Strand 2
Reflections Also, learners should be aware of and control
Teacher reflects on the following in relation to their learning by actively participating in
the indicator and makes informed decision in the reflective thinking - assessing what they know,
next lessons: what they need to know, and how they bridge
that gap during learning situations.
• What went well?
• What went badly? Ask learners to do the following by ways of
• What would you improve next time? reflecting on the lesson:
In thinking about or answering the above
questions, the teacher should make use of i. Tell the class what you have learnt during
those cognitive skills or strategies that increase the lesson.
the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal ii. Tell the class how you will use the
directed; the kind of thinking involved in solving knowledge acquired during the lesson.
problems, formulating inferences, calculating
likelihoods, and making decisions when the iii. What aspect of the lesson did you not
teacher is using skills that are thoughtful and understand?
effective for the particular context and type of
thinking task. The teacher should also analyze
and make judgments about what has happened
or been taught.
50
Strand 2: ALL AROUND US
Sub-strand 2: Plants and Animals LB: pages 76 - 83
CONTENT STANDARD Living things are the creatures that are alive and
Learners will be able to demonstrate compose of tiny particles, i.e. cells. Living things
understanding of how living and non-living eat, breathe, grow, move, reproduce and have
things in the environment are related senses. They sense things and react to external
stimulus, which maintain a stable internal
INDICATOR: environment to make cells function. Non-living
i. Explore the relationship between living and things refers to those objects or items, that do
non-living things in the environment not exhibit any sign of life. Nonliving things do
ii. Recognise the need to preserve living and not eat, breathe, grow, move and reproduce.
non-living things in the environment as a They do not have senses.
responsible
This unit tries to explore this relationship
CORE COMPETENCIES and adapt ways by which the relationship is
Communication and Collaboration improved for human comfort and living.
Critical Thinking and Problem Solving
Cultural Identity and Global Citizenship Things needed to explore the relationship
between living and non – living things in the
SUGGESTED RESOURCES environment
Medicines, Fire wood, Clothes, Manures,
Pictures, Video clips, paper, pencils, posters, Ask learners to talk about the things needed to
films, computer, charts, Internet, blackboard/ explore the relationship between living and non-
market board and chalk/marker living things in the environment.
The learners should present their findings to the
OTHER USEFUL MATERIALS class.
English dictionary Items needed to explore the relationship
between living and non-living things in the
KEY WORDS environment.
Relationship, transport, manufacturing, Pictures, Video clips, Chats , Firewood
industrial, medicines Medicines.
HELPFUL LINKS Introduction
Plants and animals have a unique relationship in
https://sciencing.com › Science › Nature › the eco system. Knowledge of this relationship
Ecosystems helps us to improve upon this ecological
https://www.quora.com › What-is-the- balance for a successful living. This unit tries
relationship-between-living-things-a... to explore this relationship and adapt ways by
https://www.nps.gov › arch › learn › education › which the relationship is improved for human
classrooms › upload comfort and living.
Introduction Through think-pair-share or in a group ask
Plants and animals have a unique relationship in learners to discuss the relationship between
the eco system. Knowledge of this relationship plants and soil, plants and sunlight, plants and
helps us to improve upon this ecological water, human and air, human and water and
balance for a successful living. human and land. The learners’ discussions
should include the following:
51
Strand 2
Relationship between living and non-living Photosynthesis is the process of converting
things carbon dioxide into organic compounds using
Break the class into multiples of three groups, energy from sunlight or artificial light. Plants use
say group 1, 2, and group 3. Those who belong water and carbon dioxide to generate food and
to group one should explore the relationship release oxygen into the atmosphere, a natural
between plants and soil. Group 2 should explore process that feeds all other life on our planet.
that of plants and sunlight. Group three should The green pigment chlorophyll, which is present
explore the relationship between plants and in most plant life, absorbs light. Natural daylight
water. After documenting their work, each group from the blue part of the spectrum is optimum
should present their findings to the whole class for the initial stage of plant growth.
in turns. Similar thing should be repeated for The flowering stage of plant growth requires
exploring the relationships between Human light from the red and orange part of the
and air, Human and water, and Human and spectrum. By limiting the amount of light and
land. The whole class discussions should be the number of hours exposed, one can induce
moderated by the contents below. the flowering stage artificially. The plant knows
when to start reproducing and begins its
Plants and soil flowering stage. This is followed by the laying
Soils are the natural sites for all terrestrial of seed for another season and finally reaching
plants. Plants develop roots in the soil space dormancy (a stage where nothing happens).
that anchor them in the soil, and absorbing
water, oxygen and nutrients from the soil Plants and water
through their root system. Plants need some form of structure to enable
Furthermore, soils must be able to store them to grow and maintain rigidity. The majority
sufficient moisture, provide enough gas of plants get structure solely from the pressure
exchange and warmth, and also contain large of the water in their cells. Within each cell of
enough quantities of available plant nutrients. the plant are a number of elements. One of
These properties are significantly determined by such elements is mitochondria that converts
the thickness of the rootable soil zone. Because sugars into energy the plant can use. Another
fertile soils are the basis for supplying a growing is chloroplast that contain the chlorophyll the
human population with food and because plant uses in photosynthesis. But the largest
arable soils are a limited good, they must be portion of each cell is the vacuole, a space
protected from damage and destruction, in order filled with water that ensures the cell maintains
to preserve their fertility and to prevent famine its shape. If the plant receives enough water,
among the population. Their capacity to produce each vacuole in each cell keeps the cell walls
any kind of yield is called soil fertility. at the right tension, and in combination all the
cells give the plant its strength. This water
Plants and sunlight pressure within the cells is called ‘turgor’ and
The sun is abundant source of energy. Plants, because the strength is derived from a liquid
on the other hand, are masters at using the free source, the strength retains a flexibility that
energy delivered from the sky. When sunlight animal skeletons lack. This allows the plants
hits certain liquids flowing through the leaves it to adapt to the surroundings, bend in the wind
sparks a chemical reaction. and move towards the sun as it traverses the
sky during the day to get the most energy for
Sunlight directly influences plant growth and photosynthesis.
flowering by inducing photosynthesis and
feeding plants with energy. Plants are dependent Photosynthesis
on light to generate food, induce the growing Photosynthesis is the process by which plants
cycle and allow for healthy development. Without produce the energy they need to survive and
light, natural or artificial, most plants would not grow. Water is very important in this process.
be able to grow or reproduce, photosynthesis Photosynthesis uses the energy from the sun to
would not occur without the energy absorbed create energy in the form of simple sugars. For
from sunlight and there would not be enough the molecules of sugar to form they need carbon
oxygen to support life. dioxide (which they absorb from the air) and
52
Sub-strand 2: Plants and Animals
hydrogen, which is taken from the water in the transpiration to occur, partly as still air tends to
plant, which comes up through the plant from become more humid, and the wind moves this
the roots to the leaves. While plants release air away from the leaves. And transpiration, like
oxygen as a by-product of the photosynthesis photosynthesis and translocation, is affected
process, they also need a small amount of it by the amount of moisture in the soil that is
in solution to help facilitate the function; water available for uptake by the plant. If there is
provides this as well. insufficient water in the soil, transpiration slows,
as do the other process, and the plant will begin
Translocation to exhibit signs of distress, such as curling and
The movement of water through the parts browning of leaves.
of a plant is called translocation. It is via
translocation that nutrients are moved around Humans and Air
the plants to where they are needed. A plant Air refers to the invisible mixture of gases
absorbs nutrients in solution; so having that surrounds the planet Earth. Air contains
sufficient water in the soil is essential for good substances like oxygen and nitrogen that most
plant growth. Soil nutrients are taken up by forms of life on the planet require to survive,
the roots in a water solution and moved via a making it a crucial natural resource. Humans
process called capillary action that uses the have found many uses of air, but above all else
tension of the water itself to move it around. air is required for human bodies to function.
This allows the plant to get nutrients to the Air pulled into lungs oxygenates the blood,
leaves where it is required for photosynthesis. allowing cells to power themselves through
Translocation not only allows the plant to cellular respiration.
shift nutrient-rich water from the roots to the Air harnessed through wind turbines generates
leaves, it also allows the sugars that result from electricity, and it is required for the fuel
photosynthesis in the leaves to be transported combustion processes that power factories,
back down to the roots and out to blossoms and power plants, and cars, and inflate tyres.
crops to enable them grow. Biological uses of Air
Air is pulled into the body by lungs and used
Transpiration to fill tiny air sacs that allow blood cells to pick
During photosynthesis, water evaporates from up oxygen, which is then distributed across the
the surface of the leaves in a process called body’s cells. Through the process of cellular
transpiration. This occurs when stomata, a respiration, this oxygen can then be used to
kind of pore, open on the leaf to allow for the break down sugars and create energy.
exchange of oxygen and carbon dioxide with the
atmosphere during photosynthesis. Some of the Power Generation and Mechanics
oxygen that the plant releases are contained in Air is crucial to the generation of electrical
the water vapor that is transpired. Not only does power. Oxygen present in air supports
the transpiration effectively provide the space combustion – the process that allows fires
into which the essential carbon dioxide can flow, to form, and as a result powers most fuel-
it also prompts the plant to take up more water burning generators, machines and vehicles.
from the soil (bringing with it nutrients). This Air is used to generate power directly. Wind,
helps to keep the internal system of the plant which is moving air, when passed through a
in balance. It also keeps the plant cool – think large turbine, or turns wind vanes generates
of transpiration as being a bit like sweating in electricity. At the same time, some sensitive
humans! mechanical drive systems use pressurized
air to move machinery. It should be noted,
Rates of transpiration in each species of plant however, that air pollution is a direct result of
varies depending on a number of factors. These many of these uses for air: Despite the crucial,
include temperature (warmer temperatures life-supporting role of air in our life, it is often
cause more transpiration), light (plants transpire taken for granted. Because it is invisible and
less in the dark) and humidity (it is easier for surrounds the planet, many companies and
a plant to release moisture into drier rather factories pay little attention to how pollution
than saturated air). Wind will also cause more affects air quality.
53
Strand 2
Humans and Water In conclusion, we can say that land supports
Water is just as important to our bodies as it both the living and non-living. Everything apart
is to life on earth. At birth, water accounted from the sun and other planets rest on the land.
for nearly 80 percent of your body weight and The earth’s atmosphere also rests on the land
accounts for as much as 70 percent as your through its gravitational pull.
adult body. Similarly, nearly three-fourths of the Summarize the lesson by emphasizing the
earth’s surface is covered by water. important points and bringing out omissions to
the learner’s attention.
Daily fluid intake
Human beings need around 6-8 glasses of Preserve living and non-living things in the
water daily for our body to be healthy. The larger environment
part of the water intake comes from the food we Land/soil, sunlight, water, air constitute non-
eat. living things in our environment. Plants and
Of course, this also depends on our diet, which human beings, as well as other lower animals,
is why it’s important to eat enough fruits and constitute living things. It is established that
vegetables throughout the day. living things depend on the non-living things
for life. It is very interesting to note that the
Water usage non-living things give life to the living things.
Human beings use water in many other ways. It is therefore important to preserve both the
We use water to/in: living and non-living things for the benefit and
comfort of human beings themselves. When
• bath the environment is clean and non-polluted it
• clean our teeth enhances plant growth for humans’ use. But it
• wash our dirty things is humans’ activities that pollute and degrade
• irrigate our crops the environment. The pollution and degradation
• cool our engines of the environment is detrimental to humans.
• flush our toilets We therefore need to preserve both the living
• cooking and non-living for the ultimate good of human
• transporting goods and people beings.
• Manufacturing processes require water
Activity to support learners
especially in the cooling of engines. i. Learners in groups, discuss the relationship
Almost 75% of the world’s fresh water supplies between the following living and non-living
are used to produce food. This includes growing things:
crops and for the biggest part producing meat. a. Plants and soil
In other words, everything that we eat has an b. Plants and sunlight
impact on our water resources. c. Plants and water
d. Humans and air
Humans and Land e. Humans and water
Land is the solid part of the earth on which other f. Humans and land
things rest. Human beings depend on the land
for many reasons. Some of these are: vii. Through group work guide learners to
The land is used in building homes and other play games and use specific examples to
constructions. talk about the importance of living and non-
The land is used for agriculture. living things to humans. e.g. Plants provide
Roads, bridges and rail tracks are built on the oxygen, food, medicine, fuel wood, clothes.
land. Animals provide food, medicine, manure,
Waterbodies human beings use is on the land clothes. Water is used for drinking, washing,
Forests and all vegetation is on the land cooking, river transport, manufacturing of
Soils that support plant growth is formed from industrial goods.
the land
54
Sub-strand 2: Plants and Animals
Evaluation Exercise e. Plants produces clothes
Expected Answers f. Mountains are used for tourism purpose.
(Refer to learners book page 80 for exercises
and activities) Mountains/rocks are broken into stones for
Exercise 1 construction work in building.
PLANTS AND SOIL 3. Mention four uses of water.
a. Soil is the natural home of plants i. for drinking
b. When rain fain falls soil preserve warter for ii. washing
iii. cooking
plants iv. river transport
c. Plants also project soil from erosion. v. manufacturing industrial goods.
PLANT AND SUNLIGHT Reflections
a. Plants need sunligh to make thie food Teacher reflects on the following in relation to
b. Sunlight promote growth of plants the indicator and makes informed decision in
the next lessons:
HUMANS AND WATER
a. Human beings need water to survive • What went well?
b. Human beings deed water to grow crops • What went badly?
• What would you improve next time?
2. In thinking about or answering the above
a. living things can breathe questions, the teacher should make use of
b. It can move those cognitive skills or strategies that increase
c. They die the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
3. directed; the kind of thinking involved in solving
a. They provide us food problems, formulating inferences, calculating
b. clothing likelihoods, and making decisions when the
c. shelter teacher is using skills that are thoughtful and
effective for the particular context and type of
SUGGESTED HOME WORK thinking task. The teacher should also analyze
1. State the relationship between the following: and make judgments about what has happened
or been taught.
a. plants and soil
b. plants and sunlight Also, learners should be aware of and control
c. plants and water their learning by actively participating in
d. Human and air reflective thinking - assessing what they know,
what they need to know, and how they bridge
2. State the three importance of living and non- that gap during learning situations.
living things to humans.
Ask learners to do the following by ways of
3. Mention four uses of water. reflecting on the lesson.
Evaluation Exercise i. Tell the class what you have learnt
Expected Answers during the lesson.
Home work
ii. Tell the class how you will use the
2. State the three importance of living and non- knowledge acquired during the
living things to humans. lesson.
a. Plants provide oxygen iii. What aspect of the lesson did you not
b. Plants provides food understand?
c. Plants produces medicines
d. Plant provides fuel, wood
55
Strand 2: ALL AROUND US
Sub-strand 3: Map Making and Land Marks
CONTENT STANDARD LB: pages 84 - 87
Learners will be able to demonstrate
knowledge of the physical features of the of familiar places, like a neighborhood. At this
school age, symbols should represent an object or
place in the real world and be a recognizable
INDICATOR icon to students. Abstract, unrelated symbols
Map the school environment are not understood well at this age. Use the
text and prompts below to explore the provided
CORE COMPETENCIES neighborhood map with learners.
Communication and Collaboration
Critical Thinking and Problem Solving Map the school environment
Cultural Identity and Global Citizenship Introduce young students to the concept of
maps as representations of places with this
SUBJECT SPECIFIC PRACTICES neighborhood map. A Map is also a drawing or
Analysing graphical representation of the earth’s surface
Record keeping or part of it drawn to scale on a flat surface
material.
SUGGESTED RESOURCES
Pictures, Charts, paper, pencils, posters, films, Sketch map of a school environment
computer, charts, Internet, blackboard/market
board and chalk/marker Take the class out to explore the school
environment and identify key features such as
OTHER USEFUL MATERIALS the lay out of classroom blocks, canteen, library,
English dictionary computer laboratory and the playground.
Let the learners sketch into their jotters the
KEYWORDS layout of the entire school environment. Major
Features, environment, playground, laboratory, routes and gates should be identified on the
draw, sketch, map sketch. On the far right corner of the paper,
draw compass rose, indicating the cardinal
HELPFUL LINKS points correctly. Put in all important features
as identified when exploring the school
https://www.researchgate.net › publication › environment. Let them review the sketch map
282952314_Whole_school_m... by using the following prompts:
https://www.academia.edu ›
https://www.canteach.ca › elementary › i. Find the school canteen. Where is it
wenviron6 located?
Introduction ii. What street has no houses on it?
Learners in early elementary commonly draw
their view of the world using the perspective
seen books.
Learners can use maps with this perspective
to begin to learn spatial concepts such as
identity, location, and symbols. They should
be given opportunities to practice with maps
56
Sub-strand 3: Map Making and Land Marks
iii. The school is near a particular landmark. 2.
Where is that landmark? They are physical objects both natural and
artificial that are represented on maps.
iv. Find the computer laboratory. Between
what types of buildings is it located? 3.
a. Mountain
v. This school has a playground. Find it on the b. Buildings
map. c. Trees
d. Water bodies
Let them draw the reviewed sketch map in their
workbooks. SUGGESTED HOMEWORK
1.What is a map?
Things needed to map the school environment. 2. State five key features of the school
Ask learners to talk about the things needed to
map the school environment. environment
The learners should present their findings to the 3. Draw a sketch map of your school and
class.
Items needed to facilitate the mapping of the indicate key features on it.
school environment: features of the school environment.
Pictures
charts Evaluation Exercise
Expected Answers
Through discussions ask the learners to identify Home work
the key features of the school environment 1. A Map is a drawing or graphical
and draw a sketch of the school environment.
Learners’ discussions should include the representation of the earth’s surface or part of
following: it drawn to scale on flat surface materials.
The key features of the school environment are:
1. Classroom blocks Reflections
2. Canteen Teacher reflects on the following in relation to
3. Library the indicator and makes informed decision in the
4. Playgrounds next lessons:
5. Computer laboratory
• What went well?
Activity to support learners • What went badly?
i. Learners identify the key features of the • What would you improve next time?
school environment e.g. classroom blocks, In thinking about or answering the above
canteen, library, playground, computer questions, the teacher should make use of
laboratory. those cognitive skills or strategies that increase
ii. Learners draw a sketch map of the school the probability of a desirable outcome. Use
environment thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
Evaluation Exercise problems, formulating inferences, calculating
Expected Answers likelihoods, and making decisions when the
(Refer to learners book page 84 to 87 for teacher is using skills that are thoughtful and
exercises and activities) effective for the particular context and type of
Exercise 1 thinking task. The teacher should also analyze
and make judgments about what has happened
A Map is a drawing or graphical representation or been taught.
of the earth’s surface or part of it drawn to scale
on flat surface materials. Also, learners should be aware of and control
their learning by actively participating in
reflective thinking - assessing what they know,
what they need to know, and how they bridge
that gap during learning situations.
57
Strand 2
Ask learners to do the following by ways of
reflecting on the lesson.
i. Tell the class what you have learnt during
the lesson.
ii. Tell the class how you will use the
knowledge acquired during the lesson.
iii. What aspect of the lesson did you not
understand?
58
Strand 2: ALL AROUND US
Sub-strand 4: Population and Settlement
CONTENT STANDARD LB: pages 88 - 91
Learners will be able to demonstrate
understanding settlements patterns in Ghana or permanent. Temporary settlements include
things such as refugee camps.
INDICATOR Types of settlements help us to understand
Describe the nature of settlements in Ghana. human being’s relationship with his or her
environment. In this unit we are going to look
CORE COMPETENCIES at the differences between rural and urban
Communication and Collaboration settlements. We will further look at some of
Critical Thinking and Problem Solving the reasons why people settle in a particular
Cultural Identity and Global Citizenship community.
Introduce this lesson by asking learners to
SUBJECT SPECIFIC PRACTICES describe their community. Probe to see what
Responsibility they are like and what they do not like about
their community.
SUGGESTED RESOURCES In a whole class discussion bring to light all
Charts, Pictures,Video clips, paper, pencils, the features of rural and urban settlements as
posters, films, computer, charts, Internet, detailed below.
blackboard/market board and chalk/marker
Rural and Urban settlement
OTHER USEFUL MATERIALS A rural settlement is a community involved
English dictionary mainly in primary activities such as farming,
lumbering and mining. The population size is
KEY WORDS small (usually below 500 people) as compared
Settlements, vacuum, protection, pooling, to the population size of urban dwellers.
resources feature, flood, transportation They have simple buildings and homes that
are mainly constructed with local materials.
HELPFUL LINKS Scattered homes, villages, hamlets and huts
https://www.jstor.org › stable dominate rural communities.
https://www.jstor.org › stable
https://www.ncbi.nlm.nih.gov › pmc › articles › Rural communities engage mainly in primary
PMC3283664 activities such as farming, fishing and hunting.
www.statsghana.gov.gh › gssmain › fileUpload Urban settlements, however, engage in mainly
› pressrelease › Urban... secondary and tertiary activities such as food
processing and banking. Their population size is
Introduction bigger (usually above 500 people) as compared
Settlement is a place where people live and to the population size of rural dwellers. They
interact through activities such as agriculture, have expensive buildings and homes usually
trading, entertainment and other productive constructed from foreign materials. Some of
activities. the buildings are high rising or storey buildings
which are packed together in close proximity
A settlement could be anything from an isolated .
farmhouse to a mega city settlement with over Uniqueness of communities
ten million people. Settlement can be temporary Every settlement or community has a particular
reason for people to be attracted to settle
there. It could be due to the nature of the land,
nearness to water body, fertility of the soil or
ease of trading with other communities. Thus
there is something unique about every human
settlement.
59
Strand 2
Sanitation is key to the health of everybody. Activities to support learners
Wherever one settles it is a good practice to i. Learners discuss the importance of
develop practical attitudes of tidying one’s
surroundings to make it clean. Many urban settlements e.g. people live with other
settlements in Ghana are dirty because of the people, we do not live in vacuum, for
attitude of the citizens. Voluntary and communal protection, for pooling resources together
service in taking care of one’s surroundings etc.
enhances our health and well-being. ii. Learners discuss and write about features
Let two groups of learners role-play the typical that they will consider in choosing a good
behaviours of rural and urban settlers. Highlight settlement that would make life easier and
the good points and discourage the bad ones for comfortable such as areas free of floods,
a better living. access to local raw materials, local water
supply for drinking and washing and access
Activity 1 to roads and transportation.
Find out the importance of, or uniqueness of iii. Learners engage in activities that teach
your community. Justify why people stay and them to help keep their settlements safe,
continue to stay in your community. In pairs, peaceful and clean.
discuss what your community offers to other
communities. Find out things your community Evaluation Exercise
members depend on from other communities. Expected Answers
(Refer to learners book page 91 for exercises
Things needed to describe the nature of and activities)
settlement in Ghana. Exercise 1
Ask learners to talk about the things needed to 1.
describe the nature of settlement in Ghana. a. They are places for many different families
The learners should present their findings to the b. Cultural is lent among different people within t
class.
Items needed to describe the nature of he settlement
settlement in Ghana. c. It a place the gives job to people
Through think-pair-share ask the learners 2.
to discuss the importance of settlement and i. The place you will be looking for should
features to consider when choosing good
settlement. Learners’ discussions should include have social facilities such as schools,
the following: hospitals, etec.
ii. The area must be free of flood.
Importance of Settlement iii. Easy access to local raw materials
1. It helps people to live with each other. iv. Easy access to local water supply for
2. Offers jobs to people. drinking and washing
3. For protection. v. Easy access to roads and transportation.
4. For pooling resources together.
3.
Features to consider when choosing a good i. form watcdod groups
settlement ii. fix stree light at important places in the
1. The area must be free of flood.
2. Easy access to local raw materials community
3. Easy access to local water supply for drinking iii. Regular communal labbour sould be
and washing organised
4. Easy access to roads and transportation.
SUGGESTED HOMEWORK
1. What is settlement?
2. State four importance of settlement
60
Sub-strand 4: Population and Settlement
Evaluation Exercise thinking that is purposeful, reasoned and goal
Expected Answers directed; the kind of thinking involved in solving
Home work problems, formulating inferences, calculating
likelihoods, and making decisions when the
1. What is settlement teacher is using skills that are thoughtful and
A settlement is a place where human beings effective for the particular context and type of
reside or live. But it also includes the buildings, thinking task. The teacher should also analyze
the roads, streets and pathways which link up and make judgments about what has happened
the buildings in the settlement and through or been taught.
which the people communicate.
2. State four importance of settlement Also, learners should be aware of and control
i. It helps people to live with each other. their learning by actively participating in
ii. People do not live in vacuum. reflective thinking - assessing what they know,
iii. For protection. what they need to know, and how they bridge
iv. For pooling resources together that gap during learning situations.
Reflections Ask learners to do the following by ways of
Teacher reflects on the following in relation to reflecting on the lesson:
the indicator and makes informed decision in the i. Tell the class what you have learnt during
next lessons:
the lesson,
• What went well? ii. Tell the class how you will use the
• What went badly?
• What would you improve next time? knowledge acquired during the lesson.
In thinking about or answering the above iii. What aspect of the lesson did you not
questions, the teacher should make use of
those cognitive skills or strategies that increase understand?
the probability of a desirable outcome. Use
61
Strand: 3
Our beliefs
and values
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 1: Worship LB: pages 94 - 102
CONTENT STANDARD Prayer plays important part in any religion.
Learners will be able to recognise the Prayer therefore involves asking God for
importance of prayer, worship and other acts something or asking God to protect you.
of worship
Talk about reasons for worshipping God
INDICATOR Guide learners through demonstration to the
Show obedience and respect to a supreme need to take active part in worship. Let learners
being through prayer and worship understand that God seeks true worshippers,
and He identifies them as those who worship
CORE COMPETENCIES Him in spirit and in truth. Worshipping God in
Communication and Collaboration, spirit means that it must be done from the heart.
Personal Development and Leadership Worshipping God in truth means that it must be
Creativity and Innovation done according to what God has specified in the
Cultural Identity and Global Citizenship Bible. Worshipping God in spirit and in truth is
a serious matter which must not be taken lightly.
SUBJECT SPECIFIC PRACTICES If we have any regard for our own souls, we will
Faithfulness, Obedience, Respect, want to make sure we are worshipping God in
Commitment, Humility, Togetherness, spirit and in truth. Let learners understand that
Cultural Identity, Gratitude in all the three main religions God is worshipped
for a purpose. The purposes of worship of God
SUGGESTED RESOURCES in a religion is to achieve the goals of salvation
Video clips, Charts , Pictures, paper, pencils, for oneself and others, and to render due
posters, films, computer, charts, Internet, worship and obedience to God. Some other
blackboard/market board and chalk/marker purposes are as follows:
OTHER USEFUL MATERIALS 1. to obtain fuller knowledge of God.
English dictionary 2. to draw near to God.
3. to reinforce our hope.
KEY WORDS 4. to receive strength.
Worship, communicate, obedience, libation, 5. to bear fruit.
scriptures, recite, scene 6. to communicate with God.
7. to show obedience to God.
HELPFUL LINKS 8. we worship God so that we can know Him
https://lingadziccap.org › index.php › sermon
› the-importance-of-obedien... more. The more we know Him, the more we
https://www.focusonthefamily.com › Faith › will want to worship Him.
Spiritual Life
https://www.bibletools.org › fuseaction › In order to develop creative skills in learners,
Topical.show › RTD › CGG › Yi... assist learners to draw and colour a worship
scene of any of the three main religions in
Introduction Ghana.
With the aid of pictures and video clips, guide
learners through questions and answers to As children of God we must learn to talk to God
talk about worshipping God. Prayer is the act when we wake up from bed and when we are to
of talking or communicating with God or one’s bed at night through prayer. Just as we talk to
object of worship. our earthly Fathers, we must learn to talk to God
also as our Heavenly Father. As learners we
64 also pray the Lord’s Prayer whenever we are at
morning assembly.
Sub-strand 1: Worship
Things needed to show obedience and respect praising of His Person, character, attributes and
to a supreme being through worship. perfection. It is the adoration of God for who and
Ask learners to talk about the things needed what He is. Psalm 95:6 states: O come, let us
to show obedience and respect to a supreme worship and bow down, let us kneel before the
being through prayer and worship. Lord our maker. In worship, our attention and
focus must be on God. We have to remember
The learners should present their findings to the that we are in the presence of God.
class.
Prayer
Items needed to show obedience and respect of Prayer is talking or communion or
a supreme beings through prayer and worship communication with God. In prayer, Christians
put their request before God by asking God to
Through discussions, ask learners to talk do something for them. In prayer we also listen
about why we pray and worship God. Learners’ to God to speak to us. So we can say that we
discussions should include the following: talk to God and God also talks to us in prayer.
What do you think is happening in the picture
above? How often do you pray to God?
Importance of Prayer Preaching
Preaching is the act of spreading the gospel
1. Prayer draws us closer to God of the kingdom of God or spreading the word
2. We draw strength from God through prayer of God to other people. The Bible commands
3. Prayer helps our faith in God to be Christians to ‘’Go ye therefore and teach all
nations’’ as recorded in Matthew 28:18. Every
strengthened Christian is to help spread the gospel by telling
4. When we pray we are protected from evil other about the love of God.
5. We receive blessings from God when pray
Praising and Thanksgiving
Through prayer God and human beings Praising and thanksgiving is an expression
communicate with one another. of our gratitude, honour, admiration and
Worship is an act of showing respect, honour, appreciation to God. Christians praise God with
praise and adoration for God. their voice, through singing of various songs and
dancing. Dancing involves the use of the whole
Importance of worship body in order to express joy, praise and worship
before God. We thank God for His love, for our
1. Worship draw closer to God lives and the lives of our parents, our friends,
2. We receive blessings from God our teachers and the world. We must learn to be
3. Our faith is strengthened when we worship thankful at all times.
God Baptism is an outward act that shows our
4. We have fellowship and communion with acceptance of Jesus Christ as our Lord and
personal saviour. The purpose of baptism is to
God when we worship Him. give visual testimony of our commitment to God
through Christ. In other to identify yourself with
Through discussion, ask leaners to talk about what Jesus Christ did for us on the cross after
the forms of worship in the three main religious repenting from our sins we need to be baptized.
groups in Ghana. The learners should talk about Christians believe that being baptized, their sins
the following: have been buried with Christ and have arisen
with Christ into a new life.
Forms of Worship among the three main
religious groups in Ghana. During the time of Jesus Christ, Christians
Christian forms of Worship worshiped God in temples and synagogues.
This involves the act of showing respect, Today many Christians worship God in churches
honour, praise and adoration to God. Christians and cathedrals.
are being called upon to worship God.
Worshiping God therefore, primarily is the 65
Strand 3
Islamic form of Worship and omnipotent and who is manifested in nature
and natural phenomena. They believe He is
There are several Islamic acts of worship the creator of the universe and everything in it.
However, they believe God must be worshipped
In the name of God, the Most Gracious, the through the lesser gods, ancestors and spirits.
Worship in traditional religion comes in many
Most Merciful. forms such as:
In Islam, worship is the very purpose of our Sacrifice and offering
Sacrifice and offerings are common acts of
existence. God declares in the Quran, the holy worship. It involves the killing of an animal which
book of Islam, “I did not create … mankind is given parts or entirely to God. Offerings to
except to worship Me” (51:56). Muslims worship God include things that are not sacrifice. They
are in the form of gifts to appease God, to
God, the Creator and Sustainer of the universe, commune with God and to thank God
out of love and submission. They believe that Prayers
He is the One God (Allah in Arabic) who is Prayer is the commonest form of worship
among traditional African people. Prayers are
completely unique and only He deserves to be usual short and accompanied by sacrifice and
offerings.
worshipped.
Libation is another form of worship. Libation
There are several Islamic forms of worship. is used for contacting and communicating with
the lesser gods, ancestor and spirits. Libation is
Salat(prayer) is one of the forms of worship in also used to seek guidance from the gods and
also for thanksgiving.
Islam. It is the first practice of faith and also the Lastly traditional African religion worship God
through singing and dancing. Music and dance
foremost of the basic conditions for the success provide means by which trance and possession
can be attained within religious rituals. Drums
of the believer. ‘’Successful indeed are the play central role in both songs and dance. Music
reflects the beliefs of the people and a form of
believer who are humble in their prayers’’ (23:1- worship and calls on spirits to influence personal
actions.
2). All Muslims pray five times a day. The daily
Activity to support learners
compulsory prayers that must be observed by i. Learners talk about why we worship God:
all Muslims include to draw closer to God, to communicate with
God, to show obedience to God, etc.
1. Dawn prayer Fajr ii. Learners talk about the forms of worship in
the three main religious groups in Ghana:
2. Early afternoon prayer Zuhr Christianity, Islam and Traditional: praying,
singing, pouring libation, reading scriptures,
3. Late afternoon prayer Asr etc.
iii. Learners engage in activities: role play,
4. Prayer at sun set Maghrib play games, recite prayers, read scriptures,
watch videos, or look at pictures/videos –
5. Prayer after sunset Isha that teach ways of worship to show respect
and obedience to God among the three
Apart from salat, Zakat is an act of devotion major religious groups.
like prayer. Zakat is the giving of alms to the iv. Learners draw and model a worship scene.
needy in society which reduces the difference in
classes and groups. Every Muslim must practice
the act of giving out of their wealth to the needy
in society. It is a fair contribution to social
stability.
Sawn (Fasting) during the day time of the month
of Ramadan. The main function of fasting is
to make the Muslim pure from within. Fasting,
then awaken the conscience of the individual to
realize the suffering of others, the less fortunate
brothers and sisters in Islam and thus promote
in him a sense of sympathy and kindness to
them.
Lastly, we come to Hajj (pilgrimage to the House
of God in Mecca).
Pilgrimage to Mecca is performed once a year.
Muslims from all corners of the world wearing
the same dress, respond to the call of Hajj in
one voice and language. Today many Muslims
worship God in the mosque.
Traditional Religion
Traditionally, African people believe in the a
supreme being who is omnipresent, omniscient
66
Sub-strand 1: Worship
Evaluation Exercise 5. Let learners dramatise the need for
Expected Answers religious tolerance among the three
(Refer to learners book page 101 and 102 for religions.
exercises and activities)
Exercise 1 6. Let learners differentiate between sacrifice
1. and offerings.
Christian
i. prayer 7. Let learners verbalize all the truths they
ii. giving tithe know about God
Islam 8. Sing familiar songs of praise with the
i. a visit to Mecca children. Include songs that have hand
ii. zakat (giving of alms) motions so learners can praise God.
Traditional Reflections
i. Sacrifice Teacher reflects on the following in relation to
ii. Libation the indicator and makes informed decision in the
next lessons:
2. 1. What went well?
i. Christian beliefs in Jesus Christ and whorship 2. What went badly?
3. What would you improve next time?
God through him
ii. African traditional religious people do not In thinking about or answering the above
belief in Jesus Christ and worship through questions, the teacher should make use of
smaller gods those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
Exercise 2 thinking that is purposeful, reasoned and goal
Learners answer. directed; the kind of thinking involved in solving
b. They use animals for their secrifices problems, formulating inferences, calculating
likelihoods, and making decisions when the
Exercise 3 teacher is using skills that are thoughtful and
Learners answer effective for the particular context and type of
thinking task. The teacher should also analyze
SUGGESTED HOME WORK and make judgments about what has happened
1. What is prayer? or been taught.
2. What is worship?
3. How do Christians worship God? Also, learners should be aware of and control
4. State and explain one importance of prayer. their learning by actively participating in
5. State and explain two forms of worship in reflective thinking - assessing what they know,
what they need to know, and how they bridge
Islam. that gap during learning situations.
Homework 2 Ask learners to do the following by ways of
1. What form of worship is common to the reflecting on the lesson:
i. Tell the class what you have learnt during
three religion?
2. State and explain two importance of the lesson.
ii. Tell the class how you will use the
worship.
3. Draw group of people worshipping God. knowledge acquired in your during the
4. Let learners’ role play the pouring of lesson.
iii. What aspect of the lesson did you not
libation. understand?
67
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 2: Festivals LB: pages 103 - 115
CONTENT STANDARD are festivals in Christianity, Islam and African
Learners will be able to explore the Traditional Religion.
Significance of cultural practices, traditions and
celebrations in Ghana. Things needed to identify celebrations, positive
cultural practices and traditions of different
INDICATOR culture in Ghana.
Identify celebrations, positive cultural practices Ask learners to talk about the things needed to
and traditions of different cultures in Ghana identify celebration, positive cultural practices
and traditions of different cultures in Ghana.
CORE COMPETENCIES
Critical Thinking and The learners should present their findings to the
Problem Solving class.
Communication and Collaboration Items needed to identify celebration, positive
cultural practices and traditions of different
SUBJECT SPECIFIC PRACTICES cultures in Ghana.
Faithfulness, Obedience, Respect, Pictures, Charts, Video clips
Commitment Humility, Togetherness, Cultural
Identity, Gratitude Sharing, Reconciliation, Through discussions, ask the learners to talk
Sacrifice, Patriotism about celebration and traditions of different
cultures in the community. Learners discussion
SUGGESTED RESOURCES should include the following:
Pictures, Video clips, charts, paper, pencils,
posters, films, computer, charts, Internet, Christian Festivals:
blackboard/market board and chalk/marker Christmas
Christmas is celebrated on 25th of December
OTHER USEFUL MATERIALS every year in the whole world to remember the
English dictionary birth of Jesus Christ who Christians believe
is the son of God. Christmas in Ghana is
KEY WORDS celebrated by all meaning Ghanaians. It is a
celebration, tradition, cultures, community, time when families and friends come together
harvesting and remember the good things they have.
People and especially children like Christmas.
HELPFUL LINKS It is a time of giving and receiving presents. It
https://blog.compassion.com › traditions-of- is time of sharing, merry making, singing and
ghana-warrior-king dancing and symbolic decoration and feasting.
https://www.everyculture.com › Ge-It › Ghana Christmas is celebrated by Christians, secular,
https://theculturetrip.com › Ghana › Guides & non-religious and non-Christians. The Christians
Tips usually go to church to thank God and after
https://en.wikipedia.org › wiki › Culture_of_ church continue the celebration at home with
Ghana friends, relatives and neighbours.
Introduction Easter
Festivals are special events celebrated on Easter is celebrated to commemorate the death,
recurring cycles on a calendar. Festivals have the burial and resurrection of Jesus Christ.
become integral part of human life. There Easter usually occur on any date between the
month of March and April. The celebration of
68 Easter begins on the Good Friday. This day is
mainly observed by Christians.
Sub-strand 2: Festivals
On this day some Christians wear black gods and ancestral spirits.
clothes and attend special services to mark
the day. Easter ends on Sunday where most Festivals for the gods
Christians wear white attire to church identifying These are festivals which are celebrated
themselves with the resurrection of Jesus annually in honour of specific spirit or gods.
Christ. They sing songs and dance to the glory
of God. Odwira Festival
The Odwira festival is celebrated by the
Islamic Festivals chiefs and people of Fanteakwa in the
EID-UL-FITR Eastern region of Ghana. The Odwira
Eid-ul-Fitr is an important religious festival Festival is also celebrated by the people of
celebrated by Muslims worldwide. It is Akropong-Akuapim, Aburi, Larteh and Mamfi
celebrated to mark the end of fast in the in the Eastern Region. The Akuapem Odwira
Islamic holy month of Ramadan. The festival festival was initiated by the 19th Okuapimhene
is celebrated on the conclusion of the 30 days of Akropong, Nana Addo Dankwa I (1811-1835)
of fasting. Eid –ul-Fitr usually falls on the first and was first celebrated in October 1826.Its
day of Shawwal, the tenth month on the Islamic significance is to celebrate the victory over the
calendar. The festival is celebrated for two or invincible Ashanti army during the historic battle
three days. On the morning of the first day of Katamansu near Dodowa in 1826.
Muslims gather for prayers. On this day Muslims
attend communal prayers, listen to a khutba Other Traditional festivals includes the following:
(sermon) and give Zakat al fitr(charity in the Adae Kesea is celebrated by the Asante to
form of food) during the Eid –al –Fitr. In Ghana remember their great grandparents.
this day is declared as a public holiday. It is a
day for all Ghanaians. Homowo is celebrated by the Ga people of
Accra. It reminds them of their victory over a
EID-UL-ADHA severe famine their fore-fathers faced in the
Eid-ul-Adha means the ‘’Festival of Sacrifice’’ is olden days. Their hunger ended and with great
the second of the Islamic holidays celebrated joy they ‘hooted at hunger’. So Homowo means
worldwide each year. Muslims commemorate ‘hooting at hunger’
this ultimate act of sacrifice as the willingness
of Ibrahim (Abraham) to sacrifice his son, God Kundum is celebrated by the Ahanta and Nzema
ultimately prevents the sacrifice, additionally people of Western Region.
signifying that one should never sacrifice human
life, especially not in the name of God. Hogbetsotso (Festival of Exodus) is celebrated
African Traditional Religious Festivals by the Anlos from the Volta Region signifying
There are several religious festivals found their migration from Notsie in present day Togo.
in African Traditional Religion. In Ghana The celebration is reminder of their freedom and
these festivals are colorful and vibrant part escape from the rule of the wicked king Agokoli.
of our culture. These festivals can be put It is believed that Togbe Tsali aided their escape
into three groups namely,: Harvest Festivals, from king Agokoli to present day Volta Region in
Commemorative Festivals and Festival for the Ghana.
gods.
Aboakyir also known as the deer hunting
Harvest Festivals celebrated by the people of Effutu of Winneba
Harvest Festival is a celebration of the annual in the central region. It is celebrated in honour
harvest. They incorporate group sacrifice, to Penkye Otu, a war god of Winneba and
supplication and some form of abstinence. Osim Pam the great warrior who led the
These are some of the harvest festivals Effutus through their migration to their present
celebrated in Ghana: Bakatue, Fetu Afahye, settlement from the western Sudan Empire.
Homowo and Odwira. Damba is celebrated by some northern ethnic
group in Ghana like the Dagomba, Gonja and
Commemorative Festivals Nanumba.
They focus on activities aimed at honouring the
memory of the dead and giving offering to the 69
Strand 3
Bakatue is celebrated by the people of Elmina in Evaluation Exercise
the Central region. Expected Answers
Fetu-Afahye is celebrated by the people of Cape (Refer to learners book page 114 and 115 for
Coast. exercises and activities)
Exercise 1
Through brainstorming, ask learners create i. They are festivals celebrated for religious
stories, songs, poems that teach them about
the importance of celebrations and traditions perposes.
of different cultures of where they come from. 2.
Learners should come out with the following i. Congregational prayers
importance. ii. Family reunion
iii. Mery making
Reasons for the celebration of festivals iv. Preparing and sharing of food items
i. For thanksgiving. Festivals are occasions
3.
for giving thanks to the Almighty God or the i. pouring libation
lesser gods and deities. ii. processions of chiefs
ii. They are time sharing with neighbours and
loved ones. 4.
iii. It is a time for unity and togetherness Learners answer
among neighbours, families and the entire
community. 5.
iv. They are period for reconciliation. Festival i. hogbetsotso festival
create a platform for settlement of disputes ii. Aboakyer festival
and reconciliations. iii. Kundum festival
v. For remembrance of certain events and iv. Damba festival
important personalities. v. Odwira festival
Activities to support learners 6.
Learners talk about celebrations and traditions i. to remeber past events
of different cultures in the community: ii. It gives identity to the people
Christmas, Easter, Eid-Ul-Fitr, Eid-Ul-Adha, iii. they promote tourisim
Odwira, Aboakyir, etc. iv. time for settleing family disputes
Learners use pictures, charts or video clips
to demonstrate activities of celebrations and Exercise 2
traditions of different cultures. i. Fill in the blank spaces
Learners create stories, songs, poems, that ii. ‘hooting at hunger’
teach them about the importance of celebrations iii. Anlos from the Volta Region
and traditions of different cultures of where they iv. Eid-ul Fitr
come from. e.g. Christmas teach us about the v. purification
birth of Christ. Ohum festival teach us about the vi. Easter
time for harvesting yam.
Some celebrations remind us where our SUGGESTED HOMEWORK
ancestors came from: Hogbetsotso. 1. What is Eid-ul-Fitr?
Learners prepare traditional foods such as 2. List three reasons why festival is celebrated
kenkey and fried fish, banku and okro stew, 3. Let learner create stories about importance
fufu and palm soup, tuo-zafi or sew traditional
clothes for celebration. Reflect and write about of festivals
traditions of their parents have passed down to 4. What does Christmas teach us?
them. 5. What does the celebration festivals teach
us?
6. Let learners prepare a traditional food of
their choice
7. Let other learners sew a traditional dress
70
Sub-strand 2: Festivals
Evaluation Exercise In thinking about or answering the above
Expected Answers questions, the teacher should make use of
Home work those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
1. What is Eid-ul-Fitr? thinking that is purposeful, reasoned and goal
Eid-ul-Fitr is an important religious festival directed; the kind of thinking involved in solving
celebrated by Muslims worldwide. It is problems, formulating inferences, calculating
celebrated to mark the end of fast in the likelihoods, and making decisions when the
Islamic holy month of Ramadan. The festival teacher is using skills that are thoughtful and
is celebrated on the conclusion of the 30 effective for the particular context and type of
days of fasting thinking task. The teacher should also analyze
and make judgments about what has happened
2. List three reasons why festival is celebrated or been taught.
i. For thanksgiving. Festivals are occasions
Also, learners should be aware of and control
for giving thanks to the Almighty God or the their learning by actively participating in
lesser gods and deities. reflective thinking - assessing what they know,
ii. They are time sharing with neighbours and what they need to know, and how they bridge
loved ones. that gap during learning situations.
iii. It is a time for unity and togetherness
among neighbours, families and the entire Ask learners to do the following by ways of
community. reflecting on the lesson:
iv. They are period for reconciliation. Festival 1. Tell the class what you have learnt during
creates a platform for settlement of disputes
and reconciliations. the lesson.
v. For remembrance of certain events and 2. Tell the class how you will use the
important personalities.
knowledge acquired during the lesson.
Reflections 3. What aspect of the lesson did you not
Teacher reflects on the following in relation to
the indicator and makes informed decision in the understand?
next lessons:
• What went well?
• What went badly?
• What would you improve next time?
71
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 3: Basic Human Rights LB: pages 116 - 120
CONTENT STANDARD end where someone’s own begin. You don’t
Learners will be able to demonstrate have the rights to take the life of another person.
understanding of human rights a citizen. Right to life is a natural right given to every
human being by God.
INDICATOR Things needed to explain fundamental human
Explain fundamental human rights of a child. rights of a child
Ask learners to talk about the things needed to
CORE COMPETENCIES explain fundamental human rights of a child.
Communication and Collaboration The learners should present their findings to the
Creativity and Innovation class.
Digital Literacy Items needed to explain the fundamental human
Cultural Identity and Global Citizenship rights of a child
Personal Development and Leadership Charts
Pictures
SUBJECT SPECIFIC PRACTICES Video clips
Respect, Trust, Obedience Commitment,
Responsibility Through discussion, ask learners to explain
human rights.
OTHER USEFUL MATERIALS Human rights are rights that acknowledge the
English dictionary dignity and worth of an individual and ensure
that equal rights and opportunities are available
SUGGESTED RESOURECES to all without discrimination.
Charts, Pictures, Video clips, paper, pencils,
posters, films, computer, charts, Internet, Discuss their rights under equality.
blackboard/market board and chalk/marker Guide learners to understand right to equality:
Thus, the right to equal treatment requires that
KEY WORDS all persons be treated equally before the law,
Human rights, acknowledge, dignity, without discrimination. Let learners know the
opportunities, discrimination, individuals, rights under equality for which everyone must
quality, protection be treated equally no matter the characteristics
we bear. Some of them are The right to a fair
HELPFUL LINKS trial, The right to privacy, Freedom of belief
and religion, Freedom of opinion, The right to
https://www.un.org › sections › issues-depth › education, The right to health, The right to food
human-rights and housing.
https://www.equalityhumanrights.com › human-
rights › what-are-human-ri... Learners’ discussions should include the
https://www.unicef.org › child-rights-convention following.:
› child-rights-why-they-... 1. Everyone in Ghana has right to education.
You have the right to free access and equal
Introduction educational opportunities and facilities.
Human rights are rights enjoyed by all human 2. Everyone in Ghana has the right to work. You
beings, regardless of race, sex, nationality, have the right to decent work if you are eighteen
ethnicity, language, religion, or any other (18) years and above under safe and healthy
status. These rights are enshrined in the 1992 conditions to earn a living.
constitution of Ghana. 3. Everyone in Ghana has the right to vote and
These rights are known as Basic Rights. They be voted for if you are eighteen (18) years and
include: above and of a sound mind.
Everyone in Ghana has right to life. Your rights 4. Everyone in Ghana has the right to own
property. You have the right to own any property
72 but must be obtained legally.
5. Everyone in Ghana has freedom of worship.
Sub-strand 3: Basic Human Rights
Thus, you have the rights to worship without ii. Be tolerant to other people
interference. SUGGESTED HOMEWORK
6. Every one Ghana has the right to be 1. Let learners explain human rights
protected under the law, fair hearing and trails, 2. Let learners discuss their rights under the
and legal aid.
7. Everyone in Ghana has the right to freedom 1992 Constitution
from slavery and servitude. Thus, no body shall 3. Let learners compose songs and rhymes on
be made a slave or made to do force labour.
8. Everyone in Ghana has the right to freedom fundamental human rights in Ghana
of movement. You have the right to move across 4. Let learners develop posters describing
the length and breadth of the country without
any restriction. fundamental human rights
9. Everyone in Ghana has the right to freedom
of speech. Thus, you have the rights to express Evaluation Exercise
your views in a civil manner not to infringe on Expected Answers
the rights of another person. Home work
10. Everyone in Ghana has the right to personal 1.
liberty and security. Thus no one can be Human rights are rights that recognise the
imprisoned without trail. When you are arrested
by the police you must be told in a language that dignity or the worth of human beings
you understand 2.
11. Everyone in Ghana has the right to freedom Learners answer
of assembly and association. Thus, you have 3.
the right to belong to any religious group or Learners answer
belong to any political group recognized by law. 4.
Learners answer
Activities to support learners
i. Learners explain human rights e.g. human Reflections
Teacher reflects on the following in relation to
rights are rights that acknowledge the the indicator and makes informed decision in the
dignity and worth of an individual and next lessons:
ensure that equal rights and opportunities
are available to all without discrimination. • What went well?
ii. Learners discuss their rights under equality • What went badly?
e.g. right to life, right to family, right to • What would you improve next time?
protection. In thinking about or answering the above
iii. Learners compose songs and rhymes on questions, the teacher should make use of
fundamental human rights in Ghana. those cognitive skills or strategies that increase
iv. Learners develop posters describing the probability of a desirable outcome. Use
fundamental human rights of a child using thinking that is purposeful, reasoned and goal
pictures and internet. directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
Evaluation Exercise likelihoods, and making decisions when the
Expected Answers teacher is using skills that are thoughtful and
(Refer to learners book page 114 and 115 for effective for the particular context and type of
exercises and activities) thinking task. The teacher should also analyze
Exercise 1 and make judgments about what has happened
1. or been taught.
i. Human rights are rights that recognise the
Also, learners should be aware of and control
dignity or the worth of human beings their learning by actively participating in
reflective thinking - assessing what they know,
2. what they need to know, and how they bridge
i. Right to education that gap during learning situations.
ii. Right to life
iii. Right to personal liberty i. Ask learners to do the following by ways of
iv. Right to human dignity reflecting on the lesson:
3. ii. Tell the class what you have learnt during
i. Respect for human rights the lesson.
iii. Tell the class how you will use the
knowledge acquired during the lesson.
iv. What aspect of the lesson did you not
understand?
73
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 4: Being a Leader LB: pages 121 - 129
CONTENT STANDARD Recall leaders in the community and others
Recognise leadership as an important value they know of and talk about their good
and civic duty leadership qualities
Guide learners to identify leaders in their
INDICATOR communities. Let them know that every
Describe leadership as a valuable skill community has leaders, who are so important
in the lives of community members and that
CORE COMPETENCIES they must be respected. Some of them include
Communication and Collaboration Jesus Christ, Mohammed, Okomfo Anokye of
Creativity and Innovation the Christian, Islam and the African Traditional
Digital Literacy Religion respectively. Apart from these we have
Cultural Identity and Global Citizenship N’dewura Jakpa,Togbui Tsali, Yaa Asantewaa,
Asantehene (King of Asanteman), and the
SUBJECT SPECIFIC PRACTICES past and present presidents of the Republic of
Respect, Trust, Obedience Commitment, Ghana. They are Presidents Mahama, Kwame
Responsibility, Personal Development and Nkrumah, Edward Akuffo-Addo, Jerry John
Leadership Rawlings, John Kofi Agyekum Kufour, John
Evans Atta-Mills, and Nana Addo Danquah
SUGGESTED RESOURCES Akuffo-Addo. Let learners know that they
Pictures and videos of some leaders, paper, were/are not just leaders but developed their
pencils, posters, films, computer, charts, knowledge and skills in order to lead people
Internet, blackboard/market board and chalk/ and that they should also strive hard to emulate
marker them.
OTHER USEFUL MATERIALS Engage in other leaders’ activities that teach
English dictionary good leadership skills in the home, school
and community
KEY WORDS Guide learners to understand that leadership
leadership organisation images political comes with leadership qualities and that if
leader community you do not have such qualities you will mess
up. Let them know that leaders who succeed
Introduction have these qualities and abide by them so they
Who is a Leader? A Leader is someone who can be successful. Some of these qualities
do the right things. They set direction, build include self- confidence in learners to lead class
an inspiring vision and create something new. members as class prefect and assistant, making
Leadership is about mapping out where you decisions for the class in a democratic manner
need to go to win as a team or organization. by involving everyone and about food to eat,
Leadership is not about titles, positions or flow helping in resolving issues among learners and
charts. It about one life influencing another. between learners and their teachers, as telling
Guide learners through brainstorming/ stories about Jesus, Mohammed and Okomfo
discussion on names of leaders in their school Anokye. Developing self-confidence needed to
and community. lead class members, making decisions about
food to eat, and focusing on their leadership
qualities of bravery, responsibility, and decision
making among others.
74
Sub-strand 4: Bein g a Leader
Discuss stories about religious personalities Activities to support learners
and other community leaders who show i. Ask learmers to name some leaders in their
examples of good leadership
Guide learners to understand that religion communities.
basically teaches morality to ensure that we live ii. Learners should indicate what they like
moral life which pleases God. And that, religious
personalities and community leaders must about those leaders.
show examples of good leadership so that the iii. Learners should compare two leaders in the
members can follow them without a problem.
These religious leaders in our communities community to bring out their similarities and
include Sheikh Osman Sharubutu (the National differences.
Chief Imam), Rev. Dr. Paul Boafo, and Rev. iv. Learners should draw their favourite leader.
Prof. J.O.Y Mante among others. These leaders
are to preach the word of God or Allah to their Evaluation Exercise
respective followers and even non-believers. Expected Answers
Other community leaders such as the Chief, (Refer to learners book page 129 for
Assembly member and the Member of exercises and activities)
Parliament also play key roles in ensuring Exercise 1
peaceful atmosphere for community 1.
development. Learners answer
2.
Ask the groups to discuss the good examples of i. Head working
such leaders ii. Selflessness
Points to note iii. dedication
iv. kind and generious
• inspiring people to be better v. visionary
• having clear vision 3.
• ability to communicate and understand Learners answer
• maintain positive attitude
• take risks responsibly SUGGESTED HOME WORK
• make good decisions Name two leaders outside your community
• encourage team activities. Draw one leader in your community
• courage
• selflessness Evaluation Exercise
• public- spiritedness Expected Answers
• honesty Home work
• humility 1.
• self-sacrifice Learners answer
• respect
• kindness Reflections
• faith Teacher reflects on the following in relation to
• empathy the indicator and makes informed decision in the
next lessons:
Guide learners role-play or engage in other
leaders’ activities that teach good leadership • What went well?
skills in the home, school and community such • What went badly?
as developing self-confidence needed to lead • What would you improve next time?
class members, making decisions about food to In thinking about or answering the above
eat, telling stories about Jesus and Mohammed. questions, the teacher should make use of
Learners discuss stories about religious those cognitive skills or strategies that increase
personalities and other community leaders who the probability of a desirable outcome. Use
show examples of good leadership. thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
effective for the particular context and type of
75
Strand 3
thinking task. The teacher should also analyze Ask learners to do the following by ways of
and make judgments about what has happened reflecting on the lesson:
or been taught. i. Tell the class what you have learnt during
Also, learners should be aware of and control the lesson.
their learning by actively participating in ii. Tell the class how you will use the
reflective thinking - assessing what they know,
what they need to know, and how they bridge knowledge acquired during the lesson.
that gap during learning situations. iii. What aspect of the lesson did you not
understand?
76
Strand: 4
Our nation
Ghana
Strand 4: OUR NATION GHANA
Sub-strand 1: Being a Citizen LB: pages 132 - 144
CONTENT STANDARDS Introduction
1. Learners will be able to demonstrate good Guide learners to identify good manners in the
manners at appropriate places home.
2. Learners will be able to demonstrate
understanding of who a citizen is Discuss importance of observing good
3. Learners will be able to demonstrate manners or etiquette in the home
understanding of commitment as a civic value Guide learners in brainstorm/discussion
and responsibility to mention importance of observing good
manners or etiquette in the home. Let learners
INDICATORS understand that good manners are good for
1. Show good manners in the of home, school everyone in the community and that they should
and community try as much as possible to observe them at
2. Identify the characteristics responsible all times. Let them know that observing good
citizen manners is important for the following reasons:
Good manners show the best you have to offer
CORE COMPETENCIES and encourage others to do their best.
Communication and Collaboration Practicing good manners on a daily basis makes
Personal Development and Leadership for a more pleasant life.
Creativity and Innovation Manners are important to make a good
Cultural Identity and Global Citizenship impression on others in everyday life.
They also help you to feel good about yourself
SUGGESTED RESOURCES and your identity
Pictures, charts, video clips, paper, pencils, They ensure law and order in the family.
posters, films, computer, charts, Internet,
blackboard/market board and chalk/marker Citizen according to the 1992 Constitution is a
person who has been accepted as Ghanaian
OTHER USEFUL MATERIALS either by reason of birth, or by adoption or by
English dictionary registration (naturalization). Article 6 clause
(1) of the 1992 Constitution states that “Every
KEY WORDS person who, on the coming into force of this
Manners, etiquette, respect, obedient, Constitution, is a citizen of Ghana by law shall
authorities, constitution, commitment, tolerance continue to be a citizen of Ghana”. Clause (2)
patriotism, diligent also states that “Subject to the provisions of this
Constitution, a person born in or outside Ghana
HELPFUL LINKS after the coming into force of this Constitution,
https://www.worksheetcloud.com › blog › shall become a citizen of Ghana at the date of
7-ways-to-teach-good-manners his birth if either of his parents or grandparents
https://www.csmonitor.com › The-Culture › is or was a citizen of Ghana”.
Family › Modern-ParenthoodL
https://thehimalayantimes.com › entertainment Further elaborations in clause (3) also state that
› learning-lessons-home-is-... “A child of not more than seven years of age
denbigh.nn.k12.va.us › characteristics found in Ghana whose parents are not known
shall be presumed to be a citizen of Ghana by
78 birth”.
Things needed to show good manners
in the home, school and community and
characteristics of responsible citizen
Sub-strand 1: Being a Citizen
Ask learner to talk about the things needed inhabitant of a city or town, especially one
to show good manners in the school, entitled to its privileges or franchises. Example,
home, community and the characteristics of “a Ghanaian citizen.” Let learners further
responsible citizen understand that everyone of us in any place
of the earth belongs to a particular country or
The learners should present their findings to the nation and therefore, are called citizens of those
class. countries. They should be aware that besides
Items needed to show good manners in one being a citizen of one country, you can also
the school, home and community and the be a citizen of another country but before you
characteristics of responsible citizen. become a citizen of another country there are
Pictures, Charts, Video clip. legal processes you have to follow to become
citizen of that country. You can be citizen by
Through think-pair-share talk about how birth, adoption, naturalization or by conferring
citizenship is acquired in Ghana. The learners’ honorary citizenship (Honorary citizenship is
discussions should include the following: a status bestowed by a country on a foreign
Citizenship can be acquired through the or native individual whom it considers to be
following: especially admirable or otherwise worthy of the
distinction). Citizens are entitled to protection
1. Citizenship by birth: Here there are two main and to exercise their rights and responsibilities
laws. (a) Citizenship by the law of blood. In as citizens. Learners need to know that there
this case, citizenship is acquired through are basically two types of citizens namely, active
blood descent. For example, if the mother and passive citizens.
and father are all Ghanaians and John is
born whether in or outside Ghana, John An active citizen is an individual who
is a Ghanaian. He is a citizen of Ghana contributes to the well-being of his or her
because his parents are Ghanaians by community as in crime prevention and
blood. (b) Citizenship by the law of place. neighbourhood watch. They are citizens who
In this case one becomes a citizen of love their country or show patriotism at all times
Ghana if one is born on the soil of this by engaging in things of the country and for that
country. matter in everything, country first. He or she
shows greater commitment to a course of action
2. Citizenship by Adoption refers to a situation that affects the country. Such a citizen can
whereby a person lawfully takes another always be seen in communal labour activities
person’s child and brings him or her up as organized by his or her community, helping his
his or her own child. or her country during voting exercises, ensures
that the laws of the country and for his or her
3. Citizenship by naturalization refers to the community work and are obeyed, and also
process where a person denounces his protects state or government property anywhere
or her country citizenship and decides to he or she finds him or herself.
belong to another country.
A passive citizen is an individual who does
Through think-pair-share ask learners to talk not contribute to the well-being of his or her
about attitude needed for effective citizenship community. This citizen does not always have
including active and passive citizen. Learners love for his or her country and for that matter
should come out with the following: does put his or her country first. Such a person
is able to say commit crime and other social
Identify types of citizens vices in the community or the country. Greater
Guide learners to understand the meaning and commitment to the development of his or her
the types of citizen. Let learners understand community and country is of no use or value to
that a citizen is a legally recognized national him or her hence, the name passive citizen.
of a state, nation or country, either native or
naturalized. It is also a native or naturalized
member of a state or nation who owes
allegiance to its government and is entitled
to its protection (distinguished from alien). an
79
Strand 4
Attitudes needed for effective citizenship • To foster national unity and harmony,
An effective citizen is referred to as one who has citizens need to be tolerant with one other,
the knowledge, skills, and attitudes required to to be loyal, to live in peace with others,
assume the “office of citizen” in our democratic respect the view of others and not to
republic. infringe on the rights of others.
Attitudes needed for effective citizenship include
the following: • Through think-pair -share, ask the learners
1. Loyalty thus the preparedness of a citizen to talk about the characteristics of a good
citizen. The learners should come out with
to fight for or even die in defense of their the following characteristics:
country.
2. Embraces core democratic values and Characteristics of a good citizen
strives to live by them. A good citizen:
3. Accepts responsibility for the well-being of i. takes care and protects public properties in
oneself, one’s family, and the community.
4. Has knowledge of the people, history, the community
and traditions that have shaped our local ii. is interested in what is happing in his or her
communities, our nation, and the world.
5. Has knowledge of our nation’s founding country
documents, civic institutions, and political iii. obeys rules and regulations
processes. iv. is hardworking and shows commitment
6. Is aware of issues and events that have an v. takes care of the environment
impact on people at local, state, national, vi. shows respect to elders and authority
and global levels. vii. is honest at work and relationship
7. Seeks information from varied sources and viii. has the obligation to understand what is
perspectives to develop informed opinions
and creative solutions. going on and how it affects his or her fellow
8. Uses effective decision-making and citizen
problem-solving skills in public and private ix. is tolerant, listens and respect the views of
life. others
9. Has the ability to collaborate effectively as x. is patriotic and takes part in communal
a member of a group. labour
10. Actively participates in civic and community
life. Introduction
Teacher guides learners to discuss/brainstorm
Through think-pair-share, ask the learners the meaning of commitment.
to talk about the responsibilities of a citizen.
Learners’ discussions should include the Explain commitment
following: Let learners understand that commitment is
the state or quality of being dedicated to a
Responsibilities of a citizen cause, or activity among others. Commitment
• Support and defend the Constitution. is a promise, agreement, or understanding
• Stay informed of the issues affecting your you make to/with someone or something. It
community. is not merely a promise that one makes to do
• Participate in the democratic process thus something. It entails dedication, ability to work
by voting during an election. hard and bear infinite fortitude. One of the basic
• Report crime and cooperate with law things about commitment is staying true to
enforcement agencies yourself.
• Respect the rights, beliefs, and opinions of
others. Mention the ways by which they are
• Participate in your local community. expected to show commitment
• Pay income and other taxes honestly, Guide learners to understand that there are
and on time, to federal, state, and local ways by which one can show commitment to
authorities. another.
Facilitator can cite example of our commitment
to God. Let learners know that we can show our
commitment to God in many ways. Facilitator/
80
Sub-strand 1: Being a Citizen
Teacher should explain or demonstrate the ways blessing from God is the greatest and most
by which we get committed to God. Amongst important because in His blessing in the life of
them are as follows: humanity, you have everything you need on
this earth. You do not lack anything and for that
i. Prayer matter everything is at your disposal. Let them
What is prayer? Prayer is our direct line also know that our commitment to God draws
with heaven. Prayer is a communication us closer to God and the closer we get to Him
process that allows us to talk to God. the more He opens many doors of opportunities
Prayer is an invocation or act that seeks to unto us be it money, job, marriage, knowledge
activate a rapport with an object of worship and spiritually good health among others.
through deliberate communication. In the Learners need to know that the most important
narrow sense, the term refers to an act of all is eternal life. Let learners understand that
of supplication or intercession directed where we live currently that is on this earth is
towards a deity, or a deified ancestor. God a temporary place and that we are in transition
wants us to communicate with Him, like a and for that matter we would go to meet God
person-to-person phone call and study His one day so our commitment to God must be
word. Cell phones and other devices have very strong. Guide learners further to talk about
become a necessity to some people in their attitudes and actions towards others.
today’s society. We have Bluetooth devices,
blackberries, and talking computers. These Activities to support learners
are means of communication that allow two i. Learners talk about the importance of
or more people to interact, discuss, and
respond to one another. To many people, observing good manners or etiquette in
prayer seems complicated, but it is simply the home such as observing good table
talking to God. manners, greetings, helping others,
showing respect and obedience to parents,
ii. Caring for the Environment teachers, school authorities, elders and
The environment that surrounds us - the air, rulers, respect for the elderly, obedience
soil, water and ecosystems - is equally to authority, respect the Constitution of
important for our health and the health and Ghana.
wellbeing of others. A Clean Environment
Is essential for healthy living: The more ii. Learners play games, role play or engage
you do not care about our environment, in other activities that teach good manners
the more it will become polluted with and etiquette in the home, school and the
contaminants and toxins that have a community.
harmful impact on our health. Air pollution
can cause respiratory diseases and cancer, iii. Learners talk about the importance of good
among other problems and diseases. Let manners:
learners understand this and always keep
their surroundings clean at all times. a. It ensures law and order in society.
b. It helps everyone develop good moral
To take care of the environment
i. Do not throw garbage on the street, or in life.
c. It encourages hardworking.
the park or natural areas in front of them. d. It encourages people to be patriotic etc.
ii. Teach them about the importance of v. Learners think-pair-share to write essays
protecting all living creatures. on good deeds:
iii. Make recycling a part of your daily life. Why should I be courteous?
iv. Allow them to be in touch with nature.
vi. Discuss with learners the types of
Engage in other activities that show the citizens e.g.
benefits for showing commitment.
Guide learners in groups to mention the benefits a. Active citizen
derived from showing commitment to God as An active citizen is an individual who
responsible citizens. They should know that contributes to the well-being of his or her
community.
b. Passive citizen
A passive citizen is an individual who
does not contribute to the well-being of
his or her community.
81
Strand 4
Responsible citizen, e.g. iv. Always say please or thank you when people
offer you something.
a. obeys rules and regulations
b. diligence 2.
c. patriotism Learners answer
d. honesty 3.
e. respect i. handle school property with care
f. hard work ii. obey all school rules
g. commitment iii. ask people before you take their things
h. listening/tolerance to other view points iv. respect your teachers and other students
ix. Learners, in groups, identify the Exercise 2
characteristics of a good citizen. 1.
Case study Learners answer
2.
x. Teacher uses case study approach to raise i. An active citizen take part in community work
a variety of issues, e.g. A pupil finds money or any activity that concern the nation. The
in the classroom and keeps it instead of passive citizen does not partake in activities of
finding the owner. Pupils to react and state the community or nation.
their views on this issue. ii. Active citizens are petrotic or they have love
for their country. Passive citizen do not.
xi. Learners explain commitment: A promise
agreement, or understanding you make to/ Exercise 3
with someone or something. 1.
i. help to wash dishes
xii. Learners mention the ways by which they ii. support needy members of the family
are expected to show commitment. iii. respect your parents and elders
For example: 2.
i. keep school compound and classrooms neat
a. Show commitment to God such as
praying every day and reading scriptures, all the time
helping others showing charity. ii. be present in school all the time
iii. always go to scholl on time
b. Show commitment to the family duties 3.
such as keeping room clean and taking i. trust in God always
care of pets. ii. pray regularly
iii. preach the word of God
c. Showing commitment to school work by
doing homework, keeping the classroom SUGGESTED HOMEWORK
neat, and coming to school every day. 1. Explain the term citizenship
2. Identify the characteristics of good citizen
xiii. Learners role play scenarios or engage in 3. Explain how citizen can be obtained
other activities that show the benefits for 4. Draw a picture of themselves being a good
showing commitment. citizen
Evaluation Exercise
a. We show respect to God, teachers, parents Expected Answers
and leaders. Home work
2.Iidentify the characteristic of good citizen
b. We develop positive self-identity. A good citizen:
c. We develop good relationships etc. i. takes care and protects public properties in
Evaluation Exercise the community
Expected Answers ii. is interested in what is happing in his or her
(Refer to learners book page 137 for
exercises and activities) country
iii. obeys rules and regulations
Exercise 1 iv. is hardworking and shows commitment
1.
i. Make pleasent conversation
ii. apologise when you make mistakes
iii. Show kindness
82
Sub-strand 1: Being a Citizen
v. takes care of the environment Also, learners should be aware of and control
vi. shows respect to elders and authority their learning by actively participating in
vii. is honest at work and has good relationship reflective thinking - assessing what they know,
viii. has the obligation to understand what is what they need to know, and how they bridge
that gap during learning situations.
going on and how it affects his or her fellow
citizen Ask learners to do the following by ways of
ix. is tolerant, listens and respects the views of reflecting on the lesson:
others i. Tell the class what you have learnt during
x. is patriotic and takes part in communal
labour the lesson.
ii. Tell the class how you will use the
Reflections
Teacher reflects on the following in relation to knowledge acquired during the lesson.
the indicator and makes informed decision in the iii. What aspect of the lesson did you not
next lessons:
understand?
• What went well?
• What went badly?
• What would you improve next time?
In thinking about or answering the above
questions, the teacher should make use of
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
problems, formulating inferences, calculating
likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
effective for the particular context and type of
thinking task. The teacher should also analyze
and make judgments about what has happened
or been taught.
83
Strand 4: OUR NATION GHANA
Sub-strand 2: Authority and Power LB: pages 145 - 150
CONTENT STANDARD of others. When people use power it is said they
Learners will be able to demonstrate respect have exercised power. The difference between
for people with authority and power authority and power is that one must have
authority before he or she can exercise power.
INDICATOR People who are in position of authority may be
Show respect and obedience to those in elected, appointed, and carry responsibilities
authority and should be respected.
CORE COMPETENCIES Without power and authority, there would be
Communication and Collaboration lawlessness in our communities because no
Critical Thinking and Problem Solving group of people can survive without rules and
Cultural Identity and Global Citizenship regulations. The rules and regulations govern
the behaviour of the people in the community to
SUBJECT SPECIFIC PRACTICES ensure peace and order. For this reason, every
Faithfulness, Obedience, Respect, community has leaders and people in authority.
Commitment Humility, Togetherness, Cultural
Identity, Gratitude, Sharing, Reconciliation, Things needed to show respect and obedientce
Sacrifice, Patriotism to those in authority
Ask learners to talk about the things needed to
SUGGESTED RESOURCES show respect and authority in power.
Film, Pictures, Video clips, paper, pencils, Learners should present their findings to the
posters, films, computer, charts, Internet, class.
blackboard/market board and chalk/marker
Items needed to show respect and power in
OTHER USEFUL MATERIALS authority
English dictionary Pictures ,Video clips, charts
KEY WORDS Through films and pictures, ask learners to
Authority, power, community, parliament, identify people with authority and power in
assembly members, harmony, punishment. the home, school, community and the state.
The learner’s discussions should include the
HELPFUL LINKS following:
https://relevantmagazine.com › culture › how- In every community we have people with
do-we-respect-authority-we-... authority and power. We have levels of authority
https://www.jw.org › publications › books › at home, school, community and in the nation.
gods-love › why-respect-auth...
https://relevantmagazine.com › culture › how- AT HOME
do-we-respect-authority-we-... At home our parents are in control over the
family. They make sure that there is peace and
Introduction order. They discipline the children who do not
What is Authority and Power? Authority involves conform to rules at home. At home the father is
the right to use power to influence or control seen to exercise more authority with the help of
the behaviour of others. Therefore, authority the mother.
involves the right to tell others what they should The next person in command after the father
do. Power on the other hand can be defined as and mother are the older siblings. This chain
the ability to influence and control the activities of command continues to the last person in the
family.
84
Sub-strand 2: Authority and Power
This is the line of authority at home; there is Metropolitan, Municipal or District Chief
Father Executive, Member of Parliament, Presiding
Members, Assembly Members, Unit Committee
Members and opinion leaders.
Mother Evaluation Exercise
Expected Answers
(Refer to learners book page 150 for
Older siblings exercises and activities)
Exercise 1
Last child
1.
IN THE SCHOOL Learners answer
At school level, the head master or mistress, 2.
head teacher has the highest authority. Do you i. to avoid punishment
know your head teacher? Is your head teacher a ii. to make work effective
male or female? The teachers take instructions iii. to promote unity
from the head teacher. iv. it make people feel secure
The teachers work in co-operation and in 3.
harmony with the head teacher to instill i. The president
discipline in the students and to ensure that ii. Ministers
students obey rules and regulations in the iii. Chiefs
school. iv. Members of Parliament
The next in command is the assistant head
master or teacher and the other teachers and Reflections
the school prefects. In class, authority begins Teacher reflects on the following in relation to
with the class teacher and then the class the indicator and makes informed decision in the
prefects, assistant class prefect and the rest of next lessons:
the students.
Let us see the chain of command in the school; • What went well?
• What went badly?
The head master or teacher • What would you improve next time?
In thinking about or answering the above
Assistant head master or teacher questions, the teacher should make use of
those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
Teachers thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
School prefects likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
Class prefects effective for the particular context and type of
thinking task. The teacher should also analyze
IN THE COMMUNITY and make judgments about what has happened
In a community, there are two levels of authority. or been taught.
We have the traditional authority and the
modern authority. At the traditional authority we Also, learners should be aware of and control
have the paramount chief being at the head their learning by actively participating in
of all other chiefs follow by sub-chiefs in other reflective thinking - assessing what they know,
towns and villages. Within the modern authority, what they need to know, and how they bridge
that gap during learning situations.
85
Strand 4: OUR NATION GHANA
Sub-strand 3: Responsible use of Resources
CONTENT STANDARD LB: pages 151 - 156
Demonstrate understanding of responsible use
of water As the challenge of water scarcity has rapidly
increased, it is confirmed by the rise of costs.
INDICATOR The solution to this is to save water.
Identify ways to use water responsibly Water is very essential to life. Water may seem
to be in abundance in some areas. But safe
CORE COMPETENCIES water that is treated for human consumption is
Communication and Collaboration quite expensive. Lots of people struggle to get
Critical Thinking and Problem Solving safe water. It is quite expensive treating water
Cultural Identity and Global Citizenship and piping it to every home in Ghana. But
without treated water, one is exposed to various
SUBJECT SPECIFIC PRACTICES water borne diseases such as dysentery and
Obedience cholera. In this unit we would identify ways to
Patriotism use water responsibly so as not to waste this
Commitment vital resource. With the growing use of modern
amenities like dishwashers, washing machines,
SUGGESTED RESOURCES power showers and swimming pools, it is no
pictures and videos of saving water, paper, wonder the amount of water used in homes has
pencils, posters, films, computer, charts, grown tremendously in the past half Century.
Internet, blackboard/market board and chalk/ Saving water benefits not only the environment,
marker but our budget as well. Reducing your water
use means there is less water that needs to be
treated - which means lower sewerage charges
in addition to a cheaper water bill.
OTHER USEFUL MATERIALS This is what can be done in your home to make
English dictionary it more water-efficient.
KEY WORDS Ways to use water responsibly
water fetching, watering vegetables, fruits, People use water in several ways - surprisingly,
sink, climates the biggest way in affluent homes is the toilet,
accounting for a third of a household’s daily
HELPFUL LINKS water use.
https://www.slideshare.net/mbio/responsi-
ble-use-of-water Kitchen
https://www.westerncape.gov.za/general-publi- • Use a bowl instead of a running tap for
cation/saving-water-everyones-responsibility-0 washing vegetables - you can save about
https://www.songsforteaching.com/environ- five litres of water each time
mentnature/listentothewaterbobschneider.htm • Plug the sink and fill it with water to wash
dishes and cutlery - try and wait until you
Introduction have a sink full, if possible
About 70% of the Earth’s surface is water, only • Avoid rinsing dishes before loading them
3% can be used as drinking water, so we should into the dishwasher
take care of it and learn to use it responsibly. • Use washing machines only if you have a
full load, as one full load generally uses less
86 water than two half loads
• Hand wash woollen items in the sink
• Buy energy-efficient appliances and save
money on both your electric and water bill
Sub-strand 3: Responsible use of Resources
• Running the tap until the water is cold • Use a bucket and sponge to wash your car
enough to drink wastes a lot of water - why instead of a hosepipe - running a hosepipe
not collect it and reuse it in your garden? for one minute wastes about 30 litres of
water.
• Fill your kettle with only the amount of water
you need. • If you have to use a hosepipe, ensure it’s
fitted with a trigger nozzle. This will stop the
Bathroom flow of water when it’s released, preventing
• Try not to leave the tap running while you wastage.
brush your teeth, shave or wash your
hands, as this can waste up to five litres of Ask learners to discuss ways to use water
water per minute responsibly in groups. The groups should do
• Take a shower instead of a bath - unless presentations.
you have a power shower, which can use
more water than bath. If you’re unsure, Guide learners to compose poems on how to
check with the manufacturer use water responsibly
• Fix dripping taps - they can waste at least
5,500 litres of water a year. Mending your Save Water
dripping tap washer could save you more Save water:
than £18.00 a year i. for our survival and future.
• In older, larger capacity toilet cisterns, you ii. save our life.
can reduce the amount of water you flush iii. it’s our planet’s most precious resource.
by placing a cistern bag or a cut-down iv. the living source of all other living
plastic bottle in your cistern. The amount
the bottle holds will be the amount of water organisms on this earth.
you save with each flush. Don’t use these in v. the lifeline of the ecosphere and the entire
modern toilets though, as it can create the
need for double flushing. universe.
vi. stop unnecessary splurge, flow, or leak.
Garden vii. use water efficiently.
• Collect rainwater in a water tank and use it viii. save every drop and protect the lakes and
to water your garden. Remember to always
keep it covered, as children or pets could rivers.
fall in. ix. it’s our pride, duty, and responsibility.
• Don’t use a hosepipe to water your garden.
Instead use a watering can, and aim the Come ... join the hands, spread the message,
water at the roots of your plants where it will and pledge now and forever …to save water.
be most effective.
• You can use collected dishwater on your Read more on Brainly.in - https://brainly.in/
established plants, but not on edible plants, question/271576#readmore
and do make sure the water doesn’t have Guide learners to rhyme songs and play games
bleach or disinfectants mixed in. on how to use water responsibly.
• Use mulch around your plants to reduce
evaporation and keep weeds down. Water seems free, until it ceases to be.
• Don’t water your plants in the direct sunlight Setting a price or value on water is often.
- the sun’s scorching rays could damage debated and suggested as a way to encourage
your plants and most of the water will be sustainable water management. Yet the reality
lost through evaporation anyway. The best is that the cost curve for water is inelastic and
time to water your plants is in the early defies standard economic planning. Water is a
morning or evening. low-cost feedstock until it’s gone. Then it’s worth
skyrockets because there is rarely an easy
option to using water for cooking, cleaning and
all of its other critical purposes derived from its
unique qualities.
87
Strand 4
Guide learners to compose songs and play Evaluation Exercise
games on how to use water responsibly. Expected Answers
(Refer to learners book page 155 for
Chorus: exercises and activities)
Listen to the water, listen to the water, Exercise 1
Rolling down the river. 1.
Listen to the water, listen to the water, i. Close the tap after fetching water.
Rolling down the river. ii. Do not use treated water for watering
We saw some birds by the waterside,
Saw some birds by the waterside, plants.
We saw some birds by the waterside, iii. Taps in the kitchen should have a maximum
Oh, oh, by the waterside
Oh, oh, by the waterside. flow of water.
Chorus iv. Pre-soaking utensils and dishes saves
We saw some fish by the waterside...
Chorus running water.
We saw some ducks by the waterside... v. Wash vegetables and fruits in a sink of
Chorus
We saw some flowers by the waterside... water rather than running water rinse.
vi. Avoid thawing food under running water
Guide learners to draw people using water
responsibly. and avoid using water to melt ice in the sink
Learners form clubs to serve as ambassadors strainers.
for responsible use of water vii. Do not water the grounds in the heat of the
day. In the hot climates, the best time to
How to Start a Club in School water is the evening and early morning.
Step 1: Brainstorm Ideas. 2.
Step 2: Define the Club’s Purpose and Goals Learners answer
Step 3: Register Your Club with the School 3.
Step 4: Spread the Word i. It make it unsafe for use
Step 5: Hold Your First Club Meeting 4.
Step 6: Assign Duties and Plan Events i. to wash dishes
Step 7: Establish a Budget ii. to wash cloths
Step 8: Keep Your Club Going! iv. for bathing
v. to brush our teeth
Activities to support learners
i. Ask learners to write the benefits of water SUGGESTED HOME WORK
ii. Learners should tell how they can help to 1. Write three things you do to save water at
save water home.
iii. Compose simple songs on responsible use 2. Create a poster on how to safe water.
3. Draw yourself using water responsibly.
of water
iv. Compose simple rhymes on responsible Evaluation Exercise
Expected Answers
use of water Home work
v. Compose simple poems on responsible use
1. Close the tap after fetching water
of water 2. Do not use treated water for watering plants
vi. Draw people using water responsibly 3. Taps in the kitchen should have a maximum
vii. Create poster to encourage people to use
flow of water.
water responsibly 4. Pre-soaking utensils and dishes save
running water.
5. Wash vegetables and fruits in a sink of
water rather than running water rinse.
6. Avoid thawing food under running water
and avoid using water to melt ice in the sink
strainers.
88
Sub-strand 3: Responsible use of Resources
7. Do not water the grounds in the heat of In thinking about or answering the above
the day. In the hot climates, the best time questions, the teacher should make use of
to water is the evening and early in the those cognitive skills or strategies that increase
morning. the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
8. Take shorter showers. directed; the kind of thinking involved in solving
9. Turn off the shower after soaping up, then problems, formulating inferences, calculating
likelihoods, and making decisions when the
turn it back on to rinse. teacher is using skills that are thoughtful and
10. Reduce your toilet flush volume. effective for the particular context and type of
11. Install a system to pump grey water (from thinking task. The teacher should also analyze
and make judgments about what has happened
the washing machine, basins, shower and or been taught.
bath) to the garden, most households will Also, learners should be aware of and control
eliminate the need for any additional garden their learning by actively participating in
watering. reflective thinking - assessing what they know,
12. Be alert of leaking taps and toilets. Find out what they need to know, and how they bridge
how you can fix your leaking toilet. that gap during learning situations.
13. When washing dishes by hand, do not leave
the water running for rinsing. Ask learners to do the following by way of
14. If you have a double-basin, fill one with reflecting on the lesson:
soapy water and the other with rinse water. i. Tell the class what you learnt during the
Reflections lesson.
Teacher reflects on the following in relation to ii. Tell the class how you will use the
the indicator and makes informed decision in the
next lessons: knowledge you acquired during the lesson.
iii. Which aspects of the lesson did you not
• What went well?
• What went badly? understand?
• What would you improve next time?
89
Strand 4: OUR NATION GHANA
Sub-strand 4: Farming in Ghana LB: pages 157 - 167
CONTENT STANDARD The group should present their findings to the
Know about gardening basics such as class.
preparing healthy soil and nursing activities Items needed to show how to prepare nursery
for crop production (seed bed preparation) beds, nurse seeds, transplant seedlings and
maintain small gardens
INDICATOR Pictures, Video clips, Hand trowel, Pruning
Prepare nursery beds nurse seeds, shear, Garden gloves, Rake, Digging shovel,
transplant seedlings and maintain small Garden hoe, Standing fork, Hand fork
gardens
Introduction
CORE COMPETENCIES Crop production is a basic skill in farming.
Communication and Collaboration Ghana is mainly an agricultural country where
Critical Thinking and Problem Solving all soil types support one crop or the other. It is
Cultural Identity and Global Citizenship therefore necessary for young learners to learn
about the basic skills in farming.
SUBJECT SPECIFIC PRACTICES In this unit we will explore crops that needed
Self confidence to be nursed before transplanting in the field. A
vegetable nursery is a place or an establishment
SUGGESTED RESOURCES for raising or handling young vegetable
Pictures, Video clips, Hand trowel, Pruning seedlings until they are ready for more
shear, Garden gloves, Rake, Digging shovel, permanent planting. The learner will be exposed
Garden hoe, Standing fork, paper, pencils, to seeds that could be nursed successfully.
posters, films, computer, charts, Internet, This unit will also consider factors for preparing
blackboard/market board and chalk/marker seedling bed and demonstrate the preparation
of seedling bed.
OTHER USEFUL MATERIALS
English dictionary Gardening is the practice of growing and
cultivating plants as part of horticulture. In
KEY WORDS garden ornamental plants are often grown for
Gardening, garden, vegetables, farmers, their flowers, foliage or overall appearance;
healthy soil, seedbeds, nursery transplant, useful plants, such as, root vegetables, fruits,
transplanting, seedlings. and herbs are grown for consumption, for use
as dye, medicinal and cosmetics. Many people
HELPFUL LINKS see gardening to be a relaxing activity.
Introduce this lesson by reviewing the lesson
www.google.com/search, https://wwwnewvi- on the relationship between plants and soil, and
sion.co.ug>new-vision>news>nursery-bed plants and water. Brief the class on vegetables
,https://www.bestchooser.com>impor- that are nursed.
tance-of-gardening
Vegetable crops that are nursed.
Group learners to talk about the things In vegetable farming some crops needed to be
needed to prepare nursery beds, nurse seeds, nursed for the following reasons:
transplant seedlings and maintain small i. It is convenient to look after the ‘Baby’
gardens.
seedlings
ii. It is possible to provide favourable growth
conditions i.e. germination as well as growth
iii. Eliminates the problem of difficult soils
iv. Easy weed control
90
Sub-strand 4: Farming in Ghana
v. Reduce field management costs Maintenance of nursery bed.
vi. Improved crop uniformity Mulch the seed bed after sowing until
vii. Higher yields germination.
viii. More optimal use of Hybrid seeds Provide enough shade to the crop after
ix. Shorter growing season and more efficient germination 1m above bed. Thin the crops
properly, remove weak or diseased seedlings
use of land and keep the bed weed-free.
More accurate prediction of harvest date.
Through discussions and practical activities, ask Transplanting. Transplant seedlings after
learners how to prepare nursery beds, nurse 21–30 days. Harden the crop by removing the
seeds, transplant seedlings and maintain small shade a day before transplanting as this gives
gardens. Learners’ discussions should include the seedling chance to get used to the direct
the following: sun. Reduce water at this stage. Transplant
at recommended spacing per crop early in the
Nursery Beds morning or late in the evening (from 6:00am to
A nursery bed is a prepared plot of land for 10:00am or 4:00 to 6:00pm) and plants should
raising seedlings. It acts as a temporary home receive water as soon as transplanting is done.
for young plants until they are eventually planted
in a main garden. Through discussion, ask the learners to talk
Vegetables such as cabbages, onions, about the right tools in preparing nursery beds/
tomatoes, egg plants are best raised in the bags. Learners’ responses should include the
nursery bed. following:
Hand trowel, pruning shears, garden gloves,
The nursery should be near the main garden to rake, digging shovel, garden hoe, standing fork,
avoid damage of seedlings during transplanting. hand trowel.
The water source should also be near for Guide the learners to outline how to care and
irrigation. The nursery bed should be protected maintain small gardens. Learners responses
from strong winds and should never be located should include the following:.
on a slope to avoid erosion of seeds and
nutrients, it should face east-west direction and Care and Maintenance of Small Gardens
should never be put in a water logged area. 1. Mulch the garden bed soon after planting.
Use a 2-inch layer of wood chips, straw or pine
Bed preparation: straw in flower or vegetable gardens. Use a
After site selection, clear the land. Measure 1m plastic mulch in warm-season vegetable beds.
wide of any convenient length, dig it well at least Mulch prevents weeds and helps keep moisture
to a depth of 0.3-0.45m so that stones and roots in the soil.
lying underneath are dug out and thrown outside
the nursery. If the soil is gravely, it should be 2. Water the garden regularly, providing the
sieved through a net wire mesh to remove amount of water necessary for the specific
gravel. plant varieties. Most vegetables and some
flowers require approximately 1 inch of water
The soil should then be mixed with farmyard from irrigation or rainfall per week. Check soil
manure with one wheelbarrow of compost and moisture at least twice weekly and water most
sand for 3m2 to make at least a 7cm layer. plants when the top inch of soil begins to dry, so
Charcoal dust and ashes can also be mixed in that the top 6 inches of soil remains moist but
the bed to correct the acidity of soil and keep not soggy.
away worms. Note that inorganic fertilizer can 3. Keep plant foliage and flowers dry when
also be added during bed preparation at rate of irrigating the garden. Wet foliage is more prone
900gm of 5-10-5 NPK fertilizer per 9m2 of bed to foliar diseases, including fungal problems.
area. Avoid overhead watering and instead water near
the base of the plants when possible.
Planting seeds: Seeds should be planted at
spacing of 15cm between rows, cover the seeds 4. Weed the bed weekly, or whenever young
lightly and mulch the bed with dry grass. The weeds manage to breach the mulch layer.
bed should have been watered thoroughly on Prompt weed removal prevents the plants from
the day prior to sowing. Mulching a nursery bed
soon after sowing seeds is a must. 91
Strand 4
establishing in the garden, where they rob 5. Gardening makes good use of space and
moisture and nutrients from your garden plants protects the soil. When we cover the soil with
while also providing a haven for pests and beneficial cover crops, erosion is reduced
disease. and regular bush growth around the house is
minimized.
5. Fertilize plants as necessary for the specific
plant variety, but avoid fertilizing when plants 6. Entertainment, fulfillment and creativity.
are undergoing drought or other stress. Apply Gardening is a source of entertainment and
fertilizer to the soil about 6 inches from the base really brings out lots of creativity in you. The art
of the plants because fertilizer in direct contact of planting various crops in the soil, nurturing
with plant leaves or roots can cause burning. them and watching them grow by the day and
Water after fertilizing to dilute the nutrients in the finally so see them blossom into fruits, is such a
soil. good feeling.
6. Deadhead flowering plants weekly, removing Activities to support learners
the old spent flowers to improve the garden’s i. Learners talk about the importance of
appearance and encourage further blossoms.
Harvest mature vegetables often to encourage gardening.
further production. Prune plants as necessary ii. Learners undertake visits to vegetable
for the particular plant variety.
gardens of farms or look at pictures of
7. Check plants weekly for symptoms of disease vegetable and fruit farms and talk about
or pest problems. Treat the plants promptly with different vegetable farmers in Ghana grow.
an appropriate pesticide, such as insecticidal iii. Learners undertake practical activities in
soap for aphids or fungicide for fungal diseases. the home or school that will teach them
Destroy badly infected plants to prevent the how to prepare healthy soil for nursing
spread of disease to healthy plants. seeds and prepare seedbeds, how to nurse
and transplant seedlings, and how to care
8. Rotate crops from year to year to decrease for small gardens of eggs, pepper, onion,
the likelihood of disease and to avoid taxing cabbage, lettuce, okra, etc.
soil nutrients. iv. Prepare nursery beds nurse seeds,
transplant seedlings and maintain small
Importance of Gardening gardens
1. Source of fresh and organic food. Organic v. Note: learners use the opportunity to learn
good agricultural practices such as:
means could easily be applied. a. Using the right tools in preparing nursery
2. Gardening is a very good physical and beds/bags.
b. Filling nursery beds/boxes/poly bags with
mental exercise. Gardening activities like soil fertile soil in preparation for nursing seeds.
preparation, planting, removal of weed, c. Nursing the seeds in the soil at the required
watering etc. engage most of your body depth and water them.
muscles and are very good exercises. iv. Learners talk about the importance of
Gardening engages your mind too. gardening.
3. Supplements family budgets. Many families v. Learners undertake visits to vegetable
usually large expenditure on food is greatly gardens of farms or look at pictures of
reduced. These are families that actively grow vegetable and fruit farms and talk about
home gardens and they are able to cut down different vegetables farmers in Ghana grow.
expenditure on food. This has been a major vi. A visit to the school farm/garden or a
incentive for many to plant home gardening in nursery in the community. Let learners
many households. mention vegetables such as beans, okro,
tomatoes, garden eggs, pepper, onion and
4. Year-round food availability for gardens. cabbage as grown in the farm. In small
Since gardens are relatively small in land size, groups let the learners discuss the reasons
irrigation is easier and so continuous food why an identified vegetable {tomatoes,
supply through the seasons. onions, pepper or cabbage needed to be
nursed.
92
Sub-strand 4: Farming in Ghana
vii. Learners undertake practical activities in Exercise 3
the home or school that will teach them 1.
how to prepare healthy soil for nursing i. watering
seeds and prepare seedbeds, how to nurse ii. weeding
and transplant seedlings, and how to care iii. application of fertilizer
for small gardens of eggs, pepper, onion, iv. pruning
cabbage, lettuce, okro, etc. 2.
i. rake
viii. Note: learners use the opportunity to learn ii. hoe
good agricultural practices such as: iii. shovel
iv. hand fork
a. Using the right tools in preparing nursery v. hand trowel
beds/bags. 3.
i. hoe for weeeding grasses and gathering soil
b. Filling nursery beds/boxes/poly bags with ii. rake for leveling the bed
fertile soil in preparation for nursing seeds. iii. hand trowel for uprooting seedlings
iv. hand fork for aeration
c. Nursing the seeds in the soil at the required v. shovel is use in lifing soil
depth and water them. 4.
i. Mulch the garden bed soon after planting
Evaluation Exercise ii. Water the garden regularly,
Expected Answers iii. Keep plant foliage and flowers dry when
(Refer to learners book page 155 for
exercises and activities) irrigating the garden
Exercise 1 iv. Weed the bed weekly, or whenever young
What is gardening? weeds manage to breach the mulch layer
Gardening is the practice of growing and v. Fertilize plants as necessary for the specific
cultivating plants as part of horticulture
Flowers, foliage, plant variety, but avoid fertilizing when
2. plants are undergoing drought or other
i. beautification stress
ii. for food vi. Deadhead flowering plants weekly,
iii. gives us income removing the old spent flowers to improve
3. the garden’s appearance and encourage
i. pawpaw further blossoms
ii. oranges vii. Check plants weekly for symptoms of
iii. garden eggs disease or pest problems
viii. Rotate crops from year to year to decrease
Exercise 2 the likelihood of disease and to avoid taxing
1. soil nutrients.
i. It provides food
ii. Income Exercise 5
iii. they serve ornamental plant 2.Name five tools used in the preparation of
2. nursery beds
i. garden eggs i. Hand trowel
ii. pawpaw ii. Pruning shears
iii. okro iii. Garden gloves
iv. tomatoes iv. Rake
3. v. Digging shovel
a nursery bed is a bed prepare by a farmer to
nurse his seeds. SUGGESTED HOMEWORK
1. What is gardening?
4. 2. In gardening ornamental plants
i. tomatoes
ii. okro are grown for their-------------------
iii. onions and-----------------------------------
3. Name two useful plants grown for
consumption.
4. Name three uses of the plants grown.
93
Strand 4
Homework 2 Exercise 3
1. State and explain three importance of 1.
Learners answer
gardening.2 2.
Learners answer
2. What is a nursery bed? 3.
Refer to page 98, exercise 3 answer for
3. Name five vegetables that can be best raised question 4.
in the nursery bed.
Exercise 4
Homework 3 1. It is done by useing the hand trowel
1. Explain how to prepare nursery
2.
2. Explain how nursery or planting seeds is i. Hand trowel
done. ii. Pruning shears
iii. Garden gloves
3. State four ways of maintaining nursery bed. iv. Rake
v. Digging shovel
Home work4
1. Explain how transplanting is done. 3.
Learners answer
2. Name five tools used in the preparation of
nursery of nursery beds. Reflections
Teacher reflects on the following in relation to
3. Draw and name five tools used in the the indicator and makes informed decision in the
preparation of nursery beds. next lessons:
Evaluation Exercise • What went well?
Expected Answers • What went badly?
Home work • What would you improve next time?
Gardening is the practice of growing and In thinking about or answering the above
cultivating plants as part of horticulture. questions, the teacher should make use of
1. Flower and foliage those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
2. Name three uses of the plants grown. thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
i. For food problems, formulating inferences, calculating
ii. For medicine likelihoods, and making decisions when the
iii. For furniture teacher is using skills that are thoughtful and
effective for the particular context and type of
3. What is a nursery bed? thinking task. The teacher should also analyze
A nursery bed is a prepared plot of land for and make judgments about what has happened
raising seedlings. or been taught.
Exercise 2 Also, learners should be aware of and control
1. their learning by actively participating in
i. It provides food reflective thinking - assessing what they know,
ii. Income what they need to know, and how they bridge
iii. they serve ornamental plant that gap during learning situations.
iv. provide job
Ask the learners to do the following by ways of
2. reflecting on the lesson:
a nursery bed is a bed prepare by a farmer to i. Tell the class what you learnt during the
nurse his seeds.
lesson.
3. ii. Tell the class how you will use the
. garden eggs
ii. pawpaw knowledge you acquired during the lesson.
iii. okro iii. Which aspects of the lesson did you not
iv. tomatoes
v. carrot understand?
94
Strand: 5
My global
community
Strand 5: MY GLOBAL COMMUNITY
Sub-strand 1: Our Neighbouring Countries
LB: pages 170 - 176
CONTENT STANDARD https://civiltoday.com/geotechnical-engineer-
1) Demonstrate knowledge of the cultural ing/geology/318-uses-of-rocks
exchanges between Ghana and her
neighbours Introduction
2) Demonstrate knowledge of rocks Culture is a way of life of a given people. This
way of life is reflected in our religion, languages,
INDICATOR food, what we wear, how we wear it, marriage,
1) Describe cultural exchanges between what we believe is right or wrong, music and
Ghana and her neighbours dance. It is also the ideas, customs and social
2) Explain the uses of rocks behaviours of a particular people or society.
CORE COMPETENCIES Mention common cultural practices between
Communication and Collaboration Ghana and her neighbours.
Critical Thinking and Problem Solving Guide learners to locate Ghana on the West
Cultural Identity and Global Citizenship Africa map as well as her neighbours. Facilitator
can also use the Ghana map to locate her
SUBJECT SPECIFIC PRACTICES neighbours. Guide learners to mention common
Observation skills cultural practices between Ghana and her
neighbours. Let learners understand that
SUGGESTED RESOURCES although we belong to different geographical
Mobilise the following resources to make the regions, we share some cultural practices in
lesson practical: Drums, Kind of food, Kaba common. These include language, Food: gari,
Smock, Kinds of rocks, Pictures, Videos, cassava, yam, Dressing: kaba and slit, smock,
paper, pencils, posters, films, computer, food, farming, traditional and other religious
charts, Internet, blackboard/market board and festivals such as Christmas, Easter, Eid-ul-
chalk/marker Adha, Eid-Ftr and traditional festivals celebrated
by those nationals close to the three borders like
OTHER USEFUL MATERIALS those in the Upper East, Upper West, Western
English dictionary and Volta regions.
KEY WORDS Describe common festivals and other
Culture, exchange, countries, neighbouring cultural activities between Ghana and her
neighbours.
HELPFUL LINKS Assist learners to understand the meaning of
religious festivals and how they are celebrated.
https://www.ghanaweb.com/GhanaHomeP- A religious festival is a celebration of beliefs or
age/NewsArchive/Ghana-to-strengthen-ties- events by people of same or similar religion.
with-its-neighbours-96018 They are celebrated every year by religious
leaders and followers. Let learners know that
https://oxfordbusinessgroup.com/analysis/ religious festivals in Ghana and elsewhere are
key-partners-cultivating-links-neighbour- celebrated by various religions and people of
ing-countries-well-largest-economies-world different ethnic background.
https://en.wikipedia.org/wiki/Foreign_rela-
tions_of_Ghana
https://sites.google.com/site/primaryschoolge-
ography/rocks-and-soils/uses-of-rocks
96
Sub-strand 1: Our Neighbouring Countries
Guide learners to mention some religious We therefore need to know more about rocks
festivals they have witnessed, and how they are that is everything to us.
celebrated. For instance, Christians celebrate Introduce this lesson by asking learners to
Christmas and Easter to mark the birth and identify the different rocks around the school
death of Jesus respectively as major festivals compound. Brief learners about the three main
in Ghana and throughout the world are mainly rocks i.e. sedimentary rock, metamorphic rock,
in December and in late March and April. The and igneous rock.
Muslims also celebrate some festivals such as In whole class discussion explain the uses of
the Eid al Fitr, and Eid al Adha every year. Let rocks.
them also know that in the African Traditional
Religion, there are several festivals being Explain the uses of Rocks
celebrated. These festivals are being celebrated Igneous rocks
by ethnic groups in the country every year Igneous rocks mean fiery rocks. They are
and at different traditional areas. For instance, formed from the cooling of magma deep inside
Akwasidae or Adae Kesie is being celebrated the earth. Magma means molten rock. As the
by the peoples of Akan tradition, Asafotu molten rock cools down they often have large
Fiam festival by the chiesfs and people of Ada crystals (you can see them with the naked eye).
traditional area, Homowo by chiefs and people
of Ga-Accra, Hogbetsotso by the chiefs and Lava flow in Hawaii. Lava is the extrusive
people of Anlo, Fetu Afahye by the chiefs and equivalent of magma.
people of Ogua, Cape Coast, and Damba by When magma cools, it turns into rock; if it cools
the chiefs and people of Yendi in the Northern while still underground at high temperatures
region among others. Learners should also (but at temperatures still lower than that of the
know that these festivals are being celebrated to magma), the cooling process will be slow, giving
remember one event or the other that occurred crystals time to develop. That’s why you see
during the time of their forefathers example, rocks such as granite with big crystals — the
the Hogbetsotso symbolizes the migration of magma had time to cool off.
the Anlo from the wicked ruler of Notsie king
Agorkorli, in olden day Togoland to their present The most common types of igneous rocks are:
homeland in Ghana. Moreover, learners should andesite, basalt, dacite, dolerite (also called
know that the celebration of these festivals are diabase), gabbro, and diorite. By the nature of
marked with some activities such as drumming their formation igneous rocks are very hard. It is
and dancing, durbar of chiefs and people among therefore used in building bridges, making roads
others, who come from far and near to support and for general construction works.
in various ways including the development
of the traditional area in terms of educational Metamorphic Rocks
infrastructure, health facilities and scholarships These are rocks that underwent a
for needy students. metamorphosis; they changed. They were either
sedimentary or igneous (or even metamorphic),
Festivals are a chance to whole people of the and they changed so much, that they are
country and world to work and connect for a fundamentally different from the initial rock.
cause. So that it spread brotherhood, faith, love, There are two types of metamorphism (change)
sense of respect and duty between people. That that can cause this: contact metamorphism
is why festivals are important occasions that (or thermal metamorphism) — rocks are so
have to be celebrated peacefully and without close to magma that they start to partially melt
destroying others emotions and beliefs. and change their properties. You can have
recrystallization, fusing between crystals and
Introduction a lot of other chemical reactions. Temperature
Rocks are the bedrock of the earth. Without the is the main factor here. The second type
rocks there is no earth. Essential minerals are is: regional metamorphism (or dynamic
found in the rocks. They form the basis of soil metamorphism) — this typically happens
formation. Our settlements are on rocks. We use when rocks are deep underground and they are
rocks for various constructions and buildings.
97
Strand 5
subjected to massive pressure — so much so GABBRO: An igneous-plutonic rock, generally
that they often become elongated, destroying massive, but may exhibit a layered structure
the original features. Pressure (often times with produced by successive layers of different
temperature) is the main factor here. mineral composition. It is widely used as
crushed stone for concrete aggregate, road
Sedimentary Rocks metal, railroad ballast, etc. Smaller quantities
COAL: A sedimentary rock, formed from are cut and polished for dimension stone (called
decayed plants, is mainly used in power plants black granite).
to make electricity.
BASALT: An igneous volcanic rock, dark gray
LIMESTONE: A sedimentary rock, it is used to black, it is the volcanic equivalent of plutonic
mainly in the manufacture of Portland cement, gabbro and is rich in ferromagnesian minerals.
the production of lime, manufacture of paper, Basalt can be used in aggregate.
petrochemicals, insecticides, linoleum,
fiberglass, glass, carpet backing and as the SCHIST: A metamorphic uneven-granular,
coating on many types of chewing gum. medium to coarse grained, crystalline with
prominent parallel mineral orientation. Goes
SHALE: A sedimentary rock, well stratified in from silvery white to all shades of gray with
thin beds. It splits unevenly more or less parallel yellow to brown tones depending on the mineral
to bedding plane and may contain fossils. It can concentration. Some schists have graphite and
be a component of bricks and cement. some are used as building stones.
CONGLOMERATE: A sedimentary rock with GNEISS: A metamorphic uneven granular
a variable hardness, consisted of rounded or medium to coarse grained crystalline with more
angular rock or mineral fragments cemented or less parallel mineral orientation. Colors are
by silica, lime, iron oxide, etc. Usually found in too variable to be of diagnostic value. Due to
mostly thick, crudely stratified layers used in the physical and chemical similarity between many
construction industry. gneisses and plutonic igneous rocks some are
used as building stones and other structural
SANDSTONE: A sedimentary rock more or less purposes.
rounded. Generally thick-bedded, varicolored,
rough feel due to uneven surface produced by QUARTZITE: A metamorphic or sedimentary
breaking around the grains. Used principally for rock with crystalline texture, consists of rounded
construction, it is easy to work, the red-brown quartz grains cemented by crystalline quartz,
sandstone of Triassic age, better known as generally white, light gray or yellow to brown.
“brownstone,” has been used in many eastern Same uses as sandstone.
cities.
MARBLE: A metamorphic even-granular grain
GRANITE: An igneous-plutonic rock, medium to to medium grained and may be uneven granular
coarse-grained that is high in silica, potassium, and coarse grained in calc-silicate rock. The
sodium and quartz but low in calcium, iron and normal color is white but accessory minerals act
magnesium. It is widely used for architectural as coloring agents and may produce a variety
construction, ornamental stone and monuments. of colors. Depending upon its purity, texture,
color and marbled pattern it is quarried for use
PUMICE: An igneous-volcanic rock, it is a as dimension stone for statuary, architectural
porous, brittle variety of rhyolite and is light and ornamental purposes. Dolomite rich marble
enough to float. It is formed when magma of may be a source for magnesium and is used as
granite composition erupts at the earth’s surface an ingredient in the manufacture of refracting
or intrudes the crust at shallow depths. It is used materials.
as an abrasive material in hand soaps, emery
boards, etc. Guide Learners to role play some of the uses of
rocks
98
Sub-strand 1: Our Neighbouring Countries
Activities to support learners Exercise 2
i. Let learners describe common festivals 1. Learners can write any five of the following.
between Ghana and her neighbours. for constructing roads
ii. Draw the map of west Africa and identify for making tiles
for constructing dams
Ghana and its neighbours. for decorations
iii. Write three types of rock. for building houses
iv. What is culture? for making roofing sheets
v. List four cultural commonalities between for making chalk, etc.
Ghana and her neighbouring countries. SUGGESTED HOME WORK
vi. State four uses of rock. 1. State four uses of rock.
vii. Describe common festivals between Ghana
i. for constructing roads
and her neighbours. ii. for making tiles
iii. for constructing dams
Evaluation Exercise iv. for decorations
Expected Answers v. for building houses
(Refer to learners book page 173 to 176 for
exercises and activities) 2. Describe common festivals between Ghana
Exercise 1 and her neighbours.
1. Gulf of guinea and the atlantic ocean.
2. Christmas, Eid-ul-Adha. i. Christmas, Eid-ul-Adha.
3. Gari, yam, cassava. 3. Draw the map of West Africa.
4. Learners answer
i. language
ii. music REFLECTION
iii. farming Ask learners to do the following as a way of
iv. festivals reflection:
5. Togo, Burkina Faso and Cote d’lvoire. 1. Tell the class what you have learnt from the
lesson.
99
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