gde recovery teaching pack€¦ · lesson plans – week 4 ..... beginning knowledge and personal...

2020

GDE Recovery Teaching Pack

Grade 2

GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 1 of 105

TABLE OF CONTENTS

INTRODUCTION............................................................................................................................................................ 2

PURPOSE ..................................................................................................................................................................... 3

IMPLEMENTATION DATES .......................................................................................................................................... 3

DBE TRIMMING DOCUMENT GRADE 2 ..................................................................................................................... 4

TOPIC 1: SEASONS

Lesson Plans – Week 1 ....................................................................................................................................... 26

Beginning Knowledge And Personal And Social Wellbeing ................................................................................ 27

Creative Arts: Performing Art .............................................................................................................................. 35

Creative Arts: Visual Art ...................................................................................................................................... 36

Physical Education .............................................................................................................................................. 39

TOPIC 1: SEASONS

Lesson Plans – Week 2 ...........................................................................................................................................


Creative Arts: Performing Art ............................................................................................................................. 48

Creative Arts: Visual Art ...................................................................................................................................... 50


TOPIC 2: ANIMALS

Lesson Plans – Week3 ............................................................................................................................................


Creative Arts: Performing Art .............................................................................................................................. 60

Creative Arts : Visual Art ..................................................................................................................................... 62


TOPIC 3: ANIMALS AND CREATURES THAT LIVE IN WATER

Lesson Plans – Week 4 .....................................................................................................................................

Beginning Knowledge And Personal And Social Wellbeing ........................................................................... 67

Creative Arts: Performing Arts ....................................................................................................................... 70

Creative Arts: Visual Art ................................................................................................................................. 72

Physical Education ........................................................................................................................................ 75

EXEMPLAR ASSESSMENT GRADE 2....................................................................................................................... 78

READING PASSAGES GRADE 2 ............................................................................................................................... 91

Introduction:

The National Curriculum Statement, Grades R-12 was approved as National Policy and published in the Government Gazette 34600, Notices 722 and 723 of 12 September 2011.

The National Curriculum Statement, Grades R-12 comprises:

• The Curriculum and Assessment Policy Statements for all approved subjects for Grades R-12;

• The National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum

Statement Grades R-12; and The National Protocol for Assessment.

The Curriculum and Assessment Policy Statement (CAPS) is a single, comprehensive, and concise document developed for all subjects listed in the National Curriculum Statement Grades R-12 and is arranged into Four Sections.

The National State of Disaster due to Covid and the ensuing lockdown has created a unique situation which has disrupted the school calendar thus impacting on the implementation of the Curriculum and Assessment Policy Statement (CAPS) for the 2020 academic year. To mitigate the impact of the Covid lockdown, the Department of Basic Education (DBE) working in collaboration Provincial Education

Departments (PEDs), has put together a framework for curriculum recovery plans after the extended lockdown.

The framework, which was consulted with key stakeholders in the sector, proposes a revised school calendar

and curriculum reorganization and trimming, as some of the strategies to create opportunities for curriculum

recovery.

In the context of the framework for the school curriculum recovery plan whose overarching aim is to ensure that

the critical skills, knowledge, values and attitudes outlined in the CAPS are covered over a reduced time period,

the purpose of curriculum reorganisation and trimming is to:

• Reduce the envisaged curriculum to manageable core content including skills, knowledge, attitudes and

values so that schools have ample room for deep and meaningful learning

• Define the core knowledge, skills, attitude to be taught and assessed more specifically so that it provides

guidance and support to teachers;

• Align curriculum content and assessment to the available teaching time;

• Maintain the alignment in the learning trajectory for learners, without compromising learners’ transition

between the grades; and

• Present a planning tool to inform instruction during the remaining school terms

The curriculum trimming and reorganisation maintain and support the foundational principles of the National

Curriculum Statement (NCS) Grades R – 12 as stated in the Curriculum and Assessment Policy Statement

(CAPS) namely:

• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal

educational opportunities are provided for all sections of the population;

• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and

uncritical learning of given truths;

• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each

grade are specified and high, achievable standards in all subjects have been set;

• Progression: content and context of each grade shows progression from simple to complex


• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social

and environmental justice and human rights as defined in the Constitution of the Republic of South Africa.

• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as

important contributors to nurturing the values contained in the Constitution; and

• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth

to those of other countries.

In addition, the principles below guided the process of curriculum reorganisation and trimming: • Maintain the spiral development of values, attitudes, concepts and skills, extension, consolidation and

deeper understanding leading learners towards the final learning outcomes.

• Efficiency – less teaching time but more effective learning outcomes.

• Inclusivity – learning experience must cater for different types of learners who are differently abled by

providing different types of learning experiences.

• Validity – the relevance of the content to the stated goals and outcomes of the curriculum.

• Utility –the content must lead to the acquisition of values, attitudes, skills and knowledge that are

considered useful for transition to the next level and have relevance to the contexts in which learners live.

• Feasibility – analyse and examine the content in the light of the time and resources available to the

schools, considering the current socio- economic and political climate.

• Coherence – Systematic curriculum mapping must have horizontal, vertical, subject area and

interdisciplinary coherence; and

• Emphasise assessment for learning as a teaching strategy as opposed to assessment of learning to achieve the learning outcomes of each grade and subject.

Purpose

The purpose of the revised phase plan and revised annual national teaching plans is to:

• ensure that meaningful teaching proceeds during the revised school calendar. • assist teachers with guided pacing and sequencing of curriculum content and assessment.

• enable teachers to cover the essential core content in each phase within the available time.

• address assessment overload to recoup time loss.

• assist teachers with planning for the different forms of assessment.

• ensure learners are adequately prepared for the subsequent year/s in terms of content, skills, knowledge, attitudes, and values

• Implementation Dates:

To meet the above-mentioned objectives, Section 3 of the CAPS, which deals with the overview of topics per term and annual teaching plans per subject have been trimmed and/or reorganised for the year 2020. The revised teaching and assessment plans are effective from the 1st June 2020. Lesson Plans, Assessment and Reading passages: Gauteng Department of Education developed exemplar Lesson Plans and Formal Assessment Tasks to assist teachers with the implementation of the Life Skills Revised Teaching Plan. In Gauteng an hour (60 minutes) of Physical Education time should be added to Beginning Knowledge and Personal and Social Well-Being to ensure sufficient time is available to catch up with the content of BKSPW and to further support Language across the Curriculum. The reading passages based on the Life Skills Topics, included in the document, should be used to support “Reading” in an integrated manner in the classroom when teaching Beginning Knowledge, Personal and Social Well-Being.


Recovery Teaching Plan

Grade 2


Revised Teaching Plan: Life Skills Grade 2

DEPARTMENT OF BASIC EDUCATION GRADE 2 CURRICULUM TRIMMING: FOUNDATION PHASE – LIFE SKILLS

GRADE 2 CURRICULUM TRIMMING: FOUNDATION PHASE – LIFE SKILLS

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7

PER

SON

AL

AN

D S

OC

IAL

WEL

L-B

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TOPIC: ORIENTATION

SEASONS ORIENTATION

SEASONS FARM ANIMALS WILD ANIMALS CREATURES THAT

LIVE IN WATER CREATURES THAT

LIVE IN WATER ANIMAL

HOMES

SOCIAL DISTANCING AND HYGIENE ARE DAILY IMPERATIVES ORIENTATION

DAILY COVID-19 MEASURES: Daily hygiene routines are to be strictly followed: • Remind learners of the daily routine tests when coming to school. • Encourage learners to stay at home when ill. • Teach learners how to greet without touching. • Learners are to wear masks every day. Masks are only to be removed and placed in a safe place while they are eating. • Supervise snack and lunchtime. • Teach them to cover their mouth and nose with a flexed elbow or tissue when coughing or sneezing. Dispose of the used tissue immediately. • Wash hands with soap and water often or sanitize your hands. • Sanitize and clean frequently touched surfaces or (5 table spoons of jik to 1 litre of water) toys, stationery, objects, etc. Introduce this practice as routine. • Slogan: Keep your distance - Teach learners about social distancing and how to greet without touching. • Help learners to cultivate compassion, increase resilience while building a safe environment and caring for others. • Respond to learners’ anxieties with love and care. • Maintain a regular routine to keep the abnormal situation adapted to a “new normal”. • TEACHERS TO ENSURE THE SAFEY OF THEIR LEARNERS IN THEIR OWN CONTEXTS

Beginning Knowledge and Personal and Social Well-being activities should address key concepts and skills relating to Social Science, Natural Science and Technology e.g.

investigations, design, enquiry skills, etc. Ensure that vocabulary development is intentionally included to improve language.

• Creative Arts [Visual Arts and Performing Arts] should be integrated very strongly with Languages • Physical Education will be implemented for one hour per week, the 2nd hour will be utilised for reading of Personal and Social Well-being and Beginning Knowledge

content knowledge e.g. comprehension pieces: “reading for meaning”, stories, poems etc. • Every Life Skills lesson will commence with a 10-minute lesson based on making learners aware of Covid-19 addressing washing hands, healthy habits, symptoms of

Covid-19, social distancing, what and when to report to whom, discussing when a friend/family member pass away, etc.

• Learners are expected to complete the DBE Workbook activities and one or two written activities or practical per week in a class Workbook for BK and PSW


TOPIC: ORIENTATION

SEASONS ORIENTATION



LIVE IN WATER ANIMAL HOMES

SKILLS:

• Observe • Compare • Communicate • Record

• Observe • Compare • Communicate

• Classify • Compare • Record • Communicate



• Observe • Identify • Record


PER

SON

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OC

IAL

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KNOWLEDGE:

• The effect of seasons on human beings- food,

clothes, activities

• The effect of

seasons on

human beings-

food, clothes, activities

• Types of Animals: • Characteristics • Uses

• Types of Animals: • Characteristics • Adaptations to

survive

• Animals and creatures that live

in water

• Characteristics • Habitat

Different

animals and

creatures that

live in sea

water

• Animals habitats: make their homes, finds a home and

that carry their homes

CAPS CONTENT: ENSURE OPTIMAL

USE OF DBE

WORKBOOKS

The four seasons • How seasons

affect us - clothes, food, activities

• DBE Workbook pg.

• How seasons affect animals - include farming e.g. sheep shearing

• DBE Workbook

pg.

• Farm Animals • Types • Uses – such as

food and clothing • DBE Workbooks

pg.

RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGH THE

TERM

SCHOOL BASED

ASSESSMENT: REFER TO DBE SBA

A Guidelines

BEG

INN

ING

KN

OW

LED

GE

TOPIC: ORIENTATION

SEASONS ORIENTATION




SKILLS:

• Observe • Compare • Classify • Measure • Experiment • Communicate

• Observe • Compare • Classify • Experiment • Measure • Communicate

• Observe • Compare • Classify • Find out -

“research” • Communicate

• Observe • Find out -

“research” • Compare • Classify • Communicate

• Observe • Compare • Find out -

“research” • Classify • Communicate

• Observe • Compare • Find out –

““research • Classify • Communicate

• Observe • Compare • Find out -

“research” • Classify • Communicate


KNOWLEDGE:

• Compare the four seasons

• How seasons

affect growing

thingssowing,

growing,

harvesting

How seasons

affect growing

thingsanimals

• Characteristics of farm animals

• Food we get from

them

• Characteristics of wild animals

• Why they camouflage themselves

• How do we

preserve them?

• Characteristics of fresh water creatures

• Classify

• Characteristics of sea creatures

• Classify

• The natural

habitat -variety of animals • Body features

linked to habitat. Why?

CAPS CONTENT: ENSURE OPTIMAL

USE OF DBE

WORKBOOKS

Reading for meaning (comprehension)of

• Life -cycle of bean plant

• What do plants need to grow?

• DBE Workbook 1

pg. 34 –41 & 44

• Hibernation • Migration/nesting • Sheep shearing

• DBE Workbook 1 pg. 42,43,45

• Process: From sheep to wool/ Making of cheese or butter

• DBE Workbook 1

pg. 46 - 49

Wild animals - Types • Camouflage Types:

Big 5 • Camouflage • Endangered

species • Preserving species

• DBE Workbook 1

pg. 51-53

• Fresh water - River - e.g. fish, crocodile - Ponds and dams - e.g. frog, dragonfly Identify and classify fresh water

creatures

DBE Workbook 1

pg. 54

Salt water - Sea - e.g. shark, crayfish - Rock pools - e.g. starfish, crab

DBE Workbook 1

pg. 55 - 57

• Animals and creatures that

make their

homes - birds, bees,

ants


find a home -

baboons,

snakes,

squirrels


carry their

homes - such

as snails,

tortoise

BEG

INN

ING

KN

OW

LED

GE

fictional and

nonfictional text • DBE

Workbook 1 pg. 60 - 61

WEATHER: • Predictions • Minimum and maximum temperature • Cloud cover • Symbols (Celsius, weather forecast) • Complete own weather chart Precipitation, wind, etc.

SCHOOL BASED ASSESSMENT:

REFER TO DBE SBA Guidelines


CR

EATI

VE

AR

TS: V

ISU

AL

AR

TS

TOPIC: ORIENTATION

SEASONS ORIENTATION




CREATE IN 2D Learners to EACH have their own ice cream container with their own stationery (pritt, scissors, pencil crayons,

crayons etc.)

Draw or paint pictures related to topics of the term; focus informally on line, tone, texture, colour

x

x x

Use recyclable

objects and thick

paint to create a

printed surface; talk

about geometric and

organic shapes

x x

CREATE IN 3D (CONSTRUCTING) (Learners to have their own dough or clay in container and own materials for personal use)

Construct a mask

using recyclable

materials;

discuss shape,

texture, develop

craft skills

x x

CR

EATI

VE

AR

TS:

PER

FOR

MIN

G A

RTS

IMPROVISE AND INTERPRET Use own space at their chair

Performing

rhythm patterns

combined with

locomotor

movements such

as clapping the

rhythm of pony

gallops,

marching,

skipping, etc. -on

the spot

x

x


Performing songs focusing on dynamics such as: loud and soft, slow and fast

x

x

Role play

related to

selected

topics or

stories told by

the teacher

x x

Using drama

techniques to

explore

characters’

thoughts and

feelings, e.g. the

drama is frozen

and each

character in turn

is tapped on the

shoulder, and

asked to reveal

what s/he is

feeling at that

moment, etc.

x

x x

CREATIVE GAMES AND SKILLS Use own space at their chair or a demarcated area outside with clear markings (lanes can be drawn on tarmac- learners take turns 7 or 8 at a time dependent on the

number of lanes- If no space, do not do the locomotor activities)

Warming up the voice: developing articulation (lips, tongue, jaw) through imaginative play

x x x x x


CR

EATI

VE

AR

TS: P

ERFO

RM

ING

AR

TS

Warming up the

body: contrasting movements using verbal and sound signals such as ‘Freeze!’, ‘Go!’, ‘Up!’

x x x

Rhythm games focusing on

listening skills

and recalling

contrasting

rhythm patterns

x x

Playing

percussion

instruments/body

percussion in

time to music

and/or class

singing

x x x

Locomotor

movement

marching, leaping,

jumping, galloping,

turning on their

own

x x x

Non-locomotor

movements: rolling,

swinging, stretching

alone

x x x x

Cooling down the body and relaxation: express moods and ideas through movement such

as floating on a

cloud, feeling

sleepy, etc.

x x x x


SCHOOL BASED

ASSESSMENT: REFER TO DBE

SBA Guidelines

PH

YSIC

AL

EDU

CA

TIO

N

TOPIC: ORIENTATION

SEASONS ORIENTATION




SKILLS:

• Maintain social distancing. • Activities has been modified to maintain social distancing. • The activities are adapted for a classroom situation- where overcrowding exist- allow learners to be keep a safe distance outside the class. • Locomotor activities can be practiced whilst learners are walking in and out of class in the morning or returning from interval. • Navigating safely when responding to movement instructions • Ensure that the 15-minute lessons have the following activities: warm-up, main and cool down. • Allow learners to use their own apparatus or alternatively use the apparatus in groups on different days to allow for sanitizing. • All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik)

LOCOMOTOR

Simulation activities

such as “follow-

theleader (at the

table)

x x x x

RHYTHM

Skipping with and

without skipping

ropes; skipping on

the spot and across

a distance

x

Keep the beat of

music or drumming,

move various parts

of the body - head …

arms… hips… legs

and feet

x

x x

COORDINATION Learners to be orientated with social distancing, hence no contact sport until further notice.

Throw a large ball at

a target e.g. goal

post or netball ring –

You need space

x x


Simulation activities, i.e. picking apples,

digging in the

garden, sawing a

plank, etc.

x x x

BALANCE With strict supervision - one child at a time ( Draw a few blocks for 5 learners to have a turn simultaneously observe social distancing while the others are sitting lined up to

wait their turn)

Hop-scotch Learners can do this

outside- When they

wait they sit in 8

rows of 5 observing

social distancing. If

you unable to do

this, do not do the

activity.

x x x

SCHOOL BASED ASSESSMENT:


TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7

TOPIC:

SOIL WORKING WITH

SOIL TRANSPORT BY

LAND: LAND/RAIL TRANSPORT BY

AIR/WATER ROAD SAFETY PEOPLE WHO HELP

US PEOPLE WHO

HELP US

PER

SON

AL

AN

D

SOC

IAL

WEL

L-

BEI

NG

SOCIAL DISTANCING AND HYGIENE ARE DAILY IMPERATIVES • Beginning Knowledge and Personal and Social Well-being activities should address key concepts and skills relating to Social Science, Natural Science and Technology e.g.

investigations, design, enquiry skills, etc. Ensure that vocabulary development is intentionally included to improve language. • Creative Arts [Visual Arts and Performing Arts] should be integrated very strongly with Languages • Physical Education will be implemented for one hour per week, the 2nd hour will be utilised for reading of Personal and Social Well-being and Beginning Knowledge

content knowledge e.g. comprehension pieces: “reading for meaning”, stories, poems etc. • Every Life Skills lesson will commence with a 10-minute lesson based on making learners aware of Covid-19 addressing washing hands, healthy habits, symptoms of

Covid-19, social distancing, what and when to report to whom, discussing when a friend/family member pass away, etc. • Learners are expected to complete DBE Workbook activities and one or two written activities or practical per week in a class Workbook for BK and PSW


SKILLS:

• Identify • Observe • writing

• Identify • Observe • writing • role-play

• identify • writing • role-play

KNOWLEDGE:

• Road safety • Recognising road

signs and remaining safe

• Scholar patrol • How traffic police

officers help us

People who

serves others

CAPS CONTENT:

ENSURE OPTIMAL USE OF DBE WORKBOOKS

No natural links

• Healthy

living/habits

Road safety

rules: • Pedestrians • Cyclists • Passengers • Road signs for

pedestrians and cyclists

• DBE Workbook 2 pg.22 -25

• Healthy

Living/habits • Identifying a

scholar patrol and the role they play in safety

• How traffic officers help us

• The work of a traffic officer

• DBE Workbook 2:

Pages 26 - 29

• Interpersonal relationship and values.

• People who help us in our community e.g. clinic, teacher, librarian, nurse,

• How different people helps

• How I ask for

help in an

emergency.

DBE Workbook

2: Pages 30 - 33 RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGH THE TERM

SCHOOL BASED

ASSESSMENT:


TOPIC SOIL WORKING WITH SOIL TRANSPORT BY

LAND:

LAND/RAIL

TRANSPORT BY


US PEOPLE WHO

HELP US


BEG

INN

ING

KN

OW

LED

GE

SKILLS:

• Observe • Compare • Classify • Communicate

• Observe • Compare • Classify • Measure

Experiment

• Communicate



KNOWLEDGE:

The types and

importance of soil What Plants need grow and the value of growing food at

home

• Transport by land: on the road/on trains

• Uses

• Transport by

air/water • Uses • energy

CAPS CONTENT: ENSURE OPTIMAL USE OF DBE WORKBOOKS

Reading for meaning (comprehension)of

fictional and

nonfictional text

• Different soils, colours and textures

• Creatures that live in the soil; such as earthworms, moles

• Soil for the growth of plants; the value of

growing vegetables

• DBE Workbook 2

pg. 2 – 6

• What plants need to grow

• How to plant a seed • Cultivating good

soil for plant growth

• Value of growing

vegetables

• DBE Workbook 2

pg.7 - 9

• Types and uses of land transport

• Different

road types • Types and

uses of trains • Types of

energy used

by different

trains

• DBE

Workbook 2

pg.10 -13

• Different modes of air transport

• Types and uses of water transport

• Different kinds of

energy used by water transport

• DBE Workbook 2

pg.14 -19

No natural links

WEATHER: • Predictions • Minimum and maximum temperature • Symbols (Celsius, weather forecast) • Cloud cover

• Complete own weather chart Precipitation, wind, etc.

SCHOOL BASED

ASSESSMENT:



TOPIC:

SOIL WORKING WITH

SOIL TRANSPORT BY

LAND:

LAND/RAIL

TRANSPORT BY


US PEOPLE WHO

HELP US C

REA

TIV

E A

RTS

: VIS

UA

L A

RTS

CREATE IN 2D Learners to EACH have their own ice cream container with their own stationery (pritt, scissors, pencil crayons,

crayons etc.)

Make paintings or

drawings of birds,

fish, insects,

reptiles, etc. use oil

pastels in warm

colours and wash

over in inks of cool

colours; discuss

colours, shape,

texture, pattern

and emphasis; look

at and discuss

famous artworks of

natural world

x

x x

Make paintings of fantasy plants and flowers; discuss primary and secondary colours, emphasis, and concepts like behind, in front of,

underneath, etc.

x

x

CREATE IN 3D CONSTRUCTION (Learners to have their own paper mâché in container and own materials for personal use)


Use recyclable materials and paper mâché to make useful objects: egg cups, containers, plant holders, etc. decorate using pattern; discuss geometric shapes and cool and warm colours, develop craft skills

x x x

CR

EATI

VE

AR

TS: P

ERFO

RM

ING

AR

TS


Creating a simple

puppet using

waste material:

sock puppets,

finger puppets,

shadow puppets

x x

Own puppet

performance

based on

appropriate vocal

characterization

and manipulation

of own puppet

x x

Create sounds and

rhythms specific to

the mood or

character of the

puppet by using

voice, instruments

or found objects

x x x

CREATIVE GAMES AND SKILLS Use own space at their chair or a demarcated area outside with clear markings (lanes can be drawn on tarmac- learners take turns 7 or 8 at a time dependent on the

number of lanes- If no space, do not do the locomotor activities)


Warming up the

body: curling and

stretching the

spine sitting on

the floor, curling

into a tight ball,

unfolding

lengthening the

spine, etc.

x x x x

Landing softly

through the

feet(toeball-heel,

bending knees)

while hopping,

skipping, jumping

and leaping, etc.

x x x

Listening to music and identifying moods such as ‘sad’, ‘happy’, ‘calm’ and ‘excited’

x x x x

CR

EATI

VE

AR

TS: P

ERFO

RM

ING

AR

TS Simple mime;

imitating every -day activities focusing on weight and shape, such as picking up a ‘heavy rock’ or a ‘light feather’ etc.

x x x

Games focusing on numeracy and litreacy such as number songs and rhymes, participatory stories, making letter shapes through move-ment, writing names with toes, verbal dynamics (pull, twist, stretch,

bend, spin)

x x x


Cooling down the body and

relaxation: lying on

the back

tightening/contracting

all the muscles,

making tight fists,

clenching shoulders

and then releasing all

the muscles making

body heavy on the

floor, etc.

x x x x

SCHOOL BASED

ASSESSMENT:


TOPIC:

SOIL WORKING WITH

SOIL TRANSPORT BY

LAND:

LAND/RAIL

TRANSPORT BY


US PEOPLE WHO

HELP US

PH

YSIC

AL

EDU

CA

TIO

N

SKILLS

• Maintain social distancing. • Activities has been modified to maintain social distancing. • The activities are adapted for a classroom situation- where overcrowding exist- allow learners to be keep a safe distance

outside the class. • Locomotor activities can be practiced whilst learners are walking in and out of class in the morning or returning from interval. • Navigating safely when responding to movement instructions • Ensure that the 15-minute lessons have the following activities: warm-up, main and cool down. • Allow learners to use their own apparatus or alternatively use the apparatus in groups on different days to allow for

sanitizing. • All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik

PH

YSIC

AL

EDU

CA

TIO

N LOCOMOTOR

Use a few of these activities and combine for a repertoire of movements

Catching and

throwing a

bean bag

x bean bag

x

BALANCE

Balance on one leg x x


SPATIAL ORIENTATION

Human shapes -

form shapes of

numbers 1, 2, 3

or letters A, B, C,

etc. in a human

chain

x

SPORTS AND GAMES Social distancing, hence no contact sport until further notice.

Traditional games

other learner’s

own choosing – 5

stones

x x x

SCHOOL BASED

ASSESSMENT:


T ERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7

T OPIC: OUR COUNTRY

SOUTH-AFRICA NATIONAL ANTHEM

AND COAT OF ARMS NATIONAL

SYMBOLS DIFFERENT WAYS OF

COMMUNICATING COMMUNICATIN

WITHOUT SIGHT/HEARING

DAY AND NIGHT ANIMALS OF THE

NIGHT

PER

SON

AL

AN

D S

OC

IAL

WEL

L-

BEI

NG

SOCIAL DISTANCING AND HYGIENE ARE DAILY IMPERATIVES • Beginning Knowledge and Personal and Social Well-being activities should address key concepts and skills relating to Social Science, Natural Science and Technology e.g.

investigations, design, enquiry skills, etc. Ensure that vocabulary development is intentionally included to improve language. • Creative Arts [Visual Arts and Performing Arts] should be integrated very strongly with Languages • Physical Education will be implemented for one hour per week, the 2nd hour will be utilised for reading of Personal and Social Well-being and Beginning Knowledge content

knowledge e.g. comprehension pieces: “reading for meaning”, stories, poems etc. • Every Life Skills lesson will commence with a 10-minute lesson based on making learners aware of Covid-19 addressing washing hands, healthy habits, symptoms of Covid-19,

social distancing, what and when to report to whom, discussing when a friend/family member pass away, etc. • Learners are expected to complete the DBE Workbook activities and one or two written activities or practical per week in a class Workbook for BK and PSW

SKILLS:

• Communicate: • Reading • Listening • writing

• communicate • Reading • Listening • writing

• communicate • Reading • Listening • writing


PER

SON

AL

AN

D S

OC

IAL

WEL

L-B

EIN

G

KNOWLEDGE:

Different

ways

human

beings

communic

ate

Different ways

human beings

communicate

• Activities at home at night

• People who serve

communities at

night

CAPS CONTENT: ENSURE OPTIMAL USE OF DBE WORKBOOKS

No natural links • Social Health • Speaking –

include

explaining,

conversation,

poetry and song.

• Writing – include

writing a letter or

card and post it.

• Reading – include

instructions and

advertisements

• Listening –

include radio and

stories DBE

Workbook 2:

Page 43 -49

• Social Health include lip reading, signing and

gestures • DBE Workbook 2

Page 48 - 50

Things I do at night

- get ready for bed, read and tell

stories, sleep and

dream o People who

work at night -

such as security

officers, doctors,

pilots, truck

drivers

DBE Workbook 2 pg.54-61

No natural links

RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGH THE TERM SCHOOL BASED ASSESSMENT:


TOPIC: OUR COUNTRY







NIGHT

BEG

INN

ING

KN

OW

LED

GE

SKILLS:

• Observe • Compare • Find out - books

and other means “research

• Communicate



• Communicate



• Communicate

• Observe • Find out - books


• Communicate


• Observe • Compare • Classify • Find out - books


• Communicate


KNOWLEDGE:

• Provinces • Eleven official

languages • South African flag

• Listening to and singing of South African anthem

• Understanding and languages in the national anthem

• Recognizing

the coat of

arms as

signature of

South Africa

Symbols representing South Africa Understanding South African symbols and

where it is presented

• Learner experience and knowledge

• Interviews • Researches • Learning sign

language

• How do we communicate if we can’t hear?

• How do we

communicate if

we can’t see?

Night animals B

EGIN

NIN

G K

NO

WLE

DG

E

CAPS CONTENT:

ENSURE OPTIMAL USE OF DBE WORKBOOKS Reading for meaning (comprehension)of

fictional and

nonfictional text

• Name and location of own province

• Recognizing the South African flag and places where we can see it flying

• DBE Workbook 2

pg. 34 -37

• South African anthem - listening and singing

• Notes: Anthem can be learnt throughout the term. Include learners from other countries by including their flags where possible.

• DBE Workbook 2

pg. 38 -39

• the importance of symbols

• Identify national symbols on South African coins.

• DBE Workbook 2 pg. 40 - 41

o Writing - include writing a letter or card and posting

it o Reading - include

instructions and

advertisements o Listening - include

radio and stories

o Ways we

communicate in

21st century

• Communicating in: • Sign language • Braille • DBE Workbook 2

pg. 50 - 53

• Night animals such as owls, hamsters, porcupines, leopards, jackal

• DBE Workbook 2

pg. 62 - 64

WEATHER: • Predictions • Minimum and maximum temperature • Symbols (Celsius, weather forecast) • Cloud cover • Complete own weather chart Precipitation, wind, etc.

SCHOOL BASED

ASSESSMENT:



TOPIC: OUR COUNTRY SOUTH-

AFRICA NATIONAL ANTHEM





DAY AND NIGHT ANIMALS OF

THE NIGHT

CR

EATI

VE

AR

TS: V

ISU

AL

AR

TS

CREATE IN 2D Learners to EACH have their own ice cream container with their own stationery (pritt, scissors, pencil crayons, crayons

etc.)

Make paintings

relevant to the

term’s topics;

discuss colours,

tone, texture,

contrast, shape

x x x x

CREATE IN 3D CONSTRUCTION (Learners to have their own dough or clay in container and own materials for personal use)

Make clay models x

CR

EATI

VE

AR

TS: P

ERFO

RM

ING

AR

TS


Listening to music

and identifying

how dynamics,

pitch, timbre and

tempo combine to

tell a story such as

‘Peter and the

Wolf’, etc.

x x

Improvising

appropriate

movements and

characters using

axial, locomotor and

levels to interpret

story such as ‘Peter

and the Wolf’, etc.

x x x

Developing a puppet

performance by

focusing on a x


conversation

between puppets

Exploring attitude,

status and

relationships of

puppet –

characters such as

the villain, animal

characters, the

witch, the

princess, etc.

x x

CREATIVE GAMES AND SKILLS Use own space at their chair or a demarcated area outside with clear markings (lanes can be drawn on tarmac- learners take turns 7 or 8 at a time dependent on the number

of lanes- If no space, do not do the locomotor activities)

Warming up the

body: using circles,

angles, curves and

zig-zags

x x x

Warming up the

voice: using songs

and rhymes focusing

on high and low

notes and fast and

slow tempo

x x x

CR

EATI

VE

AR

TS:

PER

FOR

MIN

G A

RTS

Singing songs to

improve the

ability to sing in

tune

x x x x

Combining non-

locomotor and

locomotor

movements such

as twisting

combined with

galloping on their

x x x


own and with a

partner

Simple mime: imitating everyday

activities focusing

on weight, shape

and space such as

‘crouching in a

narrow cave’,

‘kicking a ball on a

big soccer field’,

etc.

x x x

Composing

soundscapes using

dynamics, pitch,

timbre and tempo

to express

character, feelings

and mood such as:

‘grandfather =

loud, low pitch,

slow’, ‘bird = quiet,

high pitch, fast’, etc

x x x x

Cooling down the body and relaxation: moving to slow

soothing music

x x x x

SBA



TOPIC: OUR COUNTRY


AND COAT OF

ARMS

NATIONAL

SYMBOLS DIFFERENT WAYS

OF

COMMUNICATING

COMMUNICATIN WITHOUT

SIGHT/HEARING


NIGHT

PH

YSIC

AL

EDU

CA

TIO

N

SKILLS

• Maintain social distancing. • Activities has been modified to maintain social distancing. • The activities are adapted for a classroom situation- where overcrowding exist- allow learners to be keep a safe distance outside the

class. • Locomotor activities can be practiced whilst learners are walking in and out of class in the morning or returning from interval. • Navigating safely when responding to movement instructions • Ensure that the 15-minute lessons have the following activities: warm-up, main and cool down. • Allow learners to use their own apparatus or alternatively use the apparatus in groups on different days to allow for sanitizing. • All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik

LOCOMOTOR Demarcated area

Jump high, walk

with big steps,

walk with small

steps, skip hop

x x

LATERALITY

Stretching, up and

sideways x x x x

SCHOOL BASED

ASSESSMENT:



Topic 1: SEASONS

Lesson Plans

Week 1

and

Week 2


SUBJECT LIFE SKILLS

TERM WEEK 1

DATE : GRADE 2

STUDY AREA: BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL

WELLBEING

TOPIC SEASONS

ACTIVITY 1

TIME 60 minutes

OUTCOME By the end of this activity, the learners will have:

• Learners will be able to identify the four seasons.

RESOURCES • DBE workbook

• Posters with features of different seasons

• Earth globe

• Seasons Tree Change worksheet

• Seasons and Weather worksheet

VOCABULARY • Seasons, Winter, Spring, Autumn, Summer, snow, dry leaves, hot, cold, sun, harvesting, green leaves, flowers, blossoms, holidays, harvest,

ACTIVITY DESCRIPTION

Introduction: Learners are asked questions based on a poster with the features of the different seasons. Potential

questions include: "What are the four seasons?

What activities do we do in each season? What holidays are there? What experience do you have during a

Particular season?"

Teacher Activity:

• The teacher explains to the learners that the seasons, summer, winter, spring and autumn are a reflection of how solar energy is distributed to the Earth based on its axis of rotation as well as its shape using the earth globe.

• Tell learners that it is important to have seasons as a way of letting life be possible on Earth.

• Explain that in different parts of the world, people experience different weather in the same season.

• Ask the learners if they like warm, cool, or rainy weather.

• Ask the learners to describe the weather for each season in your area. She does the different months of the year.

• She integrates the months with Mathematics- counting and grouping. The teacher places the months under each picture of each season.

Learner Activity:

• Tell the learners to think about events that happen during certain seasons. For example, in the summer is they have summer break, and the winter they have winter break. Complete DBE workbook 1, worksheet 17.

• Ask learners to recount aloud some of their experiences during certain seasons.

• Ask them to share which experience was effected by the season, for examples, students would not swimming at the beach with their family in the winter.

• Learners are grouped in the four seasons and has to sort the different attributes of the seasons using flashcards. E.g. snow, dry leaves, hot, cold, sun, harvesting,

green leaves, flowers, blossoms etc. and places the

months under the correct season.


Winter – June, July & August

Summer – December, January & February

Autumn – March, April & May

Spring – September, October & November

• Learners discuss and complete DBE workbook 1, worksheet 18 and 19

Conclusion:

Let learners look at the pictures in the DBE workbook and note the differences in those pictures and complete the

worksheets.

EXPANDED OPPORTUNITIES (Gifted and or challenged learners):

Differentiation Enrichment: Have your learners look up the scientific basis of seasons.

Support: Learners who have trouble identifying the seasons, ask them to describe the different seasons based on the

clothing they wear. Learners complete the seasons and weather worksheets.

ASSESSMENT:

SUBJECT LIFE SKILL

TERM WEEK 1

DATE : GRADE 2


WELLBEING

TOPIC SEASONS

ACTIVITY 2

TIME 60 minutes


• Learnt how seasons affect us - clothes, food, activities

RESOURCES • DBE books

• Clothes

• Fruits and vegetables poster of different activities in every season



Introduction:

• The teacher is revising the previous lesson with the learners by asking questions about the different seasons, e.g. Which season is cold? etc.

• The teacher reads a story to introduce the effects of different seasons regarding our clothes, types of food we enjoy, etc.

Teacher Activity:

• Draw a table showing pictures of different seasons and let learners tell what kind of clothes they should wear and matching them to the correct.

• Ask and discuss about the effects of seasons in their environment. Refer to the DBE workbook 1, worksheet 21.

• Ask learners talk about like and dislike in different seasons.

• Discussion about different kind of activities in different seasons.

• Ask the learners questions on how vegetation. How are the plants?

• Ask them about the type of clothes they prefer to wear now and why?

• What type of vegetables do we find in summer, winter, spring and autumn?

Learner Activity:

• Learners look at the pictures of seasons and talk in their groups about the different events that are happening in the pictures.

• Learners read and compare what they see in the pictures with their environment.

• Learners go outside and observe and compare what they see with what they have discussed in the picture.

• Learners discuss the poster of different activities to do in each season.

• Discuss with the learners the weather changes and how they affect our lives and plants.

• Learners write the activity in the DBE workbook 1, worksheet 20.

Conclusion:

Learners must draw the different plants from different seasons as homework.


The teacher asks learners to look at the series of weather maps they collected from newspapers or websites and

compare the weather maps and the conditions to the seasons. ASSESSMENT:


Activities


SUBJECT LIFE SKILLS

TERM: WEEK: 1

DATE: GRADE 2

STUDY AREA Creative Arts

• Performing Arts

TOPIC SEASONS

ACTIVITY 1

• Loco-motor movements

TIME 60 minutes

OUTCOME At the end of the activity the learners will have:

• Warmed up the body

• Performed songs focusing on dynamics such as loud, soft, slow and fast

• Performed rhythm patterns combined with loco-motor movements such as clapping

the rhythm of pony galloping, marching, skipping, etc.

• Cooled down the body and relaxation

RESOURCES • CAPS LIFE SKILLS Policy document page ____________

• Performing Arts for Foundation Phase Teachers book(PAFPT)

• Song: Time is passing, sun comes up, sun goes down…or any suitable song, rhyme

or poem about seasons

• Safe area- Indoors or outdoors


Introduction:

Warm up

Refer to PAFPT, p. 18

Breathe in slowly, breathe out slowly.

Breathe in, hold for 10 counts, breathe out.

Introduce the action rhyme: “Time is passing…”

Time is passing

Sun comes up

Sun goes down

While the earth turns around and around

Seasons come

Seasons go

First you’re young and then you’re old.

Time is passing

Time is passing

Time is passing by.

(Circle left hand above head)

(Circle hand from above head to bottom right)

(Big circle with both hands above head)

(Turn around)

(Use your hands to show rain)

Hug yourself to show cold)

(Turn around)

(Raise your left hand)

(Raise your right hand)

Flop forward from your waist down, put your hands on the floor)


Teacher Activity:

• Explain to learners that they will do warm-up

sounds (PAFPT, p. 107 – I whistle, I wiggle, I

stamp my feet).

• Explain to learners that they will be divided into

four groups representing the four seasons.

• Teacher indicate learners say the action rhyme

/sing songs of the different seasons in their

groups, (PAFPT, p.107 Time is passing, sun

comes up, sun goes down).

• Tell learners that they will now march in pairs

while singing.

• Explain to learners the cooldown activities that will

now end the session.

Learner Activity:

• Learners do voice warm up sounds, e.g.

humming, etc.

• Learners sing a song they know, e.g. school

anthem, national anthem, etc.

• Learners stand in four groups with a season

name for each group, e.g. Spring, Summer,

Autumn and Winter.

• Learners sing in their groups whilst the teacher

leads them in a rhythmic pattern, e.g. clapping,

stamping of feet, DBE books page 35, etc.

• Learners then march in pairs whilst singing and

marching in rhythmic patterns.

• Learners sit on the carpet or at their places.

Conclusion:

Cool-down

Learners sing sitting down, stretching their hands and shaking their heads.

EXPANDED OPPORTUNITIES (Gifted and or challenged learners)

Teacher assist learners that have difficulty to follow the actions by allowing them to stand opposite her or next to her.

ASSESSMENT

Observe if the learners can follow the actions while doing the action rhyme.

SUBJECT LIFE SKILLS

TERM: WEEK: 1

DATE: GRADE 2

STUDY AREA CREATIVE ARTS

• Visual Arts

TOPIC SEASONS

ACTIVITY 1

• Create in 2D-Draw/paint the four seasons

TIME 60 minutes

OUTCOME By the end of this activity, learners have:

• How to draw and/or paint pictures related to seasons focusing on line, tone, texture

and colour.


• Basic Principles of Art for Foundation Phase Teachers (BPAFPT)

• DBE Workbooks

• A4 pages


• Paint, pencil, wax crayons

• Aprons or old t-shirts/clothes for each learner to wear


Introduction:

• Recap what was discussed in the Beginning Knowledge and Personal and Social Well-being activities about

seasons.

• Show learners pictures of the four seasons, learners can also look at the DBE workbook page___, viewing the

pictures of the different seasons.

• Teacher explain to learners that they are going to make pictures of the seasons using their feet and fingers.

• Teacher asks learners to look closely at their feet and think how they can use their feet to make a tree.

• Ask learners to look at their hands and count their fingers. Ask them how can they use their hands to make a

tree, branches or leaves.

• Teacher ask learners which colours are more prominent in each season:

Summer: green

Autumn: orange, yellow

Winter: brown

Spring: green, pink

• Explain to learners that we get in art warm and cold colours.

Cold colours: green, purple and blue Warm colours: yellow, orange and red

• Explain different textures in are in art.

There are two types of texture — tactile and visual.

• Tactile texture is the real thing. It is the actual way a surface feels when it is felt or touched, such as rough,

smooth, soft, hard, silky, slimy, sticky, etc. ... (Provide examples if possible for learners to feel)

• Visual texture is not real texture. ...it is texture that you draw to give the impression of the real thing.

• Discuss the texture of a tree and how learners can get the effect of roughness on the tree when they drawing it.

Teacher Activity:

• Explain to learners that they will draw and/or paint

pictures related to the 4 different seasons

focusing on line, tone, texture and colour

(BPAFPT, p. 64 – 66).

• Give each learner two(2) blank A4 pages.

• Tell learners to put their feet on the paper and

trace the outer-part of their feet with a pencil.

Indicate that learners can use their fingers to

make tree branches.

• Teacher indicates to learners that they will only

choose two seasons to make their trees.

Learner Activity:

• Each learner receives two(2) blank A4 pages.

• Learners put their feet on the paper and trace the

outer part of their feet with a pencil.

• Learners first trace their right foot and then their

left foot.

• Learners use their fingers to make tree branches.


• Tell learners that they are now going to paint or

colour in their drawings with different colours to

create a tree relating to a specific season.

• Teacher tells learners to decorate the background

of the two pages by adding insects, flowers or

grass if it applies to the season.

NOTE:

Explain to learners that they can use their thumb

to make leaves on the tree. Learners use paint to

make thumb prints.

• Learners use paint or wax crayons to colour each

foot/tree.

• Learners decorate the background of the two

pages by adding leaves, blossoms, insects,

flowers or grass if it applies to the season.

• Example of a season tree:

Conclusion:

• Learners clean -up their workspace.

• Let learners settle down and discuss with learners a few of the drawings.


Teacher assist learners that struggles to trace their feet.

ASSESSMENT:

Observe if learners understand colour and texture in pictures.


SUBJECT: LIFE SKILLS

WEEK 1

DATE: GRADE 2

STUDY AREA: Physical Education Follow your school’s Covid 19 risk

management at all times when teaching PE

TOPIC: Seasons

Perceptual Motor and Co- ordination

ACTIVITY 1

TIME: 60 minutes/I hour


Perceptual Motor

• Ball skills – bouncing balls while marching on the spot

Co-ordination

• Throw a large ball at a target e.g. goal post or net ball ring

RESOURCES Resources MUST be ready the day before the activity

• PPE

• CAPS Life Skills Policy document

• Recovery teaching Plan for Life Skills

• Safe area for the activity, the area must be large enough to allow for at least 1m social

distancing between each learner.

• Life Skills DBE workbook -English: Activity 18, Page 37, Book 1(to consolidate)

• Learners appropriately dressed (both learners and teachers must wear masks during

PE)

• Balls, markers, whistle and first aid kit


Warm up exercise

Keep the basket full

Home! The teacher stands next to a basket full of beanbags (4x6 = 24) and tennis balls (6) in the middle of the playing

area with about 30 learners spread out around him/her (increase the number of equipment according to the number of

learners in the class). The teacher throws beanbags and balls out in different directions of the playing field to empty

the basket. Learners run around and retrieve objects, bring them back and fill up the basket.


Teacher Activity:

Life Skills DBE workbook -English: Activity 18,

Page 37, Book 1 (to consolidate the lesson)

The teacher sets up the stations. Divide learners into

groups. Demonstrate what learners must do at each

station or phase. Explain the roles and rules of the

game. The teacher uses the whistle when the

learners are due to rotate from one station to another

during the practice round.

Player Wall

☺

Bounce

Rules and scoring

The player is out when s/he:

- misses the ball;

- does not follow the prescribed pattern; or

- steps over the line whilst throwing or catching

the ball.

In the event of making a mistake, the game will start

from the very beginning. If two children are

competing, the one who made a mistake will be out,

and the other one will start from the beginning. The

roles are continuously switched as one makes a

Learner Activity:

Sevens or Sewetjie

Each learner takes a tennis ball to throw in ‘patterns of seven’

against an outside wall. The surface in front of the wall should

allow for easy bouncing.

One or two players can play, depending whether it is merely a

practice (one) or competition (two). The learner stands about

three to four metres away from and facing a wall with the tennis

ball in his/her dominant hand.

The game consists of seven different phases or rounds that

vary in degree from easy to difficult. Each phase requires the

ball to be thrown and caught from behind a certain line (about 3

meters away from the wall) according to a prescribed pattern.

For the first (easiest) phase, the ball is thrown and caught

seven times without bouncing. As the game progresses, the

ball is thrown and caught the number of times indicated by the

phase. The prescribed patterns of throwing and catching are

as follows:

Phase one: Throw the ball seven times directly against the

wall and catch it in the air.

Phase two: Throw the ball six times to bounce on the ground

about 0,5 meters or closer to the wall first, bounce against the

wall and catch it in the air. See indicated line of ball.

Phase three: Throw the ball five times directly against the wall

and let it bounce once before catching it.

Phase four: Throw the ball four times against the wall and

clap your hands twice in front of your body before catching the

ball in the air (no bounce is allowed).


mistake. The player who succeeds first to complete

all 7 phases without making a mistake, is the winner.

If a player completes all the phases without the other

player having had a chance, the second player will

get the opportunity to play and see if he/she can

match the ‘playing record’ of the first player.

NB! Teachers must observe and ensure that learners

adhere to social distancing during activities. Learners

must wash their hands and equipment must be

sanitized before and after activities.

Phase five: Throw the ball three times against the wall and

first clap once in front of the body and then behind your back

before catching the ball before it bounces.

Phase six: Lift one of the legs into a bent position (standing

on one leg) and throw the ball from underneath the leg against

the wall and catch it before it bounces. For the second throw

the action is repeated, but the ball is thrown from underneath

the other leg.

Phase seven: Throw the ball against the wall and turn around

once (180°) before catching it. It may not bounce.

After having completed the seven stages successfully, then

engage the activity in the Life Skills DBE workbook -English:

Activity 18, Page 37, Book 1

• Practise ball skills.

• Bounce a ball against the wall.

• March on the spot while bouncing the ball.

• Now run and bounce the ball around the beacons.

Cool down

Activities identified during the free play within each play area or station are selected for demonstration and discussion.

The educator asks the learners to all get together and move from one station or play area to the other, whilst requesting

learners previously identified to demonstrate their activities.


For completing the seven phases the second time, it may be decided to catch the ball with the dominant hand, followed

by the non-dominant hand. Learners get multiple turns to practice the skills.

ASSESSMENT:


SUBJECT LIFE SKILLS

TERM WEEK 2

DATE: GRADE


WELLBEING

TOPIC SEASONS:

ACTIVITY 1

TIME 60 minutes


• Learners will be able to know

• How seasons affect growing things, sowing and harvesting.

RESOURCES • DBE workbooks

• Clothes

• Fruits and vegetables

• Poster of different activities in every seasons

• Variety of fruit and vegetable seeds


Introduction:

• Learners will be asked the following questions as a revision from previous lesson: what kind of clothes do

we wear in winter?

• Discuss DBE Workbook 1, worksheet 19

• How are the days in summer?

• Learners will be engaged in discussion around planting and the vegetables and fruits in this season.

Teacher Activity:

• The teacher will show learners the vegetables, and

fruits fresh from the garden e.g. spinach, pumpkin,

green beans etc. and discuss with them the word

harvesting

• The teacher will ask the learners to mention the

vegetables and fruits that are harvested in different

seasons.

• Learners discuss the fruits and vegetables they like

and the seasons they are harvested in.

• Learners will mention different vegetables they plant

at school, home and in the community gardens

Learner Activity:

• The learners will recite the season poem together.

• Learners will be allowed to pick and choose their

favourite fruits and vegetables and discuss on how to

water the different plants.

• Learners will complete DBE workbook 1 worksheet 21

• The teacher will take learners outside to observe

gardens and teach them the correct way to water the

garden. Let them talk about their observations.

Complete DBE workbook 1, worksheet 22

Conclusion:

The teacher and learners summarizes the content of work.



• Give learners homework to write the names of three vegetables and three fruits that are harvested in this season. ASSESSMENT:

SUBJECT LIFE SKILLS

TERM WEEK 2

DATE : GRADE


WELLBEING

TOPIC SEASONS

ACTIVITY 2

TIME 60 minutes


• Learners will be able to know

• How seasons affects animals- include farming e.g. sheep shearing, animal dipping,

birds migration and nesting

RESOURCES • DBE workbook

• Posters of animal dipping and shearing,

• Birds nests

• Worksheets.


Introduction:

Ask learners to say what they do to keep warm or stay cool.

Through questioning assess their understanding of the effect of the seasons on birds and animals. Discuss their coats

or skin covering as well as how they use the natural world to help them create a shelter from the weather, e.g How do

animals keep warm? When does the farmer shear his sheep and why?

Teacher Activity:

• The teacher explains about the farmers having to dip

their cattle every week in the summer months

because of ticks which makes the cattle sick. They

need to be dipped in winter but less often.

• The teacher further uses an earth globe to explain

how in autumn some birds migrate from the southern

to the northern hemisphere to keep warm.

• Explain ways in which learners could help birds who

do not migrate have sufficient food for winter.

• Discuss each how many creatures that hatch from

eggs e.g. what are birds nest made of.

Learner Activity:

• Learners make a list of all the known creatures that

hatch from eggs.


Conclusion:

Learners answers questions of the content.


The learners build a bird feeder using waste material and hang in a secure place in the school grounds. The learners

should bring scraps of food from home to put into the feeder for the birds such as nuts, fruit and bread and monitor the

birds that feed there. ASSESSMENT: Informal

The learners are able to classify creatures that lays eggs.


SUBJECT LIFE SKILLS

TERM: WEEK: 2

DATE: GRADE 2


• Performing Art

TOPIC SEASONS

ACTIVITY 1

• Loco-motor movements

TIME 60 minutes

OUTCOME At the end of the activity the learners will have:

• Warmed up the body

• Performed songs focusing on dynamics such as loud, soft, slow and fast

• Performed rhythm patterns combined with loco-motor movements such as clapping

the rhythm of pony galloping, marching, skipping, etc.

• Cooled down the body and relaxation



• Song: Time is passing, sun comes up, sun goes down…or any suitable song, rhyme

or poem about seasons

• Safe area- Indoors or outdoors


Introduction:

Warm up

Teacher request learners to stand at their “safe space”.

Teacher instruct learners to follow the pretend activities:

• Stretch and pick apples from a tree.

• Flap your arms up and down as a bird.

• Balance on one foot like a flamingo.

• Wiggle your body like a snake.

• Hop up and down like a rabbit.

• Crouch like a frog.

Revise the action rhyme: “Time is passing…”

Time is passing

Sun comes up

Sun goes down

While the earth turns around and around

Seasons come

Seasons go

(Circle left hand above head)

(Circle hand from above head to bottom right)

(Big circle with both hands above head)

(Turn around)

(Use your hands to show rain)

Hug yourself to show cold)


First you’re young and then you’re old.

Time is passing

Time is passing

Time is passing by.

(Turn around)

(Raise your left hand)

(Raise your right hand)

Flop forward from your waist down, put your hands on the floor)

Teacher Activity:

Game: Going to a forest –“Follow the leader”

• Teacher explains to learners the game they going to

play. (This can be done inside or outside the

classroom.)

• Teacher explain to learners they are going to pretend

to play outside in a magic forest using direction words

to help others navigate (find the way through the

forest).

• Divide class in groups of five learners.

• Select a leader in each group by using a counting

rhyme e.g. Teacher says the rhyme while lightly

touching the head of each learner on each word of the

rhyme. The leaner whose head you touch on the last

word of the rhyme is the selected learner and must

join the group.

Number rhyme:

One blossom, two blossoms

Three blossoms, four,

Five blossoms, six blossoms

Seven blossoms, and a beautiful tree!

• Once all the learners are allocated to a group the

teacher explains the game, “follow the leader”. The

teacher demonstrates the game with one group.

Example:

• Walk three steps forward, jump twice up and down,

Stand still at checkers, look left and right, Skip walk

five skips backwards to go around the tree, March

around the flower bed, tip toe like a fairy in the forest.

NOTE:

• loco-motor movements such as clapping the rhythm of

a fairy galloping, marching, skipping, in the forest

should be used.

• Learners play “follow the leader”. The leader of each

group must direct the rest of the group around the

demarcated area using words such as:

Learner Activity

Game: Going to a forest –“Follow the leader”

• Learners listen to the teacher explaining the game

they going to play.

• Learners are going to pretend to go to a magic forest

using direction words to help others navigate (find the

way) to forest.

• Words such as: along, over, under, up, down, two

steps, left, right, should be used.

• Learners are divided into groups of fives by the

teacher.

• Learners move to their groups and sit five learners

together.

• Learners in each group identify who will be the first

group leader.

• Learners settle down and listen to the teachers

demonstration of the game.

• The selected five learners plays the game together

with the teacher in order to demonstrate to the class

what must be done.

Example:

Walk three steps forward, jump twice up and down , Stand

still at checkers, look left and right, Skip walk five skips

backwards to go to the chemist, March around the tree.

• Learners play “follow the leader”. The leader of each

group directs the rest of the group around the

demarcated area using words such as:

“take three steps forwards”, “turn left at the tree”, “step

over the brick”, “take five large steps to the left” ,

“crawl under the chair”, “climb up the steps”, tip toe

like a fairy in the forest, etc.

• Rotate the leader to give each learner an opportunity.

• Learners sit down on the carpet or grass once all the

learners had a turn to be a group leader.


“take three steps forwards”, “turn left at the tree”, “step

over the brick”, “take five large steps to the left” ,

“crawl under the chair”, “climb up the steps”, etc.

• Rotate the leader to give each learner an opportunity

to give instructions.

Conclusion: Cool down

Teacher request learners to stand at their “safe space” while saying the action rhyme: “Time is passing…


Teacher assist learners with barriers by placing them in one group and the teacher plays the game with the learners,

assisting the learners when they get a turn to be the group leader.

ASSESSMENT:

Observe if the learners can perform loco-motor movements such as clapping the rhythm of pony galloping, jumping,

hopping marching, skipping, etc.

SUBJECT LIFE SKILLS

TERM: WEEK: 2 DATE: GRADE 2 STUDY AREA Creative Arts

• Visual Art

TOPIC SEASON

ACTIVITY 1

• Create in 3-D: “My favourite Season” TIME 60 minutes OUTCOME By the end of this activity the learners will have:

• Used recyclable materials and thick paint to create a printed surface

• Talked about geometric and organic shapes

• Created a 3-D picture of “My Favourite Season”


• Recyclable material: egg holders, toilet rolls, ribbon, buttons, sticks etc.

• Paint, paint brushes, water, paint holder

• A 4/A3 pages

• Aprons or old t-shirts,

• Pencil and eraser

• Strong glue and glue applicators

• Newspapers

• Poster of the seasons



Introduction:

• Recap what was discussed in the Beginning Knowledge and Personal and Social Well-being about “Seasons”.

• Discuss how trees and nature differ in each seasons. Show learners pictures or photos of trees and nature in

Summer, Autumn, Winter and Spring.

• Teacher ask learners which season they like the most and or the least. Why do they like the specific season?

• Teacher explain to learners that they going to make a picture of their favourite season.

• Discuss with learners that they must use geometric and organic shapes in their pictures.

NOTE:

Geometric shapes are defined as shapes that have regular appearance and are typically man made using

machines. Examples are circles, squares, triangles, rectangles, ovals etc. ...

Organic shapes are defined as shapes that are irregular or asymmetrical in appearance and tend to have a curvy

flow to them.

Revise warm and cold colour:

• Warm Colours: make us feel warm — (reds, yellows, oranges).

• Cool Colours: make us feel cool — (blues, greens, violets/purple)

Teacher Activity:

• Explain that learners will use recyclable materials

to create pictures about their favourite season.

• Ask them what about their favourite season.

• Allow learners to discuss changes occurring

during their favourite season.

• Show learners pictures of the different seasons.

• Discuss shapes on poster.

• Give learners A4/A3 size blank pages, recyclable

materials, paint and paint brushes, water.

• Observe learners while working on their paintings.

• Teacher indicates that learners use recycled

material to add flowers, grass, insects or any

other features.

• Teacher offers support where necessary.

Learner Activity:

• Put on their aprons or old t-shirts

• Take newspapers outside and place them on the

surface where they will do the paintings.

• Collect the resources in the class that they will

use to paint their posters.

• Fetch water for the paint.

• Learners draw their pictures first before they start

painting.

• Learners use recycled material to add flowers,

grass, insects or any other features.

Conclusion

• Learners clean their work space.

• Learners leave paintings outside to dry. Display the pictures on the walls in the classroom.


• The teacher assists learners that finds it difficult to use the trace their feet by providing a printed tree to them

and they only add the leaves and other features. ASSESSMENT

• Observe if learners made use of different shapes and recycled material.



WEEK 2

DATE: GRADE 2



TOPIC: Seasons

Balance

ACTIVITY 1


OUTCOME By the end of this activity, the learners will have learnt:

Balance

• Play simple games such as STOP

• Play Hopscotch

RESOURCES Resources MUST be ready the day before the activity:

• PPE



• Life Skills DBE workbook -English: Activity 20, Page 40, Book 1

• Safe area for the activity, the area must be large enough to allow for at least 1m

social distancing between each learner

• Learners appropriately dressed (both learners and teachers must wear masks

during PE)

• Soccer balls, markers, hula hoops, rule sheets and first aid kit


Warm up exercise (Integrate with topic seasons in BKPSW)

“Sun!” Learners spread out over the play area and find a space. On the command, “Scramble Walk!”, all walk around

without bumping, changing direction all the time. React to the following commands: “Sun!” - “Scramble jog!”, “Sun!” -

“Scramble run!”,

“Sun!” - “Scramble slide!”, “Home!”


Teacher Activity:

Set up 4 Stations with 2 of each stations being

identical.

Teacher can explain the rules of the different game.

The rules may be to be written down so that learners

understand how to follow them.

Before the groups proceed to do the activities at the

different Movement Stations, they move closer to the

educator who will explain the different activities and

games briefly.

Clear instructions should be handed to the

group leaders before they are assigned to the

different Movement Stations.

Divide class into groups of 6/8. Groups will complete

stations 3 stations (1, 3, 5 or 2, 4, 6). The teacher

will blow the whistle when it is time to move. All

learners should have a turn before moving on to the

next station.

The level of difficulty and variations of the games

may be introduced when learners have completed

each cycle two or more times. More balls may be

introduced or the use of non-dominant hand/foot etc.

Stations 1 & 2 - catch

(Beat the ball)

Stations 3 & 4 - kick

(Beat the ball)

Learner Activity:

Stations 1 & 2

The small group forms a circle, standing about 2 metre apart.

The group leader (who forms part of the circle) takes the

soccer ball and the learner on his/her right, is the runner. On

the signal (from the group leader), the runner runs clockwise

around on the outside of the circle to his/her place, while the

others pass/throw the ball clockwise (same direction as runner)

until it reaches the last learner. Who is back first from the

starting position – the ball or the runner?

Repeat the activity until everybody has had a chance to be the

runner.

Repeat the activity, but instead of throwing the ball, roll it to the

learner on your right-hand side, who will pick it up, stand up

straight before going down again to roll it to the next learner in

line.

Sit down and discuss who has ‘beaten the ball’.

Stations 3 & 4

Repeat the formation of Station 1, but instead of throwing the

ball to the person next in line, kick the ball to the next person

who should stop the ball before kicking it to the next person.

Repeat the previous activity, but one learner kicks the ball to

the next learner who picks it up, throws it to the next one, who

puts it down

and kicks it to the next one. The activity is thus to alternate the

actions of throwing and kicking. Repeat until everybody has

had a chance to throw and kick the ball. Sit down and discuss

who has ‘beaten the ball’.


Station 5 & 6

The Life Skills DBE workbook -English: Activity

20, Page 40, Book 1 has an activity to play

hopscotch



must wash their hands and equipment must be

sanitized before and after activities.

Station 5 & 6

Balance on one foot and start hopping on the spot on the same

foot. Repeat, but hop on the other foot.

Repeat activity but hop while travelling forward, then backward.

Hop in a circle, first with the right leg, then with the left leg.

Form groups of six and draw a small Hopscotch court on the

ground or choose blocks on the floor or ‘stoep’ on which to

hop. Hop with left foot (1, 2, and 3), double landing, hop with

left foot (block 6) and turn around (in base). Repeat coming

back whilst hopping on the right foot. Each learner gets a turn.

Repeat activity but choose your own way of hopping – on left,

right or both feet.

Cool down

Learners Sit down and discuss who has ‘beaten the ball’ and which activity they enjoyed and why. The level of difficulty

and variations of the games may be introduced when learners have completed each cycle two or more times. More

balls may be introduced or the use of non-dominant hand/foot etc.


The level of difficulty may be introduced when learners have completed each cycle two or more times. More balls may

be introduced or the use of non-dominant hand/foot etc.

ASSESSMENT:


Topic 2: Animals

Lesson Plans

Week 3

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SUBJECT LIFE SKILLS

TERM WEEK 3

DATE: GRADE 2


WELLBEING

TOPIC ANIMALS

ACTIVITY 1

• FARM ANIMALS

o Types

o Uses – such as food and clothing TIME 60 minutes


• Identified different farm animals and the different gender, baby, sound and shelter of the

animals

• Identified how farm animals help us

RESOURCES • CAPS LIFE SKILLS Policy document,

• DBE workbooks

• Worksheets

• Pictures

• Vocabulary cards

• Information books

• Posters of farm animals


Introduction:

• The teacher begin the lesson with the learners singing the song of “Old MacDonald had a farm” DBE workbook

1, worksheet 24. Learners add different animals that are familiar.

• Ask questions of the types of animals known to the learners.

Teacher Activity:

• The teacher asks learners to differentiate between

animals that stay with the learners at home, what

they are called? (domestic animals, e.g. cats, dogs

and other pets) and animals that is staying and

depend on humans to feed and look after them –

farm animals.

• Download the video “Take a Fieldtrip to a Farm”

https://www.youtube.com/watch?v=Hg2ZX0PF-jI

and let the learners watch it.

Learner Activity:

• Give learners examples of farm animals and allow

learners to say what there favourite farm animal is

and why that animal.

• Learners complete worksheet 23 in the DBE

workbook.

https://www.youtube.com/watch?v=Hg2ZX0PF-jI

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• Learners are made aware of different farm animals,

what the male and the female is called, what their

babies are called, the sound they make and where do

they stay on the farm, e.g. Cattle - Cow – Bull – Calf-

Moo – Cowshed, Pigs – Sow – Boar – Piglet – Grunt –

Pigsty, etc.

• Discuss with the learners how the farm animals help

and provide for us, e.g. meat, leather, feathers, down,

eggs, milk cheese, etc.

• Teacher notes:

Use the picture in the DBE workbook worksheet 23 on

their favourite farm animal. Discuss the different farm

animals like cows, goats and sheep all chew the cud.

This means that they regurgitate either food (bring it

up, and chew it again). Other farm animals like,

chickens, turkey’s, geese, horses, donkeys, etc.

Products from farm animals –

o meat from sheep ( mutton, lamb), cattle (beef),

pigs (pork, ham, bacon) chicken

o eggs

o milk, cheese, cream

o wool, mohair

o leather

o feathers

• Donkeys, horses – carriers

.

• Learners complete worksheets on products from

farm animals.

• Learners draw a table in their classwork books

completing names of animals, male, female, what

their babies are called and their group name. The

teacher give them the names of 8 familiar farm

animals e.g. cow, goat, lamb, duck, pig, chicken,

etc. e.g. Cow – Bull – Cow - Calf – Herd. Teachers

should be innovative and add more categories.

Conclusion:

Learners tell stories about their experience with a farm animal, or their favourite product from farm animals.


Learners will add not so common animals, e.g. Ostrich and research the answers – reference books should be

available in the classroom.

ASSESSMENT OF LEARNING:

SUBJECT LIFE SKILLS

TERM WEEK 3

DATE: GRADE 2

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WELLBEING

TOPIC ANIMALS

ACTIVITY

• WILD ANIMALS

o Types

o Camouflage TIME 60 minutes


• Identified different wild animals and their unique markings


• DBE workbooks

• Worksheets

• Pictures

• Vocabulary cards


• Posters of wild animals


Introduction:

• The teacher asks learners whom of them had been to the zoo or a nature reserve.

• Ask questions of the types of animals known to the learners.

Teacher Activity:

• The teacher refers learners to DBE workbook 1

worksheet 25. The class read the descriptions of the

different animals and discuss similarities and unique

features of the animals.

• Download the video “Camouflage: Hide and Seek”

https://www.youtube.com/watch?v=YOIRci0CKzg and let

the learners watch it.

• Teacher discuss with the learners different ways that

animals can play hide and seek. DBE Workbook,

Worksheet 26.

• Teacher discuss different eating habits of animals

o Plant eaters

o Meat eaters

o Animals that eat both meat and plants

Learner Activity:

• Give learners examples of wild animals and allow

learners to say what there favourite wild animal is

and why that animal.

• Learners write sentences on their favourite wild

animal that plays hid and seek. Learners choose

any animal that uses camouflage, e.g. zebra, lion,

whale, etc.

Conclusion:

https://www.youtube.com/watch?v=YOIRci0CKzg

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Learners discuss different animals and what they eat, e.g. Lions, leopards etc. are meat eaters, different specie of

antelope are grass eaters, animals like wild boar will eat both meat and fruit


Learners research different eating habits of wild animals and share with the other learners.


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SUBJECT LIFE SKILLS

TERM: WEEK: 3

DATE: GRADE 2


• Performing Art

TOPIC ANIMALS

ACTIVITY 1

• Loco-motor movements with and without equipment.

TIME 60 minutes

OUTCOME By the end of this activity the learners will have:

• Played stimulating activities such as follow the leader

• Participated in relay running with or without equipment

• Participated relay running dribbling a ball: zigzag though skittles or markers

• Reaction drills such as knee boxing

RESOURCES • CAPS LIFE SKILLS Policy document page


• Balls, skittles, or any other available resource

• Outdoor space/hall


Introduction:

• Warm-up: Refer to PAFPT, p. 102

Use whole body movements like walking, running, skipping, kicking, crawling, rolling, curling, stretching, etc.

• Teacher plays “follow the leader” with the class.

• Teacher request learners to stand in their “safe space”

• The teacher give the following instructions for learners to follow:

Run five steps forward.

Skip six skips to your left.

Gallop 4 times to your right side.

Crouch six times up and down.

Kick three times in front of you.

Kick box 5 times, use your arms and legs

Stretch up in the air 3 times.

Stand still in your “safe space”.

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Teacher Activity:

• Teacher ensure learners are standing in a large

open space.-outdoors.

• Teacher divide the learners in groups of 8. Ask each

group to choose a leader.

• Explain that learners will have a turn to be the

leader.

• The teacher set up four-five relay track for groups to

use.

• Teacher place the skittles in a zig zag formation.

Allow enough space between the stations for groups

to move freely.

Example of zig zag formation:

• Explain to the learners that they are going to do the

following three activities:

1. Run between the skittles making sure they

do it in a zig zag formation.

2. Use the ball and dribble it with your feet

between the skittles.

3. Hop on one leg between the skittles.

• Encourage group leaders to use any other variety of

movements or combinations of movements.

• Teacher allow learners to play the game, after 3 – 5

minutes let each group choose a new leader.

Learner Activity:

• Learners stand in a large open space indicated by

the teacher-outdoors.

• Learners move into their group and choose a leader.

• Learners assist the teacher to set up four-five relay

track for each groups to use.

• Learners listen carefully to the instructions of the

teacher.

• The group leader must ensure he/she guide the

group correctly:

1. Learners run between the skittles making

sure they do it in a zig zag formation.

2. Learners use the ball and dribble it with

your feet between the skittles.

3. Learners hop on one leg between the

skittles.

• Learners must give each other a change to do

activity one and then move over to do activity 2 and

once all completed activity 2 the group starts with

activity 3.

• Encourage group leaders to use any other variety of

movements or combinations of movements.

• Learners play the game, after 3 – 5 minutes the

groups choose a new leader.

NOTE:

It is important to teach learners basic skills of waiting for a

turn.

Conclusion

Cool down: Refer to PAFPT, p. 23

• Learners lie on the floor with their eyes closed.

• They listen to their own breathing.

• They relax their toes.

• They then relax their feet, then their ankles and then their legs.


• Teacher assist learners with physical disabilities to participate in a small group or even helping the learner to

do the activity. If a learner cannot do any of the above activities due to any impairment provide the learners

with a suitable activity he/she can do in a seated position.

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ASSESSMENT

• Observe if learners can run and hop between skittles.

• Observe if learners can dribble a ball using their feet.

SUBJECT LIFE SKILLS

TERM: WEEK: 3 DATE: GRADE 2 STUDY AREA Creative Arts

• Visual Art

TOPIC ANIMALS

ACTIVITY 1

• Create in 2-D: Paint/draw a fantasy animal.

TIME 60 minutes


• Made a painting of a fantasy animal.

• Understanding of primary and secondary colours.

• Discussed concepts like behind, in front of, underneath, etc.


• A4 blank sheet of paper

• Paint, paint brush, water, water holder or wax crayons

• Lead pencil

• Newspapers to protect tables

• Aprons or old t-shirts to protect learners clothes

• Poster of animals


Introduction:

• Recap on the Beginning knowledge and Personal Social Well-being content that was discussed about “Animals”.

• The teacher display a poster, with different animals, both domestic, farm and wild animals.

• Talk about the different animals in the poster.

• The teacher asks learners to identify the animals must be kept in the wild, they cannot be pets.

• Learners identify their favourite animal and indicate why it is their favourite animal.

• Indicate to learners that they are going to make a painting of a fantasy animal.

Understanding primary and secondary colours:

• Remind learners that we have primary colours that we work with in art: red, yellow and blue, those are colours

that cannot be created by mixing it.

• All colours that can be created by mixing it is called secondary colours: orange, green and purple/violet

• Demonstrate to learners how to create secondary colours.

Position:

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• Discuss with the learners positions of animals in relations to trees, rocks or any shelter e.g. behind, in front of,

next to, on top of each other, underneath, etc.

• Explain to learners that they should apply these skills in their paintings.

Teacher Activity:

• Teacher requested learners to bring pictures of

animals.

• Explain the different kinds of animals, e.g. wild

animals (lions, elephants, snakes, giraffe, etc.),

domestic animals (cats, dogs, cows, sheep,

chicken, etc.) and water animals (crabs, fish,

frogs, etc.).

• Learners that works very fast can first make a

boarder around the page before they start to paint.

(If paint is not available at the school use wax

crayons).

• The boarder around the page should be colourful

and bright.

Examples of boarders:

• Teacher request learners to paint a fantasy

animal.

• Tell them to draw first and then paint.

• Lead learners to an outside surface to do their

paintings.

Learner Activity:

• Learners brought pictures of animals.

• Learners must classify animals according to their

categories, e.g. wild animals, domestic animals

and water animals.

• Learners discuss in groups what the different

animals eat, e.g. grass, worms, etc., and where

they live, e.g. trees, holes, etc.

• Learners put on their aprons or old-shirts.

• Learners take out newspapers and take it outside

to place it on the surface where they will do their

paintings.

• Learners fetch paint, a paint brush and water to

mix their paint.

• Learners draw their animals/flower or plant first,

and then paint.

• Learners place their paintings outside in a secure

area to dry.

Examples:

Conclusion:

• Learners clean their work space and equipment they used.

• Learners paste their paintings on the wall in the classroom.

• Learners will construct sea-creatures using recyclable materials next week.


• The teacher assists learners that finds it difficult to use the space on a page and to position objects correctly by

making soft outlines of drawings for them.

• Learners that works very fast can first make a boarder around the page before they start to paint/draw. ASSESSMENT

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• Observe of learners understanding primary and secondary colours and if positions such as behind, in front of,

underneath are applied in the painting.


WEEK 3

DATE: GRADE 2



TOPIC: Animals

Balance

ACTIVITY 1



Balance

• In pairs duck fighting or cock fighting (Game is adapted to Covid 19 precaution - play

as a group – adhering to social distancing).

Align to the Topic for the week 3 in BKPSW (farm animals)


• PPE



• Life Skills DBE workbook -English: Activity 22, Page 45, Book 1(used as warm-up

activity)


social distancing between each learner.

• Learners appropriately dressed (both learners and teachers must wear masks

during PE)

• Bean bags, masking tape/chalk, whistle and first aid kit


Warm up exercise

Life Skills DBE workbook -English: Activity 22, Page 45, Book.

Learners spread out over the play area and find a space. On instruction teacher will say:

• Fly like a swallow going to a warmer place

• Slither on the ground like a snake looking for a good place to hibernate.

Teacher may select other actions for learners to do. Link with the BKPSW topic for the week, “Animals”.

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Teacher Activity:

In order to maintain social distancing, the games that

require too much or close contact must be adjusted.

Make the outline of a circle using masking tape, or, if

you choose to do this activity outside, draw a circle on

the playground with a piece of chalk.

• Demonstrate and explain to learners how to

squat.

Bend the knees and lunge down with feet flat

on the ground to support the upper part of the

body.

• Learners might need your guidance during the

game to ensure that everyone gets a turn being

a duck and a goose.

Learner Activity:

Learners will work in pairs. Sitting at a safe distance of

about 1 metre apart.

How to play:

• In this game, players sit down in a squat, like a duck

in a circle facing each other.

• One learner is “it” and walks around the outside of

the circle. As they walk around, they drop a bean

bag on the player’s heads and say whether they are

a “duck” or a “goose”.

• Once someone is the “goose” they get up and try to

chase “it” around the circle. The goal is for the

“goose” to get back to the place they were in.

• If the goose is not able to do this, they become “it”

for the next round and play continues.

Cool down

Talk about the activities the learners found easy and the ones they found to be challenging. Talk about why they

think it was difficult to maintain balance, balance and catch/throw and how they think they can improve.


Teacher must use discretion to ensure that every learner participates to the best of their abilities and are in good

health.

ASSESSMENT:

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Topic 3: Animals and Creatures

that Live in Water

Lesson Plans

Week 4 (Topic continues in week 5. Lesson Plans from week 5 available on soft copy)

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SUBJECT LIFE SKILLS

TERM WEEK 4

DATE: GRADE 2


WELLBEING

TOPIC ANIMALS THAT LIVE IN WATER.

ACTIVITY 1

TIME 60 minutes


• Learnt about the different types of animals that live in fresh water,

e.g. – River - fish, crocodiles


• DBE workbooks

• Worksheets

• Pictures


• Posters of animals and creatures that live in fresh water.


Introduction:

• The teacher shows learners examples of different sources of fresh water.

• Ask questions of the types of freshwater animals.

• The teacher and learners will discuss different kinds of animals especially those who stay on land and in water.

Teacher Activity:

• The teacher ask learners to identify the animals.

• Make learners aware that not all the animals that

live in rivers stay in the river all the time, for

example, the hippopotamus and crocodile spend a

lot of time on land.

• Talk about how these two animals are dangerous to

humans. Ask them if they know of any other animals

that live in rivers.

Learner Activity:

• Give learners examples of animals that only live in

fresh water. Learners will be allowed to pick and

choose their favourite animals.

• Learners describe their favourite water animals.

• Give examples of animals that live in water and on

land.

• What happens to water animals if the water is

polluted?

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• The teacher discuss the animals their good and

dangerous behaviour.

• Talk about the dangers of swimming in rivers.

• How can we prevent this?

• Which of the animals do people eat in fresh water

• How can we protect fresh water animals? .

• Let learners do an activity in the DBE books.

Conclusion:

In groups of four or five, let the learners tell stories about crocodiles. These can be made-up stories. The first learner

starts the story. He or she points the next learner and this learner then carries on with the story. This can go on for at

least two rounds. This activity can become quite noisy as excitement about the stories grows. Have a password that

you give them to remind them to not be too noisy.

EXPANDED OPPORTUNITIES (Gifted and or challenged learners ):

Give learners homework to write the names of three water animals and their characteristics.


Learners write sentences how to prevent freshwater pollution.

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SUBJECT LIFE SKILLS

TERM: WEEK: 4

DATE: GRADE 2

STUDY AREA CREATIVE ARTS

• PERFORMING ART

TOPIC CREATURES IN WATER

ACTIVITY 1

• LOCO-MOTOR MOVEMENTS: IMITATING ANIMALS MOVEMENTS.

TIME 60 minutes

OUTCOME At the end of this activity learners will have:

• Performed rhythm patterns combined with loco-motor movements such as clapping the rhythm

of pony gallops, marching, skipping, etc.

• Cooled down the body and relaxation.

RESOURCES • CAPS LIFE SKILLS Policy document page


• Animal masks made during Visual Arts period


Introduction:

Warm up: Refer to PAFPT, p. 18

• Teacher request learners to stand at their “safe space”.

• Move head and shoulders, then hands and feet. Extend movements to wrists and ankles, then to arms, legs and to your

torso.

Teacher instruct learners to follow the pretend activities:

• Stretch like a giraffe.

• Stand like a giraffe that drinks water.

• Flap your arms up and down as a bird.

• Balance on one foot like a flamingo.

• Wiggle your body like a snake.

• Hop up and down like a rabbit.

• Walk slowly like a tortoise.

• Crouch like a frog.

• March like and elephant.

• Gallop like a horse.

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Teacher Activity:

Introduce the poem: “One cat, Two dogs…”

Poem: One cat, two cats

One cat, two cats, come and play

One cat, two cats, what do you say?

Miaow, miaow, miaow, miaow, miaow.

One dog, two dogs, come and play

One dog, two dogs, what do you say?

Woof, woof, woof, woof, woof, woof.

More animals can be added.

• Refer to PAFPT, p. 117

• Explain that learners will use their masks made during

Visual Arts period when they perform animal

movements.

• Explain that learners will take turns to perform animal

movements.

Imitate sounds:

• Teacher explains that they will make sounds and

movements according to the animals in the poem: One

cat ,Two cats….

Learner Activity:

• Two learners take turns to imitate animal movements

• Learners wait for their turn to perform.

• They should form a circle and clap according to the rhythm

of the animal movement.

• Chosen learners make sounds made by the animals of

their choice followed by the movements the teacher

indicates they must make:

- I am galloping like a horse – free skipping with

leading knee raising high, using a vigorous arm

action.

- I am hopping like a rabbit – squat with both hands

placed flat on the floor and knees together between

the arms. Reach forward with both hands and then

jump on feet up to hands. NB Hands move first,

followed by feet.

- I kick like a donkey - squat down, then rock forward

onto both hands and kick backwards with both feet.

- I jump like a cat, etc.

Conclusion:

Cool down PAFPT, p. 23

• Lie on the floor with your eyes closed. Relax the shoulders, arms and hands. Relax the neck and head.

EXPANDED OPPORTUNITIES (Gifted and or challenged learners).

ASSESSMENT:

Possible Informal Assessment:

• All learners take part in imitating animal movements accompanied with animal sounds in groups of six.

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• The teacher observe the imitation of animal movements and sounds done by learners.

Possible rubric to use:

Formal Assessment

Grade 2 Performing Art

Mark Rubric: Imitate movement and sounds of animals.

• Performed rhythm patterns combined with loco-motor movements such as clapping the

rhythm of pony gallops, marching, skipping, etc.

Each tick() represents a mark. Tick()

Learner stays within the character of the specific animal. (1)

Learner performed rhythm patterns combined with loco-motor movements such as

clapping the rhythm of pony gallops, marching, skipping, etc.

▪ Hopping like a rabbit

▪ Galloping like a horse

▪ Jumping like a cat

▪ Kicking like a donkey

▪ Marching like an elephant (5)

Learner performs the movements with confidence. (1)

Learner uses appropriate sounds of the animal with the movements. (2)

Learner shows creativity (1)

Total: 10 ÷ 2 = /5

SUBJECT LIFE SKILLS

TERM: WEEK: 4

DATE: GRADE 2


• Performing Art

TOPIC CREATURES IN WATER

ACTIVITY 1

• Create in 3-D: Making a mask of a sea creature/animal.

TIME 60 minutes

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• construct a mask of a sea-creature/sea animal using recyclable materials

• Understanding detail by adding smooth or rough texture, shapes like- sharp ends, hair,

scales…on the mask

• Understanding the correct joining techniques.

• Understanding the correct use of materials and tool.

RESOURCES • CAPS LIFE SKILLS Policy document


• Poster with sea animals

• Cardboard from boxes, yogurt containers, empty toilet rolls strings/wool, punch, stapler,

staples

• Scissors

• Strong glue and applicator

• Masking tape or other tape





Introduction:

• Recap on the Beginning knowledge and Personal Social Well-being content that was discussed about “Creatures in

water”.

• The teacher display a poster, with different sea animals, as well as a poster of the creatures living under the sea.

• Talk about the different sea creatures.

• The teacher make the learners aware that they are going to make a masks of sea-creatures using recyclable materials.

• Indicate to learners that the activity will be used for assessment and that they must try their best.

Teacher Activity:

• Instruct learners to clean their working space.

• Teacher request learners to indicate who wants to

make which mask.

• Teacher provide learners the learners with the correct

templates:

Examples:

Octopus Shark Crab

Learner Activity:

• Learners clean their working space and get

themselves ready for the art activity.

• Learners indicate which mask he/she wants to make.

• Learners receive the correct template: a shark, octopus,

fish, crab or starfish.

• Learners get their recycled material from their suitcases

or safe keeping space.

• Group leaders hand out the scissors, glue and

cardboard to each table.

• Learners follow the steps to make the mask.

Step 1: Colour the mask.

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Fish starfish

NOTE:

Templates of sea creatures can be downloaded from the

internet. A template assist learners to develop an

understanding of position. Young learners still struggle to make

a mask on their own.

• Teacher let group leaders hand out the scissors, glue

and cardboard to each table.

• Explain to learners to follow the steps to make the

mask.

Step 1: Colour the mask.

• Teacher indicate that they first must colour the mask the

correct colour e.g. shark is grey or blue.

• Go over the lines of the mask and then colour left to

right, only one direction.

Step 2: Cut out the mask.

• Teacher indicate to learners to cut out the mask

template using their scissors. They must cut neatly and

only on the outside lines.

• Once the mask is cut out learners place the recycled

cardboard in front of them. The cardboard must be used

to make the mask stronger.

• Teacher demonstrate the following:

Place the mask on the recycled cardboard.

Paste the mask onto the cardboard.

Cut the mask out again.

Step 3: Decorate the mask.

• Teacher demonstrate to learners ideas how to decorate

their specific mask if it is a shark, octopus, fish, crab or

starfish.

• Learners go over the lines of the mask and colour it by

only colour in from left to right, only in one direction.

Step 2: Cut out the mask.

• Learners cut out the mask template using their scissors.

• Once the mask is cut out learners the learners do the

following:

Learners place the mask on the recycled cardboard.

Learners paste the mask onto the cardboard.

Learners cut the mask out again.

Step 3: Decorate the mask.

• Learners use their own ideas to decorate their specific

mask.

• Learners use recycled material, lace and ribbon to

create their own unique mask.

• Learners that need help should indicate to the teacher.

Step 4: Add a string/elastic on mask.

• The teacher will make holes and add the string or

elastic to avoid the masks from tearing.

Step 5: Add your name.

• Learners mark their masks clearly at the back of the

mask.

Step 6: Hand in the mask.

• Learners hand their masks to their teacher to keep it

safe and to assess.

NOTE:

• The mask will be used in the next Performing Art

period to dramatizing a story: Memo under the sea or

Little Mermaid.

• Learners can also create their own story using their

masks.

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• Teacher indicate that they must use the recycled

material, lace and ribbon to create their own unique

mask.

• The teacher moves around to assist learners that needs

help.

Step 4: Add a string/elastic on mask.

• The teacher can make holes at the sides of the mask

and add elastic or some string that will hold the mask to

the learners face.

• This can also be done afterschool to safe time.

Step 5: Add your name.

• Teacher ensure all learners masks are clearly marked.

Step 6: Hand in the mask.

• The teacher takes up all the masks and keep it

safe for assessment and use in dramatization.

Idea to adjust the activity: COVID- 19

Wear a mask!

Learners can design their

own COVID-19 Mask to

protect themselves.

This can be a fun activity

and will assist learners to

deal with the matter of

wearing a mask in the

class.

Conclusion

• Learners clean -up their working space.

• Let the learners settle down and discuss a few learners masks with the class.

• It is important that we teach learners to appreciate others learners work and make positive comments about the masks.


ASSESSMENT:

Observe if learners can create a 3-D mask of a sea-creature/sea animal using recyclable materials.

• Understanding detail by adding smooth or rough texture, shapes like- sharp ends, hair, scales…on the mask


• Understanding the correct use of materials and tool.


WEEK 4

DATE: GRADE 2



TOPIC: Animals and creatures that live in water

Laterality

ACTIVITY 1


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Laterality

• In pairs catch a ball with the non – dominant hand

• In pairs kick a ball with non – dominant foot.


• PPE



• Life Skills DBE workbook -English: Activity 24, Page 49, Book 1(warm-up activity)


social distancing between each learner

• Learners appropriately dressed (both learners and teachers must wear masks during

PE)

• Bench/beam, balls, bean bags, hula hoops, markers, whistle and first aid kit


Warm up exercise - Life Skills DBE workbook -English: Activity 24, Page 49, Book 1

Learners spread out over the play area and find a space (at least 1metrer apart). Learners follow the commands until

the teacher blows the whistle.

• Walk along a beam/bench without falling off.

• Throw a ball in the air and catch it without falling off.

• Then gallop like a horse.

• Waddle like a duck and walk like a robot.

Teacher Activity:

Set up stations for 6/8 or less learners. The teacher

should observe the kicking/bouncing actions of learners

during their performances or give corrective feedback.

The teams divide themselves in two and the one-half lines

up behind a line opposite their team members.

Learner Activity:

Station 1

The first player (leader) begins the by bouncing the ball

to the player opposite him/her. That player retrieves the

ball, throws it back to the opposite member. Once a

player has passed the ball, she/he goes and stands at

the back of his/her group until everybody has had a turn.

Station 2

The same as in station one, but the player dribbles the

ball up to the first marker, then kicks it to the other

player, who will receive the ball and dribble it from

behind his/her own starting line and kick it back to the

group on the A-side.

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The learners use their non-dominant hand or foot.

Learners will rotate/change from hand to foot when the

teacher blows the whistle.



must wash their hands and equipment must be sanitized

before and after activities.

Station 3

The same as in station one, but they dribble the ball

around the markers from the A-side. The second player

retrieves the ball behind the line (B1) and returns it to A1.

Repeat until all the players have had a turn.

Station 4 Put the markers in the line of play. All players

go and stand behind line A1. The first player starts the

relay by dribbling the ball around the two markers,

across line B1, then turns around and kicks the ball to the

next player waiting for it behind the line A1. Repeat the

activity until all the players have crossed the line (B1).

Repeat the activity once more. Learners use their hand

and rotate to using their foot.

Cool down (Link to BKPSW topic, Animals and creatures that live in water)

Learners spread out (I metre). Ask the learners to take a deep breath and imagine that they are floating in water like y

fish. Let them lie on their backs with their eyes closed and breathe in and out.


The level of difficulty and variations of the games may be introduced when learners have completed each station two

or more times.

ASSESSMENT:

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Exemplar Assessment Grade 2

L i f e S k i l l s F o r m a l A s s e s s m e n t T a s k

G r a d e 2

N a m e o f s c h o o l : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

L e a r n e r : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Formal Assessment Task Marks

Section A Beginning Knowledge, Personal and Social Well- Being 20

Section B Creative Arts: Performing Art (Practical) 05

Section C Creative Arts: Visual Art (Practical) 05

Section D Physical Education (Practical) 05

Total Marks SASAMS 35

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LIFE SKILLS - ASSESSMENT ACTIVITY BKPSW

SECTION A

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•

•

•

•

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•

•

•

•

•

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SECTION B

Life Skills

Formal Assessment Task

Grade: 2 Term:

Topic: Animals Week:

Study Area: Creative Arts: Performing Art

CONTENT AND SKILLS TO BE ASSESSED:

• Illustrate different characters through vocal and physical characteristics e.g. moving

and making sounds relevant to sea creatures/animals, etc.

FORM OF ASSESSMENT:

Practical: Rubric

SUGGESTED RESOURCES:

• Masks learners made in the Visual art period.

Example 1:

Formal Assessment

Grade 2 Performing Art

Mark Rubric: Imitate movement and sounds of sea-creatures or animals.

• Performed rhythm patterns combined with loco-motor movements such as clapping the rhythm of pony gallops, marching, skipping, etc.

Each tick() represents a mark.

CRITERIA: Tick()

Learner stays within the character of the specific sea creature/animal. 1

Learner performed rhythm patterns combined with loco-motor movements such as

clapping the rhythm of pony gallops, marching, skipping, etc.

▪ Clapping arms like a dolphin ▪ Galloping like a sea horse ▪ Swinging like a sea snake/eel ▪ Swimming like a fish ▪ Walking like a crab 5

Learner performs the movements with confidence. 1

Learner uses appropriate sounds of the sea creature/ animal with the movements.

2

Learner shows creativity 1

Total: 10 ÷ 2 = /5

Total:

___

5

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SECTION C

Life Skills: Formal Assessment Task

Grade: 2 Term:

Topic: Soil Week:

Study Area: Creative Arts: Visual Art

CONTENT AND SKILLS TO BE ASSESSED:

Create a 3-D mask of a sea-creature/sea animal using recyclable materials.

• Understanding detail by adding smooth or rough texture, shapes like- sharp ends, hair, scales…on the mask


• Understanding the correct use of materials and tool. FORM OF ASSESSMENT:

Practical: Rubric

SUGGESTED RESOURCES:


• Poster with sea animals

• Cardboard from boxes, yogurt containers, empty toilet rolls strings/wool, punch, stapler, staples

• Scissors

• Strong glue and applicator

• Masking tape or other tape




Possible Rubrics to be used:

Example 1:

Formal Assessment

Grade 2 Creative Art

Rubric: Create in 3-D


1 2 3 4 5

Mask does not

represent a sea

creature. Work is

untidy. Proper

developed skills of

joining, painting and

Mask is a 3-D

representation of a

sea creature. Some

features like eyes,

ears, nose, scales,

teeth, etc. are

Model is a 3-D

representation of a

cat/dog. Some

features like eyes,

ears, nose, scales,

teeth, etc. are

evident. Used some

Model is a 3-D

representation of a

cat/dog. Some

features like eyes,

ears, nose, scales,

teeth, etc. are

evident. Correct

Model is a 3-D

representation of a

cat/dog. Some

features like eyes,

ears, nose, scales,

teeth, etc.. are

evident. Correct

Total:

___

5

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pasting are not

evident.

evident. Used some

joining techniques.

joining techniques.

Model appears tidy.

joining techniques

used to assemble

evident. Mask

appears strong and

tidy.

joining techniques

used to assemble

evident. Mask

appears strong. A

very creative mask.

Example 2:

Formal Assessment

Grade 2 Creative Art

Mark Rubric: Create in 3-D


Each tick() represents a mark. Tick()

Learner created a 3-D mask of a sea creature/animal.

Learner understands adding features like eyes, ears, nose, scales, teeth, etc.

Learner understands the correct joining techniques to assemble recycled material.

Learner understands detail by adding smooth or rough texture like- hair, scales, teeth,…on the

mask.(Decorated the sea creature/animal mask)

Understanding the correct use of materials and tool.(glue, scissor, stapler)

Learner shows creativity.

3-D mask appears strong and tidy.

Total: /7

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7

0-1 2 3 4 5 6 7

0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%

Not achieved Elementary

achievement

Moderate

achievement

Adequate

achievement

Substantial

achievement

Meritorious

achievement

Outstanding

achievement

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Section D

LIFE SKILLS - ASSESSMENT ACTIVITY

WEEK GRADE 2

STUDY AREA: PHYSICAL EDUCATION

Activity 1

Resources:

• Life Skills CAPS Policy document, NPA and NPPPPR

• RTP – Life Skills

• Chairs

• Beanbags

• Tape

• Skipping ropes

• Hoops

Develop an obstacle course that includes the following skills

Station 1

Spatial orientation and Loco motor: learners crawl under a row of chairs (depending on the space you

have and your class size) with a beanbag balanced on one hand.

Station 2

Loco-motor and Balance: Step over skipping ropes with a beanbag balanced on one shoulder

Station 3

Laterality and Perceptual motor Skills: walk along zigzag pattern taped or you may use skipping ropes on

the ground with a beanbag balanced on head

Station 4

Coordination and Balance: Step into and out of a hoop with a beanbag balanced on one foot

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*Remember warm up and cool down activities

Note to teacher:

You must ensure that the area is a flat and safe surface that is covered with 4-6 gym mats.

Have side activities such as skipping ropes or throwing and catching games.

You will conduct the activity with a manageable number of learners at a time (5-6 learners at a time).

Maintain a space of 1m between each learner

Page - 89 - of 105

LIFE SKILLS: CHECKLIST GRADE 2 (Assessment Activity 1)

Physical Education

Skills to be assessed

KEY:

√ Achieved

● In need of support

× Not achieved

Spatial orientation

and Loco motor:

Learner crawls

under a row of

chairs with a

beanbag balanced

on one hand

Loco-motor and

Balance:

Step over ropes with

a beanbag balanced

on one shoulder

Laterality and

Perceptual motor

Skills:

Walk along zigzag

pattern taped on the

floor with a beanbag

balanced on head

Coordination and

Balance:

Step into and out of

a hoop with a

beanbag balanced

on one foot

Total Comments

Date

Learners names

1

2

3

4

5

6

7

Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teacher signature

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Locomotor Cards

walk forward

walk sideways

walk on heels

run backward

hop on right foot

walk backward

walk on toes

run forward

jump feet together

hop on left foot

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Reading Passages

Grade 2

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Week 1

Read the following passage:

1. 2.

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Week 2


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•

•

•

•

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Week 3


https://www.cdc.gov/healthywater/hygiene/hand/handwashing.html

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Week 4


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Week 1

READING PASSAGES QUESTIONS AND ANSWERS

Reading passage 1: Four Seasons

Questions and answers

1. Name the four seasons. Spring, Summer, Autumn, Winter

2. In Spring the days and nights are _______________.warmer

3. Put a cross on the correct box

In Summer the weather is hot and sunny. X

In Summer the weather is cold and rainy

4. Circle the correct answer. True or False

We can wear shorts in winter. True/False False

5. Why do birds fly to warmer places in Autumn? Any relevant answer.

6. Which season do you like and why?

Reading passage 2: How Seasons affect us


1. What season does the story start with? A. Spring B. Summer C. Autumn D. Winter 2. Why do we wear cool clothes in summer? To keep our bodies cool or any relevant answer.

3. Unscramble the following words.

4. True or False

Autumn is the season when the days get shorter and colder. True

5. What must wear in summer to protect ourselves from the

sun? A hat/cap or any relevant answer

6. Why does the change in season affect the food price? Explain

(Any relevant answer)

mmseur summer

rispng spring

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Week 2

Reading passage 1: How Seasons affect growing things


1. Plants need water and sunshine to grow.

2. Which season does the weather begin to get warmer? Spring

3. Which fruit do we eat in summer? Any relevant answer

4. Which fruit do we eat in winter? Any relevant answer

5. True or False

There is very little sunshine in winter? True

6. Why do plants lose most of their leaves in winter? Explain Any relevant answer

Reading passage 2: How Seasons affect animals


Underline the correct answer. 1. The word migrate means:

• Sleeping through the winter

• flying away to a warmer place 2. Animals usually hibernate during

• summer

• winter

• Find the following words in the word search.

spring summer autumn winter hibernate migrate

h s p s f a b m

i e o u o u i i

b a t m o t r g

e g m m b u t r

r h n e u m o a

n p s r s n s t

a j s u m i r e

t s p r i n g i

e e c h v z q n

d w i n t e r g

Underline the correct answer in brackets

4. In summer cattle are (dipped/kissed) to keep ticks and fleas away.

5. People make warm clothes and blankets from the (sheep/wool)

6. Explain why animals hibernate. Any relevant answer

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Week 3

Reading passage 1: Farm Animals


1. Name two (2) things that animals need to survive?

water, food, shelter and clean space.

2. Write two (2) things that we get from cows.

a. milk b. meat

3. Complete the names of the following farm animals

a. h o r s e b. g o a t s

c. ch i ck e n d. sh e e p

4. How can we protect ourselves from getting sick fter touching animals?

We must thoroughly wash our hands right after touching farm animals, or anything in the

areas

where they live.

5. True or False

We can make a jersey from wool? True

6. Which farm animal do you like and why? Any relevant answer.

Reading passage 2: Wild Animals


Complete the following sentence

1. Wild animals are animals which live in the wild

2. Write one (1) animal that has camouflage. Zebra/chameleon or any relevant answer 3. What do we call animals that eat plants? Herbivores

4. Name two (2) animals that eat meat.

a. lions b. tigers (any other relevant answer)

5. True or False

Wild animals are tame. False

6. Explain why animals camouflage Any relevant answer

https://www.cdc.gov/healthywater/hygiene/hand/handwashing.html

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Week 4

Reading passage 1: Animals that live in fresh water


1. What is a water animal?

A water animal is an animal which lives in water for most or all its lifetime.

2. Name two (2) animals that live in the pond.

Frogs, fish, tadpoles, turtles, insects, reptiles or any other relevant answer

3. Why do animals live in the pond?

The animals live in the pond because it is where they get food and water.

4. Underline the correct answer.

Some animals use the plants in the pond as shelter/to breath.

5. What are the threats that the freshwater fish face from human activity? Any relevant answer

6. What do you think will happen if people throw things in the pond.

Any relevant answer

Reading passage 2: Crocodiles that Live in Freshwater


1. Where can we find crocodiles? At the edge of the river

2. Name two (2) animals that crocodiles eat. zebras, bucks or any relevant answer

3. Underline the correct answer.

Freshwater Crocodiles are the world’s smallest/largest living reptiles.

4. How many years does crocodiles in captivity live? 100 years

5. True or False

Crocodiles are fantastic swimmers. True

6. What makes the crocodiles in captivity to live longer? Any relevant answer.

gde recovery teaching pack€¦ · lesson plans – week 4 ..... beginning knowledge and personal...

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