Life Orientation Grade 9 - CNX

1 life Orientation Grade 9By:Siyavula UploadersLife Orientation Grade 9By:Siyavula UploadersOnline:< >C O N N E X I O N SRice University, Houston, ( ).Collectionstructurerevised:Septemb er15,2009 PDFgenerated:Octob er29,2012 Forcopyrightandattributioninformationfor themo dulescontainedinthiscollection, !.. outthebrain.. ectcritically.. onsibilities.. ersonalplanforlifelonglearning.. tnesslevel.. ort.. ersonaldiet.. ersonalpreferences.. cialrelationshipsindi erentsituations.. eace..58 Attributions.. 60ivAvailableforfreeatConnexions< >Chapter 1 Term ! !(THINKINGSKILLS)GETAHEADSTART! o o ,hear,smell, ,thinks,rememb ers,creates,compares,plans, " oats"insideyourskullina"sho ckpro of" ,youwould ndthreemainparts,theleftandrightcerebral hemispheres,thecereb ellumandthebrainstemwhichlinksthebrainto thespinalcordandtherestoftheb o okedatthebrainunderap owerfulmicroscop e,youwouldseeacomplicatedmassofnervecell s,calledthe"greymatter" brestonervecellsalloveryourb o ' okratherprimitive,do esn'tit?

2 Eoplehaveasp eci ecialisesinimagination,daydreaming,rhyth m,colour, ecialisesinwords,logic,numb ers,sequence, ersontouseb othhemispherestolearn,tounderstandandtor ememb < >.AvailableforfreeatConnexions< > :Herearesomequestionsthatyoucananswerto , o etterfromdirectexp "yes"tothe rsttwoquestionsand"no"totherest, "no"tothe rsttwoquestionsand"yes"totherest, eoplewhicharerightbraindominant,verycrea tiveandnotveryorganised,haveatoughtimeat scho olswhocaterforleftbrainerswhoaremetho ortantforrightbrainerstolearntoorganiset heirthoughtsandforleftbrainerstoworkon withabitofbackgroundinformation,buttheco ursewillb ecomemorepracticalaswegoalong.[ ] (LOs)LO3 PERSONALDEVELOPMENTT helearnerwillb eabletouseacquiredlifeskillstoachieveand extendp ersonalp otentialtoresp onde < >3 Assessmentstandards(ASs) ondsappropriatelytoemotionsinchallenging situations; eenlearnedfromachallengingp ersonalineractionbycriticallyre ectingonownb ehaviour; ,tohear,totaste, cessedandthebrainrelaysmessagestotheb o eopletalkingab outasixthsense?

3 Itisalsocalledintuition,afeelingthatyoug etab outasituationorap :"Idon'tknowwhatitis,itjustdo esn'tfeelright"or"ThemomentIsawthat, "?Weallareinthep etterdevelop outcommonsense?Ap ersonwithcommonsenseisap eitisthepro ductofthinkingratherthanawayofthinking, ,let'scheckoutyourcommonsense!Whichsense sdoyouusewhenyou:buyp erfumegotoamusicconcerteatatarestaurantb uyclothescho oseafriendcrossabusystreetwatchtelevisio nareb eingtaughtIfyouwereabletoseeimmediatelyt hateachactionrequiresmorethanasinglesens e, ,Ithinkateachercouldhelpyoubyexplainingw hateachactionentails.[ ]PentoPap er2 Thiscontentisavailableonlineat< >.AvailableforfreeatConnexions< > eriencedasituationinwhichyoursixthsensep layedama jorpart? eriencedityet,askaroundto ndastoryandrep [ ] (LOs)LO3 PERSONALDEVELOPMENTT helearnerwillb eabletouseacquiredlifeskillstoachieveand extendp ersonalp otentialtoresp onde (ASs) ondsappropriatelytoemotionsinchallenging situations; eenlearnedfromachallengingp ersonalineractionbycriticallyre ectingonownb ehaviour; (ITHINK,THEREFOREIAM)Ifyouhadtoexplainto ap ersonwhat"thinking"means,whatwouldyousay ?

4 ,p eoplesay,itisanaturalpro cess,asnaturalasbreathing,walking, , ddlerhastocrawl, tathletewillrunfasterandjumphigherthanso meb o ' ectiveyourthinkingis,dep endsonvariousfactors,butonethingissure,k nowledgeandmasteryofthinkingskills,willm akeyourthinkingmoree < >.AvailableforfreeatConnexions< >5totheuseofapairofglasses,apairofbino culars,atelescop e,andamicroscop erentfunctions, ,muchmorethanthisto outtheabilitytoapplyyourknowledge,theabi litytoseerelationshipsb etweenthings, ,canyou? :Let'sdoa"whatif" :"Whatifeveryb o dyhadthesamethoughts"Thiskindofexercised ep endsontheabilityofthethinkerstogivetheir imaginationsfreereinwithoutreallyb otheringwithto "whatif"exercisestimulatestherightbrainf unctionsandimprovescreativethinking. Guidelines Setatimelimitof5to7minutes Onep ersonjotsdownthe"whatif"thoughts Donotcriticiseanyb o dy'scontribution,lettheideas ow YoumaytakeoverandexpandonanideaHavefun! ndthisexercisedi culttogetinto?Don'tworry,practisemakesp erfect!

5 Themostimp ortantthingtorememb eristhatthinkingdo esnotalwaysconsistsofa"rightorwrong" ortantthatyourfactsarecorrect, ' o dyissoscaredofb eing"wrong"andtothinkdi erentlyfromtheirfriendsandteachersthatma nygo o "rightandwrong".Thiskindofthinkinghelpsu stothinkofplans,alternatives, "whatif"exercise:Cho oseoneofthetopics: Whatifallwindowpanesweremadeofglass? Whatifallp eoplehad7 ngersoneachhand? Idareyoutothink! Writedownsomeoftheb "make-over"withdrawings,colour, :_____[ ]AvailableforfreeatConnexions< > (LOs)LO3 PERSONALDEVELOPMENTT helearnerwillb eabletouseacquiredlifeskillstoachieveand extendp ersonalp otentialtoresp onde (ASs) ondsappropriatelytoemotionsinchallenging situations; eenlearnedfromachallengingp ersonalineractionbycriticallyre ectingonownb ehaviour; ! eoplethinkonlyab outdrawing,paintingorwritingwhentheyhear thatsomeoneisacreativep eldthanthe " "exercisesareexamplesofthinkingdi erentlyab outthings. Bearthefollowingwordsandphrasesinmindwhe nyouaimtoimproveyourcreativeabilities: lo okatthingsindi erentways unusual original thismakesmethinkab (asso ciation) donotjudgeto oquickly lo okatformandfunction !

6 In8seconds(withoutdiscussingitb eforehand):a)Divideasquareinto4partsb)Di videan8into2 Dideveryb o dydoa)andb)inthesameway?Yes/No4 Thiscontentisavailableonlineat< >.AvailableforfreeatConnexions< >7 Howmanydi erentwaysaretheretodoa)? Cantheinstructionforb)b einterpretedinmorethanoneway? Wouldyoudoa)andb)di erentlyisyoushouldgetanotherchance?Yes/N oDidoldhabitsplayaroleintheanswersgivenb ytheclass?Ib etmanyofyouwereabitthrownbythesimpleexer cises.[ ] Donotsettlefortheobvious. ,endswithTandisfullofT? , eforeyoucangetit? esubtractedfrom100? [ ] (LOs)LO3 PERSONALDEVELOPMENTT helearnerwillb eabletouseacquiredlifeskillstoachieveand extendp ersonalp otentialtoresp onde (ASs) ondsappropriatelytoemotionsinchallenging situations; eenlearnedfromachallengingp ersonalineractionbycriticallyre ectingonownb ehaviour; < > errywasawardedtheNob elPrizeforhispro ofofthe"splitbrain" ,do esn'tit?But,accordingtoDrSp errythetwohemispheresofthebrainhavedi erent, ecialiseindi erentkindsofthinkingpro ,with95%ofallright-handedp eople,theleftsideofthebraincontrolstheri ghtsideoftheb o dy-andisalsoresp onsibleforpractical,linear, 'saleft-brainfunctiontobalanceyourcheckb o oks(buddingaccountants,ahoy!

7 ,torememb ernamesanddates(historians,hello)andsett ingaimsandob ,andsoleft-brainpro (hemisphere)controlstheleftsideoftheb o dyandisholistic,imaginative, ,recallingscenesandfacesorifyouareengros sedinapieceofmusic, )right-handedb)left-handed? ,likevegetablep eelersorscissors?Canyoureworkitintoap ercentage(%)? guresab ove?(Leftbrainactivity) "Ifthebrainisacomputer,thenitistheonlyon ethatrunsonglucose,generates10wattsof electricityandismanufacturedbyunskilledl ab our."(DavidLewis) ,weneedb oththecreative, ,let'sbreakdowntheproblemsolvingpro cessintodi erentstepsandseewhichhemispherewouldserv ethatstepb ,analyticalthinkingandthelefthemisphered o < >.AvailableforfreeatConnexions< > ossibilitiesandsolutionsarethere?Youhave togeneratemanycreativep (setcriteria)Backtothelogical, (left) :logic,p er-suasion,re ,havefunworkingonthefollowingproblems-an dofcourse,comingupwithworkablesolutions. Incidentally,howdoweknowwhenasolutionisp ossible?Wesetcriteriasuchas: Howmuchwillthiscost?

8 Whowillandcandothis? Howmuchtimewillittake? Isitfairtoeveryb o dy? erto: followthestepssetoutinthetableab ove listentoeachother resp ectdi erentopinions (LOs)LO3 PERSONALDEVELOPMENTT helearnerwillb eabletouseacquiredlifeskillstoachieveand extendp ersonalp otentialtoresp onde (ASs) ondsappropriatelytoemotionsinchallenging situations;continuedonnextpageAvailablef orfreeatConnexions< > eenlearnedfromachallengingp ersonalineractionbycriticallyre ectingonownb ehaviour; !(Excerpttakenfrom"TheScho olTimes"anewspap erwhosp ecialisesinnewsab outscho ols)Ivisitedawell-knownscho olinarelativelyupmarketcommunitytodelive raparcelofb o olmadequiteanimpression,ithadlargecolumn s,bigwindowsandimpressivedo rstproblemwasthatthewindowsdidnotre ectshiny, ers,emptyco oldrinktins,tornwrapp oandsomemarkslo okingfor,somechairswerelyingontheirsides ,tableswerescattered,piecesofpap erdecoratedthedusty o onedwithwittyandobscenegra ectedthestateofmindoftheinhabitantsofthi sinstitution?

9 (Therestoftheletterwascut-Ed.) ! ossibilitiesandsolutionsarethere? (Whatcriteriawillweuse?) :Hereyoushouldanswerthequestions: Whoisgoingtodoit? Whenisitgoingtob edone? Howarewegoingtogetthemoney? Howwillweknowitwasasuccess? (Itisimp ortanttogettheco-op erationandhelpofothers.)6 Thiscontentisavailableonlineat< >.AvailableforfreeatConnexions< > eci cscho ol?[ ] < > (LOs)LO3 PERSONALDEVELOPMENTT helearnerwillb eabletouseacquiredlifeskillstoachieveand extendp ersonalp otentialtoresp onde (ASs) ondsappropriatelytoemotionsinchallenging situations; eenlearnedfromachallengingp ersonalineractionbycriticallyre ectingonownb ehaviour; < >Chapter 2 Term esoflearningstylesOneofthe rstthingsthatshowyouwhatkindofp ersonyouare,isthepreference(style) ,youcandevelopwaysinwhichtocomp ensateforyourweakp ointsandtodevelopyourstrongp ,therefore,simplydi Learnbyseeing Wanttoseetheeducator'sfacialexpressionor b o dylanguage Enjoysittinginthefrontrowoftheclass Likemakingnotesinclass Thinkinpictures Oftenlearnb estbyusingdiagrams,pictures,theoverheadp ro jector,videos, Learnbylistening Liketolistenandtoparticipateindiscussion sinclass Learnbytakingnoticeoftoneofvoice,pitchan dtemp oatwhichtheeducatorsp eaks Bene tbyreadingtextsloudlyandbyusingatap Learnbymoving,doingortouching Learnbyexploringthings a doing approach Becomerestlessiftheyhavetositstillforto < >.

10 AvailableforfreeatConnexions< > :Ticktheb oxesthatdescrib eyoub VisualLearningstyle(See) erep eaker'sfacialexpressionsandb o erb epresentedvisually( oard) o datdrawinggraphs, elievethattheb estwaytorememb o o datvisualarts(drawing,painting,etc.) AuditiveLearningstyle(Hear) o , nditeasytodistinguishb , ngerasp ,jokesandcomparisonsinordertoillustratea p ,gesticulate4. dgetallthetime(playwithp en,keys,etc.) o datsp , < > eregardedasb einghyp o dat eoplefrequently(hug,etc.) ,ratherthantowatchademonstrationortoread fromab o (metho ds)canyouusetostudymoree ectively? ResearchofProvidersofFundsforStudyandCar eerPurp oses Post-scho ol(tertiary)trainingisveryexp ,therearewaysofovercomingthisstumbling-b lo , )Firstofallyoumustexamineyourownsituatio na)Hasprovisionalreadyb eenmadeforstudies?Parentssometimestakeou tstudyinsurancep )Ifyourparentshavemadeprovision,isitsu cienttocoverthecostsofthecourseyouintend tofollow?