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Learn and Do
Facilitator’s Guide
Term 4
Grade R
Dr N Scheepers A Venter R Venter
CAPS aligned
Learning unit Sample
Focus of learning unit 16
Listening and speaking:
• Listens to and performs instructions
• Uses language to describe characters and events
• Listens to and tells a story
• Recites poems
• Listens to stories for fun
• Uses language to develop concepts
• Uses language to describe similarities and differences
Emergent writing:
• Fine motor control
• Strengthening hand muscles and fine motor coordination with playdough/clay
• Repeats patterns
• Uses writing tools, e.g. crayons and paint brushes
• Uses pictures to convey a message
• Sense of direction
• Writes letters and draws pictures
Emergent writing:
• Sense of direction
• Recognises their own name and the letters of their name
• Draws pictures to convey a message
• Phonemic awareness
• Phonologic awareness
• Reads high frequency words
Creative arts:
• Draws and interprets pictures
• Fine motor coordination
• Identifies colours
• Spatial awareness
• 3-D designs with playdough/clay
• Three-dimensional construction
A
healthy environment Sample
Physical education:
• Balance
• Gross motor development
• Spatial orientation
• Uses senses to observe
• Visual perception
• Auditive perception
• Moving forward
• Eye-hand coordination
• Sensory development
Beginning knowledge and personal and social wellbeing:
• Litterbugs in the environment
• Why do we need to protect the earth?
• Pollution: air pollution, water pollution and noise pollution
• Healthy eating
• Natural resources
• How to save water
• Electricity
Mathematics:
• Counting concrete objects
• Rhythmic counting
• Counting on, back and from
• Develop number sense
• Problem-solving
• Identifies and copies patterns
• Geometric shapes: circle, square, triangle and rectangle
• Identifies colours
• Identifies three-dimensional shapes
• Measuring
• Word problems
• More, less and equal
• Data handling
Rhymes, recipes and tips
Finger paint (salt and flour)
2 cups flour
2 cups salt
3 cups cold water
2 cups warm water
Food colouring or watercolours
Mix the salt and flour, then gradually add the cold water and beat the mixture with an egg beater until it is smooth. Add warm water and boil the mixture until it becomes clear. Beat until smooth, then add colouring to obtain the desired colour intensity.
Finger paint (glue)
Mix wallpaper glue (buy from a hardware store) according to the instructions on the packet. Divide the mixture equally and pour into two containers. Choose two watercolours, e.g. red and brown and mix it separately in the containers. The mixture can be kept in the fridge for reuse.
Counting rhyme: one, two, three, four www.nurseryrhymes.org/one-two-three-four-five.html
One, two, three, four, five, Once I caught a fish alive, Six, seven, eight, nine, ten, Then I let it go again.
SampleWhy did you let it go?
Because it bit my finger so.
Which finger did it bite?
This little finger on the right.
Week 31 Day1
Litterbugs in your environment
Session 1: Free play inside
The learners play inside the house/class to promote perceptual development. Provide educational toys, e.g. puzzles, blocks, colouring books and crayons. Provide books and pictures about pollution and recycling.
Session 2: Focus area: Life skills
Let’s talk about keeping our environment clean
Guide the learners to talk about wasting food, paper and other household articles. Talk about:
• Dustbins: Where we throw away waste material and rubbish (plastic, paper, glass, tin and food.)
• Food and other organic materials decompose, but plastic, tin and glass never rots. Discuss the word: rot.
• Littering: People throw rubbish everywhere and make a mess in the streets and the environment.
• Do you know what a litterbug is?
• Discuss the word: pollution.
• Throwing rubbish on huge rubbish dumps is not a solution. The pile of rubbish just gets bigger and bigger. People throw too much stuff away. We dig big holes, push garbage into it with bulldozers and make the clean earth dirty.
• People are destroying the earth.
• Some kinds of rubbish do not rot, water cannot clean it!
• It stays under the ground among the rotting food and it never rots.
• Plastic and glass are very useful, but it causes lots of problems when we throw it away. It is dangerous: people can step in broken glass and cut their feet; the smelly garbage causes diseases and attracts all kinds of insects; animals can die if they eat the plastic lying everywhere.
Session 3: Focus area: Mathematics
Counting activity:
• Count rhythmically: 1 - 30
• Count out objects: 1 - 15.
• Count on: from 4 – 15; 8 – 15, etc.
• Count back: from 9 to 0.
Introduce the learners to the number ‘0’.
• The learners form a concept of the number ‘0’. Zero = nothing.
• Count from 0 - 10.
• Count back from 10 - 0.
• Introduce the learners to the number name ‘zero’.
• With which part of your body can you make a zero? (Fingers and lips). The learners make the round shape of the zero with their fingers and mouth.
Use concrete 3-D objects.
• The facilitator puts one counter in one hand and no counters in the other hand.
• Open one hand and show the learners the one counter, then opens the other hand and show that it is empty.
• The learners do the activity on their own.
• Let them hold counters and throw everything in a tin. Their hands are now empty. Thus, they have nothing … it is zero!
Play the domino game. (See Learning aid)
Notes:
Sample
Session 4: Movement play and free play outside
Facilitate a movement play session:
• Jump forward 9 times on one leg. Jump forward an additional 9 times with both legs. Run back quickly.
• The facilitator provides 8 tennis balls or balls made with newspaper. You must scrunch the newspaper balls up tightly and keep it in place with masking tape.
• Let the learner throw the balls into a bucket. The learner must count aloud while they throw the balls.
• Fill small plastic bags with water, tie or “zip-lock” it closed and throw it into the bucket as well, exactly like in the above exercise.
• Fill the bucket with water to the brim – scoop out 9 cups of water with a tin. Pick up the bucket and carefully pour everything out into the other bucket. Try not to waste any of the water.
• Slowly move sideways and gradually faster with sliding movements.
• Lie on your back and take nine deep breaths.
Free play outside for 40 minutes.
Session 5: Creative activity
Provide newspapers and let the learners scribble on it with black crayon. Sometimes learners really enjoy scribbling just for fun. It releases some aggression. Make it clear that the learners may not draw anything, only scribble.
• Demonstrate the notation of ‘0’ on the board. Pay attention to the shape of the number, which is formed anticlockwise.
• The learners write a big ‘0’ on the page to show that they did not draw anything. Colour the zero, round and round.
Sample
Session 6: Focus area: Language
Talk about animals. Do they pollute the earth?
• What can we do with farm animals’ manure? (It fertilises the garden.)
• Remind the learners of the scavengers that keep the environment clean.
• Humans are the smartest creatures on Earth, we also have to keep our environment clean.
• What can you do to keep your environment clean? This week you are going to learn about recycling rubbish and waste.
Discuss the following differences:
• The learners describe the difference between a glass (that we drink from) and glass that something is made of, e.g. a bottle or window.
• The difference between glass and plastic. (How does it feel? How does it break? How much heat can it resist? What happens when you freeze a plastic container and then drop it? How flexible is it?)
Listen to the following words:
• Identify the first sound that you hear, as well as the end sound: glass, mess.
• Treat each word separately and give the learners an opportunity to identify the sounds.
• Say four or five words in a row for the learners to memorise and repeat.
• Plastic, orange, dog, wind
• bird, bottle, bag, shoes
• rubber, stone, wire, iron
The facilitator writes ‘glass’ on paper or the white board.
• What is the first sound that you hear when I say glass? (‘g’)
• The facilitator writes the letter ‘g’ on the white board or paper. Pay attention to the shape of the letter. It looks like an ‘a’ with a fat belly, but it has feet that hang in the water and curl slightly up.
• The learners write the letter ‘g’ in the sand tray.
Session 7: Story time
Day 2
Ooh ... it smells bad!
Session 1: Free play inside
The learners play inside the house/class to promote perceptual development. Provide educational toys, e.g. puzzles, blocks, colouring books and crayons. Provide books and pictures about pollution and recycling.
Session 2: Focus area: Life skills
Let’s talk about pollution and how you can help save the earth
Talk about the different types of pollution.
• What do you see in our environment daily that is ‘dirty’? (Plastic bags and paper in the street. Rubbish strewn everywhere. Plastic bags and tins in rivers and dams.)
• What other kind of pollution are there in our environment?
• Talk about smoke that hangs in the air.
• Sewage pipes that break and pump sewage into the streets or rivers.
• Factories produce a lot of smoke that pollutes the air. One can see the dark clouds hanging over some of our cities.
• Some kinds of waste material can rot or decompose. Discuss the words ‘decompose’ and ‘rot’.
• It means that the material becomes rotten. Later, it disappears completely and returns to the earth. Food, grass and other garden materials can rot. We call this organic material. This material smells bad while it rots, but the process is good for the earth. It becomes fertiliser for gardens again.
• Paper, tin, glass and plastic can be used again. Have you heard about ‘recycling’?
• Plastic and tin can never rot. It remains in the water or in the soil when you litter.
Session 3: Focus area: Mathematics
Counting activity
• Count rhythmically: 1 - 30
• Count out objects: 1 - 15.
• Count on: from 2 – 15, etc.
• Count back: from 9 to 0.
• Count out objects: Count out 10 counters and arrange them in a row.
Ordinal numbers.
• The facilitator arranges 6 objects in a row. The learners point to each object while they count first, second, third, fourth, fifth, sixth.
Use the large number symbol cards for the following activity:
• Learners arrange their telephone numbers with the large number symbols.
• Make the learners aware of what the 0 represents in the number 10.
Develop an awareness of number conservation by letting the learners arrange 10 counters or any other objects in different ways. This will help them realise that counting objects is not influenced by their size, position or type, for example:
• Count the objects in different arrangements, for example, count the objects spread out, grouped together, in a row, or stacked on top of one another.
Take a handful of crayons (between 10 and 15) and place it in a mug.
• Ask the learners to guess how many crayons there are in the mug. Discuss their answer.
Sample• Demonstrate how to count by taking the crayons out one by one and placing them in a row.
