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 ...........................................................................................................................................
Beginning Knowledge And Personal And Social Wellbeing ................................................................................ 42
Creative Arts: Performing Art ............................................................................................................................. 48
Creative Arts: Visual Art ...................................................................................................................................... 50
Physical Education .............................................................................................................................................. 52
TOPIC 2: ANIMALS
Lesson Plans – Week3 ............................................................................................................................................
Beginning Knowledge And Personal And Social Wellbeing ................................................................................ 54
Creative Arts: Performing Art .............................................................................................................................. 60
Creative Arts : Visual Art ..................................................................................................................................... 62
Physical Education .............................................................................................................................................. 64
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 3 of 105
• 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.
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 4 of 105
Recovery Teaching Plan
Grade 2
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 5 of 105
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
EIN
G
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 6 of 105
TOPIC: ORIENTATION
SEASONS ORIENTATION
SEASONS FARM ANIMALS WILD ANIMALS CREATURES THAT
LIVE IN WATER CREATURES THAT
LIVE IN WATER ANIMAL HOMES
SKILLS:
• Observe • Compare • Communicate • Record
• Observe • Compare • Communicate
• Classify • Compare • Record • Communicate
• Classify • Compare • Record • Communicate
• Classify • Compare • Record • Communicate
• Observe • Identify • Record
• Observe • Compare • Communicate
PER
SON
AL
AN
D S
OC
IAL
WEL
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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
SEASONS FARM ANIMALS WILD ANIMALS CREATURES THAT
LIVE IN WATER CREATURES THAT
LIVE IN WATER ANIMAL HOMES
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 7 of 105
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
• Animals and creatures that
find a home -
baboons,
snakes,
squirrels
• Animals and creatures that
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 8 of 105
CR
EATI
VE
AR
TS: V
ISU
AL
AR
TS
TOPIC: ORIENTATION
SEASONS ORIENTATION
SEASONS FARM ANIMALS WILD ANIMALS CREATURES THAT
LIVE IN WATER CREATURES THAT
LIVE IN WATER ANIMAL HOMES
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 9 of 105
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
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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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 11 of 105
SCHOOL BASED
ASSESSMENT: REFER TO DBE
SBA Guidelines
PH
YSIC
AL
EDU
CA
TIO
N
TOPIC: ORIENTATION
SEASONS ORIENTATION
SEASONS FARM ANIMALS WILD ANIMALS CREATURES THAT
LIVE IN WATER CREATURES THAT
LIVE IN WATER ANIMAL HOMES
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 12 of 105
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:
REFER TO DBE SBA Guidelines
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 13 of 105
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:
REFER TO DBE SBA Guidelines
TOPIC SOIL WORKING WITH SOIL TRANSPORT BY
LAND:
LAND/RAIL
TRANSPORT BY
AIR/WATER ROAD SAFETY PEOPLE WHO HELP
US PEOPLE WHO
HELP US
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 14 of 105
BEG
INN
ING
KN
OW
LED
GE
SKILLS:
• Observe • Compare • Classify • Communicate
• Observe • Compare • Classify • Measure
Experiment
• Communicate
• Observe • Compare • Classify • Communicate
• Observe • Compare • Classify • 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:
REFER TO DBE SBA Guidelines
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 15 of 105
TOPIC:
SOIL WORKING WITH
SOIL TRANSPORT BY
LAND:
LAND/RAIL
TRANSPORT BY
AIR/WATER ROAD SAFETY PEOPLE WHO HELP
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)
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 16 of 105
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
IMPROVISE AND INTERPRET Use own space at their chair
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)
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 17 of 105
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 18 of 105
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:
REFER TO DBE SBA Guidelines
TOPIC:
SOIL WORKING WITH
SOIL TRANSPORT BY
LAND:
LAND/RAIL
TRANSPORT BY
AIR/WATER ROAD SAFETY PEOPLE WHO HELP
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 19 of 105
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:
REFER TO DBE SBA Guidelines
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 20 of 105
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:
REFER TO DBE SBA Guidelines
TOPIC: 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
BEG
INN
ING
KN
OW
LED
GE
SKILLS:
• Observe • Compare • Find out - books
and other means “research
• Communicate
• Observe • Compare • Find out - books
and other means “research
• Communicate
• Observe • Compare • Find out - books
and other means “research
• Communicate
• Observe • Find out - books
and other means “research
• Communicate
• Observe • Compare • Communicate
• Observe • Compare • Classify • Find out - books
and other means “research
• Communicate
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 21 of 105
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:
REFER TO DBE SBA Guidelines
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 22 of 105
TOPIC: 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
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
IMPROVISE AND INTERPRET Use own space at their chair
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 23 of 105
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
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 24 of 105
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
REFER TO DBE SBA Guidelines
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 25 of 105
TOPIC: 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
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:
REFER TO DBE SBA Guidelines
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 26 of 105
Topic 1: SEASONS
Lesson Plans
Week 1
and
Week 2
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 27 of 105
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.
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 28 of 105
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
STUDY AREA: BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL
WELLBEING
TOPIC SEASONS
ACTIVITY 2
TIME 60 minutes
OUTCOME By the end of this activity, the learners will have:
• Learnt how seasons affect us - clothes, food, activities
RESOURCES • DBE books
• Clothes
• Fruits and vegetables poster of different activities in every season
ACTIVITY DESCRIPTION
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 29 of 105
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.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners):
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:
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 30 of 105
Activities
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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
ACTIVITY DESCRIPTION
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)
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 35 of 105
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.
RESOURCES • CAPS LIFE SKILLS Policy document page ____________
• Basic Principles of Art for Foundation Phase Teachers (BPAFPT)
• DBE Workbooks
• A4 pages
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 36 of 105
• Paint, pencil, wax crayons
• Aprons or old t-shirts/clothes for each learner to wear
ACTIVITY DESCRIPTION
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.
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 37 of 105
• 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.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners)
Teacher assist learners that struggles to trace their feet.
ASSESSMENT:
Observe if learners understand colour and texture in pictures.
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 38 of 105
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
OUTCOME By the end of this activity, the learners will have:
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
ACTIVITY DESCRIPTION
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.
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 39 of 105
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).
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 40 of 105
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.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners):
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:
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 41 of 105
SUBJECT LIFE SKILLS
TERM WEEK 2
DATE: GRADE
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 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
ACTIVITY DESCRIPTION
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.
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EXPANDED OPPORTUNITIES (Gifted and or challenged learners):
• 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
STUDY AREA: BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL
WELLBEING
TOPIC SEASONS
ACTIVITY 2
TIME 60 minutes
OUTCOME By the end of this activity, the learners will have:
• 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.
ACTIVITY DESCRIPTION
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.
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Conclusion:
Learners answers questions of the content.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners):
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.
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SUBJECT LIFE SKILLS
TERM: WEEK: 2
DATE: GRADE 2
STUDY AREA Creative Arts
• 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
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
ACTIVITY DESCRIPTION
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)
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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.
GRADE 2 DBE TRIMMING DOCUMENT and GDE LESSON PLANS Page 48 of 105
“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…
EXPANDED OPPORTUNITIES (Gifted and or challenged learners)
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”
RESOURCES • CAPS LIFE SKILLS Policy document page ____________
• 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
ACTIVITY DESCRIPTION
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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.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners)
• 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.
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SUBJECT: LIFE SKILLS
WEEK 2
DATE: GRADE 2
STUDY AREA: Physical Education Follow your school’s Covid 19 risk
management at all times when teaching PE
TOPIC: Seasons
Balance
ACTIVITY 1
TIME: 60 minutes/I hour
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
• CAPS Life Skills Policy document
• Recovery teaching Plan for Life Skills
• 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
ACTIVITY DESCRIPTION
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!”
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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’.
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Station 5 & 6
The Life Skills DBE workbook -English: Activity
20, Page 40, Book 1 has an activity to play
hopscotch
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.
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.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners):
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:
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Topic 2: Animals
Lesson Plans
Week 3
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SUBJECT LIFE SKILLS
TERM WEEK 3
DATE: GRADE 2
STUDY AREA: BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL
WELLBEING
TOPIC ANIMALS
ACTIVITY 1
• FARM ANIMALS
o Types
o Uses – such as food and clothing TIME 60 minutes
OUTCOME By the end of this activity, the learners will have:
• 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
ACTIVITY DESCRIPTION
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.
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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.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners):
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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STUDY AREA: BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL
WELLBEING
TOPIC ANIMALS
ACTIVITY
• WILD ANIMALS
o Types
o Camouflage TIME 60 minutes
OUTCOME By the end of this activity, the learners will have:
• Identified different wild animals and their unique markings
RESOURCES • CAPS LIFE SKILLS Policy document,
• DBE workbooks
• Worksheets
• Pictures
• Vocabulary cards
• Information books
• Posters of wild animals
ACTIVITY DESCRIPTION
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:
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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
EXPANDED OPPORTUNITIES (Gifted and or challenged learners):
Learners research different eating habits of wild animals and share with the other learners.
ASSESSMENT OF LEARNING:
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SUBJECT LIFE SKILLS
TERM: WEEK: 3
DATE: GRADE 2
STUDY AREA Creative Arts
• 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
• Performing Arts for Foundation Phase Teachers book(PAFPT)
• Balls, skittles, or any other available resource
• Outdoor space/hall
ACTIVITY DESCRIPTION
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.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners)
• 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
OUTCOME By the end of this activity, the learners will have:
• Made a painting of a fantasy animal.
• Understanding of primary and secondary colours.
• Discussed concepts like behind, in front of, underneath, etc.
RESOURCES • CAPS LIFE SKILLS Policy document page ____________
• 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
ACTIVITY DESCRIPTION
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.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners)
• 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.
SUBJECT: LIFE SKILLS
WEEK 3
DATE: GRADE 2
STUDY AREA: Physical Education Follow your school’s Covid 19 risk
management at all times when teaching PE
TOPIC: Animals
Balance
ACTIVITY 1
TIME: 60 minutes/I hour
OUTCOME By the end of this activity, the learners will have learnt:
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)
RESOURCES Resources MUST be ready the day before the activity
• PPE
• CAPS Life Skills Policy document
• Recovery teaching Plan for Life Skills
• Life Skills DBE workbook -English: Activity 22, Page 45, Book 1(used as warm-up
activity)
• 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)
• Bean bags, masking tape/chalk, whistle and first aid kit
ACTIVITY DESCRIPTION
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.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners):
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
STUDY AREA: BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL
WELLBEING
TOPIC ANIMALS THAT LIVE IN WATER.
ACTIVITY 1
TIME 60 minutes
OUTCOME By the end of this activity, the learners will have:
• Learnt about the different types of animals that live in fresh water,
e.g. – River - fish, crocodiles
RESOURCES • CAPS LIFE SKILLS Policy document,
• DBE workbooks
• Worksheets
• Pictures
• Information books
• Posters of animals and creatures that live in fresh water.
ACTIVITY DESCRIPTION
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.
ASSESSMENT OF LEARNING:
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
• Performing Arts for Foundation Phase Teachers book(PAFPT)
• Animal masks made during Visual Arts period
ACTIVITY DESCRIPTION
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
STUDY AREA Creative Arts
• 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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OUTCOME By the end of this activity, the learners will have:
• 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
• A4 blank sheet of paper
• 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
• Paint, paint brush, water, water holder or wax crayons
• Newspapers to protect tables
• Aprons or old t-shirts to protect learners clothes
ACTIVITY DESCRIPTION
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.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners)
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 joining techniques.
• Understanding the correct use of materials and tool.
SUBJECT: LIFE SKILLS
WEEK 4
DATE: GRADE 2
STUDY AREA: Physical Education Follow your school’s Covid 19 risk
management at all times when teaching PE
TOPIC: Animals and creatures that live in water
Laterality
ACTIVITY 1
TIME: 60 minutes/I hour
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OUTCOME By the end of this activity, the learners will have learnt:
Laterality
• In pairs catch a ball with the non – dominant hand
• In pairs kick a ball with non – dominant foot.
RESOURCES Resources MUST be ready the day before the activity
• PPE
• CAPS Life Skills Policy document
• Recovery teaching Plan for Life Skills
• Life Skills DBE workbook -English: Activity 24, Page 49, Book 1(warm-up activity)
• 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)
• Bench/beam, balls, bean bags, hula hoops, markers, whistle and first aid kit
ACTIVITY DESCRIPTION
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.
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.
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.
EXPANDED OPPORTUNITIES (Gifted and or challenged learners):
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 joining techniques.
• Understanding the correct use of materials and tool. FORM OF ASSESSMENT:
Practical: Rubric
SUGGESTED RESOURCES:
• A4 blank sheet of paper
• 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
• Paint, paint brush, water, water holder or wax crayons
• Newspapers to protect tables
• Aprons or old t-shirts to protect learners clothes
Possible Rubrics to be used:
Example 1:
Formal Assessment
Grade 2 Creative Art
Rubric: Create in 3-D
Create a 3-D mask of a sea-creature/sea animal using recyclable materials.
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
Create a 3-D mask of a sea-creature/sea animal using recyclable materials.
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
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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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Read the following passage:
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Week 2
Read the following passage:
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Read the following passage:
•
•
•
•
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Week 3
Read the following passage:
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Read the following passage:
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Week 4
Read the following passage:
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Read the following passage:
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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
Questions and answers
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
Questions and answers
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
Questions and answers
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
Questions and answers
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
Questions and answers
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
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Week 4
Reading passage 1: Animals that live in fresh water
Questions and answers
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
Questions and answers
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.