can influence an individual in the following ways: 1.

Use of drugs Huisgenoot did a poll in 2012 under young people between the ages of 12 and 16 years. According to the poll 12% have already smoked marijuana, of which 58% smoked it at least once a month. Three percent of the respondents have already used tik. There were even some young people that have used ecstacy, cocaine, CAT and hallucinogic mushrooms. Some have always sniffed petrol and glue. Most of the teenagers think they will only do it once. However, your body quickly adjusts to the effects of the drug. Your body develops a craving for the drug. Two types of dependency develop in the person: 1.

Psychological dependency The person has a strong craving for the drug and becomes obsessive about it. He or she experiences anxiety and becomes very irritable. Physical dependency It includes all the factors of psychological dependency, but the person also experiences physical withdrawal symptoms like shivers, fever and muscle cramps. Drug use that develops into drug abuse destroys the youth’s lives and it can even lead to death.

Study Guide G07 ~ Life Orientation

Unit

Crime Drug use among the youth in many cases lead to crime. They need money to buy the drug and will do anything or steal to satisfy their needs. The craving for a drug becomes so overwhelming that it surpasses all logical reasoning. In many cases teenagers also become involved in crime due to peer pressure. In many cases you have to commit a crime to show that you are one of the group. It is especially a big problem under the youth of the Cape Flats. It has been speculated that many young people choose to become part of a gang out of fear. They feel safe in the protection of the gang and will do anything to be part of it.

Unhealthy sexual behaviour Huisgenoot’s poll of 2012 indicated that of the respondents between 12 and 16 years a third already had sexual relations. 65% of the children were only 13 when they did it for the first time. It often happens at parties where your friends encourage you to do it. It can also happen when your boyfriend or girlfriend puts pressure on you and it can also be seen as a type of peer pressure.

Bullying and rebellious behaviour Peer pressure often leads to persons who are different from the group are being bullied. The person’s self-image is broken down and he or she is seen as inferior. Children show rebellious behaviour towards authority figures like parents and teachers. You may feel that you are very ‘cool’ or big if you behave like this and the group admires you for your rebellion. You don’t show any respect for other people. DEFINE

Peer pressure: The manipulation by other people, especially your friends, to make you do something that you don’t necessarily want to do. Drug: It is any chemical, natural or manmade agent which brings about a change in how the person feels and behave when taken in. Drug use: It is when you use drugs, but not in the long term. Drug abuse: It is when you often and over a long period of time use a drug and become dependent on it.

Study Guide G07 ~ Life Orientation

Unit

1.3.2

Fitting reactions on pressure: self-assurance, assertiveness and skills to handle problems

To be part of a group gives you a certain identity. It makes you feel important. The group can also make you feel very self-assured and assertive. You can apply it positively or negatively in your relationships with other people. If you appear to be too self-assured and assertive and want to force your opinions onto other people, it can cause that you are experienced negatively. It can especially happen in your relationships with your parents and teachers. You can maybe end up in trouble often because the authority figures don’t agree with your behaviour. It can cause problems for you if you want to satisfy both your group and your authority structures. It is important for you to learn problem-solving skills. It is important to stay positive when you solve problems. Study the problem underneath – problem solving method: 1. What is the problem: Identify the problem. 2. What do you want to achieve by solving this problem? 3. Consult other people for ideas on how to solve the problem – therefore collect information regarding the problem. Do you know someone who had a similar problem? 4. Think about all the possible solutions and list all the various options. 5. Consider the pros and cons for every option. 6. Evaluate all your options and choose the best possible one. 7. See if your option has the desired outcome to the problem. Remember that it can happen that your solution won’t have the desired outcome! Therefore you must revise it often and make adjustments. Also refer back to Lesson 1 where we discussed conflict handling. CORE CONTENT This lesson is mostly about peer pressure or social pressure and it can influence an individual. We had a look at the negative effects it can have on a person, as well as how the person can help him- or herself to solve the problem. It is important that the individual knows where to seek help. The lesson makes the learner aware of the dangers of peer pressure and when it can have negative effects. It prepares the learner to identify bad situations and make informed choices. © Optimi

Study Guide G07 ~ Life Orientation

Unit

It follows on from lesson 1 where we had a look at conflict management. A problem is a type of conflict and therefore the two goes hand in hand. 1.3.3

Where can I find help?

Your parents are firstly the best place to seek help. If you feel that you did wrong things due to peer pressure, your parents can support you. You can talk to an older brother or sister or any other older person that might have been in the same situation. You can also talk to your pastor or youth leader. More serious problems like drug or alcohol dependency demand more professional help and then you should seek help at a rehabilitation centre. Have a look on the Internet at www.rehab-centre.co.za. You will find a lot of information there. FOR THE CURIOUS Do research about the following drugs. They are the substances that are abused the most. You can use the Internet, magazine and the library for your research. Shortly write what each one is and how they influence the person who uses them. 1. Dagga (marijuana) 2. Alcohol 3. Tik 4. Mandrax 5. Cocaine 6. Heroine 7. This assignment does not count for marks. It is only to stimulate your interest and to make you aware of the dangers of drugs. In the facilitator’s guide there is information that can help you.

Study Guide G07 ~ Life Orientation

Unit

ACTIVITY 3 Read the following imaginary scenario and answer the questions. You are invited to your best friend’s party. You have been friends since kindergarten days. You feel unconcerned to go and your parents are also satisfied. However, when you get to the party there are just strange people that you don’t know and who are much older than you. Your friend’s parents are also not home and you realise that they don’t know about the activities. There is strong liquor available and people smoke things that smell strange to you. Your friend acts strangely. You feel very uncomfortable and say that you want to go home. Your friend acts very rudely towards you and tells you that he will tell the whole school that you are a coward. All the people around you also laugh at you. 1.

If you look at the above situation, do you think it is a form of peer pressure?

(1)

Refer to 1.3.2 in the lesson and develop a problem solving table. Follow all the steps of problem solving and give a clear indication of the solution that you choose. (1 mark for each step (7) and 1 mark for your description of it. (14) [15]

1.4

Lesson 4: The importance of reading and studying: Reading for enjoyment and reading with comprehension (1 hour)

1.4.1

The importance of reading and studying

In 2007 the University of Pretoria did a study. They tested the reading skills of 215 000 learners in Grade 4 from the world over. The South African learners fared the worst. The conclusion was that 80% of the learners did not meet the lowest requirements in the international reading literacy standards. It is a shocking picture of the average learner in our schools. Reading is very important. You can not study optimally if your reading skills are not up to scratch. Weak learner achievement can often be contributed to weak reading skills. You use your study skills every time you do academic work – even when you do homework or study for a test. The better your study methods, the easier you learn. There are seven types of intelligence: 1. Linguistic 2. Logical or mathematical 3. Musical 4. Visual or spatial 5. Bodily or kinaesthetic 6. Interpersonal 7. Intrapersonal © Optimi

Study Guide G07 ~ Life Orientation

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You have to however ‘switch on’ your brain to use it. Your brain’s left and right sides are connected by the corpus callosum. Your potential is regulated by the way the two parts work together. If the two parts work together in harmony, it can stimulate 90% of your learning abilities. However, the study methods that are traditionally used only stimulate the cognitive levels of your brain. The cognitive or thinking level only contains 10% of your learning abilities. It is therefore to your advantage to develop methods to activate and develop both sides of the brain. It will also help you learn to read with comprehension. If you don’t read with comprehension, you can’t remember the information. The following steps can help you read with comprehension: 1. Read the part aloud and place your finger under every word before you read it. 2. Close the reading matter and think about what you have read. Ask yourself questions about the contents. Can you remember it? 3. Read the part again. Do you understand what you are reading? If you understand what you have read at step 3 and remember the key concepts of the reading matter, it means that you have read with comprehension. In lesson 5 we will look at methods to improve your comprehension and memory. DEFINE Kinaesthetic: Bodily movement, the ability to co-ordinate yourself and manipulate objects. Interpersonal: The ability to work together with other people and to understand them. Intrapersonal: It is self-knowledge, to understand yourself, your thoughts and feelings. Corpus callosum: A broad nerve tissue band that connects the left and right sides of the brain. CORE CONTENT There is a big difference between reading for enjoyment and reading with comprehension. If you read a story book or magazine, you read it with your short term memory. It is not of cardinal importance that you remember the facts. However, if you have to study or do research work for a school project it is important that you read with comprehension. You must remember what you read so that you can reproduce the acquired knowledge in a productive way. The steps of reading with comprehension as stated in Lesson 4 can help you learn the skill and exercise it. You only learn something if you repeat it regularly. 23

Study Guide G07 ~ Life Orientation

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Reading is important to stimulate your cognitive levels and will improve your ability to study optimally. FOR THE CURIOUS Do research and see if you can find a picture of the brain with captions. Write down the name of each part of the brain and what each part’s job is in your workbook. ACTIVITY 4 Read the story below taken from Die mooiste Afrikaanse sprokies written by Pieter W. Grobbelaar and Sean Verster. Read the following piece with comprehension and answer the questions that follow without reading the piece again. ALL-SIDE SAME-SIDE One morning very early Fox went to Crab’s house to drink water. “Morning Fox,” said Crab. “This is a nice morning we’re having?” “Very nice” said Fox, who had plenty to each the previous evening. “I feel like jumping and running around.” “Let’s run!” said Crab. “You?” asked Fox. “You cannot even stay with me for half a stride.” “We’ll see!” said Crab. “Let’s go,” said Fox and ran down next to the stream. What he doesn’t realise is that Crab got hold of his tail with his big claws. When Fox felt that he ran enough, he called over his shoulder: “Where are you Crab?” “Right here,” Crab answered from behind him. “But how did you get here?” Fox asked surprisingly. “I ran,” Crab answered. “Run so I can see,” said Fox. Crab jogged sideways away from Fox and came back sideways again, just as crabs usually do. “Oh,” said Fox “It is no wonder you stayed with me. You are simply running to allsides, while the other animals only run forward.” Comprehension questions 1. The story is about two animals, name them. 2. What tipe of race does Fox propose? 3. How did Crab deceive Fox? 4. What was Fox’s reaction when he realised that he did not win? 5. What did he ask Crab to do then? © Optimi

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Study Guide G07 ~ Life Orientation

6. 7.

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What did Crab do then? What was Fox’s conclusion?

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These questions are for self-assessment. It means that you have to mark your own questions and allocate marks. Use the reading matter as well as the memorandum in the facilitator’s guide. After you have marked the questions and allocated marks, use the criteria below to measure your ability to read with comprehension. If you feel it is not yet up to standard, use the given method in lesson 4 to help you improve it. Marks out of 10: 8 – 10: Excellent comprehension 5 – 7: Good comprehension (acceptable) 3 – 4: Weak comprehension 1 – 2: Very weak comprehension (below average) Remember: Don’t give up hope. Just keep on practising.

1.5

Lesson 5: Study methods and skills to improve memory (1 hour)

1.5.1

Study methods

Your personality will determine your method of studying. Each person’s brain works in a different manner. The part of your brain with which you think will determine your brain dominance. It may seem like big words, but it is easy to assess. People with left-brain dominance have the following characteristics: 1. They are logical and focus on detail. 2. They like following a set routine. 3. They prefer to break down a problem in parts and handle each part in sequence. 4. Prefer multiple questions in an examination. 5. They are very task orientated. 6. They are set on time and like to set aims for themselves and put a time limit to them. 7. They primarily rely on language in their thoughts and memory. 8. They regulate their feelings. 9. React optimally on hearing and seeing. 10. They like definite borders: what is wrong and right?

Study Guide G07 ~ Life Orientation

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People with right-brain dominance have the following characteristics: 1. The focus on the whole. 2. They like trying out new things and don’t have a set routine. 3. They solve a problem by looking at the whole and then use their intuition and feelings. 4. Prefer questions in an examination where they can give their own opinions. 5. They are people orientated and are very social. 6. They follow their own time schedule. 7. They primarily rely on pictures in their heads and memory. 8. They are very spontaneous with their feelings. 9. Reacts best on movement and action. 10. They are very changeable and adjustable. It can be that you show characteristics of both mentioned. Therefore nobody can prescribe a study method. You have to work it out for yourself. It is better if you try all the methods and then see what works best for you. We will briefly look at two types of summaries. 1.

The first method is the mind map. Learners who are more right-brain dominated will benefit from this method.

How do you make a mind map?  Firstly learn through your assignment  Take a clean page (A4 or larger) and write the main header in the middle of the page. You can also link it to a picture and draw it in the middle.  Now write down all the important facts (or draw them) around your main point.  You can now add branches to lift out less important facts.  It helps to use different colours.

Brain joist Brain cortex The brain Brain stem Small brain

This is just an example – you can now add other smaller branches with each branch to explain it more clearly.

Study Guide G07 ~ Life Orientation

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The second method we call a flow diagram or a point-by-point summary. Persons who are more left brained dominant choose this method. They are more logical and it makes more sense to them. Do it as follows:  Read through your work. Get a good picture in your head about what the work is about.  Read through it again and see what the core fact in each paragraph is.  Summarise the core of the paragraph in your own sentence.  Do it with the whole assignment.  Go through your summary and make sure that it makes sense to you. An example of a bulleted summary is as follows: “The small brain is a pleated lobe that lies under the cerebrum. It controls and co-ordinates the muscles for fine motor movements like walking.” Summary of the paragraph Small brain: Pleated lobe Under cerebrum Controls, co-ordinates Fine motor, for example walking

You can now try out both methods and choose the method that works best for you. DEFINE:

Study methods: It is the method you use to memorise facts so that you can convey them correctly. Memory: It is the part of your brain which helps you to remember things. Brain dominance: It is the part of your brain which controls your actions and thoughts. Visualisation: It is when you form a concept with the help of a picture. Association: To link something you have to remember to something which will remind you and help you to remember it easier. 1.5.2

Skills to develop memory

A person is born with an unrestricted learning capability. Our forefathers did not have to remember as many things that we have to. They just had to ascertain the source of their food, water and dangers. Our brains are therefore developed in such a way to remember things in clear images.

Study Guide G07 ~ Life Orientation

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If you are therefore inclined to forget things, try and link it to an image of something. Stress can also affect your memory. If you experience a lot of stress and strain, your memory will suffer. Healthy eating habits can also contribute to a good memory. The next foods are essential for a healthy brain:  Healthy fats like eggs, seeds, nuts and oily fish like salmon  Fresh fruit and vegetables  Protein e.g. chicken  Avoid sugar and caffeine  Take good vitamin supplements There are various practical things you can do to improve your memory.  Memory games o Card games like flash cards o Build a pattern with something like building blocks. Now scramble the pattern and try and do it exactly the same way again. o Chess is one of the best memory games. 

Memory aids o Visualisation – before you do something visualise how you are going to do it. You will now remember it easier. o Association – link a word or story to something that you have to remember. o Practice your listening skills. For example, look at the news bulletin on TV and let someone ask you questions about it. Remember to listen attentively. o Determine if you learn better by listening or by seeing something. If you learn better by listening you can say the work aloud for yourself. Visual learners can create pictures of the work for themselves. o Lastly it is important to exercise your memory. If you have learned something try and immediately tell it to someone. In this way it is imprinted in your memory. CORE CONTENT It is important to identify a certain study method for yourself. It will contribute to you studying optimally.

Your memory is very important for you to study. Use the methods mentioned in 1.5.2 to improve your memory.