Directorate: Curriculum GET

Quality
learning
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GET Term 2 Take Home Package

Life Skills
Grade 3
Dear Parents

During the past 8 weeks, you have received Life Skills lesson plans with activities to assist our learners at home. These lesson
plans and activities focussed on the core knowledge, skills values and attitudes of Term two to be taught in Life Skills. I am
sure you would have noticed that Life Skills has four Study Areas namely, Personal and Social well-being, (personal health,
attitudes and values) Beginning Knowledge, (History, Geography, Natural Science and Technology) Creative Art (Visual Art
[drawing, painting, pottery etc. and Performing Art - Dance, Drama and Music] and Physical Education.

Life Skills is mostly practical by nature. We use a method called ‘inquiry’ where learners are not just taught a sequence of
facts but do their own investigations where they ‘find out’ by asking, reading and with your support, search for information
in books or on-line. Furthermore, they observe nature, growth of plants and animals, the weather and other occurrences to
make informed decisions with support from more knowledgeable others.

Learner involvement in their own learning is important to develop problem solvers and critical thinkers. We encourage
learners to talk about their experiences, offer explanations and even make predictions. Their language develops, and they
become pretty confident learners. We just have to give them the space and the time to do this until it becomes natural.

Parents, this week we are sending you a Take-home pack which serves as a consolidation of all the work done during Term
2. Please spend time with your child to ensure that all the necessary skills that was taught is consolidated. Please do follow
the instructions in the pack and model some of what I explained above. Do enjoy the family activities.

We acknowledge that our parents are not teachers, therefore we have developed activities which are fun-filled and
practical. If the learners were exposed to all the term two lesson plans and activities, they should be able to do the activities
in the resource pack on their own. There are however new reading pieces for comprehension as an extension.

Thank you kindly and enjoy the Take-home pack!

 GRADE 3
TOPIC: HEALTHY EATING
PERSONAL AND SOCIAL WELL-BEING
The aim of this activity is for the learner to: The aim of this activity is for the learner to:
i) apply knowledge of the food groups. i) have knowledge of the food groups
ii) Identify food groups and balanced diet ii) communicate their choices in writing
iii) make informed choices about their well-being
Instruction: Complete the table below: Write a letter to you your friend to inform her/him about your
Use your knowledge to complete the activity. The pictures healthy eating habits. You can write your letter on another
will give you some clues. page with more space. Do not forget your address!
HEALTHY FOOD --------------------------------------------------------------------------

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Criteria Vitamins Proteins Carbohydrates Dairy -------------------------------------------------------------------------

Name -------------- -------------- ----------------- ------------ ----------------------------------------------------------

examples -------------- -------------- ----------------- ------------
-------------- -------------- ----------------- ------------
-------------- -------------- ----------------- ------------ -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

-------------- -------------- ----------------- ------------ -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Why is it
important
in your -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
diet?
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I eat this
food
because… -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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BEGINNING KNOWLEDGE AND CREATIVE ARTS

The aim of this activity is for the learner to: The aim of this activity is for the learner to:
i) read aloud – read fluently and understand i) use your knowledge of healthy food and eating
ii) alphabetise the words in bold (From a – z) ii) use the vocabulary to write a story
iii) write down their meaning - Use a dictionary iii) design and create
Instruction: i) Read the passage a few times- Readers are leaders! i) Write down the words in alphabetical order in the
ii) Answer the questions template below
ii) Write the meaning in the second block
 Word Meaning
Healthy eating 1.

Eating healthy meals every day is very important for 2.

children. It helps children to grow and it promotes good
health throughout their lives to adulthood. Eating food
3.
containing important nutrients is essential for children’s
mental and physical development. The benefits are a
healthy mind, healthy strong bones, muscles, skin, hair, 4.
nails and so much more. A balanced diet consists of
different food groups. These include proteins, dairy, 5.
carbohydrates, fruit and vegetables. When children eat a
healthy balanced diet they are consuming important 6.
nutrients, vitamins and minerals for healthy growth and
development. 7.

Why should children be eating healthy every day?

8.
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9.
What are the four basic food groups we should eat?
10.

11.
What does physical development mean?
12.
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-------------------------------------------------------------------- 13.

Readers are leaders! 14.

Make your own “food groups book”

Remember to plan first. What will you need? How will you make the
Healthy eating book? What shape will it be? How will you decorate it?
Use loose pages or recycled material. Design a cover for your book. You
My food groups book may use magazines for pictures or draw your own. Use a variety of media.
Whatever you like. You can punch holes and use ribbon to bind your book
Written by ................................ or use something else. Write a story about the different food groups and
why they are good for your body. You can add a menu if you like. Use the
vocabulary on this page.
Grade 3 Be creative! Enjoy! Have fun!
 PHYSICAL EDUCATION
The aim of this activity is for the learner to develop:
i) foot-eye-coordination
ii) rhythm and timing
iii) lower body strength

Warming up exercises: Dance to your favourite song.

Main Activity: Practice kicking a ball with the correct
technique. Kick against the wall. Kick with the inner side
of the foot by kicking with dominant leg, then the non-
dominant leg.

TOPIC: INSECTS
BEGINNING KNOWLEDGE
The aim of this activity is for the learner to: The aim of this activity is for the learner to:
i) identify the characteristics of an insect i) know how insects help us
ii) know and identify different insects ii) know some insects harm us
iii) observe and draw an insect
Instruction: Look at the picture and answer the following questions. Write a story about bees

Classify the group

of animals in the
picture

Which two is not

harmful?
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Which two are ---------------------------------------------------------------------------------------
harmful? ---------------------------------------------------------------------------------------
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Describe their It has ---------------------------------------------------------------------------------------
bodies. Name the
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parts of the body?
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How does they
communicate with ---------------------------------------------------------------------------------------
each other ----------------------------------------------------------
 The aim of this activity is for the learner to: The aim of this activity is for the learner to:
i) Identify and label the parts of the body of an insect i) Write your own poem “I am a grasshopper”
ii) Learn that insects have three main body parts ii) Use the vocabulary (Do not forget about the habitat)

legs thorax head Eye

abdomen wings antennae I am a grasshopper
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Written by:_____________________________________

The aim of this activity is for the learner to: Field activity
i) do a field activity- Animal behaviour Animals have many fascinating features and behaviours.
ii) observe ‘life” in your backyard ( insects, worms, birds, Luckily, you can see animals in their natural habitats right in
lizards, amphibians (frogs), etc. Observe in the morning your own backyard. You can make a field journal about the
and in the late afternoon animals in your backyard. You will need a notebook and a
iii) do some ‘inquiry’- investigation, classify, compare, pencil. Take a nature walk or sit quietly and write notes about
communicate etc. what you see. You can add - How many? And whatever else
you wish to add. You can also draw what you see daily.
Instruction: What kind of animals can you spot in your backyard or the Date/Day Morning: ? Afternoon: ? What is it
park near your home? Life do you Life doing?
Identify and record what you see in the morning and in the see
late afternoon. Monday:
Do you see any bugs? Where? Are there birds, frogs or Tuesday:
chickens? What are they doing? Wednesday:
Draw pictures of the animals you see. Thurday:
Present your findings and what you learned to your family. Friday:
Have fun! Saturday:
 TOPIC: LIFE CYCLE
CREATIVE ARTS AND BEGINNING KNOWLEDGE
The aim of this activity is for the learner to: The aim of this activity is for the learner to:
i) reciting the poem using expression, intonation and i) implement their knowledge and skills about life cycle
fluency. ii) dramatise by: using the body in an expressive way to tell
ii) develop movement appropriate to the character role the poem through movement & using the body creatively
iii) read aloud by exploring different ways of moving
Readers are leaders! iii) developing spatial awareness

Instruction: Performing Arts: Make your own butterfly Life Cycle – the metamorphosis
Read aloud- You can learn this new one first before you can (change in physical form and appearance).
recite it by yourself. Recite your poem: The life cycle of a Use different media (pasta pieces, beans, cotton wool, etc.)
butterfly. Remember posture, expression pronunciation. to show the stages of a butterfly’s life cycle.
Draw your own life cycle of a butterfly on any form e.g. a
paper plate, cereal box, cardboard, back of an old calendar
The life cycle of a butterfly (medium)
The butterfly is happy, Write sentences about each stage of the Life Cycle of the
She’s laid all her eggs. butterfly using the diagram that you just made:
Out pops a caterpillar
Crawling on its legs.
The baby caterpillar ----------------------------------------------------------------------------------
Is very, very thin. ----------------------------------------------------------------------------------
But then it eats and eats until ----------------------------------------------------------------------------------
It busts right through its skin! ----------------------------------------------------------------------------------
Soon the caterpillar ----------------------------------------------------------------------------------
Has grown so very big ----------------------------------------------------------------------------------
So next, the caterpillar ----------------------------------------------------------------------------------
Climbs on a leaf or twig. ----------------------------------------------------------------------------------
The caterpillar makes a shell, ----------------------------------------------------------------------------------
And there it hangs inside ----------------------------------------------------------------------------------
In time the shell starts cracking, ----------------------------------------------------------------------------------
And soon the parts divide ----------------------------------------------------------------------------------
The shell is nearly open, ----------------------------------------------------------------------------------
Wow! It’s really strange! ----------------------------------------------------------------------------------
The caterpillar in the shell ----------------------------------------------------------------------------------
Has undergone a change! ----------------------------------------------------------------------------------
Now that the shell is open ----------------------------------------------------------------------------------
Look what’s coming out ----------------------------------------------------------------------------------
A fully-grown butterfly ----------------------------------------------------------------------------------
Is fluttering about! ---------------------------------------------------------------------------
 Decide on how you will dramatise the metamorphosis of a
butterfly. You can use clothing as a costume or anything
else. What steps, body shape and movement will you make.
How many counts for each movement (stage) of the
butterfly. You can also write it down to help you remember.
Ask you sister or brother to help you choose music to do your
steps to - just like in the class. Practice and practice some
more. Then when you are confident, do your role play for
your family.
Enjoy!

PHYSICAL EDUCATION
The aim of this activity is for the learner to develop:
i) Over hand throw
ii) Hand-eye coordination
iii) Laterality (the dominance of one side of the brain)
iv) Spatial awareness
v) Throwing is a fundamnetal movement skill that is vital for succes in many sport.

Instruction: Do the activities as a family

Warming up exercises: Hop around the house. Two legs onto two legs
Then one leg onto the other leg
Then do a 4 few lunges on each (right and left)
Main activity: Place some targets on the walls. Try and hit the target. Keep
a tally every time you hit the target. Each target hit can count different
scores e.g. 15, 20 and 25 points. Have fun counting!

TOPIC: RECYCLING
BEGINNING KNOWLEDGE
The aim of this activity is for the learner to:
i) Learn about recycling and how it helps the environment.
ii) Know how they can become active citizens in
combatting littering.
iii) Developed technological process skills
The aim of this activity is for the learner to:
i) use their knowledge and implementation skills about
recycling
i) communicate their knowledge in writing.
ii) Give your story a title

Instruction: Making your own planters- Use recycled materials- Tins, Look at the illustration and write a story about recycling
cooldrink bottles, egg trays, string, or anything you would like Remember reuse, reduce, recycle!
to use.
Remember you made your own planters. If you did not, lets
make some and plant some seeds or vegetable cuttings
Design process skills: Fill in the process and product (planter)
Investigate:
How to make Title:
the planter.
Ask or look on -------------------------------------------------------------------
the internet
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Design: Draw -------------------------------------------------------------------
what you -------------------------------------------------------------------
want it to look
like
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Make:
Step by step- -------------------------------------------------------------------
How to make -------------------------------------------------------------------
the planter
Evaluate:
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Can you use it -------------------------------------------------------------------
to plant seeds -------------------------------------------------------------------
Plant the
seeds and -------------------------------------------------------------------
watch and -------------------------------------------------------------------
record your
seeds grow -------------------------------------------------------------------
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Communicate:
Tell how you
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made it. Does -------------------------------------------------------------------
it fit the -------------------------------------------------------------------
purpose?
Will you -------------------------------------------------------------------
change or -------------------------------------------------------------------
improve the
planter? -------------------------------------------------------------------
 PHYSICAL EDUCATION
The aim of this activity is for the learner to develop
Throw and catch
i) Hand -eye coordination
ii) Coordination of of lower body strength Hand-eye coordination
iii) Catching is an omportant skill for future sport like cricket , netball,etc.
Instruction: The family can join in the fun
Warming up exercises: Crabwalk around the house.
Main Activity: Allow your child to bounce and catch with
ball. Practice catch and throw as a family.

Be safe and have fun!

Instruction: Read the passage below. Readers are leaders! Answer the questions below.

1. How does exercise make a child feel?

Excercises are very good for children
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Being active and doing exercises is absolutely
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important for children and their physical development.
It develops strong muscles. Muscle strength helps and
reduces the risk of hurting oneself. Lifting their own
body weight on the jungle gym keeps children healthy
and flexible. They will feel well and full of energy.
It also improves the heart and lungs and keeps these
organs healthy and strong. It also keeps the bones
strong. When children run, jump rope, turn, twist and
balance the bones gets stronger and stronger.
Children remain strong, lean and healthy. It also makes
children alert and helps them to concentrate and do
well in class. Exercise makes children feel very, very
happy! Children should always exercise so that they
remain healthy and strong. It is something we do all our
lives. This we call healthy lifestyle.
2. What kind of exercise is good for you?
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3. Which organs are kept healthy and strong?
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4. How does it help you to do better at school?
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5. Make a poster to encourage children to
exercise. Use a Cereal box or any cardboard to
make your poster. Use pictures or drawings.
Please use the vocabulary. Use a dictionary if
you do not understand some words. Present
the poster to your family. Well done!