Strand: 2
All around us
Strand 2: ALL AROUND US
Sub-strand 1: The environment and the weather
CONTENT STANDARDS LB: pages 58 - 63
Learners will demonstrate understanding of
human activities that contribute to abundant Introduction
greenhouse gases in the atmosphere. What is climate change and human adaptation?
Learners will demonstrate understanding of Climate change is a change in the pattern of
how to care for the environment. weather, and related changes in oceans, land
Learners will demonstrate knowledge of the surfaces and ice sheets, occurring over time
shape of the earth. scales of decades or longer. Climate change
means a significant change in the measures
INDICATORS of climate, such as temperature, rainfall, or
Record human activities that cause wind, lasting for an extended period – decades
over concentration of greenhouse gases and or longer. The Earth’s climate has changed
climate change many times during the planet’s history, with
Explain ways to care for the environment events ranging from ice ages to long periods
Describe the shape of the earth of warmth. What’s different about this period
of the earth’s history is that human activities
CORE COMPETENCIES are significantly contributing to natural climate
Critical Thinking and Problem Solving change through our emissions of greenhouse
Communication and Collaboration, gases. This interference is resulting in increased
Cultural Identity and Global Citizenship air and ocean temperatures, drought, melting
ice and snow, rising sea levels, increased
SUBJECT SPECIFIC PRACTICES rainfall, flooding and other influences. Human
Communication, Cultural Identity, Respect, adaptation is explained as the process whereby
Caring, Responsibility, stewardship, Love human beings can change or adjust or adapt to
the environmental conditions.
SUGGESTED RESOURCES
Posters, Pictures, Video clips, charts Paper, Things needed to record human activities that
computer, projector, pencils, blackboard/ cause over concentration of greenhouse gases
marker board and chalk/marker and climate change and ways to care for the
environment as well as describing the shape of
OTHER USEFUL MATERIALS the earth.
English dictionary Ask learners to talk about the things needed
to record human activities that cause over
KEY WORDS concentration of greenhouse gases and climate
Climate, adaptation, emission, greenhouse, change and ways to care for the environment
atmosphere, globe, deforestation, pollution. as well as describing the shape of the earth.
The learners should present their findings to the
HELPFUL LINKS class.
https://www.fastweb.com › student-life › articles Items needed to record human activities that
› eight-simple-ways-to-hel... cause over concentration of greenhouse gases
https://www.ronitbaras.com › Health / Wellbeing and climate change and ways to care for the
https://www.ck12.org › earth-science › earths- environment as well as describing the shape of
shape › lesson › Earths-Shap... the earth.
https://www.quora.com › How-do-scientists- 1. Pictures
describe-the-shape-of-the-earth 2. Video clips
https://www.johndcook.com › blog › 2009/03/02 3. Charts
› what-is-the-shape-of-th... 4. posters
52
Sub-strand 1: The environment and the weather
Through discussion, ask learners to list High concentrations of chemicals seep into the
human activities the contribute the emission of rivers to poison the water.
greenhouse gases. Learners discussions should
include the following: Effects
When the water is poisoned, plants and fish in
Human activities that cause over these rivers die. The water will not be good for
concentration of greenhouse gases and drinking. Organisms that depend on these water
climate change bodies die. Fish, crabs, birds, sea gulls and
dolphins die in polluted water bodies.
Environmental pollution
Pollution is the introduction of contaminants Others include the following:
into the natural environment. The contaminants 1. Indiscrinate cutting down of trees
make the environment less useful, harmful or
not suitable for use. One form of pollution is air (Deforestation).
pollution. It occurs when harmful substances 2. Application of fertilizers.
such as carbon dioxide, sulphur dioxide, 3. Smoke from vehicle.
dust particles, smoke particles and biological 4. Bush burning.
molecules are released into the atmosphere. 5. Burning of refuse and charcoal.
6. Smoke from industries.
Effects
Climate change, Acid rain, Global warning, The atmosphere can be preserve for quality air
flooding. through the following
When too much of carbon dioxide is introduced 1. Tree planting
into the atmosphere it leads to climate change. 2. Avoid cutting down trees
There will be more heat everywhere. This is 3. Avoid burning refuse and charcoal.
known as global warming. The global warming
may lead to the rise of the sea water levels Introduction
causing flooding. It may also lead to too much Introduce this lesson by reviewing the last
rain in some areas and drought in other areas. lesson on human activities and its effects on the
Too much sulphur dioxide in the atmosphere environment.
leads to acid rain. Acid rain damages crops and Using Think-Pair-Share. Ask learners to talk
vegetation. Harvest will be scanty and there will about ways of caring for the environment and
be shortage of food. the importance of keeping the environment.
Dust particles in the atmosphere affect lungs of Learners, discussions should include the
organisms. Human beings do not get good air following:
to breathe. This also leads to lung diseases and
early death. In small groups ask learners to explain ways to
care for the environment. Let them discuss and
Water pollution document their findings for presentation to the
Water pollution is the contamination of water rest of the class in turns. Teacher to guide the
bodies as a result of human activities. When presentations to cover all the points as noted
human beings release sewage into rivers, pour below.
garbage into water bodies then the water bodies 1. Embark on tree planting and afforestation
become polluted. At times chemicals are used programmes
in fishing. These chemicals poison the water. There must be conscious programmes of tree
Oil tankers release oil or petroleum into the planting and afforestation so that the vegetation
oceans. This makes organisms to die. Fish may would absorb the carbon dioxide from the
die and be thrown by the sea onto the beaches. atmosphere. Expanding forests, restoring
Factories also release chemical wastes from existing forests and managing forests can help
their factories into rivers and lakes. This also remove carbon dioxide from the atmosphere.
poisons such water bodies.
2. We need to moderate our consumption.
Farmers using pesticides and weedicides in Population pressure is pushing man to consume
farms close to river also cause water pollution. the earth’s natural resources faster than it can
replenish.
53
Strand 2
This consumption is something we need to Earth’s Shape
moderate and try our best to find alternatives so Earth is a sphere or, more correctly, an oblate
that we can give planet earth time to recuperate. spheroid, which is a sphere that is a bit
If we can find renewable energy alternatives, squished down at the poles and bulges a bit at
reduce wastage of water and food, among other the Equator. To be more technical, the minor
items then we will have played an important part axis (the diameter through the poles) is smaller
in saving planet earth. than the major axis (the diameter through the
Equator). Half of the sphere is a hemisphere.
3. We need to stop wastage by adopting a North of the Equator is the northern hemisphere
recycling and south of the Equator is the southern
One of the main reasons we have landfills that hemisphere. Eastern and western hemispheres
have completely degraded our soils and even are also designated.
polluted our water sources is because we rarely
recycle. People have a tendency not to see the What evidence is there that Earth is spherical?
value of things and that’s why they will throw What evidence was there before spaceships
them away rather than recycle. It’s always a and satellites?
good idea to explore other potential uses of
items before we dump them in the trash. Try to design an experiment involving a ship
and the ocean to show Earth is round. If you are
4. We need to reduce emissions standing on the shore and a ship is going out
Every so often, we should opt to walk or cycle to sea, the ship gets smaller as it moves further
if we don’t have to drive. Not only will it be a away from you. The ship’s bottom also starts
good opportunity to do some exercise but it will to disappear as the vessel goes around the arc
have tremendous benefits to the environment of the planet. There are many other ways that
because we will have given the environment a early scientists and mariners knew that Earth
break from the emissions from our vehicles. was not flat.
After the group presentations let each group The Sun and the other planets of the solar
design a poster and flyers to create awareness system are also spherical. Larger satellites,
on cleanliness in their school. those that have enough mass for their
gravitational attraction to have made them
Other ways are as follows: round, are spherical as well.
1. Legal mining Earth’s actual shape is not spherical but an
2. Clean-up exercises oblate spheroid. The planet bulges around the
3. Avoiding environmental pollution equator due to mass collecting in the middle due
4. Checking erosion to rotational momentum.
5. Cleaning choked gutters
The angle of the earth on its axis
IMPORTANCE OF KEEPING THE
ENVIRONMENT
a. It helps to improve climate conditions such
as oxygen
b. It balances the temperature on earth
c. It prevents global warming.
d. It lengthens the lives of people
e. It helps grow the best green leafy
vegetables
f. It gives an excellent inheritance to
generations.
Guide learners to describe and sketch the globe
to illustrate the shape and angle of the earth
on its axis. Learners presentation include the
following.
54
Sub-strand 1: The environment and the weather
The axis of rotation of the Earth is tilted at xiv. Let the learners in their small groups
an angle of 23.5 degrees away from vertical, discuss what they have observed.
perpendicular to the plane of our planet’s orbit The group leaders should report their
around the sun. The tilt of the earth’s axis conclusions to the class in turns.
is important, in that it governs the warming
strength of the Sun’s energy. xv. In whole class discussion, show video of an
approaching ship from the horizon coming
Activities to support learners towards the shore again. Ask learners to
i. Learners explain climate change and describe their observations on what they
saw as the ship emerges from the horizon.
human adaptations. The mast will be seen rising from the
ii. Learner list human activities in their horizon gradually, then the top of the ship
becomes visible, and then the entire ship.
community that contribute to the emission of
greenhouse gases example, deforestation, The shape of the earth is almost spherical. The
application of fertilizers, smoke from proper description of the shape of the earth is
vehicles, bush burning, burning of refuse geoid. Use the globe to indicate the poles and
and charcoal, smoke from industries. the imaginary axis on which the earth rotates
iii. Learners talk about how the atmosphere xvi. Learners sketch the globe to illustrate the
can be preserved for the provision of quality shape and angle of the earth on its axis
air, example, tree planting, do not cut trees,
do not burn refuse etc. Evaluation Exercise
iv. Learners talk about the human activities in (Refer to Learner’s Book 5 pages 73-75 for
the environment. exercises and activities)
v. Learners sketch the globe to illustrate the Expected Answers
shape and angle of the earth on its axis EXERCISE 1
vi. Show pictures and video clips on human 1. Climate change is a change in
activities that destroy the environment:
illegal mining (galamsey), indiscriminate the pattern of weather, and
cutting down of trees (deforestation),
pollution of water bodies, air pollution, etc. related changes in oceans,
vii. Learners write the effects of human
activities on the environment: climate land surfaces and ice sheets,
change – heat, floods, rainstorms, less
rainfall, famine, draught, etc. occurring over a long time of
viii. Using Think-Pair-Share, learners talk about
ways of caring for the environment through: decades or longer.
tree planting, proper disposal of wastes,
legal mining, clean-up exercises, avoiding Climate change means a great
environmental pollution, etc. change in the elements of
ix. Learners in groups do a project on any of climate, such as temperature,
the following: clearing a rubbish dump in rainfall, or wind, for a long
the school, planting trees, checking erosion, period of time say, decades or
clearing choked gutters, etc. longer.
x. Learners discuss the importance of caring
for the environment: It helps to improve 2. Human adaptation in relation
climatic conditions such as oxygen, to climate change is the process
balanced temperature on earth, etc. whereby human beings can
xi. Let learners present their work in class change or adjust or adapt to
for discussion.to create awareness on current environmental
cleanliness in their school. conditions.
xii. Learner design posters and flyers in groups
xiii. Show video clips that show the shape EXERCISE 2
of the earth especially the video on an 1.
approaching ship over the horizon from the a. Land pollution
high seas.
(galamsey)
b. Deforestation
c. Air pollution
d. Water pollution
e. Water/land pollution
f. Land pollution
55
Strand 2
2 iii. Legal mining
Learners are to explain any two ways of caring iv. Clean-up exercises
for the environment. v. Avoiding environmental pollution
a. Tree planting vi. Checking erosion
b. Recycling of wastes vii. Cleaning choked gutters
3 PROJECT WORK
A. Gallamsey Design posters and flyers in groups to create
B Timber lumbering awareness on cleanliness in the school.
C. Burning of electrinic waste
D. Burning of fossil fuels Reflections
E. liquid waste into water body Teacher reflects on the following in relation to
F. dumping of solid waste the indicator and makes informed decision in the
next lessons:
Exercise 4 • What went well?
Earth is a sphere or, more correctly, an oblate • What went badly?
spheroid, which is a sphere that is a bit • What would you improve next time?
squished down at the poles and bulges a bit at In thinking about or answering the above
the Equator. Half of the sphere is a hemisphere. questions, the teacher should make use of
North of the Equator is the northern hemisphere those cognitive skills or strategies that increase
and south of the Equator is the southern the probability of a desirable outcome. Use
hemisphere. thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
Exercise 5 problems, formulating inferences, calculating
1. hemisphere likelihoods, and making decisions when the
2. Northern hemisphere teacher is using skills that are thoughtful and
3. Southern hemisphere effective for the particular context and type of
4. spherical thinking task. The teacher should also analyze
5. an oblate spherroid and make judgments about what has happened
or been taught.
SUGGESTED HOMEWORK
1. What is climate change? Also, learners should be aware of and control
2. Describe climate change. their learning by actively participating in
3. Explain human adaptation. reflective thinking - assessing what they know,
4. Mention five human activities in the what they need to know, and how they bridge
that gap during learning situations.
community that can contribute to the
emission of greenhouse gasses. Ask learners to do the following by ways of
5. State three ways by which the atmosphere reflecting on the lesson:
can be preserved. i. Tell the class what you have learnt
6. Explain three ways of caring for the
environment. during the lesson.
7. State five importance of keeping the ii. Tell the class how you will use the
environment.
8. Describe the shape of the earth. knowledge acquired in your during the
lesson.
Evaluation Exercise iii. What aspect of the lesson did you not
Expected Answers understand?
Home work
5.
i. Tree planting
ii. Proper disposal of waste
56
Strand 2: ALL AROUND US
Sub-strand 2: Plants and animals LB: pages 76 - 79
CONTENT STANDARD Some animals are friends to humans and are
Learners will demonstrate knowledge of animal kept as pets. The pets go beyond friendship
housing and how to care for pets. to render other services to humans. The dog
for instance hunts and goes on errands for the
INDICATOR master the human being. This unit looks at
Design and make a simple animal house and keeping some domestic animals and providing
keep a pet simple shelter for them. Protecting domestic
animals give them comfort and safety from other
CORE COMPETENCIES predators.
Creativity and Problem Solving
Communication Introduce this lesson by reviewing the lesson on
Creativity and Problem Solving the relationship between Humans and animals.
Personal Development Through questions and answers, establish the
Problem Solving values gained in keeping pets.
SUBJECT SPECIFIC PRACTICES Keeping a pet and taking good care of them
Innovation gives us the following values:
a. Care
SUGGESTED RESOURCES b. Patience
Pictures, Films, Charts, posters, Paper, c. Love
computer, projector, pencils, blackboard/ d. Empathy
marker board and chalk/marker e. Responsibility.
f. Time consciousness
OTHER USEFUL MATERIALS g. Commitment
English dictionary h. Companionship.
i. Understanding.
KEY WORDS
Domestic, pets, design, responsible, committed Caring for pets
Pets are our companions. The way they are
HELPFUL LINKS trained and loved is very essential. Pets
https://www.bobvila.com › articles › 369-how- normally communicate with their masters in
to-create-a-pet-friendly-home various ways and situations. Dogs will snarl
https://www.shutterstock.com › search › and get back to its master when it sensed a
animal+house danger beyond its might. They go on errand
https://www.pinterest.com › cgirl1671 › animal- at the master’s prompt. Cats likewise also
houses communicate with humans in various ways. Can
you tell us any two ways cats communicate with
Introduction humans? We therefore need to take good care
Domestic animals like pets; dogs, cats or other of them in the following ways:
tame animals or birds serve some purpose for a. Let your pet feel loved and wanted around
its owner or others. The term domestic animal
is often defined in a statute, such as legislation you.
dealing with cruelty to animals or residential b. Vaccinate pets to protect them from
tenancy.
diseases.
c. Seek the appropriate medical attention for
your pet immediately you notice symptoms
of illness.
d. It is also important to look out for the things
your pet is allergic to.
57
Strand 2
e. Make sure your pet and its surroundings are Designing structures for animals.
always clean. Let learners watch pictures/films on different
housing for domestic animals and pets. In whole
f. Provide a good and comfortable shelter for class discussion let them justify the reasons for
your pet. providing animals with shelter.
g. Your pet’s drinking water must always be It is often beneficial to provide animals with
fresh and clean. enrichment areas outside of their cages or
kennels for exercise, play and interaction. This
h. Make sure you feed your pet with healthy becomes even more urgent when cages are
foods. small and/or length of stay extends beyond a
week or two. Areas for out-of-cage time should
i. Allow your pets to freely move around as a be incorporated into a shelter design plan and
form of exercise. This will keep them active can often be retrofitted into an existing structure.
and healthy. For cats, out-of-cage areas can include
sufficiently large enclosures within a room,
j. Train your pet to follow simple rules. Some outdoor areas enclosed by one means or
of the basic rules are where to defecate, time another (e.g. cat fencing), and/or designated
to move around, time to sleep, who to attack, rooms.
how to relate with people. Most dogs enjoy outdoor play areas and walking
trails, but dogs also benefit from quiet out of
Housing your pets cage time in a more home-like indoor setting.
How do you feel when you come home to a Consider that many adopters want a dog that
comfortable place after a long day’s work? will mostly hang out with them in the house,
Doesn’t it feel good and very relieving? Your quietly by their side as they go about their day.
pets should feel the same way when its
time rest after playing around all day. You Protection from Predators
can provide your pet with a very basic but As predators such as coyotes, fox, raccoons,
comfortable shelter. Housing is also important opossums, and hawks there is the need to
for your pets because it protects them from the protect our domestic animals from these
harsh weather conditions. predators. One of the biggest and most
The type of housing you provide for your pets important tasks as a poultry owner will be to
must meet their needs. Example as kennel for keep your birds safe from predators. Before
a dog, cage for a cat, etc. You can consider you even get birds, consider the predators that
the following factors when choosing a housing live in your area. Keep that in mind as you put
design for your pet. together your chicken coop design.
i. The environment. The structure should be
put up in a secured environment.
ii. The structure should be secured. Pets
must not have any chance to escape.
iii. The animal you have as your pet. E.g. a
cage for a cat, a kennel for a dog.
iv. The reason for keeping that animal as
your pet e.g. just as a companion, for
reproduction, etc.
v. The structure should be clean.
vi. The structure should have adequate
ventilation.
vii. Access to food and water in the structure
should be easy.
viii. The structure should not expose the animal
to injury or predators.
58
Sub-strand 2: Plants and animals
Pen for sheep and goats iv. House for sheep and goat is called pen.
Goats and sheep can be housed in open v. House for pig is called sty or pigsty.
and closed pens. Their pens are designed
for sufficient ventilation. The size of the pen Through discussion, ask learners to talk
depends on the number of animals. The roofing about the values of keeping animals. Learner
should protect the animals from sun rays and discussion should include the following:
rainfall. Goats and sheep can stay together in
one pen. The pen should be large enough to VALUES FOR KEEPING ANIMALS
enable them have their individual freedom. Fill We keep animals for the following:
the floor with saw dust and allow sufficient water 1. Meat
cans to be placed about a meter apart. 2. Milk
3. Leather
Things needed to design and make a simple
animals house and keep a pet. Activity to support learners
i. Learners watch pictures/films on different
Ask learner to talk about the things needed to
design and make a simple animal house and housing for domestic animals and pets or
keep a pet. visit farms in the community to observe
The learners should present their findings to the different types of housing for animals
class. example, sheep, goats, rabbits, poultry and
Items needed to design and make a simple pigs.
animal house and keep a pet ii. Learners engage in practical activities to
1. Pictures design and make simple animal houses such
2. Video clips as:
3. Charts iii. pens for goats and sheep
4. Posters iv. coop for hen
5. Wood v. cage for dog
6. Nails vi. Learners sketch domestic animals and their
7. Hammer housing
8. Wire mesh vii. Learners talk about values of keeping
9. Roofing sheets animals such as learning to become
responsible and committed to hard work, etc.
Learners watch or films on different housing
for domestic animals and pet and name the Evaluation Exercise
houses. Learners should give the following (Refer to Learner’s Book 5 page 79 for
answers: exercises and activities)
i. House for hen is called coop.
ii. House for dog is called cage. Expected Answers
iii. House for rabbit is called warren. Exercise 1
1. Pen
2. Pen
3. Coop
4. Cage
5. Warren
6. Sty or pigsty
Exercise 2
i. Animals are used for food.
ii. For transportation of people
and goods.
iii. As pets and for security.
iv Meat
v Milk
vi Leather
59
Strand 2
SUGGESTED HOMEWORK Use thinking that is purposeful, reasoned and
What is the name of the following animal’s goal directed; the kind of thinking involved
houses. in solving problems, formulating inferences,
a. Goat------------------------------ calculating likelihoods, and making decisions
b . Sheep-------------------------------- when the teacher is using skills that are
c. Hen ----------------------------------- thoughtful and effective for the particular context
d. Dog------------------------------------ and type of thinking task. The teacher should
e. Rabbit---------------------------------- also analyze and make judgments about what
f. pig--------------------------------------- has happened or been taught.
Homework 2 Also, learners should be aware of and control
1. Draw a simple animal house in the box. their learning by actively participating in
2. Draw three domestic animals reflective thinking - assessing what they know,
3. State three values for keeping animals. what they need to know, and how they bridge
that gap during learning situations.
PROJECT WORK
Practically design and make a simple animal Ask learners to do the following by ways of
houses? reflecting on the lesson:
i. Tell the class what you have learnt during the
Reflections
Teacher reflects on the following in relation to lesson.
the indicator and makes informed decision in the ii. Tell the class how you will use the knowledge
next lessons:
• What went well? acquired during the lesson.
• What went badly? iii. What aspect of the lesson did you not
• What would you improve next time?
understand?
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.
60
Strand 2: All AROUND US
Sub-strand 3: Map making and landmarks
CONTENT STANDARD LB: pages 80 - 82
Learners will demonstrate knowledge of major
landmarks in the community. A landmark is a recognizable natural or artificial
feature used for navigation, a feature that
INDICATOR stands out from its near environment and is
Locate major land marks on a sketch map of often visible from long distances.
the community In modern use, the term can also be applied to
smaller structures or features, that have become
CORE COMPETENCIES local or national symbols.
Communication and Collaboration
Personal Development and Leadership Let learners identify major land marks of the
Creativity and Innovation community such as:
Cultural Identity and Global Citizenship i. Bus stations
ii. Schools
SUGGESTED RESOURCES iii. Market centres
Pictures, Video clips, Charts, poster, Paper, iv. Palaces
computer, projector, pencils, blackboard/ v. Hospitals
marker board and chalk/marker vi. Mosque
vii Post office
OTHER USEFUL MATERIALS viii Banks
English dictionary ix Police stations
x Churches
KEY WORDS Let learners explore the community and take
Landmarks, community, direction, sketches note of the land marks they have identified. Let
them describe the various routes linking each
HELPFUL LINKS place to the other. Let them describe the route
https://en.wikipedia.org › wiki › Landmark each of them use from home to the school. The
https://www.edutopia.org › naturemapping- distance between features should be noted.
lesson-maps-directions-coordin... The relative distance between three or four
https://www.directionsmag.com › article features should also be noted. The learners can
use far, near, opposite, adjacent in describing
Introduction the locations of various notable features. For
To represent features on the earth on a piece example, the police station is near the Post
of paper and to be able to read what others office, or the palace is far from the lorry station.
represent and understand helps one to locate Learners can also use the cardinal directions in
places and find targets in a new or strange area. describing one feature to the other.
Introduce this lesson by reviewing cardinal Let the learners discuss their findings and land
directions and identification of land marks. marks identified. Each learner should study the
sketch map below and discuss it in a think- pair-
share session. Learners should now sketch a
map of the community and indicate major land
marks.
61
Strand 2
Sample sketch map of a community.
Things needed to locate major landmarks on a Evaluation Exercise
sketch map of the community (Refer to Learner’s Book 5 page 82 for
exercises and activities)
Ask learner to talk about the things needed to
locate major landmarks on a sketch maps of the Expected Answers
community. Exercise 1
The learners should present their findings to the 1. Landmarks are key features on the land or
class. location that are easily identified by people.
Items needed to locate major landmarks on a
sketch maps of the community They are generally referred to as land use
1. Pictures features.
2. Charts 2. land use features
3. Posters
4. Video clips 3. Name five examples of landmarks
i. Hospital
Activity to support learners ii. School
i. Learners identify major land marks in the iii. Mosque
iv. Church
community example, the school, post office, v. Market
police station church, mosque vi. Post Office
ii. Using landmarks, learners take turns in vii. Football park
showing directions to places in the community viii. Rivers
iii. Learners sketch a map of the community ix. Castle
indicating major landmarks. x. Farm
62
Sub-strand 3: Map making and landmarks
xi. Dam The teacher should also analyze and make
xii. waterfall judgments about what has happened or been
taught.
SUGGESTED HOMEWORK
Identify five major land marks on a sketch map Also, learners should be aware of and control
in a community. their learning by actively participating in
reflective thinking - assessing what they know,
PROJECT WORK what they need to know, and how they bridge
Sketch a map of your community and indicate that gap during learning situations.
major land marks. Ask learners to do the following by ways of
reflecting on the lesson:
Reflections i. Tell the class what you have learnt during the
Teacher reflects on the following in relation to
the indicator and makes informed decision in the lesson.
next lessons: ii. Tell the class how you will use the knowledge
• What went well?
• What went badly? acquired during the lesson.
• What would you improve next time? iii. What aspect of the lesson did you not
In thinking about or answering the above
questions, the teacher should make use of understand?
those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
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.
63
Strand 2: ALL AROUND US
Sub-strand 4: Population and settlement
CONTENT STANDARD LB: pages 83 - 89
Learners will demonstrate knowledge of the
features of rural settlements. This is in contrast with urban settlement where
tertiary and secondary activities are the main
INDICATOR occupations of the people. This unit will explain
Explain the features of rural settlements the features of the rural settlement and those of
the urban settlement.
CORE COMPETENCIES
Creativity and Innovation Introduce this lesson by inviting learners
Critical thinking and problem-solving to describe their communities. Using their
Application description, explain the features of their
community as rural or urban. Display pictures
SUBJECT SPECIFIC PRACTICES of rural communities and pictures of urban
Team work, Tolerance, Responsibility, communities for a whole class discussion.
Observation and Application Break the class into two groups where
each group will explain the features of rural
SUGGESTED RESOURCES community and the other group to explain the
Pictures, Clips, Charts, posters, Paper, features of urban community. Let the groups
computer, projector, pencils, blackboard/ also talk about the activities of each settlement
marker board and chalk/marker type.
OTHER USEFUL MATERIALS Things needed to explain the features of rural
English dictionary and urban settlement.
Ask learner to talk about the things needed
to explain the features of rural and urban
settlement.
KEY WORDS The learners should present their findings to the
Features, urban, settlement, population, rural. class.
Items needed to explain the features of rural
HELPFUL LINKS and urban settlement
www.studylecturenotes.com › social-sciences › 1. Pictures
sociology › 360-characteris... 2. Video clip
www.oas.org › usde › publications › Unit 3. Posters
https://www.quora.com › What-are-the- 4. Charts
features-of-a-rural-community
Through discussion, ask learners to talk about
Introduction the features of rural and urban settlement.
What is population? Learners discussion should include the
Population refers to the number of people that following:
live in a given geographical area at a specific
time. Features /characteristics of rural community
Rural community is an area which is
The settlement where the occupation of majority underdeveloped and not civilized, based on
of people relate to the local natural resources geographical conditions. The characteristics of
are called rural settlement for example, (1) rural community are as follows:
settlement of fisheries along a sea coast, (2) 1. Rural area is sparsely populated because
settlement of tribal people in the forest area and
(3) settlement of farmers along the banks of many people leave rural areas and settle in
rivers. the urban areas more facilities.
64
Sub-strand 4: Population and settlement
2. Rural society has homogeneity. In its buildings, people living far apart. In urban
profession that is the only source of earning settlements the population is large, there is
is agriculture and this transmitted from large market, etc.
generation to generation ii. Learners in groups talk about the main
activities in the rural and urban settlements
3. Rural areas have very slow rate of change of Ghana.
because of lack of education and modern iii. What can you do to get food and money
technology. example, rural settlement: crop farming,
animal rearing, hunting
4. Areas have got simple culture transmitted iv. Learners draw a rural and urban settlements,
from generation to generation showing some features.
5. Rural areas have got informal social life that Evaluation Exercise
is they spent their life in a simple way (Refer to Learner’s Book 5 pages 88-89 for
exercises and activities)
Features / characteristics of urban
community. Expected Answers
Urban community is a community which is Exercise 1
developed and civilized, based on geographical Population refers to the number of people that
conditions The characteristics are as follows: live in a given geographical area
geographical conditions The characteristics are
as follows: Exercise 2
1. Urban society is thickly populated because 1.
i. crop farming,
many people come from rural areas and ii. animal rearing,
settle down here for better facilities of life. iii. hunting,
2. This society has heterogeneity in profession, iv. Lumbering
it means there are many professions through v. Mining
which people can earna living.
3. In urban areas there is difference in dress, 2.
language and customs because there 1. Food processing
are a variety of people having different ii. Buying and selling
backgrounds. iii. Hawking
4. In these areas there is high rate of population iv. Banking
because of factories and auto mobiles. v. Trading
5. The areas have got fast rate of change vi. Driving
because of education and modern technology. vii. Teaching
Learners in group talk about the main
activities in rural and urban settlements of SUGGESTED HOMEWORK
Ghana. Learners talks should include the 1. What is population?
following. 2. Explain four features of rural settlement.
3. Explain four features of urban settlement.
MAIN ACTIVITIES IN RURAL SETTLEMENT 4. Name three main activities in the rural
OF GHANA
A rural settlement is a community involved settlement of Ghana people can do to get food
predominantly in primary activities such as crop and money
farming, animal rearing, hunting, lumbering and
mining. Evaluation Exercise
The main activities in urban settlement is a Expected Answers
community involved predominantly in secondary Home work
and tertiary activities such as food processing 1.
and banking. i. crop farming,
ii. animal rearing,
Activities to support learners. iii. hunting,
i. Learners talk about the features of rural iv. Lumbering
v. Mining
and urban settlements example, in rural
settlements there is small population, few
65
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
• What went well? that gap during learning situations.
• What went badly?
• What would you improve next time? Ask learners to do the following by ways of
In thinking about or answering the above reflecting on the lesson:
questions, the teacher should make use of i. Tell the class what you have learnt during the
those cognitive skills or strategies that increase
the probability of a desirable outcome. Use lesson.
thinking that is purposeful, reasoned and goal ii. Tell the class how you will use the knowledge
directed; the kind of thinking involved in solving
problems, formulating inferences, calculating acquired during the lesson.
likelihoods, and making decisions when the iii. What aspect of the lesson did you not
teacher is using skills that are thoughtful and
effective for the particular context and type of understand?
thinking task. The teacher should also analyze
and make judgments about what has happened
or been taught.
66
Strand: 3
Our beliefs
and values
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 1: Worship Introduction
Assist learners through questions and answers
LB: pages 92 - 103 to discuss reasons they visit the church on
Sunday, pray in the mosque and the shrine.
CONTENT STANDARD
Appreciate the importance of prayer, worship Recall the modes of worship
and other acts of worship Learners are guided through questions and
answers to mention the various forms of worship
INDICATOR in the three main religious groups in Ghana.
Identify the moral significance of Sacred Let learners observe pictures depicting various
Passages and Oral Traditions in the three main forms of worship and discuss them by helping
religions them to interpret them appropriately. In groups,
instruct learners to write down the activities
CORE COMPETENCIES that go on during worship. Facilitator/Teacher
Personal Development and Leadership et learners role-play/dramatise the modes of
Creativity and Innovation worship among the three major religious groups.
Cultural Identity and Global Citizenship Let learners understand that worshipping God
in the three main religions in Ghana, namely
SUBJECT SPECIFIC PRACTICES Christian, Islam and the African Traditional
Communication and Collaboration, Religion can be done in varied ways including
Faithfulness, Obedience, Respect, reading the Scriptures, prayers, giving alms to
Commitment, Humility, Togetherness, Unity, the needy, praises, offering, singing dancing to
Cultural Identity, Gratitude religious songs, pouring libation and sacrifices.
SUGGESTED RESOURCES Give reasons why we worship
Mobilise resources to make the lesson more Guide learners through demonstration to
practical: recognise the need to take active part in
The Holy Bible, Quran, Pictures, Videos, worship. Let learners understand that God
Paper, charts, computer, projector, pencils, seeks true worshippers, and He identifies them
blackboard/marker board and chalk/marker as those who “worship Him in spirit and in truth”.
Worshipping God in spirit means that it must be
OTHER USEFUL MATERIALS done from the heart. Worshipping God in truth
English dictionary means that it must be done according to what
God has specified in the Bible. Worshipping
KEY WORDS God in spirit and in truth is a serious matter
Evangelism, religious, ministration, worship, which must not be taken lightly. If we have any
commandments, creator, sacred passages, regard for our own souls, we will want to make
oral tradition sure we are worshipping God in spirit and in
truth. Let learners understand that in all the
HELPFUL LINKS three main religions God is worshipped for a
https://biblestudiesforlife.com/why-prayer-and- purpose. The purposes of worship of God in a
worship-are-vital-to-the-christian-life/ religion is to achieve the goals of salvation for
http://jamaica-gleaner.com/article/ oneself and others, and to render due worship
news/20160924/african-traditional-religionsthe- and obedience to God. Some other purposes
worship-god-part-iii are as follows:
http://islamicpamphlets.com/the-importance-of- 1. to obtain fuller knowledge of god
prayer 2. to draw near to God
3. to reinforce our hope
68
Sub-strand 1: Worship
4. to receive strength In the name of God, the infinitely
5. to bear fruit Compassionate and Merciful.
6. to communicate with God Praise be to God, Lord of all the worlds.
7. to show obedience to God The Compassionate, the Merciful. Ruler on the
8. we worship God so that we can know Day of Reckoning.
You alone do we worship, and You alone do we
Him more. The more we know Him, the more ask for help.
we will want to worship Him. Guide us on the straight path,
the path of those who have received your grace;
In order to develop creative skills in learners not the path of those who have brought down
assist learners draw and colour a worship scene wrath, nor of those who wander astray.
of any of the three main religions in Ghana. Amen. Translated by Kabir Helminski
Recite selected passages and, or oral Folktale
traditions Ɔtofoɔ: Kwaku Ananse yi, ɔnam
Guide learners to identify important Sacred hɔ saa (ara) na, agya, ɔɔpɛ (ɔrepɛ)
passages in the Holy Bible and the Holy Quran kakra bi. Ɔnam mu, nam mu aa (ara) na
as well as remember Oral Traditions of the okopiee kokoraa no bi so. Ɔyɛɛ n’adwene sɛ
African Traditional Religion that learners or ootu aa (ɔretu ara), ɔbɛhwɛ a, kokora no nkyɛn,
Facilitator might have read or been told. abɔfra ketekete bi bɛyɛ sɛ kokromotie. Ananse
ohunuu akɔdaa yi pɛ na, agya, ɔmaa
In groups, give selected passages and, or akɔdaa no so hyɛɛ n’apiretwiwa mu na, agya,
oral traditions to learners to study and make ɔpɛɛ kokora no kakra na ɔde baa fie.
presentation to the class. Example, The Ten
Commandments- (Exodus 20), Al-Fathiha, Literally meaning:
Folktales, and show how they can apply them in (Narrator: This Kwaku Ananse!
their daily lives. He was walking around trying to look for some
of the wild yam to take home for a meal. He
The Ten Commandments- (Exodus 20) combed through the forest till he found
i. “I am the Lord thy God, thou shalt not have some. Just when he made up his mind to
harvest it, he noticed a little child as tiny as the
any strange gods before Me.” human thumb standing right beside the
ii. “Thou shalt not take the name of the Lord thy yam. Immediately Ananse saw the child, he
lifted and put it into his hunter’s sack, then
God in vain.” harvested a small quantity of the wild yam to
iii. “Remember to keep holy the Sabbath day.” take home)
iv. “Honor thy father and mother.”
v. “Thou shalt not kill.” Let learners identify and write moral elements
vi. “Thou shalt not commit adultery.” that can be found in the passages and
vii. “Thou shalt not steal.” narratives: reinforces trust in God, helps to
viii. “Thou shalt not bear false witness against control stress, gives hope, guide our behaviours,
help others in need, show love to people, give
thy neighbour.” charity to the needy and poor for reward from
ix. “Thou shalt not covet thy neighbour’s wife.” God (Allah), express kindness towards one
x. “Thou shalt not covet thy neighbour’s goods.” another, service to humanity, sacrificing our time
for another or God, and do not steal.
Al-Fatiha (The Opening)
Surah 1
Bismillaah ar-Rahman ar-Raheem
Al hamdu lillaahi rabbil ‘alameen
Ar-Rahman ar-Raheem Maaliki yaumid Deen
Iyyaaka na’abudu wa iyyaaka nasta’een
Ihdinas siraatal mustaqeem
Siraatal ladheena an ‘amta’ alaihim
Ghairil maghduubi’ alaihim waladaaleen
Aameen
69
Strand 3
Relate the moral values they have learned to 3.
their lives i. Proverbs
In groups, learners dramatize portions of the ii. Folk-tales
scripture that depict moral lessons example, iii. Myths
submissiveness, humility, loyalty, and how iv. Riddles
they can emulate such values as individuals in v. Wise sayings
everyday life situations. Learners can emulate
the moral values by studying the Scriptures in Exercise 3
their children service lessons during church 1.
services or reciting the Quran in the Mosque i. A myth is a story which
led by an Imam, by practicing the moral lessons
taught them, learners can also take up religious ancient people told, to
roles in the Mosque and Church and by reciting explain certain things or
texts in the Scriptures during occasions and at origins of people.
all times. ii. The Fatiha is the opening
chapter of the Holy
Activities to support learners Qur’an. Muslims recite it
i. Recite the Ten Commandment during prayers.
ii. Recite the Apostle creed iii. A folk-tale is an old story that is being told
iii. List four Christian sacred passages again and again, often from
iv. List four Islamic sacred passages generations to another by word of mouth.
v. List four oral traditions iv. Sacred passages are passages in the holy
vi. Explain the term Scriptures believers hold or see as holy and
a. Myth recite them if need be especially during
b. Fatiha worship.
c. Folk –tale v. The Shahada
d. Sacred passages “I bear witness that there is god but God
vii. Write down the shahada
viii. List four proverbs and explain them I bear witness that Mohammed is the
messenger of God.”
Evaluation Exercise
(Refer to Learner’s Book 5 pages 101-103 for Exercise 4
exercises and activities) Examples of proverb are:
A crab does not give birth to a bird.
Expected Answers No one shows God to the child.
Exercise 1 Salt does not praise itself.
1. Christian What one person does not know
2. Profession of faith another person knows.
3. Proverbs
4. Myths Exercise 5
5. Lord’s Prayer The Lord’s Prayer
Our father who art in Heaven
Exercise 2 Hallowed be thy name
1. Thy kingdom come
i. The Lord’s prayer Thy will be done on earth
ii. The Apostles’ creed As it is in heaven
iii. Psalm 1, 23, 47, 93, 94, 103 etc. Give us this day our daily bread
iv. Proverbs 10 11, 12, 13 and 14 And forgive us our trespasses
As we forgive those who trespass against us
2. And lead us not into temptation
i. Shahada But deliver us from evil
ii. Adhan For thy is the kingdom
iii. Fatiha The power and the glory
iv. The Hadith Forever and ever. Amen.
70
Sub-strand 1: Worship
SUGGESTED HOME WORK Reflections
1. Write down the full text of the Lord’s prayer Teacher reflects on the following in relation to
2. Write down four moral lessons the indicator and makes informed decision in the
3. State five importance of worship next lessons:
4. List four Christian sacred passages • What went well?
• What went badly?
Evaluation Exercise • What would you improve next time?
Expected Answers In thinking about or answering the above
Homework 1 questions, the teacher should make use of
those cognitive skills or strategies that increase
1. The Lord’s Prayer the probability of a desirable outcome. Use
Our father who art in Heaven hallowed be thy thinking that is purposeful, reasoned and goal
name.Thy kingdom come.Thy will be done on directed; the kind of thinking involved in solving
earth, as it is in heaven. Give us this day our problems, formulating inferences, calculating
daily bread and forgive us our trespasses. likelihoods, and making decisions when the
As we forgive those who trespass against us teacher is using skills that are thoughtful and
and lead us not into temptation. But, deliver us effective for the particular context and type of
from evil For thy is the kingdom thinking task. The teacher should also analyze
The power and the glory and make judgments about what has happened
Forever and ever. Amen. or been taught.
2. Also, learners should be aware of and control
i. Honesty, their learning by actively participating in
ii. Sacrifice, reflective thinking - assessing what they know,
iii. Dedication, what they need to know, and how they bridge
iv. Commitment, that gap during learning situations.
v. Forgiveness,
vi. Forbidding Evil Ask learners to do the following as a way of
vii. Cleanliness reflection
i. Tell the class the moral lesson learnt from
3.
i. human beings are under the authority of the the lesson.
ii. Tell the class how the lesson has impact your
Creator,
ii. we demonstrate that we depend on God for life.
iii. Tell the class how you are going to apply the
survival,
iii. Worship draw us closer to God knowledge you have gained from the lesson.
iv. We receive blessings from God iv. Tell the class which aspect of the lesson you
v. Our faith is strengthened when we worship
didn’t understand.
God
vi. We have fellowship and communion with
God when we worship
71
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 2: Festivals LB: pages 104 - 114
CONTENT STANDARD Let learners understand that such celebrations
Demonstrate knowledge Celebrations in at least naming ceremony have been performed
Ghana by our parents for all of them and each one of
them signifies an important milestone in the life
INDICATOR of humanity. Encourage learners to participate
Describe various celebrations in Ghana in some of these ceremonies to learn useful
lessons. Examples are Birthday, Naming babies,
CORE COMPETENCIES festivals.
Communication and
Collaboration Through whole class discussion ion guide
Personal Development and Leadership Learners to talk about importance of
Creativity and Innovation celebrations in Ghana
and Global Citizenship
The following points should be considered:
SUGGESTED RESOURCES i. Celebrations are used as an occasion to
Mobilised the following resources to make the
lesson more practical: meet and plan developmental projects in the
Pictures, Videos, Paper, charts, computer, area since most citizens are likely to attend.
projector, pencils, blackboard/marker board ii. Celebrations are used for purification of gods,
and chalk/marker example, festivals. The period is used to
clean ancestral stools and perform important
OTHER USEFUL MATERIALS rites.
English dictionary iii. Some celebrations in Ghana attract many
foreign tourists to the country example,
KEY WORDS Independence Day and festivals.
Generosity, reconciliation, brotherliness, iv. They help unite and educate us
forgiveness, celebration, bravery, kindness v. Celebrations are a chance to whole people of
the country and world to work and connect for
HELPFUL LINKS a cause.
vi. Celebrations bring meaning to what is being
https://touringghana.com/festivals/ celebrated and help bond us to those we
love.
https://www.ghanaweb.com/GhanaHomePage/ vii. Celebrations teach about love and
tourism/festivals.php sacrifice, unity, brotherliness, appreciation,
generosity, kindness, forgiveness, bravery,
Introduction reconciliation
Celebrations are very important in the life
of every individual as well as the nation Guide Learners to role play various celebrations,
as a whole. It brings about brotherliness, showing important activities like
togetherness and reconciliation. i. sharing,
ii. reconciliation
Guide Learners to talk about types of iii. unity
celebrations in Ghana in groups iv. brotherliness
Guide learners to mention the types of Guide Learners to write essay on any of the
celebrations done in their communities. celebrations.
72
Sub-strand 2: Festivals
Activities to support learners Exercise 6
i. Write down four celebrations in Ghana Homowo
ii. Learners role-play various celebrations in a. Teshie
b. Nungua
Ghana c. La
iii. State four importance of celebrations in d. Tema
e. Ningo
Ghana
iv. Write essay on any of the celebrations Hogbetsotso
a. Anlo
Evaluation Exercise b. Keta
(Refer to Learner’s Book 5 pages 111-114 for c. Kedzi
exercises and activities) d. Vodza
e. Whuti
Expected Answers
Exercise 1 Exercise 7
1. Penkye Oto The Independence Day is celebrated on the 6th
2. Friday of March every year.
3. Hogbetsotso The Independence Day marks the declaration of
4. King Agorkoli independence Ghana gained from the colonial
5. Homowo master the
6. Naming ceremony British, on 6th March, 1957.
7. Kwaku
8. Christmas The Independence Day celebration is held
9. Yearly throughout the country. Parades are mostly
10. September attended by students from public and private
schools, market men and women and other
Exercise 2 voluntary organisations.
1. Sunday
2. Accra Also, the state invites the president and vice
3. Nmaadumo. president, government officials, security
4. libation forces such as the military, Police, Prisons,
5. corn dough mixed with palm oil Parliamentarians, chiefs, Rev. Ministers, Chief
Imam, the Diplomatic Corps in the country and
Exercise 3 few African heads of state.
Learners are to write a brief essay on any of the
Exercise 8
celebrations they have learnt in the lesson. Learners are to answer based on information
given by themselves.
Exercise 4
SUGGESTED HOME WORK
1. 1. State four importance of celebrations in
a. to thank God for the special gift. Ghana.
2. Write essay on any of the celebrations.
b. to welcome the new born baby into the 3. Write down four celebrations.
family and the community Importance of celebrations
i. Special prayers are said for the people and
c. recognize the baby as a full member of the
the community.
family ii. On-going and completed projects are
d. Naming ceremony gives the family inaugurated during the period by political
leaders.
opportunity to teach the new baby moral
73
values such as truthfulness, honesty,
Exercise 5
Hogbetsotso - Anlo
Homowo - Ga-Dangme
Aboakyer - Efutu of Winneba
Strand 3
iii. There is exchange of gifts among the people. Use thinking that is purposeful, reasoned and
Special meals are prepared and eaten. goal directed; the kind of thinking involved
in solving problems, formulating inferences,
iv. It helps showcase and preserve traditional calculating likelihoods, and making decisions
culture. when the teacher is using skills that are
thoughtful and effective for the particular context
v. It encourages tourism and type of thinking task. The teacher should
vi. It encourages socialization and the making also analyze and make judgments about what
has happened or been taught.
of friends
vii. It helps promote peaceful coexistence Also, learners should be aware of and control
their learning by actively participating in
among the people reflective thinking - assessing what they know,
viii. It is time to pay homage and confirm what they need to know, and how they bridge
that gap during learning situations.
allegiance to the chiefs
ix. The occasion is used to renew faith and Ask the learners to do the following as a way of
reflection
commitment to the gods or ancestors or i. Tell the class the celebrations you enjoy
families or communities
x. It is an occasion to announce government celebrating.
policies to the people ii. Tell the class what you learnt from the
Reflections lesson.
Teacher reflects on the following in relation to iii. Tell the class how you intend to apply the
the indicator and makes informed decision in the
next lessons: knowledge gain in the lesson.
• 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.
74
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 3: Basic human rights LB: pages 115 - 119
CONTENT STANDARD Let them know that they have rights like
Demonstrate understanding of how to respect any other person and such rights are being
human rights as a citizen protected by law and that in case any of
the rights have been violated they can seek
INDICATOR redress in the appropriate legal department. Let
Describe fundamental human rights in the learners understand that family members have
family fundamental human rights to enjoy such as right
to live with family, right to guardianship, right to
CORE COMPETENCIES education and right to health among others.
Communication and Collaboration
Personal Development and Leadership Learners describe fundamental human rights as
Creativity and Innovation a family member
Global Citizenship
The following points should be considered.
SUBJECT SPECIFIC PRACTICES i. right to live with family,
Obedience, Respect, Commitment, Humility ii. right to guardianship,
Unity iii. right to education,
iv. right to health
SUGGESTED RESOURCES v. right to shelter
Mobilised the following resources to make vi. right to life
the more practica: Posters , Pictures ,Videos, vii. guardianship
Paper, charts, computer, projector, pencils, viii. right to protection
blackboard/marker board and chalk/marker
Learners compose songs and rhymes on the
OTHER USEFUL MATERIALS right to belong to a family.
English dictionary
Learners develop posters describing the right to
KEY WORDS education using pictures or the internet.
Fundamental, rights, respect, education
Activities to support learners
HELPFUL LINKS i. Learners develop posters describing the
www.google.com/search, https:// www.un-
.org>issues ,https://www.judicial.gov.gh>index. right to education using pictures or the
php internet
ii. Learners compose songs and rhymes on
Introduction the right to belong to a family
Guide learners to understand the meaning of iii. Learners do exercise one from their text
human rights. Human rights are rights inherited book
to all human beings regardless of race, sex, iv. Explain the following rights
nationality, ethnicity, language, religion or
any other status. Human rights are rights or a. Right to health
norms that are good, upright and check human
behaviour of every person and are protected by b. Rights to education
law.
c. Rights to live with the family
v. Define the following:
a. Human rights
b. Fundamental human right Guardian
c. State and explain four causes of
separation of children from their parents
75
Strand 3
Strand 4: OUR NATION GHANA
Evaluation Exercise Exercise 5
(Refer to Learner’s Book 5 pages 117-119 for 1. Ways by which children can be separated
exercises and activities)
from parents are:
Expected Answers i. Divorce
Exercise 1 ii. Legal procedure
i. Fundamental human rights iii. Death
ii. Right to record songs iv. Kidnapping
iii. Guardian
iv. Education 2.
v. Tourism i. Right to freedom of
Exercise 2 speech.
Right to Health ii. Right to freedom of
Right to health of the child means parents
should decide on the care to give their child, movement.
treatments, he or she will undergo, authorization iii. Right to freedom of
for hospital admission,consent for operations.
association.
Right to Education
Every child of school going age should have Exercise 6
access to quality quality education with the goal 1. Home
to give the child all the knowledge and training 2. Hospital
needed for living in a society as a man or 3. School
woman.
SUGGESTED HOME WORK
Exercise 3 1. Mention three rights that are basic to
Guardianship is part of the fundamental human
rights. It allows a person to take human beings
legal responsibility for caring for another person. 2. Define the following
a. Human rights
Exercise 4 b. Fundamental human rights
c. Guardian
i. Human rights are the basic rights and
Evaluation Exercise
freedoms that belong to every person in the Expected Answers
Homework 1
world, from birth until death. Right to:
i. live with family,
Example, rights to quality education, health, ii. guardianship,
iii. education,
right to life and many more. iv. health
v. shelter
ii. Fundamental Human Rights are rights “to vi. life
which a person is inherently entitled simply vii. guardianship
because she or he is a human being” and viii. protection
which are “inherent in all human beings”,
regardless of their age, ethnic origin, location, Reflections
language, religion, ethnicity, or any other Teacher reflects on the following in relation to
status. the indicator and makes informed decision in the
next lessons:
iii. A guardian is someone who has been legally • What went well?
appointed to look after the affairs of another • What went badly?
person, for example a child or someone who • What would you improve next time?
is mentally ill. 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.
76
Sub-strand 3: Basic human rights
Use thinking that is purposeful, reasoned and Ask learners to do the following as a way of
goal directed; the kind of thinking involved reflection
in solving problems, formulating inferences, i. Tell the class how you are going to apply
calculating likelihoods, and making decisions
when the teacher is using skills that are the lesson learnt.
thoughtful and effective for the particular context ii. Tell the class how you will educate your
and type of thinking task. The teacher should
also analyze and make judgments about what family members about their rights.
has happened or been taught. iii. Tell the class how you would be an
Also, learners should be aware of and control ambassador of human rights
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.
77
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 4: Being a leader LB: pages 120 - 128
CONTENT STANDARD iii. Traditional Leader- training, teaching, etc.
Show Understanding of the Ministry of the
major religious leaders Learners describe the key events associated
with the ministry of the leaders of the three main
INDICATOR religions:
Describe the key events in the Ministry of the
leaders of the three religions The following points should be considered:
i. The Lord Jesus Christ–
CORE COMPETENCIES a. Baptism- One day while John was
Personal Development and Leadership
Communication and Collaboration, baptizing people in the Jordan River, Jesus
Creativity and Innovation joined the crowd to also be baptized by
Digital Literacy John the Baptist. When John noticed the
Cultural Identity and Global Citizenship presence of Jesus he asked Jesus to
baptize him. But Jesus insisted that John
SUBJECT SPECIFIC PRACTICES should rather baptize him.
Respect, Trust, Obedience, Commitment, When Jesus had been baptized, He came
Responsibility, up immediately from the water; and behold
the heavens were opened to Him, and He
SUGGESTED RESOURCE saw the spirit of God descending like a dove
Mobilise the following resources to make and a lightning upon him. And suddenly a
the lesson more practical: Pictures , Videos, voice came from heaven, saying, “this is My
aper, charts, computer, projector, pencils, beloved son, in whom I am well pleased”.
blackboard/marker board and chalk/marker
b. Temptation – Devil tempted Jesus Christ
OTHER USEFUL MATERIALS after fasting for forty days and forty nights.
English dictionary Satan told Jesus if you are the son of God
command these stone into bread, But Jesus
KEY WORDS answered and said, it is written, man shall
Religion leaders, baptism, traditional, not live by bread alone”. Secondly, Satan
triumphant, temptation. led Jesus to a high place and showed him
the kingdoms of the earth. He then told
Introduction Jesus to bow and worship him so that he
Guide learners through questions and answers would give it all to Him. Jesus answered; it
to describe the key events associated with is written “worship the Lord your God and
the ministry of the leaders of the three main serve Him alone”. Thirdly, Satan asked him
religions. Let learners understand that these to throw himself down from the pinnacle
religious leaders went through certain spiritual of the temple in Jerusalem for the angel of
activities though physical to the glory of God God to rescue him. But Jesus told him: “it is
and to show humankind the power God vested wrong to test the Lord your God.”
in them. These include the following:
i. The Lord Jesus Christ- Baptism, temptation, c. Call of the disciples- After Jesus was
baptized, He started preaching to the
call of the disciples, teaching, etc. people. He had many disciples but he chose
ii. The Holy Prophet Muhammad (S.A.W.) - twelve of them to work with him.
call, triumphant entry to Makkah etc. 1. Andrew, the First Chosen
2. Simon Peter
78 3. James Zebedee
Sub-strand 4: Being a leader
4. John Zebedee 2. Traditional Leader–training, teaching,
5. Philip the Curious
6. Honest Nathaniel In groups, learners role-play some aspects of
7. Matthew Levi the Ministry of:
8. Thomas Didymus a. The Lord Jesus Christ
9. James b. The Holy Prophet Muhammad
10. Judas Alpheus c. A Traditional Religious Leader
11. Simon the Zealot
12. Judas Iscariot Guide Learners in groups to identify the
significant roles by the religious leaders in their
d. Teaching –includes the parable of the ministries:
sower, the prodigal son, the parable of the
rich fool, the sermon on the Mount. This The following points should be considered:
parable teaches us moral lessons. This i. commitment:
includes the following: ii. patience
iii. leadership
i. We should confess our sins and plead for iv. sacrifice
forgiveness. v. perseverance
vi. hard work
ii. God is ready to forgive our sins whenever vii. loyalty
we confess so we must also forgive one viii. obedience
another.
Let learners know that in all the activities
iii. God loves sinners so we should accept of these religious leaders, they performed
everybody in the society. significant roles during their stay on earth in
their respective ministries and these have
iv. God is merciful to us all so we must also be molded the lives of humanity.
merciful to one another.
Let learners be encouraged to show these
v. Whatsoever we do to our neighbour, we do attitudes in their daily lives.
unto God.
In groups, guide learners to dramatize portions
vi. Sins draw us far away from God so we of the scripture that depict moral lessons,
must avoid sinful acts. and how they can emulate such values as
individuals.
vii. We must use our properties wisely so as The following points should be considered:
not to get in need. i. humility
ii. loyalty
viii. We must serve everybody fairly without iii. patience
expecting a reward. iv. dedication
v. serviceable
1. The Holy Prophet Muhammad (S.A.W.) – vi. hard work
call, triumphant entry to Makkah vii. Submissiveness
viii. dependable
The teachings of Mohammed include the ix. sacrifice
following:
Moral lessons of the leaders of the three
i. Bear witness that there is no deity (god) main religions that learners have to emulate
except God (Allah) in life.
Let learners understand that during happening
ii. Belief in the Angels of God of the various key events that occurred in the
iii. Belief in the Holy books of God. These lives of the three religious leaders, they as well
exhibited moral values that are useful for our
include the Tawrat or the Torah, Zabur, Ingil daily life as humankind.
and the Qur’an
iv. Belief in all the Prophets of God 79
v. Belief in the Judgement day
vi. Belief in predestination
vii. Kindness
viii. Respect for parents and elders
ix. Charity and generosity
x. Hospitality
xi. Love
xii. Unity
Strand 3
Strand 5: MY GLOBAL COMMUNITY
They can shape our lives for a better future. vii. We must use our properties wisely so as
Put learners in groups to identify the significant not to get in need.
moral lessons exhibited by the religious leaders
in their ministries: obedience, commitment, viii. We must serve everybody fairly without
patience, leadership, sacrifice, and humility expecting a reward.
among others.
Exercise 2
In groups, learners dramatize portions of the 1. 40
scripture that depict moral lessons example, 2. Hijrah
submissiveness, humility, loyalty, and how 3. Jordan
they can emulate such values as individuals in 4. Parable
everyday life situations. Learners can emulate 5. The Holy Quaran
the moral values by studying the Scriptures in
their children service lessons during church Exercise 3
services or reciting the Quran in the Mosque i. Peter
led by an Imam, by practicing the moral lessons ii. Andrew his brother
taught them, learners can also take up religious iii. James the son of Zebedee
roles in the Mosque and Church and by reciting iv. John his brother
texts in the Scriptures during occasions and at v. Philip
all times. vi. Bartholomew
vii. Thomas
Activities to support learners viii. Matthew the tax collected
i. Learners dramatize portion of the scriptures ix. James the son of Alphaeus,
ii. Write down five significant roles by the x. Lebbaeus, whose surname as Thaddaeus
xi. Simon the Cananite,
religious leaders xii. Judas Iscariot, who also betrayed him.
iii. Leaners role-play some aspects of the
Exercise 4
Ministry of Jesus Christ and Prophet i. Bear witness that there is no deity (god)
Mohammed
iv. Give five basic messages of Prophet except God (Allah)
Mohammed ii. Belief in the Angels of God
v. Name the twelve disciples of Jesus Christ: iii. Belief in the Holy books of God. These
vi. Write four moral lessons the parable of the
prodigal son teaches us include the Tawrat or the Torah, Zabur, Ingil
vii. Write five teachings of Prophet Mohammed and the Qur’an
iv. Belief in all the Prophets of God
Evaluation Exercise v. Belief in the Judgement day
(Refer to Learner’s Book 5 pages 126-128 for vi. Belief in predestination
exercises and activities) vii. Kindness
viii. Respect for parents and elders
Expected Answers ix. Charity and generosity
Exercise 1 x. Hospitality
i. We should confess our sins and plead for xi. Love
xii. Unity
forgiveness.
ii. God is ready to forgive our sins whenever SUGGESTED HOME WORK
1. Write down the temptations of Jesus Christ
we confess so we must also forgive one 2. Write down four teachings of Jesus Christ
another. 3. Write four moral lessons the parable of the
iii. God loves sinners so we should accept
everybody in the society. prodigal son teaches us:
iv. God is merciful to us all so we must also be 4. Write five basic messages of Prophet
merciful to one another.
v. Whatsoever we do to our neighbour, we do Mohammed
unto God.
vi. Sins draw us far away from God so we must
avoid sinful acts.
80
Sub-strand 4: Being a leader
Evaluation Exercise Reflections
Expected Answers Teacher reflects on the following in relation to
Exercise 1 the indicator and makes informed decision in the
next lessons:
2. • What went well?
i. The parable of the prodigal son • What went badly?
ii. The parable of the sower • What would you improve next time?
iii. The sermon on the mount In thinking about or answering the above
iv. The parable of the rich fool questions, the teacher should make use of
those cognitive skills or strategies that increase
3. the probability of a desirable outcome. Use
i. We should confess our sins and plead for thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
forgiveness. problems, formulating inferences, calculating
ii. God is ready to forgive our sins whenever likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
we confess so we must also forgive one effective for the particular context and type of
another. thinking task. The teacher should also analyze
iii. God loves sinners so we should accept and make judgments about what has happened
everybody in the society. or been taught.
iv. God is merciful to us all so we must also be
merciful to one another. Also, learners should be aware of and control
v. Whatsoever we do to our neighbour, we do their learning by actively participating in
unto God. reflective thinking - assessing what they know,
vi. Sins draw us far away from God so we what they need to know, and how they bridge
must avoid sinful acts. that gap during learning situations.
vii. We must use our properties wisely so as
not to get in need. Ask learners to do the following as a way of
viii. We must serve everybody fairly without reflection:
expecting a reward. i. Tell the class the moral lessons you have
4. learnt from the lesson
Basic messages of Prophet Mohammed ii. Tell the class the knowledge you have gained
i. Bear witness that there is no deity (god)
from the lesson
except God (Allah) iii. Tell the class the aspect of the lesson you
ii. Belief in the Angels of God
iii. Belief in the Holy books of God. These didn’t understand
include the Tawrat or the Torah, Zabur, Ingil
and the Qur’an
iv. Belief in all the Prophets of God
v. Belief in the Judgement day
vi. Belief in predestination
vii. Kindness
viii. Respect for parents and elders
ix. Charity and generosity
x. Hospitality
xi. Love
xii. Unity
81
Strand: 4
Our nation
Ghana
Strand 4: OUR NATION GHANA
Sub-strand 1: Being a citizen LB: pages 130 - 144
CONTENT STANDARD Article 6 clause (1) of the 1992 constitution
Show understanding of attitudes needed for states that “Every person who, on the coming
effective citizenship into force of this Constitution, is a citizen of
Demonstrate an understanding of how Ghana by law shall continue to be a citizen of
responsible citizens can contribute to national Ghana”. Clause (2) also states that “Subject
development to the provisions of this Constitution, a person
born in or outside Ghana after the coming into
INDICATOR force of this Constitution, shall become a citizen
Describe the attitudes needed for effective of Ghana at the date of his birth if either of his
citizenship parents or grandparents is or was a citizen of
Discuss the importance of being a responsible Ghana”.
citizen
Further elaborations in clause (3) also state that
CORE COMPETENCIES “A child of not more than seven years of age
Communication and Collaboration found in Ghana whose parents are not known
Critical Thinking and Problem Solving shall be presumed to be a citizen of Ghana by
birth”.
SUBJECT SPECIFIC PRACTICES
Appreciation, Truth, Caring, Protection, Love, Through whole class discussion guide Learners
Responsibility to identify attitudes necessary for effective
citizenship
SUGGESTED RESOURCES The following points should be considered
Mobilised the following resources to make the i. compromise
lesson more practical: ii. tolerance
Posters, Pictures, Videos, Paper, charts, iii. collaboration
computer, projector, pencils, blackboard/ iv. dialogue
marker board and chalk/marker v. teamwork
OTHER USEFUL MATERIALS Guide Learners to role play the importance of
English dictionary living in harmony with others
KEY WORDS The following points should be considered:
Compromise, citizen, team work, citizenship, i. peaceful coexistence
peaceful, promote, attitudes, collaboration ii. unity
Tourism, national development, national iii. love
gathering, cultural, artefact, inter-ethnic iv. respect
marriage
Through whole class discussion guide Learners
Introduction to describe attitudes and behaviours that show
Citizen according to the 1992 Constitution is a that a person is responsible and present their
person who has been accepted as Ghanaian findings to the class for discussion
either by reason of birth, or by adoption or by
registration (naturalization). The following points should be considered:
i. obedience to rules and regulations
84 ii. respect others
iii. accepting responsibility (performing
assigned duties)
iv. taking initiatives
v. helping needy people
Sub-strand 1: Being a citizen
Through whole class discussion guide Learners Evaluation Exercise
to discuss the importance of being a responsible (Refer to Learner’s Book 5 pages 137-139 for
citizen. exercises and activities)
The following points should be considered:
i. to promote unity Expected Answers
ii. to gain respect Exercise 1
iii. to be considered a reliable person 1. Disobedience
2. Evading taxes
Guide Learners to role-play activities of 3. Negative attitude
responsible citizens. 4. Constitution
5. Initiative
Through whole class discussion guide Learners
to identify and talk about what they can do to Exercise 2
help the country to develop. 1.
i. Attitude is a good or bad
The following points should be considered
i. payment of their taxes feeling you have towards
ii. reporting criminal to the authority something or somebody.
iii. protecting public property
iv. taking part in communual labour Attitude can also be
v. serving the nation when called upon defined as our response
vi. safe guarding the image and interest of the to people, places, things
or events in life.
nation
vii. hard work and productive work ii. Responsible behaviour is the behaviour
viii. democratic living responsible for the wellbeing of a people.
ix. defending the constitution
x. loyalty and patriotism 2.
xi. respecting the rights of others i. Protecting the
xii. protecting the environment
environment.
Through whole class guide Learners to describe ii. Respect law and order.
how ethnic diversity can promote national iii. Consider the interest of
development
others first.
The following points should be considered
i. promotion of tourism 3. Citizens do everything
ii. sale of artefacts lawfully to protect the
iii. inter-ethnic marriage environment.
Activities to support learners 4. Learners answers
i. Who is a citizen?
ii. State four attitudes necessary for citizenship Exercise 3
iii. State three importance of living in harmony Positive attitudes at work place.
i. Tolerance
with others ii. Compromise
iv. Describe three attitudes and behaviours that iii. Dialogue
iv. Collaboration
show a person is responsible
v. State three importance of being a Negative attitudes at work place.
i. intolerance
responsible citizen ii. laziness
vi. Describe five things you can do as a citizen iii. lateness to work
iv. absenteeism
to help the nation to develop
85
Strand 4
Exercise 4 2.
Harmonious living ensures: i. peaceful coexistence
1. ii. unity
Peaceful coexistence iii. love
Love iv. respect
Unity
Respects 3.
i. to promote unity
2. ii. to gain respect
Tolerance iii. to be considered a reliable person
Compromise
Dialogue Reflections
Collaboration Teacher reflects on the following in relation to
the indicator and makes informed decision in the
Exercise 5 next lessons:
1. Team work • What went well?
2. Citizen • What went badly?
3. Democracy • What would you improve next time?
4. Honesty In thinking about or answering the above
5. Active citizens questions, the teacher should make use of
those cognitive skills or strategies that increase
SUGGESTED HOME WORK the probability of a desirable outcome. Use
1. State four attitudes necessary for citizenship thinking that is purposeful, reasoned and goal
2. State three importance of living harmony directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
with others likelihoods, and making decisions when the
3. State three attitudes and behaviours that teacher is using skills that are thoughtful and
effective for the particular context and type of
show a person is responsible thinking task. The teacher should also analyze
4. State three importance of being a and make judgments about what has happened
or been taught.
responsible citizen
5. State five things you can do as a citizen to Also, learners should be aware of and control
their learning by actively participating in
help the nation to develop reflective thinking - assessing what they know,
what they need to know, and how they bridge
Evaluation Exercise that gap during learning situations.
Expected Answers
Homework Ask learners to do the following as a way of
1. reflection
i. payment of their taxes i. Tell the class what you will do to help the
ii. reporting criminal to the authority
iii. protecting public property nation to develop
iv. taking part in communual labour ii. Tell the class how you will educate your
v. serving the nation when called upon
vi. safe guarding the image and interest of the family members on the knowledge you
have gained
nation iii. Tell the class how you intend to be a
vii. hard work and productive work responsible citizen
viii. democratic living
ix. defending the constitution
x. loyalty and patriotism
xi. respecting the rights of others
xii. protecting the environment
86
Strand 4: OUT NATION GHANA
Sub-strand 2: Authority and power LB: pages 145 - 151
CONTENT STANDARD regulations so as to have good relationship with
Demonstrate knowledge of the need to obey their parents. Anything short of that, they will be
and submit to authority punished. Encourage learners to obey home
rules and regulations all the time.
INDICATOR
Recognise parents as source of discipline and The following points should be considered:
character formation
i. Sweeping of their rooms and compound
CORE COMPETENCIES ii. Respecting the elderly
Personal Development and Leadership iii. Performing household chores
Communication and Collaboration iv. Assisting their parents
Cultural Identity and Global Citizenship v. Protecting family properties
vi. Cleaning their surroundings
SUBJECT SPECIFIC PRACTICES vii. Bathing regularly
Commitment, Loyalty, Respect Obedience,
Humility, Unity Responsibility, Togetherness Through whole class discussion guide learners
Tolerance to discuss why it is important to obey rules and
regulations at home.
SUGGESTED RESOURCES
Mobilised the following resources to make Guide learners to come to terms with the need
the lesson more practical: Posters , Picures, to obey rules and regulations at home. Let them
Videos, Paper, charts, computer, projector, know that it is important to obey them otherwise
pencils, blackboard/marker board and chalk/ they will always have problem with their parents
marker at home.
OTHER USEFUL MATERIALS Some of the reasons for obeying rules and
English dictionary regulations of the house are that it brings
orderliness, and get respect from people. It
KEY WORDS is also to have a disciplined society, prevents
Discipline, character, punishment, authority, chaos all around. Rules are made for easy
emulate, regulations, parents, family, smooth working of society. Rules are made to
behaviours, regulation. maintain uniformity at places.
Introduction The following points too, should be considered:
Every human being on earth is born into a i. It brings harmony among and between
family. In our previous lesson, we defined a
family as a group of people who are related members of the family
either by marriage or by blood. ii. It leads to unity in the family
iii. It brings peaceful co-existence
Guide learners to understand rules and iv. It enables the family to develop
regulations they are expected to follow at home. v. It brings love in the family
Let learners know that every house is being
governed by rules and regulations set by the Through whole class discussion guide
parents just like the school. Learners should Learners to identify ways by which they can be
know that they are to obey such rules and responsible:
Guide learners to understand that it is important
to take responsibility for certain actions and
inactions as a responsible citizen of a country.
87
Strand 4
Let learners know that there are ways by which Evaluation Exercise
they can be responsible. Some of them are: (Refer to Learner’s Book 5 pages 149-151 for
i. Follow a chore time table exercises and activities)
ii. Do not argue with your parents
iii. Create clear, simple expectations Expected Answers
iv. Do not give in to cry, complaining, begging
Exercise 1
or any other 1. character formation.
v. bad behaviour 2. violent behaviour.
vi. Teach manner words. 3. punishment.
vii. Be a role model 4. Quarrelling
viii. Be polite 5. sleep all the time
ix. Do chores together 6. to make children responsible
x. Help take care of your siblings 7. chores
xi. Respect your time 8. house rules
xii. Finish your homework
xiii. Make peace with your siblings Exercise 2
i. Helping people who are in need
The rest are as follows: ii. Performing our house chores and run
i. be a good child to avoid punishment
ii. emulate parents and other family members, errands for our parents
iii. by doing their house chores on time iii. Keeping or environments clean
iv. being obedient in all things iv. Telling the truth at all times
v. running errands v. Respect our parents and the elderly at home
vi. taking care of their siblings
vii. Assisting their parent in their business or on and in the community
vi. Taking care of siblings
their farm
Exercise 3
Learners role play responsible behaviours as Learners are to describe in a few sentences
parents and children at home. how to become responsible adults.
Learners write essays on how to become Exercise 4
responsible adults. 1. House rules are the rules of the
Activities to support learners house or home that we abide by.
i. In what fairways can children be responsible 2.
ii. In a few sentences describe how to become i. it brings orderliness.
ii. get respect from people.
responsible adults iii. it brings about peaceful co-
iii. Write three responsible behaviour and two
existence.
irresponsible behaviours iv. it is also to have a disciplined
iv. Learners role play responsible behaviours as
society.
parents and children at home. 3. Learners discretion.
v. Write essay on how to become responsible 4. Learners discretion.
adults
vi. Write three ways by which they can be
responsible
vii. State three reasons why it is important to
obey rules and regulations at home
viii. Write four rules and regulations they are
expected to follow at home
88
Sub-strand 2: Authority and power
Ask learners to do the following as a way of iii. Tell the class some of the irresponsible
reflection behaviours we should avoid from being
i. Tell the class what you have learnt from the punished
lesson
ii. Tell the class how you educate the family
about responsible behaviour
89
Strand 4: OUR NATION GHANA
Sub-strand 2: Authority and power LB: pages 152 - 158
CONTENT STANDARD Governments first evolved as people discovered
Demonstrate understanding of the need for that protection was easier if they stayed
good governance together in groups and if they all agreed that
one (or some) in the group should have more
INDICATOR power than others. Most of them are chosen
Explain and appreciate the importance of for that position through election by the people
democratic governance of the nation. Let learners understand that it
is important to have government for various
SUGGESTED RESOURCES reasons for circumstances beyond our control.
Mobilised the following resources to make the
lesson more practical: Let learners brainstorm on why we should have
Posters, Pictures, Videos, Paper, charts, a government as a nation. Learners should
computer, projector, pencils, blackboard/ know that there are reasons we need to have
marker board and chalk/marker a government including maintain law and
order, Government provides the parameters
OTHER USEFUL MATERIALS for everyday behavior for citizens, protect them
English dictionary from outside interference, and often provide for
their well-being and happiness. Government
KEY WORDS provides public goods, at a level necessary to
Governance, democratic, responsible, election, ensure a globally competitive economy and a
well-functioning society. But wherever possible,
HELPFUL LINKS government should invest in citizen capabilities
https://www.governancetoday.com/GT/Mate- to enable them to provide for themselves in
rial/Governance__what_is_it_and_why_is_it_ rapidly and continually changing circumstances.
important_.aspx?WebsiteKey=0cf4306a-f91b-
45d7-9ced-a97b5d6f6966 Learners identify various persons and bodies
who are responsible in governing their
Introduction school. Let learners understand the concept
Good governance is the process by which governing body: A governing body is a group
decisions are implemented. Schools, whether of people that has the authority to exercise
public or private institutions, also have a governance over an organization or political
number of stake-holders in their activities. Their entity. Let learners understand the role played
governance is therefore done through a coalition by this governing body so they can appreciate
of interests working together, but performing its importance to the school. It is to ensure the
different functions, all aimed at enabling each smooth administration of the school system
school to operate and to achieve its aims and including advise Head teacher on educational
objectives. The head is responsible for directing policies, infrastructure, learner’s welfare and
and overseeing the day to day activities of the performance and any other issues of major
school concern. This includes
i. The employer
School governance system ii. The head teacher
Guide learners to brainstorm meaning of iii. Other school leaders (P.T.A and S.M.C
government citing the home where parents are
the head of the family. Government consists chairpersons)
of the people who have the authority to make iv. Members of staff
decisions and control the affairs of the country. v. School prefects.
90
Sub-strand 2: Authority and power
Learners discuss how their school council v. Facilitators/Teachers should be punctual
contributes to the improvement of their school. and regular in class and teach what is
The council is also the governing body, which prescribed in the curriculum
encourage parents to actively participate in
the educational system by attending P.T.A vi. Learners should also do their bid by
meeting, regularly checking on learners in coming to school regularly and on time,
school to observe learners social and academic learn hard to acquire not only knowledge
behaviours, foster mutual collaboration among but practical skills that can make them
parents and members of staff for the well-being employable and establish their own
of learners and their Facilitators among others. businesses so they can employ others to
reduce unemployment on government.
Let learners, in groups, discuss what they
expect the government to do to promote Importance of good governance
development. Let learners know that Through questions and answers, guide
government is the major stakeholder in the learners to understand the importance of good
public education sector in the sense that it governance. It involves measures put in place
gives huge subsidies to learner’s fee by making to make sure that our communities become
schooling free at the basic level, provide comfortable and happy places to live through
school uniforms, stationery, paying salaries prudent government policies. Learners must
to Facilitators/Teachers, and provision of be encouraged to always involve themselves
infrastructure among others. Let various groups in democratic processes in the country.
present their report in class for discussion and Let learners know that it is through good
assessment. governance that the people will get development
projects in their communities. Some of the
Learners in groups suggest ways in which importance of good governance are that:
governance could be improved. Let learners
understand that they are major stakeholders in i. Improvement in discipline
the educational system and whatever decision ii. Improvement in academic performance
that is taken goes a long way to directly affect iii. Accountability
them especially in their academic performances. iv. Transiency
There is the need to suggest ways by which v. Good tone of the school
governance could be improved to lift the image vi. Improvement in teaching and learning
of the school not only when performances are vii. cooperation
declining. Suggested ways may include the
following: Learners in groups suggest ways in which
school governance could be improved. Let
i. Facilitator/Teachers should use learners understand that there are ways by
appropriate methods and techniques to which good governance could be improved in
teach learners; the school if the otherwise happens. Some of
the ways include the following:
ii. They should also use relevant Teaching
and Learning Materials of both tangible i. Ensure that classroom strategies for
and intangibles to teach so learners can improvement address the needs of students
understand the lessons. at all levels of learning. Assess students in
a variety of ways and develop strategies for
iii. There should be conducive learning improving the level of student achievement.
atmosphere, where all classrooms,
furniture and all other teaching and ii. There should be introductory seminars on
learning resources are in good shape, new and relevant topics to improve the
readily available and in serene quality of teaching and on basic concepts of
environment the subjects of learners do not understand.
For that teachers should work hard for initial
iv. Educational policies should be learner two three months so learners get skills of
friendly and must be towards realising learning how to read books, writing work
the theory and practice with direct linkage and then understanding concepts.
with industry so that there should not be
mismatch 91
Strand 4
Other ways include: Let them know that other countries that were
i. Focus on professional development within the Third World Country category of Low
income did it within stipulated timeframe and
(Empowering teachers) are now in the Upper - Middle and High income
ii. Cultural competence and culturally brackets.
responsive Let learners understand that the relationship that
iii. More work load on teachers exists between good governance and national
iv. Improves the attendance of teaching staff development stems from the fact that if there
v. Hold the head teacher to account for a is good governance, there would be quality
of education resulting in greater number of
school’s performance children going to school to become productive,
vi. Make sure the budget is spent wisely greater improvement in the quality of health
care resulting in the decrease of the number of
The following points should also be considered: babies that die (mortality and morbidity issues),
improvement in infrastructure resulting in more
i. Respecting the views of others good roads for easy transportation of goods and
ii. Obeying the law people, generally equitable distribution of the
iii. Voting during election wealth of the country, availability and provision
iv. Expression of view of more goods and services throughout the
v. Transparency country, high productivity resulting in increase
vi. Effective reporting system in production of foods, and other goods and
general security improvement of the people
Groups present their report in class. throughout the country.
Guide Learners to demonstrate how to elect a The following points are also worth noting:
leader in a democratic way. Guide learners to It ensures/makes:
do mock voting so that they know the processes • respect for the rights and freedom of the
involved and the need to vote during nationwide
elections. Learners should understand that people
voting is necessary because it is the only • observance of the rule of law
exercise that gives one the opportunity to • Free and fair election
elect leaders (Assembly members, Members • Independence media
of Parliament, etc.) of the community or • the independence judiciary
constituency and the nation as a whole and • transparency
government is formed or constituted. It is also a • participation in formation of development
time one exercises his or her civic right. It is an
acceptable means through which development strategies
projects are done by the government in • the government accountable to the public
power for communities. It acts as checks and
balances. In this case if you are happy with the Activities to support learners
government you vote them into office or retain i. Learners do exercise one from their text
them but if you are not happy with them you do
the otherwise. book.
ii. Learners prepare posters on good
Through whole class discussion guide learners
to discuss why good governance is important for governance
national development. iii. Write four persons responsible for governing
Let learners understand that good governance
brings about national development to the extent schools
that when governments apply the democratic iv. Write down four sentences to explain the
principles well to the benefit of the people and
properly harness all resources for equitable importance of school governance.
distribution throughout the country growth and v. What is good governance.
development will be achieved with stipulated vi. State four ways school governance can be
timeframe.
improved.
vii. Give four reasons good governance is
necessary for national development.
92
Sub-strand 2: Authority and power
Evaluation Exercise Evaluation Exercise
(Refer to Learner’s Book 5 pages 156-158 for Expected Answers
exercises and activities) Homework
Expected Answers i. Respecting the views of others
Exercise 1 ii. Obeying the law
i. Democracy iii. Voting during election
ii. Dictatorship iv. Expression of views
iii. Mason v. Transparency
iv. Election vi. Effective reporting system
v. Head teacher
Reflections
Exercise 2 Teacher reflects on the following in relation to
a. Respecting the views of the indicator and makes informed decision in the
next lessons:
others • What went well?
b. Obeying the law • What went badly?
c. Voting during school election • What would you improve next time?
d. Expression of view In thinking about or answering the above
questions, the teacher should make use of
Exercise 3 those cognitive skills or strategies that increase
1. the probability of a desirable outcome. Use
i. It brings about good decisions on thinking that is purposeful, reasoned and goal
learner’s performance. directed; the kind of thinking involved in solving
ii. it promotes co-operation and working problems, formulating inferences, calculating
environment likelihoods, and making decisions when the
iii. it prevents authoritative leadership. teacher is using skills that are thoughtful and
iv. It helps in the smooth running of the effective for the particular context and type of
school. thinking task. The teacher should also analyze
and make judgments about what has happened
2. Democracy is a system of government or been taught.
in which the wishes of the people are
taken into account in the process of Also, learners should be aware of and control
governance. their learning by actively participating in
reflective thinking - assessing what they know,
Exercise 4 what they need to know, and how they bridge
1. True that gap during learning situations.
2. False
3. True Ask learners to do the following as a way of
4. True reflection:
5. True i. Tell the class the knowledge you have
Exercise 5 gained from the lesson
Learners to briefly describe how thier schools ii. Tell the class how you will contribute good
are governed.
governance in schools
iii. Tell the class the aspect of the lesson you
didn’t understand
93
Strand 4: OUR NATION GHANA
Sub-strand 3: Responsible use of resources
CONTENT STANDARD LB: pages 159 - 161
Demonstrate understanding of responsible use
of water Water
Water body is any significant accumulation of
INDICATOR water such as lakes, lagoon, rivers and the sea.
Identify ways of keeping water bodies safe Seventy percent (70%) of the earth is covered
with water. In other to be free from illnesses
CORE COMPETENCIES and diseases there is need to protect our water
Personal Development and Leadership bodies.
Communication and Collaboration In groups learners discuss the uses of water
Cultural Identity and Global Citizenship
The following points should be considered:
SUBJECT SPECIFIC PRACTICES For:
Commitment, Loyalty, Respect Obedience, i. irrigation
Humility, Unity Responsibility, Togetherness, ii. transportation
Tolerance iii. generating hydroelectricity
iv. industrial uses
SUGGESTED RESOURCES v. domestic uses
Mobilise the following resources to make the
lesson practical: Through whole class discussion guide Learners
Posters , Pictures, Videos, Paper, charts, to discuss ways of keeping water bodies safe.
computer, projector, pencils, blackboard/
marker board and chalk/marker The following points should be considered:
Do not
OTHER USEFUL MATERIALS i. throw rubbish into water bodies,
English dictionary ii. wash in water bodies,
iii. defecate in water bodies
KEY WORDS iv. discharging liquid waste into water bodies
Safe, rubbish, contamination, water bodies, v. harmful chemicals in fishing
defecate, vi. farm along our water bodies
HELPFUL LINKS Guide Learners to compose slogans and create
www.wdhopperwaterwells.com>protect poster on how to keep water bodies safe.
Guide Learners to compose songs and rhymes
Introduction on ways to keep water bodies safe.
We need several liters of water daily for our
domestic needs. Polluted water can cause Activities to support learners
diseases like cholera, diarrhea, typhoid, i. What is water body
jaundice, dysentery, etc. This unit will identify ii. Learners to compose slogans and create
ways of keeping water bodies safe.
poster on how to keep water bodies safe.
Introduce this lesson by asking learners to iii. Learners to compose songs and rhymes on
explain the importance of water.
In whole class discussion let learners identify ways to keep water bodies safe.
ways of keeping water bodies safe. iv. Write four individual responsibilities of
94 protecting water bodies
v. Write five water bodies
vi. State five uses of water
vii. State three ways to keep our water bodies
safe
Sub-strand 3: Responsible use of resources
Evaluation Exercise Evaluation Exercise
(Refer to Learner’s Book 5 pages 159-161 for Expected Answers
exercises and activities) Homework
1.
Expected Answers i. Avoid throwing rubbish into water bodies
Exercise 1 ii. Avoid washing in water bodies
1. iii. Avoid defecating or urinate in water bodies
i. Avoid throwing rubbish into water bodies iv. Help clean up streams. organize or
ii. Avoid washing in water bodies
iii. Avoid defecating or urinating in water bodies participate in stream cleanup
iv. Help clean up streams. organize or v. Never pour chemicals down sinks or toilets
participate in stream cleanup in water bodies
v. Never pour chemicals down sinks or toilets vi. Plant vegetation along our water bodies to
in water bodies serve as protection
vi. Plant vegetation along our water bodies to 2.
i. Lakes
serve as protection ii. Rivers
iii. Ocean
2. iv. Spring
i. A drop of water is worth more than a sack of v. Wells
vi. Waterfalls
gold to a thirsty man.
ii. Don’t let the water run in the sink, our lives 3. For
i. irrigation
on the brink! ii. transportation
iii. Water = Life, Conservation = Future! iii. generating hydroelectricity
iv. Every drop in the ocean counts. iv. industrial uses
v. When you conserve water, you conserve life! v. domestic uses
vi. The wars of the twenty-first century will be
4. Do not
fought over water. i. throw rubbish into water bodies,
vii. Water, water everywhere but not a drop to ii. wash in water bodies,
iii. defecate in water bodies
drink Just think about it. iv. discharging liquid waste into water bodies
viii. You are 60% water. Save 60% of v. using harmful chemicals in fishing
vi. farm along our water bodies
YOURSELF.
ix. We never know the worth of water till the Reflections
Teacher reflects on the following in relation to
well is dry. Save Water!! the indicator and makes informed decision in the
x. SAVE WATER – Don’t waste the world’s next lessons:
• What went well?
blood • What went badly?
xi. Waste water today – Live in desert • What would you improve next time?
In thinking about or answering the above
tomorrow. questions, the teacher should make use of
xii. A river is more than an amenity; it is a those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
treasure. thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
3. Learners are to create five posters on how to problems, formulating inferences, calculating
keep water bodies safe. likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
SUGGESTED HOME WORK effective for the particular context and type of
1. Write four individual responsibilities of thinking task.
protecting water bodies 95
2. Write five water bodies
3. State five uses of water
4. State three ways to keep our water bodies
safe
Strand 4
The teacher should also analyze and make Ask learners to do the following as a way of
judgments about what has happened or been reflection
taught. i. Tell class how you educate the community to
Also, learners should be aware of and control keep water bodies safe
their learning by actively participating in ii. Tell the class the effects of the lesson on
reflective thinking - assessing what they know,
what they need to know, and how they bridge your life
that gap during learning situations. iii. Tell the class what you are going to do
differently to protect water bodies
iv. Tell the which aspect of the lesson you didn’t
understand
96
Strand 4: OUR NATION GHANA
Sub-strand 4: Farming in Ghana LB: pages 162 - 1165
CONTENT STANDARD Transplanting
understanding of basic farming practices Guide learners to brain storm on transplanting.
(transplanting) Transplanting is the process of moving a fully
germinated seedling (or mature plant) and
INDICATOR replanting it at a permanent location for the
Participate in transplanting seedlings growing season.
Take learners through the process of
CORE COMPETENCIES transplanting seedlings
Critical Thinking and Problem Solving
Communication and Collaboration Activity
Take learners to the school farm or garden for
SUGGESTED RESOURCES practical involvement of all learners. Through
Mobilse the following resources to make the demonstration let every learner get involved in
lesson more practical: the basic farming practices. Brief the learners on
Seedlings, Seeds, Agricultural tools, Paper, seedling transplanting.
pictures, charts, computer, projector, pencils,
blackboard/marker board and chalk/marker Transplanting seedlings
a. Gently remove seedlings from the nursery
OTHER USEFUL MATERIALS
English dictionary bed.
b. Carefully place it in a bucket or basket.
KEY WORDS c. Quickly transport the seedling to the planting
Replanting, seedlings, germinated, mature
plant, watering, greenhouse, farming practices, site.
season d. Plant it with the roots pointing downwards. It
HELPFUL LINKS should be planted at the same depth it was
https://byjus.com/biology/agriculture-agricul- on the nursery bed.
tural-practices/ e. Firmly cover the roots with soil.
http://www.farmingsolutions.org/different- f. Water the seedlings.
farming-methods-you-should-know/ g. Cover with dry grass to protect it from the
https://www.agclassroom.org/teacher/matrix/ heat of the sun.
lessonplan.cfm?lpid=298 h. Remove the dry grass after a week.
i. Reduce watering to twice a week.
Introduction j. Add more water as the crop grows bigger.
Learners have been taking part in nursing
various vegetable seeds in the farms with their Through whole class discussion learners
parents. They water seedlings in the morning discuss the right tools for transplanting
and in the evening. Before transplanting, some depending on weather
practices must have gone into the nursing
of the seedlings. Learners need to process The following points should be considered:
the seedlings on the nursing beds before 1. Hand trowel to lift seedlings from seed beds
transplanting on the vegetable bed. 2. Dibber to make holes at the right depth.
Guide Learners to prepare plant house or
garden boxes/pots/trays, containers or garden
beds for transplanting.
The following points should be considered:
i. Fill with fertile soil or plant medium.
97
Strand 4
ii. make holes at correct spacing and water Guide learners to visit transplanted seedlings
ready for seedlings. daily to record number of leaves and height
(growth) of transplanted seedlings. Use record
iii. Ensure that seedlings are ready for to write daily, weekly and monthly reports.
transplanting.
iv. Water seedlings before transplanting.
Daily Record Book/Sheet
Day Date Number Height of Pests and Activity performed Observation
of leaves seedling or plant disease attack in the garden today
1 Exercise 2
1. Hand trowel is used to lift
2
seedlings from seed bed.
3 2. Dibber is used to make holes
4 at the right depth.
5 SUGGESTED HOME WORK
1. What is transplanting?
6 2. State the processes of transplanting
7 seedlings
3. Name two right tools and their uses for
Let learners use such table above to prepare
recording book. Let them visit their seedlings transplanting seedlings.
daily and record what they observe into their
record book. You can move on to monthly Evaluation Exercise
reports until seedlings have been transplanted. Expected Answers
Homework
Activities to support learners
Learners to prepare plant house or garden 1. Transplanting is the process of moving
boxes/pots/trays, containers or garden beds for a fully germinated seedling (or mature
transplanting plant) and replanting it in a permanent
Write two tools for transplanting location for the growing season
State the process of transplanting seedling 2
What is transplanting? i. Pre plant use or beds for transplanting
State the processes of transplanting seedlings ii. Fill with fertile soil or plant medium.
Name two right tools and their uses for iii. Make hoes at the correct spacing and water
transplanting seedlings.
ready for seedling
Evaluation Exercise
(Refer to Learner’s Book 5 pages 164-165 for
exercises and activities)
Expected Answers
Exercise 1
1. Seedlings are young plants that
developed from seeds through nursing.
2
i. Pre plant use or beds for transplanting
ii. Fill with fertile soil or plant medium.
iii. Make hoes at the correct spacing and water
ready for seedling
98
Sub-strand 4: Farming in Ghana
3. Also, learners should be aware of and control
i. Hand trowel their learning by actively participating in
ii. Dibber reflective thinking - assessing what they know,
what they need to know, and how they bridge
Reflections that gap during learning situations.
Teacher reflects on the following in relation to
the indicator and makes informed decision in the Ask learners to do the following as a way of
next lessons: reflection
• What went well? i. Tell the class what you have learnt from the
• What went badly?
• What would you improve next time? lesson
In thinking about or answering the above ii. Tell the class how you will plant seedlings
questions, the teacher should make use of iii. Tell the class the processes for transplanting
those cognitive skills or strategies that increase
the probability of a desirable outcome. Use seedlings
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.
99
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