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1.1 My family

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Life skills

Grade 1

All about me

Module 1

My family

We get different kinds of families

  • Some people have one big family.
  • Some people have a small family.

My family

Draw your family :

This is my family!

My family

  • Tell your friends the names of your father, mother, brothers and sisters.
Yes No
I have 1 family.
I have 2 families.
  • How do you feel when at home? Colour the face which shows how you feel when you are at home.

Connect the squares that match.

  • Discuss the pictures.

Discuss the picture:

Who does what in the house? discuss in your group.

Assessment

Learning Outcomes(LO’s)
LIFE ORIENTATIONLO 2
SOCIAL DEVELOPMENT The learner will be able to demonstrate an understanding of and responds to constitutional rights and social responsibilities, and to show an understanding of diverse cultures and religions.
Assessment Standards(ASs)
We know this when the learner:
2.3 explains relationships with members of the family, extended family, school and broader community.
HISTORYLO 2
HISTORICAL KNOWLEDGE AND UNDERSTANDING The learner will be able to demonstrate historical knowledge and understanding.
Assessment Standards(ASs)
We know this when the learner:
2.1 discusses own and other people’s experiences in the past and present;
EMSLO 2
SUSTAINABLE GROWTH AND DEVELOPMENT The learner will be able to demonstrate an understanding of reconstruction, sustainable growth and development, and to reflect critically on its related processes.
Assessment Standards(ASs)
We know this when the learner:
2.2 displays teamwork skills in undertaking tasks at school.
ARTS AND CULTURELO 1
CREATING, INTERPRETING AND PRESENTING The learner will be able to create, interpret and present work in each of the art forms.
Assessment Standards(ASs)
We know this when the learner:
1.3 ( drama ) – participates in simple dialogue and action sequences based on familiar experiences in own family or community;1.9 ( visual arts ) – engages in creative art processes by using the senses and emotions to explore design elements, with emphasis mainly on primary colours and line;1.10 ( visual arts ) – discovers simple geometric shapes such as lines and squares.
LO 2
REFLECTING The learner will be able to reflect critically and creatively on artistic and cultural processes, products and styles in past and present contexts.
Assessment Standards(ASs)
We know this when the learner:
2.6 ( visual arts ) – explains what is being conveyed in own art and what the learner thinks is conveyed in others’ artworks;2.7( composite ) – interprets words, poems, stories and ideas through play, fantasy and the imagination.
LO 3
PARTICIPATING AND COLLABORATING The learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities.
Assessment Standards(ASs)
We know this when the learner:
3.7 ( composite ) – makes decisions and choices, and follows instructions in art activities.

Memorandum

  • Learners tell the class about something that happened when they were still very young. Ask them to interview a parent or grandparent. Let them tell the class about their experiences (Hist. 2.1). Encourage them to bring from home something which was used by Grandpa/Grandma very long ago (Hist. 3.3).
  • Divide the glass into groups. Each group has to choose and dramatise one of the stories told by their grandparents (A&C 1.3; 2.7).
  • Each learner paints a picture of him/herself. Use a variety of materials for the clothes, hair and eyes (e.g. cloth, grass, magazines, etc. Draw a decorated frame round the picture, using different forms and colours. Let them show and explain it to the rest of the class (A&C 1.9; 1.10; 2.6; 3.7).
  • Each learner brings a photograph of their family to school. Show it to the class and compare the ages and the family members. Make them aware of words (vocabulary) like old, young, middle-aged, etc. See work sheet (Hist. 2.2).
  • Discussing the pictures: A family busy with their daily activities. Discuss ways in which to demonstrate to your family that you care for them. Also discuss what type of behaviour hurts others. First discuss the terms ‘negative’ and ‘positive’ with them and then ask them to say what they experience as negative and as positive. Colour the work sheet.

Questions & Answers

what is defense mechanism
Chinaza Reply
what is defense mechanisms
Chinaza
I'm interested in biological psychology and cognitive psychology
Tanya Reply
what does preconceived mean
sammie Reply
physiological Psychology
Nwosu Reply
How can I develope my cognitive domain
Amanyire Reply
why is communication effective
Dakolo Reply
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
Wekolamo Reply
please i need answer
Wekolamo
because it helps many people around the world to understand how to interact with other people and understand them well, for example at work (job).
Manix Reply
Agreed 👍 There are many parts of our brains and behaviors, we really need to get to know. Blessings for everyone and happy Sunday!
ARC
A child is a member of community not society elucidate ?
JESSY Reply
Isn't practices worldwide, be it psychology, be it science. isn't much just a false belief of control over something the mind cannot truly comprehend?
Simon Reply
compare and contrast skinner's perspective on personality development on freud
namakula Reply
Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
war
explain how nature and nurture affect the development and later the productivity of an individual.
Amesalu Reply
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
Zyryn Reply
good👍
Jonathan
and having a good philosophy of the world is like a sandwich and a peanut butter 👍
Jonathan
generally amnesi how long yrs memory loss
Kelu Reply
interpersonal relationships
Abdulfatai Reply
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Source:  OpenStax, Life skills grade 1. OpenStax CNX. Sep 21, 2009 Download for free at http://cnx.org/content/col11103/1.1
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