EPPM REVISION - Yolacgouws.yolasite.com/resources/EPPM REVISION.pdf · 2014-05-08 · O Through...
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EPPM REVISION
Transcript of EPPM REVISION - Yolacgouws.yolasite.com/resources/EPPM REVISION.pdf · 2014-05-08 · O Through...
EPPM REVISION
LIFE ORIENTATION IN
THE INTERMEDIATE AND
SENIOR PHASE
GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM
O Gives expression to what is regarded to
be knowledge, skills and values worth
learning.
O It will ensure that learners:
O acquire and apply knowledge and skills in
ways that are meaningful to their own lives.
O The curriculum promotes the idea of
grounding knowledge in local contexts.
O The National Curriculum Statement Grades R -
12 serves the purposes of:
O equipping learners,
O irrespective of their socio-economic background
O with the knowledge, skills and values
O providing access to higher education;
O facilitating the transition of learners from education
institutions to the workplace; and
O providing employers with a sufficient profile of a
learner’s competences.
GENERAL AIMS OF THE SOUTH
AFRICAN CURRICULUM
O Principles:
O Social transformation
O Active and critical learning
O High knowledge and high skills
O Progression
O Human rights, inclusivity, environmental and social justice
O Valuing indigenous knowledge systems
O Credibility, quality and efficiency
O Aims: identify and solve problems
make decisions
work effectively
organise and manage
collect, analyse, organise and critically evaluate
information;
communicate effectively
use science and technology effectively
demonstrate an understanding of the world
CREATIVE ARTS
O Includes:
O dance
O drama
O music
O visual arts
O Purpose:
O creative
O imaginative individuals, with an appreciation of the arts.
O basic knowledge and skills
O A safe and supportive environment:
O to explore, experience and express thoughts,
O ideas and concepts within an atmosphere of
openness and acceptance.
O Provides opportunities for learners to give:
O expression to their feelings and understandings,
O individually and in collaboration with others.
What is life orientation O Study of the self in relation to others and to society.
O It addresses:
O skills
O knowledge
O Values:
O self,
O the environment,
O responsible citizenship,
O healthy and productive life,
O social engagement,
O recreation and physical activity,
O careers and career choices.
O Live meaningfully and successfully in a rapidly changing
society.
What is life orientation
O Six topics:
O Development of the self in society
O Social and environmental responsibility
O Democracy and human rights
O Careers and career choices
O Study skills
O Physical Education
SPECIFIC AIMS OF LO O Guide and prepare learners to respond appropriately to
life’s responsibilities and opportunities.
O Equip learners to interact optimally:
O personal
O psychological
O cognitive
O motor
O physical
O moral
O spiritual
O cultural
O socio-economic level
O Guide learners to make informed and responsible decisions
O Expose learners to their constitutional rights
O Equip learners with knowledge, skills and
values to make informed decisions
O Expose learners to various study methods
and skills
O Expose learners to an understanding of the
value of regular participation in physical
activity.
CHAPTER 2
LESSON PLANNING IN LO
Prerequisites
O Prerequisites can be useful when considering the
readiness state of your students.
O Prerequisites allow you, and other teachers replicating
your lesson plan, to factor in necessary prep activities to
make sure that students can meet the lesson objectives.
O What must students already be able to do before this
lesson?
O What concepts have to be mastered in advance to
accomplish the lesson objectives?
MATERIALS O Two functions:
O it helps other teachers quickly determine:
O a) how much preparation time, resources, and management
will be involved in carrying out this plan
O b) what materials, books, equipment, and resources they will
need to have ready.
O A complete list of materials, including full citations of
textbooks or story books used, worksheets, and any other
special considerations are most useful.
O What materials will be needed?
O What textbooks or story books are needed?
(please include full bibliographic citations)
What needs to be prepared in advance?
LESSON PROCEDURES
O FOUR PARTS:
O preparation
O presentation
O practice
O evaluation
O May take place in 1 class
O Or may extend over multiple classes
O The lesson plan should outline who will do what in each
part of the lesson.
O Use comparison with the native language to
elicit strategies that students may already be
using
O Use discussion of what students do and/or
like to do to elicit their knowledge of the topic
they will address in communication activities
Preparation / Warm-Up
O As the class begins:
O give students a broad outline of the day’s goals and
activities
O they know what to expect.
O Help them focus by eliciting their existing knowledge of the
day’s topics.
O Use discussion or homework review to elicit knowledge
related to the grammar and language use points to be
covered
Presentation/Modelling/Procedures for presenting activities
O Presentation of the linguistic and topical content of the
lesson and relevant learning strategies.
O Present the strategy first if it will help students absorb the
lesson content.
O Presentation provides the language input that gives
students the foundation for their knowledge of the
language.
O Input comes from the instructor and from course
textbooks.
O An important part of the presentation is:
O “structured output”,
O in which students practice the form that the instructor has
presented.
O In structured output:
O accuracy of performance is important.
O Structured output is designed to make learners comfortable
producing specific language items recently introduced.
O Structured output is a type of communication
O Found only in language classrooms.
Practice
O Focus shifts from the instructor as presenter to the
students as completers of a designated task.
O Students work in pairs or small groups on a topic-based
task with a specific outcome.
O These tasks have to be well prepared and the instructor
should model the task with a few selected students.
O Instructors provide the students with a time-frame for
task completion.
O The instructor observes the groups
O Acts as a resource when students have questions that
they cannot resolve themselves.
O Language becomes a tool.
O Learners have to use any or all of the language that they
know along with varied communication strategies.
O The criterion of success is whether the learner gets the
message across.
O Activities for the practice segment of the lesson may
come
O from a textbook
O be designed by the instructor.
O Possible lesson formats:
O lecture, discussion
O question-answer, group work
O 3-5 students, guided or independent
O pair work
O guided or independent)
O individual work
Evaluation
O When all students have completed the
communication practice task, reconvene the
class as a group to recap the lesson.
O Ask students to give examples of:
O how they used the linguistic content and learning
O communication strategies to carry out the
communication task.
O Evaluation is useful for four reasons:
O It reinforces the material that was presented
earlier in the lesson
O It provides an opportunity for students to raise
questions of usage and style
O It enables the instructor to monitor individual
student comprehension and learning
O It provides closure to the lesson
CHAPTER 3
PHYSICAL GROWTH, MATURATION, AND AGING
• PRENATAL DEVELOPMENT
• Embryonic development
• Fetal development
• Fetal nourishment
• Abnormal prenatal development
• POSTNATAL DEVELOPMENT
• Overall growth
• Gender
• Height
• Weight
• Physiological maturation
• Extrinsic influences on postnatal growth
PRENATAL DEVELOPMENT
• Growth process begins:
• Ovum & spermatozoon fuse in fertilization
• Genes determine:
• the normal aspects of development
• inherited abnormal development.
• Extrinsic factors:
• environment (amniotic sac in the uterus)
• nutrients (delivered to the fetus via the
placenta)
• There is continuous interaction of the
genetic factors and extrinsic factors in the
fetus’ development.
• Examples of other extrinsic factors:
• Abdominal external pressure
• Viruses and drugs
• Nutrients
• Prenatal growth is divided into 2
phase:
• Embryonic phase:
• Form conception to 8 weeks
• Fetal growth:
• From 8 weeks to birth
EMBRYONIC DEVELOPMENT
• Development begins with the fusion of an ovum and
spermatozoan.
• Genetic information
Ohair
Oeye color
Oheight,
O skeletal structure contained in the
deoxyribonucleic acid (DNA).
• Humans have 23 pairs of chromosomes = 46.
• Through a process called meiosis
• each sex cell divided into
O two ‘daughter’ sex cells and
O only one chromosome from each of the 23 pairs migrates to each
daughter cell.
• When fertilization occurs:
• both parents donates a set of 23 chromosomes
• reestablishing the total of 46 chromosomes
Fetal Development O Fetal stage:
O 8 weeks to birth
O Characterized by:
O Further growth
O Cell differentiation
O Leading to functional capacity
O Continued growth of organs & tissue occurs
in 2 ways:
O Hyperplasia & hypertrophy
OHyperplasia:
O An increase in absolute number of cells
OHypertrophy:
O Increase in relative size of individual cell
O Growth tends to proceed in 2 directions:
O Cephalocaudal
O Proximodistal
O Cephalocaudal:
O head and facial structures grow the fastest
O then the upper body
O followed by the slow growing lower body.
O Proximodistal:
O the trunk tends to advance,
O then the nearest parts of the limbs
O finally the distal parts of the limbs.
FETAL NOURISHMENT O Many characteristics of fetal environment have potential to
affect growth
O Negatively of Positively
O Nourishment is the extrinsic factor that has the most
impact on feta development.
O Fetus is nourished by:
O the diffusion of oxygen
O nutrients between fetal blood
O maternal blood in the placenta.
O Carbon dioxide and excretory by products are exchanged
and carried away in the mother’s blood.
O Fetus needs:
O energy
O nutrients
O oxygen.
O Good conditions very important in meeting the need of
the fetus.
O Less risk of illnesses and infections!
ABNORMAL PRENATAL DEVELOPMENT
O Abnormal prenatal development can result from either
genetic or extrinsic factors.
O Genetic abnormalities are inherited
O May be immediately apparent
O May remain
O Congenital defects: anomalies present at birth, regardless
of whether their causes are genetic or extrinsic.
CELL GROWTH AND
DIFFERENTIATION
O Through mitosis the embryo divides into 2, 4 eight and
so on.
O After 4 days, the cell mass is transformed to blastocyst.
O It implants itself in the uterus.
O As the number of cells continues to grow,
differentiation occurs to form specific tissues and
organs.
GENETIC CAUSES OF ABNORMAL
PRENAAL DEVELOPMENT
O An individual may inherit genetic abnormalities:
O Dominant disorders: one parent passes on a defective gene.
O Recessive disorders: a defective gene(s) from each parent.
O Abnormalities may result from:
O new mutation
O the alteration
O deletion of a gene during formation of the egg or sperm.
O Mutations result from:
O unrepaired damage to DNA or to RNA genomes
(typically caused by radiation or chemical
mutagens)
O from errors in the process of replication, or from the
insertion
O deletion of segments of DNA by mobile genetic
elements.
EXTRINSIC CAUSES OF ABNORMAL
PRENATAL DEVELOPMENT
OTeratogens
Oany drug or chemical agent that
causes abnormal development
in fetus upon
POSTNATAL DEVELOPMENT
O Educators and therapists must know how various tissues
and systems advance, then age, as well as the body as a
whole.
O Various body tissues and organs do not necessarily grow
O develop and age in the same pattern as overall body size.
O We must be ale to compare an individual with the average
and adjust for performance expectations accordingly.
POSTNATAL DEVELOPMENT
O Some of the answers to questions we might be interested in:
1. Does one system advance more slowly than the other and
delay the onset of a behaviour?
2. Does muscle growth keep pace with whole-body growth?
3. Do the muscles and skeletal framework maintain their
young-adult levels of strength with aging?
4. Does the musculoskeletal system weaken and cause a
decline in performance?
5. Are declines inevitable or can we do something about them?
POSTNATAL DEVELOPMENT
O Body growth after birth is continuation of prenatal growth.
O The growth pattern is predictable and consistent but not
linear (Figure 3.5a, b & Figure 3.6a, b).
O There is a rapid growth after birth followed by gradual but
steady growth during childhood, rapid growth during
adolescence and then leveling off.
O The growth patterns follow an S-shaped curve.
O Sigmoid curve after the Greek letter s.
POSTNATAL DEVELOPMENT
O The timing of individual’s spurts and
steady growth periods is likely to vary from
average.
O This is called the universality and
specificity principles.
DEVELOPMENT AND
AGING OF BODY
SYSTEMS
MOTOR UNITS
O Refers to the a single motor neuron and all the
muscle fibres that it innervates (stimulates).
O Also categorize either:
O Fast
O Slow
O By their speed of contraction & relaxation
DEVELOPMENT OF THE ENDOCRINE
SYSTEM
O Endocrine responsible for control of specific cellular
functions.
O Through chemical substances:
O Hormones
O Hormones:
O Chemical substances secreted into body fluids by a gland
O Have specific effect on activities of:
O Target cells
O Tissues
O Organs
O Endocrine responsible for producing hormones
that regulate cellular function.
Pituitary Growth Hormone (GH)
Thyroid hormones (thyroxine, triiodothyronine,
thyrocalcitonin)
Two gonadal hormones (androgen, estrogen)
O Responsible for protein anabolism which result in
tissue building.
GROWTH HORMONE
O Promotes growth during childhood and
adolescence promoting protein anabolism =
new tissue.
O Growth hormone produced by the anterior
pituitary glands.
THYROID HORMONES
O Secreted by the thyroid hormone.
O Thyroxine and triiodoythyronine influence whole-
body growth as well as development of certain
tissues by increasing oxygen consumption in these
tissues.
O Thyrocalcitonin produced by thyroid gland plays
an important role in skeletal growth.
DEVELOPMENT OF THE NERVOUS
SYSTEM
O Nervous system controls movement and speech.
O It is responsible for:
O thinking
O analysis
O memory
O development is crucial to:
O social
O cognitive
O motor development.
EARLY DEVELOPMENT OF THE
NERVOUS SYSTEM
O Development of the nervous system happens very
early in the life span.
O Governed by genetics and extrinsic factors.
O Genes responsible for the development of the
nervous system structures and its main circuits.
O Neurons are the cells of the nervous system.
O Neurons travel to a final destination during prenatal period.
O They are responsible for:
Formation of brain stem = heartrate and breathing
Formation of cerebellum = posture
Formation of cerebral cortex = perception and thought.
O Neurons will be in their final destination by the 6th month.
O Once in place, they grow an axon.
O The axon is responsible for carrying electrical impulses.
Prenatal growth of Nervous System
O Neurons:
O Cells of nervous system that:
O Receive information
O Transmit information
O Synapse:
O Connection between 2 neurons
O Connection being made by release of chemicals
O Called neurotransmitters from axon
O Neurotransmitters spread through cell wall at the
dendrite
O Cell body
O Glia:
O Cells of the nervous system
O Support & nourish the neurons
O Myelin:
O Insulting sheath around axons
O Cerebral cortex:
O Wrinkled surface of the brain
O Contains millions of neurons
O Regulating many human functions & behaviours
DEVELOPMENT OF
HUMAN
LOCOMOTION
UPRIGHT BIPEDAL LOCOMOTION
O Human beings walk on two feet
O upright bipedalism/upright bipedal locomotion.
O Humans can move from place to place on land by:
Running
Galloping
Skipping
Crawling
O Gait refers to a particular pattern of locomotion.
O Many different constraints interact to encourage or discourage
locomotion.
WALKING ACROSS THE LIFE
SPAN
O People continually change the way they walk as different
constraints change.
O The only thing that remains unchanged is the timing of
walking.
O Walking is defined by a 50% phasing relationship
between legs as well as a period of double support,
followed by the single support.
THE FIRST STEPS: CHARACTERISTICS
OF EARLY WALKING
O The steps tends to be independent of the next.
O The steps are shorter with flat feet, toes pointed outwards.
O Feet are spread wide apart to improve balance (stability).
O Arms held higher to improve balance.
O With continued walking, the arms drop firstly to the waist
level (middle guard) and later to the sides (low guard).
O Arm swing is unequal and irregular.
RATE CONTROLLERS IN EARLY
WALKING
OWalking starts at least 7 months after
birth.
OConstraints:
Legs must move alternatively.
Strength to support on a single limb.
Balance.
PROFICIENT WALKING PATTERNS
O Stride length increases.
O Changing from flat foot to heel-then-forefoot
pattern.
O Out-toeing is reduced.
O Double-knee lock system.
O Pelvic rotation.
O Balance improved
O Coordinated arm swings.
RATE CONTROLLERS IN LATER
WALKING
O Structural constraints may result from osteoarthritis in the joint or a decline in muscle mass.
O Functional constraints such as balance and fear may change walking patterns (wide base of support, short step length).
O Less likely to walk long distances.
O Decreased walking results in decreased muscle mass and flexibility which further changes the walking patterns.
OTHER LOCOMOTOR SKILLS
JUMPING
O Jumping is attempted at a young age = before
age 2.
O Jumping = individuals propel their bodies from
a surface with either one or both feet and land
with both feet.
O Hopping = taking off and landing on the same
leg, repeatedly.
O Leaping = a run with a projection forward from
one foot to a landing on the other.
DEVELOPMENT OF BODY
COMPOSITION
INTRODUCTION
O Body mass can be divided into two:
Lean tissue Or Lean body mass
Adipose tissue or fat mass
O Lean tissue includes:
O muscle
O bone
O organs.
O Adipose tissue includes fat excluding lean
tissue.
O Body composition:
O relative percentages of fat-free
O fat tissue the body is composed of.
O Body composition important:
Appearance (as it relates to self-image and self-concept)
Higher proportions of lean tissue show a positive link to
working capacity, and higher adipose tissue show a negative
link.
Excess fat adds to the workload when the body is moved.
Excess fat limits ROM (motion available in a joint).
Increase risk for coronary heart and artery disease, stroke,
diabetes and hypertension.
BODY COMPOSITION AND EXERCISE
IN CHILDREN AND YOUTH
O Genetic and extrinsic factors affect body composition.
O Diet and exercise – the most powerful tool to deal with excess
adipose tissue.
O Metabolic rate: the amount of energy uses in a given amount of
time to keep the body functioning.
O Metabolic rate differs: old Vs. young.
O Metabolic rate under the influence of a number hormones.
OBESITY
O A BMI over 30.0 kg.m2
O Rates of obesity vary among countries with the
higher prevalence in industrialized countries among
the upper class.
O Obesity tends to be stable over young, middle and
older adulthood.
O Obesity an indication of the interaction between
intrinsic (genes) and extrinsic (environment).
OBESITY
O Genetic factors:
Basal metabolic rate
Dietary thermogenesis
Appetite control and satiety
Lipid metabolism and storage
OBESITY
OExtrinsic factors:
Increased modernization
Diet (high in fat and sugar)
O Since genetic predisposition can not be changed,
manipulation of energy uptake and expenditure helps alter
body fatness.
O Restricting caloric intake in children is challenging in that
they do not eat large quantities but unbalanced diet (bias
towards fats and sugars).
O Increasing calorie expenditure through exercise has
multiple benefits for body fatness:
Increase in basal metabolic rate
Promote growth of muscle tissue
O Obesity puts individuals at risk for:
Hypertension
Cardiovascular diseases
Diabetes – deficiency in insullin
Gallstones
Osteoarthritis
Some forms of cancer
Death/Mortality
O Combination of caloric restriction and increased activity is the
most effective strategy in altering body fatness in children and
among adults.
DEVELOPMENT OF CARDIORESPIRATORY SYSTEM
WHAT IS CARDIORESPIRATORY SYSTEM
O It is made up of the following two cooperating systems:
O the cardiovascular/circulatory (the heart and blood vessels)
system
O the respiratory (the lungs and related muscles) system
O Together, these systems deliver oxygen and nutrients, and
remove waste products, throughout the body
O Exercise challenges the cardiorespiratory system by
increasing the demand for oxygen and nutrients in working
muscles
Cardiorespiratory System O The Heart (two pumps in one)
O Right side/pulmonary circuit
O Left side/systemic circuit
O Blood Vessels
O Arteries: carry blood away from the heart
O Veins: carry blood from body tissues back to the heart
O Capillaries: thin-walled blood vessels that allow oxygen and nutrients to pass through to tissues, and waste products (e.g.,carbon dioxide) to pass back into the vascular system for processing
SUMMARY & FUNCTIONS O Right Atrium (RA)
O receives deoxygenated blood from the organs of the body.
O Right Ventricle (RV)
O pumps deoxygenated blood to the lungs.
O Left Atrium (LA)
O receives oxygenated blood from the lungs.
O Left Ventricle (LV)
O pumps oxygenated blood to all organs of the body
O larger & stronger than RV
O as it pumps blood through the body.
SUMMARY & FUNCTIONS
O Valves:
O there are 4 one
O way valves in the heart that open or close in response to
pressure of blood flow:
O Bicuspid Valve:
O separates the left atrium from the left ventricle.
O Tricuspid Valve:
O separates the right atrium from the right ventricle.
O Aortic Valve :
O separates the left ventricle from the aorta.
O Pulmonary Valve:
O separates the right ventricle from the pulmonary artery.
SUMMARY & FUNCTIONS
O Blood vessels leading to and from the heart are as
follows:
O Aorta – carries oxygenated blood out of the left ventricle
to the body.
O Superior Vena Cava – returns deoxygenated blood to the
right atrium from the head & upper body.
O Inferior Vena Cava – returns deoxygenated blood to the
right atrium from the lower body.
O Pulmonary Vein – carries oxygenated blood from the lungs
to the left atrium.
O Pulmonary Artery – carries deoxygenated blood from body
to lungs.
