OWOP Textbook Basic 4 Teachers Guide

ESSENTIAL

Our World and Our People

Primary 4

Teacher’s Guide



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isbn 978-9988-8974-3-7
Authors: Jacob Agbedam, Dorothy Glover

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CONTENTS

Structure of the Teacher’s Guide _____________________________________________ 4
Organisation and Structure of the Learner’s Book ______________________________ 7
Introduction _____________________________________________________________ 9

General aim ____________________________________________________________________ 9
Organisation of the curriculum ______________________________________________________ 10
Time allocation _________________________________________________________________ 10
Classroom management __________________________________________________________ 11
Learning domain (Expected learning behaviours) ________________________________________ 12
Pedagogical approach __________________________________________________________ 14
Core competencies ______________________________________________________________ 16
Teaching instructions ____________________________________________________________ 16
Use of ICT ____________________________________________________________________ 17
Assessment ___________________________________________________________________ 18
Scope and Sequence ______________________________________________________21
Sample Yearly Scheme of Learning ____________________________________________ 23
Sample Lesson ____________________________________________________________ 24

Strand 1: All about us _____________________________________________________ 27
Sub-strand 1: Nature of God ______________________________________________________ 28
Sub-strand 2: Myself ____________________________________________________________ 31
Sub-strand 3: My Family and the Community _________________________________________ 36
Sub-strand 4: Home and School ___________________________________________________ 40

Strand 2: All around us ____________________________________________________ 43
Sub-strand 1: The Environment and the Weather ______________________________________ 44
Sub-strand 2: Plants and Animals __________________________________________________ 51
Sub-strand 3: Map Making and Landmarks __________________________________________ 56
Sub-strand 4: Population and Settlement ____________________________________________ 59

Strand 3: Our beliefs and values ____________________________________________ 63
Sub-strand 1: Worship ___________________________________________________________ 64
Sub-strand 2: Festivals __________________________________________________________ 68
Sub-strand 3: Basic Human Rights _________________________________________________ 72
Sub-strand 4: Being a Leader _____________________________________________________ 74

Strand 4: Our nation Ghana ________________________________________________ 77
Sub-strand 1: Being a Citizen ____________________________________________________ 78
Sub-strand 2: Authority and Power ________________________________________________ 84
Sub-strand 3: Responsible use of Resources ________________________________________ 86
Sub-strand 4: Farming in Ghana _________________________________________________ 90

Strand 5: My global community _____________________________________________ 95
Sub-strand 1: Our Neighbouring countries ___________________________________________ 96

Glossary ________________________________________________________________ 100

Introduction

Structure of the Teacher's Guide

The concise Teacher’s Guide is organized under the following headings and features.

Sub-Strand Strand
NaCCA, Ministry of Education 2019 The relevant NaCCA, Ministry of
Education 2019 curriculum Strand
curriculum Sub-strand covered. covered is in the top bar.

Page reference
You will find the Learner’s
Book page references on
the top right/left for each
sub-strand.

Resources
Helps to aid preparation.
The series identifies all the
relevant resources necessary
to deliver a successful
lesson. Resources identified
are mostly “NO COST” or
“LOW COST” materials that
teachers can easily acquire
to make their lessons more
meaningful and enjoyable.

Key words
Every lesson in the series
identifies key words that
learners are expected to
know and use appropriately.
These are relevant to the
lesson.

Helpful links
Comprehensive site of helpful links for
educational or teaching tips and ideas.

4

Introduction

Indicator Content Standard
This feature indicates the specific This feature indicates the
things that learners need to know broad expectations under
and be able to demonstrate in order the strands that learners are
to achieve the content standards. expected to achieve in the
Modules (lessons) are generated course of completing that
from these indicators. grade level.

Core competencies
The universal core
competencies as stated
under each sub-strand in the
curriculum is outlined here.

Subject specific practices
This is the specific methods
or practices which are used to
teach a particular lesson under
the sub-strand.

Introduction
This gives the teacher an overview of what the
particular sub-strand entails.
Some have introductory activities prior to a lesson.

5

Introduction Answers
Expected answers are provided for all exercises
Suggested Homework under every sub-strand. Where answers are
In every sub-strand, an exploration to vary from one learner to the other, it is
of the concepts learned in the mentioned.
classroom is further extended to the
home. The series suggests relevant
home activities that help learners to
augment and consolidate what has
been learnt in the classroom and its
real life application where neccesary.

Reflections
After every lesson, the facilitator
is expected to engage learners to
reflect on 3 key outcomes. This
will help the teacher plan well for
the next lesson.

Activities to support learners
This section offers the facilitator extra
activities to do with learners after the
main activities under each sub-strand.
Role-play activities are also captured
here.

6

Introduction

Organisation and structure of the Learner's Book

The user-friendly Learner’s Book tackles the new standard-based Mathematics curiculum features
and criteria with a clear and logical structure that incorporates the following features.

Strand starter
There are five “strands” in the
Learner’s Book – one for each of the
Our World Our People curriculum.
This precedes the beginning of
contents under each strand.

Header labels Key words
Strand: This feature indicates the
particular strand from which the practices
lessons are developed. common
celrbrations
Sub-strand: These are larger
groups of related owop topics to be ICT
studied under each strand.
Watch videos and read more about
Indicator: This feature specifies festivals in Ghana on the internet
the indicator that the lessons were with the help of your parents
developed from.

Key words
• build subject-specific vocabulary

gradually, giving learners the
confidence to understand it
clearly and apply it in context
and through different exercises.

ICT boxes
• include research activities
• emphasise the core

competencies

7

Introduction

Exercise
• learners practice and consolidate

what they have been taught.
This provides an opportunity for
all learners to strengthen their
newly acquired knowledge.

Activities and exercise
• incorporate accurate and current

individual, pair and group work
activities that help learners to
explore and practise what they
have learnt
• incorporate exercises that allow
learners to answer questions
about what they have learnt and
consolidate learning
• address the syllabus
content standards and core
competencies
• are representative of the
indicators and exemplars
• have instructions and text
that are consistent and clearly
presented to learners
• promote problem-solving and
subject understanding
Text and content
• use language that is appropriate
to the level, age, knowledge and
background of the learners
• are representative of Ghana’s
diversity
• have a good gender balance and
portray no gender stereotypes

Illustrations and photos
• are high-quality and

representative of Ghana’s
diversity
• balance the text on every
page and add to learners’
understanding of the content
• have captions and labels that
are simple, relevant, appropriate,
and clear
• reflect a variety of learners
(including learners with special
needs)
• show no gender stereotypes

8

Introduction

INTRODUCTION these important areas in the day-to-day learning
as they are aimed at promoting higher order
The Our World and Our People (OWOP) is thinking among learners.
an integrated subject that brings together facts,
ideas and concepts or generalization from Philosophy of Learning Our World and Our
interrelated subjects of the Social Sciences. People
The discipline, Our World and Our People, Through the learning of Our World and Our
aims at producing a morally upright Ghanaian, People learners will specifically acquire:
who is responsible and capable of maintaining 1. critical thinking and problem-solving
a healthy lifestyle and preserving their
environment for sustainable development. skills to be able to compare and contrast,
analyse, evaluate and apply geographical
The subject being the first of its kind in the knowledge with little or no supervision
history of Ghana’s education seeks to explore 2. creative thinking skills to be able to
social, cultural/religious, geographical, and the reconstruct important information confidently
technological space to develop the cognitive, 3. digital literacy skills to be able to use
affective and psychomotor domains of the IT tools and resources efficiently for
learner. investigations and project works
4. effective communication skills to be able
The subject was specifically designed to focus to share information at various levels of
on standards-based assessment of the learner interaction
that applies learner-centered approach to 5. values to live as global citizens capable of
provide opportunity for the learner to develop learning about other peoples and cultures of
their knowledge and skills in the 4Rs of the world.
Reading, cReativity, wRiting and aRithmetic.
General Aim
The objective of this Teacher’s Guide is to
make teaching and learning more interactive, The curriculum, Our World and Our People,
practical, useful and to bring out the ingenuity
of teacher professionalism in the teacher to aims at producing a morally upright Ghanaian,
produce well equipped learners for national who is responsible and capable of maintaining
development. a healthy lifestyle and preserving their
environment for sustainability.
Philosophy of Teaching Our World and Our
People Subject Specific Aims
OWOP provides opportunity for teachers The aims of the Our World and Our People
to adopt thematic and creative pedagogic curriculum are to enable learners to:
approaches such as talk for learning, project- 1. Develop awareness of their creator and the
based learning, games, modelling, questioning,
songs, storytelling and role-play necessary for purpose of their very existence.
achieving conducive learning environment and 2. Appreciate themselves as unique
developing learners into creative, honest and
responsible citizens. The OWOP classrooms individuals.
should be learning-centred where the teacher, 3. Exhibit sense of belonging to the family and
acting as a facilitator, introduces the topics for
the day and assists learners to describe and community.
analyse issues raised. In addition, the teacher 4. Demonstrate responsible citizenship.
helps learners to interact and share ideas 5. Explore and show appreciation of the
among themselves based on their knowledge
of Ghana and the world. The class will be interaction between plants, animals and
encouraged to explore topics through enquiry- their physical environment;
based questions. The OWOP curriculum is 6. Show love and care for the environment.
underpinned by five themes broken into specific 7. Develop attitudes for a healthy and peaceful
learning areas. The teacher should emphasise lifestyle.
8. Appreciate use ICT as a tool for learning.

9

Introduction

Instructional Expectations Content Standards indicate what all learners
Our World and Our People provides opportunity should know, understand and be able to do.
for teachers to: Indicators are clear statements of specific
• adopt thematic and creative pedagogic things learners should know and be able to do
within each content standard.
approaches such as talk for learning, Exemplars refer to support and guidance,
project-based learning, games, modelling, which clearly explain the expected outcomes
questioning, songs, storytelling and role- of an indicator and suggest what teaching
play necessary for achieving learner-centred and learning activities could take to support
classrooms; the facilitators/teachers in the delivery of the
• nurture and develop learners into creative, curriculum.
honest and responsible citizens;
• provide opportunity for learners to develop The curriculum for Basic 4 is organised under
their skills in the 4Rs of Reading, cReativity, five strands with twenty sub-strands:
wRiting and aRithmetic through thematic Strand 1: ALL ABOUT US
and creative approaches to learning. Sub-strand 1: Nature of God
Learning and learning progression are Sub-strand 2: Myself
central to the OWOP curriculum; Sub-strand 3: My Family and the Community
• adopt collaborative approaches to lesson Sub-strand 4: Home and School
preparation within and across disciplines
and grade levels to develop communities of Strand 2: ALL AROUND US
OWOP learners; Sub-strand 1: The Environment and the
• use multiple methods to systematically
gather data about learners’ understanding Weather
and ability in order to guide the teaching and Sub-strand 2: Plants and Animals
learning of OWOP; Sub-strand 3: Map Making and Land Marks
• put necessary arrangements in place to Sub-strand 4: Population and Settlement
provide feedback to both learners and
parents. Strand 3: OUR BELIEFS AND VALUES
Sub-strand 1: Worship
Organisation of the Curriculum Sub-strand 2: Festivals
Sub-strand 3: Basic Human Rights
There are four integrated learning areas Sub-strand 4: Being a Leader
organised under five themes. The learning
areas are: Strand 4: OUR NATION GHANA
1. Religious and Moral Education Sub-strand 1: Being a Citizen
2. Citizenship Education Sub-strand 2: Authority and Power
3. Geography Sub-strand 3: Responsible use of Resources
4. Agricultural Science Sub-strand 4: Farming in Ghana

The thematic areas are organised under five Strand 5: MY GLOBAL COMMUNITY
strands: Sub-strand 1: Our Neighbouring Countries
1. First Theme: All About Us
2. Second Theme: All Around Us Time allocation
3. Third Theme: Our Beliefs and Values
4. Fourth Theme: Our Nation Ghana For effective learning to take place within
5. Fifth Theme: My Global Community specified timeframe, 30 minutes as on time table
be adhered to for lesson for the day. Remember
Interpretation of key words in the Curriculum that other lessons will be taught the same day
Strands are the broad areas/sections of Our with OWOP. Two periods of 60 minutes could
World and Our People curriculum to be studied. be allocated for practical lessons, revision and
Sub-strands are larger groups of related demonstrations where needed due to time
indicators. Indicators from sub-strands may consuming factor during class activity lessons. If
sometimes be closely related. possible, there should be internal arrangements
for more time for activities outside the classroom
10

Introduction

such as excursions and other educational visits. furniture. In most of our classrooms we still see
This will make learners have enough time for rows of desks with several children to each
practical lessons. desk. The classrooms are also often crowded
so that it not easy to move the desks around.
Class management Whatever the situation some kind of group can
be organized. At its most basic the group will
Most teachers in Ghana teach large classes. have to be learners at one desk. It might be
Such classes are in the range of 40 to 100 possible for those at one desk to turn around to
learners or more. The teachers, based on their face those at the desk behind.
professional experience over the years have
developed skills in classroom methodology. There are many advantages in allowing a
Here are a few reminders about whole class, number of children to consider a topic, work
group, pair and individual work that could be jointly and bring their findings back to the whole
helpful with large classes. class: each group will think in a slightly different
way and have different experiences to share.
Whole class teaching Sometimes learners are better able to discuss
Much of your teaching, especially when your sensitive areas in same - sex groups. Such work
class is large, will involve you standing at the encourages co-operation and mutual support.
front of the class explaining and listening to your Individual groups can study a picture together,
learners. You can set out facts and concepts or write a poem or discuss a topic like pollution
which everyone can understand. However, in their village. You need to ensure that there is
your class will vary in ability. More able learners follow-up to group work so that work is not done
should be given additional tasks to stretch their in isolation but is instead considered by the
capabilities while those who find understanding class as a whole.
more difficult should be given the time and
attention they need. Pair work
Learners are often instructed to work in pairs
When you introduce a topic make sure you – either with their desk mate, or with a partner.
use learners’ existing knowledge and build This is an ideal opportunity for learners to assist
upon it. The basic information for your lesson each other, and for them to assess each other.
is in the text. If you are going to ask learners Working with a desk mate offers the least
to read for themselves (at home or in class or classroom disturbance. The learners are already
to read out loud), work out during your lesson seated side-by-side. They ask and answer
planning which words will be difficult for them questions during Picture talk, and they discuss
to understand and explain these first. Make the readings before they write comprehension
sure that all your learners have understood answers individually.
your explanation and give time to those having
difficulty as well as talking and listening you will Working with a partner that you have allocated
find other activities can be very valuable during to the learner means that you can pair a slower
whole-class teaching, for example: learner with a faster learner, so that they can
help one another. You may also choose to pair
Group work learners of similar abilities together, so that they
Class teaching is large group work but can proceed more quickly with the work, while
sometimes there are advantages in working you assist the slower pairs.
in pairs or groups of four to six learners: some
children make more progress when working in Learner self-study
a group of the same ability. On other occasions There will be times when you want the class to
more able learners can help those who are work as individuals to allow them to become
not quite so quick at understanding. Groups of familiar with material you have given them and
friends and groups working on different topics to allow you to work with Learners of different
are other possible divisions that you could abilities. It is worth bearing in mind that while
make. there is a need for Learners to learn how to read
For group work to be successful some thought and study on their own; there are also dangers
must be given to the organization of class in this approach. It is essential that the material
they read is understandable to them, and that

11

Introduction

your attention is still focused on the class to For example, ‘The learner will be able to
ensure that all learners are using the time to describe something’. Being able to “describe”
read and not misbehave. Use additional material something after teaching and learning has been
at different levels to ensure that some learners completed means that the learner has acquired
do not finish more quickly than others. “knowledge”. Being able to explain, summarise,
and give examples etc. means that the learner
Teaching tip has understood the concept taught.
One of the most important skills in classroom
management is the ability to ensure your Similarly, being able to develop, defend,
learners are occupied for the whole lesson. If etc. means that the learner can “apply” the
a group has finished its task and has nothing knowledge acquired in some new context.
else to do it is likely to become disruptive. Break You will note that each of the indicators in
up your lesson and make sure it has several the curriculum contains an “action verb” that
different parts: describes the behaviour the learner will be able
• full class work to demonstrate after teaching and learning
• individual work has taken place. “Knowledge, Understanding
• practical activities and application” is a domain that should be
the prime focus of teaching and learning in
Learning domains (expected schools. Teaching in most cases tends to stress
learning behaviours) knowledge acquisition to the detriment of other
higher-level behaviours such as application,
In order to achieve Standards-based analysis etc.
Assessment, teaching and learning should be
measured in line with three integrated learning Each action verb in any indicator indicates
domains. These are discussed in the following the underlying expected outcome. Read each
text. indicator carefully to know the learning domain
towards which you have to teach. The focus
Knowledge, Understanding and Application of the new form of teaching and learning, as
Under this domain, learners acquire knowledge indicated in this curriculum, is to move teaching
through learning experiences. They may also and learning from the didactic acquisition of
show understanding of concepts by comparing, “knowledge” where there is memorisation,
summarising, re-writing etc. in their own words heavy reliance on formulae, remembering facts
and constructing meaning from instruction. without critiquing them or relating them to real
The learner may also apply the knowledge world – surface learning – to a new position
acquired in some new context. At a higher called – deep learning. Learners are expected
level of learning behaviour, the learner may to deepen their knowledge through activities
be required to analyse an issue or a problem. that involve critical thinking to generate creative
At a much higher level, the learner may be ideas to solve real life problems in their school
required to synthesize knowledge by integrating lives and later in their adult lives. This is the
a number of ideas to formulate a plan, solve a position where learning becomes beneficial to
problem, compose a story, or a piece of music. the learner.
Further, the learner may be required to evaluate,
estimate and interpret a concept. At the last The explanation and key words involved in each
level, which is the highest, learners may be of the learning domains are as follows:
required to create, invent, compose, design Knowing: This is the ability to remember, recall,
and construct. These learning behaviours identify, define, describe, list, name, match,
“knowledge”, ‘’application’’ “understanding”, state principles, facts and concepts. Knowledge
“analysis”, “synthesis”, ‘evaluation’ and is the ability to remember or recall material
‘creation’, fall under the integral domain already learnt and this constitutes the lowest
“Knowledge, Understanding and Application”. level of learning.

In this curriculum, the learning indicators Understanding: The ability to explain,
are stated with action verbs to show what summarise, translate, rewrite, paraphrase,
the learner should know and be able to do. give examples, generalise, estimate or
predict consequences based upon a trend.
12

Introduction

Understanding is generally the ability to grasp and make decisions; morally accountable for
the meaning of some concept that may be one’s action; capable of rational conduct.
verbal, pictorial or symbolic. Environmental Awareness: the ability to be
conscious of one’s physical and socio-economic
Applying: This dimension is also referred surroundings.
to as “Use of Knowledge”. The ability to use Respect for the Rule of Law: the ability to
knowledge or apply knowledge, apply rules, obey the rules and regulations of the land.
methods, principles, theories, etc. to situations
that are new and unfamiliar. It also involves the Values
ability to produce, solve, plan, demonstrate, and At the heart of this curriculum is the belief in
discover among others. nurturing honest, creative and responsible
citizens. As such, every part of this curriculum,
Skills and processes including the related pedagogy should be
These are specific activities or tasks that consistent with the following set of values.
indicate performance or proficiency in Respect: This includes respect for the nation
a given learning area. These skills and of Ghana, its institutions, laws, the culture and
processes include Observing, Classifying, respect among its citizens and friends of Ghana.
Comparing, Communicating/Reporting, Diversity: Ghana is a multicultural society in
Predicting, Analysing, Generating possibilities, which every citizen enjoys fundamental rights
Evaluating, Designing, Interpreting, Recording, and responsibilities. Learners must be taught
Generalising. to respect the views of all persons and to see
. national diversity as a powerful force for nation
Attitudes development. The curriculum promotes social
To be effective, competent and reflective cohesion.
citizens, who will be willing and capable of Equity: The socio-economic development
solving personal and societal problems, learners across the country is uneven. Consequently, it
should be exposed to situations that challenge is necessary to ensure an equitable distribution
them to raise questions and attempt to solve of resources based on the unique needs of
problems. Learners therefore need to acquire learners and schools. Ghana’s learners are
positive attitudes, values and psychosocial skills from diverse backgrounds, which require the
that will enable them participate in debates provision of equal opportunities to all, and that
and take a stand on issues affecting them all strive to care for each other both personally
and others. The Our World and Our People and professionally.
curriculum thus focuses on the development of Commitment to achieving excellence:
these attitudes, values and skills: Learners must be taught to appreciate the
Commitment: the determination to contribute to opportunities provided through the curriculum
national development and persist in doing their best in whatever
Tolerance: the willingness to respect the views field of endeavour as global citizens. The
of others curriculum encourages innovativeness through
Patriotism: the readiness to defend the nation. creative and critical thinking and the use of
Flexibility in ideas: the willingness to change contemporary technology.
opinion in the face of more plausible evidence. Teamwork/Collaboration: Learners are
Respect for evidence: the willingness to collect encouraged to become committed to team-
and use data on one’s investigation and also oriented working and learning environments.
have respect for data collected by others. This also means that learners should have an
Reflection: the habit of critically reviewing ways attitude of tolerance to be able to live peacefully
in which an investigation or observation has with all persons.
been carried out to see possible faults and other Truth and Integrity: The curriculum aims
ways in which the investigation or observation to develop learners into individuals who will
can be improved upon. consistently tell the truth irrespective of the
Comportment: the ability to conform to consequences. In addition, it aims to make
acceptable societal norms. them become morally upright with the attitude
Co-operation: the ability to work effectively with of doing the right thing even when no one is
others. watching be true to themselves and be willing
Responsibility: the ability to act independently to live the values of honesty and compassion.

13

Introduction

Equally important, the ethos or culture of the activities that bring home to the learner what
work place, including integrity and perseverance they are learning in school and what they know
must underpin the learning processes to from outside of school. The learning centered
allow learners to see and apply skills and classroom is a place for the learners to discuss
competencies in the world of work. ideas through the inspiration of the teacher.
The learners then become actively engaged in
Pedagogical Approaches looking for answers, working in groups to solve
problems. They also research for information,
These include the approaches, methods, analyse and evaluate information. The aim of
strategies, appropriate relevant teaching and the learning-centered classroom is to enable
learning resources for ensuring that every learners to take ownership of their learning. It
learner benefits from teaching and learning provides the opportunity for deep and profound
process. learning to take place.

The curriculum emphasises the: The teacher as a facilitator needs to create a
creation of learning-centred classrooms learning environment that:
through the use of creative approaches to • makes learners feel safe and accepted;
ensure learner empowerment and independent • helps learners to interact with varied sources
learning; positioning of inclusion and equity at
the centre of quality teaching and learning; use of information in a variety of ways;
of differentiation and scaffolding as teaching and • helps learners to identify a problem suitable
learning strategies for ensuring that no learner is
left behind; use of Information Communications for investigation through project work;
Technology (ICT) as a pedagogical tool; • connects the problem with the context of the
identification of subject specific instructional
expectations needed for making learning in learners’ world so that it presents realistic
the subject relevant to learners; integration opportunities for learning;
of assessment as learning, for learning and • organises the subject matter around the
of learning into the teaching and learning problem, not the subject;
processes and as an accountability strategy; • gives learners responsibility for defining their
and questioning techniques that promote deep learning experience and planning to solve
learning. the problem;
• encourages learners to collaborate in
Learning-Centered Pedagogy learning; and
The learner is at the centre of learning. At the • expects all learners to demonstrate the
heart of the national curriculum for change results of their learning through a product or
and sustainable development is the learning performance.
progression and improvement of learning
outcomes for Ghana’s young people with a It is more productive for learners to find answers
focus on the 4Rs – Reading, wRiting, aRithmetic to their own questions rather than teachers
and cReativity. It is expected that at each providing the answers and their opinions in a
curriculum phase, learners would be offered learning-centered classroom.
the essential learning experiences to progress
seamlessly to the next phase. Where there are The content with reference to learner’s activities
indications that a learner is not sufficiently ready in class and outside classroom focusses on
for the next phase, a compensatory provision learner-centered pedagogy, which emphasizes
through differentiation should be provided to active participation in class activities, making
ensure that such a learner is ready to progress teaching and learning more practical and toward
with his/her cohort. At the primary school, the achieving positive learning outcomes that
progression phases are B1 to B2 and B1 to B6. largely benefit the learner.

The Curriculum encourages the creation of a Effective teaching and learning in Our World and
learning centered classroom with the opportunity Our People depends upon the use of actively
for learners to engage in meaningful “hands-on” participatory methods including the following:
• Discussion
14 • Drama, role play and simulation
• Song and dance
• Case studies and interviews

Introduction

• Research each learner benefits adequately from the
• Miming delivery of the curriculum can be achieved in the
• e-Learning classroom through:
• Group work i) task
• Question and answer ii) support from the Guidance and Counselling
• Games.
Unit and
Inclusion iii) learning outcomes.
Inclusion is ensuring access and learning for
all learners especially those disadvantaged. All Differentiation by task involves teachers
learners are entitled to a broad and balanced setting different tasks for learners of different
curriculum in every school in Ghana. The abilities. Example in sketching the plan and
daily learning activities to which learners are shape of their classroom some learners could
exposed should ensure that the learners’ right be made to sketch with free hand while others
to equal access and accessibility to quality would be made to trace the outline of the plan.
education is met. The Curriculum suggests a Differentiation by support involves the teacher
variety of approaches that address learners’ giving the needed support and referring weak
diversity and their special needs in the learning learners to the Guidance and Counselling Unit
process. When these approaches are effectively for academic support.
used in lessons, they will contribute to the full Differentiation by outcome involves the
development of the learning potential of every teacher allowing learners to respond at different
learner. Learners have individual needs and levels. Weaker learners are allowed more time
learning experiences and different levels of for complicated tasks.
motivation for learning. Planning, delivery and
reflection on daily learning experiences should Scaffolding in education refers to the use
take these differences into consideration. of variety of instructional techniques aimed
at moving learners progressively towards
The curriculum therefore promotes: stronger understanding and ultimately greater
learning that is linked to the learner’s independence in the learning process. It
background and to their prior experiences, involves breaking up the learning task,
interests, potential and capacities learning experience or concepts into smaller parts and
that is meaningful because it aligns with then providing learners with the support they
learners’ ability (e.g. learning that is oriented need to learn each part. The process may
towards developing general capabilities and require a teacher assigning an excerpt of a
solving the practical problems of everyday longer text to learners to read and engaging
life); and the active involvement of the learners them to discuss the excerpt to improve
in the selection and organisation of learning comprehension. The teacher goes ahead to
experiences, making them aware of their guide them through the key words/vocabulary
importance and also enabling them to assess to ensure learners have developed a thorough
their own learning outcomes. understanding of the text before engaging them
to read the full text.
Differentiation and scaffolding
This curriculum is to be delivered through the Common scaffolding strategies available to the
use of creative approaches. Differentiation teacher are:
and scaffolding are pedagogical approaches • giving learners a simplified version of a
to be used within the context of the creative
approaches: lesson, assignment, or reading, and then
gradually increases the complexity, difficulty,
Differentiation is a process by which or sophistication over time;
differences (learning styles, interest and • describing or illustrating a concept, problem,
readiness to learn) between learners are or process in multiple ways to ensure
accommodated so that all learners in a group understanding;
have the best possible chance of learning. • giving learners an exemplar or a model of an
Differentiation could be by task, support and assignment, they will be asked to complete;
outcome. Differentiation as a way of ensuring • giving learners a vocabulary lesson before
they read a difficult text;
• describing the purpose of a learning activity

15

Introduction

clearly and the learning goals they are attitudes acquired to contribute meaningfully
expected to achieve; and towards the socio-economic development of
• describing explicitly how the new lesson the country. They build skills to critically analyse
builds on the knowledge and skills learners cultural trends, identify and contribute to the
were taught in a previous lesson. global community.

Core competencies Personal development and leadership (PL)
This means improving self-awareness,
Through the pedagogy and learning areas self-knowledge, skills and health; building
envisaged for our OWOP as a body of and renewing self-esteem; identifying and
knowledge in the school curriculum, it is developing talents, fulfilling dreams and
expected that as is the case for other subjects in aspirations and developing other people or
the school curriculum learners will demonstrate meeting other people’s needs. It involves
the following universal and core competencies: recognising the importance of values such as
honesty and empathy; seeking the well-being of
Critical thinking and problem solving (CP) others; distinguishing between right and wrong;
Develop learners’ cognitive and reasoning fostering perseverance, resilience and self-
abilities to enable them to analyse issues and confidence; exploring leadership, self-regulation
situations, leading to the resolution of problems. and responsibility, and developing a love for
This skill enables learners to draw on and lifelong learning.
demonstrate what they have learned and from
their own experiences analyse situations and Digital literacy (DL)
choose the most appropriate out of a number It involves developing learners to discover,
of possible solutions. It requires that learners acquire skills in, and communicate through ICT
embrace the problem at hand, persevere and to support their learning and using digital media
take responsibility for their own learning. responsibly.

Creativity and Innovation (CI) Teaching instructions
Learners acquire entrepreneurial skills through
their ability to think about new ways of solving The teaching instructions provide guidelines or
problems and developing technologies for suggestions for each of three phases (Phase 1,
addressing the problem at hand. It requires Phase 2 and Phase 3) in the lesson plan as to
ingenuity of ideas, arts, technology and how the teacher should go about handling the
enterprise. Learners that possess this lesson of the day. They indicate what to teach,
competency are also able to think independently how to teach, when to teach, where to teach as
and creatively. well as responses from learners to a particular
strand or by extension, sub-strand taught in
Communication and collaboration (CC) the class or outside the classroom. Several
This competency aims to promote in learners suggestions are provided for each phase, so
the ability to make use of languages, symbols that there are sufficient options to cover all
and texts to exchange information about of the required lesson plan for the relevant
themselves and their live experiences. Learners exemplar(s) in that section of content.
actively participate in sharing their ideas and
engage in dialogue with others by listening to Learner activities
and learning from others in ways that respect The types of activities used to ensure on-level,
and value the multiple perspectives of all age-appropriate and multi-ability learning
persons involved. include:
• true or false activities
Cultural identity and global citizenship (CG) • cloze activities
This competency aims to develop learners who • role play
put country and service as foremost through • songs and games
an understanding of what it means to be active • crosswords and word searches
citizens, by inculcating in them a strong sense • matching activities
of environmental, and economic awareness. • case studies (for the higher grades) and
Learners make use of the knowledge, skills,
interviews
16

Introduction

• diary entries, newspaper articles, brochures, might be the writing and performing of a play
posters and timelines. based upon a traditional story.

Activities included in the text are intended to All practical activities need careful organization
serve several purposes: but they can add a good deal of fun to the
• They break up the lesson to aid learning process. Learning needs to be made
enjoyable if children are to grow up wishing to
concentration and increase learner carry on developing their knowledge and skills.
participation. Playing team games, reading stories to each
• They extend the knowledge gained from the other and making up and acting simple plays
text. can all contribute to the promotion of learning.
• They develop academic skills such as
reading with understanding, writing, Practicing skills
presenting and organising information, Acquisition of study skills and knowledge has by
map drawing and map reading, interpreting and large been through practical lessons. Oral
pictures and diagrams, problem solving. lesson cannot necessarily and abundantly give
• Some activities will develop communication the learner the required skills and knowledge.
skills: discussing, co-operating, and Learners need to practice:
reporting. Reading: Learners need to be able to read
In later primary years the activities should also easily. In Ghana, as we grow older, we need to
help learners to look beyond the material easily be able to speak and read in English and our
available to them by encouraging them to ask Ghanaian languages to develop our studies
other adults, visit libraries (if there are any) and further.
use the internet if it is available. Writing: Learners need to develop writing skills
through activity-based lessons so their writings
The Learners’ Book aims to use a variety of will look legible to themselves and others for
approaches in order to offer as many ways of correct interpretation of what they have written.
learning as possible. No one way suits every Listening: Learners need to know how to
learner. As an example, there are many ways listen carefully, especially when someone is not
to teach reading. The best teachers use every speaking clearly. This is a matter of practising
method they know so as to suit each individual concentration.
in their class. Some people learn quickly by Research skills are important too. You can
reading with understanding. Others need to encourage learners to go beyond the Learner’s
learn through practical experience. You will have Book in these later years of their primary
all types of learners in your class. schooling to look for additional materials, and to
store only those facts which will be of long-term
Each theme in the Learner’s Book contains use and lifelong learning.
activities that will help your learners achieve
the objectives of that theme. They are designed Use of ICT
to develop a range of skills and you can adapt
individual tasks to the needs of each learner. Some schools in urban areas have access
You will need additional activities to broaden the to computers in school or in libraries. Rural
learning experience, some tailored to the needs areas will become linked in the future. You
of more or less able learners and others to add should learn how to use a computer as soon
variety and depth to various topics. as you are able. They open up the world as
your resource. The internet can provide as
Practical activities much additional material as you will ever need.
When we talk about practical activities we Once your learners have the chance to use a
tend to think of working with our hands but in computer they too will have access to a world of
this context the term covers all activities which information. This can be done through effective
include a practical skill. The obvious ones use of the following ICT tools:
are writing and drawing related to the factual • Laptop or desktop computers
material of the lesson but an equally valuable • Smartphones
practical activity might be the making of a model • Tablets
of some aspect of the learners’ surroundings, • CD players
such as a house or the local market. Another
17

Introduction

• Projectors • Attend to the diversity or learning needs of
• Calculators students, using the copious offer of interactie
• Radios exercises available on the web.
• Cameras
• Television sets Assessment
• Computer and related software, such
Making sure that learners have actually
as Microsoft Office packages (Word, absorbed the lessons taught and not just
PowerPoint and Excel). had fun through the entire lesson is equally
important. There are assessments at the end
ICTs are a useful communication technology of each lesson in the Learner’s Book that are
that can by and large be used to enhance the useful tools for reinforcement of lessons taught.
quality of teaching and learning in schools. You can also adopt other forms of assessment
Internet systems have made the world a during the lessons to ensure learners are on
globalized one. It is for this that Professor the same level of understanding. Some of these
Ali Mazrui describes globalization as “the assessments include the following:
villagization of the world” hence, the world
being a “global village” (Marshall McLuhan and Diagnostic assessment
Quentin Fiore, 1968). This means all parts of This examines learners’ prior knowledge and is
the world are being brought together by the used to establish links to the new lesson:
internet and other electronic communication Test learners’ prior knowledge by asking them to
interconnections. That is more information respond to key words, names and dates related
has become accessible anywhere in the to the next topic
world by way of interconnectedness and Ask learners to define key words and terms
interdependency. You can communicate to
anybody anywhere in the world from the comfort Formative assessment
of your room, car and many more places. In Formative assessment is the methods that
working towards the rationale of the OWOP teachers use to evaluate and assess a learner’s
curriculum, there is the urgent need for the ability to understand and apply what they have
teacher to display professionalism through learnt during a lesson. This also gives teachers
effective use of ICTs in teaching and learning. the opportunity to continually assess learners
and to use this assessment to address their
The teacher should try as much as possible learning needs, the progress they have made,
use whatever technological resources available and to address any barriers to learning or
such as any of those stated above to assist learning difficulties that they may have.
in teaching and learning. The use of ICTs in
teaching and learning activities promotes a Formative assessment in the form of teacher
paradigm shift to learner-centered environment. observations and assessments, as well as self-
Here are some useful ideas on how to go about assessment and peer-assessment done by the
this: learners, will help to identify areas of difficulty
Integrate ICT’s in the learning process, as a key so that these areas can be targeted and any
competence and contributing to the acquisition problems addressed immediately before moving
of skills and knowledge; on to the next section of work.
• Use ICT’s in the classroom to work
Formative assessment is an important step in
on information processing, authentic the teaching and learning process. It allows you
communication, and on the learner as the teacher to observe your learners in a
autonomy, as the builder of his or her own wide variety of learning situations and to collect,
learning process; record and use this information, which you can
• Give ICT’s a role to help young people then use to inform further teaching and learning.
be able to arrange, evaluate, synthesize,
analyze and decide on the information that You should use different types of formative
comes to them; assessment to address the different learning
• Challenge students with different types of abilities of the learners in your class. These
supports and formats and, therefore, a great assessments could take the form of formal
variety of activities in which they pass from
receivers to makers;

18

Introduction

and informal observations during whole class Reflection and self-evaluation
and individual, pair and group work activities, Reflective thinking is the ability to look at the
through the assessing of written work, projects, past and develop understanding and insights
tasks and tests. about what happened and using this information
to develop a deeper understanding or to choose
You can record your assessments as short a course of action. It provides teachers and
notes in a record book or as a simple checklist learners with the skills to mentally process
on a class list of learners’ names. learning experiences, identify what they learned,
modify their understanding based on new
Summative assessment information and experiences, and transfer their
Summative assessment is used to test whether learning to other situations. Never be too critical
the learners have achieved the objectives of of yourself; teaching large classes with limited
the whole unit or series of topics, or a whole resources is a difficult task. No lesson is perfect
semester, term or year’s work. but given a little time you can learn from every
one of them.
To guarantee adequate time for the course 1. What went well?
coverage and assessment, lessons must be 2. What went badly?
planned in advance for the week or the month. 3. What would you improve next time?
The best advice is to be well informed about
the lesson content and teach with passion. When you mark your tests (oral or written) you
The facilitator is always the best determinant need to assess the results quite formally:
of the time frame to adapt and diverge lessons
based on the capability of the class. Irrespective What proportion of the learners showed real
of the time frame, each lesson should be as understanding of the themes and has achieved
interactive and enjoyable as possible to ensure the specific indicators?
attentiveness and involvement of every learner.
For those who you think need extra help you
Be positive, confident about the subject matter must find time by giving others some extra
and explicit in your directions on what learners reading or research work to allow you time with
need to do. Remember: Your attitude in the less successful. When there are so many
delivering the lessons will definitely determine lessons in a day it is difficult to reflect on every
the attitude of the learners towards the lesson! one of them. If you can think about the best
and the worst in order to compare them, you
Methods of assessment might gain some insight into how you are doing.
Some type of assessment is going on all the Do not be afraid to share your thoughts with
time during a lesson. Throughout every lesson a colleagues. If you work in a caring school, you
good teacher is always watching his or her class should be helping each other.
for their reactions. Are they bored or restive? Is
it because the work is too difficult, is it because When considering a particular lesson, you might
I’m speaking too quietly? If the learners are ask yourself these questions:
giving you their full attention the lesson is going • Did the learners understand what I was
well and the learners are learning.
trying to explain?
At the end of every lesson some form of • Did they pay attention?
assessment is necessary. It could be a question • Was there a quiet, hardworking atmosphere
and answer session; it could be a class quiz or a
short test. You need to know if the learners have or was it too noisy?
achieved the lesson’s indicators. • Did my learners enjoy my lesson, did we

Written tests marked after the class is over are work well together?
useful tools but be wary of over testing and • Were there smiles and some fun?
never put the results in a class order. Slower • Did the lesson achieve its indicators?
learners should not be made to feel failures, but Evaluation of your lessons should help you to
helped to catch up. work out which parts of your course need to be
repeated in some form.

19

Introduction

Reinforcement and revision following this course, therefore, they will be
Sometimes you will need to revise parts of the helped to develop skills and attitudes benefiting
theme with the whole class. You will certainly themselves, community and the nation when
need to start the next lesson by asking learners they are adult.
what they remember of the last one. Children
need reinforcement. A few revision notes on The Learner’s Book
the board to cover earlier work will be a very Within each theme/strand and sub-strand of the
valuable start to every lesson. Learner’s Book there are different types of text,
illustrations and activities. These are designed
Marking work to be used in a variety of ways to make lessons
When you have a large class the marking of interesting, to increase learners’ knowledge
learners’ work can become a burden. If it is and motivation and to encourage them to be
postponed the burden can become unbearable. inquisitive, skilled, confident and mutually
Learners need to have their work marked and supportive.
returned promptly with constructive criticism and
as much encouragement as you can give them. Other resources
You can use a variety of resources in your
Teaching tips lessons. Below are some of them.
Some marking of work can be done by learners
themselves, swapping papers so that there is a Equipment: weather stations, gardening tools,
check. You can mark work in class while you are craft tools, and computers
going round supervising and encouraging the Buildings: churches, workshops, shops,
learners as they work. This has the advantage houses, memorials
of offering instant praise and correction. Sound resources: radio, audio tape, musical
Do not let your marking pile up from one day or instruments
one week to another. Places to visit: farms, offices, forest and
woodland, rivers, factories, museums, national
It is important to create an atmosphere of trust parks, game reserves
in which learners feel confident enough to ask Living resources: plants, seedlings, animals,
you questions without feeling embarrassed. local people
Personal treasures: photos, diaries,
Learners should never be allowed to make fun possessions, memories
of a learner who asks a question to which other Print resources: magazines and newspapers,
learners already know the answer. Make it clear books, atlases, workbooks
that such a response is not acceptable. Pictures: photographs, maps, drawings,
diagrams, cartoons, illustrations
Using resources effectively
In order to help learners, gain the most benefit Using the local environment
from this Our World Our People course you will The study of Our World Our People is about
need to draw on as many resources as possible the whole of your learners’ physical, social and
and use them imaginatively. This section cultural surroundings. Your resources lie all
contains some suggestions on how best to use around you, in the classroom and outside. Do
the resources in the Learner’s Book and how not just rely on the written word or pictures; use
to make use of other resources that may be your own knowledge, and that of your learners,
available. The factual material in the Learner’s of the world around you.
Book is useful but it should be used alongside
other information that the learners find out for Go outside and look with new eyes at your
themselves. It is important that learners learn surroundings. Take the learners out into their
techniques for finding out additional information. environment (farms, rivers, lakes, the sea shore,
offices, workshops, factories) and encourage
Education is not just about learning facts; them to do the same.
it is about learning how and where to find
information. Learners may forget individual Bring people into the school to talk about
facts but they will remember how to find their roles in the community (farmers, nurses,
the information when they need it again. By engineers, councilors)

20

Introduction

Make the most of local examples. You could by encouraging learners to look into the sky
look outside when it is raining to see how when they are in the playground. Learn about
miniature streams are created, for example. the economics of running a business from the
Learn about the different types of cloud and local shop owner or from local market traders.
what they might indicate about future weather

SCOPE AND SEQUENCE

STRAND SUB-STRAND Basic 4
ALL ABOUT US Nature of God
ALL AROUND US Myself
OUR BELIEFS AND VALUES My Family and the Community
OUR NATION GHANA Home and School
MY GLOBAL COMMUNITY The Environment and the Weather
Plants and Animals
Map Making and Land Marks
Population and Settlement
Worship
Festivals
Basic Human Rights
Being a Leader
Being a Citizen
Authority and Power
Responsible use of Resources
Farming in Ghana
Our Neighbouring Countries
Introduction to Computing
Sources of Information
Technology in Communication

Source: NaCCA, Ministry of Education 2019

21

Introduction

Scheme of learning available when you want them. Before you start
Never go into a class unprepared even if you on any theme, check on your aims and work out
have taught a lesson many times before. Have how you can find out if you have achieved them.
your ideas, plans and materials ready. You This is called evaluation.
should make sure you are confident with your When preparing materials and activities, take
material. Classes are easier to manage and into account the different abilities of your
behaviour is better when a lesson is tightly Learners. Try to organise additional activities
organized. for the quicker learners to give you time to help
those who are finding the lesson difficult. This
You might want to develop a regular pattern Teacher’s Resource Pack will help you to plan
such as: further activities.
• A brief period of revision. What did we do
Sample scheme of learning for Year 4
last time? The aim of this section is to set out in a simple
• The introduction of new material given in the form the way you might look at each theme
comprising strands and sub-strands as a
form of a class lesson. progression, from an introduction to a finale.
• Activities, undertaken in pairs, groups or Remember as you read the Teacher’s Guide
that it is not telling you what you must do. It is
singly. making suggestions which you might find useful.
• Whole class discussion of what everyone Your teaching style is individual. There is no
‘best’ way to teach any topic. You will work out
has done. your own way.

When Learners are used to being occupied In the new curriculum, teachers are expected
for the whole time they tend to be more co- to make connections across standards
operative and to value the lesson more. within a given strand, and that is why in the
Scheme of Learning (SOL) related standards
Points to remember in preparing scheme of are “clustered” (i.e. grouped together) under
learning a key idea. The use of clustered standards
Here are some points to remember when for planning and delivery of lessons allows
developing a scheme of learning: teachers to quickly recognize the different
Know your syllabus. related understandings or skills learners need to
Make a preliminary plan based on the time you develop in order to achieve full understanding
think you will need to cover each unit. of a key idea. Teachers are therefore required
Be prepared to change that plan as you learn to carefully read the standards they plan
how much time each theme really takes. developing in their learners each week and
Take into account school events which take identify the group of indicators the learners have
up time (example, examinations and special to demonstrate for achieving these standards.
occasions). Leave some spare time in your It is also important for teachers to note that
planning. Very few timetables work out the strands themselves, and the standards for
absolutely perfectly. Learners, especially at the a given strand, are not necessarily organized
higher levels, can be very critical if they think a sequentially. For example, just because
syllabus has not been covered or if it is rushed standard A comes before standard B does not
and they cannot keep up. mean that standard A should be addressed
Remember all the time that facts are only before standard B. Teachers might want to
part of education. Keep in your mind the skills address standard B before standard A or
you wish to develop, particularly those of address the two standards at the same time.
easy communication, of co-operation and the
development of mutual tolerance and respect.
Make sure you have all the materials ready at
hand for each lesson. If classes are sharing
resources make sure the ones you want are

22

Introduction

SAMPLE YEARLY SCHEME OF LEARNING – BASIC 4

Weeks Term 1 Term 2 Term 3

(List term 1 Sub-strands) (List term 2 Sub-strands) (List term 3 Sub-strands)

1 Nature of God The Environment and the Being a Leader
2 Nature of God Weather Being a Citizen

The Environment and the
Weather

3 Myself Plants and Animals Being a Citizen

4 Myself Plants and Animals Being a Citizen

5 Myself Plants and Animals Authority and Power

6 My Family and the Map Making and Land Authority and Power
Community Marks

7 My Family and the Map Making and Land Responsible use of
Community Marks Resources

8 My Family and the Population and Settlement Responsible use of
Community Resources

9 Home and School Worship Farming in Ghana

10 Home and School Festivals Farming in Ghana
Our Neighbouring Countries
11 The Environment and the Festivals Our Neighbouring Countries
Weather

12 The Environment and the Basic Human Rights
Weather

Source: NaCCA, Teacher Resource Pack - 2019

23

Introduction

Learning planning how many lessons each theme/strand needs
Planning lessons within a theme/strand and then plan individual lessons.
Once you have allocated the time available for
You can use a table like the one below as a
each part of the term’s strands and sub-strands planning format:

you can begin on that lesson planning. Work out

SAMPLE LESSON – BASIC 4

Date: 14-09-2020 Period: 3 Subject: OWOP
Duration: 60 Minutes size: 45 Strand 1: ALL ABOUT US
Class: B4 Class Sub-Strand 2: Myself

Content Standard: Indicator: Identify one’s strengths and weaknesses Lesson 1
Demonstrate understanding and how to promote interpersonal relations
of self-awareness and living
peacefully with others

Performance Indicator: Learners Core Competencies: Critical thinking, Personal
can demonstrate understanding of development, Problem-solving, Communication and
themselves and live peacefully with Collaboration
others
Subject specific practices: Appreciation, Self-
confidence, Self-worth

Values: Tolerance, Teamwork, Respect

Key words: Physical, characteristics, appearance, uniqueness, counselling

Phase/Duration Learners activities Resources

Phase1: Starter Guide learners to sing and recite a rhyme
(preparing the on ‘Myself’ e.g. My head, my nose, my
brain for learning) eyes and hand… Recite poem on ‘Myself’
5 minutes

Phase 2: Main Use questions and answers to have Mirrors,
(new learning learners talk about their physical Posters of different
including characteristics. In pairs they should activities such as people
assessment) describe their friends they are pairing dancing, running, singing
30 minutes with. Ask. e. g. Talk about your friend’s
physical characteristics- complexion,
height, weight, eyes. Learners talk about
their similarities and differences. Learners
use mirror to observe themselves and
describe their physical appearance Use
questions and answers to have learners
talk about their uniqueness.

Have learners ‘pick and act’ some of
their strengths such as dancing, singing,
drawing, drumming, telling of jokes,
storytelling etc. Use think-pair-share to
have learners talk about how individuals
can improve their strengths as they
demonstrated during the ‘pick and act’.

Assessment Question 1: Write two of
your strengths.

Question 2: Mention two ways you can
improve on your strengths

24

Introduction

Phase 3: Let the learners perform these activities to review their
Plenary/Reflections understanding of the lesson
(Learner and 1. Have learners read the key words written on the board
teacher) 2. Have a learner to talk about what he/she has learnt in
10 minutes
the lesson

End of the lesson

Source: NaCCA, Teacher Resource Pack - 2019

Planning an individual lesson Decide on the methods you will use. Plan your
The two most important steps in your planning lesson in such a way that your Learners can
are as follows: learn the factual material while developing
skills like participation, co-operation and
Choose your topic communication. Content and skills are equally
Know your objectives important. We tend to concentrate on facts but
we need to keep the skills content of a lesson in
What factual knowledge do you want to pass on, our minds all the time.
and what skills do you want to develop? What Decide how you will measure whether the
attitudes and values do you want to emphasize? lesson has been successful or not (evaluation).
Read through the material in the Learner’s This can be by class discussion, marking work
Book and make sure you know the facts and or giving tests.
understand that material and any other material
which you are planning to introduce. A good Remember the following four elements when
maxim is ‘Teach from knowledge.’ planning your lesson:
Knowing
There are certain general rules to keep in Understanding
mind when planning your lesson. Check the Applying
reading level of the material you are using. Values and attitudes
The language levels in each of the six books
are carefully chosen but your learners will
have different levels of reading ability. Check
first for words which might pose difficulties for
some of your learners and decide how you
will help those who might have problems of
understanding.

25



Strand: 1

All about us

Strand 1: ALL ABOUT US

Sub-strand 1: Nature of God LB: pages 6 - 18

CONTENT STANDARD learners who God is and what He is capable
Learners will be able to demonstrate of doing as the creator. Let learners know that
understanding of the Nature of God as the God is the creator of the universe and human
Creator of human beings. beings as well as any other thing on earth. They
should understand that He created everyone
INDICATOR in a very unique way, physically, biologically,
Explain how special each individual is psychologically and emotionally. Let learners
understand that the unit of identification God
CORE COMPETENCIES put on every human being is the thumb print
Communication and Collaboration and that no one has the same thumbprint with
Critical Thinking and Problem Solving another person no matter the person who gave
Personal Development and Leadership birth to you.

SUBJECT SPECIFIC PRACTICES Discuss how each person is created as
Stewardship, Loyalty, Protection, Cleanliness, unique and different from one another
Sustainability, Responsibility Maintenance, In groups, guide learners to discuss how
Caring, obedience, Respect for right to life each person is specially created as unique
and different from one another. Let learners
SUGGESTED RESOURCES understand that we are not created the same
Pictures, video clips, pupils, charts, paper, as some are short, tall, dull, intelligent, fair in
pencils, posters, films, computer, charts, complexion, and dark in complexion among
Internet, blackboard/market board and chalk/ others. Also, everyone has his or her own brain
marker anatomy different from another as well as finger
print, which are never the same even with twins,
OTHER USEFUL MATERIALS triplets or quadruplets. We also have different
English dictionary ways of speaking, walking and other ways
of doing things which are all unique to each
KEY WORDS one of us. Guide learners to demonstrate the
demonstrate, creator, intelligent, complexion, uniqueness of each individual using themselves,
uniqueness, intelligent, harmony, preserve,
contribute For example,
My name is Aku. I am dark in complexion and
HELPFUL LINKS beautiful. I am short. I can draw excellently so
https://www.indieskriflig.org.za › index.php › I am always first in class when it comes to arts.
skriflig › article › view I am not good in Mathematics. There are many
https://www.mennonitebrethren.ca › bfl- things I like to do, to see and to experience. I
resources › creation-gods-revelatio... like to read and write. There is no one like me
https://www.huffpost.com › entry › human- in the whole world. I am unique and special for
nature-and-god_b_8930822 who I am, how I look and where I live. I am a
Ghanaian. I am proud to be a Ghanaian.
Introduction
Learners have previous knowledge of lesson: I am Esilfie. I am fair in complexion. I am a tall
Understanding of oneself and one’s uniqueness boy. I am good in Mathematics and always
as an individual, in Learner’s Books One (1). being first in class. I cannot draw well.
Facilitator or teacher should discuss with Between these two students one can say that
they have different names, colour, heights,
28 and capabilities among others. One is weak

Sub-strand 1: Nature of God

in one subject area while the other exhibits of humor. There is also the need to as much as
his strength in the other subject area. This is possible identify these unique qualities of nature
so with everyone anywhere in the world. Let in oneself, develop them by acquiring relevant
learners understand that this uniqueness is and sufficient knowledge and skills through
the result of a combination of genetic factors especially education and maximize them to their
and individual life experiences. benefits, their families, their communities, their
nation and to the world as a whole. Learners
Use pictures/video clips to demonstrate the should be told that it is important to protect
effects of destroying our bodies these unique qualities of theirs and that is what
Let learners watch pictures or video clips to makes them whom they would like to be in
demonstrate the effects of destroying our human future such as Teachers or Professors, Medical
bodies. Let learners know that God is unhappy Doctors, and Engineers among others.
with people who destroy their bodies by way of
bleaching or by any other form. This is likely to Talk about their aspiration and how they
make the person get skin diseases or any other want to achieve that
such as cancers. Learners be admonished to Guide learners to understand that everyone
resist any attempt to make them destroy their has something he or she aspires to achieve
bodies. in life. Guide learners to mention what they
aspire to achieve in life and how they would
Discuss how they can use their God-given achieve them. Give examples of what you the
unique qualities. facilitator aspire to achieve and let them follow
Guide learners to understand that each one by mentioning theirs.
of us on earth has God-given unique qualities.
These qualities can be used in many ways to Activities to support learners
help ourselves, school and the community. i. Use pictures/video clips to demonstrate the
We can use these qualities to worship Him
and serve humanity, protect and preserve the effects of destroying our bodies.
environment we live in so that those yet unborn ii. Put learners into groups according to:
will come to meet this beautiful environment,
live together in harmony, and contribute to height, colour, mass, intelligence, etc.
development. We may have qualities to praise iii. Learners write how different they are from
Him, play musical instruments, and sing or
preach His word. one another.
iv. Learners in groups discuss how they can
Demonstrate the uniqueness of each
individual. use their God-given unique qualities:
Guide learners to critically or painstakingly Serve God and human beings, protect and
identify the uniqueness in themselves. Learners preserve the environment, live together in
should understand that once God created a harmony, contribute to development.
person He puts some unique features in him v. Learners talk about their aspirations and
or her to look different from others even twins how they can achieve them.
and triplets. We differ in many ways such as vi. In groups, learners discuss how each
our thumb prints, other body features, colour, person is created as unique and different
height, size and speech, movement, how we from one another: some are short, tall,
dress and many more. There is the need for dull, intelligent, fair in complexion, black in
learners to understand that our uniqueness complexion, etc.
can be found everywhere. It can be seen in vii. Learners demonstrate the uniqueness of
our personal life or experiences. It comes out each individual. Example, My name is Esi,
in what we pay attention to. It is found in our I am black and beautiful, there is no one
beliefs, hobbies, creativity, genetics, and sense like me, I’m special for who I am, how I look
and where I live. I am a Ghanaian. I am
proud to be a Ghanaian.

29

Strand 1

SUGGESTED HOMEWORK 3. aspirations are dreams, hope or
1. State three ways you can use your God- ambition to achive something in life

given unique qualities.
b. to serve God and 4. through:
c. to serve humanity and a. education
d. protect the environment. b. apprenticeship training
c. counselling from a professional Counselor
2. Briefly describe what you want to do in d. advise from experienced people
future.
learners answer Reflections
Teacher reflects on the following in relation to
3. Write five things that can destroy your body. the indicator and makes informed decision in
a. tattooning the next lessons:
b. smoking • What went well?
c. use of hard drugs • What went badly?
d. drunkeness • What would you improve next time?
In thinking about or answering the above
Evaluation Exercise questions, the teacher should make use of
Expected Answers those cognitive skills or strategies that increase
(Refer to learners book pages 17 and 18 for the probability of a desirable outcome. Use
exercises and activities) thinking that is purposeful, reasoned and goal
Exercise 1 directed; the kind of thinking involved in solving
1. problems, formulating inferences, calculating
a. colour likelihoods, and making decisions when the
b. height teacher is using skills that are thoughtful and
c. intelligence and abilities effective for the particular context and type of
d. physical appearance thinking task. The teacher should also analyze
e. likes and dislikes and make judgments about what has happened
f. body Mass or been taught.

2. uniqueness Also, learners should be aware of and control
3. education their learning by actively participating in
4. we may get sickness reflective thinking - assessing what they know,
what they need to know, and how they bridge
Exercise 2 that gap during learning situations.
1. learners answer
2. Ask learners to do the following by ways of
a. serve God reflecting on the lesson:
b. use our unique qualities to protect and i. Tell the class what you have learnt during

preserved our environment. the lesson.
c. To serve humanity ii. Tell the class how you will use the

knowledge acquired during the lesson.
iii. What aspect of the lesson did you not

understand?

30

Strand 1: ALL ABOUT US

Sub-strand 2: Myself LB: pages 19 - 35

CONTENT STANDARD his or her capability, his or her skills and even
Learners will be able to demonstrate physical appearance is different and unique in
understanding of self-awareness and living nature and so am I. My name is Bright; I am a
peacefully with others. Ghanaian. I have many things which are very
common among the children of my age. In spite
INDICATOR of so much similarities and differences one thing
Identify one’s strengths and weaknesses and which stands true always is that everyone is
how to promote interpersonal relations.Mention special in his or her own personality. There are
reasons to live in harmony with one another as certain things I can do and others I cannot do
a responsible citizen. properly and I have my strength and weakness
so I believe you do.
CORE COMPETENCIES Things needed to facilitate the strength and
Communication and Collaboration weakness and how to promote interpersonal
Critical Thinking and Problem Solving relations.
Cultural Identity and Global Citizenship
Ask learner to talk about the things needed to
SUBJECT SPECIFIC PRACTICES facilitate the strength and weakness and how to
Responsibility, Love, Sharing, Commitment, promote interpersonal relations.
Obedience, Respect Humility, Honesty, Trust.
The learners should present their findings to the
SUGGESTED RESOURCES class.
pictures charts video clips learner, paper, Items needed to facilitate the strength and
pencils, posters, films, computer, charts, weakness and how to promote interpersonal
Internet, blackboard/market board and chalk/ relations.
marker
Pictures, Charts, Video clips, Learners
OTHER USEFUL MATERIALS themselves.
English dictionary
Through discussions, ask the learners to talk
KEY WORDS about how much they know themselves. The
weakness, strength, friendliness, confident, discussion should include the following:
timidity, counseling, harmonious, interpersonal
1. Self-Identity
HELPFUL LINKS Every individual as we learnt earlier was created
https://freespiritpublishingblog.com › unique with special abilities and skills and
2016/05/12 › help-students having unique identity. Self-Identity helps you to
https://www.thestar.com.my › columnists › ikim- know yourself and your abilities and capabilities.
views › 2016/11/01 › Self-identity refers to what you are made of.
giftededucationcommunicator.com › gec- Self-identity seeks to identify what you can do
spring-2017 › start-with-student-s... and what you cannot do. When growing up,
https://www.wikihow.com › Live-in-Harmony- the environment around affects the personality,
with-Others values, as well as belief of an individual. The
environment includes friends, family members
Introduction and the people that affect the life of an
Every one born in this world is unique and is individual. So, if the environment is negative,
different from others. The thinking of a person, then an individual will have low self-esteem.
his or her personality, the way he or she talks, In the same vein, positive environment would
make an individual have high self-esteem.

31

Strand 1

2. Physical appearance one is taught in a school, college or university
Your physical appearance is what you look while informal education occurs outside the
like. Each person is different. Your physical classroom. One learns through
appearance makes you unique. Your face, nose, experience and practice.
forehead, lips and body are different. Even
identical twins have physical differences that Learners talk about good interpersonal
help people to tell them apart. Someone looks relationships and ways of initiating good
like you, but cannot look exactly like you. interpersonal relationships. The learners’
discussions should include the following:
Look at the pictures below what can you say
about their difference. Good Interpersonal Relationship
Relationship is the way in which two or group
3. Personality of people feel about each other and behave
Personality refers to the way an individual towards each other. At home, relationship
thinks, feels and behaves. Some people are exists between parents and their children as
sociable, quiet, lovely, fun to be with, talkative well as siblings and other members of a family.
and others are reserved. Your physical At school we have a form of relationship with
appearance together with your personality make our classmates and teachers. Additionally, in
up your identity. the community in which we live we have some
form of relationship with our neighbours. This
4. Likes and Dislikes enables us live at peace with our neighbours.
Every individual person has likes and dislikes Relationship enables us to easily make new
these are what make us unique and special. friends.
Let learners write down five things they like and The way we get along with our friends and
three things they dislike and exchange it with neighbours or the people in our lives is called
their friends. interpersonal relationship. Interpersonal
relationship is a strong bond or link between two
5. Our strengths and weakness or more people. It is the way people at home,
Your strength is basically what you do best or school, community or at the work live with
what you are good at and your weakness is each other. In other to promote interpersonal
what you are not good at. An individual might relationship we need the following skills:
have the following as his or her strength:
friendliness, kindness, confidence, tolerance, 1. Respect: For any relationship to work out
caring, discipline, patience, creativity, well, the people involved must learn to
honesty others may have the following as respect one another.
their weakness: selfishness, shy, timid, lazy,
impatient, greedy, stubborn, aggressive, critical 2. Tolerance: Tolerance is needed for any
of others, unorganized and fearful. relationship to last long. We have to learn
to tolerate one another or accept the views
6. Improving ourselves. of one another.
In other to improve ourselves we need constant
practices. Without practice you would not be 3. Patience: Anybody involved in any kind of
able to gain the experience that you need. The interpersonal relationship must learn to be
more one practices what he or she is good at patient.
the more becomes perfect. For example, if you
are learning how to play piano, the more you 4. Honesty: Honesty is a key to successful
practice it the better you become at it. and lasting interpersonal relationship.
The partners must learn to be honest and
We can also improve ourselves through truthful to each other. Your yes must be
education. Education is the process of yes and your no must be no.
acquiring knowledge, skills and attitude to
improve one’s life. Education can be formal or 5. Forgiveness: We must learn to easily
informal. Education is said to be formal where forgive if we are offended or hurt in our
relationship. If we don’t it will lead to
hatred and eventually leads to conflict in
our community. Offence does not make
relationship to last.

32

Sub-strand 2: Myself

Discuss ways of improving their abilities and assertive behavior involves not speaking up
overcoming their weaknesses and/or allowing your rights to be violated.
Guide learners in a discussion to explain the Being assertive also means being able to stand
meaning of strengths and how individuals up for your own or other people’s rights in a
can improve on their strengths and talents. calm and positive way, without likely to either
Strengths are tasks or actions you can do well. attack, or passively accepting ‘wrong’.
These include knowledge, proficiencies, skills,
and talents. People use their traits and abilities Behaving assertively can help you:
to complete work, relate with others, and i. Gain self-confidence and self-esteem
achieve goals. Let learners be aware of the fact ii. Understand and recognize your feelings
that everyone has areas in life he or she is good iii. Earn respect from others.
at and other areas in life one is not good at and iv. Improve communication.
these are called strengths and weaknesses. v. Create win-win situations.
These two attributes must be identified and vi. Improve your decision-making skills.
steps taken to improve on them and overcome vii. Create honest relationships.
the negatives. Let learners know that often a viii. Gain more job satisfaction.
strength can be a weakness, and vice versa, a
weakness can be a strength.  Mention ways of living in harmony with one
another
Some other examples of strengths include, Guide learners through questions and answers
enthusiasm, trustworthiness, creativity, on the meaning of HARMONY. Harmony is
discipline, patience, respectfulness, when you feel happy. Harmony is when people
determination, dedication, honesty, and are all getting along together. Harmony is when
versatility among others. Weaknesses you people are nice to one another. Harmony is
might mention are being too critical of yourself, the flow of life. Let learners understand that if
attempting to please everyone, and being people are living in harmony with each other,
unfamiliar with the latest software among others. they are living together peacefully rather than
fighting or arguing. We must try to live in peace
Some of the ways by which learners can and harmony with ourselves and those around
improve on their strengths and talents are as us.
follows: Assist learners to mention some of the ways of
living in harmony with one another. They should
i. Pursue Education know that:
ii. Counselling
iii. Training i. Start by connecting with friends, family,
iv. Constant practice partners, and neighbors.
v. Think about your skills
vi. Pursue a career ii. Focus on dealing with any disharmony in
vii. Contribute to your community your life in a generous, compassionate
viii. Have a purpose. Be persistent way and giving back to people in your
ix. Think or reflect on what makes you community.
happy
iii. Make sure you also maintain your own
Use their assertive skills to express their personal sense of harmony, as this will help
feelings about what disturbs/hurts them you feel in sync with others.
Guide learners through questions and
answers on the meaning of assertiveness and iv. they should do things that will promote
how to use their assertive skills to express peace and unity.
their feelings about what disturbs / hurts
them. “Assertiveness” is usually defined v. always abide by law and order.
as “direct, honest, and appropriate ways of vi. work together in harmony to promote
standing up for your rights while respecting
the rights of others.” By contrast, non- growth and development in their lives,
school, community, and country.

33

Strand 1

Learners in a think-pair-share session Evaluation Exercise
discuss attitudes and behaviours that Expected Answers
promote harmonious living (Refer to learners book pages 34 and 35 for
Let learners in their groups of two share exercises and activities)
knowledge on attitude and behaviours that Exercise 1
promote harmonious living in the school, 1.
community and the country.
Strengths Weaknesses
i. We should do things that are beneficial to Creativity Self-criticism
all. Vesatillity Insecure
Flexibility Too detail oriented
ii. We should respect one another. Focused Public speaking
iii. We should tolerate the views of other Taking initiatives Presentation skills

people irrespective of gender, religion, NB. These answers may be different from those
ethnicity or colour. of learners.
iv. We should obey people in the home, school 2.
and community a. developing skills through training
v. rules and regulations. b. acquiring quality education
vi. We should also accept responsibility when c. regular counselling services
we are given one.
3.
Activities to support learners a. greet people
i. Learners talk about their abilities and b. be kind to others
c. respect people
weaknesses, e.g. of strengths: friendliness, d. showing appreciation
kindness, confidence. Example of
weaknesses: selfishness, shyness, timidity, 4. I would advise my colleaques in the
lack of confidence. following ways:
ii. Learners talk about ways of initiating good
interpersonal relationships, e.g. greetings, a. to learn hard so they can achieve their
respect, tolerance, caring, showing dreams.
appreciation, etc.
iii. Learners talk about ways of improving their b. they should reqularly seek advise of a
abilities and overcoming their weaknesses professional career counselor
e.g. education, constant, practice, training,
counseling. Exercise 2
iv. Learners use their assertive skills to 1.
express their feelings about what disturbs/ By showing the following attitudes and
hurts them e.g. being polite to people, behaviours:
being respectful, being firm. a. offfer apology when you go wrong
v. Learners mention ways of living in b. show respect towards one another
harmony with one another, e. g. to promote c. tolerate the views of one another
peace and unity, law and order, growth and d. do things that benefit everyone
development, etc.
vi. In a think-pair-share session, learners 2.
talk about attitudes and behaviours that I would use my assertive skills in me to
promote harmonious living at home, express what disturbs or hurts me.
school, community, etc. a. I would express my feelings without being

34 afraid.
b. firm in taking decision.
c. I would consider how people would feel
d. I would disagree with others in a respectful

manner.

Sub-strand 2: Myself

SUGGESTED HOMEWORK problems, formulating inferences, calculating
All about me (Fill in the blank space with the likelihoods, and making decisions when the
correct word /words to complete the sentence) teacher is using skills that are thoughtful and
I am interested in…………………………… effective for the particular context and type of
I am afraid of…………………………………. thinking task. The teacher should also analyze
I am good at……………………………………. and make judgments about what has happened
I am poor at……………………………………. or been taught.
I have a habit of……………………………….
What is unique about your friend? Also, learners should be aware of and control
their learning by actively participating in
3.Mention two ways you can improve on your reflective thinking - assessing what they know,
strength what they need to know, and how they bridge
that gap during learning situations.
Reflections
Teacher reflects on the following in relation to Ask learners to do the following by ways of
the indicator and makes informed decision in the reflecting on the lesson:
next lessons: Tell the class what you have learnt during the
What went well? lesson.
What went badly? Tell the class how you will use the knowledge
What would you improve next time? acquired during the lesson.
In thinking about or answering the above What aspect of the lesson did you not
questions, the teacher should make use of understand?
those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving

35

Strand 1: ALL ABOUT US

Sub-strand 3: My family and the community

CONTENT STANDARDS LB: pages 36- 51
1. Learners will be able to demonstrate
understanding of family relationships family consists of a father, mother and children.
2: Learners will be able to recognise and There are two main family systems, the nuclear
appreciate people in the community family and extended family. The nuclear family is
made up of the father, the mother and children
INDICATORS while the extended family is made up of father,
1. Explain and appreciate the importance of mother, children, aunties, uncles, nephews,
being a committed member of the family grandfather, grandmother and nieces.
2. Identify people in the community Things needed to facilitate the importance of
being a committed member of the family.
CORE COMPETENCIES
Communication and Collaboration Ask learners to talk about the things needed to
Critical Thinking and Problem Solving facilitate the importance of being a committed
Cultural Identity and Global Citizenship member of the family.
The learners should present their findings to the
SUBJECT SPECIFIC PRACTICES class.
Responsibility, Love, Sharing, Commitment, Items needed to facilitate the importance of
Obedience, Respect Humility, Honesty, Trust, being committed member of the family.
Unity Picture, Video clips, Charts

SUGGESTED RESOURCES Teacher assists learners to mention names of
Pictures, Video clips, Charts, paper, pencils, members of their families to understand that
posters, films, computer, charts, Internet, each of them come from different families.
blackboard/market board and chalk/marker
Let learners talk about the behaviours expected
OTHER USEFUL MATERIALS of committed members of the family. The
English dictionary learners should come out with the following:
A strong family can be a source of emotional
KEY WORDS support, love, security and protection, which
Behaviours, obedience, relatives, initiatives, makes the challenges and trials of day-to-day
characteristics, drug addicts, drunkard. living easier to face. Children flourish when
they feel loved, nurtured and supported by
HELPFUL LINKS their parents and siblings. A good family life
https://www.dairyherd.com › article › can even have positive effects on your physical
9-characteristics-strong-family-worki... and mental health, including improving blood
https://www.tandfonline.com › doi › pdf pressure and increasing life expectancy.
https://child.unl.edu › strongfamilies To improve relations in family, obedience
www.kidsmatter.edu.au › mental-health- to elders in the family, showing respect to
matters › building-blocks-healthy-... members of the family, tolerating the views and
opinion of members in family, dedication and
Introduction accepting responsibility by performing assigned
What is a Family? A family refers to people who tasks or duties are some of the behaviours
are related to one another through marriage, expected of committed members of the family.
child birth or adoption or by blood. Traditional A strong sense of commitment is the foundation
for a strong, fully- functional family.
36

Sub-strand 3: My family and the community

Importance of being a committed family when we come to school. They teach us to learn
member and become important people in our community.
Guide learners through questions and answers The farmer produces food for the community
to discuss and appreciate the importance of and raw materials for our industries. Drivers
being a committed family member. Learners drive safely to our destinations and also bring
should be encouraged to be committed to their to the market the food produced by our farmers
respective families to show love to the family and our role as children in the community is to
they come from. Learners need to know the help our parents with house chores, ran errand
importance of being a committed member of a for the elderly, take care of our siblings and
family. These include the following: attend school and learn.

v. to promote unity among family members Identify characteristics of different people in
vi. to gain respect in the family the community
vii. to be considered a trustworthy person in Assist learners to identify characteristics of
different people in the community. Let them
the family understand that a community is made up of
viii. strengthens values and to reaffirm hopes families of which each has their own unique
qualities, faith or religion, philosophy, and
and dreams of family members profession among other characteristics. These
ix. appreciate each other by sharing their people include Parents, Teachers, Pastors,
Imams, Chiefs, Queens, Police, Traders,
personal feelings Drivers. Every one of them is important in the
x. commitment to family gives everyone a building of the community. Each person or group
of persons has their own roles they perform to
sense of worth help the community. For example, the Teacher
xi. promote sense of belonging teaches learners to get knowledge and skills,
xii. It also gives security and a sense of pride. the Pastor builds our spiritual life by preaching
the word of God and the Police arrest people
Through discussion, let the learners talk about alleged to have committed crime.
the various people in the community. Let the
learners’ discussions include the following: Discuss how they can become good people
A community is where people live and work in the community
together. Guide learners to discover how they can
become good people in the community. Let
Talk about various people in the community learners know that it pays to be good among
Guide learners to understand that they do not people. Learners should be taught what they
live in the community alone. Let them know that need in life that can make them good people in
they live with people of different characteristics the community. In becoming a good person, one
of different families. Let learners mention the should be respectful, obedient, show humility,
names of people they live in the communities committed to family and community, hard work,
with. They include all who live, learn, work, dedication and loyal to people. It also includes
play, and pray in communities. Various kinds being in peace and harmony with people around
of people live in our communities. Some of you, be truthful and trustworthy.
the people who live in our communities are
teachers, drivers, chiefs, queen mothers, police, Activities to support learners
presidents, and food vendors among others. i. Learners talk about behaviours expected
Community members may have a formal
leadership role in a community organization, or of committed members of the family e.g.
friends and neighbors may recognize them as obedience, respect, dedication e.g. taking
the person who gets things done. Individuals in part in family activities, obedience to elders
the community have different occupations. The of the family, respect for family members,
Chief rules the community. Doctors, nurses and
health workers take care of us when we are 37
sick. Police Officers ensure that law and order
are maintained in our communities for people to
have peace. Teachers are our second parents

Strand 1

accepting responsibility (performing 2.
assigned duties), taking initiatives, helping a group of people related by blood or by
needy relatives. adoption.
ii. Learners talk about the importance of being
a committed family member e.g. to promote 4.
unity, to gain respect, to be considered a commitment is about sticking to what you want
trustworthy person. to do.
iii. Learners draw and colour a family member
e.g. father, mother 5.
iv. Learners talk about various people in the
community e.g. Parents, Teachers, Pastors, 1. State three importance of being committed
Imams, Chiefs, Queens, Police, Traders, family member.
Drivers.
v. Learners role play to bring out the b. Promotes unity
characteristics of different people in the c. Gives everyone sense of worth
community, e.g. strangers, drug addicts, d. Gains respect
drunkards and people with questionable e. Promotes sense of belonging
character and talk about people who are
likely to help or harm others people. 6.
vi. Learners draw and colour different people a. take part in family matters
in the community. b. support family members
vii. Learners talk about how they can become c. be a role model
good people in the community.
viii. Learners pick and act the following in 7.
groups: various people in my community are:
Family at a meeting; paying the hospital a. the chief
bill for your aunt; at a naming ceremony; at b. queen mother
a family funeral c. teacher
a. Put the class in four groups. d. nurse
b. Let each group leader pick a piece of e. driver
f. trader
paper from the teacher.
c. Guide each group to act what their 8.
these people are:
leader has picked. g. armed robbers/thiefs
h. drug users
Evaluation Exercise i. smokers
Expected Answers
(Refer to learners book page 50 for exercises SUGGESTED HOMEWORK
and activities) 1. List the members of your nuclear family
Exercise 1
1. learners answer
a. I would love myself. 2. Draw and colour your family members
b. respect people and their views.
c. I would be responsible for my action. learners answer
d. I would work have to acquire the skills of
Homework
creativity. 1. State three importance of being committed
e. I would also ensure interpersonal
family member
relationship between myself and other c. Promotes unity
people. d. Gives everyone sense of worth
f. avoid joining bad groups of people. e. Gains respect
g. take advise from people. f. Promotes sense of belonging

38

Sub-strand 3: My family and the community

2. State and explain any three behaviours problems, formulating inferences, calculating
expected of committed members of the family likelihoods, and making decisions when the
a. take part in family matters teacher is using skills that are thoughtful and
b. support family members effective for the particular context and type of
c. be a role model thinking task. The teacher should also analyze
and make judgments about what has happened
3. What can you say about your family or been taught.
members?
learners answer Also, learners should be aware of and control
their learning by actively participating in
Reflections reflective thinking - assessing what they know,
Teacher reflects on the following in relation to what they need to know, and how they bridge
the indicator and makes informed decision in the that gap during learning situations.
next lessons:
Ask learners to do the following by ways of
• What went well? reflecting on the lesson:
• What went badly? i. Tell the class what you have learnt during
• What would you improve next time?
In thinking about or answering the above the lesson.
questions, the teacher should make use of ii. Tell the class how you will use the
those cognitive skills or strategies that increase
the probability of a desirable outcome. Use knowledge acquired during the lesson.
thinking that is purposeful, reasoned and goal iii. What aspect of the lesson did you not
directed; the kind of thinking involved in solving
understand?

39

Strand 1: ALL ABOUT US

Sub-strand 4: Home and School LB: pages 52 - 55

CONTENT STANDARD the land for farming. Work can also be referred
Learners will be able to demonstrate to as an activity that brings about change in our
understanding of work as a civic responsibility. environments.
Things needed to explain the importance of
INDICATOR education and work as a responsible citizen.
Explain importance of education and work as a Ask learners to talk about the things needed to
responsible citizen explain the importance of education and work as
a responsible citizen.
CORE COMPETENCIES The learners should present their findings to the
Communication and Collaboration class.
Critical Thinking and Problem Solving Items needed to explain the importance of
Cultural Identity and Global Citizenship education and work as a responsible citizen
Pictures, Charts, Video clips
SUBJECT SPECIFIC PRACTICES
Responsibility, Love, Sharing, Honesty, Trust Learners in groups talk about the importance
of work at home, school and the community.
SUGGESTED RESOURCES The learners’ discussions should include the
Pictures, video clips, charts, paper, pencils, following:
posters, films, computer, charts, Internet,
blackboard/market board and chalk/marker Work at Home
They are the various activities we perform at
OTHER USEFUL MATERIALS home. Some of the work we do at home include
English dictionary the following:

KEY WORDS 1. Helping our parents to do the household
Importance, community, education, individuals, chores.
create, jobs
2. Helping to take care of our siblings.
HELPFUL LINKS 3. Helping in washing our clothes and cooking
https://www.youngcitizens.org › importance-of-
citizenship-education food for the family.
https://www.bartleby.com › essay › Education- 4. Helping our parents on their farms and
for-citizenship-is-important-...
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› 149007-Role-education-... 5. Helping our parents to fetch water.
6. Running errand for the elderly ones.
Introduction
Work is an activity that involves physical or Work at School
mental effort directed at making or doing Work done at school can be grouped into
something as an occupation in order to earn two. Academic work and non-academic work.
money or achieve a result. The teachers used Academic work: This involves the use of mental
metal effort to impart knowledge to his learners efforts to get results. This includes:
and the farmer uses physical efforts to cultivate
1. Doing class exercises, homework and
project work.

2. Studying your books.
3. Visiting the school library.

40

Sub-strand 4: Home and School

Non- academic work includes 5. Education opens avenues to get work
Non- academic work requires the use of 6. Education helps you to realize your
physical efforts to do work in other to get results.
potentials which allow you to empower
1. Sweeping of the classrooms and school yourself to do more.
compound. 7. Education gives you a better understanding
of the world we live in.
2. Weeding the school compound.
3. Planting of trees and flowers on school Activity to support learners
i. Learners in groups talk about the
compound.
4. Working on school garden. importance of work at home, school and
5. Arranging tables, desks and chairs in the the community.
ii. Learners talk about how education is linked
classroom. to work e.g.
6. Cleaning of the washrooms. Education opens avenues to get work to
do.
Work in the community Education opens minds to set up work.
This work is done for the benefit of all the Education provides skills to manage work.
members of the community. iii. Learners compose a song on the
importance of education.
This work include: iv. Learners tell stories of individuals who
have been able to create their own jobs.
1. Tree planting in the community
2. Taking part in communal labour Evaluation Exercise
3. Taking care of public properties Expected Answers
4. Filling of pot holes in the communities (Refer to learners book page 55 for exercises
5. Weeding our surroundings and activities)
Exercise 1
In groups, ask learners to talk about the 1.
importance of education to work. The learner’s a. work provide money and food for the family.
discussion should include the following: b. It makes family independent
c. Children get good education
Discuss how education is linked to work d. It makes family get respect
Guide learners through questions and answers
to discuss the linkage between education and 2.
work. Education is becoming increasingly a. It gives us knowledge
important to meet the demands of tomorrow’s b. It gives us skills
jobs. Learners should understand that education c. It makes us networking with people
provides the needed knowledge and skills to
an individual to career or become professional 3.
for work, it opens minds to set up work so a. Work provides money to pay school fees
that others can be employed, education also b. Recieve support from the community
provides knowledge to manage work, work
gives us money to further our education that is 4.
to pay fee and other expenses in school. a. To provide basic needs for our family
b. To contribute to nation development through
Importance of Education to work. Education taxation
is very important for every country. Education
begins at home and continues through our life. SUGGESTED HOMEWORK
1. What is education?
1. Education helps us to lead a good and 2. State and explain three kinds of work done
healthy life
at
2. Education provides us with knowledge and A. Home
skills for life B. School
C. Community
3. Education makes man complete
4. Education opens our minds to the world of 41

work

Strand 1

1. What is the difference between academic The teachers used metal effort to impart
work and non-academic work? knowledge to his learners and the farmer
uses physical efforts to cultivate the land
2. Explain any three importance of education. for farming. Work can also be referred to as
3. What is the meaning of work? an activity that brings about change in our
4. Fill in the blank spaces with the correct environments.

word or words in the bracket Knowledge, skills
(knowledge, potentials, future work, Future
Education, Skills, attitude) Attitudes
potentials
Evaluation Exercise
Expected Answers Reflections
Homework Teacher reflects on the following in relation to
1. What is education? the indicator and makes informed decision in the
next lessons:
Education is the process of learning geared
or directed towards assisting the individual • What went well?
to acquire knowledge, skills and attitudes • What went badly?
that help him or her to improve his or her • What would you improve next time?
life. In thinking about or answering the above
2. Home questions, the teacher should make use of
i. Helping our parents to do the household those cognitive skills or strategies that increase
chores the probability of a desirable outcome. Use
ii. Helping to take care of our siblings thinking that is purposeful, reasoned and goal
iii. Helping in washing our clothes and cooking directed; the kind of thinking involved in solving
food for the family problems, formulating inferences, calculating
iv. Helping our parents on their farms and likelihoods, and making decisions when the
businesses teacher is using skills that are thoughtful and
v. Helping our parents to fetch water effective for the particular context and type of
vi. Running errand for the elderly ones thinking task. The teacher should also analyze
and make judgments about what has happened
7. School or been taught.
i. Doing class exercises, homework and
Also, learners should be aware of and control
project work their learning by actively participating in
ii. Studying your books reflective thinking - assessing what they know,
iii. Visiting the school library what they need to know, and how they bridge
that gap during learning situations.
4. Community
i. Tree planting in the community Ask learners to do the following by ways of
ii. Taking part in communal labour reflecting on the lesson:
iii. Taking care of public properties i. Tell the class what you have learnt during
iv. Filling of pot holes in the communities
v. Weeding our surroundings the lesson.
ii. Tell the class how you will use the
6. What is the meaning of work?
Work is an activity that involves physical knowledge acquired during the lesson.
or mental effort directed at making or iii. What aspect of the lesson did you not
doing something as an occupation in
order to earn money or achieve a result. understand?

42

Strand: 2

All around us

Strand 2: ALL AROUND US

Sub-strand 1: The environment and the weather

CONTENT STANDARD LB: pages 58 - 75
1. Learners will be able to demonstrate
knowledge of environmental safety Introduction
2. Learners will be able to demonstrate Environment refers to the sum total of all the
knowledge of reducing environmental pollution conditions that surround an organism and
3. Learners will be able to recognise the sun as influence its life. The organisms can be animals,
an important body in our global environment. humans or plants.
Pollution is the introduction of contaminants into
INDICATOR the natural environment that have harmful and
Explain ways of making the environment safe poisonous effects in the environment. Pollution
can take the form of chemical substances
CORE COMPETENCIES introduced into the soil, water bodies such as
Communication and Collaboration rivers or into the atmosphere or air. Pollution
Critical Thinking and Problem Solving can also take the form of heat energy, light
Cultural Identity and Global Citizenship energy or noise levels that have harmful effects
on other organisms in the environment.
SUBJECT SPECIFIC PRACTICES
Applying Introduce the lesson by referring to insanitary
conditions in the environment.
SUGGESTED RESOURCES
Pictures, Charts, Video clips, Fire extinguisher, Things needed to explain ways of making the
paper, pencils, posters, films, computer, charts, environment safe.
Internet, blackboard/market board and chalk/
marker Ask learners to talk about the things needed to
explain ways of making the environment safe.
OTHER USEFUL MATERIALS The learners should present their findings to the
English dictionary class.
Items needed to explain ways of making the
KEY WORDS environment safe.
Environment, sanitation, illegal mining, Pictures,
indiscriminate, deforestation, pollution, video clips
extinguisher, accidents, recycling, quarry, charts
pollute.
Explain ways of making the environment
HELPFUL LINKS safe
https://www.quora.com › What-are-some- Guide learners through questions and answers
human-activities-that-destroy-the... to identify human activities which pollute the
https://en.wikipedia.org › wiki › Human_ land, water and air.
impact_on_the_environment Assign each pollution type to a group to discuss
https://www.epa.gov › learn-about-pollution- human activities which cause pollution. (Bush
prevention burning, smoke from vehicles and factories,
https://www.nibusinessinfo.co.uk › content › effluents from factories, dust from quarry and
preventing-pollution construction sites.)
https://education.seattlepi.com › effect-human- Show pictures or video clips of activities that do
activities-environment-3653 not make the environment safe.
Protect-Yourself-from-the-Sun Guide learners through think-pair-share to
https://www.acciona.com › climate-change talk about ways of making the environment
safe. Their contributions must include planting
44 trees, reduce usage of chemicals, and reduce
indiscriminate burning, keeping water bodies

Sub-strand 1: The environment and the weather

clean, disposing garbage responsibly, periodic 1. Deforestation and soil erosion: When
environmental clean-up, good sanitation forests are cleared for development and to
practices, and recycling rubber and plastic meet the demand for wood supply, the soil is
wastes. loosened in the process. Without the protection
of the trees, the land becomes barren over time
Project Work and starts to erode.
Put learners in groups to gather information on 2. Agricultural chemicals: Part of the farming
the following: preventing flooding, preventing process often involves the use of harmful
fire outbreaks, preventing drowning, using pesticides and insecticides to protect crops.
the fire extinguisher in times of fire outbreaks, However, the chemicals can cause the land
ensuring clean environment and preventing road to become barren. The once-fertile soil is then
accidents. Let each group brief the class on more susceptible to environmental elements,
their assigned project and show how it could be such as the wind.
carried out to ensure safe environment. 3.Industrialization: The industrial revolution
may have resulted in significant positive
Through discussion, Ask the learners to talk changes to the economy and society, but it
about ways of ensuring safety in the community. also led to significant pollution of the land.
The learners’ discussions should include the Through unsafe disposal practices for chemicals
following: used in manufacturing, poor regulation, and
1. preventing flooding. the overwhelming number of industries and
2. preventing drowning. factories that are polluting the land daily,
3. Preventing fire outbreaks by putting off industrialization has become one of the main
contributors to the pollution problem.
electrical gadgets after use. 4. Mining Activities: The mining activities
4. making fire extinguisher available in our can lead to the creation of large open spaces
beneath the surface of the earth. This can
homes. result in the land caving in, which compromises
5. preventing road accidents the integrity of the land. Mining also results
6. keeping the home and classroom or schools in harmful chemicals, such as uranium, being
disturbed and released into the environment.
clean. 5. Landfills: The garbage found at landfills is
7. planting more trees filled with toxins that eventually seep into the
8. recycling waste papers and plastics. earth. During rains, the toxins are washed into
other areas and the pollution is spread. As the
Through discussion, ask learners to talk about population grows, the amount of garbage filling
human activities which pollute the land, water landfills also grows.
and the air. The things discuss should include 6. Human sewage: Untreated human waste
the following can produce toxic gases that can seep into the
Pollution is the introduction of contaminants ground. As with air pollution, the soil quality is
into the natural environment that cause adverse negatively impacted, and land nearby can be
change. Pollution can take the form of chemical contaminated. In addition to this, the probability
substances or energy, such as noise, heat or of human diseases occurring increases.
light. Pollutants, the components of pollution, Air pollution
can be either foreign substances/energies or Air pollution is the state in which the air
naturally occurring contaminants. becomes contaminated with harmful
substances.
Land Pollution
Is defined as the destruction and contamination Activities that pollute the Air
of the land through the direct and indirect 1. Industrial Waste: Industrial activities
actions of humans. The pollution results in
changes to the land, such as soil erosion. oftentimes release gaseous substances
into the air making it impure for its use by
Activities that pollute the Land organisms including humans. Examples of
There are several known activities of land these substances are fume, dust, heat etc.
pollution. Of those, there are six factors that
contribute more than others.

45

Strand 2

2. Vehicular fumes: The fuel in the engines Some effects of pollution on the environment
of vehicles burns and releases exhaust are:
fumes into the air. In such a situation, the i. Heat
air becomes impure and poisonous to life. ii. Health hazards
iii. Depletion of natural habitats
3. Use of firewood: The use of firewood for iv. Flooding.
domestic activities releases smoke into the
air and makes it impure. Prevent pollution on the environment by
performing simple activities
4. Agricultural activity: Agricultural activity Introduce this lesson by reviewing the lesson
like bush burning releases smoke into the on the activities that pollute the land. These
atmosphere and this causes the air to be include all forms of land degradation such
impure. as indiscriminate rubber and plastic wastes
disposal, slash and burn, illegal mining, and
5. Quarrying: This activity involves breaking sand winning. For water pollution the activities
stones for construction purposes. In the include: using chemicals to fish, discharge of oil
process of quarrying, massive dust is in water bodies and effluents from factories. For
released into the air making it impure for air pollution the activities include smoke from
use. vehicles and factory chimneys, dust from quarry
and construction sites.
Water pollution
Water pollution is a state in which the natural Break the class into small groups and assign
state of water bodies becomes contaminated the description of the effects of land pollution to
with other substances. some of the groups. Let another set of groups
work on the effects of water pollution and the
Activities that pollute water third set of groups work on the effects of air
1. Oil spillage: When oil is spilled into water pollution. After about ten minutes of group work,
bodies, it becomes uncomfortable for aquatic life let them take turns to brief the entire class on
and unsafe for human use also. Ships on our their submissions.
waterway may leak oil into the sea that will be Effects to be highlighted include: Heat waves,
poisonous for marine organisms. Health hazards, Depletion of natural habitats for
2. Waste disposal: When refuse or waste animals, and Flooding.
materials are dumped into the water bodies, the Device appropriate games or activities that
water becomes unsafe for use. teach the importance of reducing air, water and
3. Crude methods of fishing: The use of land pollution.
poisonous chemicals for fishing does not only
kill the mature fishes but also the fingerings. Through discussion, ask learners to describe
It also renders the use of water dangerous. the sun as a source of light and heat to the
Aquatic life also becomes dangerous. earth. The learner’s discussions should include
4. Irresponsible use of water bodies: Bathing the following:
in water, defecating in and around water bodies,
washing and throwing lather into water bodies Describe the sun as the source of light and
and the likes destroy the natural state of the heat to earth.
water.
5. Agent of erosion: Agents of erosion such Key words: planet, rotation, shadow, day,
as rain water and wind often carry various night, axis.
materials into water bodies and make them
unsafe for use. Introduction
The sun is the ultimate source of energy and
Through groups discussions, ask learners to talk life on earth. The sun is 149.6 million kilometres
about the effect of pollution on the environment. from the earth. It is the source of natural heat
Learners’ discussions should include the and light. The sun’s energy, in the form of
following: heat and light is the source of all other derived
energy sources. It is therefore, important to
46

Sub-strand 1: The environment and the weather

know how this natural energy from the sun Recognise ways of protecting yourself against
affects the planets. It is good to be aware that sun’s rays.
the moon and the stars reflect the sun’s rays. Through questions and answers guide learners
to talk about some of the ways they can protect
In this unit it would be demonstrated that themselves against sun rays.
planets close to the sun are more heated than i. use umbrella
planets far away from the sun. Rotation of the ii. do not wear heavy clothes
earth brings about day and night will also be iii. do not stair into the sun’s brilliant surface
demonstrated. This unit will also demonstrate iv. do not wear black and red clothes
the reflection of the sun’s rays by the moon v. wear white, cream, sea blue clothes on
and stars. Lastly, we will discuss how to protect
oneself from the sun’s rays. sunny days to reflect the heat
Guide the learners through think-pair-share to
investigate the source of light at night (Moon) as Picture of the solar system with the sun
a reflection of the sun and the stars. radiating energy
Guide the learners to conduct an experiment
or activity as in the textbook to show how we
get light and heat from the sun using a learner,
torchlight and a cardboard. Learners set up
should show the following

An experiment/activity to show how we get
light and heat from the sun

Moon (Round Object)

Earth (Learner Sun (Torch light)
holds out round Reflection
object towards
sun)

a. Put learners in groups and let each Nearness to the sun
group leader and a member perform the When you placed your hand close to a source
experiment while others watch on. of heat such as coal pot, gas cooker or firewood
which was burning, you experienced much
b. Let group leader hold the round object at heat. When you moved your hand away from
arm’s length above shoulder height. the source of heat you experienced less heat.

c. Let second member of the group lit the
torch light onto the round object from the
opposite direction for the class to observe.

d. Each group records their findings of the
demonstration and reports to the class.

Explain why some planets are hotter or
colder than others.
Use a source of heat such as coal pot/gas
cooker/firewood, guide learners to explain how
they feel when they are closer or farther from
the source of heat.

47

Strand 2

Thus planets that are close to the sun such as vi. Learners in groups talk about the effects of
Mercury, Venus and Earth have much heat. The pollution on the environment e.g.
planets Uranus and Neptune are far from the
sun. They are therefore, experiencing less heat. a. Heat
b. Health hazards
Human activities that can lead to increase in c. Depletion of natural habitats for animals
the sun’s heat on the earth. d. Flooding
In whole class discussion enumerate human
activities that can lead to increase in the sun’s i. Learners play games or do activities that
heat on earth. Such activities include: bush teach the importance of reducing air, water
burning, exhaust fumes from cars and factory of land pollution.
chimneys, deforestation, release of greenhouse
gases that destroy the ozone layer to allow ii. Describe the sun as the source of light and
more sun’s rays to reach the earth. heat to the earth.
Summarise the lesson with the important points.
iii. Learners discuss the sun as the ultimate
Questions: source of energy and life on earth and
learn more facts about the sun: it is a star,
1. When do we call day? it is at the centre of the solar system, the
2. What is rotation of the earth? earth moves round the sun, the sun is
3. Why does the moon shine? 149.6 kilometers from the earth, it is over
4. What is sunburn? one million times bigger than the earth
5. Which planet is the coldest?
iv. Learners conduct the above experiment to
Activities to support learners show how we get light and heat from the
i. Learners talk about ways of ensuring sun.

safety in the environment e.g. keeping the v. Learners talk about some of the ways they
environment clean, planting trees, good can protect themselves against sun rays:
sanitation, good roads, safe drinking water, use umbrella, do not wear heavy clothes,
reduce usage of chemicals, reduce burning do not wear black and red cloths, wear
of things. white, cream, sea blue clothes on sunny
ii. Show pictures and video clips on days to reflect the heat.
human activities that do not make the
environment safe: illegal mining (galamsey), vi. Learners reflect on human activities that
indiscriminate cutting down of trees can lead to increase in the sun’s heat on
(deforestation), pollution of the air and water the earth.
bodies, throwing plastic bags around.
iii. Learners in groups play games or engage Evaluation Exercise
in activities/projects that teach ways of Expected Answers
ensuring safety in the community e.g. (Refer to learners book page 65 for exercises
preventing flooding, preventing drowning, and activities)
preventing fire outbreaks by putting off Exercise 1
electrical gadget after use, make fire 1.
extinguisher available in homes, preventing i. Illegal mining
road accidents, keeping the home and ii. Bush burning
classroom or school clean, planting trees, iii. Bad farming practices
recycling waste paper and plastics. iv. Quarrying
iv. Prevent pollution on the environment by v. Overgrazing
performing simple activities vi. Deforestation (falling or cutting down trees)
v. Learners discuss human activities which vii. improper use of electrical gadget
pollute the land, water and air such us bush
burning, smoke from vehicles and factories 2.
and dust from quarry and construction sites. i. clearing chocked gutters
i. Planting of trees
ii. Disposing refuse and wastes properly
iii. Punish offenders of sanitation
iv. Regular clean up exercises

48

Sub-strand 1: The environment and the weather

Exercise 2 5. State 4 effects of pollution on the
1. What is pollution? environment.
Pollution is the introduction of contaminants
6. Describe the sun.
into the natural environment that causes 7. Set up an experiment to show how we get
adverse change
light and heat from the sun.
2. State the three types of pollution 8. State 4 ways of protecting ourselves against
a. Land pollution
b. Water pollution the sun rays.
c. Air pollution
Evaluation Exercise
3. Expected Answers
i. Fruits or vegetables or plants get Home work

contaminated 1. Keeping the environment clean.
ii. Homes animals get destroy through pollution i. Planting more trees.
ii. Water bodies also get contaminated ii. Maintaining good sanitation
iii. Having good roods
through pollution. iv. Having safe drinking water
v. Reducing the usage of chemicals
4. vi. Reducing burning of things.
i. The re should be public education on effect
2.
of pollution i. preventing flooding.
ii. People who are caught polluting the ii. preventing drowning.
iii. preventing fire outbreaks by putting off
environment should be punished. electrical gadgets after use.
iii. Think about the safety of others iv. making fire extinguisher available in our
homes.
Exercise 3 v. preventing road accidents.
1. vi. keeping the home and classroom or
a. The sun gives us energy called sollar energy schools clean.
b. The sun gives vitamins D in the early hours of vii. planting more trees.
morning viii. recycling waste papers and plastics.
c. It makes our day bright
3. Pollution is the introduction of contaminants
2. into the natural environment that cause
a. Exposure tom the sun burns our skin adverse change.
b. It increases the rist of cancer.
c. Dry up water bodies 4.
i. land – illegal mining, human sewage and
3. deforestation
a. By the use of umbrella. ii. air- industrial waste, vehicular fumes and
b. Do not wear heavy clothes agriculture activity
c. Do not wear black and red clothes iii. water-oil spillage, waste disposal, crude
d. Wear white, cream, sea blue clothes on methods of fishing
sunny days to reflect the heat.
5.
SUGGESTED HOMEWORK i. Heat
1. State 4 ways of making the environment safe. ii. Health hazards
2. State 4 ways of ensuring safety in the iii. Depletion of natural habitats
iv. Flooding
community.
3. What is pollution?
4. State 3 human activities each that pollute the

a) land
b) air
c) water

49