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LIFE SKILLS

Grade 2

COME, LET’S PLAY

Module 3

SAFETY

Groupwork:

  • Talk to your friends about where you think the safest and best place will be to set up a park. Remember, it must be on your own playgrounds.
  • Discuss the influence that such a park will have on your school.
  • Plan where you would put the different sets of apparatus.
  • Will it be necessary to plant any plants and trees?
  • Discuss what you would do to make it safe for everybody in the park.
  • Discuss the rules there would have to be for the learners.
  • What can you do to prevent littering?
  • Write down five of your most important rules.

Design

  • Design a notice board that you would put up at the entrance to the park.
  • Do you think it would be safe to allow the learners to ride their skateboards in the park?
  • Would they be able to ride their bicycles there?
  • Look at the picture below and discuss it in class. Do you think your park will look like this?
  • Discuss what you can do to prevent it from looking like this.
  • See if you can see 8 things that are wrong in this park. Mark them with a red chalk.

Colour in the picture as neatly as you can.

Figure 1
Figure 1 (VEILIG.jpg)

Assessment

Table 1
Learning Outcomes
LIFE ORIENTATION
LO 1
HEALTH PROMOTIONThe learner will be able to make informed decisions regarding personal, community and environmental health.
Assessment Standards(Ass)
We know this when the learner:
1.2 suggests and investigates actions to make the home and school environment healthier.
LO 3
PERSONAL DEVELOPOMENTThe 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.
We know this when the learner:
3.5 demonstrates appropriate classroom behaviour, including groupwork skills.
SOCIAL SCIENCESLO 3
EXPLORING ISSUESThe learner will be able to make informed decisions about social and environmental issues and problems.
We know this when the learner:
3.2 identifies the impact of the issue on the place and on people (home, school, local environment) [factors affecting the issue].
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.
We know this when the learner:
1.2 (Investigates) – describes the main purpose of different products;

Memorandum

  • Read the following letter out loudly in class. This letter was written by Mr Moneybags, a developer.

Dear Grade Two learners

My name is Mr Moneybags. I am very worried about all the children who play in the streets. I would very much like to develop a large park or playground for them where they can play safely. Please help me to find out what kinds of games children like to play. I would also like you to draw a plan to show me what you think the playground should look like.

I am looking forward to hearing from you.

The learners must identify the following things that are wrong on the worksheet:

  • A fence that is broken.
  • Children that climb over the fence.
  • Too many children on a swing.
  • Pieces of broken glass on the ground.
  • A tap that is dripping.
  • A child who is riding a bicycle.
  • A see-saw that is broken.
  • A child who is swinging from the branches of a tree.
  • An overflowing, half-open rubbish bin.
  • Children who are clambering all over a bench.

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