Life Orientation Grade 9 - CNX

[Pages:70]Life Orientation Grade 9

By: Siyavula Uploaders

Life Orientation Grade 9

By: Siyavula Uploaders

Online: < >

CONNEXIONS

Rice University, Houston, Texas

This selection and arrangement of content as a collection is copyrighted by Siyavula Uploaders. It is licensed under the Creative Commons Attribution 3.0 license (). Collection structure revised: September 15, 2009 PDF generated: October 29, 2012 For copyright and attribution information for the modules contained in this collection, see p. 60.

Table of Contents

1 Term 1 1.1 Get a head start! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.2 Obtaining information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.3 Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.4 Creative abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.5 More about the brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 1.6 Solving a problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

2 Term 2 2.1 Learning style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2.2 Personality traits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.3 Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.4 Aptitude/Abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 2.5 Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 2.6 Reect critically . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 2.7 SA rights and responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 2.8 A personal plan for lifelong learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 2.9 Educational/Training institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

3 Term 3 3.1 Indicators of physical ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 3.2 Assessing your mobility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 3.3 Design an obstacle course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 3.4 Improving physical tness level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 3.5 Gender equality in sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

4 Term 4 4.1 The choice of a personal diet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 4.2 An environmental health programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 4.3 Health services and treatment options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 4.4 Community rights and personal preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 4.5 Planning a national day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 4.6 Social relationships in dierent situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 4.7 Intercultural understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 4.8 Towards achieving peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Attributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

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Chapter 1

Term 1

1.1 Get a head start!1

1.1.1 LIFE ORIENTATION 1.1.2 Grade 9 1.1.3 THINKING SKILLS 1.1.4 Module 1 1.1.5 GET A HEAD START! (THINKING SKILLS)

GET A HEAD START!

The human brain is wonderful and is more complicated than the newest computer. It works 24 hours a

day - even when you sleep. It receives and processes all the information you receive from the world around

you through your senses.

Your senses send a ood of information to the brain. Everything that you see, hear, smell, taste and

touch is given meaning in your brain. Your brain sorts, thinks, remembers, creates, compares, plans, solves

problems - even if you are not doing it consciously.

The brain "oats" inside your skull in a "shockproof" liquid and is further protected by three cushioning

layers of tissue.

If you could take your brain to pieces, you would nd three main parts, the left and right cerebral

hemispheres, the cerebellum and the brain stem which links the brain to the spinal cord and the rest of the

body.

If you looked at the brain under a powerful microscope, you would see a complicated mass of nerve cells,

called the "grey matter" of the brain. These nerve cells are connected by a network of nerve bres to nerve

cells all over your body. The brain contains 10 billion nerve cells - which is only a tenth of the brain's cells.

This wonderful structure and its functions make the computer look rather primitive, doesn't it?

READ ON. . .

Many people have a specic right or left brain dominance. This has certain implications for the way in

which they learn. But more about this when we get to learning and studying.

right hemisphere The

is the side which specialises in imagination, daydreaming, rhythm, colour, the

whole picture and spatial awareness.

left hemisphere The

specialises in words, logic, numbers, sequence, analysis and lists.

A study technique like mind-mapping helps a person to use both hemispheres to learn, to understand

and to remember.

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CHAPTER 1. TERM 1

How to know if you are right brain or left brain dominant: Here are some questions that you can answer to nd out. This is not a standardised test for brain dominance, but it should give you an idea. Just answer YES or NO.

1. You prefer to study from your text book.

1. Your notes are neat and numbered.

1. You learn better from direct experience.

1. Your notes are in the form of mindmap drawings ir squiggles.

1. You prefer to hear the whole story before separate facts are really meaningful to you.

Table 1.1 If you answered "yes" to the rst two questions and "no" to the rest, you are probably left hemisphere dominant. If you answered "no" to the rst two questions and "yes" to the rest, you are probably right brain dominant. Often people which are right brain dominant, very creative and not very organised, have a tough time at schools who cater for left brainers who are methodical and organised. It is important for right brainers to learn to organise their thoughts and for left brainers to work on exibility of thought and creativity. We will do exercises designed to help you improve the functioning of both sides of your brain during this course. We have started o with a bit of background information, but the course will become more practical as we go along. [LO 3.4]

1.1.5.1 Assessment

Learning outcomes(LOs) LO 3

PERSONAL DEVELOPMENTThe learner will be able to use acquired life skills to achieve and

extend personal potential to respond eectively to challenges in his or her world.

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