case study for grade 5

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Case Study: Esperanza’s Story

Description.

This unit emphasizes the Reading Literature strand of the NYSP12 CCLS, with a study of the novel Esperanza Rising by Pam Muñoz Ryan.

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• Grade 5 ELA Module 1, Unit 2 - Full Unit in PDF
• Grade 5 ELA Module 1, Unit 2 Overview
• Grade 5 ELA Module 1, Unit 2 Recommended Texts
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• Grade 5 ELA Module 1, Unit 2 Table of Contents
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Bilingual Language Progressions

These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.

• CCSS Standard:
• Pam Muñoz Ryan
• Esperanza Rising

In This Unit

• lesson 1: Building-Background-Knowledge: Learning About the Historical/Geographical Setting of Esperanza Rising
• lesson 2: Getting to Know Esperanza
• lesson 3: Inferring About Characters Based on How They Respond: (Chapter-3: “Las-Papayas”)
• lesson 4: Inferring About Characters Based on How They Respond:(Chapter-4: “Los Higos/Figs”)
• lesson 5: Connecting Informational Text with Literature
• lesson 6: Contrasting Two Settings
• lesson 7: Point of View
• lesson 8: Understanding Themes in Esperanza Rising
• lesson 9: Mid-Unit Assessment and Discussing Themes in Esperanza Rising
• lesson 10: Characters Changing Over Time
• lesson 11: Building Background Knowledge: Why Do Workers Strike?
• lesson 12: Contrasting-Perspectives: Should the Farmworkers in Esperanza Rising Go on Strike?
• lesson 13: Gathering Evidence and Drafting a Two-Voice Poem
• lesson 14: Writing, Critique, and Revising: Two-Voice Poems
• lesson 15: Revisiting Big Metaphors and Themes
• lesson 16: Paragraph Writing, Part-1: How Esperanza Responds on the Train
• lesson 17: Paragraph Writing, Part-II
• lesson 18: End-Of-Unit-2 Assessment

Related Guides and Multimedia

Our professional learning resources include teaching guides, videos, and podcasts that build educators' knowledge of content related to the standards and their application in the classroom.

Building Fluency: Unbound A Guide to Grades 3-5 ELA Standards

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• Growing up & Staying Safe
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• Asian American History
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• Career Connected Learning
• Our Instructional Principles Learn about how we will transform our system through the integration of academic and social-emotional learning, and establish a new path to academic recovery and reimagining.
• Instructional Practices Learn about instructional practices that support student achievement.
• Instructional Leadership Framework Learn about implementing the Instructional Leadership Framework in schools.
• Supporting New Teachers Learn about the key beliefs, knowledge, and skills for first year teachers.
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NYCDOE: Passport to Social Studies - grade 5, United States case study

Note to Teachers:  To help with remote and hybrid learning, digital materials for this unit are available on the NYCDOE TeachHub. Access these materials by following  these instructions .

This is a sample case study of the United States relating to the grade five scope and sequence, titled United States Case Study. It was developed by a team of NYCDOE staff and teachers, in collaboration with scholars of the humanities and social sciences as well as museum curators. Students will immerse themselves in the topic by discussing focus questions, reading and analyzing a rich collection of diverse primary and secondary sources, examining artifacts, and interpreting images, such as: paintings, photographs and maps.

This guide offers a multitude of perspectives on the geography, history and cultural practices of the world’s oldest democracy and its most culturally diverse country, the land of E pluribus unum . Topics and historical concepts of representative lessons in this unit include: using a variety of specialized maps to analyze and evaluate how the physical environment of the United States influences human population distribution, land use, and economic activity, analyzing important people in the growth and development of the United States of America in the 19th century, learning to corroborate or challenge historical claims about Westward Expansion, and exploring how the political and economic systems of the United States meet the needs of its diverse population in different ways.

To evaluate student mastery of content knowledge, cognitive processes, and critical thinking skills, this unit includes formative assessments, and a performance-based assessment activity, which has students using the documents and notes from the case study to write an opinion essay examining the question: What were the pros and cons of American Westward Expansion?

Please note: the complete set of NYCDOE K-8: Passport to Social Studies Core Curriculum materials include a wide-range of trade books and primary documents, in addition to this unit of study. In order to support rigorous social studies instruction and student inquiry, we recommend that teachers integrate these resources into their daily instruction and assessments plans.

Access a version of this resource compatible with assistive technology and screen-readers.

Oxford Successful Life Skills Grade 5 Learner Book Sample

by Oxford University Press South Africa

SA M PL E C O PY

5 Successful OX FORD Life Skills LEARNER'S BOOK F. Clitheroe PY L. Dilley O C P. Espi-Sanchis A. Hartmann E PL S. Johnson E. Maxwell M R. Naidoo SA It is illegal to photocopy any pages from this book without the written permission of the Publisher. 9780199059904_OS_Life_Skills_5_LB_titp_A4_CAPS2017.indd 2 2017/11/15 16:02

Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries. Published in South Africa by Oxford University Press Southern Africa (Pty) Limited Vasco Boulevard, Goodwood, N1 City, P O Box 12119, Cape Town, South Africa © Oxford University Press Southern Africa (Pty) Ltd 2012 The moral rights of the author have been asserted. First published 2012 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press Southern Africa (Pty) Ltd, or as expressly permitted by law, by licence, or under terms agreed with the appropriate reprographic rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press Southern Africa (Pty) Ltd, at the above address. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Oxford Successful Life Skills Grade 5 Learner’s Book ISBN 978 0 19 905990 4 PY Typeset in ITC Stone Serif Std 12.5pt on 16pt Printed on [insert paper quality e.g. acid-free paper] O Acknowledgements Publisher: Elaine Williams C Managing Editor: Nthuseng Tsoeu Designer: Vicki Smith Illustrators: Tasia Rosser; Kim Woodman; Eva Nossek; Bernice Nelson; E Jacques Nortje; Jaco Human; Andrea Raath; Kim Woodman Typesetter: Tarryn Hamilton George PL Printed and bound by: Dr Rowena Naidoo would like to thank the University of KwaZulu-Natal, Discipline of Biokinetics, M Exercise and Leisure Sciences for their support during the writing process. Glowimages/OUP Picturebank p. 10; Esthe Pretorius (OUP SA) pp. 18, 23a – g, 28b – d, 30a, b, f, 32 – 36, 59a, c, 63, SA 65a – e, 66, 78a – d, 93, 95a – c, e, f, 96d – f, 97, 106, 111, 121, 124a – d, 125a, Tetra Images/OUP Picturebank p. 24; Pedro Espi-Sanchis pp. 26, 112a.1 – 5; Image Source/Thinkstock p. 28a; D Sharon Pruitt Wikimedia Commons p. 28e; Comstock/Thinkstock p. 30c; Lize Venter-Horn/Esthe Pretorius (OUP SA) p. 30d; Todd Warnock/Lifesize/Thinkstock p. 30e; RubberBall/OUP Picturebank p.31a; Photos.com/Thinkstock p. 31b.1; iStockphoto/Thinkstock pp. 31b.2, 31b.3, 58b, 60b, c, 61a, b.1, b.3, 62, 69c, 73, 89a, 92a, 95d, 96a, 118a.1 – 3, 125b; Wikimedia Commons pp. 57, 86, 94b, 104, 117a, c – f, 120g; Jupiterimages/Getty Images/Photos.com/Thinkstock pp. 58a; Eyecandy Images/Thinkstock pp. 58c, 59b; Krzysztof Mizera Wikimedia Commons p. 60a; Hemera/Thinkstock p. 61b.2; trfsport.co.za p. 65f; Felix Dlangamandla Gallo Images/Beeld p. 69a; Joao Silva PictureNET p. 70a; Fred Hasner PictureNET Africa p. 70b; fugzu Wikimedia Commons p. 71; Read about harmful medication – Cape Times, 05-06-98 p. 74; NJR ZA Wikimedia Commons p. 77; TKnoxB/Creative Commons.p. 79a; Photodisc/Thinkstock pp. 79b, 89f, h, i, j; Gregory Phillips Wikimedia Commons pp. 88, 91a; Amazon-Images/OUP Picturebank p. 89b; Ingram/OUP Picturebank pp. 89c, e, g, k, 90; Digital Vision/OUP Picturebank p. 89d; Pmatthews123 Wikimedia Commons p. 91b; PiccoloNamek Wikimedia Commons p. 91d; Steven G. Johnson Wikimedia Commons p. 91c; Josef F. Stuefer Wikimedia Commons p. 92b; Michelle Pemberton Wikimedia Commons p. 92c; Hemera/Thinkstock p. 94a, 116; Jupiterimages/Brand X Pictures/ Thinkstock p. 96b; Thomas Northcut/Digital Vision/Thinkstock p. 96c; JJ Harrion Wikimedia Commons p. 102; Aslimarati/Amada44 Wikimedia Commons p. 105; Abu Shawka Wikimedia Commons p. 110, 114a, c; Comstock/ Getty Images/Thinkstock p. 113; Matthew Bowden Wikimedia Commons p. 114b; Tebogo Letsie Sunday Times/ Picturenet p. 115; Didier Descouens Wikimedia Commons p. 117b; Jürgen Wikimedia Commons p. 117g; Daniel Smith Wikimedia Commons p. 117h; Balthazar Wikimedia Commons p. 118d; Sandy Johnson p.119; Finlay McWalter Wikimedia Commons p. 120a; John Patrick Robichaud Wikimedia Commons p. 120b; Andrew Dunn Wikimedia Commons p. 120d; Axel Mauruszat Wikimedia Commons p. 120e; Rufus46 Wikimedia Commons p. 120f The authors and publisher gratefully acknowledge permission to reproduce copyright material in this book. Every effort has been made to trace copyright holders, but if any copyright infringements have been made, the publisher would be grateful for information that would enable any omissions or errors to be corrected in subsequent impressions. Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work. 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 2 06Jul2018 2:08 PM

Contents How to use this book.........................................................................6 Term 1 Module 1 Personal and Social Well-being 7 Unit 1 Positive self-concept formation..............................................8 Unit 2 Giving and receiving feedback.............................................11 Unit 3 Coping with emotions.........................................................14 Unit 4 Relationships with peers, older people and strangers..........17 Consolidation and Formal Assessment...........................................20 Module 2 Performing Arts 21 Unit 1 Warm up and play................................................................22 Unit 2 Improvise and create............................................................23 PY Unit 3 Read, interpret and perform.................................................24 Unit 4 Appreciate and reflect...........................................................26 O C Module 3 Visual Arts 27 E Unit 1 Visual literacy.......................................................................28 PL Unit 2 Create in 2-D........................................................................30 Unit 3 Create in 3-D........................................................................31 M SA Module 4 Physical Education 32 Unit 1 Safety measures.....................................................................33 Unit 2 Movement sequences...........................................................34 Term 2 Module 5 Personal and Social Well-being 37 Unit 1 Discrimination, stereotyping and bias.................................38 Unit 2 Child abuse...........................................................................41 Unit 3 Dealing with violent situations............................................45 Unit 4 Issues of age and gender in different cultures in South Africa.............................................................................................48 Consolidation exam.........................................................................51 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 3 06Jul2018 2:08 PM

Module 6 Performing Arts 52 Unit 1 Warm up and play................................................................53 Unit 2 Improvise and create............................................................54 Unit 3 Read, interpret and perform.................................................55 Unit 4 Appreciate and reflect...........................................................57 Module 7 Visual Arts 58 Unit 1 Visual Literacy......................................................................59 Unit 2 Create in 2-D........................................................................60 Unit 3 Create in 3-D........................................................................62 Module 8 Physical Education 63 Unit 1 Safety measures.....................................................................64 Unit 2 Target games.........................................................................65 Unit 3 Movement performance.......................................................66 Unit 4 Target games.........................................................................67 PY O Term 3 C Module 9 Personal and Social Well-being 68 E Unit 1 Festivals and customs...........................................................69 PL Unit 2 Safety measures at home and in the environment..............72 Unit 3 Water as an important basic need........................................75 M Unit 4 Healthy eating for children..................................................78 SA Consolidation and Formal Assessment...........................................81 Module 10 Performing Arts 82 Unit 1 Warm up and play................................................................83 Unit 2 Improvise and create............................................................84 Unit 3 Read, interpret and perform.................................................85 Unit 4 Appreciate and reflect...........................................................87 Module 11 Visual Arts 88 Unit 1 Visual literacy.......................................................................89 Unit 2 Create in 2-D........................................................................90 Unit 3 Create in 3-D........................................................................92 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 4 06Jul2018 2:08 PM

Module 12 Physical Education 93 Unit 1 Safety measures.....................................................................94 Unit 2 Rhythmic movements..........................................................95 Term 4 Module 13 Personal and Social Well-being 98 Unit 1 Local environmental health problems.................................99 Unit 2 Dealing with the stigma of HIV and AIDS.........................103 Unit 3 Substance abuse..................................................................106 Consolidation and Formal Assessment.........................................109 Module 14 Performing Arts 110 Unit 1 Warm up and play..............................................................111 Unit 2 Improvise and create..........................................................112 Unit 3 Read, interpret and perform...............................................113 PY Unit 4 Appreciate and reflect.........................................................114 O Module 15 Visual Arts 116 C Unit 1 Visual literacy.....................................................................117 E Unit 2 Create in 2-D......................................................................118 PL Unit 3 Create in 3-D......................................................................120 M Module 16 Physical Education 121 SA Unit 1 Safety measures...................................................................122 Unit 2 Track and field athletics.....................................................123 Glossary..........................................................................................126 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 5 06Jul2018 2:08 PM

How to use this book Content is broken down per module for Oxford Successful Life Skills, in line with the CAPS. The first page of content of each module describes the content covered. PY New words are explained where they occur. These words are also found in a O glossary at the end of the book, where C pronunciation of difficult words is E explained. PL M The activities ensure that concepts are understood and consolidate SA knowledge. Case studies show real-life examples of content introduced. Icons These icons guide you on assessments. These activities can be used for formal assessment. These questions are designed to challenge learners to think about what they have learnt. 6  How to use this book 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 6 06Jul2018 2:08 PM

Term 1 Module MODULE 1 1 Personal and Social Well-being Personal and Social Well-being is about learning to live a healthy, happy and successful life. In this module, you will learn about developing a positive self-concept. You will learn how to give and receive feedback that will help personal development. You will also learn about good friendships and safe relationships with your peers, older people and strangers. Module 1: PY Personal and Social Well-being O C E PL Positive Giving and Coping Relationships with peers, M self-concept receiving with formation feedback emotions older people SA and strangers Influences on Positive and Ways to manage Safe and unsafe self-concept negative feedback emotions relationships Building Different ways of The role of friends Good and bad self-concept giving and in times of relationships receiving feedback sadness, tragedy Setting goals to and change Benefits of good build self-concept and safe relationships Module 1: Personal and Social Well-being  7 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 7 06Jul2018 2:08 PM

Unit 1 Positive self-concept formation Influences on self-concept Let us check Self-concept is how you see yourself and how you think about • How do yourself. It is about how much you accept and approve of yourself. you see How we see ourselves has a lot to do with how we think other yourself? people see us. If we think that people like us, then we feel good • What about ourselves and have a positive self-concept. things are you good Different people in our lives influence our self-concept. When at? we are younger, our family is very important to our self-concept. Our family gives us a feeling of belonging and acceptance, which is good for our self-concept. New word As we get older, friends affect our self-concept. If we are accepted by a group of friends, we have a good self-concept. If our self-concept – how you see PY friends make fun of us or will not play with us, we do not feel so good about ourselves. O yourself and what you think Other influences on our self-concept come from adults outside C about yourself of the family, such as teachers and sports coaches. They can have a positive or negative influence on how we see ourselves. E PL Well done, Thandi. You You should be in ballet have done so much better school, not a soccer M in Maths this term. team, the way you play! SA 8  Module 1:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 8 06Jul2018 2:08 PM

Success is good for self-concept formation MODULE 1 We are all good at some things and we all do things that we are proud of. They may be things like learning to ride a bike, or scoring a goal for our team. These are successes that are good for our self-concept. PY New word O C goal – something Read about achieving your goals you want to E achieve, usually Read about Ann’s goal in the story below. in a certain PL period of time Case study Organisation and discipline help Ann M SA Ann is a good swimmer. Her goal is to swim for her province’s team. To achieve her goal, Ann practises every day. She gets up early so that she can swim in the school pool before classes begin. Three afternoons a week, she goes to the public pool for group coaching. Over weekends, she often takes part in swimming events. “I have found that I have to be very organised and disciplined,” said Ann. “I have to make time to do my school work and chores at home and also have fun with my friends. I must also eat healthy food and get enough sleep because swimming takes a lot of energy.” “Before I set my goal, I found it much more difficult to train hard,” Ann explained. “Now I am much more focused. I feel good when my times improve and I know that I am trying my best.” Unit 1:  Positive self-concept formation  9 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 9 06Jul2018 2:08 PM

Activity 1 Think about Ann’s goal 1 What is Ann’s goal? 2 What things does Ann do to help her achieve her goal? 3 Ann says she is ‘organised’ and ‘disciplined’. Use a dictionary to look up the meanings of these words. Write the meanings in your own words. PY O C E Take action and improve your self-concept PL You can develop a positive self-concept by setting goals for M yourself. A goal is something which we try to achieve, usually in a certain period of time. SA Activity 2 Set goals to improve your self-concept Work on your own. 1 Think about how you would like to change in some way that will make you a better person. Perhaps you would like to be more helpful at home or get fit. 2 Write down the reason why you want to change. This can be hard, but describe what it is that you do not like about yourself and want to change. 3 Set smaller goals that will help you achieve your big goal and write them down. If the goal is too big to achieve, you will end up feeling you have failed. 4 Tick off your goals as you achieve them. Congratulate yourself when you have achieved your goals. 10  Module 1:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 10 06Jul2018 2:08 PM

Unit 2 Giving and receiving feedback Let us check • Do you always tell people things in a nice way? • Are you rude to people who criticise you? What is feedback? New word Feedback is the messages we give to others or get from others feedback – about things we do or say. We give and receive feedback in many messages we give to others, or situations throughout our lives. get from others, about things we do or say Positive and negative feedback We all like to get positive feedback. This is feedback which says PY O nice things about us, or tries to help us. It makes us feel good and C gives us confidence. Negative feedback is feedback that criticises us or tells us that we have done something wrong. E PL Giving feedback We should give feedback in a positive way. It makes the other M person feel good about it and makes them want to try harder. If SA you give very negative feedback with lots of criticism, the other person will be upset and will not want to try harder or do better next time. The example below shows a positive and a negative way to give the same feedback. You’re playing like a bunch of idiots! Have you Well done so far, guys, but forgotten everything? we have to catch up…. Unit 2:  Giving and receiving feedback  11 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 11 06Jul2018 2:08 PM

Receiving feedback We can also receive feedback in a positive or negative way. When we receive feedback, we should listen to what the other person tells us, without getting angry. We can learn from the feedback we get, if we receive it in a positive way. The next example shows how to receive feedback in a positive way and a negative way. The cake looks very nice but I Oops! That was think you put a mistake. I‘ll too much salt read the recipe in the mixture. more carefully next time. PY O C E The cake looks I don’t care PL very nice but I what you think! think you put Don’t eat it if M too much salt you don’t like it. in the mixture. SA Activity 3 Role play: positive and negative feedback Plan and act out a feedback situation in groups. First show a situation where the feedback is given and received in a negative way. Then show how the feedback could be given and received in a positive way. Act your role play for the rest of the class. 12  Module 1:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 12 06Jul2018 2:08 PM

Read about different ways to give and receive MODULE 1 feedback Look at the examples below of giving and receiving feedback. Use a dictionary to look up the meanings of any words you do not understand. How can you wear those shoes It looks good, sis. with it? You look stupid. But you need different shoes. Don’t forget it’s your Don’’t forget it’s your turn to dry the dishes. turn to dry the dishes. I’m coming now. I just want to save PY Not again! Get Tom to dry them. O my game first. I’m busy. C E PL Poor. You have not written an introduction or a conclusion. The middle part of your M story is well written and interesting. SA Activity 4 Reflect on differet ways to give and receive Activity 4 feedback Work in a group. 1 In the stories above, identify the positive and negative feedback. 2 How do you think the negative feedback would make the person or people feel? 3 3.1 In which situations was feedback received in a negative way? 3.2 Discuss how the person who received the feedback may feel. Unit 2:  Giving and receiving feedback  13 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 13 06Jul2018 2:08 PM

Unit 3 Coping with emotions Let us check • How do you show that you feel happy? • What do you do when your friend is invited to a party and you are not? What are emotions? Emotions are feelings. We experience a range of different emotions. Some of them make us feel good, others make us feel bad. Ways to manage emotions PY The best way to manage an emotion is to react in a way that is O reasonable, for example do not shout. Explain your emotions to C the other person so they understand how you feel. Let us look at an example: E Get out my room! Can’t you PL ever leave my stuff alone? What a mess you’ve made. M You know you’re not SA supposed to touch my things. Come on, help me put all these clothes back. In the example the girl is angry. She can express her anger in different ways. In the one picture she does not manage her anger and she shouts at her little sister. In the other picture she controls her anger. She manages her emotions so that she does not make her sister scared or upset. 14  Module 1:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 14 06Jul2018 2:08 PM

Activity 5 Think of ways to manage emotions positively MODULE 1 Work in pairs. Read the examples then answer questions 1 and 2. Here are some examples in which emotions were not dealt with appropriately. A Anna took part in a race that she trained very hard for. She came fourth. She felt very disappointed and after the race, she threw all her running gear in the dustbin. B Amina’s friend got a new jacket. Amina was very jealous, so she spilt cooldrink over the jacket. C Bruce was so sad when his grandfather died that he locked himself in his room and would not speak to anyone. 1 Identify the emotion in each example. 2 Give suggestions for a more positive way of dealing with the emotion. The role of friends in times of sadness, PY tragedy and change O C Good friends care about you and support you during difficult times in your life. This drawing shows the qualities of a good friend. E PL M SA thoughtful kind stands up for you listens to you shares with you is there during hard times believes in you honest Unit 3:  Coping with emotions  15 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 15 06Jul2018 2:08 PM

Read about good friends Read about what it means to be a good friend during difficult times. Case study The day Pete needed a good friend Pete is feeling very sad and frightened. His parents have just told him that they are getting a divorce. They are selling the house and moving, each to a different place. They told Pete he must decide which of them he wants to live with during the week and which one at weekends. They also said he should start going through his cupboards and decide what he can throw out because he will be moving to a much smaller place. Until that moment, Pete had no idea that his parents were getting divorced. He now thinks it must be his fault. He feels guilty and ashamed. Suddenly, there are so many changes and so many decisions to make. Pete feels completely overwhelmed. He runs out of the house and down the road to his friend Sam’s house. When Sam sees Pete he says, “Hey, what’s up, Pete?” Pete bursts into tears. He sits with Sam for hours. Pete talks and talks and Sam listens. Sam’s PY O mother phones Pete’s C parents to ask if Pete can have supper at their house E and spend the night. She PL cooks the boys one of their favourite suppers. M SA Support from friends in times of change and Activity 6 tragedy 1 Explain the meaning of these words in the case study. Look the words up in a dictionary if you do not know their meanings. divorce   guilty   overwhelmed 2 How did Sam help Pete by being a good friend? 3 Sam showed Pete compassion and empathy. Look these words up in a dictionary. Write their meanings in your own words. Activity 7 Identify emotions What are the two emotions Pete felt when he heard that his parents were getting divorced? 16  Module 1:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 16 06Jul2018 2:08 PM

Relationships with peers, older Unit 4 people and strangers What are relationships? Let us check The first relationships you form are with your parents and other • Do you have friends that family members. As you get older, you will form more and more you trust? relationships with people outside your family. • How do you know if a Safe and unsafe relationships relationship A safe relationship makes you feel good about yourself. Unsafe is good or relationships can make you feel sad, angry, scared or worried. not? Respect and trust are very important parts of relationships. In a safe relationship, you should feel that you can trust the other person with your secrets. Unsafe relationships do not include trust and respect. Good and bad relationships PY O In good relationships, you will be able to share feelings and ideas C with other people. They will listen to you and support you. A good relationship with your peers involves an equal amount E of give and take in the relationship. For example, if you share your PL lunch with a friend who has left her lunch at home, she would do the same for you. In bad relationships, this does not happen. M SA You can’t be friends with But I like her, her. No one likes her. she’s nice. Unit 4:  Relationships with peers, older people and strangers  17 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 17 06Jul2018 2:08 PM

Excuse me. Please tell me where I can find In relationships with the peanut butter. older people, you should be able to say how you feel about things in a respectful way. Older people should never take advantage of you. For example, if your sports coach makes you work in his garden because you forgot your sports kit, this is wrong. Any person you do not know is a stranger. PY Be polite to strangers. O C Most strangers will not harm you – but do not take chances. Always be polite and helpful to E strangers, but do not go anywhere with a stranger PL or accept food, money or gifts from them. If you feel uneasy with a stranger, tell the person to M leave you alone, walk away to somewhere safe, or SA call an adult. If you use social networking sites such as Facebook and MXit, never agree to meet someone you chat to on the site, unless your parents are with you. Never tell the person where you live or what school you go to. Benefits of good and safe relationships Good and safe relationships help us to do the following: • Improve our self-concept. • Manage our emotions better. • Be more sensitive to how other people feel. Good relationships make us happy. • Co-operate with others. • Not worry so much and be happier. • Trust other people. 18  Module 1:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 18 06Jul2018 2:08 PM

Read about good and safe relationships MODULE 1 Read about the relationship Marco has with Thulani. Use a dictionary to look up words you do not understand. Case study Good friend or bad? Marco and Thulani are in the same class. Marco is very popular. Thulani is quite shy. He would like to be like Marco. Marco asked Thulani if he wants to be part of their group at school. Thulani said ‘yes’ straight away, but Marco said that Thulani had to obey the group rules. This is wrong. I’m scared. I hope I Thulani agreed. don’t get caught. The group rules were that group members must have no other friends. Group members must give their lunch to Marco if he wants it. They must let Marco copy their homework. Before Thulani was allowed to join he had to carry out a dare that PY O Marco gave him. Marco dared C Thulani to steal a cigarette lighter from the café near the school. This E made Thulani scared. If he was PL caught he would be in trouble with the police, his parents and the M school, but he decided to do it SA because he really wanted to be in Marco’s group. Activity 8 Describe unsafe relationships 1 Do you think Marco likes Thulani? 2 Why has Marco asked Thulani to be in his group? 3 Are the relationships in the group safe and healthy? Give reasons for your answer. Activity 9 Advise Thulani Work with a partner. Discuss what Thulani should do. Do you think Thulani should join Marco’s group? Say why or why not. Unit 4:  Relationships with peers, older people and strangers  19 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 19 06Jul2018 2:08 PM

Consolidation and Formal Module 1 Assessment Try some fudge – I It’s revolting! made it this morning. Even my dog What do you think? 1 1.1 What are emotions? (1) wouldn’t eat it. 1.2 List two positive and two negative emotions. (2 + 2) 1.3 List two emotions you might feel in a bad and good relationship. (4) 2 Leah has made some fudge. The fudge tastes nice but it is hard and chewy. 2.1 Was feedback given in a positive or a negative way? (1) 2.2 Write down what the boy PY could say to give Leah feedback O in a better way. (3) C 3 List three benefits of a good E relationship. (3) PL M Case study Corey’s self-concept SA Corey has a negative self-concept. He is small for his age. His classmates call him The Midget or Tin Grin because he also wears braces on his teeth. Corey is too scared to speak in class in case people see his braces, so he never answers when the teacher asks the class a question, even if he knows the answer. He is a good chess player and likes to play chess because he does not have to talk during the games. 4 4.1 What is self-concept? (2) 4.2 Identify two reasons why Corey has a negative self-concept. (2 + 2) 4.3 Who is adding to Corey’s negative self-concept? (2) 4.4 Identify Corey’s strength. (2) 4.5 Suggest two goals that Corey can set himself to help improve his self-concept. (2 + 2) Total mark [30] 20  Module 1:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 20 06Jul2018 2:08 PM

Module MODULE 1 2 Performing Arts The performing arts are all about moving, singing and acting. You use your body, musical instruments and your voice in different ways to tell a story, entertain people and have fun! Module 2: Performing Arts PY O C E PL Warm up Improvise Read, interpret Appreciate and play and create and perform and reflect M SA Warm up your Move in time to Identify musical Contrasts in dance body the music instruments Warm up your Dance with a Assess each others’ Contrasts in music voice partner dances Make music Reflect on your Mime Writing music down and dance performance Module 2:  Performing Arts  21 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 21 06Jul2018 2:08 PM

Unit 1 Warm up and play Let us check • Do you remember how to warm up your voice? • Do you remember how to warm up your body? Activity 1 Warm up your spine 1  Stand with your feet hip-width apart. Make sure your back is straight and your head is in line with your spine. Do not lock your knees. PY 2  Slowly curl downwards towards the ground, rounding your back and O bending your knees. 3  Curl back up to your starting position. C Repeat four times. E 4  Swing your arms from side to side while PL you walk around the room, freezing and then walking again. M SA Activity 2 Warm up your voice 1 Listen to the High and Low song. Your teacher will play it for you. 2 Divide into two groups – one group will sing the high notes and the other group sings the low notes. Sing only the chorus. Activity 3 Make music and dance You will need to bring an empty, clean and rust-free cooldrink can to school. 1 Hit your two cans together, rub them together and hit them on the floor. 2 Listen to the Tin Can song. Use your tin cans to play the rhythm of the song. 3 Create movements to go with the music. 22  Module 2:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 22 06Jul2018 2:08 PM

Unit 2 Improvise and create Look at all the movements in the pictures on this page. Some of them can only be done while moving from one place to another. They are called locomotor movements. Others can be done while you stand in one place. They are called non-locomotor movements. Activity 4 Keep the beat Keep the beat to a warm up song with your feet while clapping and MODULE 2 singing the song. Activity 5 Dance with a partner PY O 1 Work with a partner. Choose a song with a good beat. C 2 Look at the pictures of different movements. Decide which movement you will do first, second, third, etc. This will form a E dance sequence. Do all the movements four times. Keep PL moving in time to the music. M Activity 6 Perform a mime SA Work with a partner. Take turns to mime something that your partner must guess. Taste a sour Smell a rotten lemon. egg. New words sequence – order that things happen, one after the other mime – act See a spider. Too loud! Touch a hot stove. without words Unit 2:  Improvise and create  23 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 23 06Jul2018 2:08 PM

Unit 3 Read, interpret and perform Let us check • Do you know what the word ‘contrast’ means? Contrasts in dance Contrasting movements can make dance more interesting. Think of fast and slow, and smooth and jerky movements. Activity 7 Move differently PY Work with the same partner and dance sequence as in Activity 5. Experiment with contrasting O movements. C 1 When your partner moves fast, you go slowly. E 2 When your partner moves in one direction, you PL go in another. 3 When your partner moves smoothly, you make M jerky movements. SA 4 Combine a mime with your movements. Your mime should be in contrast to your partner’s. New word Contrasts in music contrast – show the difference In music we call contrasts dynamics. Dynamics describe how between two loudly or softly a song is to be played or sung. The dynamics are opposite things shown by abbreviations of Italian words. Abbreviation Italian word English meaning p piano quiet f forte loud cresc crescendo getting louder dim diminuendo getting quieter 24  Module 2:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 24 06Jul2018 2:08 PM

Writing music down Staff notation is a way of writing down music. If people can read music, they can play or sing the right notes in the right rhythm. Music is made of sound and silence, or rests. In the chart below you see the signs used in staff notation to show you how long the note and last silence. Note and time names French time names are used to show how long the sound or the silence lasts. semi-breve semi-breve rest Saa-aa-aa-aa minim note minim rest Saa-aa MODULE 2 crotchet note crotchet rest Saa quaver note quaver rest PY Sa O C The best way to write down a rhythm is to put those notes on a E timeline with beats, which you mark with your right and left feet PL (R, L, R, L, etc.). Here is an example: M New word SA staff notation – way of writing music down so that it can be played or sung Activity 8 Write your own rhythm Work in groups. Your teacher will give you different musical notes to cut out. 1 Put your notes down one by one above the timeline, leaving the right space for the note that went before. 2 When all the notes are on the timeline, clap the rhythm that you have written. 3 Now sing the rhythm, using the French names. Unit 3:  Read, interpret and perform  25 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 25 06Jul2018 2:08 PM

Unit 4 Appreciate and reflect Activity 9 Identify musical instruments 1 Listen to Guantanamera, Woye Ndino and Amadinda. 2 What instruments can you hear? Look at the pictures for clues. Activity 10 Assess each others’ dances Watch your classmates’ dances and give them feedback by answering these questions. 1 Are they dancing in time? 2 Does the dance have enough contrast to make it interesting? PY 3 What suggestions can you give them to improve their dance? O Reflect on your performance C How did you do in the activities? Copy the checklist into your E book and fill it in. PL M Checklist SA 1 = Very good 2 = Good 3 = Average 4 = Not good Activity 1 2 3 4 Warm up Making music with tin cans Creating movement sequences Writing own rhythms Identifying staff notation note values Dance performance 26  Module 2:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 26 06Jul2018 2:08 PM

Module MODULE 1 3 Visual Arts In this module you will discover how you can use your five senses to experience the world around you. You will learn about comple- mentary colours and cool and warm colour contrasts. You will also learn how we use a focal point to create emphasis in an art piece. The subject matter for this module will be yourself and others interacting with your local environment. Module 3: PY Visual Arts O C E PL Visual literacy Create in 2-D Create in 3-D M SA Look at Explore the art Develop spatial photographs and elements of line, awareness own art work to shape, colour, identify and name texture and tone art elements, Explore the design complementary principles of colour contrasts Use a focal point emphasis and design to create emphasis principles in 2-D art work Module 3:  Visual Arts  27 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 27 06Jul2018 2:08 PM

Unit 1 Visual literacy Let us check • Four of our senses are in our head. What are they? • Our fifth sense is touch. What makes this sense different to the other senses? • Do you remember why the primary colours are so important? Use your senses to discover your world We experience everything in our world through our senses. This is the way you learn from early childhood throughout the rest of your life. Some people are born without one or more of their senses. They often develop their other senses more fully to help them experience life properly. PY O C Activity 1 Experience your local world E PL I live in Cape Town. When I look up, I see M Table Mountain. The sound of the sea-gulls SA wakes me up in the morning. The air smells salty like the sea. I feel the Southeaster wind on my skin. Tonight, we will eat fried fish for supper. Write a few sentences about how you experience your local world through your five senses. 28  Module 3:  Visual Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 28 06Jul2018 2:08 PM

Use colour Cool and warm colours All colours are mixed from the three primary or pure colours – red, yellow and blue. Red, yellow and orange are warm colours, the colours of the sun, of fire and citrus fruits. Colour is also associated with human emotions, for example red could mean anger, danger or importance. In a painting, red can be used as a strong emphasis colour as it draws the eye to it. Blue, green and purple are cool colours. They are the colours of water, of darkness and of plants. Blue is often associated with sadness or calmness. In a painting, cool colours can be used to show dimension, distance and depth. Complementary colour contrasts Complementary colours lie opposite each other on the colour wheel. When the pigments of two complementary colours are PY mixed together, the result is a very different colour. Use a ruler and find the complementary colours in the colour wheel. O The complementary pairs are: C E PL M SA • yellow and purple; • blue and orange; • red and green. MODULE 3 Each complementary pair has its own character. Remember what you have learnt about complementary contrasts when you create your next painting. Activity 2 Discuss complementary colour pairs New words Work with a partner. dimension – size Look at the complementary pairs and talk about their or measurements characteristics. Which pair has: pigment – the 1 an equal brightness dry powder that 2 a warm–cool contrast gives colour to 3 a light–dark contrast? paint Unit 1:  Visual literacy  29 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 29 06Jul2018 2:08 PM

Unit 2 Create in 2-D Texture and design Texture describes the way the surface of something looks or feels, for example rough, smooth, dotted, striped, velvety and so on. Activity 3 Make and compare textures 1 Place a piece of paper over a textured surface and gently rub over it with a wax crayon or soft blunt pencil. 2 Make rubbings of textures you find at home or in your local environment. 3 Your teacher will show you how to arrange your rubbings in a grid. PY 4 Which of the textures are from our natural world and which are O man-made? C 5 What are the differences between natural and man-made textures? E PL Family portraits M SA Activity 4 Paint a family portrait 1  Think about the people you want to include in your family portrait. Think of ways in which you can show the love and caring your family have for each other. 2  When you have finished your painting, work in pairs and assess each other’s paintings. Point out where you have used over- lapping shapes, cut-off views, complementary colour contrasts and textural effects 30  Module 3:  Visual Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 30 06Jul2018 2:08 PM

Unit 3 Create in 3-D Bodies in action Our physical bodies can walk, sit and lie down, but we can also move by bending, twisting, jumping and turning. Activity 5 Experiment with figures in action Work with a partner. 1 Can you perform all the actions shown in the pictures on this page? 2 Find all the parts of your body which you can bend. 3 Discuss different activities where two people are in action together. PY O C E PL Activity 6 Make a clay model of two figures in action M Work with a partner. 1 Each make a clay model of a standing figure. SA 2 Now decide together on an action where your figures can relate to, or touch each other. 3 Join another pair to discuss and assess your models. MODULE 3 Activity 7 Reflect on your own work Think back to the work you have done this term and what you have learnt. Answer these questions on your own: 1 Which of your five senses are you using at this moment? 2 What did you learn about colour that you did not know before? 3 What did you learn about physical interactions between two people? Unit 3:  Create in 3-D  31 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 31 06Jul2018 2:08 PM

Module 4 Physical Education In this module, you will combine movements into sequences. Some sequences will be energetic and others more controlled. You will perform sequences that your teacher gives you and you will also choreograph your own sequences. Some sequences will be done to music. PY Module 4: Physical Education O C E Safety Movement PL measures sequences M SA Gymnastic Dance sequences sequence Hopping Balancing sequence sequence 32  Module 4:  Physical Education 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 32 06Jul2018 2:08 PM

Unit 1 Safety measures Let us check • Do you remember why it is important to warm up and cool down? • What must you do if someone gets hurt? Warm up and cool down You must perform a warm up before any type of physical activity. It is also important to cool down after the activity. There are many stretches and games that can be used for warm ups and cool downs. Activity 1 Design your own warm up sequence Combine the stretches shown in the pictures to make your own warm up sequence. PY O C E PL M SA Other safety rules If the playing area at your school is a grassy or sandy field, or if you use an indoor hall, play barefoot. Playing barefoot strengthens your foot muscles. Before starting physical activities, check the surface for stones or anything that could cause injuries. Always follow instructions and do what your teacher tells you. If someone is hurt or injured, tell your teacher immediately. Activity 2 Play traffic lights Play ‘traffic lights’ or ‘robots’ with your friends. Your teacher will explain the rules. MODULE 4 Unit 1:  Safety measures  33 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 33 06Jul2018 2:08 PM

Unit 2 Movement sequences We can combine movements into sequences that we can do alone or in a group. Move your legs When we think about moving our legs, we think of walking, running, jumping and skipping. But there are many other fun ways to move our legs. Take two or three steps forward and pretend that you are jumping over a Leaping log. The jump must be like the splits PY in the air. Keep your knees straight while in the air. O C Raise your right foot, bend your knee and point your toes. As you lower E Prancing your right foot to the ground, raise PL your left foot. This is a continuous, quick movement. M SA Jump up, the higher the better! Then try to bring your heels together. You Heel clicks can move your heels together to the right or left side of your body. Jump up and raise your knee as high as possible. Alternate each leg. When Bounding jumping, jump up and land moving forward. Activity 3 Create a sequence Practise the movements on this page and then combine them into a sequence. 34  Module 4:  Physical Education 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 34 06Jul2018 2:08 PM

Hopping fun! Hopping movements help strengthen your leg muscles. Can you hop in different directions? Can you hop forwards and backwards? Can you hop from side to side? Can you hop a figure-of-eight shape? Can you hop and turn your body around while in the air? Activity 4 Hop Your teacher will show you a hopping sequence. Practise this sequence as it is part of your assessment. PY O C Do the Waka Waka E When South Africa hosted the 2010 FIFA World Cup, the official PL song was Waka Waka (This Time for Africa), sung by Shakira. There is also a Waka Waka dance. M SA Activity 5 Dance the Waka Waka Hand movements 1 Stand up straight. Form the unity sign (clasp your hands together, as if praying, at chest level). 2 Move your hands right, then left. Do this twice. 3 Roll your clasped hands forward. Do this twice. 4 Now unclasp your hands and lift them upwards. Do this twice. Foot movements 1 Step forwards with your right foot. Now step forward with your left foot. 2 Step backwards on your right foot. Now step backwards on your left foot. 3 Step forwards with your left foot, lifting your knee slightly. Repeat with your right foot. 4 Repeat the last step, moving backwards. MODULE 4 Unit 2:  Movement sequences  35 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 35 06Jul2018 2:08 PM

Balancing activities We can also slow our movements down and concentrate on balance. Did you know? Activity 6 Roll and balance This type of movement will Practise combinations of forward rolls and balance walking, as help improve shown in the pictures. your ability to get back on your feet quickly when you fall down. Activity 7 PY Perform a balancing sequence 1 Practise the movements shown in the pictures below. O 2 When you have performed the sequence balancing on your left C leg, repeat it balancing on your right leg. E • Start by balancing on your left leg, with PL your right leg in front of you. • Hold your arms and hands out in front M of your body. SA • Keep your balance. • Swing your right leg backwards. • Point your toes. • Move your arms to the back. Activity 8 Choreograph a sequence to music New word Work in a group. choreograph 1 Your teacher will help you to choreograph a dance sequence. – invent the steps and movements Include a sequence of balancing movements to music. for a dance 2 Perform the sequence to the beat. 36  Module 4:  Physical Education 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 36 06Jul2018 2:08 PM

Term 2 Module MODULE 5 5 Personal and Social Well-being In this module, we will look at some of the issues which negatively affect South African children’s personal and social well-being. We will learn how children’s rights are violated through discrimination. We will also look at different forms of child abuse and how to get help. Violence is a sad part of many South African communities; we will learn how to deal with violence in the home and the community. Lastly, we will learn more about how different cultures in South Africa see the role of children, the elderly, men and women. PY O Module 5: C Personal and Social Well-being E PL M Discrimination, Dealing with Issues of age SA Child abuse stereotyping violent and gender and bias situations in different cultures in South Africa Violation of Different forms Violence in the Relationships children’s rights of child abuse home and how between elders through to deal with it and children discrimination Effects of abuse on personal Responses and health Responsibilities Violence at of boys and girls ways to deal school and in the with the Where to get community violation of help and report children’s rights abuse Role of men and women Module 5:  Personal and Social Well-being  37 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 37 06Jul2018 2:08 PM

Discrimination, stereotyping and Unit 1 bias Let us check • Why should all people be treated fairly? • What can we do to make sure that our rights are protected? New words Violation of children’s rights through discrimination discrimination – when we do We do not always treat people the same, especially people who are not treat people the same, different to us. This is called discrimination. If we discriminate especially people against someone, it is a violation of that person’s rights. who are different to us violation – Stereotyping PY Sometimes, we assume that all members of a certain group behave O wrong action in the same way. When we do this, we stereotype people. C Stereotyping is a form of discrimination. Look at the examples. E PL Boys are better at Only Afrikaans Only girls can boys are good Maths than girls. cook food. M at rugby. SA New word Bias bias – when we Bias is another form of discrimination. Bias means we prefer a favour one group person or group of people more than others. For example, if the rather than teacher praises only the girls in the class for neat work, that another group teacher is biased. 38  Module 5: Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 38 06Jul2018 2:08 PM

Responses and ways to deal with the violation MODULE 5 of children’s rights You learnt about the rights of children in South Africa in Grade 4. All forms of discrimination are violations of children’s rights. Every child has the right to a name and a nationality. Every child has the right to food, a place to live and to healthcare. Every child has the right to be protected from neglect or abuse. Here are some guidelines as to what to do to stop discrimination: • Find out more about other people’s culture, religion, language or disabilities. This helps us understand why they are different from us. • Remember that we are all human beings. We all have feelings and want to be liked and included in activities. • Never tease or reject anybody because of who they are. • Find something in common, such as a game you enjoy or listening to music. PY O • Explain your customs and ideas to the other person. This will C help that person understand you better and to fit into your group. E Where to get help PL You may feel you need help from a teacher or community leader. M In serious cases of violations of children’s rights, you can contact SA the South African Human Rights Commission (SAHRC). The best way to deal with problems of violations of children’s rights is for you to develop your own plan. Activity 1 ake a plan to deal with the violation of M children’s rights in your community Work in groups for this activity. 1 Identify someone in your community whose rights are violated because of stereotyping, discrimination or bias. 2 What could be the reason for the stereotyping, discrimination or bias? 3 Use the guidelines above to develop a plan on how to deal with the problem. 4 Present your plan to the rest of the class. Unit 1:  Discrimination, stereotyping and bias  39 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 39 06Jul2018 2:08 PM

Read about protecting children’s rights Case study Taking action against the violation of children’s rights Joel and his brother Evando are refugees from Angola. They live in Gauteng. They cannot speak much English or Sesotho. Joel and Evando experience discrimination every day at school. Children call them nasty names, like kwerri-kwerri, which is a slang term used for foreigners. Joel says that sometimes kids kick or punch them. Their rights are being violated. Life Orientation teachers Crystal Hendricks and Thandi Mbatha realised that Joel and Evando were being discriminated against by the other learners. They decided to take action. These are some ways that the teachers helped Joel and Evando and their classmates to deal with the problem of bias and discrimination against the refugee boys: • They encouraged the children in their classes to learn to PY speak some words from Joel and Evando’s language. • They helped Joel and Evando to learn English and Sesotho. O • They got Joel and Evando to tell the class about life in C Angola. • They encouraged members of the class to compare customs E in South Africa and Angola. PL M Activity 2 Identify solutions to discrimination SA 1 Use a dictionary to find the meanings of words you do not understand in the story. 2 Whose rights were being violated in this story and why? 3 Relate one way in which the teachers took action against the discrimination. Activity 3 Research xenophobia Joel and Evando were victims of xenophobia. 1 Look up the meaning of the word ‘xenophobia’ in the dictionary. 2 Phobia means fear. What does this tell you about people who practise xenophobia? 3 What language or languages would Joel and Evando have spoken in Angola? 40  Module 5: Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 40 06Jul2018 2:08 PM

Unit 2 Child abuse Different forms of child abuse Let us check Child abuse is when someone hurts a child, either physically or • Can you emotionally. Child abuse happens every day, all over the world. give examples of Most abuse takes place in the home. The people doing the child abuse are called abusers. Abusers are men and women and abuse? often someone the child knows. • What can Maybe this will you do to I told you to clean the floor make you do help stop Physical abuse NOW, not next week. as you’re told. abuse? Physical abuse is when a child A receives constant injuries which are not due to PY accidents. For O example, when a C child is beaten, Can’t you make yourself I must be off. Someone’s got to earn the E pinched, thrown look even half decent? money round here. It doesn’t look like PL against something You’re such a mess. you’ll ever be able to get anywhere in life. or burnt. M B Emotional SA abuse Emotional abuse takes place when a child is constantly teased, Mum, could I ask Not NOW. Can’t you I just don’t seem shouted at or you something? see I’m busy? to be able to do made to feel anything right. useless. The abuser shows no love, support or guidance. Activity 4 Identify physical and emotional abuse Identify the type of abuse described in stories A and B above. Unit 2:  Child abuse  41 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 41 06Jul2018 2:08 PM

Effects of abuse on personal health Physical abuse and emotional abuse are both bad for a child’s health. Physical abuse causes injuries such as bruises, burns or Did you know? broken bones. In severe cases, physical abuse can cause such Childline can be serious injuries that the person dies. contacted on Emotional abuse makes children feel scared all the time and 08000 55 555. believe that they are useless. They often think it is their own fault that they are abused. Where to get help and report abuse If you or a friend are being physically or emotionally abused, you must get help and report the abuse. Who else could I tell? Who could I tell at school? Who could I tell at home? A policeman? A social My teacher? The principal? Mom? Dad? Grandpa? worker? A doctor? The secretary? A prefect? Uncle? Aunt? Cousin? A nurse? Childline? Neighbour? PY O C E PL M SA I dentify true and false statements about Activity 5 abuse Read the following statements about abuse. Say which statements are true and which are false. 1 If you are abused, it is your fault because you have done something wrong. 2 Emotional abuse is when someone takes your lunch away from you every day at school. 3 Physical abuse is when someone beats and bullies you every day. 42  Module 5: Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 42 06Jul2018 2:08 PM

Read about physical abuse MODULE 5 Case study Maria’s story Maria lives with her mother and her stepfather in a small flat. Maria’s mother works all day but her stepfather has work on only two days a week. Often when Maria comes home from school the flat is very dirty and untidy. Her stepfather expects Maria to clean up the mess. When she tells him that she has to do her homework, he hits her with a belt. Once, when he told her to clean the toilet, she said that he was at home during the day and why could he not do it? He then held her head in the toilet and flushed it. Her stepfather also burnt her with a lit cigarette when she came home late from school one day. Maria has told her mother what is happening, but her mother says that she must listen to her stepfather as he is in charge when she is at work. Maria also told some of her friends. This is what they said: Why don’t you Stay at school Get a knife and run away? until your mother stab him when he comes home. comes near you. I think you should tell our teacher. Maybe she can help. PY You should report your stepfather O to the police. C E PL M SA Activity 6 Talk about Maria’s story 1 List the ways in which Maria is being physically abused. 2 Why is she abused? Has she done anything wrong? 3 How do you think the physical abuse is affecting Maria? 4 If you were Maria’s mother, how would you deal with the problem? 5 Do you agree with the strategies that Maria’s friends suggest? Which do you think is the best suggestion? Give reasons for your choice. 6 Suggest another way to deal with physical abuse. Unit 2:  Child abuse  43 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 43 06Jul2018 2:08 PM

Read about emotional abuse Case study Harold’s story Harold has an older brother, George. George is very good at sports. Harold is not good at sports. He prefers to play computer games and read about dinosaurs. Their father always calls Harold names like ‘sissy’ and ‘moffie’ and tells him it is time he became a man. He makes Harold play rugby. Harold hates it and has been hurt a few times. He is also never chosen for the team. Their father often buys George new sports clothes and equipment and takes him to sports matches. When Harold asks for a new book on dinosaurs, he never gets it and his father does not spend much time with him at all. Harold thinks his father does not love him. Harold’s mother knows that he is unhappy and that he feels he is not good enough to please his father. Sissy boy, too scared PY to play a man’s game. O C E PL M SA Activity 7 Discuss Harold’s story 1 Use a dictionary to look up any words in the story that you do not understand. 2 Write a sentence to describe how Harold is being emotionally abused. 3 Why is Harold being abused? Has he done anything wrong? 4 How do you think this abuse is affecting Harold’s personal health? 5 If you were Harold’s mother, how would you deal with the problem? 6 Do you think that Harold can do anything to deal with the problem? If so, suggest a strategy. 7 How can Harold’s school help? Suggest a strategy. 44  Module 5: Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 44 06Jul2018 2:08 PM

MODULE 5 Unit 3 Dealing with violent situations Violence in the home and how to deal with it Let us check South Africa is a violent country with one of the highest rates of • Have you murder in the world. The culture of violence exists everywhere – in ever been a our homes, our schools and our communities. It is important to victim of learn how to deal with it effectively. violence at home, at Violence happens regularly in many South African homes. Not school or in only does it affect the victims, but also those who have to witness it. your If you are a child living in a household where there is violence, community? make sure you have a safe place to go to, where there is someone • What you can trust who will look after you. You must report any violent happened? situation to the police. How did you deal PY with it? O C E PL M Activity 8 Identify responses to domestic violence SA Imagine you were one of the children in the picture above, seeing your mother being beaten. 1 Now look at the pictures below. Explain what action the children are taking in each picture to help them deal with the violence at home. 2 Which picture do you think shows the best way to cope with this violent situation? Discuss reasons for your choice. A B C Unit 3:  Dealing with violent situations  45 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 45 06Jul2018 2:08 PM

Violence at school and in the community New word At school we may see a type of violence called bullying. We could victims – people be the victims, the perpetrators or the spectators. that are hurt, Bullying can turn into extreme violence, such as using knives damaged or killed by and guns and sexual abuse. This is common gang behaviour. In somebody some communities, people are too afraid to leave their homes because of gang violence. A bully is a person who: • makes someone else do something against their will, by using violence or force; • hurts someone else to give themselves a feeling of power; • does a violent act in order to be accepted into a gang or group. PY O C E PL M SA How to respond to violence at school and in the community It is a bad idea to respond to bullying with more violent behaviour. Did you know? It is also not a good idea to show how upset you are, because this SAPS makes the bully feel more powerful and dominant. The victim 08600 10111 Emergency should always report bullying to an adult they can trust, like a 112 teacher. If you experience gang violence, you must call the police. Phone the South African Police on 08600 10111 as soon as possible. Keep the number by your telephone at home. You could also phone the emergency number 112 on any cell phone if you need to. 46  Module 5: Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 46 06Jul2018 2:08 PM

Read about safe places MODULE 5 Case study The Home of Hope – a place of safety for children The Home of Hope began in 2005 as a safe house for children who were victims of domestic violence and abuse. It is a voluntary association and is registered with the Department of Social Development as a Child Protection Organisation. The organisation now finds foster homes for children so that they can grow up in family surroundings. Their first foster home was Ikhaya Luthando House. Here, the family is made up of a retired couple and children aged three, five, seven, nine, thirteen and sixteen. There is an equal number of boys and girls. New words The children at the Ikhaya Luthando House are safe and foster homes happy. They attend nursery schools, primary schools and – homes where high schools. They participate in sports activities. children live as PY part of a family, without being O adopted by the parents C retired – elderly, Activity 9 Discuss places of safety E no longer of working age PL 1 Give words that mean the same as the ones listed below. Use a dictionary to check your work. M SA voluntary  nursery  participate 2 Name the government department that looks after the safety of children. 3 What is a foster home? 4 Why are the children at the foster home an equal number of boys and girls? 5 Why are the children in the foster home all different ages, from three to sixteen years old? Unit 3:  Dealing with violent situations  47 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 47 06Jul2018 2:08 PM

Issues of age and gender in Unit 4 different cultures in South Africa Relationships between elders and children in different cultures When Hindus When our grandparents In traditional African culture, greet one another, come to visit, we rush children grew up with parents, they bow in to touch their feet grandparents, aunts and uncles. respect and with before they hug us. We Children were taught to respect hands together believe they are wiser their elders and to learn from their say Namaste which than us and deserve our experience. There was a close means ‘I show love and respect. relationship between children, their reverence to you’. parents and their grandparents. Times have changed. These days, PY many children grow up with only one parent or two parents who are O both working. Other children are C orphans. In many families, grandparents take on the role E of parents. PL When we are children, our parents should teach us to be polite M to older people and to show them SA respect in different ways. For example, in the Hindu culture, respect and reverence are very important. Responsibilities of boys and girls in different cultural contexts In most traditional cultures, girls and boys are taught who takes on the responsibilities which they will have when they are grown up. For example, in traditional Nguni culture, the boys are responsible for the cows, which are the family’s wealth. The girls are responsible for helping their mother and grandmother to collect wood and water, cook and look after babies. Some religions have particular responsibilities for boys or girls. For example, in the Jewish religion, boys must study the Torah so that they can join the men in the synagogue for formal prayers. 48  Module 5: Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 48 06Jul2018 2:08 PM

Contributions of men and women in different MODULE 5 cultural contexts In traditional African societies, men usually had more power than women. Men could own land but women could not. Men and women had different roles. For example, in some African cultures, men looked after cattle but women milked the cows. In other cultures, women were forbidden to milk cows. Here are two examples from other cultures. Muslim religious leaders are all men. On the Jewish Men and women enter Sabbath, the women the mosque light the candles just separately and sit before sunset. The separately during men lead the family in religious services. prayers and singing. PY O These days, men are usually expected to do the physically heavier C work and be the breadwinners and protectors. Women are often seen as homemakers who do the cooking and care for children, the E sick and the elderly. However, more women in all cultures are PL taking on roles outside of the home. They hold positions of power in business and government. Men are taking a more active part in M looking after children and helping in the home. SA Investigate contributions made by men and Activity 10 women in your community 1 Make a list of the things that your family members do – at home and in the community. Find out about contributions made by men and women in your area, for example, in your street, your neighbourhood and your local government. 2 Write a paragraph on what you find out and read it to the class. Activity 11 Research South African women in power 1 Find out about South African women in positions of power in our government. 2 Write a report on what you find out. Unit 4:  Issues of age and gender in different cultures in South Africa  49 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 49 06Jul2018 2:08 PM

Read about relationships between different ages Case study Unathi and her granny Portia Nkabeni and her husband are at work all day. They have two children: Unathi is fifteen and Noluvo is five. Portia works at a crèche and she takes Noluvo with her. She says it is too dangerous for Unathi to go to school in the township and come home to an empty house. Unathi has therefore gone to live with her grandmother in the Transkei. She comes to visit her parents and little brother for the longer school holidays. “I miss her so much,” says Portia, “But I know I have done the right thing. Unathi has a good relationship with my mother and Unathi looks after her when she is sick. In return, she has a safe place to stay and a caring, wise granny.” When Unathi comes home for the holidays, Portia says she notices how different she is from other girls her age in the township. She is more respectful and caring because she is close to her grandmother. PY Activity 12 Reflect on relationships with older people O C 1 Give words that mean the same as the ones listed below. Use a dictionary to check your work. E respectful  wise PL 2 Why is Unathi being raised by her grandmother? 3 Describe the relationship you have with older members of your M community. SA 3.1 How often do you see them? 3.2 Do you go visit them or do they visit you? 3.3 Do they look after you? 3.4 Do you help them? 3.5 Do you learn things from them? Programme of Formal Assessment This project will be submitted at the end of Term 3. Project: A religious festival Make a colourful poster about a religious festival. Your poster must have drawings, pictures or photographs. It must give information about: • What the festival is called. • Which religion it is a part of. • When the festival is celebrated. • What the festival symbolises. • How people celebrate the festival. Total mark [30] 50  Module 5: Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 50 06Jul2018 2:08 PM

Module 5 Consolidation exam 1 Match up the words in Column A with their meanings in Column B. Column A Column B 1 Discrimination A: Hurting a child, either physically or mentally. 2 Stereotyping B: Favouring one person or group of people more than others. 3 Bias C: Thinking that one group of people have more rights than another group of people. 4 Child abuse D: A child receiving constant injuries which are not accidents. 5 Physical abuse E: Thinking that all members of a certain group behave in the same way. 6 Emotional abuse F: When a child is constantly teased or made to feel useless. (6 × 1 = 6) 2 List three ways in which a child could be physically abused. (3 × 1 = 3) 3 List three reasons why people are often discriminated against. (3 × 1 = 3) 4 List three roles of women in traditional cultures. (3 × 1 = 3) 5 Read the case study below. PY O Case study Amos’ story C Amos has cerebral palsy. He cannot walk properly and has a mental disability because his brain did not receive enough oxygen when he was E born. Children in his community call him names like ‘retard’ and sometimes PL push him out of his wheelchair. Amos wants to have friends and do the same things that other children do. He likes listening to music and swimming. M 5.1 Why is Amos discriminated against? (2) SA 5.2 How is Amos discriminated against? (2) 5.3 Draw up a plan to deal with the discrimination against Amos. (4) 6 Read the case study below. Case study Contributions of men and women Jeff and Carol have a two-year old son called Joshua. Carol is an eye specialist. Jeff worked for many years as a teacher. When Joshua was born, they decided that it was important for him to be looked after at home and not sent to a crèche. That meant living on one salary. As Carol’s salary was more than Jeff’s, they decided that Carol would continue working. Jeff gave up his teaching job and now looks after Joshua. He says he still gets some funny looks from people when he takes Joshua shopping and to the clinic. 6.1 What is Jeff’s role in the family? (2) 6.2 What is Carol’s role in the family? (2) 6.3 Describe how these roles are different to the traditional gender roles. (3) Total mark [30] Module 5:  Consolidation exam  51 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 51 06Jul2018 2:08 PM

Module 6 Performing Arts In this module, our physical warm ups will build coordination and control. When we warm up our voices, we will focus on breathing. In our movement and mime activities, we will practise actions that move our weight to different parts of the body. In music, we will learn about call and response, as well as about the treble clef and the letter names of notes. We will listen to Cape Carnival-style music and pop music. PY Module 6: Performing Arts O C E Warm up Improvise Read, interpret Appreciate PL and play and create and perform and reflect M SA Marching games Lunging, Mime in a group Genres for coordination balancing games and control alone and with a partner Move and dance Appreciating your letter your own and Spatial awareness others’ games using arm Call and performances swings and response songs The treble clef lunges Letter names of Voice warm ups notes using pitch Call and response songs 52  Module 6:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 52 06Jul2018 2:08 PM

Unit 1 Warm up and play Let us check • What is your favourite way to warm up your body? • How do you like to warm up your voice? Activity 1 Soldiers 1 Let us pretend we are soldiers. MODULE 6 Stand in straight lines. Everyone must face the front. 2 March on the spot. Lift your knees as high as you can and swing your arms. When you lift PY O your right knee, your left arm C must swing forward. 3 March forward four steps. Stop. E March backwards four steps. PL Stop. 4 Repeat this sequence four times M incorporating lunges, arm SA swings and weight transfers. Can you think of another arm movement that you can do while marching forwards and backwards? Activity 2 Vocal warm up New word pitch – the highs For this activity, you must speak, not sing. and lows of your 1 Start with your voice as low as you can, and go higher in pitch voice on each word: The bird is flying higher and higher away. 2 Now let your voice fall in pitch on each word as you say: The mole is digging deeper, deeper and deeper. 3 Now sing these two lines instead of saying them. Unit 1:  Warm up and play  53 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 53 06Jul2018 2:08 PM

Unit 2 Improvise and create Let us check • Can you identify melodic and rhythmic phrases that use repetition, call and response and contrast? Activity 3 Cross a river Imagine you want to cross a wide river. There are rocks in the river that you can use to get to the other side, but they are far PY O apart. C 1 Jump to the first rock and land on E both feet. PL 2 Jump to the second rock and land on M one foot. Keep your SA balance! 3 Stretch your right leg out and place it on the next rock, but keep your left leg on the rock you were standing on. Your right leg will be bent and your left leg will be straight. You are lunging. 4 Bring your left leg forward to your right leg and stand with both feet on the rock. 5 Jump across the river with your partner doing jumps, lunges and balances in combination. Activity 4 Call and response 1 Listen to a call and response song provided by your teacher. 2 Now sing this call and response song as a class. 54  Module 6:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 54 06Jul2018 2:08 PM

Unit 3 Read, interpret and perform Activity 5 Loading a truck Did you know? Miming is acting In this activity, you have to mime. Imagine you have a pile of four without words. objects in front of you that you have to load onto a truck. You can decide what you want to load on the truck, but you have to imagine every object clearly. Make sure that you know what the size, shape and weight of the object is. After you have decided on all your imaginary objects, get into groups of four. 1 Decide amongst the four of you what objects you are loading MODULE 6 on the truck. 2 Pass the first object to the person next to you until the fourth person puts that object onto the truck. 3 Make sure you all know what you are passing along and loading without speaking. PY O C Activity 6 Dancing your letter E PL 1 Stand with your feet hip-width apart and your back straight. M 2 With your right hand write your initial (the first SA letter of your name) in the air, making it as big as you possibly can. 3 Write your initial with your left hand. 4 Keep writing your initial with your head, then your right shoulder, your left shoulder, right leg and left leg. 5 Put all of these movements together without stopping. You have just created a dance sequence using all of your moveable body parts. 6 Your teacher will now play a piece of music and you must try to dance your initial by making your movements as big as you possibly can using all your body parts. Unit 3:  Read, interpret and perform  55 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 55 06Jul2018 2:08 PM

Musical notation Musical notation is a way of indicating rhythm and differences in pitch by placing notes on lines and in spaces on a stave. Staff notation is known all over the world as a way of writing music and can be used for singing and for playing instruments. The treble clef In staff notation, notes have letter names A, B, C, D, E, F, G. The G clef is also called the treble clef. This is the symbol that gives the pitches to the notes on the lines and in the spaces. The second line of the stave is where you start writing the G clef and is the note G. Letter names of notes You can place notes below or above the main five lines. You then have to write little lines called ‘ledger’ lines. Below is the scale of C PY starting on the C below the first line. This is called Middle C. O Starting on the lowest line of the five-line stave, the notes on C the lines are E, G, B, D and F. In English, you can remember those letters with the line: ‘Every Good Boy Deserves Fun’. E From the space below the lowest line, we have D, F, A, C, E and PL G. (‘Do Foxes And Cats Ever Giggle’) This is a standard keyboard as M you find on the piano or the SA melodica. Play and sing all the notes from Middle C until the next C, one after the other, excluding the black notes. There are two kinds of gaps or intervals in a scale. One kind is called a whole tone and is shown with a square bracket. The other is called a half tone and is shown with a round bracket. Activity 7 Whole tones and half tones 1 Work in pairs. Together, look at the keyboard and see what is special about those notes that have an interval of a half tone. There is no whole tone between those (E – F and B – C) white notes. All the other notes have a whole tone interval between them and have a black note in between that makes two half tone intervals. 2 Sing a C Major scale again and focus on how different the intervals are. 56  Module 6:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 56 06Jul2018 2:08 PM

Unit 4 Appreciate and reflect Genres There are many different genres in music. A genre is a style. Activity 8 Different musical genres How many different music styles or genres can you name? MODULE 6 Activity 9 Perform a genre New word 1 Listen to the song your teacher will play you. 2 Write five different musical genres on pieces of paper and put PY genre – type, category or sort O into a hat. They are: Opera, Hip Hop, Kwaito, Reggae and Gospel. C 3 Divide into five groups. Each group will draw the name of one genre from the hat and perform the song in that style. E PL M SA Unit 4:  Appreciate and reflect  57 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 57 06Jul2018 2:08 PM

Module 7 Visual Arts Our African cultural tradition has many beautiful examples of how people decorate their bodies using art elements. In this module, we will explore circular shapes and radiating patterns. We will also learn to interpret and design symbols. Module 7: Visual Arts PY O C Visual literacy Create in 2-D Create in 3-D E PL Identify and name Explore art Look at ritual M art elements in elements of line, clothing SA pattern-making shape and colour and African body adornment Create a ritual Learn about complementary necklace colour contrasts and texture Understanding symbols 58  Module 7:  Visual Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 58 06Jul2018 2:08 PM

Unit 1 Visual literacy Let us check • Why do people want to look beautiful? • Is this a good or a bad thing? • Is it only women who want to look attractive? • Name different ways in which people adorn their bodies. Decorating the body New word adorn – to Throughout the ages, people have thought of ways to make decorate; make themselves look more beautiful or handsome. African people are more beautiful famous for their intricate beaded jewellery, ritual clothing and decorative hairstyles. PY O Activity 1 Look at African body adornment C Work in a group. E Look at the photographs of body adornment and hair braids. PL M SA MODULE 7 Discuss these questions: 1 What art elements do you see in these photographs? New word 2 What words can you think of to describe these photographs? contour – 3 Point out the way in which the plaits fit the shape or contour outline of a of her head. shape 4 Why do you think that their headgear is different? Unit 1:  Visual literacy  59 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 59 06Jul2018 2:08 PM

Unit 2 Create in 2-D Circular patterns Of all the forms in nature, the circle is the most common. The earth and planets circle around the sun. The full moon appears to be circular. Many flowers, seeds and fruits are circular. We call events that repeat themselves in a certain order cyclical events. Concentric circles are circles of different sizes that share the same centre. When we talk about radiating patterns, we refer to lines that point outward from a central point. PY O C Activity 2 T alk about circles E New words Work with a partner. Discuss these questions: PL cyclical – process 1 How many cyclical events in nature and in life can you name? that happens 2 Can you think of a song that is sung in a cycle? M again and again 3 Where do we find concentric circles? SA concentric – 4 Where do we find radiating patterns? circles with the same centre radiating – lines Activity 3 Design a pattern in concentric bands drawn outwards from the centre of a circle like the Draw three concentric bands of different widths on your paper. rays of the sun Your teacher will tell you how to fill each band with a pattern. Activity 4 Give and receive feedback Work in a small group. Discuss the patterns you made in Activity 3. Give each other helpful advice about how to improve and develop your patterns. For example: Your letters are too far apart. Try adding an outline. 60  Module 7:  Visual Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 60 06Jul2018 2:08 PM

Symbols In many religions, the eye is a New words symbol of the Eye of God or a symbols – Higher Power that sees all things. something that In the Bible, Christ says that the stands for an idea or belief, for eye is the light of the body. In the example a white Islamic faith, the Koran describes dove can be seen the eye as the opening to the as a symbol of soul, leading to inner wisdom. peace sign – something like a STOP street Activity 5 Analyse symbols sign; it has no deeper meaning Work in pairs. Look at the symbols below and discuss these questions: 1 What do you think is the symbolic meaning of a tree? 2 What do you notice about the way symbols are drawn? 3 What is the difference between a symbol and a sign like an arrow? PY O C E PL M SA MODULE 7 Activity 6 Draw the eye as a symbol 1 Draw the human eye in the centre of your circular pattern to create a focal point. Do not copy the symbol for an eye on this New word page, but create your own. focal point – the 2 You can follow these tips when creating a symbol: area to which 2.1 Draw the shape much bigger and simpler than it is in you look first real life. 2.2 Create strong black and white contrasts. 3 Ask yourself: Why would we use the eye as a focal point and as a symbol? Unit 2:  Create in 2-D  61 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 61 06Jul2018 2:09 PM

Unit 3 Create in 3-D Ritual clothing and ornaments In our African culture, there is a strong tradition of wearing bold ceremonial clothes and jewellery for festive occasions or rituals. A ritual is a ceremony that is repeated over and over again. It usually has a spiritual or cultural meaning. Look at the African beadwork on this page. Activity 7 Discuss rituals and culture PY Talk to your class about these questions: O 1  What rituals in your culture are important to you? C 2  What do you do on these occasions? E 3  What symbols are important in your PL culture? M SA Activity 8 Make a ritual necklace New word 1 Your necklace will consist of five flat geometric shapes cut from ritual – coloured cardboard. ceremony that 2 The shape in the middle will be the focal point of your design. usually has a 3 Think of a symbol that you can use in this shape. It could be a spiritual or symbol that stands for your culture, what you believe in or the cultural meaning meaning of your name. 4 When you have finished all your shapes, thread them on a length of string with some beads in between to separate the shapes. Wear your necklace proudly as a symbol of who you are, where you come from and what you stand for. 62  Module 7:  Visual Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 62 06Jul2018 2:09 PM

Module MODULE 5 8 Physical Education In this module, we will play target games. In target games, a player either throws, slides, or hits an object like a ball or a bean bag. The aim is to get the object in a goal or target area. Target games can be team sports or played individually. We will also learn about first aid for nosebleeds. Module 8: PY Physical Education O C E PL Safety Target Movement Target measures games performance games M SA First aid for Modified Tips for scoring The bean bag nosebleeds target games goals target game Following Indigenous instructions games Module 8:  Physical Education  63 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 63 06Jul2018 2:09 PM

Unit 1 Safety measures Let us check • Do you know what to do if your friend has a nosebleed? First aid for nosebleeds When playing target games, it is easy to get hit on the nose and have a nosebleed. Here is how to treat a nosebleed. 1 Sit up straight and lean slightly forward. 2 Tilt your head forward. Do not tilt your head backwards. This will only cause you to swallow the blood. 3 Gently pinch your nostrils together and apply direct pressure PY with the thumb and first finger for ten minutes. Allow the blood to drip out of your nose. O 4 Spit out any blood. C 5 If the nosebleed continues for more than twenty minutes, go to a doctor. E PL Activity 1 Role play coping with a nosebleed M SA Work with a partner. Take turns to pretend your friend’s nose is bleeding. Give your friend help. Following instructions First listen carefully to what your teacher is saying. Now, look at how the task or skill must be performed. Finally, ask questions if you do not understand. 64  Module 8:  Physical Education 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 64 06Jul2018 2:09 PM

Unit 2 Target games Target games are games where you need to hit a target to score points. The target can be goalposts, a hoop, a stick placed in the ground, or even a bucket. Some popular target games are netball, basketball, soccer, rugby and hockey. se underarm and overarm throws in an U Activity 2 obstacle course 1 Use the underarm and overarm throwing styles when aiming for the target on the obstacle course. 2 Which style do you find easier? Underarm throw Activity 3 Play dodgeball PY O Play a game of dodgeball with your friends. C E PL M SA Can you jump? Can you dodge? Can you catch? Overarm throw Indigenous games In South Africa, there are many indigenous games. Jukskei is an indigenous target game. Activity 4 Talk about indigenous games 1  What indigenous games do you play with your friends? 2  Which of these games are target games? Jukskei MODULE 8 Unit 2:  Target games  65 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 65 06Jul2018 2:09 PM

Unit 3 Movement performance Scoring goals in different sports Different sports have different scoring systems. Your teacher will discuss selected sports rules with you. Activity 5 Identify sports and their scoring systems What sports are shown in the pictures? Do you know how their scoring system works? PY O C E PL M Scoring tips SA • Netball: spin the ball backwards by flicking your wrists on release. This gives a better chance of the ball dropping through the net rather than bouncing off the rim. • Soccer: the most important skill to master is the ability to shoot with both feet. • Hockey: a low body positioning will allow you to transfer power from your legs into the shot. Follow through with the stick, your arms and body towards the goal. • Rugby: the dive should be hard and low, not upwards. You should not land on your hands. Activity 6 Score a goal Your teacher will observe you taking part in target games and assess your ability to take aim and score a goal. 66  Module 8:  Physical Education 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 66 06Jul2018 2:09 PM

Unit 4 Target games The bean bag target game The aim of this game is to score as many points as possible by placing the bean bags in your opponents’ hula hoops. The game is played until all the bean bags have been placed in the hoops, or a certain time limit is up. Some hoops are worth more than others. PY O C E Rules of the game PL 1 The playing field is divided into two equal halves. Players are safe when they are in their own half. M 2 Players may throw bean bags only in an underarm motion. SA 3 Each player may carry only one bean bag at a time and may not pick up a bean bag from their opponents’ half. 4 Once a bean bag is in a hula hoop, it cannot be moved. 5 A player can be tagged when crossing over into their opponents’ half. Once tagged, the player must place their bean bag on the ground. They must sit down and raise their hand. Their team member can ‘save’ them by holding their hand and moving back into their safe half. While moving across, they may not pick up bean bags or be tagged. 6 When guarding a hula hoop, a player may not straddle or stand inside the hula hoop. Activity 7 Play the bean bag target game Your teacher will assess your ability to understand the rules of the game and score points aiming for a target with defenders in place. MODULE 8 Unit 4:  Target games  67 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 67 06Jul2018 2:09 PM

Term 3 Module 9 Personal and Social Well-being In this module you revisit some of the main religions in South Africa and look at some of the festivals people participate in and the customs they use. You will look at which safety measures to follow and how to prevent fires, and to take care when storing harmful cleaning products and medication. You will learn more about why water is a very important basic need, and how to use and protect it wisely. You will also learn about healthy eating habits. PY Module 9: O Personal and Social Well-being C E PL M Safety Water as an Festivals and Healthy measures at SA important eating for customs home and in basic need children the environment Festivals: Easter, Harmful The importance of South African Rosh Hashanah, household water food-based dietary Diwali and products and guidelines Ramadan medication Ways of saving water Dietary needs of Customs: Baptism, Fire safety children Initiation and Hajj Ways of protecting Factors influencing water quality food intake of children 68  Module 9:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 68 06Jul2018 2:09 PM

Unit 1 Festivals and customs There are a variety of festivals and customs in South Africa. New word People belong to a variety of religions as well. Each religion has festivals – festivals and customs. For example, a festival in the Christian celebrations of religion is Christmas. important events Let us check • What are the festivals in your religion? Festivals A religious festival celebrates an important event in that religion. Let us look at some examples from different religions. PY O Easter Thousands of C Easter is an important Christian festival. It is usually in March or members of the April. Good Friday is when Jesus is believed to have died on the Zion Christian E Church get cross. Easter Sunday celebrates Jesus rising from the dead, so it is PL together at Moria, a happy day for Christians. Children enjoy looking for chocolate near Polokwane in eggs hidden away by the ‘Easter Bunny’. Limpopo M Province, to SA Rosh Hashanah celebrate Easter. Rosh Hashanah is the Jewish New Year, which falls in the month of September or October. It is a time for all Jews to think about the past and about how to be better in the coming year. The ram’s horn, or shofar, is blown at all the synagogue services. During Rosh Hashanah, Jews eat apples and honey to symbolise a sweet new beginning in the new year. A special round bread is a symbol for a well-rounded year. Diwali Diwali is a Hindu festival that is also called the Festival of Lights as people decorate their homes with hundreds of lights and they let off fireworks. The festival takes place in October or November. Hindus are meant to ask forgiveness for their wrongdoings and to think of others. During Diwali, Hindus wear new clothes and exchange sweets and gifts with family and friends. Unit 1:  Festivals and customs  69 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 69 06Jul2018 2:09 PM

Customs A custom is a regular activity which can form part of a religion. Baptism Some Christian churches baptise babies. When a baby is baptised or christened, the minister sprinkles holy water on the baby’s head and makes the sign of the cross. This is a sign that the baby is now part of the Christian community. Other Christian churches baptise When adults are baptised, they are gently pushed under adults. the water in a pool, a river or the sea. Initiation New words When African boys are about 16 years old, they can be initiated. custom – a regular activity which can form PY This is a custom where boys become men. O part of a religion The main event during the C initiation – a initiation period is circumcision. custom where This is done by the ingcibi. He E boys become uses a sacred cutting instrument PL men to cut away the foreskin of the pilgrimage – a penis. The elders advise the M journey to a holy place initiates about all the SA The white paste which initiates responsibilities they will face smear on their bodies is a symbol of their connection with their ancestors. as men. Hajj Hajj is an important custom in Islam. It is the pilgrimage to Mecca that all Muslims try to make at least once in their lifetime. A pilgrimage is a journey to a holy place. When the pilgrims arrive in Mecca, they walk seven times around the Black Stone, a symbol and focus for prayers. Wherever they are in the world, Muslim pilgrims walking round the Black Stone seven Muslims face towards Mecca times. when they pray. 70  Module 9:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 70 06Jul2018 2:09 PM

MODULE 9 Read about Ramadan Ramadan is a holy month for Muslims during which they must not eat or drink between sunrise and sunset. Muslims celebrate the end of this period of fasting with Eid ul- Fitr, which means ‘breaking the fast’ in Arabic. This is a joyous festival of feasting which lasts for three days. Read about how Fathima celebrates Eid. Case study Fathima celebrates Eid ul-Fitr Last night, we saw the new moon which means Ramadan has ended. Fasting has been difficult this year because it has been very hot and it has been exam time at school. This morning I got up before sunrise, had a bath and put on my new Eid clothes. Then I went to the mosque with my family to pray. After mosque, everyone gave food to the poor. Afterwards, we came home for breakfast and we could eat whatever we wanted. All morning, friends and neighbours came to our house. PY O We gave them ma’moul, C special Eid biscuits which my mom and I E made with semolina, PL dates and nuts. My aunts, uncles and M cousins came to visit SA and all of the children got presents and money. Activity 1 Recall and relate 1 Use a dictionary to find the meanings of words you do not understand in the story. Write down the meanings of the following words: fasting   mosque 2 Find the answers to the following questions in the story. 2.1 What is the sign that Ramadan has ended? 2.2 What are ma’moul? 2.3 Why was fasting especially difficult for Fathima this year? Unit 1:  Festivals and customs  71 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 71 06Jul2018 2:09 PM

Safety measures at home and in Unit 2 the environment Let us check • Where are the medicines kept in your home? • Do you know someone who has been burnt at home? Harmful household products and medication Many products in our homes are poisonous, for example cleaning products, insect repellents and snail bait. If we eat or drink them, we will become very ill and could die. Adults know that these products are dangerous, but children are curious about everything around them. If these products are in their reach, they are likely to try and taste them. PY When children see tablets or medicine in a bottle they might O think they are sweets or cooldrinks, especially if they are brightly C coloured. E If someone swallows a PL dangerous household M product or SA medication call the Poisons Hotline on 131126 or 0800 333 444. KEEP ALL HOUSEHOLD PRODUCTS SEALED AND LOCKED AWAY OR ON A HIGH SHELF WHERE CHILDREN CANNOT REACH THEM 72  Module 9:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 72 06Jul2018 2:09 PM

Fire safety MODULE 9 PY O These firefighters are trying to put out a fire. Never light a fire outside in dry, C windy conditions. E Paraffin stoves PL Between 4000 and 5000 South Africans die from accidental burns every year. Most of these burn deaths are caused by paraffin M stoves. Many people use paraffin stoves to cook on. Stoves get SA knocked over and a fire starts. If this happens in an area with no space between houses, the fire can spread quickly and people get burnt to death. In case of Some tips to prevent burns fire, call the Fire Brigade • Show young children that the oven door and stove plates on 01001. are hot and must never be touched. • Place cooking pots on the burners at the back of the stove. Never have the handles of pots sticking out where a child could grab them. • Never leave a child alone in a room with a burning cigarette, fire, a hot iron, lit candle or paraffin or gas lamp burning. • Do not let children play with matches or firelighters. Teach children how to light a match safely (away from the body). Explain why fire is dangerous and tell them what to do in an emergency. Unit 2:  Safety measures at home and in the environment  73 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 73 06Jul2018 2:09 PM

Reading skills Read about harmful medication Many children are taken to hospital with iron poisoning. Iron tablets are shiny and children think they are colourful sugar-coated chocolate sweets. Eating even a few of these tablets can be poisonous for very small children because the amount the body can tolerate depends on the weight of the person. The Child Accident Prevention Foundation has called for laws to insist that dangerous drugs are packaged in child-proof containers. But the head of the Red Cross Children’s Hospital says that parents should be warned that iron tablets are dangerous for children. “People think that iron tablets are like vitamins. They do not realise that iron is the biggest PY O ‘killing medicine’ C we have”, she said. E Adapted from Cape Times PL M SA Activity 2 Read, recall and relate 1 Read the article about harmful medication. Use a dictionary to look up words you do not know the meaning of. Give the meaning of these words: poisonous   tolerate   warn 2 Answer the following questions about the article. 2.1 What was the harmful medication? 2.2 Why are children attracted to this medicine? 2.3 What is a ‘child-proof container’? 74  Module 9:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 74 06Jul2018 2:09 PM

Unit 3 Water as an important basic need Let us check • How do you get your water at home? • Have you ever got sick from drinking water? The importance of water We cannot live without water. We need water for drinking, washing and cleaning. Farmers need water for their crops and animals. Factories need water for making products and electricity. Our water comes from rain. South Africa is a dry country – most parts of our country do not get any rain for several months of the year. Water is a very precious resource and we must look after it and use it wisely. PY O Different ways of saving water C Think about how you use water in E your home. Which activities use PL the most water? Discuss your ideas in class. M Now look at the diagram on SA the right. This diagram is a pie diagram. Each slice of the pie shows how much water a family uses for different activities. This family lives in a house with a garden in a city suburb. How to save water • Never leave a tap dripping. A dripping tap can waste 60 litres of water a day. Replace the washer in the tap to stop the dripping. • Take a shower instead of a bath. A bath uses about 90 litres of water, but a shower uses 11 litres of water. • Do not leave a tap running. • If you are using a hosepipe, make sure it has no holes. • Water the garden in the early morning or the evening when it is not too hot. Unit 3:  Water as an important basic need  75 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 75 06Jul2018 2:09 PM

Different ways of protecting water quality Water often contains germs. These germs can make you sick with diseases like diarrhoea or cholera. Everyone needs a safe water supply. Safe water is clean water that is safe to drink. Piped water In towns and cities, people have taps in their houses. This water is called piped water because it travels in pipes from a dam which stores water for the town. The water is cleaned and treated to destroy any germs which may be in it and to protect water quality. Making river water clean Some South Africans who live in rural areas or informal settlements in towns and cities do not have piped water yet. They have to collect water from the nearest river. The water is often dirty, and many people get sick from drinking this water. You can filter out the particles of sand, leaves and twigs by pouring the water through a cloth, but remember this will not get rid of germs. PY O How to make water safe to drink C There are two ways in which you can kill germs and make E river water safe to drink: PL • Boil the water for 15 minutes then allow the water to cool. Cover the water with a clean cloth. M • Mix a teaspoon of bleach in a 25-litre container of river SA water. Then cover the water with a clean cloth. Let it stand for at least two hours before you use it. 76  Module 9:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 76 06Jul2018 2:09 PM

Reading skills MODULE 9 Water that brings sickness The clinic in a village in the Eastern Cape is always busy. Mothers bring babies and children with diarrhoea. Sometimes, the children die. PY O People collect water from the river for drinking, cooking C and washing in this village. At this point, the river has passed through several villages already. It is polluted with germs as E many people use the bushes near the river to go to the toilet, PL and the rain washes the faeces into the river. There are communal taps in the village but sometimes the M water dries up. Also, people prefer the taste of the water from SA the river. Every time a person drinks water from the river, they risk getting sick because they take in germs with the water. People from NGOs (non-governmental organisations) are training people in the villages to teach the community about safe water and helping them to build proper toilets. Activity 3 Recall and relate 1 Look up words you do not understand in the dictionary. Explain the meaning of the following words: diarrhoea   faeces   polluted 2 Why is the quality of water in the river poor? 3 Name two diseases you can get from drinking this water. 4 How can the quality of the water be improved? Unit 3:  Water as an important basic need  77 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 77 06Jul2018 2:09 PM

Unit 4 Healthy eating for children Let us check South African food-based dietary guidelines • What did These are the guidelines our government has for children over you eat the age of seven years: yesterday? • Eat a variety of foods. • Did you • Make starchy foods such as bread or rice the basis of most have meals. enough food to eat? • Eat dry beans, split peas, lentils and soya regularly. • Do you eat • Eat chicken, fish, milk, meat or eggs every day. a lot of fried • Drink lots of clean, safe water. food? • Eat plenty of vegetables and fruits every day. • Eat fats sparingly. • Use salt sparingly. Too much salt can cause high blood PY pressure and can damage your kidneys. • Consume food and drinks containing sugar sparingly and O not between meals. C Dietary needs of children E Food creates energy so that you can work and play. If your body PL New word does not get enough food to use as energy, it soon stops working sparingly – in M very small and you get tired and sick. We do not need the same amounts of each type of food. Look at the food pyramid below: SA amounts Fats and oils: These are stored in your body to give you energy over a longer time and keep you warm. You only need Milk, cheese, eggs, meat, a small amount of these chicken, fish, soya, lentils, every day. beans: These foods develop strong bones and muscles and heal your body when Fruit and you have a cut or get vegetables: Eat sick. these every day to protect you Starch: You need from illness. to eat plenty of   these foods    because they give you quick energy. 78  Module 9:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 78 06Jul2018 2:09 PM

Factors influencing food intake of children MODULE 9 There are different reasons or factors influencing the food children eat. Here are three factors: Some children are so poor Some children only eat the things Sometimes children get they cannot afford to eat they like – lots of sweets and nothing to eat – this foods from each group. chips and no fruit or vegetables. happens in countries where there is a famine. The children that Bongani and Fathima are talking about are malnourished. This means they do not eat foods from each food group or they eat too much food from only one food group. The children that Winston is talking about are undernourished – they PY do not have enough of any type of food. O C E PL M SA This child is little more This child eats too much food, especially fats. He is than skin and bone. He malnourished because he does not eat foods from all does not eat enough of the food groups. any type of food and is undernourished. Activity 4 Analyse your diet 1 Draw a food pyramid of the foods you have eaten in the last 24 hours. Put the foods on the right levels of your pyramid. 2 Did you follow the dietary guidelines on page 78? 3 List three factors that affect the food intake of children. Unit 4:  Healthy eating for children  79 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 79 06Jul2018 2:09 PM

Reading skills Risotto is a dish from Italy. It is made by cooking rice with a variety of vegetables and sometimes fish, meat or cheese. It is not expensive to make and is very healthy for children to eat. Read this recipe for risotto. Pilchard risotto [Serves 4] Ingredients: 1 large can of natural pilchards (454 g) 1 cup white rice 1 large spoon of cooking oil 1 chopped onion Salt to taste 1 cup cooked peas (canned or frozen) 500 ml stock or water (hot) Method of preparation: PY 1 Drain the liquid from the fish into a separate bowl. O Add enough water to the liquid to make 500 ml (2 cups) and bring to the boil. C 2 Heat the oil in a saucepan. Fry the chopped onion in E the oil. Add the rice and salt and mix thoroughly. PL 3 Add the hot liquid, cover well and cook over a slow heat until the rice is cooked (about 20 minutes). M 4 Break the pilchards into pieces. Add these with the cooked peas to the rice. Mix and heat through. SA Activity 5 Recall and relate 1 Look up words you do not understand in a dictionary. drain the liquid  mix thoroughly 2 Identify the starch, protein, fat and vitamins and minerals in pilchard risotto. 3 Do you think this is a meal suitable for a family with a low budget? Say why or why not. 80  Module 9:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 80 06Jul2018 2:09 PM

Consolidation and Formal Module 9 Assessment 1 Name the religion associated with each of the following festivals and customs: Eid ul-Fitr Rosh Hashanah Easter Initiation Diwali Baptism (6) 2 Look at the pictures alongside. 2.1 Identify the danger in each picture. (3) 2.2 What safety measure could prevent these dangerous situations? (3) 3 3.1 Describe two ways that you can protect the quality of river water. (2 × 2 = 4) 3.2 List four ways in which you can save water at home. (4) PY O 4 The Smith family eat the following for their main meal: C Roast chicken, roast potatoes and rice. Ice cream and chocolate sauce. Cola to drink. E The Rampou family eat these foods for their main meal: PL Roast chicken, rice and a green salad. Apple tart. Water to drink. M 4.1 Which family follows the dietary guidelines SA better? (2) 4.2 List three ways that they follow the guidelines. (3) Total mark [25] Programme of Formal Assessment Project: A religious festival Your teacher will assess your project on page 50 using the following criteria. Criteria of Assessment Marks Presentation: Have you made a colourful, attractive, clear, well presented and 10 insightful poster about a religious festival? Visuals: Have you included drawings or photographs? Are they clear and do 10 they show important details? How much effort did you put into adding visuals? Information: Have you included information to answer the questions? Does the poster include the name of the festival, state the religion that the festival is part 10 of, when the festival is held, what it symbolizes and how people celebrate it? Total mark 30 Module 9:  Consolidation and Formal Assessment 81 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 81 06Jul2018 2:09 PM

Module 10 Performing Arts In this module we will be exploring further how to warm up properly before exercising and singing. You will participate in musical improvisation and a mirroring activity. You will even perform a play, acting a character that you yourself have created! Module 10 PY O Performing Arts C E PL Warm up Improvise Read, Appreciate M and play and create interpret and and reflect perform SA Cool down Musical phrases Movement Contrasting phrases dance performances Partner skills Different characters 82  Module 10:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 82 06Jul2018 2:09 PM

Unit 1 Warm up and play Not only will we be warming up again, but we will be cooling down after a performance activity in order for us to be ready for our next lesson. Activity 1 Warm up – fly like an eagle! 1  Stand with your feet hip-width MODULE 10 apart, your back straight, your shoulders down and your head facing forwards. 2  Use your arms, PY O wrists and fingers C as wings and feathers. Use your E knees, hips and PL ankles to create the movement of M an eagle taking SA off and flying. Did you know? We have just done a ‘resonance’ and ‘pitch’ vocal warm up. Activity 2 Vocal and singing warm up New word 1 Inhale through your nose and exhale through your mouth. resonance – 2 Take a deep breath in through your nose and open your mouth, amplification of as wide as you possibly can while creating a vowel sound as you speech sounds exhale. made by vibration in the 3 Take another deep breath though your nose. When you exhale head and chest, with your sound, you have to begin the sound very low and nose, mouth and then go higher until you run out of breath. throat. Unit 1:  Warm up and play  83 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 83 06Jul2018 2:09 PM

Unit 2 Improvise and create Let us check Activity 3 Musical phrases • Do you trust 1 Listen to a song the singer scats. your 2 Listen to the song again and scat yourself. classmates? 3 Choose two classmates and echo each others’ improvised phrases. • Can you work with a partner or Activity 4 Call and response in a group? 1 Listen to a song that uses call and response. 2 Learn the chorus and sing it. 3 Now create your own call and response chorus in pairs. Each person must develop and act a character in the song. PY Activity 5 Partner skills – copying O 1 One of you is partner A and the other one is partner B. C 2 Face each other. Partner A is the mirror and partner B is the E person looking into the mirror. PL 3 Partner A must now make slow movements and partner B must copy these movements exactly. Swap roles. M SA Activity 6 Hot seat! The crazy inventor 1 Work with a partner. Create your own special machine with your bodies. Make sure your machine works by using as many body parts as possible for its different working components. 2 After creating your machine one of you must be the inventor of the machine and the other one a journalist. 3 You and your partner must create distinctive characters, so that the audience will know who is who. Each character has a different Did you know? personality. The journalist can be businesslike and serious and the Scatting is a inventor can be a little mad or absentminded. You choose! wonderful way to 4 The journalist must ask the inventor questions about the use the voice as an instrument. machine. For example: Singers just use • What is the purpose of the machine? nonsense • How does the machine work? syllables to • How long have you been working on creating the machine? improvise rhythm • What problems did you have inventing and creating the and melodies. machine? 84  Module 10:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 84 06Jul2018 2:09 PM

Unit 3 Read, interpret and perform Use the characters you created in Activity 4 to do Activity 7. Activity 7 Group role play 1 Join with another set of pairs. 1.1 Use your characters to create a new role play. 1.2 Make sure there is a conflict and resolution in the interactions between characters. MODULE 10 2 Perform your role play. PY O C E PL M SA Unit 3:  Read, interpret and perform  85 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 85 06Jul2018 2:09 PM

When the Saints Go Marching In Let us check • Can you put down musical notation of notes on lines and in spaces on a treble stave using letter names and C major scale? Did you know? When the Saints Go Marching In is a spiritual song from the USA. Rhythm is Traditionally, this song was used as a funeral march played in a combined with slow sad way on the way to the cemetery and then as a ‘hot’ happy pitch to create Dixieland-style song on the way back. melodies. Dixieland is the earliest style of jazz and was developed in New Orleans, USA. The style combines brass band music with improvisation where the various wind instruments (trumpet, trombone, saxophone and clarinet) improvise around the main melody of the song. PY O C E PL M SA Activity 8 The marching band! 1 Listen to a dirge version of When the Saints Go Marching In and then a jazz band version. 2 Write down the rhythm of the song using some of the time values we know already and the timeline. 3 Using a timeline with regular divisions for the footbeats, write the first two sentences of the song. 4 When you are certain that your rhythm is correct, you can choose the right cut-out notes and come to the front and take turns to put down the correct note symbols for the rhythm of the song on the timeline. Use French time names to read the rhythm pattern. 86  Module 10:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 86 06Jul2018 2:09 PM

Unit 4 Appreciate and reflect Let us check • Can you distinguish between different dance styles? Your teacher will show you two different styles of dance. Activity 9 Different styles of dance MODULE 10 Answer the questions after viewing the dances. 1 Which movements of these two dances do you remember best? 2 Which one of the two dances did you like the best. Why? PY O 3 What movements were similar C in these two dances? 4 Which music did you like E best? Why? PL 5 Could the dance of the first DVD be performed on the M music of the second DVD? SA Why or why not? 6 Which of these two dance styles would be the most difficult to do? Why? Self-assessment 1 = Very good; 2 = Good; 3 = Average; 4 = Not Good Activity 1 2 3 4 Warm up Voice and singing warm up Create different characters Put down musical notations on a line Distinguish between two contrasting dance performances Unit 4:  Appreciate and reflect  87 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 87 06Jul2018 2:09 PM

Module 11 Visual Arts In this module you will look at the fascinating world of insects. You will explore a variety of media and techniques to create your own unique, imaginary insects. Module 11 Visual Arts PY O C E Visual literacy Create in 2-D Create in 3-D PL M SA Identify and name the Develop and use your Lift out or emphasise art elements that can be own imaginative certain images and observed in insects creative ability elements in an art work Learn more about Identify and use the art symmetry and elements of line, shape, Develop spatial camouflage texture, colour, pattern awareness by creating and tone an insect mobile 88  Module 11:  Visual Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 88 06Jul2018 2:09 PM

Unit 1 Visual literacy The insect world There are thousands of different species of insects in the world. They live on and under the ground, in trees, in water and in our homes. All insects have six legs, a pair of feelers and a body divided into three parts: the head, thorax (middle section) and abdomen (end part). Some insects have wings. Did you know? The ladybird was given its name during the Middle Ages because people believed it was a PY gift from God and named it in honour of Mary, O the mother of Christ. C E PL M New words SA camouflaged – insects that you cannot see MODULE 11 because their colours and textures are the Activity 1 What do you know about insects? same as the plants they live on 1 How many different insects can you name starting with the cycle – a series of letters of the alphabet; a for ant, b for...? events that 2 Which insects are pests and harmful to us and why? repeat 3 How do these make you feel? themselves 4 Name all the useful insects you know of. always in the same order 5 What art elements do you see in insects? 6 Where do you find symmetry in insects? 7 Which insects do you know that are camouflaged? 8 Can you describe the life cycle of an insect? Unit 1:  Visual literacy  89 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 89 06Jul2018 2:09 PM

Unit 2 Create in 2-D Can you imagine? Can you imagine? A creepy crawly caterpillar But look at me now! Look at me, wow! I am a butterfly! PY O C E PL M SA Activity 2 Make a preliminary drawing of butterflies Think about and discuss: • How would you describe a butterfly? • Can you move like a butterfly? • What do we call it when a pattern is the same on the one side New word as the other side? preliminary – • What do you notice about the colour on butterflies? something you • Where do you see border patterns on butterflies? do first before you do something else In this activity you will use thin black paint and a brush to make a drawing of butterflies sitting on plants. We call this a preliminary drawing because you will be using it as the basis for a painting next week. If you make a wrong line, it does not matter because you will be painting over it. 90  Module 11:  Visual Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 90 06Jul2018 2:09 PM

Activity 3 Make a painting of butterflies In this activity you will use complementary colour contrasts to make your final painting of butterflies. PY O Self-assessment C To make sure that you have understood and applied what you have learnt, keep on referring to the following list while you are E working on your painting. PL Yes No M Have I filled the whole space of the SA paper? Composition Did I use overlapping shapes? MODULE 11 Did I vary the sizes of my shapes? Did I draw shapes within shapes? Did I use two sets of complementary colours? Colour Did I create tonal contrasts from very light to very dark? Did I use colour to create a focal point? Have I used a variety of different lines; Line thick, thin, broken? Have I used line to create fine detail? Did I use symmetry to create mirror Pattern images? Did I include border patterns? Unit 2:  Create in 2-D  91 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 91 06Jul2018 2:09 PM

Unit 3 Create in 3-D For this activity you need to collect found objects. Once you have collected objects, have a look at the pictures of insects on this page and in this module. Activity 4 Make an insect mobile New words imaginary – not Work in groups of five. You will each make your own imaginary real but as you insect. When you have finished, you will work together to make a see it in your own mind mobile. 1 Which materials will you choose to make the body, head, wings mobile – a and legs? decorative structure hanging from a your insect. PY 2 Think of different ways in which you can create textures on O frame so that it 3 When you have finished, you will spray-paint your insects C can turn freely in space black to show up the textures and to hide the joins. 4 Attach a piece of string to each insect. E 5 Work together to make a frame out of twigs and hang your PL insects from this. M Ask yourself: SA • Did you make a valuable contribution to the group? • What do we learn from working in a group? 92  Module 11:  Visual Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 92 06Jul2018 2:09 PM

Module MODULE 9 12 Physical Education In this module you will learn more about safety measures and what you should do in case of emergency. You will do a lot of rhythmic movements as well as maintain good posture and technique throughout the movements. Module 12 Physical Education PY O C Safety measures Rhythmic movements E PL Fractures Posture M SA Module 12:  Physical Education  93 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 93 06Jul2018 2:09 PM

Unit 1 Safety measures Fractures A fracture is a break of the bone. How do you know if you have a fracture? • You hear a snap or a grinding noise during the injury. • There is swelling, bruising or tenderness around the injured part. • It is painful for you to exert weight on the injury, touch it, press on it or move it. • The injured part looks deformed. In PY severe breaks, the broken bone may be poking through the skin. O C What do you do? E You must seek immediate emergency PL medical care. You may need to splint the M injured area. Broken bones are SA painful, and any bumps or movement tend to be very painful. This pain is lessened when you apply a splint to the arm or leg. For example, for a broken arm, something as simple as an exercise book or folded piece of cardboard and sticky tape will be enough to make the arm comfortable. Activity 1 What not to do with a fracture In your exercise book, write down three important points of what not to do when a person has a fracture. 94  Module 12:  Physical Education 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 94 06Jul2018 2:09 PM

Unit 2 Rhythmic movements Good posture Good posture is important to maintain when doing any type of activity. Keep your back straight and your shoulders back. When performing rhythmic movements, also try to maintain good posture and technique throughout the movements. Important points to remember: • Do not lock your knees when performing movements, specifically during the landing phase of the movement. • If you feel pain or discomfort when performing an activity, stop what you are doing. Your body is telling you that something is wrong. PY O C Activity 2 The leap E PL Work with a partner. Perform a leap. Your partner will watch you as you leap through M the air. He or she will tell you if you need to correct your posture. SA Activity 3 Balance movements and positions Work with a partner. 1 Look at the pictures on the right. Identify the balance movements and positions. Did you notice the good posture? Especially the straight backs! 2 Practise these balance movements and positions with your partner. 3 Think of your own balance movements and positions. 4 Now use them to create a rhythmic sequence. MODULE 12 Unit 2:  Rhythmic movements  95 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 95 06Jul2018 2:09 PM

The handstand Good posture is very important when you are performing a handstand. The key is to keep your body tense and as straight as possible. You need to keep your back straight and position your hands correctly when performing a handstand. Identify the correct hand position. Activity 4 H andstand Work with a partner. 1 What do you need to do to ensure a good handstand? Discuss this with your partner. 2 Practise your handstand. Can you do a handstand without any support? Funky handstand movements Do not bend your back. PY O C E PL Different dance styles use handstands but with modifications, as in M break-dancing. SA Activity 5 Cartwheel You will be assessed on your ability to perform a cartwheel. You do not need to do it perfectly. 96  Module 12:  Physical Education 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 96 06Jul2018 2:09 PM

The headstand Tips you can use when learning to perform a headstand: • Try this first against a wall or with a friend as a helper. • Practise on soft surfaces like gym mats. • Try to fall onto your feet rather than onto your back. If you feel yourself about to flip over, then try to land in a bridge position. • Performing a headstand requires a bit of arm PY O and abdominal strength. Try to strengthen C these muscles. • Tuck in your shirt when attempting the E headstand. PL M SA Rhythmic movement sequences A ctivity 6 Sequences Work with a partner. Practise your sequence with your partner as you will be assessed on it. Include the following in your sequence: • leaps • forward rolls • shoulder balance • backward rolls • bounding • cartwheel • side step • handstand/headstand. MODULE 12 Unit 2:  Rhythmic movements  97 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 97 06Jul2018 2:09 PM

Term 4 Module 13 Personal and Social Well-being In this module you will learn about locally occurring environmental health problems such as TB and diarrhoea. You find out how to deal with the stigma of HIV and AIDS. You will also learn about the dangers of substance abuse. In each unit you will find a reading passage that will help you read with understanding and the use of a dictionary. Module 13: PY O Personal and Social Well-being C E PL M SA Local Dealing with the environmental stigma of Substance abuse health problems HIV and AIDS What is a stigma? Legal substances Causes, symptoms and treatment of common diseases Changing attitudes Illegal substances about HIV and AIDS 98  Module 13:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 98 06Jul2018 2:09 PM

Local environmental health Unit 1 problems Let us check • Have you heard of tuberculosis (TB), diarrhoea, measles and malaria? Tuberculosis Tuberculosis or TB is a disease that affects people’s lungs. Many South Africans have TB. Causes of TB TB is caused by a germ. TB is spread through the air. When someone who has TB coughs, spits or sneezes they spread TB germs in the droplets which pass into the air. Other people then breathe in the germs. This is why TB spreads quickly in crowded PY O places. C Symptoms of TB E PL TB germs attack especially the lungs which get so badly damaged that the person finds it hard to M breathe. The symptoms of TB are: • bad cough for more than one month SA • coughing up blood • finding it hard to breathe • pains in the chest • weight loss • no appetite • feeling tired all the time • sweating at night New word Treatment of TB antibiotics – If the doctor finds TB germs in your spit, you know that you have medicines that TB. Chest X-rays also show if you have TB. The good news is that kill germs that TB can be cured. make us sick People with TB must take pills called antibiotics that kill the TB germs. They must take the pills every day for six months. Many people stop taking the pills too soon, as they start to feel better. If they stop taking the pills, they will get sick again and can also pass on the germs to other people. Unit 1:  Local environmental health problems  99 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 99 06Jul2018 2:09 PM

Activity 1 Identify true and false statements about TB Decide whether each of the following statements is true or false. If a statement is false, write down the correct version. 1 TB is caused by a germ that is spread through the air. 2 When a TB sufferer feels better they can stop taking their pills. 3 TB spreads faster in crowded conditions. 4 A chest X-ray will show if you have TB. 5 TB germs damage the blood. Diarrhoea You have diarrhoea when you have to go to the toilet a lot and your faeces are runny and watery. We say the word as dy-uh-ree- New word uh. parasite – a Causes of diarrhoea living thing that lives on or inside Diarrhoea is caused by germs or parasites that get into your another living thing. A flea that digestive system. PY O lives on a dog Symptoms of diarrhoea and feeds on the C dog’s blood is a Symptoms of diarrhoea are tummy cramps and frequent, watery parasite faeces. Other symptoms can be headaches and feeling sick. E PL Treatment of diarrhoea Diarrhoea makes the body lose too much water too M quickly. To treat diarrhoea, do the following: SA • Make a mixture of 1 litre of boiled water mixed with 1 teaspoon of salt and 8 teaspoons of sugar. Drink small amounts of the mixture often. • Do not eat or drink any dairy products such as milk, amasi and cheese. These foods are • Do not drink fruit juice. good to eat when • Eat boiled rice, bananas, peeled apples and dry toast. you have diarrhoea. How to prevent diarrhoea Diarrhoea is an easy disease to prevent if you follow these steps: • Drink only clean water. If you do not have piped water at your home then boil drinking water for 15 minutes or put bleach into the water and let it stand for a few hours. • Wash your hands with soap and water after you go to the toilet and before you work with food or eat. • Wash fruit and vegetables that you eat raw, such as carrots and lettuce. 100   Module 13:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 100 06Jul2018 2:09 PM

MODULE 13 Measles Measles is caused by a type of germ called a virus. Many children get measles. Measles can be dangerous and you can die from it. Symptoms of measles The first symptoms are similar to a cold. You get a runny nose, a cough, high temperature. Your eyes look red and are sensitive to bright light. Then small white spots appear on the insides of the cheeks. Two to three days later a rash of red spots appears all over the body. The rash lasts about six days. The other symptoms all go by the tenth day. Treatment of measles Stay in bed and drink plenty of fluids. Paracetamol may help to New words bring down a temperature. Keep the room dim and do not read, watch TV or use a computer while eyes are red and sensitive. paracetemol – a type of medicine Take a lukewarm bath with a little baking soda dissolved in the water to help soothe the rash. Put on calamine lotion to stop the spots from itching. PY that stops pain and fever O vaccination – an injection or Prevention of measles C medicine that Once you have had measles you will never get it again. Measles stops you from E can also be prevented by having the MMR (Measles, Mumps and getting a disease PL Rubella) vaccination as a baby. M Read about malaria SA Over a million people die every year in Africa from malaria, mostly children under the age of five. Another million people die of the disease in other parts of the world. Read about the causes, symptoms and treatment of malaria. Use a dictionary to look up the meanings of any words you do not understand. Causes of malaria Malaria is caused by a parasite, which is spread by mosquitoes. Only the female mosquitoes carry the malaria parasites. The mosquitoes become infected by sucking blood from a malaria victim. Unit 1:  Local environmental health problems  101 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 101 06Jul2018 2:09 PM

Symptoms of malaria The symptoms of malaria include: • headache • nausea • fever • vomiting • aching body The first symptoms appear about 10 – 14 days after a person has been bitten by a mosquito that carries malaria. Treatment of malaria People who have malaria must take drugs that kill the malaria parasites in their body. There are different kinds of drugs. Some of these drugs do not work so well any more as the parasites have become used to them. Scientists are working all the time to develop new drugs to treat PY malaria. The good news is that they have developed the first vaccine against malaria. Vaccines are medicines which prevent you O from getting certain diseases. The vaccine will be tested on lots of C people to make sure it works. E Summarise the causes, symptoms and PL Activity 2 treatment of local health problems M Work on your own. Copy and complete this table to summarise the causes, SA symptoms and treatment of local health problems you have learnt about. Health problem Cause Main symptoms Treatment TB Diarrhoea Measles Malaria 102  Module 13:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 102 06Jul2018 2:09 PM

Dealing with the stigma of HIV Unit 2 and AIDS Let us check • How do people get HIV and AIDS? • Why are people who have HIV or AIDS often afraid to tell other people about it? What is a stigma? Many people in South Africa and other parts of the world have HIV and AIDS. Often, people with HIV and AIDS do not let others know that they are sick. This is because having HIV or AIDS carries a stigma. A stigma is a belief or feeling in society that you should feel ashamed if you have an illness such as HIV. The stigma also means that other people often have negative attitudes and are unkind to a PY New word O person who has HIV or AIDS. They may even exclude that person stigma – a belief C from the community. or feeling in society that you E Why is there a stigma related to HIV and AIDS? should feel PL ashamed The biggest reason for the stigma related to HIV and AIDS is fear of getting the disease. Other reasons are lack of knowledge and M incorrect beliefs about the kind of person who gets HIV and AIDS. SA Let us look at some of the reasons for the stigma. People who do Very thin not believe in people all God get AIDS. have AIDS. People who are not faithful to their partners get HIV. Unit 2:  Dealing with the stigma of HIV and AIDS  103 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 103 06Jul2018 2:09 PM

Only black people get AIDS. If I am friends with someone who has HIV, people will think I have it too. Women who are friends with lots of men get HIV and AIDS. Only gay men get HIV and AIDS. If you are poor you will get AIDS. PY O C E PL M How to change people’s attitudes about HIV SA and AIDS It is important that people are educated about HIV and AIDS. The more people know about HIV and AIDS, the less they will be afraid of people who have the disease. They will understand that you can only get infected with HIV if your blood or other body fluids mix with the blood or body fluids from someone who already has the virus. Pamphlets are a good way to spread information about HIV and AIDS and help offered by organisations. The Department of Health provides many pamphlets through local clinics for people to read about HIV and AIDS. 104  Module 13:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 104 06Jul2018 2:09 PM

MODULE 13 Case study Changing attitudes about HIV and AIDS Eva has HIV and experiences the effects of stigma every day: “A lot of people in my community will not talk to me. They swear at me and call me names because I have HIV. But I am used to it now. I just ignore it.” Eva used to have lots of friends and often went to parties. She had a job in an office in town. When Eva found out she was HIV-positive five years ago, she told only her mother and sisters. But somehow, other people in the community found out she had HIV. One by one her friends stopped visiting her or asking her to go out with them. She cannot work anymore because she is often ill and is not strong enough. Eva joined an HIV support programme. It helps her to talk to other people with HIV because they understand her situation. Eva learnt how to sew in the support programme. She is now part of a sewing group that makes cushions, tablecloths and soft toys that they sell. This has given her some confidence in herself again. Eva’s support group started a programme to make people more aware about HIV and PY AIDS. They give talks in community halls, O churches and workplaces. They visit people’s C houses to talk to them about HIV and AIDS. E They want people to see that there should PL be no stigma attached to having HIV. Eva wants people to see that if you have HIV M you are still a person with feelings who can contribute to the community. SA Use a dictionary to look up the meanings of any words you do not understand. nswer questions about stigma and A Activity 3 changing attitudes to HIV and AIDS Work on your own. 1 How does Eva feel the stigma of HIV? 2 How does she deal with it? 3 Why do you think Eva’s friends stopped seeing her? 4 Do you think this is right? Say why or why not. 5 How has the HIV support programme helped Eva? 6 What is Eva’s support programme doing to help people who do not have HIV or AIDS to change their attitudes? 7 Suggest one other way to help people understand more about HIV and AIDS. Unit 2:  Dealing with the stigma of HIV and AIDS  105 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 105 06Jul2018 2:09 PM

Unit 3 Substance abuse Substance abuse is when someone uses any substance in a way that it harms their health. Let us check • Why is it harmful to drink alcohol and take drugs? Legal substances Legal substances are things you can buy in shops, such as tobacco, alcohol, glue and some medicines. Even if a substance is legal, it can still be harmful to people’s health if they use it in PY O the wrong way. C Effects of alcohol abuse E If you drink too much alcohol PL New words over a period of time, it can anxiety – a damage your body and your M feeling of being worried about mind. Too much alcohol can SA something cause memory loss, anxiety, depression – a depression, lack of medical concentration, behaviour condition that changes and loss of body co- makes you feel ordination. unhappy and worried all the People who drink are more time and stops likely to do risky things, such as These are all legal substances. you from living a driving too fast. Alcohol causes normal life high blood pressure, which can lead to heart attacks and strokes. cirrhosis – a Drinking too much alcohol can lead to liver cancer and a liver disease of the disease called cirrhosis. Alcohol makes the bones weaker. One of liver. You say it as the most harmful effects of alcohol on families is that it can si-ro-sis change people’s behaviour and make them become violent. SANCA (the South African National Council for Alcoholism and Drug Dependence) or AA (Alcoholics Anonymous) help families where alcohol abuse is a problem. 106  Module 13:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 106 06Jul2018 2:09 PM

MODULE 13 Effects of tobacco and cigarettes Cigarettes are made from tobacco. Tobacco is dangerous to your health because it contains poisons. Smokers are more likely to get cancer of the lungs, voice box and the oesophagus. Smoking leads to another disease of the lungs called emphysema. Emphysema damages the lungs so that it is very hard to breathe. Smoking can cause blocking of the blood vessels which can lead to strokes and heart attacks. It is your right to breathe clean air. Ask smokers not to Passive smoking smoke near you. A passive smoker is someone who does not smoke but who breathes in someone else’s smoke. Children whose parents smoke are passive smokers. Passive smoking can also cause diseases of the lungs and air passages. Effects of over-the-counter medicines Over-the-counter medicines are medicines that you can buy in supermarkets or pharmacies without a prescription PY O from a doctor. They include medicines like headache C tablets, cough mixtures and diet pills. Taking too many headache tablets can damage the E kidneys. Some medicines, such as cough mixture, can PL make you feel very sleepy while others keep you awake, such as diet pills. Diet pills can cause behaviour changes. M This includes being very active all the time and unable to SA relax, as well as feeling anxious and worried. All of these medicines can lead to death if they are taken in very large quantities. Illegal substances Illegal substances are substances which you are not allowed to buy or have because they are against the law. Illegal substances include dagga, mandrax, tik, heroin and cocaine. These substances affect people’s health. They also change people’s behaviour. People become addicted to the drugs. This means that they cannot stop taking them. People can die from taking too many drugs. Unit 3:  Substance abuse  107 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 107 06Jul2018 2:09 PM

Alcohol abuse can lead to violence One of the most harmful effects of alcohol on families is that it can change people’s behaviour and make them become violent. Read the story below. John, you promised to get the shopping with the And the kids – you said money I gave you this you would give them their morning. I suppose you lunch and help them with have spent it on this! their homework. Aagh! You’re Can’t remember. hurting me. Stop nagging. PY O C E PL M SA xamine the effects of alcohol abuse on E Activity 4 families Work as a group. 1 In the story, how can you tell that John is abusing alcohol? 2 What effect is his alcohol abuse having on his family? 3 What do you think can be done to help this family? Activity 5 A play about substance abuse In a group, make up a play where alcohol or drugs cause problems in a family. Act out the play for the rest of the class. 108  Module 13:  Personal and Social Well-being 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 108 06Jul2018 2:09 PM

Consolidation and Formal Module 13 Assessment 1 1.1 Match the list of symptoms with the diseases in the box. (2) Disease Symptom Diarrhoea Cough that does not go away TB Tummy cramps and runny tummy 1.2 Name two ways to treat diarrhoea. (4) 1.3 Name one way to treat TB. (2) 2 State whether each of the following statements is true or false: 2.1 Stigma about HIV and AIDS makes people scared to tell others that they have HIV. 2.2 Giving people information about HIV and AIDS will increase stigma. 2.3 Smoking harms the lungs and air passages. 2.4 Alcohol helps people to think and concentrate better. PY 2.5 Over-the-counter medicines such as cough mixture cannot O be harmful. C 2.6 Taking too many drugs can kill you. E 2.7 Dagga is a safe legal substance. (7) PL 3 Read Denise’s story. M Case study Message from a heroin addict I had my first drink at 13 and I loved it. For SA the first time in my life, I felt a sense of lightness. By the time I was 15, I was a regular dagga user. At university, I switched to heroin. The drug made me feel happy and peaceful. But when it wore off, I felt tired and confused. I used heroin all the time. I stole from the restaurant where I worked and I stole from my mother. I was spending R400 a day on heroin. I had to have it. Then my father caught me using heroin again and I stopped. I went through terrible times with muscle pain, vomiting and diarrhoea. I’m not over it. I know one glass of wine could set me off again. But at the moment, I feel at peace without heroin. 3.1 Name three substances that Denise abused. (3) 3.2 Which substances were legal and which illegal? (3) 3.3 How did heroin make Denise feel? (3) 3.4 How did heroin affect her health? (3) 3.5 How did heroin affect her behaviour? (3) Total mark [30] Module 13:  Consolidation and Formal Assessment  109 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 109 06Jul2018 2:09 PM

Module 14 Performing Arts In this module you will learn more about warming up and cooling down. You will use tongue twisters to warm up your voice. You will discuss environmental issues like litter and pollution. You will even discover a creative way to recycle your rubbish: turn it into a musical instrument! You will also compose your own song protesting an environmental problem that you are concerned about. Module 14: PY Performing Arts O C E PL Warm up Improvise Read, Appreciate and play and create interpret and reflect M and perform SA Improvising The power of Floor work Protest songs about the music environment Tongue twisters Make instruments from Singing in litter unison Cooling down 110  Module 14:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 110 06Jul2018 2:09 PM

Unit 1 Warm up and play Activity 1 Physical warm up – floor work 1  Sit on the floor with your legs crossed and your hands resting on your knees. Keep your back straight. Do not hold your breath, but inhale through your nose and exhale through your mouth. MODULE 14 2  Slowly bring your body forward towards your knees without rounding your back or shoulders. See how far you can PY go forward with a straight back. Sit up straight again. O C Activity 2 Vocal warm up – tongue twisters E PL Open your mouth as wide as you can. Can you say the following lines as fast as you can without stumbling, stopping or M mispronouncing the words? SA A big bug bit the little beetle but the little beetle bit the big bug back. Tongue twisters are good for vocal warm ups. Activity 3 Singing warm up – songs in unison 1 Listen to the South African national anthem. 2 Sing it in unison as a class. Activity 4 Cooling down 1 Lie on your back with your legs hip-width apart and your arms relaxed at your sides. Close your eyes. 2 Imagine that your body is melting into the ground. Breathe slowly and deeply and allow your body to relax completely. Unit 1:  Warm up and play  111 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 111 06Jul2018 2:09 PM

Unit 2 Improvise and create There are lots of environmental factors that impact your life, such as littering. Activity 5 Our environment 1 Can you think of any others? 2 Why do you think these examples are bad for you? PY O 3 Get into groups of not more that six learners. Choose an C environmental issue and create a short dance or drama around it. E PL Litter M SA Litter is a big problem in most places and one positive way to deal with it is to turn rubbish into musical instruments. Bring a thrown-away object to class which you can make music with. Look at the pictures to give you some ideas for materials that would make good instruments. Remember to only pick up things that cannot hurt you. Activity 6 Making music with rubbish Work in pairs. 1 Make a musical instrument with the litter you brought to school. 2 Take turns to demonstrate the sound your object can make. 3 Use your waste material instruments to have a ‘conversation’. Make a pattern that repeats over and over in the call and response style. One instrument calls and the other responds. 112  Module 14:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 112 06Jul2018 2:09 PM

Unit 3 Read, interpret and perform Protest In South Africa and all over the world, there is a long history of protest songs. These are songs telling people in power and politicians that the people are angry and want change. Activity 7 Composing our own protest song MODULE 14 1 In groups of six, decide on a social or environmental issue that you feel strongly about and write a poem about it. 2 Put the poem to music and perform it for the rest of the class. PY Air pollution O Activity 8 Let us perform C 1 Using your poem as inspiration, create a short play about the E issue you chose. PL 2 Write your play with stage directions and music suggestions. 3 Perform your play to the rest of your class. M SA Singing in three parts Choirs sing songs in multiple parts. This is possible because a choir is made up of many singers. Singers in choirs have different voices. This means that a range of sounds can be used. For example, a choir made up of men and women will have bass voices (very deep), alto and tenor voices and sopranos. Activity 9 S inging as a choir 1 Your teacher will divide your class into voice groups (at least three). 2 You will be given a song to learn. Make sure you practise your part. 3 Your class will sing the song as a choir. Unit 3:  Read, interpret and perform  113 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 113 06Jul2018 2:09 PM

Unit 4 Appreciate and reflect Discuss the dramas or dances after each Activity 10 performance 1 Was the environmental issue depicted clearly? 2 Could you understand the harmful effects of this environmental issue after the performance? 3 Did the dramas and dances have a definite beginning, middle and end? 4 Was it convincing? Why? Why not? PY O C E PL M SA Activity 11 Film performance Your teacher will show you a short movie concerning an environmental issue. After watching the movie on DVD or video, discuss the following: 1 What were the key moments in the drama? 2 What was the theme of the drama? 3 How did you feel while watching the drama? 4 Did the drama make you more aware of an environmental issue? 114  Module 14:  Performing Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 114 06Jul2018 2:09 PM

The power of music MODULE 14 PY O C E PL M All over the world, singers often use their music to communicate SA serious messages. There are songs dealing with big themes like racism, the environment or human rights. In South Africa songs have been a very important part of the struggle for democracy and justice. Sometimes protest songs are sung in response to a specific situation. For example, there are well-known songs that were created when people were being forced out of their homes in big cities in the 1950s, and were made to move to the new township. Activity 12 The power of music 1 Listen to a protest song that your teacher plays. 2 Describe the song (how it sounds and what its message is). 3 Does the story communicate its message? Unit 4:  Appreciate and reflect  115 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 115 06Jul2018 2:09 PM

Module 15 Visual Arts This module is all about things that fly, both man-made and natural. You will look at instruments of flight like wings and feathers. You will also create a mobile using your knowledge of geometric shapes and complementary colours. Module 15: Visual Arts PY O C E Visual literacy Create in 2-D Create in 3-D PL M SA Find the art elements Create a pencil Develop spatial in things that fly drawing of feathers awareness by creating a mobile of Examine the Make a painting of a geometric shapes difference between flock of birds 2-D and 3-D Look at balance and symmetry 116  Module 15:  Visual Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 116 06Jul2018 2:09 PM

Unit 1 Visual literacy Things that can fly In nature, the most important groups of creatures that can fly are bats, birds and insects. Gliding, falling, parachuting, flapping, swiveling, drifting and soaring or a combination of these methods are all ways in which flight can happen. Man has always been fascinated by things that fly. In 1903, the Wright brothers from America designed and built the first aeroplane. Collect as many pictures as you can find of both man-made and natural things that fly. Also collect feathers and seeds that drift in the wind. PY O C E PL M SA Activity 1 Talk about things that fly MODULE 15 Work with a friend. Look at the pictures you have collected and discuss: 1 List as many natural and man-made things that can fly that you can think of. 2 What differences can you see between the natural and man- made things that can fly? 3 Why do you think balance and symmetry is mportant for things that fly? 4 Can you act out some of the ways of flying as mentioned above? 5 Can you explain the meaning of the following: To take flight To be kicked out of the nest Birds of the same feathers flock together Unit 1:  Visual literacy  117 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 117 06Jul2018 2:09 PM

Unit 2 Create in 2-D Feathers Of all living creatures only birds have feathers. Birds are warm- blooded creatures and feathers help them and keep them warm. New words plumage – the feathers that PY Different kinds of birds have different kinds of plumage or O cover a bird feathers. Compare the feathers of a guinea-fowl to that of a C shaft – the long peacock. All feathers have a central shaft and fine side branches. piece in the E centre of a Make a pencil drawing of three different PL feather Activity 2 feathers M In this activity you will study and draw three different feathers in SA pencil. Use real feathers you have collected rather than the pictures. 1 Look at the format and decide on the size and placing of the feathers. 2 Leave the background area white so that your feathers can look as if they are floating in space. 3 Explore the different lines, shapes, textures and colours of each feather. Use your pencil in the following ways: • Start off by drawing very lightly so that the ‘wrong’ lines become part of the drawing. Do not use an eraser as this can result in messy drawings. • Create tone by starting off lightly and gradually applying more pressure to create very dark areas. • Use a sharp pencil and brisk little strokes or lines to draw the textural areas. 118   Module 15:  Visual Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 118 06Jul2018 2:09 PM

Looking at birds New words All birds have feathers and wings and most bird species can fly. flightless – Others, such as penguins, are flightless. Like humans, birds are unable to fly social creatures and communicate with each other through visual social – able to signals, calls and song. Eggs are laid in nests and the parents pro- get along with vide the warmth to hatch the eggs. Parents care for their young others until they are big enough to look after themselves. Some birds like flock – a whole parrots are highly intelligent and can be taught to sing and talk. lot of birds Birds are safer when they move together as a flock. together PY O C Activity 3 Look for the art elements in birds E PL Work in groups of five and discuss the following: 1 Point out where you can see line, shape, tone, texture and M colour in the pictures of birds. 2 Can you imitate some of the bird sounds you know? SA 3 Can you name and describe the bird species that can be found where you live? MODULE 15 4 Compare the shape of a bird to that of a human being. 5 Discuss the Swahili proverb: Every bird flies with its own wings. Activity 4 Make a painting of a flock of birds In this activity you will make a painting of a flock of birds. Think of the following: • Will your flock be sitting or flying? • Where will you place your birds on the format of the paper? • Where will you use overlapping shapes? • How can you use the art elements of line, shape, tone, texture and colour in your painting? Unit 2:  Create in 2-D  119 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 119 06Jul2018 2:09 PM

Unit 3 Create in 3-D Alexander Calder (born 1898 and died 1976) was an American artist and sculptor who was most famous for inventing the mobile. Calder believed that nothing in life is fixed or forever. All shapes move in the great space called the universe. Activity 5 Discuss Calder Work in pairs and discuss the following: 1 Do you agree with Calder? 2 How many words can you find to describe Calder’s mobiles? PY 3 How many things can you think of that move through space? 4 What does it mean when we say: ‘he has his feet firmly on the O ground’? 5 Name all the geometric shapes you can think of. C E PL Activity 6 Make a mobile M 1 In this activity you will construct three cardboard frames. SA 2 Inside the frames, you will hang smaller geometric shapes that will dangle or move in the wind. 3 Think of where you can use complementary colour contrasts in your shapes. Activity 7 R eflecting on the year When you have finished your work, sit quietly by yourself and write down your answers to the following questions: 1 Which Visual Arts activity did you enjoy most this year? 2 Can you name some of the exciting things you have learnt this year, like: 2.1 the art elements of line, shape, texture, colour, pattern and tone? 2.2 design principles of contrast and proportion? 3 Do you feel confident and enthusiastic about making art? 120  Module 15:  Visual Arts 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 120 06Jul2018 2:09 PM

Module MODULE 13 16 Physical Education Do you know what to do if you burn yourself? In this module you will learn how to determine how bad a burn is and what to do once you know whether it is a first-, second- or third-degree burn. You will participate in track and field athletics, learning the correct methods for shot put and discus throw. You will discover how to build your muscles to become a good sprinter and you will complete a sprint course. You will also practise your baton changing technique so that you can win your next relay race! PY O Module 16: C Physical Education E PL M Safety Track and measures field athletics SA Shot put Burns Discus Sprinting Relay running Module 16:  Physical Education  121 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 121 06Jul2018 2:09 PM

Unit 1 Safety measures Burns Burns are classified according to their size and depth. First-degree burns involve only the outer layer of the skin. Sunburn is an example of a first-degree burn. There is mild swelling, redness and pain, but no blisters. Second-degree burns involve injury to two layers of the skin. These burns are often caused by hot liquids. Third-degree burns or full-thickness burns involve destruction of all layers of the skin and may damage muscles, fat cells and bones. Treatment of first- and second-degree burns Submerge the burnt area in cool, running water until the pain PY subsides, between ten and thirty minutes. Cool water reduces the heat and prevents further tissue damage. Alternatively, cover it O with a wet, clean cloth or a burn shield, particularly if the burn is C on the face. • Do not soak the wound in ice water. It results in frost bite. E • Never use butter, honey, toothpaste or oil on a burn, as they PL trap the heat and make the wound worse. • Do not burst blisters. They help the skin to heal. M • Remove clothing and jewellery from the burnt area as swelling SA could make it difficult to remove it later. Do not remove clothing that sticks to the skin. • If a secondary burn is on the arm or leg, keep the limb elevated above the heart. • For third-degree burns – get to a hospital immediately. Activity 1 Reacting to burns 1 Work in pairs. Imagine this scenario. You are at home playing with your friend. Your grandmother is in the kitchen making soup. You run into the kitchen, chasing your friend. She accidently knocks over the pot of boiling soup and it falls onto her arm. She has burnt a small portion of her right arm. It looks like a second-degree burn. Your grandmother runs over to the fridge and grabs some butter. 2 What is your reaction? Discuss this with your friend. 122   Module 16:  Physical Education 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 122 06Jul2018 2:09 PM

Unit 2 Track and field athletics Throwing events Shot put Shot put is a track and field event involving ‘putting’ (throwing in Did you know? a pushing motion) a heavy metal ball called the shot, as far as A good possible. Throwing tip: hold the shot on the base of the fingers, technique will not in your palm. help you to increase your Discus throw throwing distance. The discus throw is an event in which an athlete throws a heavy disc called a discus, in an attempt to mark a farther distance than his or her competitors. Throwing tip: master the standing position throw first then gradually progress to the full throw. PY O C Activity 2 Glide shot put E 1 Look at the PL pictures of shot put M positions. SA 2 Practise these This is the glide technique in shot put. movements. Activity 3 Discus 1 Look at the pictures of discus techniques. This is the technique used to throw a discus. 2 Practise these movements. Remember to keep your heels off the ground by staying up on the balls of the feet throughout the throw. 3 What other throwing events are there? MODULE 16 Unit 2:  Track and field athletics  123 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 123 06Jul2018 2:09 PM

Sprinting Part of becoming a good sprinter requires you to strengthen your body muscles. Squats, push-ups and calf raisers are exercises that you can perform. Include these exercises in your training circuit. Activity 4 PY Sprinting strength exercise O 1 Work in pairs C 2 Find a friend to complete the training circuit with. E 3 There is a slight twist ... while performing the exercises you and PL your partner will be mirror images of one another. 4 Your teacher will explain and demonstrate the circuit to you. M SA Activity 5 Complete the sprint course 1 Which part of the course was the easiest? 2 Which part of the course was the most difficult? 3 In your exercise book, design your own sprint course. 124  Module 16:  Physical Education 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 124 06Jul2018 2:09 PM

Relay running The aim of the 4 x 100 m sprint relay is, with the assistance of four athletes, to carry a baton around a 400 m track as quickly as possible. A few basic relay running concepts for you to remember are: • the baton always moves right hand, left hand, right hand, left hand • the baton stays in the same hand it was received in – no switching • runners on the curve run the inside of the curve – the backstretch and anchor runners stay to the outside of their lanes. PY O Baton changing – what to do if you drop the baton: C • Do not panic! Pick it up! E • If you need to leave your lane, do not PL interfere with any of the M other runners on the track. SA • Once you have the baton, return to your lane and continue with the race. • The aim of a relay race can vary. For example, your team must fill a bucket with water. Can you think of other types of fun relay races? Activity 6 Baton changing Practise your baton-changing technique with your friends and have fun with your team members. MODULE 16 Unit 2:  Track and field athletics  125 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 125 06Jul2018 2:09 PM

Glossary adorn – to decorate; make more genre – type, category or sort 57 beautiful 59 goal – something you want to antibiotics – medicines that kill germs achieve, usually in a certain period that make us sick 99 of time 9 anxiety – a feeling of being worried imaginary – not real but as you see it about something 106 in your own mind 92 bias – when we favour one group initiation – a custom where boys rather than another group 38 become men 70 camouflaged – insects that you mime – act without words 23 cannot see because their colours mobile – a decorative structure and textures are the same as the hanging from a frame so that it plants they live on 89 can turn freely in space 92 choreograph – invent the steps and paracetemol – a type of medicine that movements for a dance 36 stops pain and fever 101 cirrhosis – a disease of the liver. You parasite – a living thing that lives on say it as si-ro-sis 106 or inside another living thing. A concentric – circles with the same flea that lives on a dog and feeds centre 60 on the dog’s blood is a parasite 100 contour – outline of a shape 59 pigment – the dry powder that gives colour to paint 29 contrast – show the difference between two opposite things 24 custom – a regular activity which can PY pilgrimage – a journey to a holy place 70 O form part of a religion 70 pitch – the highs and lows of your C cycle – a series of events that repeat voice 53 themselves always in the same plumage – the feathers that cover a E order 89 bird 118 preliminary – something you do first PL cyclical – process that happens again and again 60 before you do something else 90 depression – a medical condition that radiating – lines drawn outwards M makes you feel unhappy and from the centre of a circle like the rays of the sun 60 SA worried all the time and stops you from living a normal life 106 resonance – amplification of speech dimension – size or measurements 29 sounds made by vibration in the discrimination – when we do not head and chest, nose, mouth and treat people the same, especially throat 83 people who are different to us 38 retired – elderly, no longer of feedback – messages we give to working-age 47 others, or get from others, about ritual – ceremony that usually has a things we do or say 11 spiritual or cultural meaning 62 festivals – celebrations of important self-concept – how you see yourself events 69 and what you think about flightless – unable to fly 119 yourself 8 flock – a whole lot of birds together sequence – order that things happen, 119 one after the other 23 focal point – the area to which you shaft – the long piece in the centre of look first 61 a feather 118 foster homes – homes where children sign – something like a STOP street live as part of a family, without sign; it has no deeper meaning 61 being adopted by the parents 47 social – able to get along with others 119 126  Glossary 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 126 06Jul2018 2:09 PM

sparingly – in very small amounts 78 vaccination – an injection or staff notation – way of writing music medicine that stops you from down so that it can be played or getting a disease 101 sung 25 victims – people that are hurt, stigma – a belief or feeling in society damaged or killed by that you should feel ashamed 103 somebody 46 symbol – something that stands for violation – wrong action 38 an idea or belief, for example a white dove can be seen as a symbol of peace 61­­ PY O C E PL M SA Glossary 127 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 127 06Jul2018 2:09 PM

PY O C E PL M SA 9780199059904_OS_Life_Skills_5_LB_masterset_Reprint_Jul2018.indb 128 06Jul2018 2:09 PM

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