1.5 Gr. r module 2 life skills - 02  (Page 6/6)

THE BATHROOM

Personal care, hygiene and safety.

Closed questions :

1. Which room is this in the house?
2. How many taps are there in the bathroom?
3. Can you see danger? Colour it in.

Open-ended questions :

1. What could happen to the girl on the chair?
2. What could happen with the burning candle?
3. What could happen if someone steps on the soap?
4. Is it necessary to run the bath so full?
5. Why is it necessary to take a bath, wash your hair and brush your teeth regularly?
6. How does your bathroom at home differ from the one in the picture?
7. Which dangers are in your bathroom at home and how can you make it safer?
8. How can you save water in the bathroom?

Bridging :

Where else, at home or elsewhere, can water be saved and how?

Activity :

Demonstrate the proper way to brush teeth.

Use a doll to demonstrate how hair should be washed, or wash one of the learners’ hair.

Discussion :

Discuss different kinds of toilets and their hygienic use, as well as the necessity to wash your hands after having been to the toilet.

Logical thinking and reasoning

Creative thinking

Logical thinking and reasoning

For the educator:

THE WEATHER CHART

We can use a weather chart to teach the learners the days of the week in sequence.

The next page contains a weather chart that can be pasted onto cardboard to reinforce it. The page after that contains the strips with the days of the week. These strips must be cut out so that they can be fitted onto the weather chart.

Give different learners the opportunity to, for example, find the strip for Monday. The learner must then show the strip to the other learners and fit it on the weather chart on the corresponding day. They all repeat the name of the day : Monday.

Allow the learners to help you compile a simple graph for the week’s weather, for example:

The number in the second square represents the number of days in the week that the specific weather condition prevailed.

Closed questions:

• What day of the week is today?
• What day was yesterday?
• What day is tomorrow?

Open-ended questions:

• What do you do in the mornings?
• What do you do in the afternoons?
• What do you do in the evenings?
• Does your family choose one day in the week to do something special?
• What are weather charts used for?
• To whom are they important and why?

Bridging:

• Where else do you find weather charts? (In newspapers, on TV, etc.)

Activities:

Use old newspapers to cut out weather charts. Discuss weather charts with the learners to make them aware of the different weather conditions.

Let them check the length of their shadows early in the morning, at noon and late in the afternoon and discuss the role of the sun with regard to time. Plant a stick in the ground and allow them to observe the change in its shadow in the course of the day.

Game:

Allow the learners to try and tread on one another’s shadow or to try and get away from their own shadows.

SEASONS

The weather chart can be used to help the learners to become familiar with the seasons. First teach them the names of the seasons.

Discussion:

Discuss the current season, for example winter.

• What clothes do we wear in winter and why?
• What food do we like to eat in winter?
• What sports do we participate in winter?
• What types of fruit do we get in winter?
• How does winter differ from summer?
• Which season do you like the best and why?

Activity:

Make a large class scrapbook. Each learner makes a drawing or brings pictures of the following:

Winter clothes, winter sports, fruit we get in winter and food we like to eat in winter.

Allow each one to cut out and paste the illustration or picture. The learner writes down simple words next to each, for example soup, coat, tennis, orange. This helps the learners to match the words to the pictures and to “read” them.

Make seven copies of each picture so that you have, e.g., a sun for each day of the week (in case the sun shines every day of the week).