Liza-Marie Thompson
Student number: 13747215
LSP1501
Assignment 12
Section A
Question 1
Grade R
Aims of the lesson Abilities to listen
Outcome of the lesson
The students should be able to follow instructions and carry out their duties.
Resources
a Bluetooth speaker, as well as a music-playing computer
Introduction
Hello kids, today we're going to play a fun game where you have to listen to what's b
eing said and then do it just like when we sing, "Show us Your Head."
Warm Up
You should also feel your stomach and head.
Body of the lesson
The instructor guides the session while letting the kids explore.
For instance, when it says run, they run. Later on, it asks them to freeze.
whenever they struggle to articulate what is expected of them.
Cooling down
You all did very great, and I am so proud of you all, so thank you so much for the joy
we had.
Closure
I'm sure you can now see how crucial it is to pay attention and comprehend.
When given instructions, you must pay close attention.
Question 2
2.1)
Clapping, stamping, and patting are examples of body percussions that could be utili
zed to make music.
Then there is two times of clapping, one pat on the thighs, and two times of stamping
.
Repeating this helps to maintain the beat.
Because the foundation learners have not yet fully adapted to the idea of body coordi
nation, the movements are not performed simultaneously.
2.2)
According to the study guide, the beat is defined as the musical pulse; in this case, it
is the sound of clapping or stamping.
The combined action of the clapping, stamping, and patting creates the rhythm.
Question 3
3.1)
The lesson in the story is to be patient, as the child didn't understand he had been rai
sing tadpoles that turned into frogs rather than the fish he had been hoping for.
Slow music is utilized to demonstrate the passing of time as he repeatedly checks th
e vase containing the tadpoles in order to use dance and music to illustrate the conc
ept.
Every time they check on the vase, the pupils form a circle in a dance sequence that
is reminiscent of ballerina steps.
They quickly depart after being awed by the frog.
3.2)
The way they coordinate themselves will make the social skills clear.
When they must loop around and return to their spots, how they accommodate one a
nother. Another method is to observe how they correct one other when one of them
errs.
SECTION B
Question 1
Object Dimensions Drawing
Circle 2D
Rectangular prism 3D
1.2)
An activity is considered developmentally appropriate if it takes into account the lear
ners' stage of development and meets their needs.
Question 2
2.1) Mathematics is the subject, and classification of shapes is the theme.
2.2) The goal is to teach pupils techniques for differentiating between 2D and 3D.
2.3) The video can help you develop your critical analysis and evaluating skills.
Question 3
3.1)
The film is best suited for usage with kids in stages 4 and 5 of artistic development.
Drawing and painting are examples of the kinds of artwork that can be used. Shapes
that are 2D or 3D can have their outlines shown in paintings.
The shape's structure is aided by the drawing.
3.2)
The visual component from which I will develop will come from the materials mention
ed in the movie, giving the kids a visual of the idea.
3.3)
It's crucial to divide the kids up into three groups while teaching a multicultural topic.
Each group in the class concentrates on one of the at least three significant cultures
that are present.
They identify the cultural artifacts of each culture, draw them, and categorize them a
s 2D or 3D.
SECTION C
Question 1
Mathematics
Addition and subtraction
-1
-2
–3
A tiny number line that will be created on the ground was examined to ensure that it
could be utilized for addition and subtraction of numbers.
A 2 + 3 example would be to first stand on 2 and then advance 3 units.
Mathematics
Number comparison
They examine the other number's relationship to the reference number using a numb
er line as well; if you walk forward, the other number is greater than the reference, an
d vice versa.
Science
Motion and energy
A ball will not move if you do not kick it, thus the kids will learn the value of energy an
d movement.
Science
Gravity
Everything, including people, has a propensity to tumble to the earth.
Balance is the only thing that prevents us from falling.
Language
Verbs
It is possible to teach kids through genuine physical movement so they will understa
nd the lesson.
Think of the verbs leap, run, and walk.
Language
Storytelling
Movements can be employed to make\sthe students have an appreciation of charact
ers in a story
Question 2
2.1)
Question 1 - Can the kid balance themselves for at least 10 seconds on one leg.
The purpose of this exercise is to check the child's overall body balance.
Question 2 - Will the kid be able to throw a beanbag?
Motivation: This is to see if they can use their hands, which is crucial for when they h
ave to write in the future.
Question 3 - Can the kid balance on their toes while bending forward?
The purpose of this is to ensure that the child's body is suitable for sitting in a chair.
Due to their properly suited bodies, they can attend classes without much effort.
2.2) gross motor exercises that are appropriate for
Parents practice bowling with a ball while their kids crawl through cardboard box tun
nels at home.
Question 3
Nam Define Substantiating Evidence
e
Spati Knowing one's location in refer Reading words out of order, tripping over o
al ence to other objects in space bjects when moving, and having trouble wr
awar is referred to here. iting in between the lines.
enes
s
Dire This is the capacity to recogni inability to properly pack shelves
ction ze distinct directions. Socks should be worn before shoes.
ality Numbers pointing the other direction
Cros the capacity to cross the midli When reading words off the board, get off
sing ne, the body's fictitious center. course.
the Making shoe ties
midli inability to correctly pack their baggage.
ne
Question 4
Warm up Stretching the arms, legs, and nec
k somewhat during warm-
up exercises.
Station 1: Enhance spatial cognition Result: To indicate which directio
Directionality in Step 2 n they should move in, they are k
Objective: Boost spatial awareness
icking a ball through cones.
The goal of this station is to enable student
s to read through sentences and write legib Become more route-savvy.
ly within the lines. Students will move from
one point to the next.
Third step: across the midline Fourth step: body coordination
Step 4: Physical coordination Trying to cross the midline
Goal: straddling the centerline
Crawling through a tunnel of cardboard The task is to squeeze through a
boxes is the activity. cardboard box tunnel.
The capacity to recognize the center line As a result, students will be able t
will enable them to distinguish between r o distinguish between good and
ight and wrong. wrong by understanding where t
he center line is.
To coordinate the body.
They go from one location to ano
ther on the mat using their hand
s and legs throughout this exerci
se.
Result: Capacity to work in uniso
n with the body and mind to finis
h the task.
