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LIFE SKILLS

Grade 3

ROAD SAFETY

Module 4

SAFETY

Figure 1
Figure 1 (graphics1.jpg)

CYCLING DOWN THE STREET TO MEET MY FRIEND JOHN

On my bike and down the street

Swinging round the bend

Whizzing past the Library

Going to meet my friend.

Silver flash of spinning spokes

Whirr of oily chain

Bump of tyre on railway line

Just before the train.

The road bends sharp at Pinfold Lane

Like a broken arm

Brush the branches of the trees

Skirting Batty’s Farm.

Tread and gasp and strain and bend

Climbing Gallow’s Slope

Flying down the other side

Like an antelope.

Swanking into Johnnie’s street

Cycling hands on hips

Past O’Connor’s corner shop

That always smells of chips.

Bump the door of his backyard

Where we always play

Lean my bike and knock the door

“Can John come out to play?”

(Gareth Owen)

Write down two things that John’s friend does wrong.

It is important that you do not make the same mistakes as the people in the picture below. Try to find ten dangers that could be life threatening to these people.

  • Mark each of the dangers with a cross.
  • Colour the picture neatly.
Figure 2
Figure 2 (graphics2.jpg)

As a pedestrian you must remember the following important rules.

  1. Always walk on the sidewalk.
  2. Do not walk on the edge (kerb) of the sidewalk – your foot may slip!
  3. Watch out for driveways at houses.
  4. Always walk on the right hand side of the road so that you can see oncoming traffic.
  5. Always wear a reflecting strip on your arm when you walk in the dark.
    • Draw a picture of you and your friend crossing at a pedestrian crossing.

Assessement

Table 1
Learning Outcomes(LO’s)
LIFE ORIENTATIONLO 3
PERSONAL DEVELOPMENTThe learner will be able to use acquired life skills to achieve and extend personal potential to respond effectively to challenges in his or her world.
Assessment Standards(ASs)
We know this when the learner:
3.5 identifies groupwork skills and applies them consistently.
LO 4
PHYSICAL DEVELOPMENT AND MOVEMENTThe learner will be able to demonstrate an understanding of, and participate in, activities that promote movement and physical development.
Assessment Standards(ASs)
We know this when the learner:
4.1 demonstrates a variety of perceptual motor skills, in pairs and in teams, using simple rules;4.4 participates in play and describes its effects on the body.
ARTS AND CULTURELO 3
PARTICIPATING AND COLLABORATINGThe learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities.
Assessment Standards(ASs)
We know this when the learner:
3.2 Drama: works with others when exploring situations in role.

Memorandum

  • You will find that this module is more practical in nature. It therefore contains only a few work sheets for learners. The module’s success will depend largely on the educator’s enthusiasm.
  • Invite the local Traffic Department to visit the school and speak to the Foundation Phase learners.
  • Find a suitable poem to read to the learners (one of the assignments).
  • Allow learners to tell the class in what type of vehicle they come to school. (Make a graph).
  • Scholar patrol: If your school has a scholar patrol, ask the members to visit your class and to tell your learners more about their duties. If there is no scholar patrol at the school, try to establish whether there is a need for one. Involve the learners in your research. Remember that your Traffic department will only be too eager to assist you.
  • If a reasonable number of your learners have bicycles, arrange that they bring their bicycles to school on a specific day. The bicycles must be decorated and prizes awarded. This is an excellent opportunity to pay attention to the state of the bicycles, e.g. brakes, tyres, etc.
  • Drama: Learners mimic a traffic officer, cyclist, pedestrian and a driver of a car. (A&C 3.2).
  • Also keep the following in mind:
  • create riddles that deal with traffic, e.g. the wheel;
  • paste pictures that deal with road safety on cardboard and let the learners mimic the action with regard to road safety.

LIFE SKILLS

Grade 3

ROAD SAFETY

Module 4

SIGNS

Table 2
graphics3.png   graphics4.png

Colour the road signs.

Safety First!

  • How do you get to school in the morning?
  • Can you remember the road signs that you see on your way to school? Draw these signs in the block below.
  • Explain the meaning of these signs to your friend.
  • Ask your friends which vehicles they come to school in. Complete the graph.
Table 3
         
         
         
         
         
         
         
         
graphics5.png graphics6.png graphics7.png graphics8.png graphics9.png

-------------- -------------- -------------- --------------- -----

  • What type of vehicle is the most commonly used?
  • Which type of vehicle is used the least?

Try to answer the following questions. Write the answers down and talk to your friend about road safety.

  • On which side of the road do you have to ride your bicycle?
  • When crossing at a robot, the colour must be _______
  • What do we call the lines over which you must walk at a crossing?
  • Draw the following road signs in the blocks.
Table 4
pedestrian crossing   stop sign   yield sign

Assessement

Table 5
Learning Outcomes(LO’s)
LIFE ORIENTATIONLO 3
PERSONAL DEVELOPMENTThe learner will be able to use acquired life skills to achieve and extend personal potential to respond effectively to challenges in his or her world.
Assessment Standards(ASs)
We know this when the learner:
3.5 identifies groupwork skills and applies them consistently.
ARTS AND CULTURELO 4
EXPRESSING AND COMMUNICATINGThe learner will be able to analyse and use multiple forms of communication and expression in Arts and Culture.
Assessment Standards(ASs)
We know this when the learner:
4.6 Visual Arts: experiments with colour, line, texture, tone, shape and space in various media in two dimensions and three dimensions, to express mood, feelings and ideas.
TECHNOLOGYLO 1
TECHNOLOGICAL PROCESSES AND SKILLSThe learner will be able to apply technological processes and skills ethically and responsibly, using appropriate information and communication technologies.
Assessment Standards(ASs)
We know this when the learner :
1.3 Designs: suggests different possible solutions, chooses one, and uses freehand sketches to represent it;1.4 Makes: expresses how products are going to be made and what will be used to make them;1.6 Evaluates: identifies strengths and weaknesses about own products and the products of others.

Memorandum

  • Create the opportunity for learners to put up traffic signs on the playgrounds. There they can demonstrate how they know and obey traffic rules (LO 4.4). They could work in groups.
  • Art: Learners paint an A3 picture of children crossing the street under supervision of the scholar patrol (A&C 4.4).
  • Make a robot of cardboard – Technology (GROUP WORK). Learners assess the end product.
  • Have a general discussion on where it is safe to play. Organise an excursion to a place where learners must obey road signs.
  • Do a survey of the number of different road signs the learners see on their way to school in the morning.

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