Life skills lesson plan term 4

LIFE SKILLS LESSON PLAN INTERMEDIATE PHASE

SCHOOL: Thulisa Primary School Grade : 6TEACHER : Mondlane.J Week-ending :1.TOPIC: Health and environmental responsibility No. learners:

Study area : PSW, PE,PA and VA2.CONTENT: Basic first aid in different situations

Knowledge –concepts- cuts and gazes, burns, scalds and sunburn, stings and bites, bruises, poisoning, bleeding, choking 1. FORMAL SBA

RESOURCES: Textbook, Basic First Aid kit Teacher activity Introduce topic of basic first aid in different situations starting by asking learners questions of different example injuries, accidents happen all the time and people get injured. Very often, the injuries are not serious and you can treat them by using first aid. Always wash your own hands with soap and water before you do first aid and wear disposable latex gloves before you touch blood.

Give learners matching column class work on Basic first aid in different situations: cuts and gazes, burns, scalds and sunburn, stings and bites, bruises, poisoning, bleeding, choking

Learner: Activity 1 PSWBasic first aid in different situations: cuts and gazes, burns, scalds and sunburn, stings and bites, bruises, poisoning, bleeding, choking

Column A Column B

1. Bleeding A. Cover with a bandage or sticking plaster 2. Cuts and grazes B. Do not bend the head backwards or let the

person’s lie down 3. Nosebleed C. If the person inhales the poisonous

substance, get them into fresh air as quickly as you can.

4. Sunburn D. Do not press on a wound with glass, etc5. Bruise E. Cool the injured part using lots of cold

water6. Bee sting F. Stand behind the person who is choking 7. Burns and scalds G. Try to remove the stinger with tweezers as

quick as possible8. Poisoning H. Use Arnica cream or pills9. Choking I. Drink plenty of water

ASSESSMENTFORM METHOD TOOLInformal activity

Writing Memo

Allow learners to read basic first aid in different situations such cuts and gazes, burns, scalds and sunburn, stings and bites, bruises, poisoning, bleeding, choking

Activity 2 PSWReading skills: reading with understanding and fluency1. Benita has scalded her hand with steam from the kettle. Choose the correct first aid from the following

a. Wrap her hand in a cloth.b. Spread Vaseline on her hand.

c. Hold her hand under cold water

2. Your baby sister has grazed her leg. Choose the correct first aid from the following: a. Put a plaster on the graze.b. Wrap her leg in a cloth.c. Clean the graze and then put a plaster on it

Teacher activity take learners outside the classroom to do practical education in refined sequences emphasizing changes of shape, speed and direction or swimming activities

Activity 3 PE1. Participation in refined sequences emphasising changes of

shape, speed and direction or swimming activities 2. Safety measures relating to sequenced movement activities.

Informal activity

Practical Rubric

Teacher activity give learner class work on basic first aid to ready scenario and give appropriate basic first aid to treat injured person.

Activity - PSW Reading about basic first aid: interpret/explain and relate what has been studied 3. For each of these situations explain the first aid steps you would

take in point form.3.1 Your friend Alfonso has been stung by a bee. The sting site is red

and itchy.3.2 Your baby brother has poured bleach on his foot.3.3 Your mother has bumped into a chair and has a nasty bruise on

her leg.3.4 Your sister has a nosebleed.

InformalActivity

Writing Memo

Activity 5 – Performing ArtsWarm up and play

1. Kneel on all fours.2. Arch your back as high as you can (like a cat)3. Drop your spine and stick out your buttocks and lift your head,

so that your back is hollow.4. Arch your back upwards again and drop your head and your

buttocks.5. Repeat the arching and dropping of your back eight times6. Make sure your movements are smooth and not jerky.

InformalActivity

Practical Rubric

Activity 6 – Visual ArtsVisual literacy

InformalActivity

Written work

Memo

1. Explain what the term architect 2. Name three things architect need to consider before do

construction.3. How many different buildings can you name that a

community needs?4. What features do all buildings have in common?

Exclusivity Reflection


SCHOOL: Thulisa Primary School Grade : 6

TEACHER : Mondlane.J Week-ending :1.TOPIC: Health and environmental responsibility No. learners:

Study area : PSW, PE,PA and VA2.CONTENT:

Knowledge –concepts-

2. FORMAL SBA

RESOURCES: cuts and gazes, burns, scalds and sunburn, stings and bites, bruises, poisoning, bleeding, choking Teacher activity

Introduce topic of food hygiene is about the ingredients in food and how carefully we store and prepare food. Example of processed food is packaged tinned and most processed food contain several ingredients such as added salt or sugar , preservatives, colourant and flavourants, added vitamins and minerals.

Colourant, flavourant and preservatives are harmful because they can cause allergies like asthma or cause children to be overactive.Give learners works on safe and harmful ingredientBy bringing food labels of breakfast cereal

Learner : Activity 1 PSW

Food hygiene: Safe and harmful ingredients

1. List five ingredient that processed food has {5} 2. Name three ingredient that are harmful {3}3. Write down three added ingredient that are safe {3}

4. Bring food labels of processed food at home of breakfast porridge and identify the following:

a. Identify the foodb. List the safe ingredientsc. List the ingredients that you think could be harmful.


Writing Memo

Preparing Here are a few points to remember when it comes to preparing food.

Don't handle food if you have stomach problems, such as diarrhoea or vomiting, or if you're sneezing or coughing regularly. Check food labels before you decide what to use. Shop-bought foods may come with two dates: a use-by date and a best before date. Don’t use any foods that have passed their use-by date, even if you think they look fine, as they may not be safe to eat. Keep anything that should be refrigerated out of the fridge for as short a time as possible, especially if the temperature is high or the room is very warm.

Always use different chopping boards and utensils to prepare raw meat or chicken or fish. This is because they contain harmful bacteria that can spread to anything they touch, so it’s important to keep these away from other foods.

Activity 2 PSW

Food preparation

To prepare food in a hygienic way.1. Discuss six hygienic rules to prepare food that you have

learnt.

Informal activity

Writing Memo

Allow learner to Participate in refined sequences emphasizing changes of shape, speed and direction or swimming activities

Activity 3 - PE

1. Learner participate in basic games, swimming and refined sequences emphasizing changes of shape, speed and direction or swimming activities

2. Safety measures relating to sequenced movement activities.

InformalActivity

Practical Rubric

Teachers’ notes read and teach the learner the safe storage instructions on food. If you store food in the wrong place or at the wrong temperature, it can lead to the growth of bacteria. Proper storage of food reduces the risk of food poisoning. Follow these tips to ensure your food is safe to eat.

Always check labels for guidance on where to store food. Store fresh and frozen food in the fridge or freezer as soon as possible after you buy it. This is especially important in hot weather. Keep raw meat and seafood separate from other foods. Store raw meat in an airtight container at the bottom of the fridge to prevent juices or blood dripping onto other food. Defrost frozen foods in the fridge. Place them on a plate or in a container as they defrost, so they don't drip onto or contaminate other foods. Don't store opened tins of food in the fridge – transfer the contents to a suitable airtight container instead. If you’re keeping cooked leftovers, allow them to cool to room temperature before you store them in the fridge. Make sure you use up any leftovers within two days. Throw away any food that has passed its use-by date. Store food such as bread or biscuits in an airtight container to slow down the growth of bacteria or mould.

Activity 4 -PSWFood storage If we store food properly, it can last a long time.1. Discuss six guidelines for storing food.{6}

InformalActivity

WrittenClass work

Memo

Demonstrate to the learners how to make puppet hand bag for birthday present.

Activity 5 – perform arts Improvise and create

1. Make a hand bag puppet for your sister birthday present and draw anything you like on it.

InformalActivity

Practical Rubric

Give learners work to design and draw a building to fit into a space of Activity 5 – Visual arts Informal Written Memo

exercise book. Create in 2-D

Imagine that you are an architect and that you have been asked to design a tall, narrow building to fit into a tall, narrow, vertical space.

1. Design and draw a building to fit into a space of exercise book.

2. Use black felt- tipped pens to explore the element of tone, line and texture in drawing the features of your building. Starting drawing from the bottom of your format.

Activity Class work




Study area : PSW, PE,PA and VA2. CONTENT: food borne is disease that is carried in the food. The food contains tiny organisms called bacteria that spoil the food.

Knowledge –concepts- Bacteria ,disease, symptoms, food-bone and poison

3. FORMAL SBA

RESOURCES: Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, dry pastels, tempera paint Teacher notes introduce food-borne diseaseWhat is a food-borne disease? A food-borne disease is an infection or irritation of any part of the digestive tract that is caused by food or drinks that contain harmful bacteria, parasites, viruses, or chemicals. Most food-borne diseases happen suddenly and last a short time. The medical word for this is an ‘acute’ illness. Who can get a food-borne disease? Anyone can get a food-borne disease. However, infants and children, pregnant women and their unborn children, older adults and people with low immune systems are at greater risk of developing severe symptoms or complications from food-borne diseases. What are the symptoms of food-borne disease? Symptoms of food-borne disease depend on the type of microorganism that has caused the food poisoning. However, many food-borne diseases share common symptoms including: Vomiting Diarrhoea or bloody diarrhoea Abdominal pain Fever Chills How are food-borne diseases prevented? Food-borne diseases can be prevented by properly storing, cooking, cleaning, and handling foods.

Learner Activity 1 PSW

Food-borne diseases

1. Explain what is food borne diseases is {2}2. List the symptoms of food-borne diseases {4}3. Who can get a food-borne disease {3}4. How food –borne diseases can be preventing?

{4}


Writing Memo

Read the following case study.The Snugro family lives in Pretoria. In summer, the days can get very hot and today was one of those days. At about 2 o’clock, Mrs Snugro decided that the family should have a braai so that she did not have to stand in the kitchen and cook in such hot weather.

She checked the fridge to see what food she had for the braai. She found some tomatoes, cucumber and a lettuce that she had bought

Activity 2 PSW

Reading skills: reading with understanding and fluency Reading about food hygiene: interpret/explain and relate what has been studied

Work in groups of 2-3. Complete the following activity. Draw up a table on an A4 sheet of paper. The left hand side of the table should list four ways in which the Snugro family did not follow the rules of safe food storage and

Informal activity

Writing Memo

about two weeks before. One or two of the tomatoes had a bit of furry stuff around the top and the lettuce was a bit limp. Nothing smelt funny so she thought it would be okay to use the ingredients in a salad. She took out a chopping board and cut the ingredients. Then, she put them into a salad bowl and put the salad on the patio table. She checked the freezer and found some steak and chicken for the braai. She removed both packets of meat and placed them in a dish on the sunny patio table so that they could defrost.She opened a tin of baked beans and some sweet corn. She put half of each tin into some serving bowls and stored the tins in the fridge – the children could have the rest for lunch the following day. Mrs Snugro then remembered that there was no charcoal for the braai. She hopped into her car and went to the shop. While she was there, she also bought some milk, eggs and bread. When she got home, she took the bread and charcoal inside with her but decided to fetch the milk and eggs later. She called Mr Snugro, who had been working in the garden, to help her with preparing for the braai. When he came in, he wiped his hands on his pants and started to slice the bread and butter it. He put the bread onto a plate and put it on the patio table along with the other food. The steak and chicken were defrosted, so he took them to his wife in the kitchen. She poured the water lying in the bottom of the dish into the sink and then used the vegetable knife to chop the steak and chicken into smaller portions. She put the pieces back into the bowl and gave the meat to her husband to cook on the braai.When the meat was ready, Mrs Snugro called the children, who had been playing with the dog, to the patio table to eat. The children wanted something to drink. Mrs Snugro sent her husband to fetch the milk from the car and she then poured a glass of milk for each of the children. The Snugro family enjoyed a lovely braai. Later on that evening, the children complained that they had stomach ache. Mrs Snugro didn’t feel too well either and her husband seemed to have diarrhoea. She couldn’t understand why everyone was feeling sick.

preparation. The right hand side should list the rule they should have followed. Give your poster a suitable title and write your group members’ names at the bottom of the poster.Activity 3 PE1. Participation in refined sequences

emphasising changes of shape, speed and direction or swimming activities

2. Safety measures relating to sequenced movement activities.

InformalActivity

Practical Rubric

Activity - 4 Performing ArtsRead, interpret and perform

1. Discuss the following after you have seen or experienced a ritual: Forms of worship in church (baptism), wedding, funerals, coronations and graduation.

2. Who was involved in the ritual?3. Where did the ritual take place?4. What is the purpose of this ritual?5. Get into a group of six.6. Create your own ritual by using the elements

InformalActivity

Practical Rubric

Activity 5- Visual ArtsMake a graffiti lettering design of the letters of your name

Graffiti is the name we use for lettering or images that are painted, drawn or scratched on the walls of buildings.

1. In this activity you will make a graffiti lettering design of the letters of your name within an irregular shape.

InformalActivity

Written Memo





Knowledge –concepts- chicken pox, symptoms, prevention,

4. FORMAL SBA

RESOURCES: Text book, health information resources Teacher notes Causes, symptoms, treatment and preventionChicken Pox Cause

Chickenpox is caused by the varicella-zoster virus.SymptomsThe infection has three stages. It starts out with the appearance of little, itchy bumps. Those bumps turn into blisters filled with fluid. The final stage is when scabs form over of the bumps. In addition to the itchy bumps and scabs, Chickenpox can cause fever, headache, dry cough or loss of appetite.PreventionAvoid people who are infected with the Chickenpox

virus. Wash your hands regularly. Get immunized with a Chickenpox vaccine.


Communicable diseases such as mumps, tuberculosis, common colds, chickenpox, athletes’ foot, etc. Causes of communicable diseases

1. Discuss about above diseases what are the cause of communicable diseasea. Symptoms b. Prevention


Writing Memo

Activity 2 PSW Signs and symptoms of communicable diseases

1. Choose one of the communicable diseases 2. Write down sign symptoms of communicable diseases3. How to prevent the disease4. Treatment of the disease

Informal activity

Writing Memo

MumpsCause Mumps is a disease caused by a virus. It can infect many parts of the body but it usually infects the glands that produce saliva for the mouth. Mumps is spread by droplets of saliva or mucous from the mouth, nose, or throat of an infected person, usually when the person coughs, sneezes, or talks. Symptoms Swollen, painful salivary glands on one or both sides of your face, Fever, Headache, Weakness and fatigue, Loss of appetite, Pain while chewing or swallowing.

Activity 3 PE1. Learner participate on track athletics or swimming

activities .

Informal activity

Writing Memo

Activity 4 - Performing Arts

Warm up and play – bouncing 1. Bend your knees slightly2. Take a deep breath and jump upright raising your arms

above your head.3. Land on the balls of your feet4. Bounce on the balls of your feet.5. Bounce lightly from foot to foot, forward, backward,

InformalActivity

Practical Rubric

Prevention Avoid people who are infected with the Mumps virus. Wear a surgical mask if you are in the same area as an infected person. Get immunized with a Mumps vaccine.

sideways.

Activity 5 - Visual literacy

1. Work in group makes a list all the buildings in your community.

2. Decide which one each of you will make.3. Discuss the architectural features you can use to make your

building more interesting.

InformalActivity

Practical Rubric



SCHOOL: Thulisa Primary School Grade : 6TEACHER : Mondlane.J Week-ending :1.TOPIC: No. learners:



2. FORMAL SBA

RESOURCES: Text book, health information resources Teacher notes AIDS is not a disease – it is a condition. AIDS stand for Acquired Immune Deficiency Syndrome. In medical language, the word ‘syndrome’ describes a group of illnesses. So, it is actually not HIV or AIDS that causes an infected person to die – it is other diseases such as tuberculosis, pneumonia, measles, etc.

Learner Activity 1 PSW Reading about communicable diseases: interpret/explain and relate what has been studied

HIV Aids and Aids Education

Fill in the missing words for each of the following. Write the entire sentence out and underline the words that you have filled in.1. The acronym AIDS stand for __________2. The HIV stand for _________3. You ______________ get infected with HIV through a

mosquito bite. 4. It is important to use _____________ or ______________ gloves

to prevent direct contact with the blood of a person who is HIV positive.


Writing Memo

Fact A person with HIV might not show any symptoms for up to 10 years. Since HIV affects each person differently, many people with HIV can look and feel healthy for years. The only sure way to know is to get tested.Antiretroviral drugs can control the virus for a while. In fact, some people don’t show signs of being ill for many years. But, the drugs are not a cure and eventually the virus destroys the body’s immune system and the infected person gets AIDS.

Activity 2 PSW

Reading skills: reading with understanding and fluency Reading about communicable diseases: interpret/explain and relate what has been studied 1. Choose one of the communicable diseases 2. Write down sign symptoms of communicable diseases3. How to prevent the disease4. Treatment of the disease

Decide whether each statement is a Myth or a Fact. Write Myth or Fact

1. AIDS is not one disease – it is a condition where a person can get many diseases. _____________

2. Antiretroviral drugs can cure HIV and AIDS. __________ 3. A person can be HIV positive for 10 years without anybody

Informal activity

Writing Memo

realising that the person is infected. ____________

Activity 3 PE3. Learner participates on track athletics or swimming

activities.1.

Informal activity

Writing Memo

Activity - Performing art

Voice warm up: singing1. Sing the song your teacher provides in two parts 2. Do dances while you singing?

InformalActivity

Practical Rubric



SCHOOL: Thulisa Primary School Grade : 6TEACHER : Mondlane.J Week-ending :1.TOPIC: No. learners:



4. FORMAL SBA

RESOURCES: Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, dry pastels, tempera paint Teacher activity Caring for people with AIDSHIV/AIDS is a serious disease that affects millions of South Africans. People who are infected with HIV need care and support from their friends, families and the community, especially when they are ill. Friends and family members sometimes worry that they might get infected when caring for a person with HIV. HIV cannot be passed on by touching, hugging, coughing, or sharing eating utensils. It is possible for people who are infected with HIV to live long healthy lives. You can help those who are infected by:

showing love, respect and support. knowing the facts about HIV/AIDS and talking openly about the disease. helping to reduce stress and stressful situations. helping to provide balanced and nutritious meals. encouraging them to get treatment if they are sick. Most infections are easily treated and cured, even if a person is HIV positive.

There may be situations where you need to clean up body fluids or blood from someone infected with HIV. It is important to use rubber or plastic gloves or other barriers such as plastic bags or a thick cloth to prevent direct contact. Make sure that you have these easily available at all times.


HIV and AIDS education: myths and realities about HIV and AIDS including risks and perceptions about HIV and AIDS Caring for people with AIDS

Write True or False1. You can get HIV and AIDS by sharing cups, forks, food or

drinks.2. You cannot get HIV by playing with someone who has HIV

positive.3. You can get HIV and AIDS by touching door handles, toilet

seat.4. You can get HIV and AIDS by swimming pools or baths 5. You cannot get HIV by kissing or hugging someone with HIV6. You can get HIV by mosquito and insect bite7. Only white only can get HIV8. Only cursed people can get HIV


Writing Memo

Activity 2 PSW

Reading skills: reading with understanding and fluency Reading about caring for people with AIDS: interpret/explain and relate what has been studied

1. What causes the following communicable diseases:

Informal activity

Writing Memo

a. Mumps and chickenpoxb. HIVc. TB

2. What treatment would you use for:a. Fever b. An itch rashc. A sore throat

3. Describe a suitable breakfast for a person ill with AIDSActivity 3 PE5. Learner participates on track athletics or swimming

activities.1.

Informal activity

Writing Memo

Activity : Performing art- Warm up and play

The human knot1. Stand in a circle hand in hand.2. Nobody is allowed to let go or loosen the grip of the hand they

are holding3. One learner starts to move forward, pulling the others from

the circle with him/her.4. Move slowly. Do not pull each other violently.5. Move over or under the hands of the other learners, as if tying

a knot.

InformalActivity

Practical Rubric

Activity 5 Arrange an art exhibition 1. Select work of art or graffiti drawing you have make it

and display in classroom

InformalActivity

Practical Rubric


Life skills lesson plan term 4

Education

Transcript of Life skills lesson plan term 4