curriculum and assessment policy statement (caps) - Department of ...
curriculum and assessment policy statement (caps) - Department of ... curriculum and assessment policy statement (caps) - Department of ...
e? Let me peep”‣ Learners peep at their cards.‣ The teacher holds up her number card.‣ The learners with the card that matches the teachers’ card, holdhis/her card up high and says: “I will hold my card up high, soeveryone can see”.Space and Shape Build 3-D objects • Copy the same construction from a designed or picture card e.g.‣ The learner builds the same construction from a design orpicture.‣ Copy the same design from a picture using the pegboard.Develop the ability tocross the mid-line• Develop the ability to cross the midlineKinaestheticLet the learners:‣ Review previous knowledge gained; touch the different bodyparts on instruction. Play “Simple Simon says: Touch your....”‣ Give further instructions where learners need to cross their midlinesuch as: “Touch your knee with your nose. Touch yourshoulder with your ear. Touch your left knee with your right foot.Touch your elbow with your one hand etc.Concrete using 3-D objectsLet learners:‣ Draw big circles on the chalkboard.‣ Draw straight lines on the chalkboard. Ensure that learnercrosses his/her midline.‣ Draw a line from one dot to the other dot on the chalkboard thatis far apart.‣ Draw a horizontal figure eight on the chalkboard. Use bigmovements to ensure that the learner crosses his/her midline.(The learner uses both left and right hands).Semi-concrete using 2-D shapesLet learners:‣ Paint on a double sheet of newspaper from left to right.Measurement Mass • Introduce the concept of mass by comparing the masses ofdifferent objects e.g.‣ light/heavy‣ lighter/heavierMeasuring mass means finding how much something weighs.KinaestheticLet learners guess the masses of objects:‣ Hold the following objects, one in each hand to be able to guesswhich is heavier or lighter e.g.o A stone and a building block.o A plastic toy car and a metal toy car.o A coffee tin and a toilet roll.o A large rubber ball and a cricket ball.Learners usually judge the larger object to be heavier when asked to guess“Logi shapes” skill blocks“Brainy Blocks”Any construction equipment.PegboardGame: “Simple Simon says, touch your.......”Learners draw on the chalkboardA double sheet of newspaper for each learnerPaint and brush3-D objects of different weights and sizes e.g. Legoblocks, toys, building blocks, tins, containers etc.Balancing Scale1 day andOngoing1 dayOnly select oneortwokinaesthetic,concrete andsemi-concreteactivities1 dayOnly select twoor threeactivities70 | P age
the mass of two objects.‣ Introduce the balancing scale e.g. weigh the objects to see whichlearners were correct.‣ Ask questions such as: “Which object is heavier/lighter? Letlearners find an object in the classroom that they think isheavier/lighter than the objects that they weighed.‣ Make the balancing scale available during free play so thatlearners can continue with the weighing activity.‣ Provide a balancing scale in the “house corner” so that thelearners can see how many Lego blocks weigh the same as, forexample, an apple.‣ You can devise a simple scale: you will need aplastic coat hanger, two small round margarinetubs or coke bottles and some string. Punch twoholes opposite each other in the margarinetubs/coke bottles. Attach the tubs/bottles to thetwo ends of the hanger - you will have a scale.Hang the hanger on a nail or a hook and thelearners can start weighing - show the learnersthat the hanger must first be in balance each timethey start weighing.71 | P age
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the mass <strong>of</strong> two objects.‣ Introduce the balancing scale e.g. weigh the objects to see whichlearners were correct.‣ Ask questions such as: “Which object is heavier/lighter? Letlearners find an object in the classroom that they think isheavier/lighter than the objects that they weighed.‣ Make the balancing scale available during free play so thatlearners can continue with the weighing activity.‣ Provide a balancing scale in the “house corner” so that thelearners can see how many Lego blocks weigh the same as, forexample, an apple.‣ You can devise a simple scale: you will need aplastic coat hanger, two small round margarinetubs or coke bottles <strong>and</strong> some string. Punch twoholes opposite each other in the margarinetubs/coke bottles. Attach the tubs/bottles to thetwo ends <strong>of</strong> the hanger - you will have a scale.Hang the hanger on a nail or a hook <strong>and</strong> thelearners can start weighing - show the learnersthat the hanger must first be in balance each timethey start weighing.71 | P age
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