Gr 7-Life Orientation-Facilitator's Guide by Impaq

Í2’È-E-LIO-FG01pÎ 1

LIFE ORIENTATION FACILITATOR’S GUIDE Grade 7

A member of the FUTURELEARN group

Life Orientation Facilitator’s guide

1807-E-LIO-FG01

Í2’È-E-LIO-FG01pÎ

Grade 7

CAPS aligned

LM van der Walt

Facilitator’s Guide G07 ~ Life Orientation

CONTENTS LESSON ELEMENTS.......................................................................................................... 3 PREFACE............................................................................................................................ 5 TIMETABLE AND TIME MANAGEMENT ........................................................................... 5 ASSESSMENT REQUIREMENTS ...................................................................................... 6 YEAR PLAN ........................................................................................................................ 7 UNIT 1: Self-development in the society and the world of work ................................... 8 1.1 Lesson 1: Concept: Self-image (2 hours) .......................................................................9 ACTIVITY 1 ........................................................................................................... 10 1.2 Lesson 2: Changes in boys and girls: puberty and gender awareness (gender conception) (3 hours) ......................................................................................................10 ACTIVITY 2 ......................................................................................................... 11 1.3 Lesson 3: Peer pressure: the influence of peer pressure (3 hours)..........................12 ACTIVITY 3 ........................................................................................................... 13 1.4 Lesson 4: The importance of reading and studying: Reading for enjoyment and reading with comprehension (1 hour) ...........................................................................14 ACTIVITY 4 ........................................................................................................... 15 1.5 Lesson 5: Study methods and skills to improve memory (1 hour) ............................15 ACTIVITY 5 ........................................................................................................... 15 EXERCISE 1: OPEN-BOOK TEST ....................................................................... 15 UNIT 2: Constitutional rights and responsibilities and the world of work .................. 16 2.1 Lesson 6: Human rights (1 hour) ...................................................................................17 ACTIVITY 6 ........................................................................................................... 18 2.2 Lesson 7: Fair play in sporting activities (1 hour) ........................................................18 ACTIVITY 7 ........................................................................................................... 18 2.3 Lesson 8: Handling of abuse in different contexts (3 hours) .....................................19 ACTIVITY 8 ........................................................................................................... 20 2.4 Lesson 9: Career fields (3 hours) ..................................................................................21 ACTIVITY 9 ........................................................................................................... 21 EXERCISE 2: OPEN-BOOK TEST ....................................................................... 21 UNIT 3: Health, social and environmental responsibility and the world of work ....... 23 3.1 Lesson 10: Drug abuse (4 hours) ..................................................................................24 ACTIVITY 10 ......................................................................................................... 24 3.2 Lesson 11: Concept: Environmental health (3 hours) ................................................26 ACTIVITY 11 ......................................................................................................... 28 3.3 Lesson 12: The world of work: The simulation of work-related activities (3 hours) 28 ACTIVITY 12 ......................................................................................................... 29 EXERCISE 3: OPEN-BOOK TEST ...................................................................... 30 UNIT 4: Self-development in society and constitutional rights and obligations ........ 34 4.1 Lesson 13: Personal diet and nutrition (2 hours) ................................................... 35 ACTIVITY 13 ......................................................................................................... 37 4.2 Lesson 14: Common diseases (3 hours) ............................................................... 39 ACTIVITY 14 ......................................................................................................... 40 4.3 Lesson 15: The different religions in South Africa (2 hours) ......................................40 1

Facilitator’s Guide G07 ~ Life Orientation

ACTIVITY 15 ......................................................................................................... 40 EXERCISE 4: OPEN-BOOK TEST ....................................................................... 41 UNIT 5: Physical education: Practical ............................................................................ 43 TERM 1 .......................................................................................................................................43 ACTIVITY 1 ........................................................................................................... 43 TERM 2 .......................................................................................................................................45 ACTIVITY 2 ........................................................................................................... 45 TERM 3 .......................................................................................................................................46 ACTIVITY 3 ........................................................................................................... 46 TERM 4 .......................................................................................................................................47 ACTIVITY 4 ........................................................................................................... 47 BIBLIOGRAPHY AND REFERENCES ............................................................................. 48

Facilitatorâ&#x20AC;&#x2122;s Guide G07 ~ Life Orientation

YEAR PLAN TERM

DATE STARTED

LESSON 1

Concept: Self-image

Changes in boys and girls: Puberty

Peer pressure

Importance of reading and studying

Skills to develop memory

Human rights

Fair play

Handling of abuse

Career fields

Drug abuse

Environmental health

Simulation of career related activities

Personal diet

Common illnesses

Different religions

1 2 1 3

DATE COMPLETED

PHYSICAL EDUCATION (UNIT 5) Participation in a fitness programme: Safety issues Participation in fitness programme: Participation and execution of movements Participation in fitness programme

2 3

Participation in and execution of movements 5, 6, 7 Play a community or indigenous fallin game and safety issues 8, 9 Execute movements with rotation, balance, elevation and rhythm 10 Participation in and execution of movements 11, 12 Outdoors relaxation and safety issues

ÂŠ Impaq

Facilitator’s Guide G07 ~ Life Orientation

Unit

UNIT 1 Self-development in the society and the world of work LEARNING AIMS After learners have completed this unit, they must be able to do the following: • • • • • • • • •

Identify and reflect on positive personal traits: relationship with self, family and friends. Identify personal interests, skills and potential. Can develop and apply strategies to improve your self-image by positive actions and self-respect. Can develop and apply strategies to improve others’ self-image by positive actions and to show respect for others and have respect for diversity. Be able to understand physical and emotional changes during puberty and understand how it influences relationships. Understand and respect others’ bodily changes and emotions. Appreciate and accept the self and others. Understand peer pressure and how it can influence the individual. Understand the importance of reading and studying.

It is important that learners apply the life skills they learn to develop and use their personal potential. It enables you to react to the challenges of the world. Adolescence is marked by emotional and physical changes. It is important that learners build a positive self-image. The unit enables them to develop further life skills. It also helps them to develop an emotional intelligence which will empower them to cope with challenges. This unit supplements the work done in the previous grade with new knowledge. IMPORTANT TERMINOLOGY In each unit you will maybe encounter new terms. At each lesson there is a DEFINE block. All new terms regarding the lesson will be described there.

Facilitator’s Guide G07 ~ Life Orientation

1.1

Unit

Lesson 1: Concept: Self-image (2 hours) FOR THE CURIOUS The following piece of information is about bullies. The facilitator can study it and discuss it with the learner and compare it with the research the learner has done.

What is bullying? Bullying includes actions like bossiness, manhandling, maliciousness, pestering and even abuse. The bully usually repeats his or her actions, they have a specific target and there is an imbalance of power (the bully is older or stronger). Both boys and girls can be bullies. It is not necessarily boys who bully. A child can be bullied in three ways: 1. 2. 3.

Verbally, like swearing at someone or calling them ugly names. Social bullying, where the child is excluded from a group. Physical bullying, where someone is hit, knocked or things being pulled out of their hands.

Why does someone become a bully? Some parents punish their kids inappropriately and this can lead to a child becoming a bully. Children who feel inferior can also become bullies to gain more esteem. It can also happen that when children who experience trauma like moving or a divorce, suddenly start bullying other kids. Racism or intolerance towards other people can also lead to it. Some children don’t learn at home to control their moods effectively and it then manifests in inappropriate behaviour. Children also bully because they want to impress their friends and because they have no feelings for other people. How do you handle a bully? Don’t show the bully that his or her behaviour upsets you. Be very assertive and talk firmly to him or her. Don’t let the bully’s behaviour make you unhappy. Remember that you are not the person with the problem. Don’t take valuable items to school. Avoid the places where the bully usually waits. Lastly, hold your head up high and be proud of the person you are.

Facilitator’s Guide G07 ~ Life Orientation

Unit

ACTIVITY 1

1.1 1.2 1.3

1.4 1.5

It is a picture of how a person sees him-/herself. (2) A person’s ability is that which he or she is able to do and it lies in that which you believe of yourself. (2) Learners can give own opinion. Possible answers are, for example, good academic achievement, good friends, a happy home, good achievement in sports. (3) Learner can name any five of the strategies in the study guide. (5) Learner can name own strategies. 1.1.3 in the study guide can be used as guidelines. (3) [15]

2.1

Learner must show insight in the use of all three of the conflict styles as discussed in Lesson 1. The learner must be able to name how the situation will be handled if the boy uses all three methods. How will he behave if he uses denial? How will he act if he uses mediation? How will he behave if he acts confrontational? Give one mark for the naming of the conflict handling method and one mark for the application of it in the situation. (3 x 2) = (6)

2.2

Learners get one mark for the naming of the conflict handling and three marks for the reason of his behaviour. (4) [10] [25]

1.2

Lesson 2: Changes in boys and girls: puberty and gender awareness (gender conception) (3 hours) FOR THE CURIOUS The learner must collect and paste pictures which advertise products.

The learner must be able to interpret how the person’s sexuality is being used to sell the product. Help the learner to focus on especially advertisements which convey the idea. The questions are the learner’s own opinion.

Facilitator’s Guide G07 ~ Life Orientation

Unit

ACTIVITY 2 The learner’s own opinion is also very important with this activity. The learner must show insight into the influence which the factors have on his/her sexuality. Refer to the study guide. The learner must provide three valid reasons with each factor about why it can influence him or her directly. Possible answers as a guideline for the facilitator are: 1.

Your friends and family – here you learn about the roles of the different genders. Your friends’ values about sexuality can also influence you. Your parents’ behaviour towards you as a boy or girl can also form your sexuality. Advertisements can lead to negative sexual behaviour. You may think if you act in a certain way or dress inappropriately that you are ‘in’. However, it doesn’t reflect the true person you are. Your culture and community prescribe certain sexual behaviour. Certain communities don’t mind promiscuity and even condone it. Certain cultures are very strict about the differences between men and women and apply it strictly. The people who teach you academically are people who see you for long periods of times and they can influence you optimally through their teaching, especially in a subject like Life Orientation. They can empower you to make the right choices. Christians does not believe in premarital sex. Some religions however believe that you should have a child before marriage to ensure a future generation. [15]

Facilitator’s Guide G07 ~ Life Orientation

Unit

1.3

Lesson 3: Peer pressure: the influence of peer pressure (3 hours) FOR THE CURIOUS The facilitator can use the information below to help the learner with his or her research regarding drugs.

Dagga (marijuana) It comes from the leaves of the Cannabis Sativa plant. It can grow in virtually any place. The plant likes warm conditions as in KwaZulu-Natal. It contains more than 421 chemicals. Dagga influences your brain when you use it. It leads to chronical bronchitis and high blood pressure in the person who uses it. It also leads to a weakened immunity system. Alcohol It is any strong liquor used excessively and on which the person can become dependent. It suppresses the person’s brain functions. It slows down the nervous system. The biggest influence is on the liver of the person. It leads to an enlarged liver and can develop into liver sclerosis which can potentially be deadly. Tik It is another name for a stimulant namely methamphetamine. It is a white, half translucent powder or crystals. It can be sniffed, taken orally or be injected. It leads to aggressive and violent behaviour. It also harms the lungs and leads to abscesses in the person’s mouth and face. The person visibly deteriorates physically. Mandrax It is originally a sedative. They are usually small white tablets. It influences a person’s heart rhythm, harms the liver and can lead to psychotic episodes. Cocaine It is fine white, odourless power and highly addictive. It is made from the leaves of the cacao plant. It causes a permanent runny nose, sleeplessness and poor concentration. It produces a serious psychological addiction. Heroine It is produced from the milk sap of the Papaver Somniferum plant. It is a white powder. It leads to watery eyes and restlessness. It also causes shaking and heavy sneezing.

Facilitator’s Guide G07 ~ Life Orientation

Unit

ACTIVITY 3

The learner’s own opinion is important. The marker should ensure that the learner understands what peer pressure is. (1)

Give the learner 1 mark for each step mentioned for problem solving (7) and one mark for explaining the given point. • What is the problem? (1) • What do you want to achieve by solving the problem? (1) • Consult other people for advice. (1) • List to all the possible solutions. (1) • Consider pros and cons. (1) • Evaluate your options and choose one. (1) • Revise your option and see if it works. (1) Possible answers as guidelines for the facilitator: • You feel uncomfortable at the party and strange things are going on. (1) • You don’t want to participate in the activities, but still want to keep your good friend. (1) • See if there is someone else in the room looking uncomfortable and go chat with the person. (1) • I can stay here and participate in everything and feel very bad about it, but my friend will be happy OR I can go home and be true to myself, but my friend will be angry. (1) • Is it advantageous to do the wrong things? And is it so bad if my friend will be angry with me? Learner must give own reasons. (1) • Learner must choose one option. (1) • Learner must give an opinion about whether he or she thinks the option had the desired outcome. (1) (14) [15]

Facilitator’s Guide G07 ~ Life Orientation

Unit

1.4

Lesson 4: The importance of reading and studying: Reading for enjoyment and reading with comprehension (1 hour) FOR THE CURIOUS

Parts of the brain, as seen from the side

Corpus Callosum

Thalamus

Hypothalamus

Cerebellum

Hippocampus

1. 2. 3. 4. 5. 6. 7.

Cerebral cortex

Corpus callosum – knowledge, memory, intelligence Cerebral cortex – all information is stored here Thalamus – receives information from the senses Hypothalamus – fear and aggression centre Hippocampus – regulates hunger, thirst, body temperature Cerebellum – controls and coordinates muscles Brain stem – connects the brain with the spinal cord

Brainstem

Facilitator’s Guide G07 ~ Life Orientation

Unit

ACTIVITY 4 The learner marks his/her own answers and then tests how good his/her reading comprehension is. It is not for assessment but only for an exercise.

1.5

Lesson 5: Study methods and skills to improve memory (1 hour) ACTIVITY 5 This activity is a game to exercise association. The learner can associate the picture with anything within his or her framework.

Examples: 1. My naughty baby brother/how I played when I was a baby. 2. My brother/sister and I. He or she makes me angry and I chase him or her around the house. 3. Myself and all good friends. EXERCISE 1: OPEN-BOOK TEST

Question 1 Make a collage which portrays your self-image. It can be things like your sporting heroes, role models, clothing, pictures of your family or music. Everything that describes you as a person. Assessment requirements 1. Creativity 2. Use of colour 3. Assignment correctly executed 4. Rounding off 5. Portrayal of learner’s uniqueness

[15]

Facilitator’s Guide G07 ~ Life Orientation

Unit

UNIT 2 Constitutional rights and responsibilities and the world of work LEARNING AIMS After learners have completed this unit, they must be able to do the following: • • • • •

Understand human rights and can apply it to your interaction with other people. Understand the responsibility regarding human rights. Be able to apply fair play in various sports. Be able to handle abuse in different contexts. Investigate different career fields and identify your own abilities and interests in the choice of a career.

In this unit we will especially look at human rights as stipulated in the South African Constitution. You as a person have various rights you can insist on. However, there are also responsibility required from your side if you want to insist on these rights. Everyone in South Africa has human rights and is entitled to these rights and to be handled with dignity. These rights are included in the Constitution of South Africa as the Bill of Human Rights. It teaches citizens to treat each other fair and as equals. We also discuss the issue of abuse. Abuse happens in different contexts – between adults, between adults and children as well as between children/friends. It is important that you can identify the warning signs of abuse so that you can protect yourself in dangerous situations. It is important to communicate to build healthy relationships without violence. The last topic in this unit is aimed at your possible career choices. It focuses on the determining of your own interests and abilities. We look at various career fields and give you more information about them. We will look at the school subjects you need, the years of study and the costs of it. We also look at the various institutions where you can find career information. Although the activities are not for assessment purposes, it still is important that learners complete the activities because it gives them the opportunity to apply the knowledge.

Facilitator’s Guide G07 ~ Life Orientation

Unit

2.1

Lesson 6: Human rights (1 hour)

2.1.2

The violation of human rights

The learner must study and discuss certain situations and whether they are human rights violations. The learner must give reasons for his/her answers. Possible answers: 1. Yes. Violation of human rights through corporal punishment. Nobody may abuse another person physically. 2. No. The government may disown land if they pay a reasonable price for it. 3. Yes. The right of a person to have basic health services and care. The staff members of a hospital violate a person’s human rights by not helping him/her. 4. Yes. They violate your right to clean and usable water by dumping rubbish in it. 5. No. The person does not have the right qualifications. It’s not a violation of his human rights. 2.1.3

How do I handle the violation of human rights?

The learner must read through the case study and answer the questions which follow. It’s important that the learner gives his/her own opinion. The facilitator can work through the questions with the learner and use it as a starting point for a discussion about discrimination. Question e) asks that the learner compile a list of how Fatima can solve the situation. Let the learner look and indicate his/her own answer. The facilitator must only lead the learner in the answers, but don’t influence his/her opinion. FOR THE CURIOUS The learner can read through newspapers or magazines and collects articles and pictures about human rights violations. Help the learner to gather information. Think about situations like: • There isn’t clean water and adequate rubbish removal. • There isn’t enough housing. • Neglected children live on the streets. • People are attacked.

Facilitator’s Guide G07 ~ Life Orientation

Unit

ACTIVITY 6 Let the learner choose any five human rights. Cut out pictures out of the newspaper or magazine that relate to human rights. Use the letters in the magazine to paste the words. The learner shouldn’t make the pictures too small. It must convey a clear message. The learner’s collage can be any size.

2.2

Lesson 7: Fair play in sporting activities (1 hour) FOR THE CURIOUS The learner must look at examples of bad sportsmanship by sportsmen or women in the past or recently.

The information below is just a guideline for the facilitator to assist the learner in conducting research. Other athletes can also be mentioned.

Tonya Harding had her opponent, Nancy Kerrigan, attacked.

Jose Cansec used steroids.

ACTIVITY 7 The learner can give his/her own opinion with each picture. The next are just possible answers: a)

Good sportsmanship. The rugby player reaches out his hand to his opponent and helps him to get up. This shows that he is in good spirit with the person in the competition.

Bad sportsmanship. It is bad behaviour to grab your opponent in the face. It is also bad behaviour in general.