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2.4 The park

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Life skills

Grade 2

Come, let’s play

Module 3

The park

Make a sketch of what you think the park will look like.

  • Draw plants and trees as well.
  • Indicate where the entrance will be.
  • Remember that disabled learners must also be able to gain access to the park.
  • You have thought carefully about the layout of the park, and you have planned it well. Now you must decide together with the rest of the class what you are going to need for the park.
  • Is there anything in the list that you would not like to have in the park?
  • Look at the apparatus in each box below and mark those things you would like to have in the park.
  • Write a letter to Mr Moneybags to thank him for the kind thought. Tell him how excited you are and explain what you would like to have in the park.

Model building:

  • Discuss the model with your classmates and decide which apparatus each person will be responsible for. Knead the clay until it is nice and soft and then all of you can help to build the model.
  • Write your classmates’ names next to the apparatus that they are going to make.
  • Invite Mr Moneybags to attend your exhibition of the models. He will probably be very curious to see what you are planning to do.
  • Make a sketch to show what your model looks like:
  • Draw a picture of yourself and Mr Moneybags.
  • Ask your mother or father to help you to find out at which shop or business you will be able to buy the different products.
  • Tell the rest of the class which are the best shops to buy the products from.
  • Draw a shop. Give the shop a name.

Assessment

Learning Outcomes
LIFE ORIENTATION
LO 2
SOCIAL DEVELOPMENT The learner will be able to demonstrate an understanding of and commitment to constitutional rights and responsibilities, and to show an understanding of diverse cultures and religions.
Assessment Standards(Ass)
We know this when the learner:
2.1 discusses children’s rights and responsibilities, and participates in classroom voting;2.4 identifies values and morals from diverse South African cultures.
LO 4
PHYSICAL DEVELOPMENT AND MOVEMENT The leaner will be able to demonstrate an understanding of, and participate in, activities that promote movement and physical development.
We know this when the learner:
4.1 participates in a variety of indigenous outdoor games with simple rules, individually and with a partner;4.2 participates in activities to develop control, co-ordination and balance in the basic actions of locomotion, elevation and rotation, with equipment;4.3 performs expressive movements or patterns rhythmically, using various stimuli;4.4 participates in structured activities, using equipment.
SOCIAL SCIENCESLO 1
GEOGRAPHICAL ENQUIRY The learner will be able to use enquiry skills to investigate geographical and environmental concepts and processes.
We know this when the learner:
1.2 links information to places on simple maps, globes, drawings, photographs and charts (works with sources).
HISTORYLO 1
HISTORICAL INTERPRETATION The learner will be able to interpret aspects of history
We know this when the learner:
3.3 chooses, describes and talks about an object that represents the past (e.g. photographs or pictures of grandparents, or items used for cultural celebrations or for specific purposes) [representation of the past].
TECHNOLOGYLO 1
TECHNOLOGICAL PROCESSES AND SKILLSThe learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies.
We know this when the learner:
1.3 ( Designs ) – choose suitable materials or substances to make products, and suggests some ways they can be used to satisfy a problem, need or opportunity.
ARTS AND CULTURE LO 1
CREATING, INTERPRETING AND PRESENTINGThe learner will be able to create, interpret and present work in each of the art forms.
We know this when the learner:
1.1 ( dance ) – accurately demonstrates the eight basic locomotor movements (walk, run, skip, hop, leap, jump, gallop, slide), while travelling forward, sideward, backward, diagonally and turning;1.10 ( composite ) – responds to stories, games, pictures, poetry and cultural experiences from the immediate environment as stimuli for representation in any art form.
LO 3
PARTICIPATING AND COLLABORATING The learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities.
We know this when the learner :
3.5 ( Visual Arts ) – shows confident involvement in planning collective artworks.
EMSLO 1
THE ECONOMIC CYCLE The learner will be able to demonstrate knowledge and understanding of the economic cycle within the context of the “economic problem”.
We know this when the learner:
1.1 explains the roles of households as key role-players in the production and consumption of goods and services;1.2 explains that wants can be unlimited, always changing and influenced by friends, the media, and the development of new products and services by business.
NATURAL SCIENCESLO 1
SCIENTIFIC INVESTIGATIONS The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts.
We know this when the learner:
1.1 ( Plans ) – plans an investigation as part of a group.1.1.1 discusses and plans with others;1.1.2 negotiates joint understanding of who does what;1.1.3 decides on what materials or modes will be used to communicate the plan;1.2 1.2 ( Does ) – participates in planned activity independently or as part of a group.1.2.2 explains what is being done, and answer the question, “What are you trying to find out?”;1.3 ( Reviews ) – shows and explains what was intended and how it was done.

Memorandum

  • Tell the learners that we must make sure that we have thought of all the games that children like to play. We must think of outdoor games, because Mr Moneybags wants to build a park.
  • Each learner must complete the page on his or her own favourite game. It can be any game, from touch to skateboarding.
  • If it is a game that has rules, the learners must explain how it is played.
  • Where applicable, they must be able to explain safety measures.
  • During Physical Education lessons the learners can try to play some of the games according to the rules they have provided.

Questions & Answers

Three charges q_{1}=+3\mu C, q_{2}=+6\mu C and q_{3}=+8\mu C are located at (2,0)m (0,0)m and (0,3) coordinates respectively. Find the magnitude and direction acted upon q_{2} by the two other charges.Draw the correct graphical illustration of the problem above showing the direction of all forces.
Kate Reply
To solve this problem, we need to first find the net force acting on charge q_{2}. The magnitude of the force exerted by q_{1} on q_{2} is given by F=\frac{kq_{1}q_{2}}{r^{2}} where k is the Coulomb constant, q_{1} and q_{2} are the charges of the particles, and r is the distance between them.
Muhammed
What is the direction and net electric force on q_{1}= 5µC located at (0,4)r due to charges q_{2}=7mu located at (0,0)m and q_{3}=3\mu C located at (4,0)m?
Kate Reply
what is the change in momentum of a body?
Eunice Reply
what is a capacitor?
Raymond Reply
Capacitor is a separation of opposite charges using an insulator of very small dimension between them. Capacitor is used for allowing an AC (alternating current) to pass while a DC (direct current) is blocked.
Gautam
A motor travelling at 72km/m on sighting a stop sign applying the breaks such that under constant deaccelerate in the meters of 50 metres what is the magnitude of the accelerate
Maria Reply
please solve
Sharon
8m/s²
Aishat
What is Thermodynamics
Muordit
velocity can be 72 km/h in question. 72 km/h=20 m/s, v^2=2.a.x , 20^2=2.a.50, a=4 m/s^2.
Mehmet
A boat travels due east at a speed of 40meter per seconds across a river flowing due south at 30meter per seconds. what is the resultant speed of the boat
Saheed Reply
50 m/s due south east
Someone
which has a higher temperature, 1cup of boiling water or 1teapot of boiling water which can transfer more heat 1cup of boiling water or 1 teapot of boiling water explain your . answer
Ramon Reply
I believe temperature being an intensive property does not change for any amount of boiling water whereas heat being an extensive property changes with amount/size of the system.
Someone
Scratch that
Someone
temperature for any amount of water to boil at ntp is 100⁰C (it is a state function and and intensive property) and it depends both will give same amount of heat because the surface available for heat transfer is greater in case of the kettle as well as the heat stored in it but if you talk.....
Someone
about the amount of heat stored in the system then in that case since the mass of water in the kettle is greater so more energy is required to raise the temperature b/c more molecules of water are present in the kettle
Someone
definitely of physics
Haryormhidey Reply
how many start and codon
Esrael Reply
what is field
Felix Reply
physics, biology and chemistry this is my Field
ALIYU
field is a region of space under the influence of some physical properties
Collete
what is ogarnic chemistry
WISDOM Reply
determine the slope giving that 3y+ 2x-14=0
WISDOM
Another formula for Acceleration
Belty Reply
a=v/t. a=f/m a
IHUMA
innocent
Adah
pratica A on solution of hydro chloric acid,B is a solution containing 0.5000 mole ofsodium chlorid per dm³,put A in the burret and titrate 20.00 or 25.00cm³ portion of B using melting orange as the indicator. record the deside of your burret tabulate the burret reading and calculate the average volume of acid used?
Nassze Reply
how do lnternal energy measures
Esrael
Two bodies attract each other electrically. Do they both have to be charged? Answer the same question if the bodies repel one another.
JALLAH Reply
No. According to Isac Newtons law. this two bodies maybe you and the wall beside you. Attracting depends on the mass och each body and distance between them.
Dlovan
Are you really asking if two bodies have to be charged to be influenced by Coulombs Law?
Robert
like charges repel while unlike charges atttact
Raymond
What is specific heat capacity
Destiny Reply
Specific heat capacity is a measure of the amount of energy required to raise the temperature of a substance by one degree Celsius (or Kelvin). It is measured in Joules per kilogram per degree Celsius (J/kg°C).
AI-Robot
specific heat capacity is the amount of energy needed to raise the temperature of a substance by one degree Celsius or kelvin
ROKEEB
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Source:  OpenStax, Life skills grade 2. OpenStax CNX. Sep 21, 2009 Download for free at http://cnx.org/content/col11105/1.1
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