Strand 2: ALL AROUND US
Sub-strand 1: The environment and the weather
LB: pages 50 - 55
Introduction
CONTENT STANDARDS: Elements of Weather
B2.2.1.2. Demonstrate understanding of Discuss with learners each of the elements of
elements of the weather. weather and instruments for measuring the
elements.
INDICATORS
B2.2.1.2.1. Explain the elements of weather. There are several primary conditions of the
atmosphere, or weather elements. They
CORE COMPETENCIES include wind, temperature, pressure, humidity,
Communication and Collaboration clouds, and precipitation.
Critical Thinking and Problem
Solving. Put learners in groups to describe the
elements of weather, e.g. temperature, rainfall/
SUBJECT SPECIFIC PRACTICES precipitation, humidity, wind and cloud cover.
Appreciation, Truth, Caring, Protection, Love,
Cleanliness, Responsibility. Temperature is measured with a thermometer.
A thermometer is a device that measures
RESOURCES temperature.
Pictures of videos showing elements of
weather Pictures of images of elements of Group learners to draw a chart like this and
weather, Paper, pencils, charts, computer, indicate the weather condition on each day.
projector, blackboard/marker board and chalk/
marker. Note: There may be more than one weather
condition on some days
OTHER USEFUL MATERIALS
English dictionary Learners watch videos or pictures of different
weather conditions.
KEY WORDS
Atmosphere, weather wind, temperature, Use the helpful links above to show videos on
pressure, humidity, clouds, rainfall elements of the weather to the learners and
discuss their observations.
HELPFUL LINKS
https://www.youtube.com/ Activities to support learners
watch?v=hROAOnT- Pwo0
https://www.msnucleus.org/membership/htm- 1. Mention the elements of weather
l/k-6/wc/weather/2/wcwe2_3a.html
2. Mention the weather condition for the day
https://www.youtube.com/watch?v=D1ZvQSb-
Vm10 3. Draw and paint the weather condition for the
day.
https://www.youtube.com/watch?v=wtXN-
QT-93zs 4. Construct the various instruments for
https://www.youtube.com/watch?v=- measuring the elements of weather.
bBqBV0b- cA4
5. Let learners draw weather chart in their
drawing book using symbols.
6. Let learners watch videos or pictures in the
computer laboratory of different weather
conditions.
50
Sub-strand 1: The environment and the weather
Evaluation Exercise Reflections
Expected Answers Teacher reflects on the following in relation to
(Refer to Learners Book 2, page 55 for the indicator and makes informed decision in the
exercises and Activities) next lessons:
Exercise 1
1. • What went well?
a. Cloud cover occures when water vapour • What went badly?
changes to liquid.
• What would you improve next time?
b. humidity is the amount of water vapour or
moisture in the atmosphere in a given time. In thinking about or answering the above
questions, the teacher should make use of
c. temperature is how hot or cold a place or a those cognitive skills or strategies that increase
body is. the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
2. through precipitation or rainfall. directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
Home work likelihoods, and making decisions when the
1. Draw a weather chart and indicate the teacher is using skills that are thoughtful and
effective for the particular context and type of
various weather conditions for week. thinking task. The teacher should also analyze
2. Learners answer and make judgments about what has happened
or been taught.
Also, learners should be aware of and control
their learning by actively participating in
reflective thinking - assessing what they know,
what they need to know, and how they bridge
that gap during learning situations.
Ask the learners these questions to consolidate
learning.
What made the lesson enjoyable?
What do you expect to experience in the next
lesson?
51
Strand 2: ALL AROUND US
Sub-strand 2: Plants and animals LB: pages 56 - 69
CONTENT STANDARD: Use their answers to engage the learners on the
B2.2.2.1. Recognise important plants and importance of plants in whole class discussion.
animals in the community. Display pictures of important plants in Ghana
such as Cocoa tree, shea tree, rubber tree etc.
INDICATORS Break the class into small groups and assign to
B2.2.2.1.1. Explore the important plants in the each group a particular popular plant in Ghana.
community. In their small groups let them discuss the
importance of the plant assigned to them.
CORE COMPETENCIES
Communication and Collaboration Living things need plants to live – they eat them
Creativity and Innovation and live in them. Plants also absorb carbon
Personal Development and Leadership Critical dioxide and release oxygen from their leaves,
Thinking and Problem Solving which humans and other animals need to
breathe. Animals on the other hand have made
SUGGESTED RESOURCES human life easier by providing us with food,
sample crops, pictures/videos of these medicine, clothing etc.
important crops, paper, pencils, charts,
computer, projector, blackboard/marker board Ask learners to brainstorm the importance of
and chalk/marker. plants in the community.
OTHER USEFUL MATERIALS The main crops grown in Ghana include:
English dictionary • Cocoa
• Beans
KEY WORDS • Palm
Interact, benefit, disperse, pollinate, • Oil
complicated, contribute, components. • Pineapples
• Cotton
HELPFUL LINKS • Bananas
http://www.fao.org/ghana/fao-in-ghana/ghana- • Corn
at-a-glance/en/ • Yam
https://www.tomsofmaine.com/good-matters/ • Cassava
thinking-sustainably/the-importance-of-trees- • Plantain
for-kids-teaching-the-next-generation • Coconut etc.
Introduction Importance of plants
Introduce these lesson by asking learners about In groups, ask learners to talk about the
the importance of plants in their community. importance of plants.
Ask in each learner the plant he/she likes most
and why? Expected answers may include: • The following points should be considered:
food, shade, shelter, medicine, clothing and or
decoration. • Plants are used as sources of food and
goods for humans.
52
• They can be used for shelter.5
Sub-strand 2: Plants and animals
• They provide shade for protection from the Guide learners to brainstorm how each of the
hot sun. practices is used to take good care of crop
production. Examples of activities that could
• Humans use plants for fuel. We also use be demonstrated in class are application of
plants to make cloth, dyes and medicines. fertilizer, mulching and manuring.
• We get money from plants and animals Other ways to keep good care of crops include:
1. Watering
• Dead plants provide fertile land for farming. 2. Stirring of soil
3. Pruning
• We can prepare manure from plants. 4. Weeding
• Plants help people to stay healthy. They 5. Thinning out
remove carbon dioxide and air pollutants
from the environment. 6. Application of pesticides
• Trees keep us cool. Trees can cut air Activities to support learners
conditioning costs.
i. Guide leaners identify some common crops
• Trees stop erosion. Their root systems slow grown in the community
and stops rain run-off by absorbing excess
water. This reduces the amount of soil ii. Ask learners to talk about the importance of
that is washed into streams and lakes and crops in the community
decreases erosion.
iii. Guide learners to draw any two crops and
Things needed to take good care of crops colour them
Farmers adopt or employ good farming
practices to improve production. Group learners iv. Assist learners to draw some food crops
talk about things they need to do to take good
care of their crop plants. v. Guide learners to talk about caring for crop
plants
Items needed to promote crop production.
vi. Guide learners watch the real crops in a
• Fertilizer video and discuss the importance of food
crops
• Irrigation
vii. Through think-pair share, ask learners talk
• Accessible roads to parents about the importance of taking
good care of crops
• Good soil
viii. Learners ask to explain uses of certain crops
• Tractors grown in the community
• Hoes Suggested Homework
1. Draw, label and colour a crop.
• Cutlasses etc.
Learners answer
Through group discussions, learners talk about
the things they do to take care of crop plants. 2. Draw label and colour a plant.
The things they do should include the following:
• Fertilizer application Learners answer
• Wedding
• Disease control
• Manuring
• Thinning
• Mulching
53
Strand 2
3. Name three examples of vegetables and teacher is using skills that are thoughtful and
tuber crops. effective for the particular context and type of
thinking task. The teacher should also analyze
a. vegetables: tomatoes, onion, cabbage and make judgments about what has happened
or been taught.
b. tubers: cassava, cocoyam, water yam
Also, learners should be aware of and control
Reflections their learning by actively participating in
• Teacher reflects on the following in relation reflective thinking - assessing what they know,
what they need to know, and how they bridge
to the indicator and makes informed decision that gap during learning situations.
in the next lessons:
• What went well? i. Ask learners to do the following by way of
reflecting on the lesson:
• What went badly?
ii. Tell the class what you learnt during the
What would you improve next time? lesson
In thinking about or answering the above
questions, the teacher should make use of iii. Tell the class how you will use the
those cognitive skills or strategies that increase knowledge acquired during the lesson
the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal iv. Which aspect of the lesson did you not
directed; the kind of thinking involved in solving understand?
problems, formulating inferences, calculating
likelihoods, and making decisions when the
54
Strand 2: ALL AROUND US
Sub-strand 2: Plants and animals LB: pages 62 - 69
CONTENT STANDARD: • Bees and other insects help pollinate
B2.2.2.1. Recognise important plants and flowers.
animals in the community.
• Earthworms aerate the soil so that the roots
INDICATORS: of plants can better obtain oxygen.
B2.2.2.1.2. Explore the important
animals in the community. • Man keep them for milk, food, hunting, riding
and for many other purposes.
CORE COMPETENCIES
Communication and Collaboration • The cow is most useful of all as it gives milk
Creativity and Innovation and milk is a good food and from that milk
Personal Development and Leadership we produce butter, cheese, curd etc.,
Critical Thinking and Problem Solving
• Men keep buffaloes for milk and for drawing
SUGGESTED RESOURCES carts and ploughing the field.
sample crops, pictures/videos of these
important crops, paper, pencils, charts, com- • The sheep is kept for its hair and flesh. The
puter, projector, blackboard/marker board and hair is made into wool. This wool is used in
chalk/marker. making warm clothes.
KEY WORDS • The horse is kept for riding. Some
horses draw carts and carriages, plough
HELPFUL LINKS the field and carry loads. Some horses
https://www.quora.com/What-are-some-uses- are trained to run races. A race horse
of-domestic-animals sometimes brings a large fortune to its
https://www.wowamazing.com/animals/top-9- master.
ways-how-to-take-care-of-your-pets/
The dog is a very faithful animal friend to men.
In pairs, ask learners to mention some domestic It guards the house of its master. It is used
animals in the community and talk about why in hunting. Some dogs are trained to detect
they are important. criminals.
Some animals live in the home of men. These Guide learners to observe some of the animals
are called Domestic animals. The cow, buffalo, in the community and how people take care of
horse, goat, sheep, are some of the domestic them
animals.
Caring for domestic animals
• Animals are used by some plants to Visit the veterinary office with your pet. It is
disperse seeds. necessary that you look for a good vet, who
can provide your pet the best possible care,
• Some animals can eat other plant-eating especially during times of emergency. Whenever
animals. something bad happens, make sure he or she is
able to handle it well
Provide a healthy environment
When choosing a place for your pets, be
sure you consider their comfort, health, and
happiness.
1. Feed them with good food: When choosing
55
Strand 2
the food for your pets, you need to provide 2. Compose a poem using domestic animals
something healthy and of good-quality. It
has to suit their age and breed so as to keep 3. Draw the domestic animal you like best
them healthy. Also, do not buy pet foods
that use low-quality meat. Even if they are Protect work
cheap, these are unhealthy for your pets. Learners talk to parents on the importance of
being kind to animals by taking good care of
2. Provide your pets with suffcient amount them and share feedback in class.
of food: Food labels aren’t always true.
Sometimes, companies overestimate the Evaluation Exercise
serving sizes in order to increase their Expected Answers
earnings. (Refer to Learners Book 2, pages 67 to 69 for
exercises and Activities)
• Do not give them people food: Although Exercise 1
most foods are not dangerous for pets,
some of them can cause problems. Among Q1. Learners are to draw any two domestic
these foods are chocolates, coffee, alcohol, animals and colour them.
macadamia nuts, caffeine, avocado, raisins,
grapes, raw eggs, chives, onions, milk, salt, Q2. Fowl, Cat, Turkey.
garlic, xylitol, and raw bones.
Q3. Animals give us protein, money, they are
• Do not forget the vaccinations: Vaccinations used to carry goods.
depend on the size and breed of the pet.
This means that every pet has varying Q4. Tea plant, Coffee plant, Sugar cane
amounts of shots. So, ask your vet about the
right vaccination your pet needs. Q5. Turkey, fowl, Pig.
• Animal Comfort: Happy animals are Q6. Plants give us shade, they are medicines,
productive animals. Happy, comfortable used for construction.
cows produce more milk.
Q7. Learners are to search the following words
• Housing provide good housing conditions for in the box below and circle them.
the animals.
Leaf, stem, root, flower, seed, plant, tree,
• Exercise your pet: play with the pet to
exercise fruit.
• Play more games A P L A N T F
Activities to support learners S T E M S R R
This is the first statement in the home.
E F A P I E U
1. Draw one of the animals.
E M F L R E I
2. Why do you think people keep those
animals? D N R O O T T
F L O W E R R
3. Explain ways which domestic animals are to
be cared for. Q8. Nostrils
Q9. Pores
4. Draw and colour two domestic animals. Q10. Reproduce
Q11. Eggs
5. Compose a rhyme using domestic animals. Q12. Seeds
Home work
1. Create a poster on how to care for
domestic animal
56
Sub-strand 2: Plants and animals
Q13. House them, take them to Veterinary teacher is using skills that are thoughtful and
doctor for vaccination effective for the particular context and type of
thinking task. The teacher should also analyze
Q14. Dog and Cat and make judgments about what has happened
or been taught.
Reflections
Teacher reflects on the following in relation to Also, learners should be aware of and control
the indicator and makes informed decision in the their learning by actively participating in
next lessons: reflective thinking - assessing what they know,
what they need to know, and how they bridge
• What went well? that gap during learning situations.
• What went badly? Test the learners understanding with the
following activities/questions:
• What would you improve next time?
i. Tell the class what you learnt today.
In thinking about or answering the above
questions, the teacher should make use of ii. How will you apply the knowledge you
those cognitive skills or strategies that increase gained in the lesson?
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
57
Strand 2: ALL ABOUT US
Sub-strand 3: Map making and landmarks
CONTENT STANDARD: LB: pages 70 - 74
B2.2.3.1. Demonstrate understanding of the
skills needed to map the environment. about mapping enables the children to
understand the world around them.
Indicator:
B2.2.3.1. 1. Sketch and locate things Ask learners to discuss the skills they need to
in the classroom. map the environment; a map is a drawing of the
earth or part of the earth surface.
CORE COMPETENCIES
Critical thinking and Problem Items needed for map making
Solving Communication and 1. Drawing board
Collaboration, Paper, pencils, 2. Pencil
pictures, charts, computer, 3. Tee square
projector, blackboard/marker board 4. Cardboard
and chalk/marker. 5. Protractor
6. Eraser
SUBJECT SPECIFIC PRACTICES 7. Compass
Observation, Creativity, Motor skills 8. Calipers
9. Rule
RESOURCES:
Pencil Eraser, Drawing board, Tee square, Guide learners on how each of the items is
Chop box, Chalk board, Tables, Chairs, used. This should first be demonstrated by the
Cardboard. teacher. Examples could be demonstrated in the
class on the use of the various instruments.
OTHER USEFUL MATERIALS
English dictionary Activities to support learners
KEY WORDS 1. Name the things you can find in your
Map, surface, globe, boundaries, displayed, classroom.
visible
2. Which of those items has the shape of a
HELPFUL LINKS rectangle, circle, a square?
https://admin.nationalgeographic.org/educa-
tion/map-skills-elementary-students/ 3. Draw and colour items with rectangular
https://www.nationalgeographic.org/ shape in the school surroundings.
education/ map-skills-elementary-students/
Suggested Homework
Introduction
Draw two things in the home that have the
Introduce the lesson by asking learners to shape of a:
observe the shapes of various things in the
classroom. Ask them to describe the shape of 1. Rectangle
some of the common things in the classroom.
2. Circle
Children need to acquire the skills to map the
environment in which they live. Knowledge 3. Square
58 Activities to support learners
1. Name the things you can fnd in your
classroom
Sub-strand 3: Map making and landmarks
2. Which of those items has the shape of a • What went badly?
rectangle, circle, a square?
• What would you improve next time?
Activities for the gifted
i. Draw and colour items with rectangle shape In thinking about or answering the above
questions, the teacher should make use of
in the school surroundings those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
Evaluation Exercise thinking that is purposeful, reasoned and goal
Expected Answers directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
(Refer to Learners Book 2, pages 73 and 74 likelihoods, and making decisions when the
for exercises and Activities) teacher is using skills that are thoughtful and
Exercise 1 effective for the particular context and type of
Q3. The houses are rectangular, square and thinking task. The teacher should also analyze
and make judgments about what has happened
rounded in shape. or been taught.
Suggested Homework Also, learners should be aware of and control
Draw two things in the home that have the their learning by actively participating in
shape of a: reflective thinking - assessing what they know,
1. Rectangle what they need to know, and how they bridge
2. Circle that gap during learning situations.
3. Square
Ask learners to do the following by way of
Learners answer reflecting on the lesson:
Reflections 1. Tell the class what you learnt during the
Teacher reflects on the following in relation to lesson.
the indicator and makes informed decision in the
next lessons: 2. Tell the class how you will use the
• What went well? knowledge acquired during the lesson.
3. Which aspect of the lesson did you not
understand?
59
Strand 2: ALL ABOUT US
Sub-strand 4: Population and settlement
CONTENT STANDARD LB: pages 75 - 79
B2.2.4.1. Demonstrate
basic understanding of population changes. Group leaner to discuss the problems of a large
family. There should be group presentations.
INDICATOR:
B2.2.4.1. 1. Explain the need to The following points may be considered
accept and adapt to a change in the total
number of people, as a responsible citizen 1. Everything you own is a for all. It’s
anything from blankets to jeans. Your
CORE COMPETENCIES parents don’t see the point in spending
Communication and Collaboration money when you have so many older
Creativity and Innovation cousins who can just give you their old
Personal Development and Leadership clothes, toys, bed, phone, you name it.
Critical Thinking and problem Solving
2. No privacy. Privacy or having your own
SUBJECT SPECIFIC PRACTICES room is not possible. Even if your older
Observation, Application sister or brother goes to college, your cousin
who lives in another village decides to visit
RESOURCES and take over your room for a few months.
Paper, pencils, pictures, charts, computer,
projector, blackboard/marker board and chalk/ 3. No long showers. There is always a
marker. queue to use the bathroom, so you can’t
spend more than 5 minutes in there before
OTHER USEFUL MATERIALS someone starts knocking on the door.
English dictionary
4. There’s never ~peace and quiet~ in your
KEY WORDS house. On the bright side, you can sleep
Parents, tired, older, children, young, through pretty much anything. You just
siblings, energy, exaggerated. learned how to block your ears.
HELPFUL LINKS 5. Holidays are a madhouse with multiple
https://babyology.com.au/parenting/family/7- tables for kids and adults. Classrooms
challenges-that-all-parents-with-big-families- are not the only place in your life where you
can-relate-to/ have assigned seats.
https://www.seventeen.com/life/friends-family/
a23363/big-family-problems/ 6. You will usually meet a new family
member at every holiday get together.
Introduction It›s so awkward when a stranger comes up
Everybody belongs to a family. Your family to you and knows your name, and asks how
size may be small or large. But I have a small you have been.
family size. The problem of large families are as
follows: 7. Everyone always confuses you with one
of your siblings or cousins. Your teachers/
aunts and uncles/mom—no one can keep
everyone’s names straight. You answer to
any of your siblings’ names at this point,
even your brothers.
8. You can never have slumber parties
because your house is too crowded.
There is no space for sleeping bags or
places to braid each other’s hair.
60
Sub-strand 3: Map making and landmarks
9. You eat really fast. If you are late for dinner, Suggested Homework
there is a good chance there will be nothing 1. Draw and colour your family
left. And if you don’t put your name on your
food, someone is sure to eat it up. You Learners answer
have to set the record straight: THIS IS MY
BANKU. DO NOT EAT. 2. How will you help a new member of your
class to feel comfortable?
10. Going anywhere as a family involves
multiple trips, extra cars, or lapping up. a. respect the rights of member
You would be better off renting an entire bus.
b. tolerate their views
11. Contagious illnesses: If anything
contagious enters the house of the large c. share ideas together
family, you are more likely to be affected.
The germs have already spread before d. cooporate with one another
you’ve even spotted the symptoms.
Reflections
Activities to support learners
1. Watch a video or picture of a large family. Teacher reflects on the following in relation to
the indicator and makes informed decision in the
2. Discus your observations. next lessons:
3. Draw a large family. • What went well?
4. What three pieces of advice will you give to • What went badly?
your parents about large family size?
• What would you improve next time?
Evaluation Exercise
Expected Answers In thinking about or answering the above
questions, the teacher should make use of
(Refer to Learners Book 2, pages 78 and 79 those cognitive skills or strategies that increase
for exercises and Activities) the probability of a desirable outcome. Use
Exercise 1 thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
Q1. Learners are to group their family members problems, formulating inferences, calculating
into male and female in tabular form as likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
shown below and draw bar chat for the family. effective for the particular context and type of
thinking task. The teacher should also analyze
MALE FEMALE YEAR and make judgments about what has happened
or been taught.
Q2.
Also, learners should be aware of and control
a. when a member of the class is no more with their learning by actively participating in
the class reflective thinking - assessing what they know,
what they need to know, and how they bridge
b. when a new member join the class that gap during learning situations.
3. respect, tolerance, coorperation etc. Ask learners to do the following by way of
reflecting on the lesson:
1. Tell the class what you learnt during the
lesson
2. Tell the class how you will use the
knowledge acquired during the lesson
3. Which aspect of the lesson did you not
understand?
61
Strand: 3
Our beliefs
and values
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 1: Worship LB: pages 82 - 89
CONTENT STANDARD: God is the one perfect being in the entire
B2.3.1.1. Demonstrate understanding of the universe, completely worthy of worship. He is
importance of religious worship. our creator, sustainer and salvation.
INDICATOR: Guide learners to discuss the importance of
B2.3.1.1.1. Explain the importance of worship. worship at home.
CORE COMPETENCIES 1. Guide learners to discuss the importance
Personal Development and Leadership of worship at home.
Creativity and Innovation
Cultural Identity and Global Citizenship 2. Glorifies and Honors God — This is the
primary and essential reason.
SUBJECT SPECIFIC PRACTICES
Faithfulness, Obedience, Respect, 3. Centres the Home Family worship has the
Commitment, Humility, Togetherness, wonderful effect of centering our homes
Gratitude upon our object of worship.
RESOURCES: 4. It strengthens our faith The home may
Pictures videos of the various modes of be the hardest place to live out our spiritual
worship. lives.
KEY WORDS 5. Encourages Peace in the Home – We are
Worship commandment character sinners living under the same roof in tight
sustainer salvation Christian Hadith quarters. Family worship helps us confront
Prophet Traditional scriptures our sins and understand their effects upon
one another.
HELPFUL LINKS
cle/11-reasons-to-worship-with-your-family/ 6. Binds the Family Together In our fast-
https://visitopendoor.com/importance-person- moving society there are few things that a
al-worship/ family does together daily. Even eating a
https://www.cornwall.gov.uk/media/3633009/ meal together these days seems like a feat.
Collective-Worship-Advice-from-SACRE.pdf What if your family gathered together daily?
https://ministry127.com/music-ministry/5-rea- And what if that gathering was for worship?
sons-congregational-singing-is-important It would become the most important and
central aspect of its life.
Introduction
7. Provides Common Knowledge – As
Worship is the act of attributing relevant honour
and homage to God. Anything we do which the Scriptures are read together in family
is acceptable unto the Lord to serve Him is worship, the family grows in common
worship. By obeying God’s commandment and knowledge. Conversations around the dinner
reflecting His character, we are worshipping table or in the car will change dramatically
Him. Our object of worship is the Supreme as you have a common knowledge from
Being. Worship means to honour or praise. which to converse.
64
Strand 3
8. Trains Children for Corporate Worship • To consider spiritual and moral issues and to
explore their own beliefs
– Family worship provides the added
benefit of training our children for corporate • To encourage participation and response,
worship. As they sit and listen to the Word whether through active involvement in the
of God, hear prayers, and sing hymns these presentation of worship or through listening
elements in corporate worship will take on to and joining in the worship offered,
a new meaning. The value of this cannot be
overestimated. • To develop community spirit, promote a
common ethos and shared values, and
9. Encourages our Children in Christ – reinforce positive attitudes
They will see that for mom and dad worship
is not just something they do on Sunday • By giving learners an opportunity to reflect
mornings. It is something at the very core on the major themes of human existence we
of their being, important enough that they enable them to develop their own views.
center their home upon it. We are not raising
children just to be moral and competent • To provide a structured approach to the
people, but worshipers of God. education of the spirit, understanding where
to start, what the end point would be and
10. Reinforces Spiritual Headship – As a how to get there.
father leads his children and wife before
God’s throne nightly and disciples them in Guide learners to discuss the importance of
their object of faith, they will increasingly worship church/mosque/shrine.
look to him for spiritual leadership. This has It unifies the congregation
the added benefit of reinforcing with the It is a great way to praise the lord
father/ husband the spiritual mantle that is It is a wonderful way to pray together
upon his shoulders. It solidifies and teaches spiritual truth
It can aid in revival
11. Provides Systematic Discipleship –
Daily family worship will provide a strong In groups, guide learners to discuss the
foundation that is built upon hearing the importance of Christian worship.
Word daily, praying daily, and giving thanks
daily. It takes time to build a strong house. Points to consider:
Worship draws Christians closer to God.
12. Provides Generational Testimony – One Psalm 23 popular song
of the greatest benefits of family worship is
the actual passing on of our faith to the next Through worship we communicate with God and
generation. We are teaching our children have fellowship with Him in our daily lives.
how to read the Scriptures, pray, confess
their sins, sing unto God, and more. Our Worshipping God helps the believer to stay
children will leave the home with memories away from sin and remains righteous.
of this daily worship. They will have learned
by watching and participating how to search We build our faith in God and strengthens us
the Bible, intercede for their future children, through worship.
and rejoice in God. And by God’s grace and
mercy they will carry it to the next generation Worshipping God helps Christians to uplift their
of our families. spirit.
Guide learners to discuss the importance of Christians worship God because it is a
worship at school commandment from Him.
Collective worship in schools should aim to Worshipping God attracts blessings.
provide the opportunity for learners:
In pairs, learners talk about the importance of
• To worship God Islamic worship.
65
Sub-strand 1: Worship
Points to consider: Sing/recite popular religious songs/creed in
the three main religions in Ghana.
Prayer helps us to be righteous to Allah at all
times. Guide learners to sing and recite popular
religious creed from the three religions in
Prayer helps us draw closer to Allah. Ghana. Let learners understand that each
religion has their own songs/creed and ways
We pray to Allah for forgiveness of our sins. of worshipping God. A creed (also known as
a confession, symbol, or statement of faith) is
Muslims prayer to God shows their submission a statement of the shared beliefs of (an often
to the will of Allah. religious) community in the form of a fixed
formula summarizing core tenets.
Muslims show humility to Allah in their prayers.
Various religious traditions consider creed to
Muslims pray to help them understand the will of be sacred, or of central importance to their
Allah. religious tradition. Many religions and spiritual
movements believe that their sacred creeds are
Discuss with learners why traditionalist worship. divinely or supernaturally inspired.
Points to note: Let learners sing or recite some simple verses
from the Bible or Quran and some sayings from
It creates a feeling of fellowship. oral tradition, Example,
Traditional worship helps the community to mark i. The Lord’s Prayer (Christian)
the important events of occasions.
ii. Al-Fathila (Islam)
Traditional worship promotes moral values for
the worshippers. iii. Traditional prayer (ATR). This is in the form
of pouring libation to the gods and at the
Worship helps to maintain harmony in the same time making your prayer or intentions
society. known to the gods using hard drinks, water or
roasted corn flour in water.
Traditional worship helps us to appreciate the
blessings of God. Write simple texts from religious songs and
recitations
It helps in the maintenance of good relationship. Guide learners to write simple texts from
religious songs and recitations. Let them
Traditional worship helps us to appreciate the understand that most religious songs hinge on
blessings of God. religious texts and therefore, can write simple
texts from those songs. They should know that
It helps in the maintenance of good relationship those songs are inspiring and make one feel
with the ancestors. more religious.
To recognise the supremacy of God over human Activities to support learners
beings. 1. Get them to mention the religion they
Observe mode of worship in pictures/videos belong.
or on a visit to church, mosque or the shrine
Guide learners to understand the mode of 2. Ask them the benefits they get from worship.
worship using pictures/videos and practical They should discuss the similarities and the
demonstrations and visits to church, mosque importance of worship among the three main
and the shrine. Let learners understand that religions in Ghana.
each religion has its own mode of worship and
must be abided by each member. Let each 3. They should also talk about the differences
student take note of what they have observed at among the three main religions in Ghana.
the three sites of worship. After this visit, let the
learners present their findings to the class for
discussion.
66
Strand 3
Evaluation Exercise • What went well?
Expected Answers
• What went badly?
(Refer to Learners Book 2, page 89 for
exercises and Activities) • What would you improve next time?
Exercise 1
Q1. five In thinking about or answering the above
questions, the teacher should make use of
Q2. for unity and peace those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
Q3.give offering during worship thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
Q4. problems, formulating inferences, calculating
a. Worship brings us closer to God (Psalm 23) likelihoods, and making decisions when the
b. We speak to God and have fellowship with teacher is using skills that are thoughtful and
effective for the particular context and type of
Him in our daily lives. thinking task. The teacher should also analyze
c. We pray to Allah for forgiveness of our sins. and make judgments about what has happened
d. Muslims prayer to God and show their or been taught.
submission to the will of Allah. Also, learners should be aware of and control
e. It promotes good relationship with the their learning by actively participating in
reflective thinking - assessing what they know,
ancestors. what they need to know, and how they bridge
f. It gives God the greatest over human beings that gap during learning situations.
Suggested Homework Ask learners to do the following by way of
Draw and colour the worship sessions of the reflecting on the lesson:
three main religions in Ghana
• Tell the class what you learnt during the
Learners answer lesson.
Reflections • Tell the class how you will use the
Teacher reflects on the following in relation to knowledge acquired during the lesson.
the indicator and makes informed decision in the
next lessons: • Which aspect of the lesson did you not
understand?
67
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 2: Festivals LB: pages 90 - 100
CONTENT STANDARDS: Discuss with learners about festivals they have
B2.3.2.1. Show understanding of festivals witnessed:
celebrated in Ghana.
B2.3.2 Investigate the roles of the family and Examples are:
community in their daily lives. i. Islam - Eid-ul-Fitr, Eid-ul-Adha
ii. Christianity - Easter, Christmas
INDICATORS:
B2.3.2.1. 1. Describe activities which take iii. Traditional - Kundum, Odwira, Damba,
place during the celebration of festivals. Bugum, Yam Festival.
B2.3.2.2. 1. Identify things that families do to
show their commitment to God. Discuss how the main religions celebrate their
festivals
CORE COMPETENCIES
Ask learners to talk about the religious activities
Communication and Collaboration Personal their families perform to show commitment
Development and Leadership Creativity to God. Morning devotion, going to church,
and Innovation Cultural Identity and Global mosque or the shrine.
Citizenship Personal Development and
Leadership Critical Thinking and Problem Role-play activities that take place during the
Solving festivals
Guide learners to role-play activities that take
SUBJECT SPECIFIC PRACTICES place during festivals in Ghana. Learners should
Faithfulness, Obedience, Respect, know that festivals go with the performance
Commitment, Humility, Togetherness, of various activities and every traditional area
Gratitude, Sharing, Reconciliation has its own activities they perform including the
Sacrifice Patriotism, Responsibility, Love, other two main religions in Ghana, Christian and
Sharing, Commitment, Honesty, Trust Islamic. Let every learner participate fully in the
activity and make critical observations so that
RESOURCES: they can present their findings to the class.
videos and pictures of worship sessions of the
three main religions in Ghana, Paper, pencils, Draw scenes from festivals.
charts, computer, projector, blackboard/ Assist learners to understand that festivals
marker board and chalk/marker. are colourful, which makes the celebrations
beautiful. Learners are to draw this colourful
OTHER USEFUL MATERIALS events with people in various actions of the
English dictionary festivals being celebrated. Let learners draw
festival scenes into their drawing book.
Introduction
Activities to support learners
In book 1, we learnt about religious festivals 1. Mention the festivals celebrated by the three
the various ethnic groups celebrate in their
traditional areas. We learnt that festivals are main religions in Ghana.
celebrated to mark important events in their
beliefs and practices. 2. They should talk about what they do for God
to be happy with them.
68
3. They should investigate how the main
religions celebrate their festivals.
Strand 3
Evaluation Exercise Suggested Homework
Expected Answers
(Refer to Learners Book 2, pages 97 to 100 1. Describe how one festival is celebrated by
for exercises and Activities) Christians
Exercise 1 Learners answer
Q1. D. Easter
Q2. B. Eid-ul-Fitr 2. Describe how one festival is celebrated by
Q3. B. Easter Muslims
Q4. B. December
Q5. C. Akwapem Learners answer
Q6. Eid-ul-Fitr
Q7. Hooting at hunger 3. Describe how one festival is celebrated by
Q8 Northern part of Ghana Traditional worshippers
Q9. Birth
Learners answer
Exercise 2
4. Describe one festival celebrated by your
Christmas Traditional festival religion.
Fetu-Afahye Islamic festival
Eid-ul-Fitr Christian festival Learners answer
Reflection
Teacher reflects on the following in relation to
the indicators and makes amends in the next
lessons:
1. What went well?
2. What went badly?
3. What would you improve next time?
In thinking about or answering the above
questions, the teacher should make use of
those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
effective for the particular context and type of
thinking task. The teacher should also analyze
and make judgments about what has happened
or been taught.
Also, learners should be aware of and control
their learning by actively participating in
reflective thinking - assessing what they know,
what they need to know, and how they bridge
that gap during learning situations.
69
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 2: Festivals Introduction
LB: pages 101 - 105 In book 1, we learnt about religious festivals
the various ethnic groups celebrate in their
CONTENT STANDARD traditional areas. We learnt that festivals are
celebrated ton mark important events in their
B2.3.2.1. Show understanding of festivals beliefs and practices.
celebrated in Ghana.
Discuss with learners about festivals they have
B2.3.2 Investigate the roles of the family and witnessed:
community in their daily lives.
Examples are:
INDICATOR:
B2.3.2.1. 1. Describe activities which take Islam - Eid-ul-Fitr, Eid-ul-Adha
place during the celebration of festivals.
ii. Christianity - Easter, Christmas
B2.3.2.2. 1. Identify things that families do to
show their commitment to God. iii. Traditional - Kundum, Odwira, Damba,
CORE COMPETENCIES Bugum, Yam Festival.
Communication and Collaboration Personal
Development and Leadership Discuss how the main religions celebrate their
festivals
Creativity and Innovation Cultural Identity and
Global Citizenship Personal Development Ask learners to talk about the religious activities
and Leadership Critical Thinking and Problem their families perform to show commitment
Solving to God. Morning devotion, going to church,
mosque or the shrine.
SUBJECT SPECIFC PRACTICES
Role-play activities that take place during
Faithfulness, Obedience, Respect, the festivals
Commitment, Humility, Togetherness,
Gratitude, Sharing, Reconciliation Sacrifice Guide learners to role-play activities that
Patriotism, Responsibility, Love, Sharing, take place during festivals in Ghana. Learn-
Commitment, Honesty, Trust ers should know that festivals go with the
performance of various activities and every
RESOURCES traditional area has its own activities they
videos and pictures of worship perform including the other two main reli-
sessions of the three main religions in Ghana gions in Ghana, Christian and Islamic. Let
every learner participate fully in the activity
OTHER USEFUL MATERIALS and make critical observations so that they
English dictionary can present their findings to the class.
KEY WORDS
decorate, hometowns, celebration,
resurrection good friday, crucified,
commanded, islamic, ramadan, mosque,
sacrifice, neighbours, merry-making ethnic
groups, festivals, musketry, victory, fore-
fathers, occaision, kpokpoi, renewal, attire,
migration, history
70
Strand 3
Draw scenes from festivals. Evaluation Exercise
Assist learners to understand that festivals Expected Answers
are colourful, which makes the celebrations
beautiful. Learners are to draw this colourful (Refer to Learners Book 2, pages 103 to 105
events with people in various actions of the for exercises and Activities)
festivals being celebrated. Let learners draw
festival scenes into their drawing book. Exercise 1
Activities to support learners 1. a. giving items to the needy
1. Mention the festivals celebrated by the 2. b. pay tithe
three main religions in Ghana.
3. c. libation
2. They should talk about what they do for
God to be happy with them. Reflection
3. They should investigate how the main 1. Ask learners to do the following by way
religions celebrate their festivals. of reflecting on the lesson:
2. Tell the class what you learnt during the
lesson
3. Tell the class how you will use the knowl-
edge acquired during the lesson
4. Which aspect of the lesson did you not
understand?
71
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 3: Basic human rights LB: pages 106 - 110
CONTENT STANDARD The Human rights are the basic rights and
B2.3.4.1. Demonstrate understanding of freedoms that belong to every person in the
human rights as a citizen. world from birth till death.
INDICATOR In groups ask learners to talk about the
B2.3.3.1. 1. Explain the importance of importance of allowing others to enjoy their
respecting the rights of others. rights.
CORE COMPETENCIES It is important to know that our rights and
Communication and collaboration, critical freedoms should not affect other people’s liberty.
thinking, personal development and We must exercise our rights and freedoms as
leadership, decision making they are written in the constitution of Ghana.
SUBJECT SPECIFIC PRACTICES We must allow other people to also enjoy their
Respect, Obedience, Perseverance, rights by tolerating and respecting their rights
Endurance Honesty, Co-operation, and freedoms.
Commitment, Dedication Humility
Human rights enable people to satisfy their
RESOURCES basic needs, such as food, housing, and
Suggested resources: poster showing education, so they can take full advantage of all
basic human rights, Paper, pencils, charts, opportunities.
computer, projector, blackboard/marker board
and chalk/marker. When we exercise our rights within the law, we
may live in peace with others.
KEY WORDS
quality, education, religion, basic, This will also ensure teamwork and cooperation
fundamental, shelter, decent, freedoms, in the society.
constitution, law.
How do we respect the rights of others?
Introduction
Human beings have certain qualities of God. Listen. Listening to what another person has to
This makes man very important in all God’s say is a basic way to respect them.
creation. For this reason, human beings must
be protected to help them do what God created Affirm. When we affirm someone, we’re giving
them to do on earth. evidence that they matter.
In order to help human beings to do what God
created them to do, we have as human beings Serve. ...
universally agreed that human beings must
have rights and freedoms. Be Kind. ...
72 Be Polite. ...
Be Thankful.
In demonstrating the need to respect the rights
of others, there is the need for learners to show
respect to their parents, siblings, to your teacher
in a classroom, and others in the community.
Learners be made aware that they have the
duty to obey the rights of others just as they
want others to do same to them.
Strand 3
If they do this their rights to education Activities to support learners
especially will be guaranteed. Learners should 1. They should mention some basic needs in
be encouraged to read other books on basic
human rights so they can be abreast with time. their lives.
In respecting the rights of others, learners 2. Ask them to talk about how those things
should be taken through the following: help them when they get them.
Be empathetic 3. They should discuss how they can allow
Empathy is where respect begins, and this people to enjoy their rights.
means understanding someone else’s feelings
by imagining yourself in their situation. Put 4. They should draw people enjoying some
yourself in someone else’s shoes. Think about rights.They should compose a poem with
how you would like to be treated, and then treat the basic rights
the other person the same way.
Evaluation Exercise
Know your own rights Expected Answers
Did you know that you can find the bill of rights
online? It can be a long read, but it is important (Refer to Learners Book 2, pages 109 to 110
to know what your rights are, so that you can for exercises and Activities)
protect your rights and the rights of others. Exercise 1
Q1. B. Survive
Listen to others Q2. C. Right to insult
The best way to understand someone else and Q3. C. Peace
what they have been through is simply to listen Q4. D. Right to good health
to them, hear how they feel. Everyone has their Q5. A. Right to life
own story, and also their own opinions, and Q6. Fundamental
perspectives on how they view the world. Q7. The right to life
Q8. Holidays
Appreciate your differences
We come from a very diverse country, which Suggested Homework
is what makes every one of us so special. But
a lot of the time, our differences are used as a Describe how people help others in their
reason to judge others. This is discrimination neighbourhood to enjoy their rights.
and stigma. That shouldn’t be the case. We
should always use being different as a chance Learners to answer
to learn new things from each other. And being
different is beautiful. We are all unique in our Reflections
personalities, gender, race, beliefs, sexual Teacher reflects on the following in relation to
orientation, culture, and background; and that the indicator and makes informed decision in the
should be celebrated. next lessons:
Role-play ways of allowing others to enjoy • What went well?
their rights • What went badly?
Guide learners to role-play ways of allowing • What would you improve next time?
others to enjoy their rights as humankind or
citizens of a nation. Let learners understand In thinking about or answering the above
that as long as they will want others to respect questions, the teacher should make use of
their rights, they must also do same to others those cognitive skills or strategies that increase
to ensure tolerance, peace and harmony. Let the probability of a desirable outcome.
every learner participate actively and take notes
of ongoing activities being performed for which 73
learners should be assessed on that.
Sub-strand 3: Basic human rights
Use thinking that is purposeful, reasoned and 1. Tell the class what you learnt during the
goal directed; the kind of thinking involved lesson.
in solving problems, formulating inferences,
calculating likelihoods, and making decisions 2. Tell the class how you will use the
when the teacher is using skills that are knowledge acquired during the lesson.
thoughtful and effective for the particular context
and type of thinking task. The teacher should 3. Which aspect of the lesson did you not
also analyze and make judgments about what understand?
has happened or been taught.
Also, learners should be aware of and control
their learning by actively participating in
reflective thinking - assessing what they know,
what they need to know, and how they bridge
that gap during learning situations.
Ask learners to do the following by way of
reflecting on the lesson:
74
Strand 3: OUR BELIEFS AND VALUES
Sub-strand 4: Being a leader LB: pages 111- 119
CONTENT STANDARD : Introduction
B2.3.4.1. Narrate the early life stories of the
leaders of the three main religions in Ghana. Lead learners to tell stories about Jesus Christ
in the Holy Bible and Prophet Muhammad in the
INDICATOR: Holy Quran that they have learnt during Children
B2.3.4.1.1. Narrate the story of the early life service session in the Church and Mosque
of the religious leaders in the three religions in respectively.
Ghana
Talk about the early lives of these religious
CORE COMPETENCIES leaders.
Communication and Collaboration Creativity
and Innovation Guide learners to narrate the story of the early
Personal Development and Leadership life of the religious leaders in the three religions
Critical Thinking and Problem Solving in Ghana. Let learners get to know that every
religion that is being practiced in the world has a
SUBJECT SPECIFIC PRACTICES leader example, Christian religion has its leader
Decision making, Respect, Obedience, as Jesus Christ, Islam has Prophet Muhammad
Perseverance, Endurance, Honesty, Co- and African Traditional Religion has also gotten
operation Commitment, Dedication Humility their various leaders such as Okomfo Anokye
of the Akan tradition of Ghana and Tohazie and
RESOURCES: that every leader draws his inspiration from one
Pictures, Videos, Paper, pencils, charts, God, the Almighty. Learners should be aware
computer, projector, blackboard/marker board that except Jesus Christ whose conception was
and chalk/marker. by the Virgin after the Holy Spirit delivered a
OTHER USEFUL MATERIALS message of the birth of the Messiah through the
English dictionary Angel Gabriel to Mary and Joseph, the rest did
not happen this way.
KEY WORDS
Leaders, positive, impact, Christianity, Let learners understand that the followers of
celebrate, early, life. the Christian religions worship God through
Jesus Christ, Muslims do that through the
HELPFUL LINK Holy Prophet Muhammad and the believers in
www.google.com/search https://www.owlca- the African Traditional Religion Worship God
tion.com>.......>history, through objects/images such as stones, water
https://www.biography.com>religion...... and trees among others. All the leaders perform
a lot of miracles in their life time on this earth
to prove the existence of a supernatural power
in our midst. In addition, the leaders were at
the forefront of spreading the word of God to
ensure that they woo believers into the kingdom
of God through the Scriptures but those in the
African Traditional Religion do that through oral
tradition and do not preach to woo people into
their kingdom rather they go by initiations and
incantations to prepare a follower or client into
their kingdom.
75
Sub-strand 4: Being a leader
More so, let learners understand that all these They can do this not only to their parents at
religious leaders exhibited good moral life when home but to any other person in the school or
they were on this earth and that we need to the community. Below are how learners can
emulate them so we can live upright life before demonstrate moral lessons learnt:
we go into the next world. Examples include
love, hard work, commitment, dedication, peace, i. Learners are encouraged to ensure that
empathy, forgiveness and so forth. they demonstrate or show in their daily lives the
moral life led by the religious leaders mentioned
Talk about the moral lessons they have learnt in the text.
from early lives of the religious leaders
ii. Learners are to be obedient to their parents,
Guide learners to understand the meaning of teachers and other people in society.
morality and the moral lessons exhibited by
these leaders. Morality is a particular system of iii. Learners should be hard working so that
values and principles of conduct or the extent they get good results in whatever they do.
to which an action is right or wrong. The moral
lessons of the early live of religious leaders iv. They have to love one another as showed
cannot be discounted. These leaders led a kind by religious leaders
of life that has positively changed the life of
societies all over the world. Some of the moral v. Learners should show compassion towards
lessons include the following: one another in times of difficulty.
i. They direct human beings to God, their vi. Learners must show bravery in life
creator situations no matter how difficult they might
be.
ii. They lived good lives in such a way that
others will learn to do the same example, Talk about the need to emulate the good
they must be holy, humble, forgiving, moral values of these religious leaders, so
tolerant, and faithful among others. that they can be good citizens.
iii. They help us to live in unity and not in chaos Guide learners in discussion to realize the
need to emulate the good moral values of
iv. They cooperate with others in their these religious leaders, so that they can be
communities good citizens. Let learners understand that
these religious leaders led good moral life that
v. They showed courage in their latter lives all followers would like to emulate. Learners
should know that there is the need because
vi. They prepare us towards the judgement day the leaders’ life help to morally shape our lives,
by telling us how we would account for our make us obedient, have love for one another,
stewardship forgive others who trespass, and lead us into
the kingdom of God among others.
vii. They make us aware about God’s final
reward and punishment for the righteous Leaders played very important roles that have
and unrighteous respectively positive impact on their followers. Some of these
leaders are Jesus Christ, Prophet Mohammad,
viii. They prompted leadership in their activities Okomfo Anokye.
through humility and love for humankind
Guide Learners to mention the names of the
ix. They show how brave our fore bearers were religious leaders:
and that we should also be brave in facing
difficult situations in life. The following points should be considered
Apply the moral lessons from the religious i. Jesus Christ,
leaders in their daily lives.
ii. The Holy Prophet (Sallahu Alaihi Wasallam-
Guide learners to demonstrate in their daily lives S.A.W. (Peace be upon him),
the moral lessons learnt from the lives of the
religious leaders. iii. Okomfo Anokye,
76
Strand 3
iv. Toha Zie, Through whole class discussion guide learners
v. Egya Ahor, etc. to talk about the need to emulate the good
moral values of these religious leaders, so that
Through whole class discussion guide learners they can be good citizens.
to talk about the early lives of these religious
leaders. Activities to support learners
i. The Lord Jesus Christ; 1. Draw Jesus Christ washing the feet of the
ii. The Holy Prophet Muhammad S.A.W. disciples
iii. A Traditional Leader
2. Learners role-play the moral lives of the
Let learners role-play some important aspects of religious leaders
the early life of a religious leader.
3. Write the names of this leaders
Learners, through questions and answers, to 4. Write five sentences about the early life of
talk about the moral lessons they have learnt
from early lives of the religious leaders of the Jesus Christ.
three main religions in Ghana. 5. State five moral lessons learnt from these
The following points should be considered. religious leaders.
i. Love God with all that you are 6. State why we should emulate the good
ii. If you want forgiveness, first you must
moral values of this leaders.
forgive others. 7. Explain how you will apply any of the moral
iii. They were humble to others
iv. They were kind to people values to your life.
v. They were filled with compassion
Evaluation Exercise
Guide learners to explain how they will apply the Expected Answers
moral lessons from the religious leaders in their
daily lives. (Refer to Learners Book 2, pages 117 to 199
for exercises and Activities)
The following points should considered Exercise 1
i. Piety, Q1. C. Mohammed
ii. Honesty, Q2. D. Turning water into wine
iii. Sacrifice Q3. B. Trading
iv. Patience Q4. C. The golden stool
v. Hard work Q5. A. Hatred
vi. Courage Q6. Christian, Islamic and Traditional religions
vii. Perseverance Q7. Jesus Christ
viii. Humble
ix. Righteous Q8. Mohammed
x. Kind
xi. Wish good for others Suggested Homework
xii. Trustworthy 1. Write three things about the early life of
xiii. Obedience Jesus Christ.
Guide learners to role-play the moral lives of the a. He perfomed miracles
religious leaders.
b. He tought people in the church
c. He preached to the multitude
77
Sub-strand 4: Being a leader
2. State three moral lessons learnt from this In thinking about or answering the above
religious leader questions, the teacher should make use of
those cognitive skills or strategies that increase
a. obedience the probability of a desirable outcome. Use
b. tolerance thinking that is purposeful, reasoned and goal
c. living in peace directed; the kind of thinking involved in solving
3. State why we should emulate the good problems, formulating inferences, calculating
likelihoods, and making decisions when the
moral values of this leaders teacher is using skills that are thoughtful and
a. we will be obedient to people effective for the particular context and type of
b. be hard working thinking task. The teacher should also analyze
c. we will love one another and make judgments about what has happened
d. we will be courageous or been taught.
4. Explain how you will apply any of the moral
Also, learners should be aware of and control
lessons to your life. their learning by actively participating in
a. by learning hard in school reflective thinking - assessing what they know,
b. by respecting people what they need to know, and how they bridge
c. by showing love to others that gap during learning situations.
d. by worshiping God
Ask learners to do the following by way of
Reflections reflecting on the lesson:
Teacher reflects on the following in relation to
the indicator and makes informed decision in the 1. Tell the class what you learnt during the
next lessons: lesson
• What went well? 2. Tell the class how you will use the
• What went badly? knowledge acquired during the lesson
• What would you improve next time?
3. Which aspect of the lesson did you not
understand?
78
Strand: 4
Our nation
Ghana
Strand 4: OUR NATION GHANA
Sub-strand 1: Being a citizen LB: pages 122 - 127
CONTENT STANDARD Values are not the visible things we can see
B2.4.1.1. Recognise individual values and and touch. We can think of values as qualities
responsibilities in the community. or behaviours that we demonstrate in our daily
lives. They help us to lead acceptable lives in
INDICATOR the community.
B2.4.1.1.1. Explain values cherished by
individuals in society. Learners in groups list values and behaviours
cherished in the community.
CORE COMPETENCIES
Personal Development and Leadership The following points should be considered
Creativity and Innovation i. Respect,
ii. Teamwork,
Communication and Collaboration iii. Honesty,
iv. Hard Work,
SUBJECT SPECIFIC PRACTICES v. Obedience,
Responsibility, Togetherness, Caring, Love, vi. Tolerance
Sharing, Cooperation, Commitment, Respect, vii. Patriotism
Obedience, Honesty, Kindness, Reliability, viii. High Achievement
Discipline, Cultural Identity ix. Volunteerism
x. Peace
RESOURCES
Posters, Pictures, Videos, Paper, pencils, Guide learners to role play the roles of members
charts, computer, projector, blackboard/ of the community in the upbringing of its
marker board and chalk/marker. members: education, discipline, counselling, etc.
OTHER USEFUL MATERIALS Learners role play the following:
English dictionary i. Patriotism
ii. Tolerance
KEY WORDS iii. Volunteerism
Values, fundamental, beliefs, attitudes, iv. Love
behaviours, actions.
Through whole class discussion guide learners
Introduction to discuss the importance of practicing societal
Values are basic and fundamental beliefs that values.
guide attitudes and actions. They help us to
determine what is important to us. The following points should be considered:
i. Promotes law and order
What are some of the things you value in life? ii. Gives us sense of identity
When we value or cherish something, we pay iii. Encourages unity
attention to make sure they are well preserved iv. Makes people responsible
or kept.
Guide learners to discuss ways of developing
80 values in children.
The following points should be considered
i. Educating them on the importance of values
Strand 4
ii. Disciplining them in a way to correct wrong Knowing your values enables you to think
doing. clearly about the decisions you make in relation
to any and all aspects of your life. When a
iii. Organising counselling sessions for them. new opportunity arises, whether it is a business
partnership, a new job, a family holiday or you
iv. Teaching them to contribute their own money have been asked your date of birth, you are
to charity. able to carefully consider your values. Does
this opportunity meet your values, and will it
v. Consciously teach and model good take you a step closer towards your goal? If it
sportsmanship. does, what decisions do you need to make to
implement it? If not, then the decision has been
Role-play the roles of members of the made for you. The answer is simple, “no thank
community in the upbringing of its members you”.
Assist learners to demonstrate ways by which
values of society guide their decisions and Some roles of members of the community in the
actions. Value-based decision making means upbringing of its members include education,
understanding what is most important to you discipline, counselling, patriotism, tolerance,
and then incorporating this into your life on a volunteerism, and showing love.
daily basis. Knowing exactly what you believe
also helps you make the decisions that naturally Activities to support learners
lead to a more fulfilling career. Learners should i. What are values?
understand that whatever we do as individuals
are being guided by these values and a little ii. State three ways of developing values in
deviation from them makes people lose interest children
in us as well as respect. You may be ostracized,
banned from or end up in jail if this deviant iii. State three importance of practicing societal
behaviour in you is to the extreme showing values
gross disrespect or violation of what everybody
cherishes in society. If you want to do something iv. Draw people doing community work
untoward the values are there to serve as
checks and balances in your life so that you v. Write four cherished values of your
reconsider your decision. Learners should community
be guided by the fact that socially acceptable
values have these four qualities: vi. Write four (4) ways children can learn values
in the community
i. They tell us what to do and what not to do
Evaluation Exercise
ii. They are socially shared (in other words, Expected Answers
most people have a general understanding (Refer to Learners Book 2, pages 125 to 127
and awareness of the norm) for exercises and Activities)
iii. They carry an element of control or sanction, Exercise 1
which can invoke feelings of guilt or fear if the
social norm is not met Q1. b. fear
Q2. d.council the child on issues
iv. They can actually constrain behaviour - or at Q3. C.patriotism
least highly influence it Q4. C. be law abiding
Q5. d. volunteer
Learners should know that we make decisions
every day - many times over - about how to act
based on the societal values that dictate our
social environments. Societal values work on us
so deeply. They sometimes influence major life
decisions such as how to treat people, what
career path to take, how to vote, and when
and whom to marry.
81
Sub-strand 1: Being a citizen
Suggested Homework problems, formulating inferences, calculating
likelihoods, and making decisions when the
1. Write four cherished values of your teacher is using skills that are thoughtful and
community. effective for the particular context and type of
thinking task. The teacher should also analyze
respect, team work, hard work, commitment and make judgments about what has happened
or been taught.
2. Mention three roles of members of the
community in the upbringing of each Also, learners should be aware of and control
members their learning by actively participating in
reflective thinking - assessing what they know,
a. make sure children are educated what they need to know, and how they bridge
that gap during learning situations.
b. make sure children are taught values of the
community Ask learners to do the following by way of
reflecting on the lesson:
c. make sure children receive enough training to
make them disciplined 1. Tell the class what you learnt during the
lesson
Reflections
Teacher reflects on the following in relation to 2. Tell the class how you will use the
the indicator and makes informed decision in the knowledge acquired during the lesson
next lessons:
3. Which aspect of the lesson did you not
• What went well? understand?
• What went badly?
• What would you improve next time?
In thinking about or answering the above
questions, the teacher should make use of
those cognitive skills or strategies that increase
the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
82
Strand 4: OUR NATION GHANA
Sub-strand 2: Authority and power LB: pages 128 - 136
CONTENT STANDARD The following points should be considered
B2.4.2.1. Demonstrate understanding of
national symbols i. Standing while the National Anthem is being
played
INDICATOR
B2.4.2.1.1. Explain ways to appreciate ii. Reciting national pledge
national symbols, as a responsible citizen
iii. Singing the national anthem at school and
CORE COMPETENCIES national durbars
Communication and Collaboration
Creativity and Innovation Personal Learners sing/recite the National Anthem and
Development and Leadership Critical Thinking Pledge.
and Problem Solving
The Pledge
SUBJECT SPECIFIC PRACTICES I promise on my honour
Responsibility, Love, Sharing, Commitment,
Obedience Respect, Humility, Honesty Trust To be faithful and loyal to Ghana my
motherland I pledge myself to the service of
RESOURCES: Ghana
Ghanaian cedi notes, Coins, Pictures, Videos, With all my strength and with all my heart I
Paper, pencils, charts, computer, projector, promise to hold in high esteem our heritage
blackboard/marker board and chalk/marker. Won for us through the blood and toil of our
fathers And I pledge myself in all things
KEY WORDS
National symbols, importance, coat of arm, To uphold and defend the good name of
the Ghana fag, Ghana So help me God.
OTHER USEFUL MATERIALS Learners, through role play, talk about ways
English dictionary they can help to protect national symbols.
HELPFULLINK: Demonstrate various ways of showing
www.google.com/search, https:// respect to the national symbols
www.worldatlas.com>ghana, https://www.nc-
cegh.org> Guide learners to understand that there is the
need to show respect to the National symbols
Introduction because of the history behind them. Let learners
know that people fought and shed their blood
A symbol can be described as something visible for the Independence of the nation, Ghana so
that is used to represent an idea, belief or there is the need for showing respect to them
another thing. National symbols are, therefore, represented by the flag of Ghana. We can do
patriotic symbols representing nations and that by standing while the National Anthem
countries. is being played, salute the National Flag, put
right hand on chest while reciting the National
Guide learners to demonstrate various ways of Pledge. Encourage learners to do these
showing respect to the national symbols. at all times and at any place they may find
themselves.
83
Sub-strand 2: Authority and power
Sing/recite the National Anthem and National The following points should be considered
Pledge
i. Obedience,
Lead learners to sing/recite the National ii. Reporting people who destroy the national
Anthem and the National pledge. Let learners
understand that National Anthem and the symbols,
National pledge and any other symbol of the
nation is a historical artefact and cornerstone iii. Respect for the symbols.
of our nation and that it must be preserved.
Learners must be taught in the classroom and at Activities to support learners
Assembly ground how to sing/recite them very i. Draw the national fag
well. They should be aware that Ghanaians are
identified by the National Flag, the Coat of Arms ii. Draw the Coat of Arms iii. What does the
and other symbols of Ghana such as Adinkra. In colours in the national flag stand for?
order to be perfect in the singing and recitation
learners could be tasked to keep on practicing iii. Write any three national symbols
at home anytime school closes or are on iv. Draw the independence Arch
holiday. They could also be encouraged to have
recorded voice of the National Anthem and the v. Write down the first stanza of the National
National Pledge played on the mobile phones of Anthem
their parents.
vi. List five National Symbols of Ghana
Teacher should ensure that learners get to know vii. Write down the National Pledge
that the National Pledge of Ghana is recited viii. Draw and colour the State Sword
immediately after the national anthem “God
Bless Our Homeland Ghana” and is as follows: Evaluation Exercise
I promise on my honour. To be faithful and loyal Expected Answers
to Ghana my motherland. I pledge myself to the
service of Ghana. With all my strength and with (Refer to Learners Book 2, pages 133 to 136
all my heart. I promise to hold in high esteem…. for exercises and Activities)
Exercise 1
Ways we can help to protect national
symbols. Q1. The Ghana Cedi Notes, Coins, Ghana Flag,
Coat of Arms, Independence Arc.
Guide learners to understand that the National
symbols mentioned above under “materials Q2. Respect the symbols, apply the good
required” have been protected since the birth morals in the national anthem in our lives,
of the country, Ghana so that generations report people who destroy national symbol
yet unborn can also benefit from our culture. to the appropriate authorities.
Learners should be aware that these symbols
can be kept in the National Museums for safe Q3. Coin, Coat of Arms, Parliamentary mace,
keeping. Discuss with them that apart from national flag,
those measures mentioned above there are
other ways of appreciating and protecting Suggested Homework
National symbols including obedience, reporting
people who destroy the national symbols. The Ghana Cedi Notes, Coins, Ghana Flag,
Coat of Arms, Independence Arc.
Q2. Respect the symbols, apply the good
morals in the national anthem in our lives,
report people who destroy national symbol
to the appropriate authorities.
84
Strand 4
1. Q3. Coin, Coat of Arms, Parliamentary The teacher should also analyze and make
mace, national flagList five National Symbols judgments about what has happened or been
of Ghana taught.
2. Write the National Pledge and recite. Also, learners should be aware of and control
their learning by actively participating in
Learners answer 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 by way of
next lessons: reflecting on the lesson:
• What went well? 1. Tell the class what you learnt during the
• What went badly? lesson.
• What would you improve next time? 2. Tell the how you educate the family with the
knowledge gained from the lesson.
In thinking about or answering the above
questions, the teacher should make use of 3. Tell the class how you will use the
those cognitive skills or strategies that increase knowledge acquired during the lesson.
the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal 4. Which aspect of the lesson did you not
directed; the kind of thinking involved in solving understand?
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.
85
Strand 4: OUR NATION GHANA
Sub-strand 3: Responsible use of resources
CONTENT STANDARD LB: pages 137 - 141
B2.4.3.1. Exhibit knowledge of conserving
energy. The following points should be considered: the
prevention of the wasteful usage of energy.
INDICATOR
B2.4.3.1. 1. Describe ways of conserving Guide learners, through think-pair-share, to talk
energy in the home, school and community. about strategies for energy conservation, e.g.
CORE COMPETENCIES • Using solar or wind energy instead of
Communication and Collaboration petroleum,
Creativity and Innovation
Personal Development and Leadership • Making efforts to reduce the consumption of
Critical Thinking and Problem Solving energy (e.g. turning off lights when leaving
the room
RESOURCES:
Solar panels • Recycling plastics or paper, using more
Energy serving bulbs natural light from the sun).
Pictures
Videos Guide learners to describe conserving energy
in their homes or in the community, using small
OTHER USEFUL MATERIALS group drama.
English dictionary Learners talk about ways of conserving energy;
the following points should be considered:
KEY WORDS i. Turning off the light,
Conserve, energy, unplug, bulk, turnoff. ii. Turn off television if not in use.
iii. Unplug iron after use
HELPFULLINK: iv. Turn off fan after use.
www.google.com/search, v. We should iron our clothes in bulk.
https://www.con- serve-energy-future. vi. Defrost your fridge and freezer regularly.
com>, https://www. wikipedia.org>wiki vii. Switch to new, energy –effcient light bulbs
viii. Don’t leave electrical devices on standby
Introduction
Leaners sing and recite rhymes on how energy
Energy Conservation. can be conserved in the community.
It is the practice of reducing the quantity of
energy used or consumption of energy services. The following song should be considered:
Guide learners, through questions and answers,
to explain energy conservation. If You Save Energy and You Know It, Clap
Your Hands
Verse 1:
If You Use Less and you know it, clap your
hands.
If You Use Less and you know it, clap your
hands.
If You Use Less and you know it, then your face
will really show it.
86
Strand 4
If You Use Less and you know it, clap your 3. thermostat
hands. 4. heater
Verse 2: Exercise 2
If You Unplug and you know it, stomp your feet. Q1. Use of solar energy, wind energy, turn off
completely all electrical gadgets if not in
Verse 3: use.
If You Reuse and you know it, wave your Q2. It makes us pay less for energy, it saves
hands.
energy for the producing company, it
Final verse: promotes energy efficiency,
If You Save Energy and you know it, do all Q3. Learners to draw, label and colour a solar panel
three. or a wind turbine.
Through whole class discussion guide Suggested Homework
learners to discuss the importance of energy 1. What is energy conservation?
conservation. The following points should be it about using anergy wisely
considered: 2. State four importance of energy
i. It plays important role of lessening climate conservation
change. a. we pay less bills
b. To maintain our electrical equipment in good
ii. Low electricity bills, reduced maintenance, condition.
operation and service costs for electronic c. We save the country a lot of money when we
equipment. save energy.
3. State three ways we can conserve energy in
iii. We save the country a lot of money when
save energy. our homes
a. we should turn off all gadgets if not in use.
iv. It reduces environmental pollution. b. we should use gadgets that use less energy.
c. we should use cheaper source of energy. Example,
Activities to support learners
solar or wind energy.
i. Draw a girl turning off light 4. Write a song on energy conservation
ii. Draw someone closing a fridge
iii. Write down three ways of conserving
87
energy.
iv. Learners role-play how energy can be
conserved in the community.
v. What is energy conservation?
vi. State four importance of energy
conservation
vii. State three ways we can conserve energy in
our homes
viii. Write a song on energy conservation
Evaluation Exercise
Expected Answers
(Refer to Learners Book 2, page 144 for
exercises and Activities)
Exercise 1
1. unplug
2. lights
Strand 4: OUR NATION GHANA
Sub-strand 4: Farming in Ghana LB: pages 142 - 152
CONTENT STANDARD Introduction
B2.4.4.1. Demonstrate knowledge of the
importance of farming in Ghana. Crop farming means the practice of producing
B2.4.4.2. Recognise types of simple agricultural crops. The food crops grown in
agricultural tools Ghana include millet, maize, rice, groundnuts,
tomatoes and onions. Others are cassava,
INDICATOR maize, water yam, cocoyam, plantain, pepper
B2.4.4.1. 1. Explain the importance of farming and garden eggs
in Ghana.
B2.4.4.2.1. Identify the types of simple Through whole class discussion guide learners
agricultural tools and their uses.
to talk about various farming activities in
CORE COMPETENCIES Ghana. The following points should be
Communication and considered:
Collaboration Creativity and
Innovation i. Crop farming
Personal Development and ii. Cash crop farming
Leadership Critical Thinking and iii. Livestock farming
Problem Solving iv. Flower garden
SUBJECT SPECIFIC PRACTICES v. Fish farming
Responsibility, Cleanliness, Patriotism vi. Poultry farming
RESOURCES: Learners visit and observe different farm
Rice, Millet, Maize, Yam, Cassava, Garden, activities:
eggs, Pepper, Hoe, Cutlass, Watering can, Poultry farm, crop farm, flower garden, etc.
Rake, Trowel, Paper, pencils, pictures, charts,
computer, projector, blackboard/marker board Learners in groups talk about importance of
and chalk/marker. farming in their community
KEY WORDS
Crop farming, grown, agricultural tools, The following points should be considered.
harvest, weeds, garden.
i. Provides food
HELPFULLINK: ii. Provides employment
www.google.com/search, htpps://www.coun- iii. Export earning
trystudies.us>Ghana, iv. Provides raw materials for the factories
https://www.fmexim. com>agricultural-tools v. The government and individual farmer get
88 money from farming
Guide learners to draw the main farm activity in
their community
Learners observe simple agricultural tools and
talk about their uses.
The following points should be considered.
i. Hoe
ii. Cutlass
iii. Watering can
iv. Axe
Strand 4
v. Hand trowel The following points should be considered
iv. Mattock i. Clean the tools after use,
vii. Rake ii. Oil metallic agricultural tools,
viii. Hand fork iii. keep the tools in appropriate place,
iv. use the tool for the appropriate work.
Learners visit the school garden/farms or Activities to support learners
gardens close to the school and let learners i. Mention three farming activities in Ghana
observe and talk about tools used for digging, ii. Write five farming or agricultural tools
pruning, harvesting, weeding, watering. iii. Draw one agricultural tool
iv. Demonstrate how to take of agricultural tools
Show pictures/videos of different types of v. State four ways of caring for agricultural
agricultural tools from books, and let learners
talk about their differences and draw. tools
vi. State four importance of farming in Ghana
Guide Learners to sketch different agricultural vii. List four agricultural tools and state their
tools.
uses
Learners in groups talk about ways of caring for viii. What is farming
agricultural tools. ix. Write five farming or agricultural tools
The following points should be considered Evaluation Exercise
I. clean the tools after use, Expected Answers
ii. oil metallic agricultural tools, (Refer to Learners Book 2, pages 147 for
iii. keep the tools in appropriate place, exercises and Activities)
iv. use the tool for the appropriate work. 1. Farming is the cultivation of crops and the
Learners observe simple agricultural tools and rearing of animals.
talk about their uses.
2.
The following points should be considered.
a. fishing
i. Hoe
ii. Cutlass b. crop farming
iii. Watering can
iv. Axe c. livetock
v. Hand trowel
vi. Mattock d. flower gardening
vii. Rake
viii. Hand fork 3. learners describe one of the above.
Learners visit the school garden/farms or 4. a. it gives us money
gardens close to the school and let learners b. it gives us food
observe and talk about tools used for digging, c. it gives us job
pruning, harvesting, weeding, watering.
89
Show pictures/videos of different types of
agricultural tools from books, and let learners
talk about their differences and draw.
Guide Learners to sketch different agricultural
tools.
Learners in groups talk about ways of caring for
agricultural tools.
Sub-strand 4: Farming in Ghana
Evaluation Exercise Reflections
Expected Answers
(Refer to Learners Book 2, pages 149 and Teacher reflects on the following in relation to
150 for exercises and Activities) the indicator and makes informed decision in the
Exercise 1 next lessons:
Q1.
• What went well?
hoe: for weeding grasses in the farm
• What went badly?
cutlass: for cutting trees and grasses
• What would you improve next time?
Q2.
In thinking about or answering the above
a. by cleaning them after use questions, the teacher should make use of
b. keeping them at safe places. those cognitive skills or strategies that increase
c. we should oil them to prevent rusting. the probability of a desirable outcome. Use
b. it gives us food thinking that is purposeful, reasoned and goal
c. it gives us job directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
Q3. Learners answer depending on tool they likelihoods, and making decisions when the
choose. teacher is using skills that are thoughtful and
effective for the particular context and type of
Q4. thinking task. The teacher should also analyze
a.to last longer. and make judgments about what has happened
b. to make them work well or been taught.
c. to reduce cost of maintainence
Also, learners should be aware of and control
Suggested Homework their learning by actively participating in
reflective thinking - assessing what they know,
1. State four ways of caring for agricultural tools what they need to know, and how they bridge
a. water plants regularly that gap during learning situations.
b. prune branches of trees regularly
c. provide mulch around plants Ask learners to do the following by way of
reflecting on the lesson:
2. State four importance of farming in Ghana
a. it gives us money i. Tell the class what you learnt during the
b. it gives us food lesson
c. it gives us job
ii. Tell the class how you are going to take care
3. List four agricultural tools and state their uses of farming tools
a. it gives us money
b. it gives us food iii. Tell the class how you will use the
c. it gives us job knowledge acquired during the lesson
iv. Which aspect of the lesson did you not
understand?
90
Strand: 5
My global
community
Strand 5: MY GLOBAL COMMUNITY
Sub-strand 1: Our neighbouring countries
CONTENT STANDARD: LB: pages 154 - 158
B2.5.1.1. Demonstrate knowledge of
Ghana’s neighbouring countries. Song on West African neighbours.
INDICATOR: Mauritania, Mali, Burkina Faso
B2.5.1.1. 1. Mention Ghana’s neighbours Niger, Niger, Chad Republic
and locate them on a map. From Senegal to Gambia,
Guinea Bissau, Sierra Leone
CORE COMPETENCIES We go to Nigeria,
Creativity and Innovation Communication We go to Côte D’voire,
and Collaboration Cultural Identity and Ghana, Togo land,
Global Citizenship Personal Development Republic of Benin, Nigeria, Cameroon.
and Leadership Digital Literacy
In groups, guide learners locate Ghana on a
SUBJECT SPECIFIC PRACTICES map of West Africa using the idea of the cardinal
Demonstration points.
RESOURCES: Discuss the neighbours of Ghana with the
outline map of West Africa, outline map of learners using the idea of the cardinal points.
Ghana, Paper, pencils, pictures, charts,
computer, projector, blackboard/marker board Burkina Faso is to the North
and chalk/marker. Togo is to the East
La Cote d’Ivoire is to the west
OTHER USEFUL MATERIALS
English dictionary Note: there is no country in the south. The
Atlantic Ocean is located there.
In groups, guide learners to locate Ghana’s
neighbours on a map of West Africa using the
idea of the cardinal points.
KEYWORDS: Activities to support learners
Locate
i. Colour the map of Ghana from an outline
Introduction map of Africa
Ghana is a country located along the Gulf of
Guinea and Atlantic Ocean in the sub region ii. Learners compose a song/rhyme on Ghana
of West Africa. Ghana is boarded by the Ivory and her neighbours
Coast in the west, Burkina Faso in the north and
Togo in the east. iii. Guide the learners to cut out the map of
Ghana from a sketched West Africa map.
iv. Ask learners to trace the map of Ghana
Other neighbouring countries of Ghana includes
Nigeria, Liberia, Benin, Cameron, Senegal,
Sierra Leone, Niger, Gambia, Guinea Bissua,
Guinea, Mali.
92
Strand 5
Evaluation Exercise • What went well?
Expected Answers
(Refer to Learners Book 2, pages 157 and • What went badly?
158 for exercises and Activities)
• What would you improve next time?
Exercise 1
Q1. Ghana is located along the Gulf of Guinea In thinking about or answering the above
questions, the teacher should make use of
and Atlantic Ocean in the sub region of those cognitive skills or strategies that increase
West Africa. Ghana is boarded by Ivory the probability of a desirable outcome. Use
Coast in the west, Burkina Faso in the north thinking that is purposeful, reasoned and goal
and Togo in the east. directed; the kind of thinking involved in solving
Q2. East problems, formulating inferences, calculating
Q3. North likelihoods, and making decisions when the
Q4. Burkina Faso, Togo and Cote d’ Voire, teacher is using skills that are thoughtful and
Nigeria, Benin, The Gambia. effective for the particular context and type of
Q5. Ghana-Accra, thinking task. The teacher should also analyze
Q6. Togo-Lome and make judgments about what has happened
Q7. Nigeria-Abuja or been taught.
Q8. Liberia-Monrovia
Q9. Senegal-Dakar. Also, learners should be aware of and control
their learning by actively participating in
Q10. Learners are to draw and colour map of reflective thinking - assessing what they know,
Ghana showing her neighbours. what they need to know, and how they bridge
that gap during learning situations.
Suggested Homework
Ask learners to do the following by way of
Colour the map of Ghana from a West African reflecting on the lesson:
map.
1. Tell the class what you learnt during the
Learners answer lesson.
Reflections 2. Tell the class how you will use the
knowledge acquired during the lesson.
Teacher reflects on the following in relation to
the indicator and makes informed decision in the 3. Which aspect of the lesson did you not
next lessons: understand?
93
Strand 5: MY GLOBAL COMMUNITY
Sub-strand 2: Introduction to computing
CONTENT STANDARD: LB: pages 157 - 161
B2.5.2.1. Demonstrate understanding of the
parts of a computer Uses of A Mouse
INDICATOR: A mouse is used to open program, select icons
B2.5.2.1.1. Identify the left, right mouse and draw objects on the computer. The mouse
buttons, use the mouse to perform single and pointer can change to a cursor or other shapes
double clicking. on a computer screen when working. The often-
used mouse pointer is an arrow
CORE COMPETENCIES
Creativity and Innovation Communication and In groups ask learners to talk about the parts of
Collaboration Cultural Identity and Global a computer they have ever seen.
Citizenship Personal Development and
Leadership Digital Literacy Show the computer mouse to them and ask
them to observe critically and describe it.
SUBJECT SPECIFIC PRACTICES
Keyboarding Skills Learners discuss and point out parts of the
mouse and call out the name of the parts
RESOURCES: pointed.
A computer mouse or its picture, Paper,
pencils, pictures, charts, computer and its The parts of a computer mouse are; left button
parts, projector, blackboard/marker board and (left- click), right button(right-click), scroll wheel
chalk/marker. (nub) and the body of the mouse
OTHER USEFUL MATERIALS Guide learners to demonstrate how to use the
English dictionary mouse e.g. the left button and perform single
and double clicks in a game exercise.
KEY WORD
program, launch, folder, icons 1.Revise the previous knowledge on parts of
computer.
2. Guide learners to identify the parts of
computer mouse. eg. Right, Left and scroll
wheel.
Introduction 3. Guide learners to identify the uses of the
mouse button.
A mouse is a device used with the computer
We use our hands to operate the mouse. It is a 4. Guide learners to identify the various form of
small object you can roll along a hard surface. clicking.
Its name is derived from its shape, which look
a bit like a mouse, with a connecting wire that
one can imagine to be the mouse tail. It has a
trackball underneath in a holder, which helps to
move its cursor on a screen. It is called a scroll
wheel. When you move a mouse, it moves the
pointer in the same directions on the computer
screen.
94
Strand 5
• Single clicking Reflections
• Double clicking Teacher reflects on the following in relation to
the indicator and makes informed decision in the
• Right clicking next lessons:
5. Group learners to practice single clicking, • What went well?
double clicking, and right clicking.
• What went badly?
Activities to support learners
• What would you improve next time?
i. They should have a feel of the mouse
In thinking about or answering the above
ii. They should draw the mouse and label it questions, the teacher should make use of
those cognitive skills or strategies that increase
iii. They should practice the various clicks the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
iv. 3 directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
Evaluation Exercise likelihoods, and making decisions when the
Expected Answers teacher is using skills that are thoughtful and
(Refer to Learners Book 2, page 161 for effective for the particular context and type of
exercises and Activities) thinking task. The teacher should also analyze
Exercise 1 and make judgments about what has happened
Q1. A mouse is a computer device we use or been taught.
our hands to operate. Also, learners should be aware of and control
their learning by actively participating in
Q2. Learners are to colour a computer mouse reflective thinking - assessing what they know,
already drawn in book. what they need to know, and how they bridge
that gap during learning situations.
Q3. Learners are to label a computer
mouse. Ask learners to do the following by way of
reflecting on the lesson:
Q4. A mouse is used to:
1. Tell the class what you learnt during the
a. open program. lesson.
b. select icons
c. draw objects on the computer 2. Tell the class how you will use the
knowledge acquired during the lesson.
Suggested Homework
Draw and label a computer mouse. 3. Which aspect of the lesson did you not
Learners to draw a computer mouse and label it. understand?
95
Strand 5: MY GLOBAL COMMUNITY
Sub-strand 3: Sources of information
CONTENT STANDARD LB: pages 162 - 165
B2.5.3.1. Demonstrate understanding of
sources of information A telephone is a tool used for receiving and
making calls and for sending messages.
INDICATOR
B2.5.3.1.1. Identify sources of information A radio is used for receiving audio information
A television is used for receiving information in
CORE COMPETENCIES sound and pictures.
Creativity and Innovation Communication and
Collaboration Cultural Identity and Global A sound system is used for playing music and
Citizenship Personal Development and sending audio information.
Leadership Digital Literacy
Guide learners to draw the items used for
SUBJECT SPECIFIC PRACTICES receiving and sending information.
Mouse and keyboarding Skills
Counting skills 1. Revise the previous knowledge on the tools
they have been using in the house.
OTHER USEFUL MATERIALS
English dictionary 2. Facilitators display various technological tools
for them to identify and name them. eg.
RESOURCES telephone, mobile phone, radio etc.
Communication gadgets such as telephone,
mobile phone, radio , paper, pencils, pictures, 3. Let them draw the items used for receiving
charts, computer, projector, blackboard/marker and sending information
board and chalk/marker.
KEY WORD Guide learners to talk about the use of these
information, technology technological tools.
Introduction Mobile phone is used to send and receive
In groups, ask learners to talk about how they information using text messages and making
get information from other parts of the country. calls.
Points to note: through telephone, mobile
phone, radio etc. A telephone is a tool used for receiving and
making calls and for sending messages.
A radio is used for receiving audio information
A television is used for receiving information in
sound and pictures.
A sound system is used for playing music and
sending audio information.
Guide learners to draw the items used for
receiving and sending information.
Guide learners to talk about the use of these
technological tools.
Mobile phone is used to send and receive
information using Text messages.
96
Strand 5
Evaluation Exercise Reflections
Expected Answers
(Refer to Learners Book 2, pages 165 for Teacher reflects on the following in relation to
exercises and Activities) the indicator and makes informed decision in the
Exercise 1 next lessons:
Q1. Mobile phone, telephone, radio, television, · What went well?
sound system.
· What went badly?
Q2. Mobile phone is used to
· What would you improve next time?
a. send information
In thinking about or answering the above
b. receive information questions, the teacher should make use of
those cognitive skills or strategies that increase
c. Text messages the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
A telephone is a tool used for directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
a. receiving calls. likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
b. making calls effective for the particular context and type of
thinking task. The teacher should also analyze
c. sending messages. and make judgments about what has happened
or been taught.
A radio is used for
Also, learners should be aware of and control
a. receiving audio information. their learning by actively participating in
reflective thinking - assessing what they know,
Activities to support learners what they need to know, and how they bridge
that gap during learning situations.
1. They should tell how their parents send or
receive information from friends and relatives in Ask learners to do the following by way of
other towns. reflecting on the lesson:
2. They should name the things they will use to i. Tell the class what you learnt during the
send or receive information from friends and lesson.
relatives in other towns.
ii. Tell the class how you will use the
3. They should draw the gadgets needed knowledge acquired during the lesson.
to send and receive information from the
towns. iii. Which aspect of the lesson did you not
understand?
4. Write three advantage of the gadgets over
travelling to those places for the information.
Suggested Homework
1. Name three sources of information in the
home
2. Draw and colour two sources of
information in the home
97
Strand 5: MY GLOBAL COMMUNITY
Sub-strand 4: Technology in communication
CONTENT STANDARD: LB: pages 166 - 170
B2.5.4.1. Demonstrate understanding of data
collection skills. Guide learners, through demonstration, to
identify data and record them in their books, e.g.
INDICATOR: listening to radio, newspaper, talking to people.
B2.5.4.1.1. Demonstrate sending and
receiving information from other gadgets. Through group work, guide learners to talk
about the type of information they should pay
CORE COMPETENCIES attention to e.g. information on their education,
Creativity and Innovation Communication and parents among others,.
and Collaboration Personal Development
and Leadership Digital Literacy Critical Activities to support learners
Thinking and Problem Solving
1. They should handle newspapers and
SUBJECT SPECIFIC PRACTICES discuss their observations
Demonstration.
2. They should handle other communication
RESOURCES: gadgets.
Poster, Road Signs, Newspapers,
Telephones or their images, Paper, pencils, 3. They should design some of the
pictures, charts, computer, projector, communication gadgets.
blackboard/marker board and chalk/marker.
4. They should draw and label some of the
KEY WORD communication gadgets
information, gadgets
Evaluation Exercise
Introduction Expected Answers
Information can be sent or received through (Refer to Learners Book 2, pages 170 a for
various means. exercises and Activities)
Exercise 1
In groups, learners discuss where one can send
and receive information. Q1. Posters are writings or images on paper
Points to note or mat posted on walls. They are also on
Poster, road signs, newspapers, telephones
calls, SMS, etc. notice board or billboards.
Discuss with learners that information Q2. Post no bill, beware of dogs, no smoking.
is gathered through data collection e.g.
newspapers or class registers. Q3. Road signs are directions used on
our Roads to control Traffic.
Q4. No parking, men at work, no overtaking,
STOP, traffic light ahead.
Q5. class rregister, text book, story books,
internet
98
Strand 5
Suggested Homework Also, learners should be aware of and control
their learning by actively participating in
Draw two communication gadgets at home. reflective thinking- assessing what they know,
what they need to know, and how they bridge
Learners answer. Eg. TV, radio, mobile phone that gap during learning situations.
etc.
Ask learners to do the following by way of
Reflections reflecting on the lesson:
Teacher reflects on the following in relation to i. Tell the class what you learnt during the
the indicator and makes informed decision in the lesson
next lessons:
ii. Tell the class how you will use the
• What went well? knowledge acquired during the lesson
• What went badly?
• What would you improve next time? iii. Which aspect of the lesson did you not
In thinking about or answering the above understand?
questions, the teacher should make use of
those cognitive skills or strategies that increase Ask learners to do the following by way of
the probability of a desirable outcome. Use reflecting on the lesson:
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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