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Zero has landed on our planet, Earth. The learners find a picture of the solar system and show him where Earth is.
Show Zero where you live.
Zero wants to know about the people who live in South Africa. Imagine that he has come to your class. What would you tell him about South Africans?
Plan what you would tell him. Remember these important points.
Write down what you have found out:
South Africa is a very big country, with all these different kinds of people.
Whatever our differences we are all one nation. The motto of our country is ! ke e:/xarra //ke . This is from the Khoisan language and it means Diverse people unite. Our motto reminds us that we are all different but that we want to live and work together as one nation.
| Learning Outcomes(LO’s) |
| LIFE ORIENTATIONLO 3 |
| PERSONAL DEVELOPMENTThe learner will be able to use acquired life skills to achieve and extend personal potential to respond effectively to challenges in his or her world. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 3.5 demonstrates appropriate classroom behaviour, including groupwork skills. |
| EMSLO 2 |
| SUSTAINABLE GROWTH AND DEVELOPMENTThe learner will be able to demonstrate an understanding of reconstruction, sustainable growth and development, andto reflect critically on its related processes. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 2.2 identifies and describes the different places where family members work (migrant labour, urban and rural areas). |
| SOCIAL SCIENCESGEOGRAPHYLO 2 |
| GEOGRAPHICAL KNOWLEDGE AND UNDERSTANDINGThe learner is able to demonstrate geographical knowledge and understanding. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 2.1 describes key features of different places, including people’s interactions with the places;2.2 identifies some resources that are available and are used in the local area (e.g. water, minerals), and explains where they come from (people and resources). |
| TECHNOLOGYLO 1 |
| TECHNOLOGICAL PROCESSES AND SKILLST he learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 1.3 ( designs ) – chooses suitable materials or substances to make products, and suggests some ways they can be used to satisfy a problem, need or opportunity;1.4 ( makes ) – expresses how products are going to be made. |
| 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 ( dance ) - learns and performs simple dance steps from dances in the immediate environment;1.7( music ) - sings songs from the immediate environment. |
Let the learners have a look at the comic (first task).
They are going to tell Zero about our country. Show them our place in the solar system. If you have access to larger, more colourful illustrations, these will be preferable.
If you have a globe, use that to show the learners what the world looks like. Then point out Africa and South Africa. Direct their attention to the map. Discuss the map thoroughly pointing out the different provinces and major cities. Help them to picture the size by telling them that from Durban to Cape Town takes a day and a half to travel by car, etc. (LO 2.2)
To keep up the “fun” part of Zero’s visit, make an alien mask and let one of the learners pretend to be Zero asking about our world. The learners would love it even more if you pretended to be Zero! (A+C 1.3)
The task continues with the learners explaining about their own towns or cities. Help the learners to realise how towns and cities develop. Very often the reasons are economic. People come to towns to earn money. In a rural community they might work on farms or be subsistence farmers. In the urban or city context they hope to make more money because they expect to find more jobs in the city. This is an EMS concept too. Introduce the terms migrant labour, urban and rural communities in your discussion before the learners do their homework task with parents. (EMS 2.2)
In a subsequent lesson use a drum (if you have one) or any other percussion instrument to beat out a rhythm. Explain how much of traditional African dancing depends on rhythm. If any learners are able to demonstrate to the others, let them do so. Otherwise work out a few simple patterns for the learners to copy in time to the beat of the drum. If any of the learners have seen gum boot dancing, let them try to make patterns and rhythms in such a way as well
South Africa’s population exists of the following groups: Nguni-group (including Zulu, Xhosa and Swazi); Sotho; Tswana; Tsonga; Venda; Afrikaners; English; Colourds and Indians. A few Khoi and San survived.
11 Official languages:
1. Afrikaans
2. Engels
3. Xhosa
4. Zulu
5. Ndebele
6. SePedi
7. SeSotho
8. SeTswana
9. SeSwati
10. TshiVenda
11. XiTsonga
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