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LIFE SKILLS

Grade 1

FUN TIME

Module 4

TOYS

Figure 1
Figure 1 (graphics1.jpg)

Draw three of your favourite toys

Figure 2
Figure 2 (graphics2.jpg)

Paste examples of toys that one finds in a shop on this page. Mark those which you like best.

Does your toy cost MUCH money or a LITTLE money?

Figure 3
Figure 3 (Picture 10.jpg)

Figure 4
Figure 4 (Picture 13.png)

Circle the right word.

The bear costs a little / much money

The doll costs a little / much money

The train costs a little / much money

COLOUR THE TOYS THAT COST THE SAME, RED.

Let us take a look at all the old toys on the shelf.

Which toys do you like best?

Draw a picture of any of the old toys.

Figure 5
Figure 5 (graphics3.jpg)

My puppet:

  • Draw a face for your puppet.
  • Use different shapes, like a triangle, circle and square.
Figure 6
Figure 6 (Picture 17.png)

Assessment

Table 1
Learning Outcomes(LO’s)
EMSLO 1
THE ECONOMIC CYCLEThe learner will be able to demonstrate knowledge and understanding of the economic cycle within the context of ‘the economic problem’.
We know this when the learner:
1.4 starts understanding that goods (toys, food, etc. ) have a price.
ARTS AND CULTURELO 1
CREATING, INTERPRETING AND PRESENTINGThe learner will be able to create, interpret and present work in each of the art forms.
We know this when the learner:
1.10 (visual arts) - discovers simple geometric shapes such as circles, lines, triangles and squares and combines and arranges them in patterns.

Memorandum:

Toys may be exhibited in class.

Make sure that you have enough magazines available in class.

ENRICHMENT:

  • Show the learners the video of Toy Story. Let them draw their favourite character.
  • Discuss the characteristics of the character (friendly, inconsiderate, caring, etc.)
  • Visit a toy shop.
  • Compare the prices of the different toys.
  • Arrange a fashion show with Barbie or other toys.
  • Allow the learners to dress in the clothes of different characters, e.g. Superman, Cowboy, etc.
  • Arrange a toy car race – work in groups.
  • Organise a series of game stations, e.g. top throwing, rope skipping, hop scotch, etc. Learners move on in a circuit, getting the opportunity to play each of the games for a specific time.
  • Group games, e.g. drop-the-handkerchief (Afr. vroteier), blind-man’s buff, cat and mouse, etc.
  • Make a puppet and have your own puppet theatre.

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