Please enable JavaScript.
Coggle requires JavaScript to display documents.
Grade 4 - Term 1 HABITS OF MIND, CRITICAL LITERATURE:, Link Title -…
Grade 4 - Term 1
HABITS OF MIND
DRIVING QUESTION
Do habits of mind impact my perception of change.
ALTERNATIVE:
Does the environment around me shape who I am?
Level of Teaching
Social Sciences
History
Local History
Geography
Map Skills
Natural Sciences
• Living and non- living things
• Structures of plants and animals
• What plants need to grow
• Habitats of animals
• Structures for animal shelters
English Home Language
Oral (Reading aloud)
Reading and comprehension (literary/non-literary & visual text)
Transactional writing (friendly letter / sms / poster)
Essay writing (narrative / descriptive) Folktale (short story)
Language
PSWD
Personal Strengths
Respect for your body and other people
Dealing with conflict
Creative Arts
VISUAL ARTS
Visual Literacy - Human Body in Action
2D - Family and Friends
3D - Self and Others
Performing Arts
Warm up and Play
Read Interpret and Perform
ICT
Build a world heritage site on Minecraft.
Microsoft digital literacy:
Work with computers
Access information online
Creating work using Microsoft apps.
Using real-life situation in-game simulations.
Mathematics
Whole number of 3 digits
Data Handling and its process
Money Calculations
Afrikaans FAL
Writing
You need to write a dictionary,using words that is known to you in English.
Reading
Reading of a paragraph and translating it into Afrikaans, answer questions.
Sub-Learning Objective
How to deal with change in the micro, meso and macro environment.
Main Learning Objectives
Under challenging conditions that demand strategic reasoning, insightfulness, perseverance, creativity and craftsmanship, a person’s focus should be on performance. The critical attribute of intelligent human beings is not only having information, but knowing how to act on it.
ACTIVITIES
Topic 1: Chrono-, Macro Environment
Activity 1 : My Continent, My Planet
Switch On Activity
Spanish Flue vs COVID
Look at past pandemic (Spanish flu) and compare that to our present pandemic (Covid)
How did the virus spread?
How did we try to limit the spread?
How did this impact day to day lives?
What can we learn form both pandemics?
HannesLeRoux
Please add resources
https://www.history.com/topics/middle-ages/pandemics-timeline
In-Class Activity 1A
Social sciences
Use a World map to show the spread of the Spanish flue.
Use a modern world map to show the spread of Corona.
Elements of a map
Using maps
Map details
Compass directions
Resources
https://www.youtube.com/embed/owTz6Icec_U
https://africacenter.org/wp-content/uploads/2020/05/Global-Trajectories-of-the-Spanish-Flu-page.png
https://1.bp.blogspot.com/-Routeos7-S4/XnmC2eKHagI/AAAAAAAAexs/vPSS_Wxm5Uc90uSjdASNsOeXnG-8Cg4fQCNcBGAsYHQ/s400/RB-COMP-WORLD-VIRUS-MAP-7TH-MARCH.jpg
https://i1.wp.com/teachingresources.co.za/wp-content/uploads/2019/05/Compass-directions.png?fit=2245%2C1587&ssl=1
In-Class Activity 1B
English
Using the information gathered from your maps write a paragraph where you compare similarities in the spread of past and present global pandemics.
Paragraph writing
Spelling
Sentince constuction
Resources
How to write a comparative essay
Learning Objective:
Dissect the changes around me.
How to use the past pandemics and Habits of Mind to help understand today's pandemic
In-Class Activity 1C
Social sciences
The Khoi and San lived very in touch with nature but rather secluded from the rest of the world.
How did the Khoi and San live?
How did they gather and utilised food sources?
How do they decide where to live/ move to?
Did they trade with the rest of the world?
How Bushmen live
In-Class Activity 1D
Social sciences
Socratic discussion
Considering how the Khoi and San lives would we consider their way of life as safe or unsafe in pandemic situations
Topic 3: Meso-system
My School and Community
Activity 3: My School and My Community
Switch On Activity 2
Learners will look at the schools 3 Covid-19 Protocols videos and answer question about it.
Learners need to make list of the protocols in school.
In-Class Activity 2:
Duration
Informal
Learners will watch the video that explain the 16 Habits of minds.
Then the list of the 16 Habits of mind will be given to learners.
In a table list all the the Covid-19 protocols and then say which Habits of mind is being used to keep us safe from the virus
In-Class Activity 2:A
Formal
My school is using Covid-19 protocols to keep me save. From the table above I can see which Habits of minds is used.
Learners need to find their strengths and weaknesses by naming which protocols they follow and do not follow.
How can they improve their weaknesses.
Life Skills - Strength and Weaknesses
In-Class Activity 2B Part A:
Duration:
Formal
The protocols that learners are learning at school, can they use it at home and can they teach their families and community these skills to keep them save.
Learners will make a Flipgrid video of how to use the correct protocols of Covid-19 to share with families they cannot see.
Emphasising that taking care of yourself and respecting others is crucial during the pandemic.
Teaching video to improve safety at home.
English - Oral
In-Class Activity 2B Part B
FAL Writing a Letter
Learners will use the video that they made to Write a letter to their grandma / auntie.
The letter must be in Afrikaans / isi-Zulu to teach them to be safe in their homes by following the Covid-19 protocols
Learning Objective:
Covid-19 regulation and how to use habits of mind to cope with this pandemic in my school and in my home.
Activity 2C
Mathematics
Learners will look at this picture and do some research on their own about schools that had to close in 2020 because teachers or learners test positive for Covid 19.
Learners will need to find information about provinces that has the highest numbers and the provinces with the lowest numbers
We will conduct the findings and then work out the amount of schools we have and work out the fraction per province
Activity 2D
Geography
Use the information from the Mathematics activity and show on the South African Map which province was most affected and the least affect by Covid-19.
Learners must name each province and provide the main cities names on the map.
Learners can use different colours for each province
Topic 2: Macro and Exo-system Nature and the Environment
Activity 2:
How disruptions affect us and the natural environment
In - Class Activity 2A
Formal [mark out of 10]
Natural sciences - Plant experiment
In the previous topic we saw that Covid had a big effect on the tourism industry. This was not necessarily to the detriment of our natural environment. In many instances we saw that nature did quite well in the absence of humans.
We will now conduct an experiment to see the effect humans have on growing plants.
In this experiment we will have two pants. Plant A will be the control and will be left alone to grow with required resources. The second plant plant B will constantly be disrupted (moved around and lightly shaken to disturb the soil)
Learners will keep a log of the growth of the respective plants and draw a conclusion on their findings.
Learners will be required to do the following:
Explain the experiment
Raising/ writing a question to investigate
Making a prediction/ hypothesis
Planning the investigation
Collecting data
Recording data
Evaluating and communicating results
In Class Activity 2B
Life skills - Relationships (N/A replace with English Reading and Comprehension?)
From the experiment you did in the previous activity you can almost see that plants don't like to be disturb.
Learners will answer the following question:
Would you like to be disturb all the time?
Would you like to interact with other people on a daily basis?
Do you want to be left alone?
What influence does the people around you have on your emotions?
By answering these questions learners will realise that we are not the same as plants and we want to be disturb / interact with other people to be happy and grow.
In Class Activity 3C
Mathematics
Financial impact of the closure of the Tourism sector.
What types of incomes were lost.
Calculate the total income the tourism industry generated in 2019
Calculate the total income the tourism generated in 2020
Find the difference in income between 2019 and 2020
What percentage/fraction was lost in 2020 comparing to the 2019 year
In Class Activity 3D
Natural Science - Habitats and Life Process
Learners will look at a province with the best Tourism, due to their amount of income they mentioned in Activity 3C.
Learners will need to answer questions like:
Why do you think they were more successful?
*Does nature play a roll in the things people can experience in this province?
Habitats is the environment for animals and plants to grow. They will need the 7 life process to survive.
Learners will then say which of the 7 life process they are experiencing in their lives at this moment.
Then how does Covid-19 affect each process and do they feel about it.
https://youtu.be/Q759uUg1xFY
https://tourismteacher.com/economic-impacts-of-tourism/
https://www.southafricanmi.com/tourism.html
https://www.ith.org.za/2020-forecast-tourism-growth-for-sa/
Switch On Activity 3 :
What plants need to grow
Learners will complete a Edupuzzle with questions regarding what a plant needs to grow.
The content is also available in the student notebook.
Learning Objective:
Investigate the impact of disruptions in nature as well as our own life
Topic 4:
Micro environment
Activity 4:
Motivating myself, my community and my country
Switch On Activity 4:
How did socialising change during the pandemic.
Create a comparison table where you compare how you socialised with friends during 2019 and what this looked like in 2020.
https://health.clevelandclinic.org/heres-how-the-coronavirus-pandemic-has-changed-our-lives/
In-Class Activity 4:
PSWD (N/A) - CHANGE TO CONFLICT
Difficulties experienced during lockdown with e-learning, coming back to school & start new year in pandemic (feelings)
Use a feeling tool to help describe what you experience and how you used habits of mind to overcome difficult feelings
.
ACTIVITY 4A
(Adjust)
English and Life skills
Create a motivational video to other learners your age. This motivational video aims to change the mind set of other learners during the COVID 19 Pandemic.
We know now how I need to use positive habits of mind to change my view on equal rights and responsibilities. What positive habits of mind must I use to stay positive during changes happening in my family/house/school/community.
How did I have to change my mindset during a world pandemic in order stay positive.
In Class Activity 4B:
English
Learners will use the motivation words from their video and write a poem that can be share or be written in the news paper for everyone to see.
In Class Activity 4C Part A
Covid-19 has caused many changes. It has influenced our daily living and we have had to adapt to a 'new normal'. We would not have been able to survive this pandemic without drawing on our personal strengths and habits of mind.
Learners will used mixed media (pencils, pastels, paint) to create an "after lockdown/covid" self-portrait in which they identify and explore their personal strengths through symbols and/or creative lettering.
Self portrait with a mask on face and motivated words on the mask
In Class Activity 4C Part B
FAL
In your respective FAL (Afrikaans/IsiZulu)
Write a paragraph in where you explain your self portrait and explain what makes you unique. You will present this as an oral. Be sure to use good presentation skills when presenting your work.
In Class Activity 4D
Performing Arts
Learners will have the option of either;
Taking their poem and performing it. Emphasis will be on rhythmic delivery and appropriate facial expression
OR
Turn the poem into a song with certain rhythm patterns and accompanying movements and actions
https://www.romper.com/p/this-face-mask-self-portrait-is-the-perfect-art-project-for-your-kid-29346506
https://www.youtube.com/watch?v=Qap_5aHX1q4
https://www.youtube.com/watch?v=8a759Crg9zg
Learning Objective:
Learners will investigate how to use Habits of mind to
deal with conflict
and be positive in this pandemic and make the most of what we have.
REFLECTION
Switched on activity
Edupuzzle
How to change your perception on challenges to maintain a positive outlook when overcoming challenges.
Learning Objective:
Reflect on all the new habits of mind that was learn throughout the unit of study. Can all the new skills and knowledge help me to answer the driving question
In Class Activity 5
Changing a negative mindset to a more positive mindset.
In Class Activity 5A
Natural science
Conclude and present findings of experiment conducted in Activity 3.
Learner should present what they found with a poster indicating the clear process they used to conduct their experiment.
Learners should discuss how living and nonliving things affect one another in the natural environment.
In Class Activity 5B
Part A
English - Folktale
Use your self portrait and teaching video and write a folktale about a person struggle in the beginning and how he or she overcome the difficulties by using motivations to improve his or her situation.
In Class 5B Part B
FAL Folktale
Read the folktale and answer a few questions.
Folklore stories in AFR, ENG and IsiZulu
In Class Activity 5C
ART
Create clay sculpture (Modern day rock art) illustrating the pandemic and how habit of mind change perceptions. 3D Art
In Class Activity 5D
FLIPGRID (ORAL) – Reflect on the adventure you had during this unit and finish off by answering the driving question.
https://youtu.be/3ThUrVXz9j0
Work Division
Activity 1 -
Activity 2 -
Activity 3 - Sevenster,
Activity 4 -
Activity 5 -
OUTCOMES
English
LS 1, LS 3, LS 5, LS, 7, LS 9, RM 1, RM 2 , RM 3, RM 4, RM 5, RM 6, RM 12.1, FS 3, WW10.2
PSWD
SD 1, SD4, SD 6, SD 8, SD 12, SD 19, SD 24, EF 1, EF 2, EF 4, EF, 5, EF 6, ED 1, ED 5, HL 6
Mathematics
MP1, CN1, AS2, MD1
MT1 - 4, MT 7 - 10
DC 1 - 3
ICT
ICT 7.2
ICT 7.4
ICT 11
ICT 15
ICT 25
ICT 26
ICT 49
ICT 53
Social Sciences
HISTORY
HIS 1.2, HIS 1.3, HIS 2.1, HIS 3.2, HIS 3.4, HIS 3.5
GEOGRAPHY
GEO 2.5, GEO 3.4, GEO 3.5, GEO 3.7, GEO 3.6
Natural Sciences
NS 1.1 NS 1.2 NS 3.3 NS 3.8 NS 3.9 NS 3.10
Creative Arts
VA2, VA3, VA4, VA7, VA8
MU1, MU2, MU3, MU4
DR2, DR4, DR6, DR7
CRITICAL LITERATURE:
POEM:
The Tyger by William Blake. Reflect on the elements of a poem: Stanza, line, themes, metaphor, imagery, repetition. rhythm, rhyme, simile, personification. Analyse the image of a tiger and discuss what you know about the tiger. Define imagery On your copy of the poem, underline words that create interesting images. Discuss feelings aroused by these images.
NOVEL:
Peter Pan: Characterisation Socratic Discuss
You will read Chapter 1 of the novel Peter Pan .
Discuss the following characters: Wendy, John, Michael, Mr and Mrs Darling and Nanny. Give evidence for characterising them the way you have chosen to do e.g Nanny is very kind because ---
MOVIE:
Pan: Joe Wright (2015) Movie Review
The main theme of the movie Pan is the conflict between wanting to remain a child, but knowing that one has to become an adult. During the Covid 19 period, we all had to act responsibly and give up some of our childhood daily activities.
After watching the movie Pan, you will complete the movie review that has been assigned to you.
The Lion, the Jackal, and the Man: S.A Mythology and Folktale Role Playing (Group Role Play / Performance) Read the short story in class.
Discuss the plot of the short story. In your assigned groups assume the roles of different characters that are in the short story story. Act out the story,
Link Title
